Running Head: UNIT OUTLINE ASSIGNMENT

HES470: Building Home Active Family Strengthening Unit Ouline Abby Peskorse Fontbonne University

UNIT OUTLINE ASSIGNMENT

Building Home: Active Family Strengthening AUDIENCE: Women led families within the Gateway 180 program TIME FRAME: Three 15 minute micro sessions One 30 minute session DESIRED RESULTS ESTABISHED GOALS : Validate the Family Unit as the keystone of society, and a springboard for individual growth NASAFACS Competencies 1.1.6, 1.3.3, 6.1.1 Diffuse issues regarding past adversity and future uncertainty pertaining to the familys success NASAFACS Competency 6.1.6 Provide examples of positive communication styles that succeed across gender and age barriers NASAFACS Competencies 6.1.5, 12.3.1, 13.3.4, 15.2.1 Illustrate through activity the importance of a shared family history proceeding current family members lives and relate it to present and future family strength and connectivity NASAFACS Competency 6.1.4 UNDERSTANDINGS: A family can be structured in many ways. Strong families are essential to individual health and progress. Adversity can be used to strengthen and connect a family. A shared history builds cohesion and understanding beyond a current familys narrative. STUDENTS WILL KNOW: ESSENTIAL QUESTIONS : What is family? What makes familys strong? What barriers exist in the family that create conflict and prevent connectivity? How can family members be supportive without creating dependency? In what ways can a family build on their past to create cohesion with their future? STUDENTS WILL BE ABLE TO:

UNIT OUTLINE ASSIGNMENT At the end of this unit, students will recognize who makes up their family. (biological, extended, friends) At the end of this unit, students will evaluate the barriers that affect their familys connectivity. At the end of this unit, students will assess their strengths as a family. At the end of this unit, students will comprehend the relationship between their familys shared history and its importance in their future. ASSESSMENT EVIDENCE ASSESSMENT TOOLS: Class participation during exploration the exploration of what defines a family, and what strengths and barriers are involved with family connectivity. Group communication demonstration modified telephone In class student building of family as the hero activity. LEARNING PLAN DEFINING FAMILY A. Class discussion What is a family? 1. Give statistics for families across the nation - 2 parent -Single parent -Multi-generational At the end of this unit, students will outline their current family structure At the end of this unit, students will create a barriers/builders list relating to their family dynamics. At the end of this unit, students will demonstrate a positive method of communication within their family.

At the end of this unit, students will create an activity meant to illustrate and share a feature of their personal family history.

UNIT OUTLINE ASSIGNMENT 2. Invite students to reflect on who their family is comprised of -Biological, Immediate -Extended -Friends Class activity - creating physical paper families * B. Class discussion - What makes families strong and connected? How is their family strong and connected?

Class activity - facilitated using previous paper family props* Class discussion What barriers prevent family connectivity? Students will discuss common and broad barriers that can keep families from being connected Students will privately reflect on the barriers their family is currently facing that prevent them from strengthening bonds. C. Guided discussion Why is the strength of a family important? Give statistics regarding individual wellbeing as it relates to family experience Relate family connectivity to future success for individuals and future generations, which will be discussed more thoroughly in subsequent sessions THE QUIRKS OF COMMUNICATING A. Give definition of quirk - for audience *meant to illustrate the good and bad that arises when communicating -an unusual habit or way of behaving to encourage creative expression -something that happens by chance to highlight the importance of being mindful B. Class discussion Why is communication important for the strength of a family? What does communicating help us to do? When we dont communicate, what issues arise?

UNIT OUTLINE ASSIGNMENT Class activity Modified telephone game*

C. Communication styles facilitating discussion and openness How do the students prefer to communicate? How can they be more mindful when communicating so their message and intent are clear? Give examples of preventative communication: Writing down what you feel first, discussing the issue with a non-bias third party, imagining the exchange play out and being prepared for what may occur. - Class activity - Secret message banana * FOR THE LOVE OF LEGACY A. Class discussion What traditions do you remember growing up that you want to see continue for your family? What traditions have you lost? What traditions have you kept? What did these traditions teach you? What can these traditions teach your children? In what ways can you make this tradition more relevant to your children?

B. Class discussion What person or people were important to you growing up? How can you honor that connection? How can you share what they gave you, with your children?

C. Class activity Family as the HERO* D. Class reflection How can being connected to your past, improve your future? Life is a spectrum, where we are now is not where we once were, or where we will be in the future, tradition can be an anchor when things are otherwise unsettled ***For the final external teaching session, aspects of this learning plan will be pulled and assembled to better

UNIT OUTLINE ASSIGNMENT fit the time constraints and needs of the Gateway 180 group. *** LEARNING ACTIVITIES: 1. Paper Families Part 1 Students will be given paper people shapes and will be asked to build their family, writing the names of the family and their relationship to them on the paper person.

2. Paper Families Part 2 Students will write the various strengths and attributes of the family members on their paper people counterparts. Students will also have a banner, one side will be reserved for their shared family strengths and their shared family barriers. 3. Modified telephone game The class will play telephone with a beginning message, but some participants will have a bias concerning what they relate to the next person, and some will misinterpret the message based on their own feelings, at the end the class will discover who convoluted communication can become when not carried out in a productive manner. 4. Secret message banana Students will each receive a banana and a toothpick. They will then write on the banana how they are feeling at that moment. Banana skin will bruise over time and the once invisible message will show up some hours later. The activity it meant to illustrate how feelings change and evolve. Most likely what they are feeling now will not be what they are feeling in just a short amount of time. It is also a fun way to leave notes for each other! 5. Family as the HERO Students will think of one person who is a part of their family tradition and narrative. They will then draw them, along with their different attributes, or just write down the information. Each student will have the opportunity to present their family hero to the class.

UNIT OUTLINE ASSIGNMENT Reference National Association of State Administrators of Family and Consumer Science. (n.d.). National Standards for Family and Consumer Sciences. Retrieved from: http://www.nasafacs.org/national-standards-competencies.html