Curriculum guide for homemaking education [1962]

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Department of Home Economics Education College of Education
University of Georgia - Athens, Georgia Price -- $ 2. 00

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VOCATIONAL DIVISION, GEORGIA STATE DEPARTMENT OF EDUCATION
AND THE COLLEGE OF EDUCATION THE UNIVERSITY OF GEORGIA
JULY, 196Z

FOREWORD Education for the responsibilities of homemaking is now regarded as a vital part of the total school program for youth and adults in Georgia. Homemaking departments are included in practically all schools today. School administrators and parents are to be commended for providing adequate facilities and well qualified teachers for instruction in this important phase of education.
It seems most important that all girls receive basic preparation for homemaking. Those girls going to college, into business or directly into homemaking are all potential homemakers. Research indicates that eighty per cent of today's high school graduates will marry within five years after graduation and will work out of the home for at least twentyfive years of their lives.
Women of tomorrow must be prepared to serve effectively in their communities, in the professions and in industries, but without detriment to good home and family life hich has been so important to our democratic way of life in America. Sound management of the home is as vital to the economy of the nation as are the skills and abilities required to earn the money to support our homes and families.

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This bulletin should serve as a valuable guide to school administrators and teachers in the planning and carrying out of effective programs of homemaking education. The procedures suggested in the bulletin seem consistent with the philosophy of education for Georgia as set up in the Curriculum Framework for Georgia Schools, with the philosophy of vocational education for homemaking as expressed in the State Plan for Vocational Education, and, also with the principles of modern educational psychology.
The State Board of Education strongly recommends that courses in homemaking be made available to all girls at some time during high school. There are many suggestions in the bulletin for types of courses which may be planned to meet varying needs within a school and community. Administrators and teachers are urged to use this bulletin critically and make sug- ^ gestions for improvements in some future revision.
Claude Purcell State Superintendent of Schools
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JacWP. Nix, State Director Vocational Education

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ACKNOWLEDGEMENTS

Grateful acknowledgement is extended to the many homemaking teachers and others, who have assisted in the development of this guide through curriculum workshops, study groups, and experimental use of the materials with groups of pupils.

Dr. Aleene Cross, Chairman, Home Economics Education, University of Georgia has served as director of the curriculum workshops held at the University of Georgia and has

coordinated the state wide curriculum study. Other members of the State Steering Committee

were Miss Gladys Gilbert, Associate Professor, Home Ecoiomics Education, Woman's

College of Georgia, and Miss Mary Free, Assistant Supervisor, Home Economics Education,

State Department of Education. Sincere appreciation is expressed to these three for their

dedicated efforts in serving on this committee and attending all four workshops.

Almost every homemaking teacher in Georgia has participated in the state-wide

curriculum study, but special recognition is given to the following who participated in a work-

shop or served on a special committee:

Mary Elizabeth Allan Christine B. Ballard Janet M. Barber Alice Beall Agnes Beers Mary Gill Bevill Hattie P. Beyers Mildred R. Boggs Mary Carol Bowers

Fannie Lee Boyd Addie Brewer Sara Lu Brogden Hattye Brown Martha P. Burns Sara W. Chafin Dorothy G. Chapman Lucile Clowdis Julianna Z. Collins

Mary Jim Combs Marie R. Crawford Amanda Cummings Mabel Curry Marion D. Eanes Louise Edwards Jewell H. Eubanks Mary Ella Fields Eleanor Floyd Free

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Marjorie R. Gardner

Pauline Ladd

Ella B. Napoleon

Joan Gay

Charlotte Landrum

Lena W. Pendergrass

Jane G. Gibbs

Myrtle J. Lawhon

Floy C. Poston

Thelma T. Graham

Martha Spell Lee

Effie Pullen

Jo Ann Greene

Willodene H. Lee

Jerrye D. Purcell

Lorendo Hadley

Daisy Lewis

Inez Rheney

Eleanor Hambrick

Mary Beth B. Lewis

Jane C. Richardson

Doe H. Harden

Ferrell Lovett

Elmyra Rumph

Gene Hempstead

Betty McDaniel

Fleta P. Sims

Ida S. Hinton

Catherine McDonald

Mary F. Sims

Betty J. Houston

Annise B. McElveen

Kathryn D. Smith

Ruth C. Humphrey

Blanche McWhorter

Mayme R. Smith

Montine Jackson

Winnie W. Maulden

Annie Stembridge

Martha Lou B. Jones

Lillian Mims

Sue Sumner

Mary Ellen Jones

Sally T. Mitchell

Eugenia Thompson

Neva Jones

Dora Mollenhoff

Betty Thrasher

Evelyn B. Jordan

Dorothy Moore

Virginia Ware

Frances King Marilyn K. Knight

Floride Moore Miriam B. Moore

Eunice Watson Mattie Waymer

Mary Lynn Kreuz

Allegra Murphy

It is believed by persons who helped prepare this guide that curriculum de-

velopment is an ever changing and evolving process. Therefore, this guide is one ef-

fort among many to provide worthwhile experiences in homemaking education for Georgia's

youth. Again, sincere appreciation to all who have participated in this curriculum study.

INEZ WALLACE, State Supervisor Home Economics Education
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DEVELOPMENT OF THE CURRICULUM GUIDE

This curriculum guide has been prepared for use in planning curricula in homemaking education for high school programs. It is designed primarily for homemaking teachers to use as they plan cooperatively with administrators, curriculum directors, parents and especially with pupils. The guide is also designed for Home Economics supervisors and teacher educators to use with pre-service and in-service groups.
The suggestions in this bulletin are to be used only as a guide and should always be adapted to local needs. It is not a course of study and it is not a prescribed pattern to be followed in each school. This bulletin is a resource guide

and should be used in this manner. Homemaking teachers worked cooperatively with
Home Economics supervisors and teacher educators to develop the guide. College teachers in the various areas of Home Economics contributed many ideas. Miss Ata Lee and Dr. Mary Lee Hurt of the U.S. Office of Education served as consultants. An overall curriculum committee directed the various stages of development.
The bases for developing the curriculum guide were presented at the State Teachers Conference in 1957. The 1950 edition of the Curriculum Guide for Homemaking Education provided the background information for the first basis which was "Beliefs About Homemaking Education. " The second basis, "SocioEconomic Trends" was developed from data collected about Georgia families. The third basis was an adaptation of "Developmental Tasks" as outlined by

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Robert Havighurst. The following year

given to teachers at the State Teachers Conference in

teachers worked in study groups under the

August, 1958. Teachers tested out the suggestions,

direction of district supervisors, to ana-

evaluated the material in study groups and sent their

lyze this material and to relate it to what

revisions to the curriculum committee.

they were teaching.

The format for the resource units was de-

The first of four Curriculum

veloped at the second curriculum workshop. Resource

Workshops was held at the University of

units were also developed in the areas of Relationships

Georgia in July, 1958. The three bases

Child Care and Development, and Housing and Home

were further refined. Implications were

Management. Resource units for Foods and Nutrition,

listed for each belief, each socio-economic Clothing and Textiles, and Home Nursing were de-

trend, and each developmental task. Gen-

veloped in the third summer workshop. Following

eral goals for the program and specific ob- each of these workshops, teachers were given copies

jectives for Homemaking I, II and III were

of the resource units and asked to try them out and re-

formulated. A basic three year program was port through their study groups to the curriculum

outlined in a tentative scope and sequence

committee.

chart. Emphases were selected for each

After teachers had used the resource units for

unit in the suggested scope and sequence.

at least one year, a systematic evaluation was carried

Copies of this material were assembled and out. Each teacher was sent a questionnaire asking

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which emphases they would eliminate and which ones they would add. A summary of these suggestions, the evaluations made by college teachers, and additional activities and materials suggested by study groups were used to revise the resource units in the fourth workshop held in July, 1961. A small committee evaluated the materials in terms of the needs of a particular group, and in terms of certain issues. The Home Nursing unit was revised by a group of teachers in southwest Georgia.
In developing this guide, the following assumptions were made concerning course offerings in Home-

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making Education for Georgia Public Schools. We assume: 1. That each high school in Georgia will provide a strong two-year basic program in homemaking, beginning in the ninth grade or above. In addition, high schools will be encouraged to offer a third-year elective course in homemaking and/or family living for boys and girls at 11th or 12th grade level. 2. That Homemaking I will be taught at the 9th-grade level or above. Anything taught below the 9th grade will be a special homemaking curriculum planned to meet the needs of the particular age group.
3. That Homemaking I is prerequisite to Homemaking II.

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That Homemaking Education should be planned to meet the needs of both boys and girls. That when courses are taught as Vocational Homemaking at any grade level, laboratory experiences will be provided which makes mandatory a maintenance allowance. That home and community experiences, including FHA, will be planned as an integral part of the total instructional program in Homemaking Education.

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TABLE OF CONTENTS

Foreword

Acknowledgements

Development of the Guide

Part I.

DEVELOPING A HOMEMAKING CURRICULUM

Characteristics of a Desirable Homemaking Curriculum

Planning the Curriculum at the State Level

Beliefs About Homemaking Education

Trends Affecting The Homemaking Curriculum

Developmental Tasks and Implications for Homemaking Education

General Goals

Objectives for Homemaking I, II, III

Scope and Sequence Chart for Homemaking I, II, III

Special Homemaking Courses

Summary of Possible Offerings (a diagram)

Planning A Curriculum at the Local Level

Identifying Concerns at World, National, State and Local Levels

PAGE i iii
1 3 7 9 15 19
27 24 35 37 40 41 41

Collecting Specific Information About Pupils and Families Identifying Educational Problems Identifying Educational Goals Planning A Tentative Program of Work Suggestions for Teacher-Pupil Planning of A Yearly Program Evaluating a Yearly Program Part II. USING RESOURCE UNITS FOR CURRICULUM PLANNING Suggestions for Using Resource Units Child Care and Development Resource Units Clothing and Textiles Resource Units Foods and Nutrition Resource Units Home Improvement, Housing and Management Resource Units Home Nursing Resource Unit Relationships: Social, Personal and Family Resource Units Appendix I. Bibliography

PAGE 42 42 43 43 46 47 48 50 52 80 136 176
212 230 267 269

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PART I

DEVELOPING A HOMEMAKING CURRICULUM

Curriculum development is a con-

plications for curriculum development are includ-

tinuous process which calls for deliberate

ed in the section, "Planning the Curriculum at

decision making in terms of criteria which

the State Level. " General goals for a homemakinj

are derived from values, educational goals and knowledge of the age group for which it

program, a diagram of possible offerings, suggested objectives for a three-year sequence, a

is planned. Furthermore, certain bases

scope and sequence chart, and brief descrip-

are identified and utilized in planning a cur-

tions of courses not included in the chart are also

riculum. The criteria used in developing

in this section.

this guide are described in the following

It is assumed that this procedure will be

pages as, "Characteristics of a Desirable Homemaking Curriculum." The bases se-

used, not only in planning curriculum at the state level, but also in planning at the local level.

lected for use in developing the guide are

Therefore, the third section of Part I is, "Plan-

beliefs about homemaking education, socio-

ning Curriculum at the Local Level. " Procedure

economic trends, and developmental tasks of adolescence. These bases and their im-

is given for identifying concerns at world to local levels, collecting information about pupils,

identifying educational problems and goals, planning a tentative program, planning with pupils, and evaluating a program.
If curriculum includes all of the activities for which a school or teacher assumes the responsibility, then it must provide not only for classroom experiences but also for Future Homemaker or New Homemaker activities and for home experiences. This philosophy permeates the whole of curriculum guide.

CHARACTERISTICS OF A DESIRABLE PROGRAM
1 PLANNING AT THE STATE LEVEL
PLANNING AT THE LOCAL LEVEL

CHARACTERISTICS OF A DESIRABLE PROGRAM

Comprehensive: The in-school program makes available instruction in many phases of homemaking each year. The scope and sequence chart illustrates how some instruction in each phase of homemaking can be included in a three year program. The out-of-school program provides and keys instruction to the needs and tasks of the family at each stage of the family circle. Continuous: The program provides inschool groups with experiences which are different from year to year and which provide for progressive or sequential learning. Each experience unit reviews and enriches basic concepts already developed as well

uously planned and re-planned. When it is a year-round program, summer work may be pre-planned during the previous school year, and work for the school year may be pre-planned during the summer. 3. Functional: Emphasis is placed upon situation-centered learnings; the challenges, interests, needs and problems of life, both individual and social, are the foci around which learning experiences are developed. Curriculur goals extend beyond the learning of subject matters to the influencing of behavior. Therefore, it results in pupils

as introduces new concepts. It is contin-

achieving not only homemaking objectives, but also major educational objectives. Emphasis is given to problem solving which brings about greater concern for reflective thinking and related outcomes. It provides for the carry over of school instruction into home living by the encouragement and supervision of a comprehensive experience program-home practices and projects, F. H. A. or N.H. A. projects in the home, school and community. 4. Planned, organized and administered according to the characteristics of the age group it serves:

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Any year's program of work will be more interesting to pupils if composed of a variety of experiences rather than of similar experiences, since adolescents are interested in exploring many phases of life and trying out new experiences, and since it is difficult for adolescents to sustain their attention and interest along one line over a long period of time. A program which includes a FHA or NHA chapter offers a greater variety of experiences and also provides for the normal desire of adolescents to band together in pursuit of common interests.

Standards for and means of evaluation which are developed through teacherguided group planning should be included. Pupil's work may be evaluated by themselves and their classmates, since adolescents are highly susceptible to the influence of group approval and disapproval. Flexible: Those phases of instruction which are crucial at any given time are emphasized and a program re-organized whenever circumstances make it educationally desirable. The out-of-school program includes as many classes and lessons in any one year as are suited to community conditions and the teacher's

time. A community program: Class instruction for in-school groups, adults, and out of school youth is provided. The in-school program is planned cooperatively by teacher, pupils, parents and school administrators through the use of chapter mothers, advisory councils and pupil-teacher-parent planning. The outof-school program is planned by the homemaking teacher with the assistance of carefully selected potential class members, school administrators, key citizens and others. The focus of the curricular upon practical problems involves the use of a wide range of community resources. The homemaking teacher cooperates with other community agencies con-

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cerned with problems of home and family life. 7. Individualized: The importance of child growth and development, organismic psychology and concern for mental health give impetus to efforts aimed at individualizing a curriculum. Advances in evaluation and group processes give rise to enriched and accelerated experiences. Self appraisal and group evaluation supplement the evaluative activities of the teacher. Individualizing a curriculum is essential for the most effective learning since this throws upon the pupils the greater responsibility for their own progress, and enables a pupil, without embarrassment, to progress at his own rate of speed.

Interrelated: Cooperative endeavor is found within departments and across departmental lines. Co-curricular activities are set up, materials are shared, and an overall program of home economics is planned whenever a school system employs more than one homemaking teacher. Effective use is made of guidance services. Attention is given to relationship of courses and activities with science, social studies, art and other fields to reveal gaps and overlappings which interfere with growth and development. Utilizes guide lines: A curriculum at the local level should be in keeping with the framework of the state requirements of an approved vocational program. The scope and sequence chart should be used as a guide in setting up the program for a particular community so that effective progression from one level to another is

achieved. The resource units should be used in planning both units and lessons so that repetition is avoided and pupils have the satisfaction of discovering and applying new learnings.
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PLANNING CURRICULUM AT THE STATE LEVEL

The steps in planning the state curriculum were: (1) selecting the bases upon which to develop the curriculum, (2) determining the general goals and the suggested objectives for Homemaking I, II and III, (3) constructing a scope and sequence chart, and (4) developing resource units for each of the areas of homemaking. The following pages are a report of the first three steps. The resource units comprise the second half of this bulletin.
The three bases selected were: Beliefs About Homemaking Education, Trends Affecting Homemaking Education Curriculum, and Developmental Tasks of Adolescents. Implications are given for

each of these bases. The general goals are followed by
a diagram of possible course offerings. The objectives for each year are reflected in the scope and sequence chart. Course offerings, other than the three year sequence, are briefly described.
It is hoped that each school will plan the homemaking curriculum to meet its own peculiar needs and that each homemaking teacher will plan each unit of instruction with the pupils who are in the class.

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SOME BELIEFS ABOUT HOMEMAKING EDUCATION IN GEORGIA

BELIEF We believe:

IMPLICATIONS Therefore it is advisable to:

That the purpose of all education is to foster the development of each individual so that he mayachieve the most satisfying life of which he is capable.

Provide a variety of selected opportunities for the emotional, social, mental, physical, and spiritual development of the pupil.
Work with faculty members, parents and other persons to promote the maximum growth of pupils.

That the major aim of education for each individual is the development of:

Encourage pupils to use intelligence and available resources when solving problems.

Reflective thinking--using one's intelligence and all available facts for solving problems.
Self-direction- -independence, initiative and resourcefulness, in meeting new situations.

Encourage pupils to use initiative and resourcefulness in meeting new situations.
Provide opportunities for responsible participation in the family and other groups.
Provide opportunities for pupils to work with a variety of groups.

Cooperativeness- -responsible participation in promoting the welfare of others.
Tolerance--unwillingness to judge persons or issues without full data concerning them, respect for points of view different from own.

Encourage respect for points of view different from one's own.
Encourage pupils to be considerate of others whose family living patterns are different.
Encourage pupils to respect the rights of each me mber of the family.

BELIEF
That the major purposes of homemaking education are to foster democratic home living, to establish ideals of family life, and to promote a better understanding of problems of family living.
That the curriculum objectives for any particular group of pupils should be based on the known needs and interests of that age group, and of individuals and families represented in the group.
That a good homemaking curriculum is an "experience curriculum, " not a "subject curriculum"--a curriculum in which pupils engage in purposeful activities at school and at home acquiring needed traits, knowledge, understandings, and abilities as means of achieving their goals.

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IMPLICATIONS
Use democratic procedures in teaching-learning situations.
Provide opportunities for pupils to work in a variety of group situations.
Encourage responsible citizenship in home, school and community.
Study the individual family in order to guide the pupil in clarifying and developing values for family living.
Guide pupils in recognizing and seeking possible solutions for problems of family living.
Study pupils to understand their stages of development and personal problems.
Guide pupils to select objectives which reflect their individual and family problems.
Study the community to discover available home and community resources which may be used to provide desirable learning situations.
Develop the homemaking curriculum around the persistent family-life problems of pupils.

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BELIEF

That the curriculum for any group should be planned cooperatively by the pupils, the teacher, and selected adults in terms of trends, facts, expressed needs and interests, and in terms of the homemaking objectives.

IMPLICATION S
Guide pupils in selecting school, FHA or NHA, home and community experiences through which they may acquire traits and gain understandings and skills needed for solving their problems.
Guide pupils in effectively managing resources (money, energy, time).
Guide pupils in acquiring desirable work habits.
Explore possibilities of homemaking vocations and avocations.
Make home visits.
Arrange for discussion groups of selected persons for gaining information concerning the homemaking curriculum.
Use home record forms and other check sheets and questionnaires.
Develop a tentative program of work for each group.
Plan cooperatively the program of work, experience units, and each learning experience.
Plan with pupils the budget for the homemaking department.

BELIEF That the problem approach provides real situations for learning.
That instruction in homemaking should provide experiences not only for in-school boys and girls, but also for out-of-school youth and adults.
A homemaking curriculum is strengthened when FHA or NHA individual and group experiences are planned and carried out.

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IMPLICATIONS
Guide pupils in using problem-solving procedures.
Guide pupils in recognizing the values of applying problem-solving procedures.
Provide experiences in the various areas of homemaking.
Encourage all youth to take courses in homemaking.
Provide group and individualized instruction for inschool boys and girls, adults and out-of-school youth.
Work with elementary and other high school teachers to strengthen family-life education.
Guide pupils to recognize and achieve homemaking goals through close coordination of class, FHA or NHA, and home experiences.
Guide pupils to realize the value of the special opportunities FHA or NHA provides.

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BELIEF That teachers, as guides and counselors, use methods which help develop confidence and inner satisfactions and encourage each pupil to do his best.
That pupil-teacher evaluation should be in terms of objectives and should be a continuous process.
That records of pupils' progress can and should be kept in terms of many aspects of development, and of information remembered and products made.

IMPLICATION S
Provide a desirable atmosphere.
Be an effective example.
Guide pupils to make their own decisions and accept responsibilities for the results of their decisions.
Provide opportunities for personal counseling.
Use criteria for evaluating the total homemaking program.
Work with pupils in formulating and using rating scales, check-sheets, questionnaires and similar devices as means of appraising products, procedures, and growth toward selected objectives.
Guide pupils to recognize many desirable aspects of development.
Encourage pupils to participate in formulating criteria for determining development achieved.
Provide opportunities for self-evaluation by pupils.
Guide pupils to realize that information applied and products made are valuable means of evaluation.

BELIEF
That reports of pupils' progress can and should indicate the nature of the pupils' progress.

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IMPLICATIONS
Pre-test to learn pupils' abilities and special interests.
Use cooperatively developed criteria for reporting pupil progress.
Keep a record of observations made of pupils as an aid in reporting.
Use individual folders as a means of collecting many evidences to be used in teacher-pupil evaluation.

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TRENDS AFFECTING THE HOMEMAKING EDUCATION CURRICULUM

TRENDS

IMPLICATIONS

Therefore it is advisable to:

The rising educational level of the population is resulting in a desire for a higher standard of living.

Encourage pupils to weigh values and make progress toward achieving goals most important to them.

Our nation's economy (population, occupation) is shifting from rural to urban.

Guide individuals in facing changes and making adjustments in personal and family living.

Acquaint young people with the various homemaking vocations and avocations.

Family mobility is increasing.

Guide families to build strength within the family unit.

Help pupils feel accepted and find their places in the new environment.

More and more homemakers are being employed outside the home.

Place greater emphasis on home management (time, energy, money).

Offer more opportunities for each family member to participate in homemaking courses and activities.

TRENDS

16 IMPLICATIONS
Guide pupils to appreciate and contribute to the care of younger children in the home.

Family living is becoming more casual, simple, and informaldomestic help is decreasing.

Provide guidance in adjusting to changes of family living.
Provide information concerning new developments in products and furnishings which promote satisfactory living.

Encourage the use of community resources.

Working hours in industry are becoming shorter.

Encourage families to evaluate and adjust the schedules of home activities and responsibilities.
Assist families to understand how homemaking activities may contribute to creativity and use of leisure time.

The present day family is changing from a producing unit to a consuming unit.
Major appliances are becoming more automatic while new appliances are constantly appearing on the market.
Families are being confronted by an increasing variety and number of new products and materials appearing on the market.

Encourage the consumer to secure facts about goods and evaluate the relative merits of these goods.
Guide pupils to evaluate appliances as to need, use, and care.
Encourage the evaluation of new products in light of family's needs and income.

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TRENDS
Today's increased economy is bringing wider use of credit and greater spending by family members, including teen-agers.
Positive health is recognized as being increasingly important.
Family relationships are becoming more complex (broken homes, remarriages, longer life span, and increased activities outside the home).
Couples are marrying and becoming parents at an earlier age.

More and more people are participating in organizations.

IMPLICATIONS
Provide guidance in analyzing the use of consumer credit, spending of family income, savings and investments, earning and spending individual income.
Emphasize good health as being essential to family security and well-being.
Help others to understand the interpersonal relationships within the family.
Plan ways for making more satisfactory individual and group adjustments in family relationships.
Guide young people in the kinds of educational experiences that can best prepare them for successful parenthood and family living.
Guide young people in selecting desirable numbers and types of organizations, thus enabling them to become better group members.
Acquaint young people with purposes of and values gained from participation in FHA or NHA.

TREND
More and more adults are requesting and participating in continuing education programs.

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IMPLICATIONS Provide facilities and experiences to meet the homemaking needs of the adults in the community.
Encourage adults to participate in the adult homemaking program.

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DEVELOPMENTAL TASKS OF ADOLESCENCE AND IMPLICATIONS FOR HOMEMAKING EDUCATION

DEVELOPMENTAL TASK1

ADOLESCENT CHARACTERISTICS

IMPLICATIONS

Therefore it is advisable to:

Achieving new and more mature relationships with age mates of both sexes.

Long for approval of peers and for friendships of own age mates of both sexes.

Provide a variety of homemaking experiences involving both boys and girls.

Desire adult privileges thus trying to prove that they are growing up.

Help pupils to broaden friendships and become more tolerant of persons unlike themselves.

Desire to conform to peer standards and at the same time be unique.

Incorporate the teaching of good relationships in all homemaking experiences.

Show sensitivity and fear of situations which make them ridiculous.

Provide opportunities for group acceptance.

Show more interest in group activities than individual activities.

Guide pupils in making their homes acceptable to their friends.

Guide pupils toward an understanding of when and how to conform or not to conform to the group.

1. Adapted from Developmental Tasks and Education, Robert J. Havighurst. A developmental task may be defined as a job which an individual must accomplish at or about a certain period in life in order to develop into a mature, contributing, happy individual.

2. Adapted from Curriculum Framework for Georgia Schools.

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DEVELOPMENTAL TASK

ADOLESCENT CHARACTERISTICS

IMPLICATIONS

Familiarize pupils with the opportunities in the Home Economics profession.

Preparing for marriage and family life.

Are consciously or unconsciously exploring possibilities of a future mate.

Provide a variety of homemaking experiences for boys and girls together.

Need friendships.

Help develop an understanding of the viewpoints of various family members and their influence on the total harmony of the family.

Show interest in opposite sex. (Girls more than boys).
Interested in meeting new people.

Guide pupils to visualize and appreciate the whole picture of home management as a means toward developing satisfying home and family life.

Provide experiences which will give some understanding of simple home nursing and of child care.
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Provide opportunities for pupils to gain skills in planning, preparing and serving family meals.

Provide some opportunities for experiences involved in establishing and maintaining a home.

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DEVELOPMENTAL TASKS
Accepting our physique and achieving a feminine or masculine role.

ADOLESCENT CHARACTERISTICS
Have a rapid physical development; are maturing rapidly with secondary sex characteristics appearing. (Girls are about two years ahead of boys).
Show a lack of coordination because muscular and skeletal growth take place at different rates of speed.

Feel extreme fatigue, particularly when participating in competitive sports. (This is because heart does not grow as rapidly as the body, thus causing blood pressure to fall. )
Show energy level fluctuation because of glandular instability.
Show some embarrassment in discussing own growth and development.

IMPLICATIONS
Guide the individual to understand and accept physical changes of adolescence, stressing the normality of variability.
Provide homemaking experiences through which the individual can understand and follow practices contributing to physical development.
Provide homemaking experiences that will contribute to solving personal problems.
Guide pupils to develop proper attitude toward appropriate dress and appearance.
Provide opportunities for se lecting and constructing clothes in relation to individual problems.

DEVELOPMENTAL TASK
Achieving emotional independence of parents and other adults.

ADOLESCENT CHARACTERISTICS Are concerned about normality of own development and in becoming attractive.
Are aware of physical characteristics of themselves and others.
Are more aware of dieting and are influenced by food fads.
Desire adult privileges thus trying to prove that they are growing up.
Have strong tendency to rebel against authority.
Have such intense emotions and sensory impressions that intellectual drives are subordinated to emotional and social needs.

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IMPLICATIONS
Provide opportunities which will help emphasize the good qualities of the individual.
Develop an understanding of the relationship of good eating habits to body build and health.
Provide opportunities to understand what masculine or feminine role is desirable.
Provide homemaking experiences that will help develop independence, security and confidence.
Provide for student participation in planning homemaking goals and experiences for obtaining the goals.
Help pupils to gain some understanding of their emotional growth.
Guide pupils in developing an appreciation of adult viewpoints.

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ADOLESCENT CHARACTERISTICS

Achieving assurance of economic independence by selecting and preparing for an occupation.

Show much interest in earning own money.
Show some interest in managing own money.
Are approaching adulthood in a realistic manner in that they are able to distinguish attainable goals from fanciful goals.
Are interested in working because it is the "social" thing to do.
Show concern in the choice of an occupation.
Change vocational interests f requentl y.

IMPLICATIONS
Guide pupils in making decisions and accepting responsibilities through home experiences, FHA or NHA and classroom activities.
Encourage self-improvement as a means of easing adolescent-adult conflicts.
Guide pupils in formulating their own "money" values.
Provide experiences for money management (personal and family).
Develop understanding of the importance of economic security for a family.
Provide some opportunities to improve adolescent consumer standards.
Assist in guiding pupils in making wise selection of part-time employment.
Develop an appreciation of economic gain to be realized from efficient homemaking skills.

DEVELOPMENTAL TASKS
Developing intellectual skills and concepts necessary for civic competence.

ADOLESCENT CHARACTERISTICS
Are coming to think of themselves as adults and of taking their places in the economic and social world of adults.
Are growing in ability to concentrate and reason.

Are likely to have fanciful pictures of society and to respond by disillusionment or zeal to remake the world. May have intensified opinions, prejudices and antagonisms.

^B
24
IMPLICATIONS
Encourage pupils to practice good citizenship in home, school, and community activities.
Help develop an understanding that working successfully with others in the community involves the same attitudes and practices as doing so at home.
Guide pupils to understand that all family members have a responsibility to their family in their social behavior and attitudes in the community. Guide pupils to understand that families determine the successful achievement of democracy by incorporating its practice at home and in the community.
Encourage pupils to analyze why certain situations exist, such as poor housing, and juvenile delinquency, and to seek possible ways of doing something about it.
Assist in providing opportunities for school and community to unite in planning with and for young people a worthwhile after-school program.

mmmmm mmm HMHMMHMiHl
mnmp^m
25

DEVELOPMENTAL TASKS ADOLESCENT CHARACTERISTICS IMPLICATIONS

Acquiring a set of values and an ethical system to be used as a guide in achieving socially responsible behavior.

Are confused when home, peer and school standards conflict.
Desire to conform to peer standards and at the same time to be unique.
Are arriving at maturity in reasoning ability.
Are concerned with abstract problems of right and wrong.
Are learning to recognize contradictions in moral codes and discrepancies between principles and practice, and to resolve problems arising from these in a responsible manner.

Provide opportunities for pupils to assume responsibility for own actions and decisions.
Provide a variety of experiences as a means for improving judgment.
Provide opportunities to practice democratic principles in personal and group situations.
Assist in providing opportunities to work with community and school projects.
Help pupils to analyze and clarify their values and beliefs.

i^H 26

tOfta

BASES FOR CURRICULUM DEVELOPMENT

beliefs about homemaking education

1^1 ! I I !

developmental tasks of adolescence

socioeconomic trends

GENERAL GOALS FOR HOMEMAKING

objectives emphases experiences for each year of homemaking

"' \nmnmmmmmimmmmmimm

27

GENERAL GOALS FOR HOMEMAKING EDUCATION IN GEORGIA

To develop in pupils:

1. A desire to help create successful homes and satisfying home lives for themselves and others.
2. A realization that family life influences the attitudes and behavior of its members.
3. An awareness of the importance of family life as education for democratic practices.
4. An increasing knowledge of the characteristics which are desirable in successful home life and of how these characteristics may be achieved.

A realization that, since each member of a family is different from the other family members, each home should provide opportunities to foster the maximum development of each member. An understanding that, if home life is to be satisfying, all members of a family should share its responsibilities and its pleasures, with the parents assuming the major role of guiding the family. An increasing ability to locate, experiment with, and use family and community resources intelligently.

8. Some ability to make appropriate use of modern scientific discoveries and research in all areas of homemaking
9. A growing appreciation of aesthetic principles and some ability to put them into practice in the home and community.
10. An increasing understanding of the interdependence of the family and the community, and the responsibility of each to the other.
11, The ability to formulate values which can be used as guides to one's conduct in family and community living.
12. Some skill in effectively using resources such as time, energy, health, and money.

28
13. An awareness of the opportunities in the home economics profession.

P"

mm
vT

n

29

SUGGESTED OBJECTIVES FOR HOMEMAKING I

To develop in pupils:

1. Desirable habits of work. 2. A love and appreciation of children. 3. An appreciation of the rights of
children and a realization that children are persons. 4. Some understanding of the behavior of young children and one's responsibility when caring for children. 5. An appreciation for and a desire to be a well-groomed, appropriately dressed person. 6. A desire and some ability to construct simple garments.

7. Some ability to plan, select, and care for clothing.
8. Some ability to plan, prepare, and serve attractive, simple and nutritious meals for families.
9. A desire to improve food habits. 10. Some appreciation of food preparation
as a means of personal achievement. 11. Some understanding and appreciation
of the skills necessary to have an attractive and orderly home and school. 12. Some ability to use aesthetic principles at school and at home.

30

13. A desire and some ability to carry out tasks for which one is responsible.
14. A desire and some ability to understand and work cooperatively with parents and other family members.
15. A wholesome attitude toward self and others, and some ability to get along with other people.
16. A desire to become well mannered. 17. Some understanding of values and some
skills in intelligent money management. 18. Some ability to practice safety at hom^e
and in the homemaking department.

19. Some ability to use leisure time wisely.

1 \m^mmmmmmmmmmmm

31 SUGGESTED OBJECTIVES FOR HOMEMAKING II
To develop in pupils:

1. Increasing ability to select clothes wisely for self and family in keeping with the family income.
2. Increasing skill in constructing and maintaining clothes.
3. Some understanding of how to make wise clothing purchases.
4. Some ability to make simple alterations.
5. An increased understanding of differences in dietary needs of various family members.
6. Increasing ability to plan, prepare, and serve adequate daily meals within the family income.

7. Some skill in the use of social graces. 8. An increasing desire and ability to make
one's home livable, attractive, and convenient. Some ability to plan, select, improvise, use and store home equipment. 10. An interest in and some understanding of the responsibilities of family members in caring for the sick and some ability to do home nursing. 11. An understanding of and desirable attitude toward mental health. 12. The desire to provide for emergencies and to make homes cleaner and safer.

32
13. Some ability to locate and use community resources.
14. A desire and increased ability to plan and assume some family responsibilities.
15. Increasing understanding and appreciation of the role of boys and girls as maturing individuals.
16. An appreciation of the contributions which family members make in the home and community to the welfare of others.

33

SUGGESTED OBJECTIVES FOR HOMEMAKING III To develop in pupils:

1. An increasing understanding of responsibilities and satisfactions of marriage and parenthood.
2. An understanding of the development of children and an increased ability to provide for their needs.
3. An understanding of and a wholesome attitude toward prenatal care.
4. Increasing ability to make wise clothing purchases for the family.
5. Increasing ability to plan, design, construct, alter and remodel clothing for the family.
6. A desire and some ability to experiment and to be creative with foods.

Increased ability to plan, prepare and serve nutritional and attractive quick meals, meals for two and foods for special occasions. 8. Increasing skill in food preservation. 9. Increasing understandings in consumer buying and family finance. 10. Increasing appreciation and skills in constructing, improving, and decorating home interiors and exteriors. 11. An understanding and some ability to plan and furnish a home. 12. Increasing ability in using community resources in improving home and community living. 13. Increasing skills in using acceptable rules of social behavior in the home, in business, and

34
in social life. 14. Increasing ability to use homemaking
skills for vocations and avocations.

^ 35

m(mmmJmUmT

AREA

SUGGESTED SCOPE AND SEQUENCE CHART

HOMEMAKING I

HOMEMAKING II

Understanding and Gui-

CHILD CARE ding Young Children.

AND DEVELOP-

Observation of children's behavior.

MENT

Guiding children's be-

havior.

Play activities of child-

ren.

Qualifications of baby-

sitter.

HOMEMAKING III
Accepting the Responsibility for Children. Satisfactions of children in the home and responsibilities of parenthood. Development of young children. Community services available.

CLOTHING AND
TEXTILES
FOODS AND
NUTRITION

Making Simple Garments and Caring for My Clothes. Desirable work habits. Selection and use of small sewing equipment, sewing machine and pressing equipment. Construction of simple garments. Caring for clothes. Planning, Preparing and Serving, Simple Family Meals. Personal nutrition and desirable food habits. Care and use of equipment. Planning and preparation of simple family meals. Purchase and storage of foods. Service of family meals.

Making, Buying and Altering Clothes.
Selection of clothing and accessories. Buying ready-made clothing wisely. Construction of more difficult garments. Alteration of clothes.
Meeting the Foods Needs of the Family.
Planning of nutritious family meals. Selection and arrangement of equipment. Food preparation with emphasis on management. Entertainment of friend. Food preservation.

Planning for and Constructing Clothes for the Family.
Management of the clothing dollar. Dress design and construction of clothes for self and family. Wardrobe analysis and renovation of clothing. Clothing vocations and avocations. Experimenting with Food for Fun and Families.
Nutrition and diet problems. Experimenting with foods. Foods for special occasions. Management of food dollar. Food vocations and avocations.

AREA

HOMEMAKING I

HOMEMAKING II

HOMEMAKING III

HOME IMPROVEMENT, HOUSING, AND MANAGEMENT
HOME NURSING
RELATIONSHIPS: PERSONAL SOCIAL FAMILY

Making and Keeping the Homemaking Department and Our Homes Clean, Orderly and Attractive. Sharing in the care and cleaning of own home. Arrangement of beautycenters. Arrangement of small equipment. Planning and setting up storage and work areas
Getting Along with Myself and Others. Relationships of attractiveness to acceptability. Responsibilities of growing up. Desirable personality traits. Acceptable social prac tices. Dating practices Management of personal income.

Improving the Livability Planning and Maintaining a

of My Home.

Functional Home.

Appropriate and ade- Selection of housing for a

quate housing for the family.

family.

Beautifying home surround-

Selection and purchase ings.

of suitable furnishings. Renovation of furniture.

Planning appropriate

Knowledge of building mater-

color schemes.

ials.

Efficient work areas, Analysis of floor plans.

storage space, and im-

proving lighting.

Caring for the Sick in the Home. Recognizing common symptoms of illness. Techniques of care for the sick. Responsibilities of and necessary adjustments to illness. Community resources in illness and emergencies, Achieving Personal Maturity and Desirable Family Relationships. Techniques of getting along with family members. Habits and attitudes affecting a successful home. Analysis of self as a prospective mate. Courtship and engagement.

Preparing Now for Marriage in the Future. Factors that affect success in marriage. Contribution of homemaking skills and knowledge to a marriage. Factors involved in planning for marriage.

W^BB^KHKKH^^M 36

37

SPECIAL HOME.MAKING COURSES

Course offerings in Homemaking

school systems. Two years of basic home-

Education are planned at the local level

making are usually required as pre-requisi-

to meet the needs of that particular school

tes. These courses should be planned with

situation. Offerings beyond the basic two-

concentrated content to fit the needs of each

year sequence may include Homemaking III,

individual class group. Classes may be

Homemaking IV and/or advanced specialized

offered in areas such as Housing and Manage-

courses. Offerings suggested which do not

ment, Child Growth and Development, Con-

require a pre-requisite of Homemaking I and

sumer Problems of the Family, Clothing and

II, are Introductory Homemaking for eighth

Textiles and Foods and Nutrition.

grades, Home Economics for Seniors, and

Introductory Homemaking for Eighth Grade:

Family Living for eleventh and twelfth grade boys and girls.

This is an introductory course usually designed for both boys and girls. It is assumed

Advanced Specialized Courses: Some schools

that this course will be taught by the same

have found that semester courses in subject

teacher who teaches Homemaking I, II and III.

matter areas desirable for meeting special

When this is not true, the eighth grade home-

needs and interests of certain groups in their

making teacher will plan cooperatively with

other homemaking teachers. Experiences in areas of home-
making which will provide special emphasis on self-understanding and relationship should be included at this age level such as: 1. Making myself a more attractive
and acceptable person. 2. Getting along with myself and others. 3. A baby sitter. 4. Sharing the responsibilities in the
care of the home. 5. Growing up economically. 6. Sharing in the care and selection of
my clothing. Selecting and preparing nutritious meals with emphasis on personal food habits.

H^
38
Home Economics for Seniors: This is a one year course designed for senior girls who have not been previously enrolled in home economics. This course should be comprehensive and geared to the maturity level of pupils enrolled.
The family relationships unit would include many of the emphases planned for Home' making III, but would begin with self-understanding, dating and courtship before marriage and extend into marriage preparation.
The child growth and development unit might combine many of the emphases in Homemaking I and II thus giving emphases to both understanding of children and responsibilities of parenthood.
The unit in housing and management

mm
^^mmm^^^*w^W99kM
39

might include many of the emphases planned

for both boys and girls or for girls only. The

in Homemaking II plus those basic principles

course should be geared to maturity of pupils

taught in Homemaking I which are essential to

and offered in the senior high school. It may

understandings emphasized in Homemaking II.

or may not include laboratory experiences.

The emphases in foods for this course

Emphases appropriate for this course would

could be the same as for Homemaking I but

include several of the following: self-under-

greater emphases would need to be given to time standing, understanding the interrelation-

and money management and to the entertainment ships of the family and the community, pre-

of friends.

paration now for marriage in the future, be-

The clothing unit could include selection ing married and what it means, planning how

and purchase of ready-made garments and ac-

to secure satisfaction from family income,

cessories as well as many of the same emphases planning and maintaining a functional home,

listed for Homemaking I.

planning for parenthood, caring for the in-

Home and Family Living for Eleventh and Twelfth fant, living with children, and becoming fa-

Grades:

miliar with community services available to

The Family Living course may be designed families. (See Resource Guide-Teaching

Home and Personal Living at the 12th grade

level.

SUMMARY OF POSSIBLE OFFERINGS IN HOMEMAKING EDUCATION

^Mi 40

Home Economics For Seniors

\ Family Living llth-12th

\ grade (boys h girls)

/ ( No pr erequisite)

<

< Homemaking IV >

"^^^i^WB^^ 41

mmmmmmmmmm
PLANNING THE CURRICULUM AT THE LOCAL LEVEL

The steps in planning a curriculum at the local level are: (1) identifying concerns at the world, national, and state and local levels which have implications for planning a homemaking curriculum, (2) collecting specific information available about pupils and families, (3) identifying educational problems, (4) identifying goals, and (5) planning a tentative program of work. The following paragraphs contain suggestions for the teacher as she performs each of these steps. Identifying Concerns at World, National, State and Local Levels.
A few of the world concerns may be centered around problems such as economic, health, government, agriculture and trans-

portation in developing countries. From the national and state level concerns may be centered around social relationships, population, migrating families, changes in agriculture and industry. Some of the local concerns would relate to consolidation, school facilities, economic status, vocational opportunities, housing, recreational facilities, health, delinquency.
Some suggested sources for collecting information are news media, census reports, White House Conference materials, exchange students, Federal and State Departments of Health, Education and Welfare, State Chamber of Commerce, United States Department of Agriculture publications, and Experiment Stations, school evaluation reports, school and community survey data, and community agencies.

Collecting Specific Information About Pupils and Families.
The concern is to locate information about pupils and families in regard to home responsibilities, home environment, specific interests and needs. Some sources of information would be school records, data from home economics and home surveys, F. H.A. orN.H.A. records, home project records, home visits. Identifying Education Problems.
Some of the educational problems and concerns may be large classes, overlapping of subject matter, limited staff, limited use of scientific information, dropouts, balance in the curriculum. Some suggested sources for collecting information are professional magazines such as

^BBBnipiHHI^BB
42 Journal of Home Economics, National Educational Journal and publications, Journal of Association of Supervision and Curriculum Development, Changing Times, publications from the United States Office of Education, Division of Home Economics Education and Georgia State Department of Education.
The concerns and needs of adult education might be the number of out-of-school youth in the community, the educational background of adults, the interests of the individuals, facilities for reaching adults (TV, radio, newspaper), and ways instruction may be most satisfactorily provided. Some suggested sources of information are Census records, Health Department, Welfare Department, P.T.A. , civic groups, home economics records of adult work, home visits, publications from U. S. Department of Education,

43
Home Economics Divisi on. Identifying Educational Goals.
A major concern in identifying educational goals is to recognize the relationships between the objectives of secondary education and the behavioral outcomes. The objectives are expressed in terms of the qualities desired in citizens in our democracy. They are the objectives of self-realization, human relationships, economic efficiency and civic responsibility. Some sources of information would be French, Willj Behavioral Goals of General Education in High School, New York; Russell Sage Foundation, State Department of Education, and the United States Department of Health, Education and Welfare.

The national and state goals for F. H.A. or N. H. A. should be identified. Some of the concerns would be of interest in the organization, effectiveness of last year's program, plans for the current year, ways of correlating with the in-school program, contributions made to the individual, family, school and community. Sources of information would be the Chapter Handbook, State F. H. A. Handbook, human resources, past records of chapter activities, chapter and state officers. Planning a Tentative Program of Work for the Year.
A teacher needs some background information before making a tentative program of work. This information may include facts about the community that have implications for pro-

MapiMM^B

44

gram planning, knowledge of the facilities in the school and department, and data collected from records in the school and the department.
The Beliefs about Homemaking Education in Georgia, p. 9 ; Developmental Tasks of Adolescence, p. 19 ; General Goals for Homemaking Education in Georgia, p. 27 ; need to be studied. If the teacher is an experienced one in the school, she has evaluated last year's program of work with her pupils and other means to determine the effectiveness or ineffectiveness of the program. If she is an inexperienced teacher, she may attempt to analyze the program of work of the past year in light of known facts. After all these facts have been collected,

the teacher may formulate tentative objectives
for homemaking students at different age levels
(see p. 29 to 36 ). The program should be
planned cooperatively with administrators, fa-
culty, pupils, parents and other key people.
The following procedure is suggested:
1. Planning with the administrator and faculty.
a. Review the Educational Goals of the total school.
b. Clarification of responsibilities and activities for the year.
c. Review of tentative course plans presented by each faculty member.
d. Check for repetition in course plans presented by each faculty member and revise courses accordingly.
e. Plan for cooperative and team teaching.
2. Planning with students and parents

^^I^SWW!^ 45

e. Plan for cooperative and team teaching.
2. Planning with students and parents
a. Set the stage with some understanding of the purposes of Homemaking Education.
b. Analyze past experiences and present responsibilities in the home, school and community.
c. Plan with Future Homemaker or New Homemaker officers.
d. Get reactions from students and parents on needs and interests with justifications for each.
Formulate objectives for each year including objectives for the FHA or NHA Chapter.
f. Plan together the tentative yearly program of work of individual and group experiences in school, in the home, in the community, and including FHA/ NHA experiences. (A suggested form is the Composite Plan in the FHA Chapter Handbook on pages 12-13).

Plan a tentative time schedule for in-school classes, for the FHA or NHA Chapter, for adult groups, and for other activities. (A suggested form is Appendix I).

46
SUGGESTIONS FOR PLANNING OF A YEARLY PROGRAM
TEACHER-- PUPIL

Homemaking I

Homemaking II

Homemaking III

Planning Together Our Program Planning Together our Pro- : Planning Together Our Program

of Work in Homemaking

gram of Work in Homemaking of Work in Homemaking

Become acquainted with classmates and school, home, and community.

Reporting on home projects performed during the summer.

Collecting data on school, home Collecting additional data

and community.

on changes in our families

and community.

Becoming acquainted with the department and school files, books, storage, equipment.

Evaluating last year's program of homemaking.

Explaining the homemaking program.

Planning this year's program of work.

Taking a look at individual present needs and future plans and using these in program planning for Homemaking III.
Analyzing individual assets and how they can be utilized effectively in home and community improvement.
Planning the year's program of work in terms of: professional or vocational interests and needs, community responsibilities.

Planning the year's program of work: in school experiences, home and community experiences, FHA experiences, home visiting, Homemaking I budget.
Planning the routine duties for the department.

Setting up the total homemaking budget.
Planning for improvements in the department: routine duties, new or improved or remodeled equipment rearrangement.

Collecting and filing materials for planned experiences.

47 Evaluating the Program of Work. A curriculum has value in so far as it develops pupils in desirable ways thus changing a person's behavior bycausing him to act differently, feel differently, and think differently. A curriculum must therefore be evaluated in terms of the day by day evidences of the development of the individual pupils toward the planned objectives. Use the "Characteristics Desirable in a Homemaking Program", p. , as a guide in evaluating your program of work. In order for the program to be an on-going program, it is essential at frequent intervals during the year to evaluate accomplishments and re-plan in terms of needs for

school, home, and community experiences. At the end of year, the teacher with the aid of students makes an overall evaluation of the program of work in terms of the yearly objectives.



48 PART II

USING RESOURCE UNITS FOR CURRICULUM PLANNING

The kinds of information included

velop. The listing is by no means complete,

in the resource units were determined by but does give direction to this important phase

the expressed needs of teachers. Objec-

of unit planning.

tives have been listed at the top of each

Georgia teachers believe that through

unit. The first column contains the pre-

coordination of class, Future Homemaker and

viously determined emphases or possible home experiences, maximum opportunities are

problems. These emphases were develop- provided for the achievement of goals in home-

ed in a defined sequence so as to provide

making education. A result of this belief was

depth in learning. Additional questions

the division of the learning experiences into two

were added to further strengthen this sec- sections: group and individual. This division

tion.

It was felt that a column contain-

clearly illustrates how class, Future Homemaker, home, school, and community activities

ing selected principles or learnings would can all be used to meet the objectives of a par-

aid teachers to recognize the understand- ticular unit. It further illustrates how a group

ings and concepts they want pupils to de-

experience may be a class activity in one situa-

49

tion and a Future Homemaker activity in

growth". These evidences are not only those

another. Another group experience may-

that result in a score, rating or grade, but

be a community project for a class in one also those that are intangible, only observ-

school, whereas it may be chosen as a

able, or not easily recorded. All of the

project by the FHA in some other school.

evidences are in terms of the unit objec-

An individual experience may be a home

tives and most of them can be used by pupils

project for one student, and FHA degree

as well as the teacher to evaluate progress.

project as well as a home project for an-

The last column contains selected

other, and an in-class activity in still

teaching aids. These are state adopted text-

another situation.

books, references, films and filmstrips,

The previously stated beliefs about bulletins and pamphlets. It is hoped that

evaluation encouraged teachers to sug-

teachers will record in this column, the new

gest an evaluation column. Since evalua-

materials as they are obtainable.

tion is a learning experience, there are

There are many more suggestions in

many activities listed in the experience

each resource unit than can be used by any one

columns. Therefore, this particular

teacher. In this way, a resource unit differs

column has been labeled "evidences of

from a unit planned for a particular group of

50

pupils. A resource unit is designed to

are outlined below.

provide a wide enough variety so that a

Using Resource Units in Making A Yearly Plan

teacher may select from it whatever is

1. Study the scope and sequence chart on page 35.

pertinent for her own pre-planning and for planning with pupils. A creative teacher will find other sources of help and also will experiment with ideas of her own. The resource unit is simply a

2. Look through the units recommended for each year.
3. Present the possibilities for the year to each class and with the assistance of pupils, select the units to be included in the yearly program.
4. Study the FHA proposed program of work and plan for coordinating with the selected units.

starting point.

Using A Resource Unit to Pre-plan and to Plan With Pupils

SUGGESTIONS FOR USING RESOURCE UNITS 1. Look through the unit to become familiar with

Resource units should be used in

the scope of what might be taught and the sequence recommended.

(1) making a yearly plan, (2) pre-planning

2. Select the objectives and emphases you as the

a unit in preparation for teacher-pupil

teacher think should be included.

planning, (3) planning a unit of instruction, (4) lesson planning, and (5) planning FHA /NHA experiences. Each of these

3. Study the first emphasis for some clues for the teacher-pupil planning and plan that lesson.
4. Plan with pupils, using the resource unit, if necessary.

"^^9V:I*VM f#,,-v'j.-\ 51

Using A Resource Unit to Plan a Unit
1. Select appropriate classroom experiences for each of the problems or emphases planned by the class. Add any other experiences you want to use.
2. Make a unit schedule or calendar for the number of weeks allotted for the unit; include selected teaching aids.
3. Select appropriate home experiences, both practices and projects; check to see how the projects can help FHA degree candidates.
4. Determine ways that FHA activities can be correlated with the unit-- use either the Composite Plan or the calendar in Appendix I.
Using A Resource Unit to Plan A Lesson
1. Review the principles that correspond to the emphases being studied, keep these in mind as you plan, teach and evaluate.

2. Study both group and individual experiences listed opposite the particular emphasis or problem being studied; select one or more for this lesson including evaluation.
3. Select appropriate teaching aids and study the content when necessary.
4. Make a lesson plan using the selected experiences and teaching aids.
Using A Resource Unit to Plan FHA/NHA Experiences
1. Study FHA/NHA objectives and general goals for total program.
2. Select group and individual experiences that would contribute to current FHA/NHA objectives.
3. Select experiences that might be appropriate for meeting FHA degree requirements.
4. Include these selected experiences in program of work.

52

CHILD CARE AND DEVELOPMENT

Homemaking I

Understanding and Guiding Young Children

Homemaking III

Accepting The Responsibility for Children

*^^9!iV^tuvw f*,,-v'^-\

^Pi

53

Area: CHILD CARE AND DEVELOPMENT Unit Title: UNDERSTANDING AND GUIDING YOUNG CHILDREN
Homemaking I

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Understanding the need to study actions of children.
Why do we need to learn to care for young children ?
What do we need to include in this unit?*
*teacher-pupil planning)

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Understanding your siblings makes everyday living easier and more pleasant.
Understanding young children is a key to understanding the behavior of all people.
Understanding children hslps us understand ourselves.

Arrange bulletin board with baby pictures of class members and have contest of "Guess Who"
Buzz session-report as to experiences pupil has had with young children.
Collect cartoons on children's behavior (Peanuts and Dennis the Menace).

Discuss what to include in unit and plan activities.

54

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.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Bring baby or childhood picture to class.

Individual participation and contribution of pupils.

Learning About Children, Shuey, Woods & Young, pp. 8-16.

Building Your Home, Wallace & McCullar, pp. 363-382.

^^SH'rW i*v*fi^s7. 55

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Observing and analyzing the behavior of children.
What makes children behave as they do?
What are some of the usual reactions and how they can be handled ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Environment and past experiences affect a child's actions. The child's age and physical condition affect his behavior.
Children do not take on new characteristics over-night; they grow into them gradually.

Observe in nursery school or kindergarten using observation sheets.
Class plan and assist in directing play school for 1 or 2 weeks.
Use a resource person-Kindergarten or First Grade teacher.

Certain types of behavior are typical of children at given ages.

Study references on growth patterns of children.

One is able to work more successfully with children when one can interpret their behavior; therefore, it is desirable for one to understand the development of children.

Discuss a child's development at various stages.
Assist in nursery and kindergarten.
List characteristics of children at various age levels.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Record and analyze behavior.
Observe children of different ages in different situations at home and in the neighborhood.
Assist in Sunday School, Church or P. T. A. nursery.
Report orally one's observation to the group.
Record and analyze check sheet.
Read and discuss, "Angels in Pinafore" and "Heaven in My Hand".

EVIDENCES OF GROWTH
EVALUATION
Problem situation which reflect pupils reaction to children. Given at beginning and similar device at end to check attitudes toward children.
Summary of analysis observation sheets.
Chart of different age levels.
Scores on a check-up test. Recognition of learning facts, principles, understandings gained about children at various age levels.

TEACHING AIDS
Learning About Children, Shuey, Woods fk Young, pp. 172-187.
Building Your Home Life, Wallace & McCullar, pp. 390-405.
Pamphlets: "Your Child from One to Six", Local Health Dept. "Three to Six", HymesPublic Affairs Pamphlets, No. 163.
Films: "Behavior Patterns at One Year" - State Dept. of Education.
"The Terrible Twos and the Trusting Threes-McGraw-Hill.

"The Frustrating Fours and the Fascinating Fives" McGraw-Hill.

iMMpH^BHHBHfH 56

^^mmm
57

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

3. Planning effective ways of guiding children's behavior.
What are some ways of guiding children ?
What are some of the emotional, social, and spiritual needs of children ?
How can we help children develop desirable behavior habits ?
How can we help children gain insight into their own behavior, and understand their feelings ?

Guidance is everything we do to help children develop and

Read and discuss references.

to help them reach independeno Class members relate child-

and self control.

hood behavior that they en-

Attitudes toward children are as important as actions.

joyed and some they didn't enjoy.

Consistency and routine simplify guiding children's behavior.

Observe and analyze some of the questions children ask about God, the world, and immediate surroundings.

Children must have their basic emotional needs met if they are to be well adjusted and happy.
Finding the reasons for children's behavior helps you to understand their behavior and guide them better.
Expecting the child to do the right thing helps him develop good behavior habits.
Desirable behavior is achieved more easily when conditions are made interesting and satisfying to the child.

Use role-playing for help in answering these questions.
See and discuss appropriate film strips.
Discuss how adult attitudes and guidance affect the child.
Discuss the importance of forming good habits.
Pupils relate some behavior they consider undesirable and how they replaced it.

*m
58

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Trace some of your own pre sent behavior back to childhood.
Write a composition on "I Act As I Do Because . "
Read bible stories to small brothers and sisters.

Results of application of knowledge test.

Junior Homemaking, Jones & Burnham, pp. 148-164.

Summary of information gain- Adventures in Home Living,

ed.

Hatcher & Andrews, pp.469-

474.

Individual progress report

made about helping to improve Your Life in the Family,

a child's behavior.

Rhodes & Samples, p. 85-132,

Bring to class a list of desirable and undesirable habits of children.
Observe children in groups for various behavior patterns

List of desirable and undesirable habits of children.
Problem questions.

Assist at county health clinic with pre-school children.

Take complete care of younger brother, sister or relative for several days or a weekend.

Living and Learning with Children, Smart & Smart, pp. 181-219.
Building Your Home Life, Wallace & McCullar, pp.401 407.
Pamphlets: "Are you Training Your Child to be Happy?"-"Some Special Problems of Children". Children's Bureau, U. S. Dept. of Labor

"Understanding Children's Behavior". (60) Teacher's College, Columbia Univ.

^^GVi.nvM h<'j^
59
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDER S TANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Children learn through doing but help is sometimes needed to complete activity that is difficult.
Prayer is very meaningful to a young child if he feels he can just talk to God.

Discuss ways to help children become more interested, develop practice and receive satisfaction from repeating a desirable behavior pattern.
Discuss--How do you know when a child needs help ?

Puppet show--illustrating behavior patterns.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS
"Your Child from One to Six", Local Health Department.
Films: "Children's Emotions, State Dept. of Education. "Helping in the Care of Younger Children". Coronet. "Preface to Life", State Dept. of Education. "When Should Grown-Ups Help", State Dept. of Edu.
Filmstrips: Getting Acquainted. Keeping Children Happy. Teaching Desirable Habits. (Calhoun Company-$3. 50 ea).

H^I^HH^HH 60

HHIIUMMmPWIMH

61

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Guiding children's work Work and play are essential parts Use resource materials to

and play activities through of a child's life.

find ways of helping child-

books, stories, pictures,

ren to learn to share, co-

T. V. , food snacks.

Work and play help to develop

operate, and respect the

children mentally, physically,

rights of others.

Why are work and play im- emotionally and socially.

portant in the development

Visit toy department.

of a child ?

Children want to do and should be

allowed to do things for themsel-

How shall we select suit- ves.

able and safe aids for work

and play ?

Work at home helps to prepare

children to work later in life.

How may we work with

children in a variety of

Jobs should be suited to the child-

settings ?

g

's abilities and age.

Set up exhibit for PTA of books, games, songs, pictures, and toys for various ages.
Study and compile ideas on the selection of toys, games, music, pictures, and stories

Enough help should be given the child on a job but not so much that it annoys him.

for children.
Invite a panel composed of parents, teachers, and pu-

Children learn much social behavior by imitating others.

pils to discuss TV and radio programs for children.

Ask librarian to discuss Play materials should be selected children's books. according to the child's age and

interests, and should provide creativity.

Plan a play school or nursery.

62

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Make a work sheet for a family unit, including jobs for the small child.

Response of group during the discussion and evaluation of life-like problems.

Adventures in Home Living, Hatcher & Andrews, Book 2, pp.434-474.

Observe children of different ages. Note types of play enjoyed and specific games.

Recognition of toys that are suitable for various age levels.

Practice reading or telling stories, singing songs, directing games for children.
List to stories and programs planned for children on radio or TV. Report reaction to group.
Compile suitable list of games, records, stories. Record illustrations and analyze case studies from play school or nursery for further study.

Results of objective type test.
Summary of check sheet from play school observations.
Solutions to behavior problems.

Plan and carry out a children's party.

Observe and/or participate in Library Story Hour and Vacation Reading Club (work with Librarian).

Your Life in the Family, Rhodes & Samples, p. 123-128.
Living and Learning with Children, Smart & Smart, Chapters 7-11.
Learning about Children, Shuey, Woods & Young, pp. 142-163; 205-232.
Building Your Home Life, Wallace & McCullar, pp. 435448.
Pamphlets: "Your Child from One to Six". "Our Children's Needs"-Local Health Department. "Growing Up Socially". "Helping Children Develop Moral Values". "How to Live with Children". "Let's Be Friends"-Science Research. "Play Schools in the Homemaking Program". -Arizona Assoc. FHA.

63

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Practice helps us gain confidence in caring for children.
Pre-planning of activities is especially important to the success of the play school or nursery.
There is a skill connected with managing children.

Discuss what might be learned from having a play school.
Divide into committees for work with the children.
Carry out scheduled activities for play school.

64

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Film:

"Your Child's Play" Ga. State Dept. of Education.

*^^^mm WM
65

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

5. Determining qualifications and responsibilities of the baby-sitter.
What are the safety factors to consider in babysitting ?
How can responsibilities of baby-sitters be met?

Baby-sitters assume responsibility for the welfare of the child.
Responsible baby-sitters are in demand by homemakers.
Carrying out routine set by parents is important if the parents are to be satisfied with the babysitter.

What are some desirable qualifications of babysitters ?

Baby-sitting is a real job that needs preparation.
Parents can do much to make their home and family more secure against accidents.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Pupils invite a mother to come before the group to relate her experiences with baby-sitters.
Develop a baby-sitting code for the community; publish in local newspaper.
Panel discussions--"What Parents Expect of Baby-Sitters, " and "What Baby-Sitters Expect of Parents. "
Arrange bulletin board "Danger-Watch Out. " List dangers to watch for when caring for children.

Baby-sitters should be prepared to cope with emergencies that arise both inside and outside the home.

Make baby-sitting safety record chart.
Discuss several situations while baby-sitting and possible solutions for each situation.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Pupils write an incident of a difficult time they had with a child while baby-sitting, giving age and sex.
Volunteer to baby-sit in community.
Care for small child over the week-end.
Use checksheet, "What Our Baby-Sitter Should Know", (Ralph Moses Co. , 1151 Blvd Dr., S.E., Atlanta 17, Ga. )

Reports of baby-sitting experiences.
Individual scores as a babysitter.
Summary of safety measures practiced by pupils.
Increased interest shown in baby-sitting and young children.

Use safety measures each time we baby sit.

Check for danger spots in our homes and in the homes of the child with whom we sit.

Make baby-sitting kit.

Family Living, Duvall, p. 287-300,
Homemaking for Teen-Agers, McDermott & Nichols, pp. 12-33.
Learning About Children, Shuey, Woods & Young, pp. 17-26.
Building Your Home Life, Wallace & McCullar, p. 421-430.
Pamphlets: "A Formula for Child Safety" Metropolitan Life Ins. Co. "Baby Sitting"-Gerber Prod. "Baby Sitting" -Inter-dept. Staff on Children and Youth. "Your Child from One to Six", Local Health Department.
Filmstrips: "Getting Acquainted" $4. 50 "Keeping Children Safe" $3. 50. Calhoun Co.

Films: "Safety in the Home" "The Baby Sitter" Ga. Film Library, Ga. State Dept. of Education.

MHH 66

Area: CHILD CARE AND DEVELOPMENT 67
Unit Title: ACCEPTING THE RESPONSIBILITY FOR CHILDREN IN THE FAMILY
Homemaking III

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Recognizing the satisfactions and the "nuisance values" of children in the home.
What are the joys of having children in the home ?
What are some of the problems.
What shall we include in this unit ?
(Teacher-pupil planning)

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
A home is often not complete without children.
Happy marriages may be happier when children come into the home.
Good parents are a child's greatest heritage.
Through appreciation and understanding of children, one can find some answers to personal problems.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Invite a parent to talk to class on the contribution children make to the home.
Consult texts and references for advantages of having children in the home.
List reasons for people not wanting children.
Ask a child welfare worker to discuss adoption and adoption laws.
Collect poems, pictures, and so on which illustrate contributions children make to family living.
Each pupil report advantages and disadvantages of being reared in a small or large family depending on personal situations.
Plan objectives and activities for unit.

HBBM^HHi^H

OBJECTIVES: To develop in pupils:

68

1. An increasing understanding 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.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Secure example of birth certificate from the county ordinary.
Self Test- "Agree or Disagree" (as a guide reference to Your Marriage and Family Living, p. 279. )
Oral or written reports based on extra readings, booklets, and pamphlets.
Discuss unit plans with family members.

Outcome of self-test.
Summary of information given by resource persons.
Results of individual reports.
Outcome of comparisons.

Family Living, Duvall, pp. 297-300 & 380.
Your Marriage and Family Living, Landis, pp. 264-278.
Personal Adjustment in Marriage and Family Living, Landis & Landis, pp. 279-287.
Pamphlets: "What Makes a Good Home, " Child Study Assoc. of America. (20)
"Enjoy Your Child", Public Affairs Bulletin (25)

"So You Want to Adopt a Baby" Public Affairs Bulletin (25)

Films: "Baby Meets His Parents" "Know Your Baby", State Dept.

69 SELECTED EMPHASES AND POSSIBLE PROBLEMS
2. Recognizing the responsibilities of parenthood.
What can our families give us ?
What are the responsibilities of parents toward a child in growing up to be self directive ?
How can prospective parents develop a wholesome atmosphere of acceptance for the new baby?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Heredity and environment both affect personality.
It is hard to separate heredity and environment and to decide which causes what in us.
The cost of having a baby and rearing him varies enormously from one family to another in the same community.
Parents have a responsibility for the financial support of a child until he is old enough to be on his own.

Arrange interesting bulletin board on heredity, suggested titles are: "Eyes are Upon You", "Family Tree".
See a film strip on heredity taken from "Family Life Series".
Discuss "What Makes You, You?
Identify some inherited characteristics and some traits acquired through environment.
Ask at local hospital for cost of hospitalization at the time of childbirth.

All members of the family

Analyze case studies in Living

must make adjustments as

and Learning with Children.

well as the mother.

List changes in the daily life

In planning for the new baby, if of a family if there were to be

the major personal and family a new baby.

adjustment problems are anticipated and successfully met, Dramatize ways in which parents

the arrival of the baby in the may tell children about a new

home will be a joyous occasion babv.

for the family.

.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Trace family tree through three generations; display most unique ones.
Visit the baby department in a store and ask to see clothing and equipment recommended for a new baby. Find out its cost.
Write an instance where other family members were jealous of the new baby.
How did members show jealousy and how did parents handle it ?
Write up an instance where happy adjustments were made.

EVIDENCES OF GROWTH
EVALUATION
Response from the pupils on case studies.
Summary of conclusion drawn from this study.
Summary of information given by panel.
Individual written reports.

TEACHING AIDS
Building Your Home Life, Wallace & McCullar, pp. 374377.
Your Marriage and Family Living, Landis, pp. 267-268; 305-310.
Personal Adjustment, Marriage and Family Living, Landis & Landis, pp. 288-295.
Pamphlets: A Health Personality for Your Child, Children's Burea Publications. Preparing for Parenthood, Metropolitan Life Ins. Co. The Cost of Raising a Child in the Higher Income Families, Metropolitan Life Ins. Co. What You Should Know About Parenthood, Science Research Associates, (60).
Films: "Heredity and Environment' "Family Circles" "Beginning Responsibility" State Dept.

IMi^HMBHH 70

71

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Understanding development of young children--physical, mental, social and emotional.
How may we understand and help with the normal growth and development of a child?
How may we understand and assist with the mental, social and emotional development of a child?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

"Psychological preparation is often more important than the physical preparation.
Pregnancy is a normal, healthy condition and should be regarded as such.
The surest way to guarantee a healthy baby and a relatively easy childbirth is through careful prenatal care.
To enjoy children, parents should feel secure in caring for them.

Discuss reasons for eating proper foods during pregnancy.
Find scientific information about superstitions concerning pregnancy.
Discuss items of general health for expectant mothers such as: medical care, rest, exercise and food.
See films.
Discuss importance of exercise and play.

Each child grows according to his own general pattern and at his own rate.
Children must have their basic needs or drives met to be well adjusted.
Children must have opportunity to acquire a sense of responsibility.

Observe a mother bathing a baby.
Contrast by graph the physical growth of three children.
Discuss the advantages of adult companionship.
List and discuss the emotions of children as seen in the film.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Interview an expectant mother, see her layette and ask about her schedule.
Make a comparison of two children of same age showing differences in their physical growth.
Visit a mother and baiby} watch her prepare formula, change baby, bathe baby.
Observe the parallel play of several children; note the frequency and form that social interaction takes.
Report from current periodicals. Self Test: Guide in Your Marriage and Family Living, pp. 300-301.

EVIDENCES OF GROWTH
EVALUATION
Reports of visits to expectant mother and to mother with a baby.
Outcome of graph.
Analyze true to life situations.
Results of self-test.
Response to Bulletin Board arrangements.
Report of play observation.
Scores from written tests.

TEACHING AIDS
Family Living, Duvall, pp.5769; 301-313.
Your Life in the Family, Rhodes & Samples, pp. 85-103; 59-82.
Your Marriage and Family Living, Landis, pp. 282-301.
Learning About Children, Shuey, Woods, Young, pp. 91-105.
Living and Learning with Children, Smart & Smart, pp. 91-162.
Baby and Child Care, Spock,
Pamphlets: Child from One to Six, Local Health Department. Fears of Children, Science Research Assoc. (60)
Helping Children Accept Death, Child Study Assoc. of America.
Infant Care, Local Health Dept.

nmai 72

73
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Mental, emotional, physical and social development are interrelated.
Answering questions honestly and granting the child opportunity to choose as he develops are essential to normal growth.
Children must learn to live with and not under authority.
Parent's love and understanding of children have a basic influence on their character and personality.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Study and discuss ways to help children know and enjoy their world.
Do a bulletin board: "Can You Tell Their Ages From What They Do?"
List suggestions for adults as they care for and guide children.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS
Pre-Natal Care, Health Dept. Understanding Your Young Child Metropolitan Life Ins. Co. Your Child's Questions and How To Answer Them, American Social Hygiene Assoc. (10).
Films: "Human Reproduction" "Life Begins" "Know Your Baby" "Life With Baby" "Children's Emotions" "Early Social Behavior" "Don't Be Afraid" "Answering The Child's Why" (State Dept. of Education)
Filmstrips: "Child Care and Development" McGraw-Hill Book Company.
Record: "Now We Know", C. L. 670 Series by Columbia-Record Shop.

SMBsffissaoaa
74

75

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Guiding the development of desirable habits.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
A habit is a well-learned activity which is carried out with conscious attention or awareness of the activity.
Consistency and routine help develop desirable habits.
A growing child learns as much from following the examples set by others as he does from direct training.
Variations in the child's routine should be made according to the child's physical and emotional state rather than on the basis of convenience to some member of the family.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss ways in which desirable habits are formed and the responsibility of individual family members in helping the child to form these habits.
Present a skit on the right and wrong way to introduce new habits into baby's routine.
Discuss suggested child's routine on page 197 in Child Growth and Development: compare with routine of some child you know.
Discuss the common problems of children and show how they may be corrected. (Refer to Family Living, 328-333.)

ss n

76

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Read current periodicals on the habit formation of veryyoung children.

EVIDENCES OF GROWTH
EVALUATION Summary of check sheet on "Desirable-Undesirable Habits".

List some undesirable habits and explain how they were replaced.
Make a list of habits acceptable in children which would be criticized in older persons

Results of discussion test that summarizes learnings.
Report of undesirable habits and how overcome.

TEACHING AIDS
Family Living, Duvall, pp. 318-336.
Child Growth & Development, Hurlock, pp. 94-115, 193-220.
Learning About Children, Shuey, Woods, Young, pp. 107-123.
Living and Learning With Children, Smart & Smart, pp.15-36.

Building Your Home Life, Wallace &: McCullar, pp. 423430.

Films: "Habit Patterns" Ga. State "Why Want Dept. of Ed. Tommy Eat"

Pamphlets: Some Special Problems of Children-Aged 2 to 5 years. Local Health Dept. Discipline, Teachers College. Discipline Through Affection, Child Study Assoc. of America. (15).

Filmstrips: "Teaching Desirable Habits" Calhoun Co. "Special Daytime Problems' Young America Films.

'"^IHPB

77

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
5. Investigating and Evaluating community services available to parents.
What are the services available ?
What are the employment opportunities ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Communities, schools, and homes have responsibilities for preparing desirable environments in which children grow up.
Community resources can help in solving many of one's problems.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Appoint committees to visit various available community agencies and report to class information received.
Visit a public health nurse or doctor to discuss the service of her or his organization.
Make a survey to local organizations which deal with children and identify the purpose they serve.

Plan an activity with some child welfare undertaking: that is, cooperating with county nurse in conducting a pre-school clinic, constructing clothing for underprivileged children. Evaluate worth.

Field trip to Health Center and Maternity Ward at hospital.

Discuss possible vocations in the area of child care and development.

***

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Report on incidents in which Compiled list of available children you know have bene- community services.

fited from public health services.

Recognition of community services and improvements

Study, report on, and discuss that could be made.

purposes of the public welfare

organizations, at national,

Written reports.

state, county, local levels.

Reactions toward Community

Report or write a paragraph Services.

on one of these topics: "Is

the money spent by Public

Service Agencies well spent?'

"Are adequate services pro-

vided for the well-being of

all children by my state or

community? "

Your Life in the Family, Rhodes and Samples, pp.128131.
Community resource people and agencies.

HMH^HHiaMMPH 78

80

CLOTHING AND TEXTILES

Homemaking I

Making Simple Garments and Caring For My Clothes

Homemaking II

Buying, Making and Altering My Clothes

Homemaking III

Planning For and Constructing Clothes For The Family

^^PHU^

91

81

Area: CLOTHING AND TEXTILES

Unit Title: MAKING SIMPLE GARMENTS AND CARING FOR MY CLOTHES

Homemaking I

SELECTED EMPHASES AND
POSSIBLE PROBLEMS 1. Working within a group and planning for learning to sew.
* (Teacher-pupil planning of the unit. )

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Sharing helps to get our work accomplished.
Cooperation helps us to work better with others.
Planning together provides a goal toward which to work.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss and list what this unit should include.
Discuss possible home projects.
Display on the bulletin board the goals and some activities planned.
Plan cooperatively(teacher-andpupils) individual learning experiences to be done while waiting to use sewing equipment.

Plan and carry out routine duties.

Plan together to use storage space, to share machines and working space.

Plan together to help each other in work groups.

Develop a checklist of rules for working together in lab.

ilhri-T'-SririB;

82 OBJECTIVES: To Develop in Pupils:

1. 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 the 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.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Plan a home project.

Pamphlets:

Suggestions for Teaching in the Area of Clothing; Department of Homemaking Education, Univ. of Georgia, Page 33.

83

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Selecting, arranging, and caring for small sewing equipment.
What equipment is needed?
How can we tell if a piece of equipment is good?
What care will it require ?
How shall we mark personal equipment?
When shall we store small equipment ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
'Appropriate equipment contributes to success in sewing.
Proper care of equipment insures longer use.
A piece of equipment well marked is easily returned to its owner.
Keeping up with equipment helps to develop a sense of responsibility.
Being orderly saves time, energy and develops patience.

GROUP EXPERIENCES, Class, FHA/NHA, School, Co mmunity
Observe and discuss display of sewing equipment.
Use texts to discover how to select small equipment.
Develop check list for wise buying of small equipment.
Make list of minimum equipment needed.
Observe demonstration on methods of marking equipment for personal identification.
View film strips and discuss.

HBSHBiHHI
84

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Check on equipment at home that can be used.

EVIDENCES OF GROWTH
EVALUATION Scores on identification and buying of equipment.

Make list of equipment to be bought.

Marking of equipment and orderliness of tote trays.

Buy needed equipment.
Mark and store each piece of equipment.

Report of home experiences in assembling a scoring kit.
Storage of equipment.

Assemble a sewing kit to be used at home.

TEACHING AIDS
Dress, Oerke, pp. 288-292.
Building Your Home Life, Wallace & McCullar, pp. 238-241.
How You Look and Dress, Carson, pp. 157-166.
The Bishop Method of Clothing Construction, Bishop & Arch, pp. 2-5.
Experience with Clothing, Pollard, Chapter 2.
Pamphlets: "Sewing Secrets", Coats & Clark, Inc. (1 copy free) "Easy Sewing Book", McCall pp.22. (50)
Film: "How to Get Ready to Sew" Almanac Films
Filmstrips: "Tools for Sewing" Calhoun, $ 3. 50.

85
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Understanding, using and caring for the sewing machine.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Understanding the use and care of the sewing machine plays an important part in sewing.
Practice is necessary for accuracy and speed.
Learning to use the machine properly will make sewing easier.
Basically all sewing machines operate on the same principles.
Practicing safety habits protects self and others.

GROUP EXPERIENCES Class, FHA/NHA, School, Communty
Observe demonstration on how to use and care for the sewing machine.
Use charts on threading of machine.
Make a list of points to check before beginning to sew on machine.
View filmstrip and discuss.
Plan for safety practices when working with sewing equipment

HHHHI^HnHfl 86

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Practice winding bobbin, threading machine, setting stitch and opening and closing machine.
Take a practical test on use of machine to receive "license".

EVIDENCES OF GROWTH
EVALUATION
A "license" to use the machine issued when requirements are met.
Observation of safetypractices.

TEACHING AIDS
Clothing Construction and Ward robe Planning, Lewis Bowers, Ketunen, pp. 352-364.
Junior Homemaking, Jones & Burnham, pp. 313-321.
Building Your Home Life, Wallace & McCullar, pp. 235239.
Experiences in Clothing, Pollard, Chapter II.
Filmstrip: "Machine Sewing", Singer Sewing Machine Co.

87

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Using, and caring for pressing equipment.
What equipment is needed?
How should we use and care for equipment ?
How and where is equipment stored ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Proper use and storage of equipment saves time and money, promotes safety, and gives a feeling of satisfaction.
Establishing the "press-asyou-sew" habit helps to insure a better finished product.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Exhibit essential pressing equipment.
Demonstrate care and use of irons and other pressing equipment.
Discuss and determine how and why pressing equipment should be stored to save time, energy and to promote safety.
Discuss and demonstrate the importance of "press-as-you-sew".

^86? 88

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Set up and store equipment.
Make needed improvements of pressing equipment at home to provide efficiency and safety.

Observation of individual's work.
Reports of home experiences.

Purchase or make a needed piece of equipment for home use.

TEACHING AIDS
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 436-437.
Dress, Oerke, pp. 332-335.
The Bishop Method of Clothing Construction, Bishop & Arch, p. 5.
Experience with Clothing, Pollard, pp. 373-385.
Pamphlets: Sewing booklets from Pattern Companies.

89

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
5. Making a torn project.
What shall we make ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Making simple project will assist in learning to use the sewing machine.

Why should we make a torn project ?
How will the project be assembled?

The project chosen should be within one's ability to complete successfully.
Properly prepared and handled fabrics will maintain grain line, thereby making construction easier and more accurate.

Careful attention to demonstrations makes for less difficulty in following directions.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Exhibit simple machine-made projects. Examples:
apron, laundry bag, shoe bag, stocking bag, bib, place mats, beach bag.
Decide on project to be constructed.
Demonstrate straightening of fabric to make grain perfect.
Observe demonstration on steps in construction of project.
Set up score card for project.
Plan together a device for keeping a daily record of progress.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Construct class project, according to demonstrations and directions.
Choose and construct a similar sewing project at home.
Make aprons for department.

EVIDENCES OF GROWTH
EVALUATION
Score on sewing project.
Report of home projects.
Summary of learnings gained from sewing experiences.
Pleasure and satisfaction expressed by pupils.

mam
TEACHING AIDS

^^H^H^^I 90

Building Your Home Life, Wallace & McCullar, pp.243247.
The Bishop Method of Clothing Construction, Bishop & Arch p 9.

91

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

6. Selecting patterns and fabrics for making simple garments such as skirts, blouses, and/or jumpers.
What must be considered in choosing a pattern?
How do we determine the correct pattern size?
What guides can be used in the selection of a fabric ?

Wise selection of a pattern is the first step to a satisfying and attractive garment.

Arrange a bulletin board of patterns and fabrics suitable for class.

Correct measurements and recognition of figure types help to select a pattern that most nearly fits and is most becoming.
The style and type of garment indicate the type of fabric to be used.
A beginner should choose a fabric that is firmly woven, and does not have special pressing problems, is fast color and is preshrunk.

Discuss suitable patterns.
Display and discuss suitable fabrics.
Decide on pattern to be used.
Make a shopping list.
Use charts and class members to illustrate figure types.
Observe demonstration of proper method of taking and recording measurements.

For first garments, plaids, stripes or printed designs that require matching should be avoided.

Try on basic shells to help determine pattern size.
Observe and discuss film and filmstrips.

Summarize principles learned.

BB^^I^HH^^B

92

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Analyze own figure and determine style best suited to self.
Take measurements and record with help of partner.

Selection of fabric for garments.
Summary of principles learned through study of patterns and fabrics.

How You Look and Dress, Carson, pp.Z42-248. (Check 1959 edition).
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 58-62.

Determine pattern size and purchase pattern.
Purchase suitable fabric.
Buy needed notions.

Homemaking for Teen-Agers, McDermott & Nicholas, pp. 390395.
Building Your Home Life, Wallace & McCullar, pp. 250254.

Charts from pattern companies.

Film: "Sewing", State Dept. of Edu.

Filmstrip: "Selection and Preparation of Materials", Calhoun Co. , $ 3. 50.

93
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
7. Preparing pattern and fabric for a simple garment.
How is the fabric prepared ?
How is the pattern prepared ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
The first important step in sewing is to prepare fabric so that the garment may be cut to grain perfection.
A pattern that has been prepared promotes accuracy in its use.
Checking the fit of the pattern saves time and makes for a better fitting garment.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Demonstrate preparation of fabric.
Demonstrate preparation of pattern.
Observe teacher check fit of a pattern for group.
Demonstrate making a few common pattern alterations.

94

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Prepare fabric and pattern.
Check on fit of pattern and make any necessary alterations.

EVIDENCES OF GROWTH EVALUATION
Preparation of fabric. Observation of ways partners work. Alterations made.

TEACHING AIDS
How You Look and Dress, Carson pp.248-254.
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 66-70.
Junior Homemaking, Jones & Burnham, pp. 327-330.
The Bishop Method of Clothing Construction, Bishop & Arch pp.9-13.

95
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
8. Placing pattern, cutting out garment and marking construction details.
How is the pattern placed on fabric ?
How is the garment cut out?
How are construction details marked?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Correct placement of pattern is necessary for grain perfection.
Correct cutting makes for accuracy in sewing.
Marking of construction details is essential for ease and accuracy in construction.
The method used for transferring pattern markings depends on fabric being used.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Demonstrate correct pattern placement using guide sheet.
Demonstrate cutting of a garment.
Demonstrate methods of marking construction details.
View and discuss film strips.
Use charts to become familiar with grain line.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Place pattern and have checked.
Cut out garment and mark construction details.

EVIDENCES OF GROWTH
EVALUATION
Placement of pattern. Cutting and marking of garment.

TEACHING AIDS

^B
96

Experiences in Clothing, Pollard, Chapter 4.
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 70-73.
Junior Homemaking, Jones & Burnham, pp. 330-331.
The Bishop Method of Clothing Construction, Bishop & Arch, pp. 14-22.
Charts: Various pattern companies.
Filmstrips: "Using Your Pattern" Calhoun Company, $ 3. 50.
"How to use a Printed Pattern", Simplicity Pattern Co. , 3 for $2
Films: "How to Cut out a Dress" State Dept. of Education.

97

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
9. Assembling a simple garment.
What is unit construction?
How can a guide sheet be interpreted and used to make a work plan or used as a work plan ?
How will the garment be constructed ?
How will the garment be fitted?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Using a guide sheet and/or plan helps to plan ahead and to prevent mistakes.
A knowledge of basic construction process is essential to sewing.
Unit construction makes for faster sewing with less handling of each piece.
Pressing as garment is constructed contributes to a higher quality garment.
A well fitted garment is essential for satisfaction.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss guide sheet and/or make a plan of work.
Demonstrate steps of fitting and construction of garment.
Work out score card for garment.
Display or model garments.
Do a comparative study of ready made garment that is similar to garment made in class.

98

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Use guide sheet and/or work plan.
Construct garment according to demonstration.
Score garment by score card devised by class.
Plan and construct a similar garment at home.

EVIDENCES OF GROWTH
EVALUATION
Checklist and conferences on progress of construction.
Observation of work habits.
Evaluation of finished garments made at school and at home.
Scores of garments from use of score card.

TEACHING AIDS
The Bishop Method of Clothing Construction, Bishop &; Arch, pp.23-46.
Junior Homemaking, Jones & Burnham, pp. 332-333.
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 73-77; 82-88.
Experiences with Clothing, Pollard, Chapter 4.
Filmstrips: "How to Make a Blouse" and "How to Make a Skirt", Simplicity Co. 3 for $2. 00. McCalls Sewing Series.

99
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
10. Caring for Clothes.
How shall we make simple repairs ?
How should we launder our clothing ?
How can common stains be removed?
How shall we store and arrange our clothing ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
A well cared for wardrobe will contribute to comfort, pleasure and economy.
Simple repairs made at the time needed may prolong the life of a garment.
Special techniques are required in laundering for that immaculate look.
Careful hanging and storing of garments adds to appearance and life of garments, saves time and contributes to orderliness.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
List and study daily, weekly, and seasonal care of clothing.
Bring garments to class and make needed repairs.
Observe demonstrations on laundering of various articles, and stain removal.
Arrange bulletin board with pictures of storage and arranging, of garments.
Discuss bulletin board ideas.
Exhibit simple aids in storing and arranging clothing.
Study and compare laundering supplies, washer and dryer.

100

INDIVIDUAL EXPERIENCES Home, FHA/NHA,
School, Community
Make a plan for regular care of clothing.
Repaire and ready garments for approaching season as a home project.
Reorganize storage of clothing as needed.
Make an aid in storing and arranging clothing, such as: shelf and drawer dividers, cases for hose, shoulder covers, and shoe bag.
Make a comparative study of one or more laundering supplies.

EVIDENCES OF GROWTH
EVALUATION
The plan for the care of clothing.
Reports of home projects.
Test on principles studied.
Observation of personal appearance of pupil.
Comments from parents.

TEACHING AIDS
Management for You, Fitzsimmons & White, pp. 206-212.
Adventuring in Home Living, Hatcher & Andrews, Book 2, pp.354-367.
Junior Homemaking, Jones & Burnham, pp. 46-53.
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 296341, (Ch. 17,18, 19).
Experiences with Clothing, Pollard, Chapter 3.
Bulletin: "Stain Removal from Fabrics" #1474. Dept. of Agriculture.

- ' \i"~*~^^*mmmmmmmmmmmm

101 Area: CLOTHING AND TEXTILES
Unit Title: BUYING, MAKING, AND ALTERING MY CLOTHES Homemaking II

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Planning what to include in our second clothing unit.
*(Teacher-pupil planning of unit. )

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
New goals and new learnings should be based on needs and interests, and on previous experiences.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Review what was learned last year.
Take a pretest over knowledge of buying and making clothes.
Discuss possibilities for this unit.
Plan goals and activities for this clothing unit.
Arrange a bulletin board on problems to be included in unit.
List possible home projects.
Plan individual learning experiences to be done while waiting to use sewing equipment.

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

INDIVIDUAL EXPERIENCES Home, FHA/NHA,
School, Community
Discuss with mother ideas which she thinks should be included.
Report to family, problems which this unit will include.
Select and plan home project.

EVIDENCES OF GROWTH
EVALUATION
The degree of skill demonstrated during planning process.
Goals selected.
Interest of pupils.
Scores of pretest.

TEACHING AIDS
Clothing textbooks . Pattern books. Fashion magazines.

102

v ....

103
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Selecting clothes and accessories in order to make myself more attractive.
How may I know that I am appropriately dressed?
How may I determine which current styles have basic lines that will continue to be good?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Appropriate clothes are suitable to the occasion, to the season, and to the time of day.
Clothes should be selected to express the personality of the wearer.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Develop some guides for determining basic styles for individuals.
Find what clothes are appropriate for various occasions.
Discuss appropriate clothes for different occasions.
Model clothes for appropriate different occasions.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Select and mount pictures of garments and samples of fabric suitable for different occasions.

EVIDENCES OF GROWTH
EVALUATION
Identification of appropriate clothing for different occasions.

TEACHING AIDS

BBHHHK 104

The Bishop Method of Clothing Construction, Bishop & Arch,
How You Look and Dress, Carson, Ch. 4.
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 139-166.
Homemaking for Teen-Agers, McDermott & Nicholas, Book 2, Ch. 6.
Fabrics and Dress, Rathbone & Tarpley, Ch. 11.
Experiences with Clothing, Pollard, Ch. 6.

105 SELECTED EMPHASES AND POSSIBLE PROBLEMS
What is the relationship of color to my appearance and personality ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Observe exhibits from clothing stores.
Arrange a display of appropriate clothes.
Arrange bulletin board illustrating appropriate clothes.

The skillful combining and using of colors in relation to hair, eyes, complexion, personality, and size makes one more attractive.
Color can be used to emphasize or minimize individual characteristics.
Color has emotional force, both for wearers and observer.

Study use and combination of color.
Arrange a bulletin board illus trating pleasing color combinations.
Assist in demonstrating becoming colors for class members.
Discuss the relation between personality and color.
Discuss the effect of color on emotions.
View and discuss films on design and color.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Identify clothes in own wardrobe suitable for various occasions.

EVIDENCES OF GROWTH EVALUATION

Draw a color wheel and illustrate color harmonies.
Collect pictures and/or fabrics illustrating pleasing harmonies.
Bring scarves, dresses, blouses, or swatches of fabric for determining best colors.

Practical test on color.
Identification of own best colors.
Summary of information gained.
Application of color harmonies in dress and accessories.

TEACHING AIDS

HMMHHHBH^^
106

Homemaking for Teen-Agers, McDermott & Nicholas, Book 2, Ch. 8.
Adventures in Home Living, Hatcher & Andrews, pp. 38-47.
Building Your Home Life, Wallace & McCullar, Ch. 7.
Experiences with Clothing, Pollard, Ch. 6.
Film: "Color and Your Clothes", McGraw-Hill.
Filmstrips: "Color in Your Clothes", State Department of Education.
"Color and You" "Color as You Wear It" "Take a Look at Color" J.C. Penny Co. ($2. 00 ea)

107
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
How may I select becoming lines for myself.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Appearance may be improved by understanding and effectively using line and design.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Analyze and discuss lines for various figure types.
Use fabric or dresses to demonstrate the relation between design, texture and figure types, (plaids and stripes).
Plan guides to be followed in selecting lines, design, texture, color for figure types.
Test on line and design.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Collect and study pictures illustrating various figure types.
Determine own figure type, designs, texture and color best suited to self.

EVIDENCES OF GROWTH
EVALUATION Application of line and design to figure analysis.
Results of test.

108
TEACHING AIDS
Junior Homemaking, Jones & Burnham, pp. 354-360. Dress, Oerke, pp. 19-47. Film: "Clothes and You", State Dept. of Education. Filmstrips: "Right Clothes for You", McGraw-Hill or Calhoun.

szr -^"^mmmimm mmmmmmm
109
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
What do I need to know in order to select fabrics wisely ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Knowledge of characteristics of fabrics and their uses helps us to make a wise selection.
An awareness of the rapid changes in textiles challenges us to keep informed.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Study and discuss characteristics of fibers, weaves and finishes which are often used in wearing apparel.
Make simple tests of identification of fibers.
Display samples of fabrics suitable to various occasions and pattern designs.
Make a list of terms commonly used in relation to finishes of fabrics and the care each requires.
Collect, read and interpret labels on fabrics.
Make posters explaining labels, terms and finishes.

-

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Collect, identify, and suggest possible uses for samples of fabrics.
Report of fabrics and finishes in own wardrobe and explain proper care.
Study information on labels.

EVIDENCES OF GROWTH
EVALUATION
Report of information about fabrics.
Scores on identification, characteristics and uses of fibers and fabrics.

no
TEACHING AIDS
How You Look and Dress, Carson, Ch. 5.
Clothing Construction and Wardrobe Planning, Lewis, B owers, Kettunen, Ch. 14.
Easy Sewing Book, McCall's, p. 16.
Homemaking for Teen-Agers, McDermott & Nicholas, Bk. 2, Ch. 7.
Dress, Oerke, Ch. 7.
Experiences with Clothing, Pollard, Ch. 9.
Films: "Basic Fibers in Cloth", Ga. State Dept. of Edu. "Facts About Fabrics", Assoc. Films. "Successful Sewing with Wash and Wear Fabrics", Sewing Filmstrip Service.
Filmstrips: "Selection and Preparation of Fabric", Ga. State Dept. of Ed.
Fabric exhibit from Sears. Free fabric booklets from J. C. Penny Co. & Gallant-Belk Co.

^"
111
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
What do I need to know in order to select and use accessories wisely?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Wisely chosen accessories increase the usefulness of garments.
Carefully chosen accessories need not be expensive.
Accessories can add color and a bit of freshness to the costume.
"Custom made" accessories express creativity and are often simple to make.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
List accessories in fashion suitable for teenagers.
Demonstrate accessories on basic dress.
Experiment with different accessories for color effect.
Suggest accessories that might be "custom made".
Exhibit accessories made.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Make an inventory of and evaluate the accessories on hand.
List needed accessories.
Make accessories as a home practice.

EVIDENCES OF GROWTH
EVALUATION
Plan for accessories to complete different costumes.
Report on project of accessories for different occasions.

TEACHING AIDS

HHH^HHHH^^Hi 112

Clothing Construction, Bishop & Arch, Ch. 14.
Junior Homemaking, Jones & Burnham, pp. 354-357.
Dress, Oerke, Ch. 4, 8. ,pp. 12-15.

^"

113
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Buying ready-made clothing wisely.
How can I make the best use of my share of the family clothing budget ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Studying the family needs and making a plan for spending are steps in making the best use of the clothing dollar.
Keeping a diary of clothing expenditures helps to determine clothing needs.
Relationships improve when the clothing budget is shared.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss factors to consider in buying ready made clothes.
Discuss the importance of how to plan and how to develop the family clothing budget.
Discuss wardrobe planning.
Analyze ways of "stretching" the clothing dollar.
Discuss ways of spending the clothing dollar through charge accounts, layaway plans, installment purchasing, seasonal scales and cash.

iTlWTiii Ml 114

'

-;;

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Make an inventory of clothing and accessories on hand and determine needs.
With the help of the family determine each member's share of the clothing budget and how it can best be used.
Make individual clothing budget using own share of the family clothing allowance.

EVIDENCES OF GROWTH
EVALUATION
Inventory of personal clothing and list needs.
Report of clothing budget.

TEACHING AIDS
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, part III.
Dress, Oerke, Ch. 4.
Experiences with Clothing, Pollard, Ch. 7.
Pamphlets: "Better Buying Bulletins", Household Finance.
"Hidden Values", Sears.
Filmstrips: "A Man's Appearance Counts", Nasco.

^
115
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
How can I buy readymade clothes wisely.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Wisely selected clothing must meet acceptable standards of material and workmanship.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Find information on buying.
View and discuss film and/or filmstrip on consumer buying.
Make check lists of standards for judging different readymade garments.
Examine garments in class or field trip according to standards.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community-
Analyze recent clothing purchases.
Purchase garments considering the check lists developed.
Collect and file labels and/or information on labels of purchases of ready made clothes.

EVIDENCES OF GROWTH
EVALUATION
Summary of information gained.
Report on use of check lists.
Report on recent clothing purchases.

116
TEACHING AIDS
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, Ch. 15.
Homemaking for Teen-Agers, McDermott and Nicholas, Book 2, pp. 332-346.
Dress, Oerke, pp. 232-285, 476.
Clothes for Girls, Todd, Ch. 7.
Building Your Home Life, Wallace & McCullar, pp.193202.
Experiences with Clothing, Pollard, pp. 312-320.
Films: "Truly Yours, the Dress That Fits", Ga. State Dept. of Ed.
Filmstrips: "Pretty As You Please", Formfit Co. "Make the Most of Your Figure", Formfit Co.

117

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Making a garment including more advanced sewing processes.

Evaluation of sewing skills helps us to plan for further growth.

Review sewing techniques and learning gained in first year.

What shall we make as an advanced project?

Followed a planned sequence of techniques and skills enables us to achieve professional and qualitylooking clothes easily and in a minimum of time.

Plan together the construction of an advanced garment.
List sewing techniques to be included in advanced project, such as: joining bodice and skirt together; setting-in sleeve; making buttonholes; putting on collars; covering belts and buckles using interfacings, zippers, other fasteners and machine attachments.

Review principles of pattern selection.
Discuss characteristics of fabrics suitable for garments to be made.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Bring to class most difficult garment made to date.
Determine pattern size.
Buy pattern.
Select fabric and notions.

EVIDENCES OF GROWTH
EVALUATION
Observation of progress made in home and class experiences.
Responsibility that students have assumed in getting necessary supplies.
Evidences of careful selection.

118
TEACHING AIDS
The Bishop Method of Clothing Construction, Bishop & Arch.
Adventuring in Home Living, Hatcher & Andrews, pp. 399-432.
Unit Method of Sewing, Iowa State College Press.
Easy Sewing Book, McCall's.
Homemaking for Teen-Agers, McDermott & Nicholas, Book 2, Ch. 8.
Dress, Oerke, pp. 311-477.
Clothes for Girls, Todd, pp. 270310.
Experiences with Clothing, Pollard, pp. 322-372.
Sewing charts and books from pattern companies.

119 SELECTED EMPHASES AND POSSIBLE PROBLEMS Does my pattern fit? If not, what alterations are necessary?
How shall I place, mark and cut my pattern?
What sewing techniques should I learn in order to make a more advanced garment ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Self-made clothes may be made by exact measurements, whereas ready-towear garments are made for standard measurements.
Comparison of body measurements against pattern measurements sets stage for necessary adjustments.
Grain lines will be parallel to and at right angles with the floor when clothes fit properly.
Knowledge of the importance of cutting to fit prevents many sewing problems.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Observe and demonstrate common pattern alterations. Make alterations.
Review methods of marking garment.

The ability to sew enables us to meet our clothing needs more economically.
Increased ability in old and new skills contribute to a feeling of achievement and satisfaction.

Set up a score card for project.
Make a check sheet for daily accomplishments.
Review previous sewing skills as needed.
Observe demonstration of new techniques as needed.
Model completed garments in fashion show.

a

120

INDIVIDUAL EXPERIENCES EVIDENCES OF GROWTH

TEACHING AIDS

Home, FHA/NHA, School, Community

EVALUATION

Check body measurements against pattern; make necessary alterations.

Results of alterations made.

Pamphlets: "Pattern Alterations" USDA Farmer's Bulletin, No. 1968.

Experiences With Clothing, Pollard, Ch. 8, 9.

Cut and mark garment

The placing, marking and cutting of garment.

Record daily accomplishments.
Construct garment using techniques as needed.
Compare cost of selfmade with ready-towear clothing.
Evaluate garment using score card.

Observation of work habits.
Check sheet for daily accomplishments.
Evidences of increased ability in sewing techniques.
Results of score card.
Fashion show participations.

Filmstrip: "Clothing Construction, McCall's Co.

121
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
5. Bring garments up to date and increasing their usefulness.
What are some simple changes that can be made to make a garment more attractive ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Many garments may be worn and enjoyed for a longer period of time by means of simple changes.
Basic dresses may be "dressed up" or "down" by choice of accessories or through sewing skills.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Plan together how to alter garments and bring them up to date.
Plan for simple changes that will make garments more versatile and enjoyable, (cummerbunds, bows, sashes, collars, boleros).
Demonstrate changes that might be made in basic garments.

What simple alterations are often needed?

Well-fitted clothing creates an attractive appearance and

List characteristics of wellfitted garments.

brings satisfactions to the

i*

What alterations would make this garment fit better ?

wearer. A well-fitted garment con-

Demonstrate simple alterations that are commonly needed.

forms to the structural lines

of the body, seems anchored to it, and permits freedom of movement.

Bring garments to use in clothing clinic.

122

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Plan and make changes that will increase the usefulness and attractiveness of a garment.

EVIDENCES OF GROWTH
EVALUATION
Improvements made in wardrobe.

TEACHING AIDS
The Bishop Method of Clothing Construction, Bishop & Arch, Ch. 14.
How You Look and Dress, Carson, Ch. 17.
Clothing for Girls, Todd, Ch. 13.

Bring to class one garment which needs simple alterations.
Determine necessary alterations.
Plan and make alterations.
For home project, bring wardrobe up to date.

Recognition of alterations needed in various garments.
Wearability of garments altered.
Report of home project.

Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, Ch. 16.
Easy Sewing Book, McCall's
Pamphlets: "Household Finance". "Money Management". "Better Buymanship". "Changing Times". "Consumer Reports".
Filmstrip: "Right Clothes for You", Calhoun Company

Area: CLOTHING AND TEXTILES Unit Title: PLANNING FOR AND CONSTRUCTING AN ADVANCED GARMENT
FOR MYSELF OR MY FAMILY
Homemaking III

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Planning for gaining more skill in clothing construction.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA,
School, Community

Planning is a skill that is de- Review what has been learned veloped through experience. and made in previous years.

Planning is necessary if goals are to be obtained.

Discuss possibilities of garments that can be made in this unit for self, family members and others.

Take a pretest over knowledge of clothing construction and fabrics.

Set up goals for unit.

Discuss possible home projects.

m
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.

^H^B^^HBl^H 124

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
List garments made at home and at school.
Plan with mother what might be made at school and at home.
Report to family what will be included in unit.
Plan for home project.

EVIDENCES OF GROWTH EVALUATION
Goals selected. Scores of pretest. Interest of pupils. List of garments previously made.

TEACHING AIDS
Clothing Textbooks. Pattern books. Fashion magazines,

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125

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2,, Increasing understanding in consumer buying and family finance in relation to clothing purchases for the family.
What determines whether it is sometimes more economical to pay a higher price for clothing than a low price ?

LEARNINGS, PRINCIPLES AND
UNDER S LANDINGS
Every clothing purchase should fill a recognized need.
Factors influencing wise clothing purchases for family members are: design, fabric, workmanship, information on labels and tags.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Arrange display or bulletin board to show comparative qualities of garments.
Have a symposium to discuss line, color, design, texture, fibers and construction in the selection of clothing.

HH^HiHHB^H 126

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Compare cost of readymade garments with garments of similar quality with each garment that is made.
Evaluate personal wardrobes and wardrobes of family members in order to determine personal and family clothing needs.
Keep a file of labels and tabs from garments purchased.

EVIDENCES OF GROWTH
EVALUATION
Response to display or bulletin board.
Individual reports of home experiences and projects.
Scores of objective tests.
Oral or written reports of knowledge gained about consumer buying.

TEACHING AIDS
Adventuring in Home Living, Hatcher, Andrews, Bk. 2,pp. 367-398.
Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, p. 271-287.
Homemaking for Teen-Agers, McDermott & Nicholas, Book 2, pp.332-346.
Dress, Oerke, pp. 79-92.
Fabrics and Dress, Rathbone & Tarpley, pp. 69-82.
Clothes for Girls, Todd, pp.150197.
Building Your Home Life, Wallace & McCullar, pp. 193206.

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127
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
What factors determine whether it is more economical to make own clothes than to buy them?
What information is needed in order to make wise clothing purchases for the family ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Time, money, and skills should be considered when determining whether to buy or make garments.
A garment made at home usually costs less than a ready-made garment of equal quality.
Clothing for a family is a large expenditure and should be carefully planned.
The needs of all the family must be considered when determining how much of the family budget may be spent on individual family clothing needs.
Planned spending of family clothing dollars insures better family relationships and a better coordinated wardrobe.

Collect and discuss labels from various garments and fabrics.
Through buzz sessions prepare lists of questions to ask a salesperson.
Invite a resource person, such as a clothes buyer, to discuss wise clothing selection and features which cause high and low prices of clothing.
Take a field trip to a clothing store to consider kinds and qualities of ready-made garments and fabrics.
Report on purchases of readymade garments that proved to be a poor investment.
Study Consumer's Guide for information regarding the labeling of clothing.
Discover new materials and special finishes that are on the market.

Report on legislation affecting labeling.

View and discuss films and filmstrips.

n

INDIVIDUAL EXPERIENCES Home, FHA^HA, School, Community
Work cooperatively with family members to determine family clothing expenditures.
Study newspapers, magazines and mail order catalogues to see how much information is given about each garment.
Take an objective test over principles studied.

EVIDENCES OF GROWTH
EVALUATION
Response of group on discussions of good labels, tags, and advertising.
Summary of information given by resource persons.
Report of a recent clothing purchase.

TEACHING AIDS

1^'^TM 128

Pamphlets: "Buying Women's Coats and Suits". Supt. of Documents.
"Let's Plan- Not Plunge in Family Clothing", Pub. #356, Agr. Ext. , Univ. of Tenn.
Films: "Making Cotton Clothing", 11 minutes, Georgia State Dept. of Education.

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129

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

3. Increasing ability to plan,design, and construct clothing for myself and my family.
What factors influence the selection of fabrics for clothing construction?
How may the maximum use of the machine be obtained ?
How might sewing for family members increase skills in clothing construction?
What factors should be considered in buying a machine and pressing equipment?

Durability, price, quality, and suitability should be considered when selecting fabrics.
Creative ideas in clothing construction provide opportunities to express originality and individuality.
Sewing for family members provides opportunities for developing new construction skills.
A well-chosen costume that "goes together" gives the wearer more satisfaction than a carelessly planned outfit.
Maximum use of the machine and pressing equipment saves time, increases skill, and utilizes the maximum value of investment.
Family needs, quality vs. cost, ease of operation and keeping in repair should be considered when buying a sewing machine and pressing equipment.

Determine characteristics of fabrics which make them more suitable for particular patterns.
Collect fabric swatches that illustrate various characteristics.
Explore current magazines for fashion trends.
Make a bulletin board and/or exhibit garments illustrating creative ideas such as fashion stitches, combining patterns, designing, using fabric textures and designs.
Observe demonstration on use of machine attachments for clothing construction and for making such household items as slipcovers and draperies.
Observe demonstration on cleaning, oiling and making a simple repairs on sewing machine.
Discuss possibilities for an advanced project such as: a lined garment, a tailored garment, an evening dress, men's sport shirts, pajamas and robes, infan t and children's clothing.

130

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Collect swatches of different type fabrics.

EVIDENCES OF GROWTH
EVALUATION Teacher-pupil conference to check plans for garment.

Sketch original details for changing basic patterns.

Individual participation and contribution of student.

TEACHING AIDS
Fabrics, Denny. Adventuring in Home Living, Hatcher & Andrews, Bk. 2, pp.423-443.

Plan original details for individual garments.
Practice using machine attachments.
Select fabrics for individual garments.
Make clothes for a member of the family or fo self.

Observation of individual's work.
Score cards for garment.

Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 222234.

Modeling of finished garments.
Scores on test.
Reports of home experiences.

Homemaking for Teen-Agers, McDermott & Nicholas, Book 2, pp.282-333, 226-266.
Dress, Oerke, pp. 354-370; 428-433; 446-466.

Plan and carry out home projects.

Clothes for Girls, Todd, pp. 371-455.

Evaluate home sewing machine to see if meets individual sewing needs.
Take test over information gained.
Model finished garment,

Experiences With Clothing, Pollard, Ch.ll.
Booklets: "Unit Method of Sewing ', Iowa State College Press. "The Bishop Method of Clothing Construction", J.B. Lippincott, $1. 75.

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131

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Increasing ability to alter and/or remodel garments for self and others.
How may fitting problems be recognized9
How should fitting problems be corrected?
When remodeling a garment, what things should be considered ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Ability to construct garments makes one more capable to judge fit and needed alterations in ready-made garments.
Fit of garment should be a major concern.
Inexpensive dresses may often be made more attractive by changing some feature such as buttons and belts.
The amount of time spent on remodeling should be in proportion to the amount of wearability left in the garment.
The ability to make alterations cuts additional cost of a garment.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Bring to class an article of clothing not now being worn; model and invite suggestions from class for restyling, including refitting.
Observe illustrations of common alteration problems.
Observe demonstration on simple alterations.
Discuss factors to consider as to whether a garment should be remodeled.
Compare costs in time and money of commercial alterations and self-made alterations.
View and discuss films.

132

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Check closets and dresser drawers for clothing to alter and/or remodel.
Alter garments for self and others.
Use pattern books for illustrations which may suggest renovating ideas.
Take problematic tests over fitting, altering, and renovating.

EVIDENCES OF GROWTH

TEACHING AIDS

EVALUATION

Recognition of fitting problems and the ways to correct them.
Pupil-teacher conferences on plans of work.
Observation of work.

How You Look and Dress, Carson, pp.354-374. (Check new edition).
Adventuring in Home Living, Hatcher & Andrews, book 2, pp. 361-367.

Results of test.
Recognition of benefits received from home experiences

Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 2842 94.

Photographs of "before" and "after" alterations and/or remodeling.

Dress, Oerke, pp. 467-477.
Clothes for Girls, Todd, pp. 355-369.

Films: "Truly Yours - The Dress That Fits"-Ga. State Department of Education.

133

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

5. Increasing ability to use clothing skills for vocations and avocations.
What jobs are available in the area of clothing?
What kind of education is needed for a particular job?
Where may this education be obtained and at what cost ?
Where are jobs available ?
What are the working conditions and salary expectations ?
How may clothing skills be used for leisure time activities ?

Confidence is gained when a person has the ability to plan and construct a well-made garment.
The potentialities of the clothing field as a vocation or avocation are varied and increasing.
Sewing, as a leisure time activity, can help people psychologically, physiologically, and economically.

Plan for a panel of people who hold positions which are of interest to the group.
Invite a woman who is successful in some phase of the clothing field to talk to the class.
Discuss sources where information might be obtained.
Contribute to class file on vocations.
Collect for the class bulletin board and files newspaper or magazine clippings that deal with women who have made careers in the fashion world.

Invite chemistry teacher to discuss the relationship of chemistry in the area of clothing.

Visit a vocational trade school to see what training is available.

Survey surrounding areas for jobs available in area of clothing.

134

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Interview persons who hold jobs of interest in clothing field.

Summary of information through conversation with resource persons.

Visit a business and observe responsibilities of workers and conditions of work.

Summary of knowledge gained about ways of earning money by using sewing skills.

Collect information from various sources on vocations of interest.

Line up a summer or afternoon job that might be the beginning of a career in clothing.

Clothing Construction and Wardrobe Planning, Lewis, Bowers, Kettunen, pp. 504-521.
Dress, Oerke, pp. 563-568.
Booklets: Occupational Outlook Handbook, Supt. of Documents, $4. 00.
Bulletins: "Careers in Home Economics" Packett-American Home Economics Assn.

List advantages of being a skillful seamstress.

i-^i

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135

136

FOODS AND NUTRITION

Home making I

Planning, Preparing and Serving Simple Family Meals

Homemaking II

Meeting The Food Needs of The Family

Homemaking III

Experimenting With Food For Fun and Families

137 Area: FOODS AND NUTRITION
Unit Title: PLANNING, PREPARING, AND SERVING SIMPLE FAMILY MEALS
Homemaking I

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA,
School, Community

1. Understanding of what* has to be done in planning, preparing and serving a simple nutritious meal at home and at school.
What are the jobs in feeding a family ?
What other information do we need to prepare food at school and/or at home ?

Knowledge of jobs to be done contributes to success in planning , preparin g, and serving meals.
Giviri g students opportunity t o share in setting up a group plan adds interest and helps develop responsibility.

Make a list of jobs necessary for planning, preparing and serving a meal.
Identify information needed in order to do these jobs.
List some jobs in planning for preparation of a meal in the laboratory that will differ from preparation of a meal in the home.

What practices help con-

t*

serve time and energy?

Formulate class objectives for foods unit.

(* Teacher-pupil planning of unit).

Plan together the weekly schedule blocks.
Discuss qualities of a good group member and various methods of forming groups.

Discuss personal neatness, cleanliness, and appropriate costume for laboratory.

138 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 achieve-
ment. 8. An objective attitude toward food and food preparation.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Discuss jobs in planning, preparing and serving a simple meal with family members.

Self-direction of pupils as they make plans.
Interest of pupils in securing information needed for a successful job.

Objectives planned by class.

TEACHING AIDS
Suggestions for Teaching Foods and Nutrition, Dept. of Homemaking Ed. , Univ. of Ga; Aug. 1958.
Teaching Foods on the Meal Basis, 40, College of Edu; Michigan State Univ. , East Lansing.

Building Your Home Life, Wallace & McCullar, Unit 3. pp.259-366.

You and Your Food, White, Units 4,7,10.

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139
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

2. Understanding some factors to be considered in choosing and planning what you eat.
What are the essentials of a daily diet? Why are these essential ?
What part do foods play in developing and maintaining good looks ?
How do snacks or fads affect us ?

How you look and how you feel is influenced by what you eat.
All basic food groups are included in a balanced day's diet.
Snacks or fads selected wisely can help to meet the daily nutritional needs without increasing food costs.
Good nutrition is a result of a lifetime of daily good eating habits.

Take pretest to determine knowledge of nutrition.
Study basic food groups to determine personal needs.
Collect pictures or use food models and flannel board and arrange food according to their chief food groups.
Display and discuss food group charts.
See films and discuss food needs

What part do foods play in fostering good family relations ?

Happy family meals require more than good foods.
Meal time provides an opportunity for the family to enjoy being together.

Carry out rat or hamster experiment.
Role play a family situation illustrating poor breakfast practices and good practices.

Make or arrange a bulletin board for exhibit in lunchroom.

Carry out a "I Learned to Like" club.

Sponsor a "Drink Milk" campaign.

140

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Keep a record of foods eaten for several days and summarize in terms of basic food g r oup s.

EVIDENCES OF GROWTH
EVALUATION Pre-test scores.
Written reports of home experiences.

Calculate food intake for one day.

Progress report on development of personal food habits.

Identify own diet deficiencies. Test scores of pupils.

Plan and carry out home project for improving own daily diet.

Written reports of suggestions for making mealtime more pleasant at home.

Plan for developing desirable food habits needed.

Practice and report on good eating habits.

Make a poster on basic foods.

Keep a record of what is spent for snacks and between meal foods.

Compare nutritive values and prices.

Record suggestions for making meal time more pleasant at home.

TEACHING AIDS
Foods for Better Living, McDermott, Trilling & Nichols, pp.26-32, 385-404,452-465.
Building Your Home Life, Wallace & McCull ar , Unit 3, pp. 259-279.
Everyday Foods, Harris & Lacey, 1954, Ch.l, pp. 1-17.
Family Meals and Hospitality, Lewis, Peckham, Hovey; pp. 3-26.
Foods, Harris & Henderson, pp. 1-51.
Experiences with Foods, Pollard, pp. 1-32.
Homemaking for Teen-Agers, McDermott & Nichols, I960 edition, Bk 1, pp. 173-177.
You and Your Foods, White Units 4, 7,10.
Films: "Whenever You Eat". "Health and Looks".

manm 141

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Caring for and using kitchen equipment.
How should small equipment be cared for and stored?
What care should be given large equipment ?
How are pieces of large equipment, such as range and refrigerators, cared for and used.
How can we practice desirable, safe and sanitary food and work habits ?

LEARNINGS, PRINCIPLES AND
UNDER S TANDINGS
Well-organized storage areas contribute to efficient time and energy management.
Efficient work habits help to solve problems related to time, energy, and management.
Frequent evaluations of an individual's work habits, motivate him to increase his efficiency.
Proper selection and correct use of equipment contributes to efficiency in meal preparation.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Become familiar with unit kitchens by observing demonstration on proper placem ent of equipment at range, on work surfaces, and in various areas
Identify possible uses for small equipment.
Observe demonstration on the use of major equipment.
Develop a checklist on practices in caring for major equipment.
View film strips and discuss.

Cleanliness of the worker and Take test of use contest to

4

cleanliness of all food and equi- discover knowledge gained

pment are basic to good work

concerning equipment in lab.

habits.

Read to gain knowledge on

Awareness of possible kitchen safety practices and sanitary

hazards, such as extended

work habits.

handles, sharp edges, and hot

surfaces or burners, is basic Observe demonstration on ways

to safe work habits.

of using and storing equipment

with sharp edges.

Discuss and cooperatively develop a check list of good work habits for preparing food

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Observe arrangements of equipment in kitchen.
Check on kitchen safety practices in the home and record.

Improvements made in use, arrangement, and care of kitchen equipment and work areas.
Test scores.

Plan ways to improve ho:me kitchen safety and work habits.

Test scores, home practice and home project records.

Rearrange small equipment at home for more efficiency.

Assume responsibility for cleaning and caring for one or more pieces of major equipment.

TEACHING AIDS
Experiences with Foods, Pollard, pp. 100-112.
Everyday Foods, Harris & Lacy, pp. 155-156.
Films:
"Safety in the Kitchen" from cooking series of Young America Films. "Step Saving Kitchen"

ijcmsrtrflg
142

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143

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Planning simple nutritious family meals.
What are the standards for well-planned meals ?
How are simple, nutritious meals planned, using accepted principles ?

Planning alleviates unnecessarywork, saves time, and gives a feeling of self confidence.
Careful planning gives consideration to food, money, time, and nutritional needs.
Adequate food intake is determined by daily food requirements.
Well planned meals provide pleasing combinations of foods and variety in color, shape, texture, flavor and temperature.

Study simple meal patterns and learn how to write menus correctly.
Practice "ordering" meals from menus, from restaurants
Collect pictures or use food models to illustrate good food combination.
Discuss how meal patterns can be used in planning.
*Decide upon meal pattern or menu to be used for first laboratory experience.

*Study nutritive value of foods in meal pattern or menu.

*Make working plans for preparing meal: plan meal and select recipes, select equipment to be used, make time schedule and make a market order, make menu plans for other meals of the day and check against daily food requirements.
Plan table setting and service.

144

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Plan meals for own family which meet basic requirements of all members. (Write the menus in correct form).
Study references on time management.

Written report of home practices and home projects.
Work plans made by pupils.
Pupil check sheets. Laboratory evaluation.

Practice classroom learnings at home and report progress to class.

Test over learnings gained.

Check nutritive value of foods served at home.

Collect pictures for class use.

GROUP EXPERIENCES (cont. )

TEACHING AIDS
Building Your Home Life, Wallace & McCull ar , pp. 323328.
Foods for Better Living, McDermott, Trilling & Nichols,.1960 pp.389-395.
Family Meals and Hospitality, Lewis, Peckham & Hovey, pp. 29-40.
Experiences with Food, Pollard pp. 81-90.
Homemaking for Teen-Agers, McDermott &; Nichols, pp.175, (Bookl, I960).
You and Your Food, White Chapters 4, 7,10.

* Plan use of evaluation devices.
* Share in discussion of new learnings.

*(Follow this sequence for each laboratory or meal pattern).

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145
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
5. Selecting, buying, and storing food wisely.
What guides can be used in selecting and buying foods wisely?
How is a market order made ?
What are the correct procedures for storing food?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
The wise shopper is alert to fluctuations in price and quality of food commodities.
A well-planned grocery list should be based upon planned menus and the supplies on hand.
A well-organized group list can help to save time, energy, and money.
Labels and brand names are of value to the consumer only as he recognizes and uses this information.
Proper storage procedures vary with products.
Methods used in storing food affect nutritive value, flavor, color, and texture.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Read to find out need information on labels, brands and grades.
Set up guides for grocery shopping.
Read to find out how to plan a grocery list.
Discuss and observe demonstrations on the making of a grocery list.
Collect and discuss news reports of best food buys for week.
Assist in planning for group visits to store and for class reports on findings.
Visit stores to determine all the forms in which foods may be purchased.
Arrange a bulletin board on labels.
Compare labels, contents, prices, number of servings, and quality of one or more products.
Compute cost of selected menu.
Report on food activities carried on at home in terms of selecting, buying and storing.

146

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Bring labels and wrappers from packaged and canned goods used at home.
Help a family member with weekly grocery list, shopping, and assist in storing purchases made.

Individual reports of home experiences.
Shopping practices used by pupils.
Bulletin boards prepared by students.

Investigate ready prepared and frozen foods available.

Recognition of learnings illustrated on bulletin board.

Summarize in writing what has been learned about getting money's worth in buying food.
Collect for class. Use a list of best food buys for week.
Rearrange some of the food storage spaces at home.

Classroom practices when storing food.
Written summaries of learnings related to "getting your money's worth" in buying food.
Test scores to determine pupil learnings.

TEACHING AIDS
Building Your Home Life, Wallace and McCull ar , pp. 297-305.
Experiences with Food, Pollard, pp. 114-120.
Family Meals and Hospitality, Lewis, Peckham & Hovey, Part 4, pp. 145-153.
Everyday Foods, Harris & Lacey, Ch. 14, pp. 160-178.
You and Your Food, White Units 1, 2, 3, 5, 6, 8.
Pamphlets: National Can Co. and Illustrative material.
Money Management Your Food Dollar, H. F. Corp.
Films: "More Food for Your Money" Local Health Dept.
Filmstrips: "Your Money's Worth In Shopping" "How to Stretch Your Food Dollar", Household Finance Corp.

147
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
6. Preparing simple nutritious family meals.
How should recipes be read and followed?
What use do we make of simple principles of food cookery ?
How can the freezer be used in meal preparation?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
The methods used in food preparation affects the nutritive value.
Accuracy in the use of recipes and in following directions is necessary for success in food preparation.
Time may be saved in meal preparation by preparing beforehand foods for future use.
Using the freezer helps with time and energy management and provides for greater variety.
Successful preparation of a meal is increased by following a well made plan which lists steps to be followed and time for each.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Study selected foods for principles of food cookery and nutritive value.
Discuss findings with class members.
Read and observe how to follow recipes.
Observe demonstration on selected foods to be used in meal pattern.
Help class set standards for foods being prepared.
Prepare selected food as practice lesson. (May or may not be included as a part of each meal preparation experience. )
Follow plan for preparation of foods when necessary and use of refrigerator and freezer for maximum efficiency.
Prepare and serve meal.
Share in discussion of new learnings.
Use evaluation devices to determine progress in planning, preparing, and serving meal.

INDIVIDUAL EXPERIENCES Home, FHA/NHA,
School, Community
Keep accumulative record of food experiences in school laboratory and at home.
Analyze foods prepared according to standards and score.
Practice classroom learnings at home.
Plan and carry out home projects such as selecting, preparing, and serving certain food or foods for a given time; planning, preparing, and serving simple meals for a given time.
List learnings gained through laboratory experiences.
List ways in which time and energy are saved by using freezers and/or refrigerators. Bring lists to class for discussion.

EVIDENCES OF GROWTH
EVALUATION
Progress report on accumulative record.
Scores on foods prepared according to standards.
Pupils constructive criticism from each work group after each meal.
Reports of strengths and weaknesses as shown on pupil-evaluation sheets.
Results of objective tests to determine the pupils understandings of principles of cookery and foods vocabulary.

TEACHING AIDS

WirrT'^WnVr^rrr 148

Building Your Home Life, Wallace & McCullough, pp. 325-328.
Foods for Better Living, McDermott, Trilling h Nichols, Ch. 3, pp. 33-49; Ch. 4, -pp. 50-100.
Family Meals and Hospitality, Lewis, Peckham & Hovey, Unit 11, pp. 29-49; 63-96, Unit III, pp. 131-145.
Experiences with Food, Pollard, pp. 81-90; 185-190; 262-270; 312-332.
You and Your Food, White.

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V





149

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Take objective tests to determine understandings of principles of cookery and food vocabulary.
(Follow this sequence for each meal to be prepared and served in laboratory).

7. Serving simple nutritious meals.
What makes an attractive table ?
What makes a good host, hostess or guest?
What are acceptable table manners ?
What are the rules for simple table service?

Table appointments should be in keeping with the menu and the occasion.
Foods are more acceptable and attractive when served on a simple but well-set table.
Cleanliness and neatness of appointments are backgrounds for gracious living.
An attractive setting for a table need not be costly.
Harmonious combinations of color in appointments and food contribute to the pleasing appearance of a table.

Demonstrate correct and attractive table settings.
Analyze time and energy used in setting a table.
Plan and arrange simple table settings for display in laboratory.
Plan and arrange table settings for meals prepared in laboratory.
Role play desirable host, hostess, and guest responsibilities and suitable service for family meals.
Read and study acceptable table manners such as use of a

150

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Collect and bring to class illustrations of simple table settings.
Visit local stores to see table settings.
Plan and carry out a home practice on improving everyday table manners and/or table service.
Practice making simple table decorations for table at home.
Volunteer to help with serving a large number of persons. Report experience to the class.

The table settings, including table decoration, for meals prepared in laboratory.
Table manners and table service used in laboratory.
"Follow through" of roles as host, hostess, and guest.
Written reports on home practices and home projects.
Check list on meals served in laboratory.
Accumulative scores on meals planned and served in the laboratory.

Family Meals and Hospitality, Lewis, Peckham & Hovey, pp. 108-114.
Foods for Better Living, McDermott, Trilling & Nichols, I960, pp. 417-449.
Experiences with Foods, Pollard, pp. 312-332.
You and Your Food, White, Unit 10.
Films: "What Goes With What" "Dinner Party", State Dept. of Educ.
Filmstrip: "The Sterling on Your Table", Towle.

r*w

151

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
A thoughtful host or hostess plans for and continues to be conscious of the needs of the guests.
Understanding and fulfilling one's responsibilities as a guest will contribute to personal and social satisfactions.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
spoon with a hot beverage, use of napkin, drinking from a glass, holding knife and fork, proper placement of knife and fork during use.
See films and discuss table setting, service, and hostess' responsibility.

A knowledge of acceptable table Serve simple meals prepared manners is basic to the develop- in laboratory. ment of habits of using good table manners in all situations. Use score cards to deter-
mine ability to serve simple nutritious meals.

Take tests (paper and pencil; performance and/or application) to help determine knowledge and understandings gained.

^ 152

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Scores on final tests as compared with pre-test on nutrition.

TEACHING AIDS

cwwwm
153

Area: FOODS AND NUTRITION Unit Title: MEETING THE FOOD NEEDS OF THE FAMILY
Homemaking II

SELECTED EMPHASES

LEARNINGS, PRINCIPLES

GROUP EXPERIENCES

1

AND POSSIBLE PROBLEMS

AND UNDERSTANDINGS

Class, FHA/NHA, School, Community

H

1. Understanding of

Energy needs of the indi-

Review what was studied last

1"

what needs to be in-

vidual depends upon ac-

year and the cumulative re-

cluded in plans for

tivity, age and size.

cords of food experiences.

meeting the food needs

1

of the family.

A family meal must meet

Take a pretest.

the needs of all members

What experiences

of the family.

Review factors that affect food

1'

should be included in

needs.

this unit ?

Family meals can be a-

dapted to meet special

Compare own weight with stan-

*

How do dietary needs

dietary needs of one or

dard and recommended chart.

differ for various fami-

more family members.

I

ly members ?

Discuss possible group and individual experiences for this unit. Set up objectives and

(Teacher-pupil planning

block off weekly schedule.

of unit).

B.v
L

154 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 achieve-
ment and creative expression.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Using a special diet problem, plan a day's menu for a family in such a way that the special diet can be provided appropriately without much trouble.
Choose a home project to maintain normal weight, reduce or gain for self or a family member.

Written report of a home project on maintaining, reducing or gaining weight for self or a family member or on special diets for family members.
Test Scores.

Bulletin: "Food Facts & Faddism"
Experiences with Food, Pollard; pp. 508-509.
You and Your Food, White, Unit. 11.

Prepare reports and displays for class on food fads, facts, and diets.

pp^pppp

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155
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Selecting, arranging and using kitchen equipment.

m

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Convenient arrangement of equipment has a direct bearing on efficiency of meal preparation.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
View film, "The Step Saving Kitchen. " and list ideas or suggestions given in film for arranging kitchen equipment.

The ability to select, use and arrange appropriate kitchen aids in securing maximum efficiency.

Study to find other ideas on what makes an efficient kitchen.
Rearrange and make improvements in work areas in laboratory.

Make a list of needed equipment for one or more specific jobs such as making a meat loaf, roasting meat, making vegetable casseroles.

Determine kitchen equipment needed for this unit that is not available in foods laboratory.

Study to find out desirable characteristics of equipment to be purchased.
Visit local stores as class group or committees to compare quality and prices. Report findings to class.

Take test on selecting, arranging and using kitchen equipment.

156

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Individual home projects such as plan and make efficient arrangement of equipment in one or more work areas at home and report to class.
Select and buy one or more pieces of equipment for family kitchen following sequence of steps taken by class for buying equipment for foods laboratory.

Mother-daughter report on arrangements and equipment selection projects.
Pupil's rearrangement of kitchen equipment in foods laboratory.
Test scores.

Assist at home with collecting and filing equipment instructions, books, guarantees, tags and labels.

TEACHING AIDS
Film: "The Step Saving Kitchen"
Experiences with Foods, Pollard, pp. 93-113.
Foods for Better Living, McDermott, Trilling & Nichols, pp. 446-459.
Foods, Harris & Henderson, pp. 405-529.
Homemaking for Teen-Agers, McDermott & Nichols, Bk. 2, pp. 87-89.
Mealtime, Oerke, pp. 109-124,
Management for You, Fitzsimmons & White, pp. 131-175, 85-89.
Management for Better Living Starr, pp. 261-294.
Resource person - Utility home economist.

157

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

3. Planning and preparing nutritious meals to be served in an attractive setting.
How can we manage resources (energy and time) effectively 9
What community resources (people and things) are available and what use can be made of them?
What are some of the newer products which could be used to help meet the family's food needs ?

Efficient management involves wise use of time, energy, and money in meeting the nutritional needs of the family.
The wise shopper is alert to fluctuations in price and quality of food commodities.
A wise consumer becomes familiar with community resources available in order to meet the food needs of the family.
New and different foods may add interest, appetite appeal, nutritive value to meals.

How are nutritional and economical meals planned, prepared, and served in an attractive setting ?

Pre-planning of menus and organization of work schedules insures advantageous use of time in planning, preparing and serving meals.

Discuss ways of saving time, energy and money in meeting family food needs.
Plan menus for different income levels.
View filmstrip and discuss.
Divide into groups to make a survey of community resources and compile findings.
Take field trip to observe resources.
Arranging a bulletin board using pictures of foods which class members have never eaten.
Tell how people learned to like a new food.

The preparation of palatable nutritious meals requires the application of basic principles of cookery.

Decide on meal pattern or menu to be used in first lab experience.
Cooperatively develop a check list for management practices*

158

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Select a home responsibility Record of pupil's management Film:

in food preparation or service practices.

"Take Time to Make Time"-

that will save time and energy

Household Finance Corp. ,

Report to class.

Menus planned for various

Chicago, 111.

income levels.

Continue to practice learnings

acquired in preparing simple Use of community resources

meals.

at home and at school.

Filmstrips: "How to Buy Meats" "How to Cook by Dry Heat"

"How to Cook by Mois t Heat"

Make use of one or more com- . Record of experiences with munity resources in feeding new foods.

Swift & Co. , Chicago, Illinois.

the family.

Test scores.

Foods for Better Living, McDermott, Trilling & Nicholas,

Become familiar with newer foods by using available sources such as current

pp. 311-345; 459-479. Written report of home practices and home projects. Homemaking for Teen-Agers,

magazines, newspapers, television, radio, consumer re- Score cards.

McDermott & Nichols, Book 2, pp. 596-601; 404-408; 418-421.

port.

Practices used in laboratory Experiences with Food, Pollard

Plan for a new meat, vege-

by pupils.

pp.92-270.

table, or fruit to be included in the family's meals. Prepare the food and report the family's reaction.

Menu planned for preparation in laboratory.
Recipe Choices.

Family Meals and Hospitality, Lewis, Peckham & Hovey, pp. 213-312.

Plan and prepare meals for own family which are nutri-

Equipment selected.

Everyday Foods, Harris & Lacey, pp. 181-308.

tional and economical as a home project.

Market orders.

159
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

The taste appeal of a food is not dependent on its cost, but more often upon its preparation, seasoning, and eye appeal.
A homemaker who plans nutritionally adequate meals with eye appeal, is an artist as well as a cook, dietician and wise shopper.
Table setting should be adapted to the mode of family living.
Careful thought may produce many artistic and interesting table arrangements.
Personal satisfactions are achieved through being able to plan, prepare, and serve in an attractive setting.

*List new information needed for foods in meal pattern.
*Study and discuss information, including the applicaof scientific principles, needed for foods experiences to be included in this unit.
Take field trip to local meat market.
*Plan menu and select recipes for meal to be prepared in foods laboratory.
^Observe demonstration on the preparation of selected foods to be used in meal pattern.
*Select equipment needed.

*Make time schedule and score cards.

Make market order.

*Plan table setting, table decorations and service for the meal.

160

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Plan and arrange simple table decoration for a company meal at home.

EVIDENCES OF GROWTH EVALUATION
Table settings and decorations Food prepared by pupils.

TEACHING AIDS
Building Your Home Life, Wallace & McCullar, pp. 294335.

Plan meals and buy the groceries based on the family food budget.
Prepare bulletin board on attractive table settings.

Progress as shown on evaluation devices.
Written or oral reports on field trip.

Adventures in Home Living, Hatcher & Andrews, Book 2, pp. 77-201.
Management for Better Living, Starr, pp. 311-320; 333.

Plan, prepare and serve a meal for family.

CROUP EXPERIENCES *Select, buy and store groceries.
^Prepare selected food as practice lesson if needed and do necessary pre-preparation.
^Prepare and serve meal.
*Use evaluation devices to determine progress.
(* This sequence may be used for quick-meals, meals for two, special occasions, or large groups.)

161
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Entertaining classmates and friends.
What makes a good party?

.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Home entertainment can be fun and can be done in a simple and gracious manner.

Read references on kinds of parties, entertainment and refreshments.

A successful hostess has mastered the techniques of giving a party without unreasonable expenditures of time, effort, or money.
A successful hostess is able to enjoy the party herself and to see that her guests enjoy themselves.
Well made plans including individual assignments gives each hostess assurance when entertaining.

Report on "The best party I ever attended. "
Plan for a panel discussion on suitable games and activities for parties.
Plan and carry out a class party for own age group.
Divide class into committees for original invitations, simple decorations, entertainment, and refreshments.
Discuss desirable and less desirable features of party.

162

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Give a party at home and bring written report to class.
Make a booklet of suggested refreshments, icebreakers, and games. Bring to class.

EVIDENCES OF GROWTH
EVALUATION Reports on individual projects such as party given, booklet compiled and file setup.
Pupil participation in party.

Make a file of party ideas and invitations.

Assist in entertaining at special occasions such as church socials, FHA/NHA, and other banquets and report to class.

TEACHING AIDS
Experiences with Foods, Pollard, pp. 333-347.
Building Your Home Life, Wallace & McCullar, pp. 336354.
Everyday Foods, Harris and Lacey, pp. 322-325.
You and Your Food, White Unit 11.

163

Area: FOODS AND NUTRITION

Unit Title: EXPERIMENTING WITH FOOD FOR FUN AND FAMILIES

Homemaking III

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Understanding of what needs to be included in plans for experimenting with foods for fun and families.
(Teacher-pupil planning of unit).

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Recognition of understandings and abilities already acquired is necessary in order to plan new experiences.
Careful planning by all concerned with result in activities which fulfill specific needs of individuals within the group.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Review cumulative records of food experiences in class and home to help determine new learnings desired.
Develop check list of pertinent learning experiences in foods to help determine new learnings desired.
Cooperatively plan objectives for unit.
Plan together sequence of unit activities.

OBJECTIVES: To develop in pupils:

164

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 attrac-
tive quick meals, meals for two and foods for special occasions. 4. An understanding of possibilities of vocations and avocations in the area of foods.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Summarize and analyze abilities and needs.

EVIDENCES OF GROWTH
EVALUATION
Recognition of progress in the area of foods and of needs to be met.

TEACHING AIDS
Suggestions for Teaching Foods and Nutrition; Dept. of Homemaking Education; Univ. of Ga; August, 1958, pp. 87-90.

PHMI
165
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Choosing suitable table appointments in keeping with mode of living and home setting.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
The type of service chosen depends on family customs, space, occasion, equipment, time, number to be served and the menu.
Appropriate table settings often result from creative use of inexpensive pottery, flatware and other accessories.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Bring pictures and charts of different table settings and decorations for class evaluation.
See filmstrips and review learnings.
Arrange a bulletin board that illustrates different types of table service.
Study to find out what should be considered in choosing suitable table appointments and discuss.
Make visit to local stores to observe displays.
Observe demonstration on table appointments with stress on such points as neatness, attractiveness, and originality.
Take practical test on ability to choose suitable table appointments.

166

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Plan and make table decorations for a particular meal at home and report to class.

Written or oral reports on home projects and experiences.

Experiment with table appointments for family meals.

Report findings to class.

Choose a suitable table appointment for special occasion meal.

Assist in arranging table appointment for civic and church groups. Report to class.

TEACHING AIDS
Experiences in Foods, Pollard, pp. 312-328.
Foods for Better Living, McDermott, Trilling & Nichols, pp.
386-396.
Family Meals and Hospitality, Lewis, Peckham & Hovey, pp. 154-163.
Foods, Harris & Henderson, pp. 270-280.
Mealtime, Oerke, pp. 297-310.
Ga. State Dept. of Ed; Atlanta; Tapes for Teaching; "Table Linen"--1403; "Wise Buying of Dinnerware"--1404.

EJI

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167
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Experimenting with foods and food combinations.
How can foods be made more appetizing and appealing ?
What are the factors involved in determining whether to buy raw, frozen, pre-cooked or ready prepared foods ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Much interest may be created in regular and special meals, if one uses original ideas when preparing and serving foods.
Variety in dishes at mealtime may be achieved through use of versatile equipment, new methods of garnishing, different spices, and method of preparation.
Any food can be made appetizing and appealing by using one's imagination and originality.
Making the decision to buy foods in their raw, frozen, pre-cooked or ready prepared state is determined by the skill of the cook and available time, money and equipment.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Discuss methods of glamorizing foods.
Compile a list of suggestions for securing variety in preparing and serving foods.
Observe or assist in demonstration on decorating party foods such as use of garnishes, unusual spices, new and unusual foods on the market.
Divide class into groups giving each group the same foods to prepare. Develop a score card and grade according to originality and appeal.
Adapt a score card emphasizing creativity in food preparation.
Study and discuss factors involved in making wise decisions related to purchases and preparation of foods (raw, frozen, prepared, etc. ).
Plan field trip to compare food costs and quality.
Carry out experiments as planned as part of this unit.

168

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Collect recipes and ideas for creative means of preparing and serving foods and report to class.
Plan a home project using original ideas in the preparing and serving of foods for special occasions.
Make a comparative study of one or more foods in its raw, frozen, pre-cooked and readyprepared state. Report findings to class.

Written and oral reports on home projects.
Originality displayed by pupil in laboratory.
Written or oral reports on field trip.
Results shown on score cards,
Scores on tests.

Foods for Better Living, McDermott, Trilling & Nichols p. 511.
Experiences with Foods, Pollard, pp. 150-151; 158-159.
Foods, Harris & Henderson, pp. 202-203; 307-310.
Family Meals 8t Hospitality, Lewis, Peckham & Hovey, pp.354-356.

169
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Planning, preparing and serving nutritious, economical and attractive meals: Ibr special occasions . In a limited time. For two people. Using recipes from other lands and other sections of our country. Using new foods.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Carefully planned foods, garnishes and decorations for special occasions result in greater enjoyment for the individual and family.
Additional factors to consider in meals for special occasions include available time, space, equipment; the occasion, number to be served and cost.
Special occasion meals may bring the family closer together through cooperation in preparation and other activities.
Some knowledge of foods from other countries lead to a greater appreciation of other cultures in addition to increasing our enjoyment of food.
New and different foods add interest, appetite appeal and nutritive value.

GROUP EXPERIENCES Class, FHA/lMHA, School, Community
Plan, prepare and serve meals for special occasion, quick meal, and meal for two in the classroom laboratory.
Following sequence as stated in Homemaking II for planning, preparing and serving, (p 143).
(In the sequence for directed study and discussion of information needed for this 2nd year foods unit, the following might be included: determine factors involved in serving larger groups, discovering a variety of ways to plan and prepare quick meals; analyzing differences in management practices as they relate to meals for two. )
Invite an exchange student to demonstrate a foreign dish.
Have class or parents prepare and serve a luncheon in which each dish is typical of a different nation.
Take performance tests for the planning, preparing and serving of a meal.
Take a written test to determine understandings.

170

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Prepare file of special occasion meals. Share with family members at home.

EVIDENCES OF GROWTH EVALUATION
Record of home experiences. Interest shown in new foods.

Plan and use simple holiday accents in food and table decorations for family. Report to class.
Plan and direct preparation and service of a special table appointm ent.

Scores of performance tests for the planning, preparing and serving of a meal.
Test scores.

Plan ways to make regular meals "special occasions" for the family.

Arrange a bulletin board which displays nutritious, economical and attractive meals; ideas for serving foreign foods; table appointments for special occasions.

Relate experiences in restaurants or home in which food of other countries are a specialty.

Visit grocer to become familiar with new foods and report to class.

TEACHING AIDS
Foods, Harris & Henderson, pp.429-454.
Foods for Better Living, McDermott, Trilling & Nichols, pp. 497-531.
Mealtime, Oerke, pp. 487-530; 571-599.
Young America's Cook Book, pp.224-232.
Everyday Foods, Harris & Lacey, pp. 326-340.
Ga. Tapes for Teaching; # 1370. "Planning Foods for the Holiday Season".
Pamphlets: "Party Foods"-Pet Milk Co.
Films: "Nothing's More Fun Than Eating Outdoors", National Dairy Council.

_

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
5. Applying nutritional knowledge to diet problems (such as fads, weight, skin, prenatal, aged).

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Underweight or overweight may be due to lack of balance between the calories consumed and the calories used by the body.
Variations from the nutritionally accepted diet should be instituted only under the direction of a physician.
Adequate diet from childhood through pregnancy for a mother-to-be contributes to the delivery of full-term healthy babies.
Simple wholesome foods are as importany for older people as children.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
View films.
Discuss and summarize important points.
Study to determine nutritional knowledge as it relates to diet problems.
Compile questions for visiting con suit ants.
Invite a nutritionist to talk to class about concerns such as carrying out special diets, skin problems.
Study and plan nutritionally adequate menus suitable for special diets.
Prepare some of these diets in class.
Invite doctor, nurse, or Public Health worker to explain the importance of good nutrition during pregnancy and later years in life.
Collect and analyze statements of food fads and fallacies.
T T' a~1ke a pro1b_1lemajt.i c_ it_ e_ sti ^to_ di etermine ability to apply learn-

w

172

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Illustrate various diets on bulletin board.
Make a plan for improving dietary habits of self or a family member.
Report progress to class.

EVIDENCES OF GROWTH EVALUATION
Home Project Reports. Menus planned suitable for special diets. Diets prepared. Problematic test results.

TEACHING AIDS
Consultant-Regional Nutritionist- -State Depto of Public Health Reg. Office.
Evaluation Materials: College Book Store; Iowa State College; Ames, Iowa.
Family Meals and Hospitality, Lewis, Peckham &; Hovey, pp. 3-8.
Films: "Food as Children See It", General Mills; 400 2nd Ave. , Minneapolis, Minn.

n

I

mm

173
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
6. Exploring possibilities of vocations and avocations in the area of foods.
What jobs are available in the area of foods ?
What kind of education is needed for a particular job ?
Where may this education be obtained and at what cost ?
Where are jobs available ?
What are the working conditions and salary expectations ?
How may skills acquired in the area of foods be used for leisure time activities ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Training in the area of foods contributes to personal, family and community living.
Many careers and job opportunities are available to those who have the neccessary interest and training in the area of foods.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Explore local job opportunities.
Compile and share with guidance department.
Develop list of questions to be used by symposium members.
Have a symposium on vocations and avocations in the area of foods. A homemaker, Home Demonstration Agent, lunchroom manager, dietitian or commercial home economist might be included in this group.
Visit a vocational school to obtain information needed concerning additional training available, cost, job opportunities.

174

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Arrange a bulletin board on "Career Cues".

Summary of information from symposium members.

Resource person - Utility Home Economics.

Contribute to class file on vocations.
Report on class the experiences related to locating and securing parttime employment in the area of foods.

Class reports.
Summary of knowledge gained through study.

Occupational Handbook - Supt. of Documents; Washington, D. C. $4.00.

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17fr

HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT

Homemaking I

Making and Keeping Our Homemaking Department and Homes Clean, Orderly and Attractive

Homemaking II

Improving the Livability of My Home

Homemaking III

Planning and Maintaining a Functional Home

PW"MJ1MI

177 Area: HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT

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

Homemaking I

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

1. Keeping the homemaking department and our homes clean, orderly and attractive.
What do we need to include in this unit ?*

Order and beauty are essential to physical, mental, and emotional health.
All needed supplies and equipment should be carried to work areas at one time.

Discuss what to include in unit.
Develop standards for a well cared for dept. and home.
Plan ways of sharing home responsibilities.

How may an appreciation and a willingness to cooperate in caring for the department be developed?
What routine duties do we need ?
What work habits need to be established?
What cleaning skills do we need?
(*Teacher-pupil planning of unit)

A schedule is an important part of planning.

Plan a schedule of department duties. Assign routine duties.

Orderly habits speed up cleaning.
Manufacturer's instructions should be followed to obtain best results.

Demonstrate each routine duty.
Using textbooks and references, set up check list for rating appearance of homemaking department and home.

Through application of knowledge, housekeeping duties are efficiently performed.
To maintain an orderly and efficient department and home, each individual must assume his share of the responsibilities for caring for supplies and equipment.

Care for teacher's lounge, clinic and principal's office.
Demonstrate the use of cleaning equipment for specific jobs.
Sponsor a school clean-up campaign.
Check knowledge gained by objective test.

OBJECTIVES: To develop in pupils:

178

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.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Plan vith family members ways that each member may share responsibility for care of home.
Carry out responsibilities accepted such as room care.
Develop a score card for use in evaluating performance of duties in home care.
Perform planned department duties.
Make a cleaning kit for home use.

EVIDENCES OF GROWTH
EVALUATION
Scores in rating performance of duties at home.
Scores of objective tests.
Results of performance tests at home, school, and department.
Individual reports of home experiences.

TEACHING AIDS
Homemaking for Teen-Agers, Book 1 , McDermott & Nichols, Ch. 5, PP147-163; Book II, Ch. 4, pp. 128-163.
Management for Better Living, Starr, Ch. 8, pp. 227-235; pp. 255-258.
Management for You, Fitzsimmons & White, Ch. II, pp. 285337; 104-106; Lippincott.
Adventuring in Home Living, Hatcher & Andrews, Book I, Ch. 5, pp. 269-278.
Housing and Home Management, Lewis, Burns & Segner, pp. 111-130.

Pamphlet: "S.O.S. Pamphlet", TheS.O.S. Company, Chicago 38, 111.

mmmmmmmmmmmmm

179 SELECTED EMPHASES AND POSSIBLE PROBLEMS
2. Buying needed supplies and small cleaning equipment.
What cleaning supplies are needed ?
How can cleaning supplies be selected?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Supplies and equipment should be chosen to suit needs and budget.
Work is simplified when appropriate equipment is chosen.
Advertising materials should be evaluated and labels carefully studied.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Become acquainted with cleaning supplies and small cleaning equipment found in department.
Arrange bulletin boards and displays of cleaning supplies and equipment.
Make a field trip to stores to see cleaning equipment and supplies available to homemakers.
Study labels and tags.

180

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Bring to class examples of labels and tags for evaluation.
Become acquainted with cleaning equipment and supplies found in home.

EVIDENCES OF GROWTH
EVALUATION
Summary of new information gained about cleaning supplies and equipment.
Evaluation of labels and tags.

TEACHING AIDS
Management for Better Living, Starr, Ch. 8, pp. 237-255.
Pamphlets: "Kitchen Sense" Equitable Life Ins. 393 7th St. , N. Y. "Johnson Wax Pamphlets" Racine, Wisconsin. "Money Management" Household Finance Corp. , 919 N. Michigan Avenue, Chicago, 111

181
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Arranging storage and work areas for convenience, safety, and attractiveness.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Cleanliness, orderliness, convenience, and comfort makes for genuine beauty.
Well planned storage makes keeping the room in order much easier.
Satisfaction is gained by making best use of what one has.
Equipment should be placed where it best serves its purpose and adds comfort, safety and attractiveness.

GROUP EXPERIENCES Class, FHA /NHA,
School, Community
Explore references on work and storage areas.
Rate or score work areas.
Invite a resource person to talk on arranging work and storage areas.
Rearrange work and storage areas for convenience, safety, and attractiveness.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community-
Study the arrangements of storage and work areas in home.
Work out with your parent a method of doing this.
Rearrange a work area at home.

EVIDENCES OF GROWTH
EVALUATION
Improvements made at home.
Rating of work and storage areas after rearrangement.
Summary of learnings gained.

TEACHING AIDS

w
182

Adventuring in Home Living, Hatcher & Andrews, Book 1, Ch. 5, pp. 279-291.
Management for Better Living, Starr, Ch. 9, pp. 261-294; Ch. 4, pp. 120-150.
Homemaking for Teen-Agers, McDermott & Nichols, Ch. 4. pp. 119-145. Book 1.
Homes with Character, Craig and Rush, pp. 77-94.
Management for You, Fitzsimmons & White, Book 11, pp. 88-95; 360.

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183

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/4MHA,
School, Community

4. Arranging attractive centers of interest at home and in the department.

Wisely selected accessories need not be expensive.
No room is completely furnished without accessories which are necessary for convenience and pleasant living.

Invite a resource person to talk on arranging flowers and potted plants.
Arrange flowers for appropriate places and special meetings, such as PTA.

5. Becoming familiar with and using resources in homemaking department.

Experience in arranging flowers is essential for skill.
One well chosen accessory is better than many small objects.
Accessories should have a purpose-functional or decorative.

Study principles of arranging bulletin boards, exhibits and accessories.
Arrange bulletin boards and exhibits in school, department and community.
Arrange centers of interest or beauty spots in homemaking department and in other parts of the school.

A file of "helpful hints" is a valuable source of information.
Sources of new information are current magazines, newspapers, and free materials.
One needs to know where to find needed information since all facts can not be learned.

Examine resources in homemaking department. Clip, evaluate, and file materials from magazines and newspapers for family use.
Ask librarian to discuss ways to find information.

184

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Arrange flowers at home.
Propagate or grow plants for home use and hospital use.
Make arrangement using available materials other than flowers.
Arrange bulletin boards and exhibits in department, school and community
Arrange centers of interest in the home.

EVIDENCES OF GROWTH
EVALUATION
Scores from evaluating charts on bulletin boards found in Suggestions for Teaching Foods and Nutrition.
Appearance of flower arrangements in department.
Summary of principles learned.
Score card on arrangement of accessories.

TEACHING AIDS
Adventuring in Home Living, Hatcher & Andrews, Book I, pp. 291-301.
Homemaking for Teen-Agers, McDermott & Nichols, Book I, pp. 369-373, Book II, pp. 16-41.
Homes with Character, Craig & Rush, pp. 223-230.

Start an individual file of homemaking materials.
Assuming responsibility for collecting and filing personal records such as home project plans and evaluation.
FHA members working toward degrees may share responsibility, when appropriate, for homemaking files.

Up to date files at home and school.
Materials brought in for files.

Files in homemaking department.
Free materials.
Publications such as magazines and newspapers.

185
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
6. Sharing responsibility for the care of own homes.
What can be done to help care for own home ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Shared planning and carrying out ofhcme improvements can strengthen family bonds and add to the enjoyment of all concerned.
Seeking information is the first step in making a particular home improvement.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss family needs, wishes, and interests.
Present a panel discussion on "How My Sister and I Share a Room Agreeably".
Plan individual home projects; girls with similar projects working together.
Look up necessary information for home projects and give brief summary to class.
Report of home projects; class visit to see selected home projects.

186

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Carry out planned project.
Use family council to evaluate amount to be spent on project and ask for suggestions from family members.

Results of home projects.
Results of file, folder, or scrapbook.

Talk over with your family their special hobbies or interests, and plan how your home can better provide for these interests.

TEACHING AIDS
Homes with Character, Craig & Rush, pp. 3-18.
Adventuring in Home Living, Hatcher & Andrews, Book II, pp. 283-311.
Management for You, Fitzsimmons & White, pp.293 329.

List ways a room in your home reflects personality of family members.

187

Area: HOME IMPROVEMENT , HOUSING, AND HOME MANAGEMENT

Unit Title: IMPROVING THE LIVABILITY OF MY HOME

Homemaking II

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Gaining an understanding of what is appropriate and adequate housing for the family.
How can individual needs for Home Improvement be met ?*
(*Teacher-pupil planning)

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Number, age, activities, values of family members and family income determine what is appropriate and adequate family housing.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss what is adequate housing.
Develop a guide for use in visiting various types of housing available in community.
Plan and take field trip to demonstrate appropriate and adequate family housing.
Select objectives and plan other activities for this unit.

188 OBJECTIVES: To develop in pupils:

1. An increasing desire and ability to make one's home livable, attractive and convenient.
2. Some ability to plan, select, improvise, use, and arrange furnishings and equipment.

INDIVIDUAL EXPERIENCES | EVIDENCES OF GROWTH

Home, FHA/NHA,

School, Community

EVALUATION

Discuss with family ways in which areas in home can be rearranged or redefined to more adequately meet the needs of the family.

Reports of individual plans.

Plan home projects related to family needs.

TEACHING AIDS
Homes with Character, Craig & Rush. Your Home and You, Greer & Gibbs. Magazines

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189

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

2. Selecting and purchasing suitable furniture and furnishings.
How may furniture be selected to fit into pleasing theme and conform to good tasts ?
How may durable, functional easy to care for furnishings that are in keeping with family income be selected?

Being informed as to durability of furnishings, including construction and materials, tends to make for good use of family resources.
Furniture needs vary according to needs of the family.
Shape and apparent size of room may be altered by the selection and arrangement of furnishings and wall finishes.

The use of a few basic pieces of furniture add to economic stability of family.

Recognition of characteristics of well-designed furniture is desirable when selecting and purchasing furniture.

Planning selections results in greater satisfaction.

Personality will influence choice of furnishings.
The attractiveness of a home increases when the furnishings and house harmonize.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Study on styles of furniture and selection of furniture.
Visit furniture stores.
Examine period furniture from standpoint of structure, line, design finish.
Display pictures of furniture on bulletin board.
Study illustrations of rooms in which period styles and contemporary style have combined.
Give examples of expenditure in home furniture which would not be wise economics.
Make a check list of guides to use in selecting furniture.
Arrange a bulletin board of manufacturers guarantees.
Make a comparative price list of one piece of furniture. Study tags.
Select samples of material suitable for furnishings. Add to file.

190

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Make an inexpensive home furnishings project, such as foot stool.
Collect advertising materials and compare claims by furniture companies.
Write an ideal label. Add to file, folder, or scrapbook.
Measure and estimate amount of material needed for a project, such as a pillow case.
Choose a style of furniture and collect pictures of illustrations.

Outcome of check sheet to rate, school furniture.
Benefits received from home projects.
Summary of principles learned concerned furnishings.
Outcome of guides to use in selecting furniture.
Results of pictures of furniture used in one room.
Recognition of styles of furniture.

Use pictures to select the furniture for one room.

TEACHING AIDS
Furnishing Your Home, Austin & Parvis, pp. 102-149; 223-236; 256-269.
Homes With Character, Craig & Rush, pp. 256-279.
Adventuring in Home Living, Hatcher & Andrews, Book II, pp. 312-318.
"Furnish Your Home for Pleasant Living," Ga. Agricultural Ext. Serv. , Athens,Ga.
Interior Decoration Series: 'Fabrics in the Girl's Room", McGraw-Hill Film Strips Co. (color)
Resource persons.
"The Seng Decorator", The Seng Handbook of Furniture Facts. The Seng Company, 1450 N. Dayton Street, Chicago 22, Illinois.

191
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA,
School, Community

3. Planning appropriate color schemes.
What should we know about colors ?
How can color be used successfully ?

A central color scheme aids in the selection of furnishings and decorating for a home.

Invite a resource person to talk on trends in color schemes in the interior of homes.

Color used in the home should be harmonious and selected with consideration given to exposure, size, and use of family members
Pleasing use of color plays an important part in making our surroundings enjoyable.

Make a bulletin board from individual color schemes.
Plan a field trip to a paint store and interior decoration shop.
Use film strips--Interior Decoration Series.

Study of material on color schemes using magazine pictures to illustrate these.

192

INDIVIDUAL EXPERIENCES Home, FHA/NHA,
School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Bring to class magazine pictures of a color scheme that you like.
Make a color wheel.
Create a color scheme from a work of art, fabric, or nature.
Select home projects using planned color scheme.
Begin scrapbook, file or folder on color schemes.

Scores from objective tests
Evaluation of color combinations in homemaking department, surrounding areas and the home.

Adventuring in Home Living, Book 2, Hatcher & Andrews, pp. 277-282.
Homes with Character, Craig and Rush, pp. 95-126.
Furnishing Your Home, Austin Ik Parvis, pp. 15-27.
Management for Better Living, Starr, pp.127-128; 275-276.
Your Home and You, Greer & Gibbs, pp. 481-488.
The Home and Its Furnishings, Morton, pp. 3-98.

"Fundamental Procedures in Home Furnishings, " Sears Consumer Education, Atlanta, Georgia

Interior Decoration Series: McGraw-Hill Film Strips, (color) Introduction to Color Colors in the Girl's Room

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193

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Arranging furniture for convenience and appearance.
What are some guides for arranging furniture?

The furnishings and their arrangement should meet the needs of the family living in the home.
Careful planning of furniture placement will add to the comfort, safety, and attractiveness of the home.
Furniture should be placed according to structural lines of a room.

Arrange furniture display in local store.
Prepare a flannel board on furniture groupings.
Arrange furniture in school areas such as in teachers' lounge, nurses' clinic.
Use film strip: Arranging Furniture in a Girl's Room.

Proportion and balance are keynotes to pleasing furniture arrangements.

Plan and take field trips to local furniture or department store.

194

INDIVIDUAL EXPERIENCES EVIDENCES OF GROWTH

Home, FHA/NHA,

School, Community

EVALUATION

TEACHING AIDS

Collect pictures of furniture grouping for your room that would better fit your needs and explain.
Use these in individual files, scrapbooks, or folders.
Experiment with room arrangement at home applying accepted principles of appropriate arrangement of furniture.

Report from individual research.
Pictures of furniture grouping used in files, scrapbooks or folders.
Report of home projects.
Reports from visits to furniture stores.

Homes With Character, Craig & Rush, pp. 186-199.
Homemaking for Teen-Agers, Book 2, McDermott & Nichols, pp.48-52.
Furnishing Your Home, Austin & Parvis, pp. 150-162.
Housing and Home Management, Lewis, Burns, & Segner, pp. 77111.

Your Home and You, Greer & Gibbs, pp.638-640.

McGraw-Hill Film Strips--Arranging Furniture in the Girl's Room.

Magazines: "Good Housekeeping", "Better Homes and Garden", "Co-Ed", "The American Home", "Living for Young Homemakers", "Forecast".

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m

19 5
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

5. Planning efficient storage space and work centers.
How may the arrangement of work areas contribute to efficient homemaking ?
How may adequate large equipment contribute to efficiency of work centers ?

Planned storage provides for a more livable home.
A place for everything prevents home accidents.
Storage is usually most convenient at the point of first use.
Organization helps to make areas more usable.

Adequate large equipment contributes to more efficient management of time and money.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss and demonstrate various possibilities of storing clothes in bedroom, such as: built in closets, cardboard or orange crate closets, drawers, divider for drawers, boxes, garment bags, shelves.
Bring in pictures showing well planned storage areas.
Arrange storage of FHA or NHA materials in a work center.
Study on storage space and work centsrs.
Visit homes to evaluate storage space and work centers, giving special emphasis to kitchen and bedroom areas.
Become familiar with resource materials that provide adequate evaluation of equipment.

196

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School* Community

EVIDENCES OF GROWTH EVALUATION

Plan for a study, dressing or other area in your home.
Make closet accessories, such as padded coat hangars, dress covers or shoe pockets.
Make an inventory of articles and equipment to be stored in your room.

Results of use of checklist, (Bulletin: "Your Own Room") National Safety Council.
Recognition of time saved by better arranging dressing centers.
Plans for improvement of work and storage areas.
Evaluation of equipment.

Compare work areas in home with examples of well planned areas found in reference materials.

Add to scrapbook, file, or folder, a few carefully selected illustrations of good ideas for efficient storage and work centers.

TEACHING AIDS
Homes With Character, Craig & Rush, pp. 75-94.
Management for Better Living, Starr, pp. 65-120; Part 2.
Homemaking for Teen-Agers, McDermott & Nichols, Book 2, pp.74-97.
Management for You, Fitzsimmons &; White.
"Closet", Dept. of Agriculture.
Check List, "Your Own Room, ' National Safety Council, 20 N. Wacker Dr. , Chicago 6, 111.

Evaluate large equipment found in home according to work area standards.

197
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
6. Improving lighting in the home.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Well-planned lighting contributes to the comfort and safety of the homemaker byreducing fatigue and preventing accidents.
Correct lighting of work areas will save time and energy.
Function is the first thing to consider, then appearance.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Invite a resource person to talk on lighting. Study reference materials.
Work out plan for improving lighting in a particular area in keeping with minimum lighting standards.
Observe demonstration of simple repairs-lamps, irons, toasters.

198

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Make lighting arrangements for three "seeing tasks" in the home.
Bring to class a picture of lighting which is decorative and one which is functional. Add to file, folder, or scrap book.

Improved areas of good lighting at school.
Results of improvements in home study areas.

Georgia Power Company Resource person.
Homemaking for Teen-Agers McDermott & Nichols, Book 2, p. 113-119.
Homes with Character, Craig & Rush, pp. 66-69.

Select a lamp that meets certification standards.

Furnishing Your Home, Austin & Parvis, pp. 162-171.

Make simple repairs of equipment if needed.

Housing Si Home Management Lewis, Burns & Segner, pp. 100-105.

Your Life In The Family, Rhodes & Samples, p. 303.

Management For You, Fitzsimmons &t White.

199

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
7. Selecting and combining appropriate accessories (pictures, lamps, vases).

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Accessories should meet the Study about accessories. principles of art, and be suit-

able to their surroundings.

Take a field trip to see in-

Good structural and decorative design increases the use

expensive articles of good design.

and beauty of any object.

Use the bulletin board to

display pictures of wellWith imagination and inexpen- planned accessories. sive materials, attractive

accessories can be provided for the home.

Make attractive arrangements from accessories

brought to class.

Plan arrangement of accessories for certain areas in in school.

Make an exhibit of accessories for the school or fair.

Study, discuss and practice the principles of arranging accessories, such as hanging pictures.

Develop criteria! for selecting appropriate accessories.

200

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Look for suitable materials to frame, such as fabrics, wall paper, artificial materials.
Mount clippings, showing pictures, mirrors, and other wall accessories well chosen for the space they occupy.
Add to file, folder, scrapbook.

Outcome of individual accessory from some article found at home.
Summary of suggestions for selecting and hanging pictures.
Summary of information through conversation with mothers.
Changes made in accessories.

Rearrange accessories in one room at home.

Interior Decoration Series: McGraw-Hill Film Strip "Accessories in the Girl's Room. "
Homes with Character, Craig & Rush, Ch. 1, pp. 200-222.
Furnishing Your Home, Austin & Parvis, pp. 176-196.
Design Your Home for Living, Trilling & Nichols, pp. 261-276.

Visit the furniture department in a department store.

Make minor changes in accessories to meet criteria for appropriateness.

201

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

8. Gaining an appreciation of and assuming responsibility for my share of caring for the home surroundings.

Shared planning and responsibility for care of surroundings can strengthen family unity.
Surroundings add or subtract to the beauty of a house.

Take a field trip to observe and analyze home grounds.
Make a check list for judging attractiveness of grounds.

Read in books and bulletins about improving home grounds.

Plan a bulletin board display of well landscaped home grounds.

Plan ways of sharing care of home surroundings.

Plan and carry out a group project on beautification of small specific areas on school grounds-- rose garden, shrubs along walk ways breezeways.

202

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Plan and make improvements Project plans.

with help of other family

members.

Project evaluation.

Landscape an area at home or school or in the community.

"Plans and Plantings for Georgia Homes", Ga. Ag. Extension Service.
Landscaping Georgia Homes", Bulletin 583, Ag. Ext. Service, Athens, Ga.
"Better Home Grounds", Ag. Ext. Service, U. of Tenn. , Knoxville, Tennessee.

wmm
203

Area: HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT Unit Title: PLANNING AND MAINTAINING A FUNCTIONAL HOME

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Selecting housing for the family in light of appropriate values.
What types of housing are available ?
What factors should be considered when selecting housing ?
What should we include in this unit ?*
(* Teacher-pupil planning).

Homemaking III
LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
The selection of a home is based upon the needs and desires of the family.
In selecting a homesite, a family may consider such factors as availability of schools, churches, shopping areas, work and utilities, zoning laws and resale value, taxes and upkeep as well as the type of neighborhood.
An adequate plan for financing a home within family income level must be determined.
The family should carefully investigate all methods of financing a home.
The choice of architectural style influences the type of floor plans and furnishings.
Functional planning of a home will provide for happier family life.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss what to include in unit and set up objectives.
Form committees to investigate and report on topics such as taxes, zoning, slums, housing projects, cost of housing.
Study characteristics of a good lot.
Invite a resource person to talk on financing homes.
Panel Discussion: "Home Ownership vs Renting. "
Investigate the cost of insurance
Have a lawyer discuss legal aspects of home ownership.
Make a field trip to a home being constructed.
Invite a building contractor to talk on "Factors that Influence the Cost of Building. "

204 OBJECTIVES: To develop in pupils:

1. Increasing understandings in 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.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Select a vacant lot and judge it as a possible homesite.

Outcome of selection of a vacant lot as a possible home' site.

Write a short account of how your neighborhood has influenced your activities and interests.
Find examples of styles of homes in community.
Find pictures of styles of homes. Add to files, scrapbook, or folders.

Reports on topics, such as zoning and slums.
Report on influence of neighborhood.
Scores on tests on points made by resource people.
Recognition of styles of homes.

Have conference with parents on cost of housing for past year.

Report on conference with parents on housing.

TEACHING AIDS
Homes with Character, Craig & Rush, pp. 27-49.
Homemaking for Teen-Agers, McDermott & Nichols, Book 2, p. 67.
Housing and Home Management, Lewis, Burns & Segner, pp. 2562.
The Family and Its Relationship, Groves, pp. 85-156.
Your Home and You, Greer & Gibbs, pp. 609-614.
The Home and Its Furnishings, Morton, pp. 397-408.
Resource people.

Household Finance Pamphlet: "Your Shelter Dollar", Chicago, 111.

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205

mm

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

2. Evaluating floor plans

A functional house plan consi-

in keeping with family needs ders the number, age, and ac-

and income.

tivities of the family members.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Bring floor plans to class. Add to file, folders, and scrapbook.

Develop criteria for desirable renting.

Have supervised study on good floor plan.

Visit a home. Discuss characteristics of a function
al home.

Examine a blue print-arrange bulletin board on floor plans and blue prints.

3. Comparing building materials as to cost, upkeep, and care.

Some variations in cost of housing are due to materials used and type of construction.

Visit a lumber company dealing with building materials.

Cost of upkeep may be decreased by person's ability to make wise choices in selecting building materials in keeping with housing dollar.
By working with architects and inspectors, the home builder can avoid costly mistakes.

Discuss the economic and aesthetic qualities of various materials.
Borrow samples of building materials from dealers. Examine and find out advantages and disadvantages of , each.

Make a display of various building materials.

206

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GR\OWTH EVALUATION

TEACHING AIDS

Sketch a floor plan of the hous in which you live. Suggest one improvement.
Collect and evaluate floor plans that are available.

Results of drawings of an original floor plan.

Homes with Character, Craig & Rush, pp. 50-59.

Test: Analysis of floor plan, for given needs of family.
Evaluation of floor plans.

Your Life in the Family, Rhodes & Samples, p. 270286.
Homemaking for Teen-Agers, McDermott & Nichols, Bk. 2, pp. 74-81.

Housing & Home Management, Lewis, Burns & Segner, pp. 27-31.

Magazines.

Find the cost of painting your house with 1 coat; with 2 coats What other major item of upkeep may your house require this year? What will the cost be?
Outline ways you would use to cut cost of building materials if you were building or remodeling a home.

Results of list made on materials used in building.
Problem test: advantage and disadvantages of various building materials.
Report of cost of painting house and items of upkeep.

Housing and Home Management, Lewis, Burns & Segner pp. 27-36.
Community resources, such as lumber store, contractors and new home owners.

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Mi

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SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Comparing cost, time and renovating furniture.

Furniture needs, feelings of sat- Examine a slipcover material

isfaction and the development of for quality, design, color and

creative ability may be met by cost.

refinishing, clip covering and

reupholstering.

Estimate the amount of de-

signed fabric needed for co-

Money can sometimes be saved vering a piece of furniture.

by renovating furniture and

family relationship may be

Demonstrate removal of ori-

strengthened by sharing respon- ginal finish on a piece of

sibility for renovating furniture. furniture.

Arrange display of refinished pieces of furniture.

Compare cost in time and money of new furniture in relation to cost of slipcovers and reupholstery done in the home and unfinished furniture

Visit furniture repair shops and investigate cost of repairs and refinishing.

Renovate a piece of furniture.

208

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Select a sample of material Results of home projects.

suitable for covering a piece

of furniture.

Outcome of demonstration on

such skills as sanding,

Prepare demonstrations on staining.

such skills as sanding, stain-

ing, etc.

Identification of principles

learned that relate to re-

Refinish small piece of fur- finishing, slipcovering, and/

niture, make slipcovers or or reupholstering.

do reupholstering, as a

home project.

Homes with Character, Craig & Rush, pp. 312-329.
Adventuring in Home Living, Hatcher & Andrews, Book 2, pp. 283-319.
Sears, Roebuck Exhibit: "Slip-Covering and Upholstering", Consumer Edu. Div. Sears, Roebuck Co. , 925 S. Homan Ave. , Chicago 7,111.

Booklets: "Refinishing Furniture", Ga. Agricultural Ext. Serv. , Athens, Ga. "Refinishing Furniture" Ext. Bulletin 295, Michigan State College Coop. Ext. Service, East Lansing, Mich.

Singer Sewing Aids.

209
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

5. Becoming familiar with principles of beautifying home surroundings.

Planning before planting is important. Plantings should enhance the house.

Become familiar with principles to be followed in beautification of home surroundings.

Invite a resource person to talk on use and planting of flowers, trees, shrubs with emphasis on native plants and shrubs.

Draw a simple landscape plan.

210

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Rate own home grounds using Improvements made in school. Landscaping Home Grounds,

check list.

Vocational Home Economics

Improvements made in home Bulletins, by Silbert and

Set up family schedule for

grounds.

Comer.

routine care of a home grounds.

"Plans and Plantings for

Georgia Homes. " Ga. Agri-

cultural Ext. Service.

"Landscaping Georgia Homes" Bulletin 583. Ag Ext. Service.

Better Home Grounds, Ag. Ext. Service, U. of Tenn. , Knoxville, Tennessee.

Design Your Home for Living, pp. 333-345.

Magazines

Nursery Operators

Experienced gardeners.

Seed Catalogs.

-

212

HOME NURSING

Homemaking II

Caring For The Sick In The Home

213

Area: HOME NURSING

Unit Title: CARING FOR THE SICK IN THE HOME

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Realizing the Importance of Caring for the Sick in the Home. *
Why should one study home nursing?
What happens when sickness appears in the home ?
What needs to be planned for this unit ?

Homemaking II
LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Most families, at sometime or other, experience illness which requires home nursing.
Knowledge and skills are necessary to be able to assume the responsibilities of being an adequate home nurse.
An illness in the home affects the family's daily routine.
Planning this unit is an important step if learning about home care of the sick is accomplished.

GROUP EXPERIENCES Community,
Class, FHA/NHA, School
Discuss the type of illnesses with which class members have been associated.
List the reasons for studying home nursing.
Role play what happens when sickness appears in the home.
Discuss and make a list of what should be included in this unit.
Plan some ways of gaining this acaded information.

Investigate the possibility of Red Cross Instruction.

* (Teacher-pupil planing of the unit).

Discuss and list possible home projects.

m

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214

OBJECTIVES:

To Develop in Pupils:

1. 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.

INDIVIDUAL EXPERIENCES
Home, FHA/NHA, School, Community
Discuss with mother what should be included in this unit.
Report to family what is planned for this unit.
Investigate possible opportunities for helping care for a sick person such as school clinic, hospital aides, rest home.

EVIDENCES OF GROWTH :

TEACHING AIDS :

EVALUATION

List of problems and activities for this unit.
Interest shown and amount of participation.

" Family Nursing and ' Child Care, Riehl : Chapters 5 and 6.
Red Cross Handbook

HOTYIP! Nursing Hand- ' book. Fleming &c Benson, Chapterl.

Metropolitan Life In- ' surance Booklets.

Film: "Home Nursing " Fundamentals"-State ' Department of Educa- ' tion.

Filmstrip: General

Principles (Home Nur-

sing Series) McGraw-

Hill.

:

215
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Recognizing Common Symptoms of Illness.
What are some causes and symptoms of common diseases or illnesses ?
How can we recognize some of the signs of common illnesses so that appropriate treatment may be given promptly ?
How can we prevent the spread of communicable disease ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
The homemaker needs to be alert to changes in the health of the family, especially if there are children.
Symptoms of illness vary in type, intensity and combination.
Common symptoms emphasize the signs of illness that are usually noted by others in the family and indicate changes from the usual condition or behavior to be found in someone who is ill.
Good health, desirable food habits, sanitary environment, and proper medical attention help to prevent the spread of disease in the home, school, & community.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Determine the number of absences from class because of common illness.
Discuss ways of preventing the spread of illness at home and school.
Invite nurse to speak on immunization and cleanliness in the home.
Analyze typical situation that involves illness and decide when to call a doctor.
Prepare bulletin board showing ways of spreading communicable diseases.

INDIVIDUAL EXPERIENCES Home, FHA/NHA
School, Community
Study common diseases, their symptoms, and main facts about each.
Study symptoms of illness that are noticed by others and discuss with your mother.
Analyze own home for possible causes of diseases.

EVIDENCES OF GROWTH EVALUATION
Test over common diseases and noticeable symptoms.
Student response.
Report of analysis of home for possible causes of illness.

TEACHING AIDS

^(^^^^^M 216

Homemaking for Teen-Agers Book II, McDermott & Nicholas, p. 633-635.
Adventuring in Home Living, Hatcher & Andrews, p.239248.
Red Cross Home Nursing, Chapter I
Home Nursing Handbook, Fleming & Benson, Chapt. II and Chapter 8.
Family Nursing and Child Care, Riehl, Chapter 9.

~. i ""mmmmmmmmmmm

217
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Understanding Techniques Needed to Care for the Sick in the Home.
What changes and improvisions may be made to make the patient more comfortable ?
What skills and techniques are needed to care for the sick in the home and who should perform these.?
How can the patient's food be related to the family's meals ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Certain adjustments in furnishings help provide suitable home environment for the sick.
Minor illnesses may be satisfactorily cared for at home, yet some duties in the care of the sick should be performed only by some one trained to do so.
Knowledge and skill are necessary to be able to assume the responsibilities of being an adequate home nurse.
The "know-how" of things to do when illness comes to the home gives individuals a sense of security.
Different illnesses require different types of diets but can, with planning, be related to family needs.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Observe film strip on atmosphere for sick room.
Discuss desirable characteristics of a room for a sick person.
Report several ways to make a bed the correct height for the nurse.
Find pictures of types of night-lights which may be used in a sick room.
Discuss ways which may be used to prevent drafts and glare.
Develop checklists for desirable characteristics of a home nurse, such as cleanliness, dress and posture.
Observe demonstrations on how to wash hands and put on coverall aprons.

INDIVIDUAL EXPERIENCES Home, FHA/NHA
School, Community
Practice techniques demonstrated.
Fill out a check list on techniques practiced.
Make improvised articles for a shut-in as a home project.
Assist in clinic.
Study own home situation and plan how you would care for a sick person.
Take an inventory of and appraise medicine cabinet at home and make necessary changes.

^^B
218

EVIDENCES OF GROWTH
EVALUATION
Observation of skills gained by students in practice of techniques.
Results of checklist and test.
Home project reports.
Students comments about ideas gained.
Diets planned by students.

TEACHING AIDS
Home Nursing Handbook, Fleming & Benson, Chap. 4,5,6.
Family Nursing and Child Care, Riehl, Ch. 7, 8,12, 13,14,15, & 16.
Film Strips:
The Patient's Bed, McGrawHill.
Feeding the Patient, McGraw-Hill.
The Home Environment, McGraw-Hill.
Simple Nursing, McCullough.
Red Cross Home Nursing.

r^miBwiBi 219 SELECTED EMPHASES AND POSSIBLE PROB LEMS
i<

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA
School, Community
Make a bed table and back rest and food cradles of cardboard boxes.
Make waste bags, bed pans, and other equipment from newspaper.
Take back rests and bed tables to convalescent home as a Future Homemaker project.
Demonstrate use of pillows.
Demonstrate use of the thermometer and practice taking temperature, pulse, and respiration count.
Observe film strip and demonstration, and practice techniques of bed making and helping patient in and out of bed.
Demonstrate and practice techniques of keeping patient clean, and well-groomed

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

GROUP EXPERIENCES continued
such as bath, back rub, and personal services.
Demonstrate simple treatment ordered by the doctor.
Read to discover what may be in each type diet.
Determine how each diet may be taken largely from family meal.
Demonstrate feeding the patient-
Find and list ways to make food and tray attractive to the sick.

220
1

221

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Sharing the Responsibility and Making Necessary Adjustments to Illness in the Family.
What added responsibilities do family members have when illness occurs?
What effect does sickness in the home have on emotions of family members ?
How may good mental health be maintained during the time of illness?
What consideration should be given to the chronically ill or the aged in the home ?
What personal traits are needed for a good home nurse ?
How can the cost of illness be met by the family ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Regular care of the sick person should fit into the family living pattern.
Good management allows the homemaker time for adequate care of the sick and other family responsibilities.
Recognizing the emotional needs of the patient and the other family members in times of sickness is necessary.
There are many activities which contribute to the happiness and comfort of a patient.
The emotional attitudes of other family members can help or hinder the recovery of the patient.
Recognition should be given to the physical and emotional needs of the home nurse during an illness in the family.

GROUP EXPERIENCES Class, FHA/NHA
School,- Community
Discuss the attitude the family should take toward a sick person.
Suggest and list responsibilities each family member can take when there is sickness with the least possible interruption of the regular family schedule.
Plan a schedule for the family so each member may share in the responsibilities of caring for the patient.
Role play the parts of a family when mother becomes sick.
Plan ways the family can help the patient feel they are helping themselves as well as contributing to the family well-being.

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222

INDIVIDUAL EXPERIENCES Home, FHA/NHA,
School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Discuss with Mother the responsibilities involved in her home if one should become sick.
Make a plan for each family member's responsibility.
Plan some toy or game to entertain a small child who is confined to bed, or make a file or notebook on entertainment for sick persons of all ages.
Visit a convalescent or sick child and report your reaction.
Perform a task for a shut-in or an aged person.

Plans made for each girl's individual family in case of illness.
Report on file or notebook.
Report on entertaining sick persons.
Report on a task performed for a shut-in or an aged person.
Written summary of what it has meant to share the responsibility of illness in the home.

Building Your Home Life, Wallace & McCullar, p. 502-513.
Simplified Nursing, Dakin & Thompson, Ch. 17, 1.
Simple Nursing, McCullough & Moffit, Ch. 8.
Adventuring in Home Living, Hatcher & Andrews, p. 205210, 248-250.
Junior Homemaking, Jones & Burnham, p. 169-180.
Adventuring in Home Living, II, Hatcher & Andrews, p. 234-238.

List things already doing in own home that would be helpful should sickness occur.
List other routine tasks that would be helpful in case of family illness.
Find out about own family's insurance program.

Booklets:
"Diversions for the Sick", John Hancock Mutual Life Ins. Co. ,
Film: "Attitudes and Health" Coronet Instructional Film.

^mmmmmm

223
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Cont.
Family members can develop ability to provide for the physical and emotional needs of the aged and chronically ill.
Desirable personal traits of a good home nurse can be developed.
Illnesses usually require adjustments in family finances.
Health insurance is designed to pay for the cost of illness or accidents and is an important part of the family's financial security program.

GROUP EXPERIENCES Class, FHA/NHA,
School, Community
Role play the emotions the home nurse may use to help or hinder the recovery of the patient.
Develop a score sheet to use for scoring personal traits of the home nurse.
Discuss some of the things the home nurse can do to occupy the patient's time and make him happy.
Display and discuss some games and toys appropriate for the .sick family member.
Find out the cost of illnesses in your community. Discuss health and hospitalization insurance.
Ask the principal to explain the school insurance program.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community



^H oHHSI^fl^^pHB

224

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS
Cont.
Filmstrip: "Cooperation with Others", Curriculum Film, Inc. (3. 95).
"Dollars for Health", Institute of Life Insurance.
Booklets: "Moderns Make Money Behave", &; "Tips for Teaching Health Ins. and Life Ins. " - Institute of Life Ins. N. Y.
Pamphlets: "Your Health and Recreation Dollar", "Your Health Dollar", Household Fin. Corp. , Chicago.
Books: Home Nursing Handbook, Fleming & Benson, Ch. 3 & 7.
Family Nursing & Child Care, Riehl, Ch. I.

225
SELECTED EMPHASES AND
POSSIBLE PROBLEMS
5. Understanding Ways to Use Community Resources In Illnesses and Emergencies.
What resources are available in the community?
How can health problems and accidents be avoided in the home and community.
How shall we deal with home and community disasters and emergencies?
What knowledge and skills are needed to fulfill these needs ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Most communities provide some health services for its residents and they should be aware of these.
Services which are available upon request are provided by service organizations, hospitals, county and urban departments or groups.
Service organizations are prepared to care for people in emergencies and can restore self-confidence and order.
Hazards must be recognized in order to remove them.
Preparedness for disasters likely to occur in the area is desirable.
Knowledge and ability to take care of emergencies in accidents and disasters is important for survival.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discover what resources are available in your community.
Visit community health facilities as a class or in small committee groups.
Report to class the findings while visiting community health services.
Invite available resource people to class to explain their services and to demonstrate simple techniques that can be used in the home and community during emergencies.
Estimate the value of the free health program and dis cuss how the homemaking class can make a contribution.

INDIVIDUAL EXPERIENCES Home, FHA/NHA,
School, Community
Discover what emergencies our family has experienced and how these emergencies were met by the family group.
Discuss with parents and other children ways they feel would be adequate for emergencies that are likely to occur in the home.
Report to the family that which was learned from the class survey concerning how the community is prepared to meet emergencies.
Make a plan for your family in case of national or local emergency.
Develop an emergency sheet to place in the utility closet and in the bathroom or other areas where the family might read them easily and quickly.
Make a list of the available material that is in the community and the name and telephone number where it can be obtained.

i Ufitt iimMMfW

^HH

226

EVIDENCES OF GROWTH
EVALUATION
Report on community resources.
Skills and knowledge gained in ability to give First Aid treatment.
Report on project of preparedness for an emergency.

TEACHING AIDS
Red Cross Home NursingCh. 6 & 8.
Red Cross Home NursingCivil Defense Supplement.
Reader's Eigest- Handbook of First Aid.
Booklet: "Pocket Guide to First Aid"-Nat. Safety Council, Chicago 11, 111.
Check list for Teaching Home Safety-Amer. Voc. Assoc. & Nat. Safety Coun.
Booklet: "The Control of Communicable Diseases"U.S. Pub. Health Serv. , Sup. of Documents, U.S. Govt. Printing Off, Washington 25, D. C.
Poster: "First Aid Facts" Forecast, 8-57.
Building Your Home Life, Wallace & McCullough, p. 456-463, 472-476.

227
SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Ignorance and carelessness can multiply the effects of a disaster.
Everyone can learn simple first aid measures that will be helpful during emergencies.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
List common accidents in our homes and communities and study ways of prevention.
Study about and practice simple first aid measures.
Arrange a bulletin board or display in showing different kinds of accidents and disasters or civil defense measures.
List and discuss some of the ways all may prepare for disasters. Ask local defense coordinator to talk to class and/or FHA chapter.
Study pamphlets provided by different groups to discover further security measures that can be taken during such emergencies as tornadoes and hurricanes, fires, lightning and electrical shock, problems from modern warfare or air attack.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Set up a pantry of emergency rations for a disaster.
Report to class the community health facilities.
Take Red Cross First Aid course.
Assume responsibility for a Civil Defense job in community.
Volunteer to work as a nursing aid or for other jobs at hospital or in health center.

^^PHnH

228

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS
Film: "Help Wanted" Johnson & Johnson, New Brunswick, N. J.
Home Preparedness Workshop Kits--Federal Civil Defense Admin. , Michigan.
Simplified Nursing, Dakin & Thompson, Ch. 18,5,33.
Simple Nursing, McCullough & Moffit, Ch. 10.
Family Nursing & Child Care, Riehl, Ch. 3.
Home Nursing Handbook, Fleming & Benson, Ch. 8, 9.
Pamphlets from insurance companies.
Resource people: Reliable Health and Hospital ins. representatives.
Civil Defense representatives.

*mmmmmmmm

m

^

230

RELATIONSHIPS: PERSONAL - SOCIAL - FAMILY

Home making I

Getting Along With Myself and Others By Becoming More Attractive and Acceptable

Homemaking II

Achieving Personal Maturity and Desirable Family Relationships

Homemaking III

Preparing Now for Marriage in the Future

231

Area:

RELATIONSHIPS - PERSONAL, SOCIAL, FAMILY

Unit Title:

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

Homemaking I

SELECTED EMPHA.SES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

1. Being Aware of the Relationship of Attractiveness to Acceptability.
What do we need to include in this unit? (pupil-teacher planning)
How does personal attractiveness contribute to acceptability?
What is the relationship of diet to attractiveness ?
Why do we need adequate sleep ?
How may time be spent wisely ?

To know and accept oneself is a pre-requisite to personal improvement.
A clean person (body and clothes) is necessary for attractiveness.
Good health habits make for social poise, self confidence and good looks.
An adequate diet improves complexions and figure.
Time well planned and wisely used helps make an attractive and acceptable person.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Discuss what to include in this unit.
Set up criteria for personal attractiveness.
Question box for questions on personal hygiene.
Teacher talking on personal problems of cleanliness.
Review what is an adequate diet and relate to teenage diet problems. Discuss the importance of sleep.
Class devise a big clock to budget time, showing the amount of time you need for sleeping, eating, recreation and work.

I ^H

Objectives^to develop in pupils: 1. A wholesome attitude toward self and others, and

232

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 re-

sponsible.

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

8. Some ability to manage time and money wisely.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Make written plans for an improving myself project.
Carry out project, making periodic progress reports.
Analyze self using criteria for personal attractiveness.
Plan a schedule of your time.
Check personal diets according to basic food groups.
Establish a plan of eating for weight control.
Help members of family establish an adequate eating plan for weight control.

Sociogram.
Check-list on good grooming as pre-test; score again at end of unit.
Progress reports on personal projects.

How You Look and Dress, Carson p.1-28.
Adventuring in Home Living, Hatcher fk Andrews, p. 3-67.
Clothing Construction and Wardrobe Planning, pp.2-47.
Homemaking for Teenagers, Book I, McDermott & Nicholas, p. 97-117.
The Girl and Her Home, Trilling & Nicholas, pp. 64-128.
Today's Home Living, Justin & Rust, pp. 104-135.
Building Your Home Life, Wallace & McCullar, pp. 154-175; 464-472.

Junior Homemaking, Jones & Burnham, p. 16-57.

pinmii
233
ti

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Developing desirable grooming habits.
What do I need to know about caring for and styling my hair ?
How can I care for my complexion and use cosmetics appropriately ?
How can the care and use of my hands and feet affect my appearance ?
How should I care for grooming supplies ?
How can my posture be improved?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

The proper use of grooming aids is essential.

Use resource person to demonstrate styling of and care of hair.

All hair can be made attractive.

Demonstrate how to use grooming aids in care of

Frequency of shampoos and

hair.

types of shampoos depend on individuals.

Analyze the effects of tints, bleaches, dyes on texture of

Beauty of complexion is deve- hair.

loped through good habits, rest, exercise and cleanliness. List means of obtaining a

healthy complexion.

The method of complexion care and type of make-up depends Demonstrate ways to clean

on individual.

face. Demonstrate applying cosmetics. List general

Proper use of make-up adds to rules for using cosmetics.

personal attractiveness and acceptability.

Analyze cost and quality of cosmetics appropriate to

Certain complexion problems group.

demand attention of a dermatologist.

Study about care of hands and

feet.

Smooth hands, nails, and cuti-

cles result from daily care

Make an exhibit of cosmetics

plus weekly manicure.

to show comparison.

HgMpHMMi

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aaMMh

234

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Shampoo and set own and/or other's hair.
Experiment on hair styles in relation to shape of face.
Experiment with colors and types of makeup to decide which is best for me.
Make a daily and weekly plan for complexion and use of cosmetics.

EVIDENCES OF GROWTH
EVALUATION
Comparisons before and after shampoo and set and/or new hair styles.
Test scores to determine pupils learnings.
Individual summaries of decisions made about use of cosmetics.
Reports of daily care of complexion.

Give manicure and pedicure following correct methods.

Observation of use of cosmetics.

List problems of hands, nails and feet, and devise a plan for correcting.

Results of manicures and pedicures.
Pupils plan for correcting problems and report of progress made.

TEACHING AIDS
Booklets: "A Girl and Her Figure" National Dairy Council. "Types of Shampoos" ToniCo "Grooming Pamphlet" Toilet Goods Assoc. , N. Y. "Through the Looking Glass to Good Grooming", H. Ec. Dept. , Procter & Gamble, Cincinnati, Ohio (free) Study of Lipsticks-Toni Co.
Films: Personal Health for Girls.
Filmstrips: "Facial Skin Care" (free) Helena Rubenstein "The Skin" (free) Jergens. "Hands Right" Jergens Co. "Nail Care" Knox Gelatin Co.
Exploring Home and Family Living, Fleck, Fernandez, Munves, Ch. 27,28,29.

Teenage Living, Ahern, Ch. 1,11, VII, IX.

235

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERS TANDINGS
Poise and self confidence are indicated by use of hands.
The condition of your feet influences how graceful you walk.
Good posture is important for good health.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Demonstrate right and wrong way to sit, walk, stand and sleep, and perform household tasks.
Make posters showing good and bad posture.
Develop a posture check list.

Good posture improves one's Criticize the posture of some

appearance.

willing class members.

Good posture should become a habit.

Have girls model knitted suit with and without girdle.

Good posture is aided by well- Study your body measure-

fitted clothing.

ments to discover your re-

semblance to a "pattern fi-

Good posture aids conservation gure".

of energy.

Discuss the "Secrets of a

The proper caring for and

Good Figure".

storing personal grooming su-

pplies saves money, time and Discuss how diet is related

energy.

to figure.

Group items which are alike makes for convenient use.

Find illustrations of the way and/or places cosmetics could be stored.

236

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Practice proper posture when Results of check list on im- How You Look and Dress,

standing, walking, sleeping, provements.

Carson, p. 1-28.

and doing household tasks.

Comparison of photographs Junior Homemaking, Jones &

Choose partners to help in

of before and after.

Burnham, pp. 17-20.

posture improvement.

Changes made by pupils in

Homemaking for Teenagers,

Properly store and care for personal beauty aids.

storing and caring for groom- Book I. McDermott & Nichol-

ing supplies, accessories.

as, pp. 103-106.

Plan and make closet acces- Changes made in purse size

sories.

cosmetic cases.

Plan and make improvements Observation of behavior in

in my storage space.

this area.

Building Your Home Life, Wallace & McCullar, pp. 170174; 221-226.
Booklet: Gossard Co. Bulletin, Film Strip & Recording. "Pretty as You Please" Formfit Co. (free) "Grooming Pamphlet" Toilet Goods Assoc. , N. Y. "Through the Looking Glass to Good Grooming", Home Ec. Dept. Proctor & Gamble.

mmmmm

237

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

3. Understanding Accepted Social Customs such as: manners, introductions, letters, invitations, and replies in school, home and public.

Consideration for others is the List qualities and traits of

basic rule for manners and cus- the socially accepted.

toms in the social world.

Role play introductions.

Good manners build self-confi-

dence, especially when they

List general etiquette rules.

are a habit.

Demonstrate use of various

Being a well liked person and pieces of silver.

helping people to feel at ease is

directly related to self-confi- Discuss table manners.

dence.

Role play "making conversa-

Good and accepted habits are tion".

assets to one's attractiveness

and acceptability.

Being able to speak and write will make a person more charming.

A good conversationalist knows when, how and of what to speak.

238

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Decide which qualities you need to work on to be better accepted socially; plan and carry out a project.

EVIDENCES OF GROWTH
EVALUATION
Use check list of socially accepted characteristics of self and others.

TEACHING AIDS
Mind Your Manners, Allen & Briggs. Adventuring in Home Living, Hatcher & Andrews, pp.107115; 317-321.

Building Your Home Life, Wallace &c McCullar, pp. 354367.

Exploring Your Home and Family Living, Fleck, Fernandez & Munves, Ch. 32.

EJ"
239
<

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Understanding and Accepting Responsibilities of Growing Up.
What are our assets and liabilities.
How does the use of my time contribute to successful living ?
How do emotional developments relate to physical and social adjustments ?
What are the factors that influence growth and body build?
What are the growth stages.

Everyone has both assets and liabilities.

List on chalk board examples of assets and liabilities.

Recognizing one's assets and Discuss how we can accept our

liabilities is one of the first

Liabilities, turn them into as-

steps toward getting along with assets, and/or eliminate them.

oneself and others.

Discuss how values, attitudes

Handicaps, properly handled, and habits are formed.

can motivate one to fuller liv-

ing.

Use check on assets and liabi-

lities sheets.

Physical changes are evident in

the adolescent and variability Make time schedule for aver-

is normal.

age 9th grader to discover

free time available.

Boys and girls reach maturity

at different rates.

Read and list valuable study

habits.

Physical and emotional maturity do not necessarily develop at Prepare exhibit of desirable

the same rate.

study situations.

There are differences in the masculine and the feminine roles.

List factors which determine rate of physical and social growth.

As one grows up, one's interests change.

Discuss why 9th grade girls may not be emotionally ready to date older boys.

mmtm

fitt

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

List own assets and liabilities
Plan how to make assets out of liabilities.
Read and report to class about character sketches of people who have turned their "stumbling blocks into stepping stones. "
Keep time and activity schedule for several days.
Plan and carry out project of arranging a desirable study area for myself.

Progress report of planned improvements.
Teacher observation of changes in individual.
Observation of pupil activities.
Review a second schedule made by pupils for comparison.
Results of objective tests.

Teen Guide to Homemaking, Barclay & Champion, Ch.ll.
If You Please, Allen & Briggs, pp.18-22.
Personal Adjustment, Marriage and Family Living, Landis and Landis, pp. 11-38.
Living for Young Moderns, McDermott & Nicholas, pp. 14-33.
Homemaking for Teenagers, McDermott & Nicholas, Book 2, pp.647-652.

Your Marriage and Family Living, Landis, pp. 50-78.

Building Your Home Life, Wallace & McCullar.pp. 3649; 50-55.

Teen-Age Living, Ahern, Ch. 5,11,14.

Films:
Control Your Emotions-State Dept.

I^HBI 240

241

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

5. Developing Desirable

Personality is the effect of your

Personality Traits and Making Friends.

character, ideals, and appearance reflected in the way people

like you.

What is personality?

Desirable personality traits help

What are some desirable

you get along with others.

personality traits ?

Personality is not skin-deep.

How can I improve my per-

sonality ?

To have a friend, you must be a

friend.

What makes a person friend-

ly?

We vary in our ability to make

and keep friends.

How can I develop traits that

will help me make and keep Friends should be appreciated

friends 9

and not "used".

What opportunities do I have Generally people with the widest

to make friends?

interests have the most friends.

When should I remember friends ?

Friendliness opens many doors.
In everyone there is a loneliness calling for a friend.

List on chalk board desirable personality traits.
Discuss ways of developing desirable personality traits
Discuss how everybody can have a different but pleasing personality.
Make a list of qualities which make a person likable.
List ways and occasions to remember friends.
Discuss how our interests and hobbies can help us make friends.
Dramatize situations which cause misunderstanding among friends.

.

mm mm

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
List personality traits you would like to acquire and develop plan for improvement.
List opportunities I have to make friends such as: clubs, church, celebrations, remembering birthdays.
List reasons why I criticize my friends.

EVIDENCES OF GROWTH

TEACHING AIDS

EVALUATION
Summary of improvements made in personality traits.

If You Please, Allen & Briggs pp. 3-17.

Progress report on my improvement.

Family Living, Duvall, pp. 3-74; 174-187.

Photographs of my friends and activities. Party given for a friend.
TEACHING AIDS

Homemaking for Teenagers, McDermott & Nicholas, Book 2, pp. 652-655.
Homemaking for Teenagers, Book 1, pp. 91-95.
You and Your Family, Moore fa Leahy, pp. 3-21.

Junior Homemaking, Jones & Building Your Life, Landis

Burnham, pp. 84-99.

& Landis, Ch. 1, 2, 3,4, 5.

Personal Ajustment, Marriage fa Family Living, pp. 3950.
Teen-Age Living, Ahern, Ch. 5.

Living in Families, Smart & Smart, Ch. 7.
Teen Guide to Homemaking, Barclay & Champion, Ch.l, 2,3.

You and Your Life, Landis & Landis, Ch. 6, 7, 8, 9.
Pamphlet: About You, Science Res. Association, (60) Exploring Your Personality.

Adventuring in Home Living, Hatcher fa Andrews, pp. 7793.
Teen Guide to Home Living, Barclay & Champion, Ch. 9, 10.

H^^BBHBS 242

243

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERS TANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

6. Examining Our Dating

Dating with a group is a pre-

List on chalk board things to

Practices and Developing

requisite to double and single

do while group, double and

Some Ability to Make Deci- dating.

single dating.

sions about Dating.

Group dating broadens your pop- Devise standards for dating.

Why is it important to begin ularity with both sexes.

dating with a group.

Debate: "Dating is Expensive

Acceptable group dating activi-

What are some group dating ties and age to begin dating are Discuss why it is important

activities ?

determined by community, fami- to begin dating with the

ly and peer group standards.

group.

When should group dating

begin ?

Everyone must develop a set of List factors that determine

values.

when group double and sin-

What are some group double and single dating standards ? Friendship between boys and

gle dating should begin.

girls are important in their de- Discuss type of clothes for

What decisions do I need to velopment. make about dating ?

different dating activities.

A person must learn how and What dating standards should when to say no. I hold ?

Make a list of dating skills needed to be developed.

Both boys and girls should have

What are the skills one needs dating standards.

to be successful when dating?

Going steady has disadvantages

What role should parents

as well as advantages.

play in your dating ?

OBH

mZMiUx

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

Plan activities to do at home Observe pupils summaries of

and school on group double and guidelines determining dating

single dates.

practices.

TEACHING AIDS
Building Your Home Life, Wallace & McCullar, pp. 7988; 122-124.

Discuss dating with own family Observation of pupils in social Family Living, Duvall, pp.

members.

situations.

139-143; 189-224.

Make a personal dating code.
List decisions about dating that you and your parents should make together.
Examine current material on dating etiquette.

TEACHING AIDS
Guide to Home Living, Barclay & Champion, Ch. 9,10.

You 8* Your Family, Moore & Leahy, p. 201-226.
Living for Young Moderns, McDermott & Nicholas, p. 92-118; 154-164.
Your Marriage and Family Living, Landis, p. 74-107.

Living in Families, Smart & Smart, Ch. 9.
Film: Dating Do's and Don'ts, Ga. State Dept. of Ed. "Boy Meets Girl" "Date Etiquette" "Going Steady"-State Dept. of Ed.
Pamphlets: Moderns Make Money Behave.

Personal Adjustment Marriage and Family Living, Landis, p. 53-90.
Your Family, Today & Tomorrow, Force, p. 106-124.
You and Your Life, Landis & Landis, Ch. 9,10,11, 12.
Teen-Age Living, Ahern, Ch. 2, 8.

'^^^ 244

245

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
7. Managing Personal Incomes.
How do I get the money I spend ?
How can I make the best use of the money I have ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Sources of personal income vary.

Discuss ways to earn and spend personal income.

A plan for spending helps one to reach desirable goals.
Personal goals determine the plan one uses.

Read to discover desirable money management practices.
Analyze individual records kept prior to study to discover good and poor management practices.

mm

NHBH

246

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Make a record of a weeks spending prior to study to analyze for good and poor management.
Keep a re cord of income and spendings from 1-4 weeks.

Observation of operation of spending plan set up by pupils.

A Miss and Her Money (Institute of Life Insurance.
Management for Better Living, Starr, p. 341-356.
Young Living, Clayton, p. 2 98304.

Use records kept for making a spending plan.

Living in Families, Smart & Smart, Ch. 14.

Teen-Guide to Home Living, Barclay & Champion, Ch. 12.

Exploring Home and Family Living, Fleck, Fernandez, Munvez. Ch. 15.

Teen-Age Living, Ahern Ch. 10.

247 Area: RELATIONSHIPS: PERSONAL, SOCIAL, FAMILY
Unit Title: ACHIEVING PERSONAL MATURITY AND DESIRABLE FAMILY RELATIONSHIPS
Homemaking II

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
1. Getting Along With Each Member Of My Family.
What should be included in this unit? (teacerpupil planning)
What causes parentteenage differences ?
How can I better understand the members of my family ?
What should I as a family member contribute to the fam ily ?
How can home responsibilities be shared?
How can we work toward family unity ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Problems during teen years call for great understanding.
Thoughtfulness and consideration of each other are building blocks to happy homes.
Present family relations influence our future homes.
Generally people who do not find happiness at home do not find it anywhere else.
People grow in human understanding by associating with people of different ages.
In order to have a happy family, responsibilities must be shared.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Divide class into buzz groups to list problems for unit.
List customs and traditions, that promote solidarity in our families.
Discuss (panel of pupils and parents) problems proposed by class.
List characteristics of "ideal" parents and teenagers.
Discuss how facilities and their use cause conflicts.
Dramatize what to do with "Grandma".
Role play a family council.
Discuss happiness as an attitude

^i

248

Objectives: To develop in pupils:

1. A desire and increased ability to plan and assume some family responsibilities. Increasing understanding and appreciation of the role of boys and girls as maturing individuals. An appreciation of the contributions which family members make in the home and community to the welfare of others. Some ability to locate and use community resources, Some skill in the use of social graces.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Compare how I rate as a teenager with list made in class.
Write a paper on the kind of parent I would like to be.
Ask parents to add to list of problems.
Develop an interest and understanding for each family member's activities.
Play games with family members.
Plan a family outing.
Plan suitable activities for identified problems.
Prepare a kit for family recreation to be loaned for home use.

EVIDENCES OF GROWTH
EVALUATION Human interest stories about family life.
Pre-test on attitudes of family problems.
Scores on test to see if attitudes have changed.
Paper on "Parent I Would Like to be"
Diary of home responsibilities.
List of activities done with family members.

TEACHING AIDS
Family Living, Duvall, p. 99-153.
Your Family Today and Tomorrow, Force, p. 55-72; 37-52.
Living for Young Moderns, McDermott & Nicholas, p. 57-91.
You and Your Family, Moore & Leahy, p. 23-55.
Junior Homemaking, Jones & Burnham, p. 77-81.
Teen-Age Living, Ahern, Ch. 11.
Living in Families, Smart & Smart, Ch. 1, 3, 4.
Building Your Life, Landis & Landis, Ch. 19, 20, 21.
Teen-Guide to Homemaking, Barclay & Champion, Ch.18,19.

' 249

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

Responsibilities should be distributed according to individual interests, abilities, time, number in family, health and other factors.
Conduct guides accepted by both parents and children minimize differences between them.

Develop a list of activities to enjoy with other family members.
Sponsor a family fun night.
List possible responsibilities for various family members.
Discuss different family situations and divide responsibilities according to individuals.

Interview others for suggestions on statements to be included in a family guide.

Develop list of guides which might be used within a family group.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
List chores which have to be done in your home and decide with family group, who assumes which responsibilities, (these may be rotated).

EVIDENCES OF GROWTH EVALUATION

Accept your responsibilities in the home.

Discuss with your family, a list of acceptable guides for living together.

TEACHING AIDS
Exploring Home and Family Living, Fleck, Fernandez , Munvez, Ch. 1,2,3.
Films: Homer and the Kid Brother You and Your Family Appreciating Our ParentsState Dept. of Education.
Film Strips: "Family Portraits", Calhoun Company, ($5. 00).

B^BEM
250

m

251

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Establishing Habits and Attitudes that Influence a Successful Horn e.
What is a successful home ?
How does participation in church and community activities affect family relationships ?
How do habits related to use of money affect successful home life?
How can the use of a family council contribute to effective family relationships.

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Each family member should display desirable habits and attitudes in all family activities.
The habits and attitudes practiced at home carry over into all phases of life.
Parents and home training affect attitudes, personality, disposition and other traits.
Attitudes help or hinder a relationship.
The family which participates in community activities gains satisfaction in terms of planned family participation.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
List factors that make for a successful home.
Discuss why desirable habits and attitudes should be practiced at home.
Have a panel discussion (parents, sons and daughters) on what is involved in living together successfully as a family.
Use family snapshots of special events to develop a "Share Your Family" bulletin board.
Discuss how such factors as "bossing, pouting, dominance, conceit, illness, day-dreaming, blame and jealousy help one to be happy or unhappy at home.
Discuss the advantages and disadvantages of participation in community activities.
Role play to show different habits and attitudes within family group maturity level warrants this.

m MM

252

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community

EVIDENCES OF GROWTH EVALUATION

TEACHING AIDS

Write a paper on what you think determines a happy home.
Practice good habits and attitudes at home daily.
Make a plan for improving your habits and attitudes.

Progress report on my habits and attitudes.
Acknowledgement of the use of the family council.
Results of the planned budget set up for the family.

Living for Young Moderns, McDermott & Nicholas, p. 357379.
Family Living, Duvall, p. 139153.
You and Your Family, Moore & Leahy, p. 178-197.

Encourage family to try use of a family council.
Write and/or direct presentation of skit for class, FHA or assembly.

Observation of family planned activities in community life.

Your Family, Today and Tomorrow, p. 18-35; 225-234.
Adventuring in Home Living, Hatcher & Andrews, Book 2, p.18-64.

Make drawings, posters or bulletin boards for displays.

Young Living, Clayton, p. 260268.

Personal Adjustment Marriage and Family Living, Landis & Landis, p. 330-347.

Living in Families, Smart & Smart, Ch. 1, 2, 3, 5,13.

Building Your Life, Landis & Landis, Ch. 19 & 20.

^mmmmm

253

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

3. Recognizing and Assume Responsibilities in the Home and the Community.
How much responsibility am I to assume in the community?

The home and community is each member's responsibility.
Everybody has a responsibility to create happiness.
With privileges come responsibilities.
Every person should feel an obligation to use his own peculiar assets such as: talents, beauty, brains, to enrich the lives of others as well as his own.
Often handicaps and failures help to make better adjusted and happier citizens.

List some of the responsibilities to be assumed in the home and community.
Discuss organizations in the community to which we can belong.
Discuss how handicaps and failures can help a person to become a better adjusted and happier citizen.
Debate: It is easy to take defeat without holding a grudge.
Plan and follow through on FHA, school and community projects.

WHMMMHi

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Make a schedule of chores to be assumed by family members.
Select and check the responsibilities I assume in the home.
Decide which organization I can be of most benefit.
Confer with counselor to find out about my own abilities.
Check self on doing my share of community work.

EVIDENCES OF GROWTH
EVALUATION
Reports of getting family members to check on how I rate as a family member.
Response from individual pupils on check lists.
Results from conference with counselor.
Progress made from projects and FHA degrees.

TEACHING AIDS
Your Family Today and Tomor row, Force, Ch. 2, p. 18-35.
Living in Families, Smart & Smart, Ch. 15.
Building Your Life, Landis & Landis, Chapter 16,17.
Film: "Family Life" "You and Your Parents" State Department of Health.

^RH^B
254

255

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

4. Analyzing Myself as a Prospective Mate.
How do "date" qualities compare with "mate" qualities.
What are my qualities as a good prospective mate?
Am I peculiar if I don't date?

Happy and successful dating experiences lead to happy marriages.
Everyone needs to be loved and to love.
Some people who do not marry lead happy and successful lives.
"A well-adjusted girl or boy is most likely to become a happy, well-adjusted wife or husband".
Cultural background of prospective mate should be considered.

Debate: Girls should date only boys they might be willing to marry.
Discuss why dating many people helps you to make a wise choice of mate.
List qualities we have as a good prospective mate.
Discuss dating or not.
Make a survey to discover current dating problems in our community and compare my problems.
Panel discussion by senior boys, supervised study of current ma terials for class reports.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community-
Rate ourselves on dating attitudes and practices.
Set up personal standards for what I expect in a mate.

EVIDENCES OF GROWTH
EVALUATION
Check list of qualities of a good mate to rate myself and others on.
Results of survey.

TEACHING AIDS
Your Marriage and Family Living, Landis, p. 159-196.
Personal Adjustment, Marriage and Family Living, Landis & Landis, Ch. 9,10, p. 109-119.
Family Living, Duvall, p. 227267.
Living in Families, Smart & Smart, Ch. 10,11.
Films: Date Etiquette, Coronet-10 min. This Charming Couple-Marriage Today--State Dept. of Education.

Ba 256

257

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

5. Understanding the Values of Courtship and the Engagement Period.
What are the purposes of the engagement period?
What decisions should be made during the engagement period?

Courtship period should give me a better understanding of the person I am going to marry.
Better adjustment can be made after marriage if there has been a variety of shared experiences during courtship and engagement.

What are some of the best ways in which couples can be helped in developing their own codes of sex morality during courtship and engagement ?
What legal aspects should be taken care of during engagement ?

There are required legal aspects for marriage to protect individuals.
The engagement period enables the couple to more thoroughly investigate areas of agreement and conflict.

How do I know I am really in love ?

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Read to discover the purposes of the courtship and engagement period.
See films and film strips.
Analyze areas of conflicts and agreement in terms of success in marriage.
Discuss the values and purposes of courtship and marriage.
List prevailing engagement customs and discuss importance of each.
Investigate and report on origin of engagement customs, such as ring, rice, shower.
Discuss relationship between length of engagement and happiness in marriage.

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Make collection of pamphlets and magazine articles.
Set up a personal code for courtship and engagement periods.

EVIDENCES OF GROWTH EVALUATION
Observation of attitudes. Test scores. Answers to problem questions.

TEACHING AIDS
Personal Adjustment, Marriage and Family Living, Landis & Landis, p. 140-156.
Family Living, Duvall, p. 268282.
Living in Families, Smart & Smart, Chapter 10, 11.
Your Marriage and Family Living, Landis, p. 197-213.
Pamphlets: "Keepsake Diamond"
"Looking Toward Marriage", Science Research, Pocket Ed. -Duvall. Facts of Life, Love and Marriage
Films: "The Meaning of Engagement" "Choosing Your Partner" "Are You Ready for Marriage" "Going Steady", Coronet.
Film Strips: "Being Sensible About Sex "Boy Marries Girl", Calhoun Co. ($3. 00 each) "Seeing Double" "With This Ring", McGraw-Hill Co. ($5. 00 each).

^ 258

259

Area: RELATIONSHIPS: PERSONAL, SOCIAL, FAMILY

Unit Title: PREPARING NOW FOR MARRIAGE IN THE FUTURE

Homemaking III

SELECTED EMPHASES AND
POSSIBLE PROBLEMS

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS

GROUP EXPERIENCES Class, FHA/NHA, School, Community

1. Analyzing The Factors That Affect Success in Marriage.
How does religion affect success in marriage ?
What affect does education have on marriage?
Does family background make any difference in the adjustments of marriage?
How does the amount and management of money effect marriage ?
How can age at which one marries and parental happiness contribute to success in marriage?

Learning to talk things over prevents serious quarrels.
Determination to success is a contributing factor to a success in marriage.
Age at which one marries is a contributing factor to success in marriage.
Parental happiness and your ability to get along with your family is important to success in marriage. It takes a great deal of effort to be successfully married. The greatest happiness of living comes from growing together in marriage.
A person must reach a certain level of maturity before he can understand and appreciate marriage.

Panel: Marriage is no better than the material in it. Make case studies of mixed religious marriages to understand problems involved.
Debate: In contemporary family living, homemaking jobs belong to any member of the family. List reasons why every girl should prepare herself to earn money.
Discuss attitudes about money, sex, parenthood, wife-working, in-laws, standard of living and social life. Find out reasons for divorce.
Ask resource person to discuss legal aspects related to marriage and legal responsibilities of each partner. Ask minister to discuss the meaning of the wedding ceremony.

Ask Doctor to discuss physical preparation in marriage.

pHH^H^H

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.

B 260

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Make a collection of cartoons for class analysis.
Interview couples who have been married 30-40 years for factors affecting success in m arriage.
Report findings in class.

EVIDENCES OF GROWTH
EVALUATION
Statements which pupils make which reflect their value.

TEACHING AIDS
Family Living, Duvall, p. 239267.
Personal Adjustment, Marriage and Family Living, Landis & Landis, Ch. 12; p. 121-139:158-180.
Your Marriage and Family Liv.ing, Landis, p. 112-196.
Looking Toward Marriage, Johnson, Randolph and Pixley.
Living in Families, Smart & Smart, Chapter 11.
Thresholds To Adult Living, Craig, Chapter 9.
Pamphlets: If I Marry Outside My Religion, Black So You Think It's Love, Eckert Building Your Marriage, Duvall About Marriage and You, CosgroveJosey. Understanding Sex, Science Res.

261

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
2. Understanding the Factors Involved in a Couple and Their Families Planning a Wedding.
Which responsibilities are the brides and which are the groom's ?
What factors help the girl to determine the wedding date ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Weddings should be planned in keeping with one's income, way of living and personal desires.
People should express gratitude to anyone for favors or kindnesses given to them.
Sharing social experiences fosters good relationships between the two families.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
List and discuss various types of weddings such as church, home and elopement.
Discuss correct forms for invitations and announcements.
Discuss responsibilities of bride-groom.
List obligations of bride and groom.

What are the obligations of the bride and groom in connection with gifts and entertainments ?

Survey young couples in the community to get actual cost of a wedding.

2 62

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Estimate amount of money family can spend on weddings when you are ready to marry.
Discuss wedding plans with a bride and/or groom.

EVIDENCES OF GROWTH
EVALUATION
Sample thank you notes for gifts and parties.
Summaries of the responsibilities of the bride and groom.
Expressed attitudes toward type of wedding, family participation and needed appreciation.

TEACHING AIDS
Living in Families, Smart & Smart, Chapter 10.
Threshold to Adult Living, Craig, Chapter 9.
Etiquette, Emily Post.
Marriage for Moderns, Bowers p. 261-279.
Films: "Choosing for Happiness" "It Takes All Kinds" "Marriage is a Partnership" State Department of Education.

Filmstrip: Boy Meets Girl, Calhoun Co.

Pamphlets: Love at Threshold, Strain Century Co. , N. Y. The Etiquette of the Engagement and Wedding, Keepsake Diamond. "Modern Bride", Guide for the Bride, by Columbia Tru-Fit Diamond Company.

263

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
3. Developing an Appreciation of the Contribution of Homemaking Skills and Knowledge To a Successful Marriage.
What homemaking skills contribute to a happy marriage ?
What knowledge is necessary ?

LEARNINGS, PRINCIPLES AND
UNDERSTANDINGS
Applied homemaking skills make for more leisure time.
Ability to manage and use homemaking skills can be acquired.
Your attitude toward your task, whether interested in it, see value in it, have confidence in your ability makes the difference between drudgery and enjoyment.
Practical and intellectual knowledge is important for success in marriage.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Have girls in who are married and have had homemaking to tell how studying homemaking has helped with married life.
Have a young homemaker who works outside the home and one who is a full time homemaker speak to the class on how they use skills learned in homemaking class.
Have "buzz session" on quick tricks for better management.
Discuss the kinds of knowledge needed to make marriage a success.
Debate: The scientific is more important than the practical.

m HBBBMHiM

264

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Demonstration on helpful skills learned in homemaking. Such as new techniques she has learned in class or FHA.
Write a summary of the knowledge needed for developing a successful marriage.

EVIDENCES OF GROWTH
EVALUATION
Summaries collected of knowledge needed for successful marriage.
Comments given during buzz sessions and class discussions.
Observation of management practices in laboratory.

TEACHING AIDS
Personal Adjustment, Marriage and Family Living, Landis, p. 246-263.
Living in Families, Smart & Smart, Ch. 12,13,14.
Threshold To Adult Living, Craig, Chapter 10.

265

SELECTED EMPHASES AND
POSSIBLE PROBLEMS
4. Developing the Appreciation of the Role of the Homemaker.
What are the privileges and responsibilities of a wife and mother ?
How can the family determine whether or not the wife and mother works outside the home ?
How can the employed wife and mother successfully carry her role in family life ?

LEARNING, PRINCIPLES AND
UNDERSTANDINGS
The wife and mother must assume both the privileges and responsibilities of her role if desirable patterns of family living emerge.
Differences in family goals determines decisions made concerning the wife and mother working outside the home.

GROUP EXPERIENCES Class, FHA/NHA, School, Community
Read to discover the responsibilities of a wife and mother.
Invite one or more mothers to talk on the joys and satisfactions of being a homemaker.
Invite working mothers--non working mothers to discuss factors involved in making decisions related to taking a job.
Make a list of extra expenses a mother will have while working outside the home.
Role-play a situation in which a family decides whether or not Mother will take a job.

M
266

INDIVIDUAL EXPERIENCES Home, FHA/NHA, School, Community
Write a comparative report on the job of a homemaker and the job of an executive.
Develop reports to present to class on work simplification practices suitable for working mothers.

EVIDENCES OF GROWTH
EVALUATION
Ideas expressed in comparative reports.
Attitudes expressed as analysis of role playing situations are made.
Attitudes and understandings demonstrated as a result of class reports given on work simplifications.

TEACHING AIDS
Threshold To Adult Living, Craig, Chapter 10.
Magazines: Consumer Report Changing Times Good Housekeeping
Bulletins: Working Wives and Mothers, Public Affairs.
When Mother's Work Away from Home, Human Rel. Aid Bulletin.

267
DATE Feb. 2-6
Feb. 9-13
Feb. 16-20
Feb. 23-27

APPENDIX I SAMPLE OF TENTATIVE TIME SCHEDULE FOR PROGRAM OF WORK

HOMEMAKING I

HOMEMAKING II

HOME MAKING III

Getting Along With Others Self analysis. Causes of differences in people. Desirable personal and social traits. Acceptable social graces. Making friends. Boy-girl relations. Adolescent role in the family. Awareness of values.

Continued: Planning and preparing and serving meals for my family.

Continued: Accepting the Responsibilities for Children in the Home. Responsibilities of parenthood. Understanding development of young children. Vocations Community services available to parents.

Continued:
Continued:
Making Myself More Attractive Good grooming.

Having a Good Time On Dates Acceptable social behavior. Going steady. Petting. Planninp ^rti^nties. understanding parents. Developing values. The teen-age dollar.
Continued:

Continued:
Cortinued:
Looking Toward My Role in Life Factors relating to selecting a mate.

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DATE
Feb. 2-6

FHA/NHA ACTIVITIES
Plan for district meeting. Chapel program on social behavior.
News article

Feb. 9-13

District Meeting

Feb. 16-20

F.H.A. Meeting.

ADULT ACTIVITIES
Exhibit in store window on "Toys Are Teachers Too".
Radio announcement of adult class on Wholesome Experiences for the Pre-School Child.

OTHER ACTIVITIES
Faculty meeting. Home Visits. Arrange for exhibit with local merchant.
Home Visits. Meet Adult Committee.

Lesson I. -Organizing and "Art Experiences for Young Children".

Mail Adult Class Plans. Home Visits. Contact local recreational director.
Home Visits

Feb. 23-27

Executive Meeting.

Lesson II. "Literature for the Pre-School Child. " Lesson III. "Adventures in

Home Visits. Hall Duty. Monthly report.
Home Visits.

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BIBLIOGRAPHY State Adopted Textbooks and References Adhern, Nell Giles. Teenage Living. Boston: Houghton Mifflin, I960. Allen, Betty and M. P. Briggs. If You Please. Chicago; Lippincott, 1950. Allen, Betty and M. P. Briggs. Mind Your Manners. Chicago: Lippincott, 1957. American Red Cross. Home Nursing Textbook. New York: Doubleday, 1951. Austin, Ruth E. and Jeanette O. Parvis. Furnishing Your Home. Boston: Houghton-
Mifflin, 1961. Barclay, Marion and Frances Champion. Teen Guide to Homemaking. New York;
McGraw-Hill, 1961. Bishop, Edna Bryte and Marjorie S. Arch. Bishop Method of Clothing Construction.
Chicago: Lippincott, 195 9. Blackwelder, Helen M. Tell Girls Why. Atlanta: Turner E. Smith, 1947. Burham, Helen A. and Evelyn G. Jones and Helen D. Redford. Boys Will Be Men.
Chicago: Lippincott, 1957. Carson, Byrta. How You Look and Dress. New York: McGraw-Hill, 1959. Chambers, Helen G. and Verna Moulton. Clothing Selection. Chicago: Lippincott, 1961. Clayton, Nanalee. Young Living. Peoria: Chas. A. Bennett, 1959.

H^HHHH
Craig, Hazel T. Thresholds To Adult Living. Peoria: Chas. A. Bennett, 1961. Craig, Hazel T. and Ola Day Rush. Homes With Character. Boston: D. C. Heath, 1962. Dakin, Florence and Ella M. Thompson. Simplified Nursing. Chicago: Lippincott, I960. Duvall, Evelyn Millis. Family Living. New York: MacMillan, 1961. Fitzsimmons, Cleo and Nell White. Management for You. Chicago: Lippincott, 1958. Fleck, Henrietta and Munvez, Betty. Exploring Home and Family Living. Prentice-
Hall, 1959. Fleming, Mary O. and Marion C. Benson. Home Nursing Handbook. Boston: D. C.
Heath, 1961. Force, Elizabeth. Your Family Today and Tomorrow. New York: Harcourt, Brace &
World, Inc. , 1955. Greer, Carlotta C. and Ellen P. Gibbs. Your Home and You. Boston: Allyn and Bacon,
I960. Groves, Ernest R. and others. The Family and It's Relationships. Chicago:
Lippincott, 1956. Hatcher, Hazel M. and Mildred E. Andrews. Adventuring in Home Living. Book I.
Boston: D. C. Heath, I960. Hatcher, Hazel M. and Mildred E. Andrews. Adventuring in Home Living, Book II.
Boston: D. C. Heath, 1959.

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271

Hurlock, Elizabeth B. Child Growth and Development. New York: McGraw-Hill, 1956.
Jones, Evelyn G. and Helen A. Burnham. Junior Homemaking. Chicago: Lippincott, 1958.
Landis, Paul H. Your Marriage and Family Living. New York: McGraw-Hill, 1954.
Landis, Judson C. and Mary G. Building Your Life. New York: Prentice Hall, 1959.
Lewis, Dora S. , Gladys C. Peckham and Helen S. Hovey. Family Meals and Hospitality. New York: Macmillan , I960.
Lewis, Dora S. , Mabel G. Bowers, and Marietta Kettunen. Clothing Construction and Wardrobe Planning. New York: Macmillan, I960.
Lewis, Dora S. , Jean O. Burns, and Esther F. Segner. Housing and Home Management. New York: Macmillan, 1961.
Lewis, Dora S. , Anna K. Banks, Marie Banks, and Adele G. Columbia. Tomorrow's Homemaker. New York: Macmillan, I960.
McDermott, Irene E. and Florence M. Nichols. Homemaking for Teenagers, Book I. Peoria: Chas. A. Bennett, I960.
McDermott, Irene E. and Florence M. Nichols. Homemaking for Teenagers, Book II. Peoria: Chas. A. Bennett, 1962.
McDermott, Irene E. , Mabel B. Trilling, and Florence M. Nichols. Foods for Better Living. Chicago: Lippincott, I960.

^H
McDermott, Irene E. and Florence Williams Nicholas. Living for Young Moderns. Chicago: Lippincott, 1956.
McLean, Beth Bailey. Meal Planning and Table Service. Peoria : Chas. A. Bennett, 1955. Oerke, Bess V. Dress. Peoria: Chas. A. Bennett, I960. Oerke, Bess V. Meal Time. Peoria: Chas. A. Bennett, I960. Pollard, Belle. Experiences with Clothing. Boston: Ginn and Co., 1961. Pollard, Belle. Experiences with Foods. Boston: Ginn and Co. , 1961. Pope, Blanche R. Upholstering Home Furniture. Peoria: Chas. A. Bennett, 1954. Rhodes, Kathleen and Merna A. Sample. Your Life In The Family. Chicago : Lippincott, 1959. Riehl, C. Liuse. Home Nursing and Child Care. Peoria: Chas. A. Bennett, 1961. Shuey, Rebekah M. , Elizabeth L. Woods, and Esther M. Young. Learning About Children.
Chicago : Lippincott, 1958. Smart, Mollie and Russell. Living in Families. Boston: Houghton-Mifflin, 1958. Smart, Mollie and Russell. Living and Learning With Children. Boston: Houghton-
Mifflin, 1961. Starr, Mary Catherine. Management for Better Living. Boston: D. C. Heath, 1956.

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273
Trilling, Mabel and Florence Nicholas. Design Your Home For Living. New York: McGraw-Hill, 1956.
Wallace, Inez and Bernice McCullar. Building Your Home Life. Chicago: Lippincott, I960.
White, Ruth B. Your Food and You. New York: Prentice Hall, 1961.
Addresses of Bulletins and Pamphlets. Advance Pattern Company, Inc. , 331 E. 38th Street, New York 16, N. Y. American Dairy Association, P.O. Box 6168, Chicago 80, Illinois. American Fruit Growers, Inc. , Pittsburg, Pennsylvania. American Institute of Baking, 1135 Fullerton Avenue, Chicago 14, Illinois. American Institute of Family Relations, 5287 Sunset Boulevard, Los Angeles 27, Calif. American Meat Institute, 939 East 57th Street, Chicago 37, Illinois. American Home Economics Association, 1600 Twentieth Street, N.W., Washington, 9, D.C. American Social Health Association, 1790 Broadway, New York 19, N.Y. American Wool Council, Home Sewing Service, 18 East 2nd Avenue, Denver 3, Colorado. Ames Industries, Box 2408, Wichita 13, Kansas.

Arizona Association of Future Homemakers, State Department of Education, Phoenix, Arizona.
Association for Family Living, 32 West Randolph Street, Chicago 1, Illinois. Bureau of Publications, Teacher's College, Columbia University, New York 27, N. Y. Child Study Association of America, 9 East 89th Street, New York 28, N. Y. Coats and Clark, Inc. , 430 Park Avenue, New York 22, N. Y. Equitable Life Insurance Company, 393 7th Street, New York, N. Y. Formfit Company, Consumer Service Dept. , 400 S. Peoria Street, Chicago 7, Illinois. Gerber Products, Fremont, Michigan. General Foods Corporation, 250 Park Avenue, New York 17, N. Y. General Mills, 9200 Wayzata Boulevard, Minneapolis 25, Minnesota. Gorham Company, Providence 7, R.I. Household Finance Corporation, 919 N. Michigan Avenue, Chicago, Illinois. Human Relations Aids, 104 East 25th Street, New York 10, N. Y. Institute of Life Insurance, 488 Madison Avenue, New York 22, N. Y. Inter-Departmental Staff on Children and Youth, Lansing, Michigan. Iowa State College Press, Ames, Iowa.

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J. C. Penney Company, 330 West 34th Street, New York 1, N. Y. John Hancock Mutual Life Insurance Company, Boston, Mass. Johnson Wax Company, Racine, Wisconsin. McCall's Pattern Company, Educational Department, 230 Park Avenue, New York 17, N. Y. Metropolitan Life Insurance Company, 1 Madison Avenue, New York 10, N. Y. Nasco, Fort Atkinson, Wisconsin. National Association for Mental Health, 10 Columbus Circle, New York 19, N. Y. National Dairy Council, 111 N. Canal Street, Chicago 6, Illinois. National Livestock and Meat Board, Dept. of Home Economics, 407 S. Dearborn St. ,
Chicago 5, Illinois. National Mental Health Foundation, 1520 Race Street, Philadelphia, Pa. National Safety Council, 425 N. Michigan Avenue, Chicago 11, Illinois. Parents Magazine, Bergenfield, New Jersey. Pet Milk Company, 401 Arcade Building, St. Louis, Missouri. Procter and Gamble, Home Economics Department, Cincinnati, Ohio. Public Affairs Associates, 22 East 38th Street, New York 16, N. Y. Public Health Service, U.S. Dept. of HEW, Washington 25, D. C. SOS Company, Chicago 38, Illinois.

276 Science Research Associates, Inc. , 259 West Erie, Chicago 10, Illinois. Sears, Roebuck and Company, Atlanta, Georgia Seng Company, 1450 N. Dayton Street, Chicago 22, Illinois. Simplicity Pattern Company, Inc. , 200 Madison Avenue, New York 16, N. Y. Singer Sewing Machine Company, Singer Building, 149 Broadway, New York 6, N. Y. Superintendent of Documents, U. S. Government Printing Office, Washington 25, D. C. Strain Century Company, New York, N. Y. Toilet Goods Association, New York, N.Y. Towle Silversmiths, Newburyport, Mass. The Toy Guidance Council, Inc., New York, N.Y. Vogue, 420 Lexington, New York 17, N.Y. Wheat Flour Institute, 309 W. Jackson Boulevard, Chicago 6, Illinois. White House Conference on Children and Youth, I960 Publications, 1145--19th Street, N.W.
Washington 6, D. C.
Addresses for Films and Filmstrips. * Calhoun Company, Forest Avenue, Atlanta, Ga. Coronet Film Company, 65 East South Water Street, Chicago 1, Illinois

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277
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McGraw-Hill Company, Inc., 330 W. 42nd Street, New York 36, N. Y. Modern Talking Picture Service, Inc. , 5 East 54th Street, New York 22, N. Y. Teaching Film Custodians, Inc. , 25 West 43rd Street, New York 18, N. Y. Training Films, Inc. , 150 W. 54th Street, New York 17, N. Y. Young America Films Inc. , 18 East 41st Street, New York 17, N. Y.
* See Bulletins and Pamphlets for other addresses.
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