Family Living Syllabus
TEACHER INFORMATION
Students and parents are welcome to contact me by email: [email protected] , or by calling the high school: (712)655-3781, at any time. Some information needed can be located on my website: http://jennierb.weebly.com/ or on our Foods II Google Classroom site, we will also be using Google Classroom for much of our work.
INTRODUCTION
Welcome to Family Living! This is a 1 semester course designed to explore the family unit. We will start by defining family, individual characteristics, communication styles, relationship styles, budgeting, event planning and how all of these affect the family unit.
CLASS ASSIGNMENTS
We will be participating in many individual and group activities, inventories, class discussions. A variety of worksheets, surveys, quizzes, videos, and other projects (whether group or individual) will be completed throughout the semester. We will use Google Classroom as a basis for much of our work. We will be planning a wedding and visiting Char Mac Assisted Living facility throughout the semester.
ACADEMIC MISCONDUCT
PLEASE be aware of the policy in your student handbook.
-If a student is dishonest in completing assignments, homework, projects, labs, quizzes, tests or any other work asked of students by the teacher, the student will receive 0 (zero) points for the task, in
addition to the consequences of the IKM-Manning School District policy.
-Being dishonest means looking at others work, copying word-for-word, plagiarism, providing answers to another student, blurting out answers, looking at information to assist in recall (for example: cheat sheets, cell phones, notes written on hands, etc.), or any other activity deemed as dishonest by the teacher.
LATE POLICY
-Any assignment not finished and with the student at the beginning of class on the due date will be considered late.
-If the assignment is turned in by the end of the day it is due, the student will lose 10% of the total points for the assignment.
-Students will receive 50% of total points for assignments turned in after the due date and before the end of the quarter in which the assignment was assigned.
-ALL assignments MUST be turned in by the end of the quarter in which they are assigned or the student will receive a 50% F for the quarter, per IKM-Manning School District policy.
MATERIALS
-Come prepared! Every class period you will need, a writing utensil, assignments, paper and a folder to compile your papers. If you don’t have it your materials, you will have to do without it for that class period and may receive a late for the day’s assignment(s).
-You will need a 3-ring binder.
-You are responsible for checking the While You Were Gone box for any make-up work.
GRADING SCALE (standard school-wide grading scale)
A 100-94%
A- 93-92
B+ 91-90
B 89-84
B- 83-82
C+ 81-80
C 79-74
C- 73-72
D+ 71-70
D 69-64
D- 63-62
less than 62%= F
-Students failing or near failing will be put on the Down List for that week and any consecutive weeks until the grade improves. This may result in ineligibility for extracurricular activities for the week and any consecutive weeks until the grade improves.
EXPECTATIONS
*RESPECT! A positive learning environment relies on RESPECT. Respect yourself, respect your
classmates, respect your teachers, and respect property that doesn’t belong to you. We are ALL responsible for our own behavior and need to conduct ourselves accordingly, as young adults.
*ALL policies in the Student Handbook apply, be aware of them! Not reading them does not mean you
do not need to follow them. Be aware of all policies in the handbook!
*Come to class prepared with the materials needed for each day.
*Be seated by the time the bell rings, or you may counted tardy. Be aware of the school tardy policy and the importance of being to class on time.
*NO ONE in the kitchen unless instructed otherwise.
* It is YOUR RESPONSIBILITY to make up missed work. If you are gone, SEE ME.
*DO NOT expect to go to your locker, the restroom, the office, etc. during class. Bring what you need with you to class and take care of other business on your time.
*No food or drink, with the exception of clear water in clear containers.
*No backpacks, bags, purses, or coats permitted in the classroom.
*You need to put your garbage in the waste paper basket.
*Absolutely NO cell phones, they will be taken and given to Mr. Wall. Be aware of the policy.
*Treat others how you would like to be treated. Behavior that interrupts another student’s learning is not acceptable. Again, we are each responsible for our own behavior.
*I expect this classroom to be a safe, fun, and welcoming environment in which everyone that enters feels comfortable, safe, and ready to learn!
FAMILY LIVING (Based off National FCS Standards)
FAMILY Comprehensive
Standard 6: Evaluate the significance of family and its effects on the well being of individuals and society.
BENCMARKS:
6.1 Analyze the effects of family as a system on individuals and society.
INDICATORS:
6.1.1 Analyze the role of family in teaching culture and traditions across the life span.
6.1.2 Analyze the evolving roles of families across the life span.
6.1.3 Demonstrate respect for diversity and the impact on individuals and families.
6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individuals and families.
6.2.1 Demonstrate awareness of multiple diversities and their effects on individuals, families, and society.
6.2.2 Analyze the effects of social and cultural diversity on individuals and families.
6.2.3 Analyze the effects of empathy for diversity on individuals in family, work, and community settings.
6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity.
6.2.5 Analyze the effects of globalization and increasing diversity on individuals, families, and society.
6.2.6 Analyze the role of family in teaching culture and traditions across the life span.
6.2.7 Analyze the impact of family and consumer sciences careers on the family.
6.2.8 Analyze the family as the basic unit of society.
HUMAN DEVELOPMENT Comprehensive
STANDARD 12: Analyze factors that influence human growth and development.
BENCHMARKS:
12.2 Analyze conditions that influence human growth and development.
12.2.2 Analyze the effect of social, economic, and technological forces on individual growth and development.
12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.4 Analyze the effects of life events on individuals’ physical, intellectual, social, moral, and emotional development.
12.2.5 Analyze geographic, political, and global influences on human growth and development.
12.2.6 Investigate the impact of heredity and environment on human growth and development.
12.3 Analyze strategies that promote growth and development across the life span.
12.3.1 Analyze the role of nurturance on human growth and development.
12.3.2 Analyze the role of communication on human growth and development.
12.3.3 Analyze the role of family and social services support systems in meeting human growth and development needs.
12.3.4 Demonstrate communication and nurturing skills that promote human growth and development.
INTERPERSONAL RELATIONSHIPS Comprehensive
STANDARD 13: Demonstrate respectful and caring relationships in the family, workplace, and community.
BENCHMARKS:
13.1 Analyze functions and expectations of various types of relationships.
INDICATORS:
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
13.1.2 Predict the effects of various stages of the family life cycle on interpersonal relationships.
13.1.3 Compare physical, emotional, spiritual, and intellectual functioning in stable and unstable relationships.
13.1.4 Analyze factors that contribute to healthy and unhealthy relationships.
13.1.5 Analyze processes for handling unhealthy relationships.
13.1.6 Demonstrate stress management strategies for family, work, and community settings.
13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships.
13.2.1 Analyze the effects of personal characteristics on relationships.
13.2.2 Analyze the effect of personal needs on relationships.
13.2.3 Analyze the effects of self-esteem and self-image on relationships.
13.2.4 Analyze the effects of life span events and conditions on relationships.
13.2.5 Explain the effects of personal standards and behaviors on interpersonal relationships.
13.3 Demonstrate communication skills that contribute to positive relationships.
13.3.1 Analyze communication styles and their effects on relationships.
13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.3 Demonstrate effective listening and feedback techniques.
13.3.4 Analyze strategies to overcome communication barriers in family, community, and work settings.
13.3.5 Apply ethical principles of communication in family, community, and work settings.
13.3.6 Analyze the effects of communication technology in family, work, and community settings.
13.4 Evaluate effective conflict prevention and management techniques.
13.4.1 Apply the roles of decision making and problem solving in reducing and managing conflict.
13.4.2 Demonstrate nonviolent strategies that address conflict.
13.4.3 Demonstrate effective responses to harassment.
13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community.
13.5.1 Demonstrate techniques that develop team and community spirit.
13.5.2 Demonstrate ways to organize and delegate responsibilities.
13.5.3 Demonstrate processes for cooperating, compromising, and collaborating.
Students and parents are welcome to contact me by email: [email protected] , or by calling the high school: (712)655-3781, at any time. Some information needed can be located on my website: http://jennierb.weebly.com/ or on our Foods II Google Classroom site, we will also be using Google Classroom for much of our work.
INTRODUCTION
Welcome to Family Living! This is a 1 semester course designed to explore the family unit. We will start by defining family, individual characteristics, communication styles, relationship styles, budgeting, event planning and how all of these affect the family unit.
CLASS ASSIGNMENTS
We will be participating in many individual and group activities, inventories, class discussions. A variety of worksheets, surveys, quizzes, videos, and other projects (whether group or individual) will be completed throughout the semester. We will use Google Classroom as a basis for much of our work. We will be planning a wedding and visiting Char Mac Assisted Living facility throughout the semester.
ACADEMIC MISCONDUCT
PLEASE be aware of the policy in your student handbook.
-If a student is dishonest in completing assignments, homework, projects, labs, quizzes, tests or any other work asked of students by the teacher, the student will receive 0 (zero) points for the task, in
addition to the consequences of the IKM-Manning School District policy.
-Being dishonest means looking at others work, copying word-for-word, plagiarism, providing answers to another student, blurting out answers, looking at information to assist in recall (for example: cheat sheets, cell phones, notes written on hands, etc.), or any other activity deemed as dishonest by the teacher.
LATE POLICY
-Any assignment not finished and with the student at the beginning of class on the due date will be considered late.
-If the assignment is turned in by the end of the day it is due, the student will lose 10% of the total points for the assignment.
-Students will receive 50% of total points for assignments turned in after the due date and before the end of the quarter in which the assignment was assigned.
-ALL assignments MUST be turned in by the end of the quarter in which they are assigned or the student will receive a 50% F for the quarter, per IKM-Manning School District policy.
MATERIALS
-Come prepared! Every class period you will need, a writing utensil, assignments, paper and a folder to compile your papers. If you don’t have it your materials, you will have to do without it for that class period and may receive a late for the day’s assignment(s).
-You will need a 3-ring binder.
-You are responsible for checking the While You Were Gone box for any make-up work.
GRADING SCALE (standard school-wide grading scale)
A 100-94%
A- 93-92
B+ 91-90
B 89-84
B- 83-82
C+ 81-80
C 79-74
C- 73-72
D+ 71-70
D 69-64
D- 63-62
less than 62%= F
-Students failing or near failing will be put on the Down List for that week and any consecutive weeks until the grade improves. This may result in ineligibility for extracurricular activities for the week and any consecutive weeks until the grade improves.
EXPECTATIONS
*RESPECT! A positive learning environment relies on RESPECT. Respect yourself, respect your
classmates, respect your teachers, and respect property that doesn’t belong to you. We are ALL responsible for our own behavior and need to conduct ourselves accordingly, as young adults.
*ALL policies in the Student Handbook apply, be aware of them! Not reading them does not mean you
do not need to follow them. Be aware of all policies in the handbook!
*Come to class prepared with the materials needed for each day.
*Be seated by the time the bell rings, or you may counted tardy. Be aware of the school tardy policy and the importance of being to class on time.
*NO ONE in the kitchen unless instructed otherwise.
* It is YOUR RESPONSIBILITY to make up missed work. If you are gone, SEE ME.
*DO NOT expect to go to your locker, the restroom, the office, etc. during class. Bring what you need with you to class and take care of other business on your time.
*No food or drink, with the exception of clear water in clear containers.
*No backpacks, bags, purses, or coats permitted in the classroom.
*You need to put your garbage in the waste paper basket.
*Absolutely NO cell phones, they will be taken and given to Mr. Wall. Be aware of the policy.
*Treat others how you would like to be treated. Behavior that interrupts another student’s learning is not acceptable. Again, we are each responsible for our own behavior.
*I expect this classroom to be a safe, fun, and welcoming environment in which everyone that enters feels comfortable, safe, and ready to learn!
FAMILY LIVING (Based off National FCS Standards)
FAMILY Comprehensive
Standard 6: Evaluate the significance of family and its effects on the well being of individuals and society.
BENCMARKS:
6.1 Analyze the effects of family as a system on individuals and society.
INDICATORS:
6.1.1 Analyze the role of family in teaching culture and traditions across the life span.
6.1.2 Analyze the evolving roles of families across the life span.
6.1.3 Demonstrate respect for diversity and the impact on individuals and families.
6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individuals and families.
6.2.1 Demonstrate awareness of multiple diversities and their effects on individuals, families, and society.
6.2.2 Analyze the effects of social and cultural diversity on individuals and families.
6.2.3 Analyze the effects of empathy for diversity on individuals in family, work, and community settings.
6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity.
6.2.5 Analyze the effects of globalization and increasing diversity on individuals, families, and society.
6.2.6 Analyze the role of family in teaching culture and traditions across the life span.
6.2.7 Analyze the impact of family and consumer sciences careers on the family.
6.2.8 Analyze the family as the basic unit of society.
HUMAN DEVELOPMENT Comprehensive
STANDARD 12: Analyze factors that influence human growth and development.
BENCHMARKS:
12.2 Analyze conditions that influence human growth and development.
12.2.2 Analyze the effect of social, economic, and technological forces on individual growth and development.
12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.4 Analyze the effects of life events on individuals’ physical, intellectual, social, moral, and emotional development.
12.2.5 Analyze geographic, political, and global influences on human growth and development.
12.2.6 Investigate the impact of heredity and environment on human growth and development.
12.3 Analyze strategies that promote growth and development across the life span.
12.3.1 Analyze the role of nurturance on human growth and development.
12.3.2 Analyze the role of communication on human growth and development.
12.3.3 Analyze the role of family and social services support systems in meeting human growth and development needs.
12.3.4 Demonstrate communication and nurturing skills that promote human growth and development.
INTERPERSONAL RELATIONSHIPS Comprehensive
STANDARD 13: Demonstrate respectful and caring relationships in the family, workplace, and community.
BENCHMARKS:
13.1 Analyze functions and expectations of various types of relationships.
INDICATORS:
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
13.1.2 Predict the effects of various stages of the family life cycle on interpersonal relationships.
13.1.3 Compare physical, emotional, spiritual, and intellectual functioning in stable and unstable relationships.
13.1.4 Analyze factors that contribute to healthy and unhealthy relationships.
13.1.5 Analyze processes for handling unhealthy relationships.
13.1.6 Demonstrate stress management strategies for family, work, and community settings.
13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships.
13.2.1 Analyze the effects of personal characteristics on relationships.
13.2.2 Analyze the effect of personal needs on relationships.
13.2.3 Analyze the effects of self-esteem and self-image on relationships.
13.2.4 Analyze the effects of life span events and conditions on relationships.
13.2.5 Explain the effects of personal standards and behaviors on interpersonal relationships.
13.3 Demonstrate communication skills that contribute to positive relationships.
13.3.1 Analyze communication styles and their effects on relationships.
13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.3 Demonstrate effective listening and feedback techniques.
13.3.4 Analyze strategies to overcome communication barriers in family, community, and work settings.
13.3.5 Apply ethical principles of communication in family, community, and work settings.
13.3.6 Analyze the effects of communication technology in family, work, and community settings.
13.4 Evaluate effective conflict prevention and management techniques.
13.4.1 Apply the roles of decision making and problem solving in reducing and managing conflict.
13.4.2 Demonstrate nonviolent strategies that address conflict.
13.4.3 Demonstrate effective responses to harassment.
13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community.
13.5.1 Demonstrate techniques that develop team and community spirit.
13.5.2 Demonstrate ways to organize and delegate responsibilities.
13.5.3 Demonstrate processes for cooperating, compromising, and collaborating.