Académique Documents
Professionnel Documents
Culture Documents
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Questions
Related SOLs
maintaining punctual and consistent attendance (e.g., accounting for hours worked, arriving
on time for work or appointments)
taking direction willingly (e.g., using active listening techniques, approaching the assigned
task with motivation)
exhibiting motivation to accomplish the task at hand (i.e., remaining on task and completing
the task efficiently).
Process/Skill Questions
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d.
e.
f.
g.
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GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
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2. ESSENTIAL
Demonstrate integrity.
Definition
Demonstration includes
identifying and abiding by laws and workplace policies (e.g., using personal and sick leave
only when necessary)
respecting the property of the employer and coworkers
identifying how ones actions and behavior can have far-reaching effects (e.g., personal
behavior affects others nearby; business decisions can have global implications or impact
the environment)
exhibiting honesty and reliability.
Related Standards of Learning
History and Social Science
CE.3
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
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b. describing the First Amendment freedoms of religion, speech, press, assembly, and
petition, and the rights guaranteed by due process and equal protection of the laws;
c. describing the duties of citizenship, including obeying the laws, paying taxes,
defending the nation, and serving in court;
d. examining the responsibilities of citizenship, including registering and voting,
communicating with government officials, participating in political campaigns,
keeping informed about current issues, and respecting differing opinions in a diverse
society;
e. evaluating how civic and social duties address community needs and serve the
public good.
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
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3. ESSENTIAL
Demonstrate teamwork skills.
Definition
Demonstration includes
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assisting others (e.g., supporting team members and leaders, taking initiative)
requesting help when needed (e.g., asking questions after consulting manuals on policies
and procedures, knowing when to seek help from coworkers and supervisors).
Process/Skill Questions
a.
b.
c.
d.
e.
f.
g.
GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
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Students learn more about themselves through interaction with other people and how those people perceive
their personality traits.
Nevada WRS Online Resources: Teamwork
An online curriculum designed to help students understand what it means to work as a team, to work
cooperatively and cope with personal dynamics and different personalities, and to learn how one's actions and
behaviors can affect the team.
P21s Communication and Collaboration List
Links to communication, collaboration, and teamwork resources and activities are gathered here by the
Partnership for 21st Century Skills.
Recognizing Leadership Qualities in Yourself
By examining past situations, students discover new leadership potential within themselves.
Team-Building Activities for High School Students
Activities here include icebreakers, games, and more.
Teamwork
Students follow a worksheet to identify the critical skills exhibited by effective team members.
Teamwork Scenarios
Sample teamwork scenarios are presented here by Work Keys.
4. ESSENTIAL
Demonstrate self-representation skills.
Definition
Demonstration includes
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CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
video.
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Students are provided background information about how to make the most out of a first meeting.
Nevada WRS Online Resources: Self-representation
An online curriculum designed to help students understand how personal image can affect other people's
opinions of them, and includes strategies to improve personal image.
Top Six Rules for Using Cell Phones at Work
This site, filled with helpful advice and connections to other hot topics, provides excellent guidelines.
What Should You Wear to Work?
A short activity to illustrate industry-appropriate attire.
5. ESSENTIAL
Demonstrate diversity awareness.
Definition
Demonstration includes
working in a respectful and friendly manner with all customers and coworkers (i.e., treating
all with the same degree of professional respect), regardless of national origin, race,
appearance, religion, gender, disability, or age
respecting cultural differences encountered in the workplace.
Related Standards of Learning
History and Social Science
CE.3
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
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a.
b.
c.
d.
e.
f.
g.
GOVT.3
The student will demonstrate knowledge of the concepts of democracy by
a.
b.
c.
d.
e.
GOVT.11
The student will demonstrate knowledge of civil liberties and civil rights by
a.
b.
c.
d.
e.
GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
VUS.14
The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by
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a. identifying the importance of the Brown v. Board of Education decision, the roles of
Thurgood Marshall and Oliver Hill, and how Virginia responded;
b. describing the importance of the National Association for the Advancement of
Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of
1964, and the Voting Rights Act of 1965.
Other Related Standards
Instructional Resources for Workplace Readiness Skills
Civil Rights Act of 1964 and the EEOC
An advanced lesson plan from the National Archives site appears here with multiple activities.
Communicating With and About People with Disabilities
The Office of Disability Employment Policy shares suggestions on how to relate to and communicate with and
about people with disabilities.
Communication with Gestures
This resource helps students understand how messages can get distorted through a cultural lens.
Diversity in the Workplace: Benefits, Challenges, and Solutions
This site provides advice on how to become more inclusive.
Multicultural Literacy
Because society is multicultural, there is a need for all workersespecially those who rely on public
interaction, communication, health care, and marketingto be aware of the effects of media and language on
others.
Nevada WRS Online Resources: Diversity Awareness
An online curriculum designed to help students understand how to work with people of different cultures,
ethnicities, personalities, ages, and sexes. Students also will learn how to identify ways to improve interpersonal
skills.
P21s Global Awareness List
Links to global-awareness and diversity resources and activities are gathered here by the Partnership for 21st
Century Skills.
Workplace Diversity: International Meeting Activity
Use this 20-minute activity and lecture to guide students to a greater appreciation of cultural differences.
6. ESSENTIAL
Demonstrate conflict-resolution skills.
Definition
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Demonstration includes negotiating diplomatic solutions to interpersonal conflicts in the workplace (e.g., personality
issues, cultural difference issues, disagreements over how to handle work projects, performance issues).
Related Standards of Learning
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
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7. ESSENTIAL
Demonstrate creativity and resourcefulness.
Definition
Demonstration includes
a.
b.
c.
d.
e.
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a.
b.
c.
d.
e.
f.
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Personal Qualities
This Web site contains resources for students and activities for teachers on skills related to balancing
work/family, being dependable, and taking initiative.
Sparking Creativity in the Workplace
This article offers tips on sparking creativity at work.
communicating effectively with customers and fellow coworkers (e.g., avoiding the use of
slang, being pleasant and helpful)
exhibiting public and group speaking skills
comprehending details and following directions
repeating directions or requests to ensure understanding (i.e., practicing active listening).
Process/Skill Questions
How do the professional standards and practices in your chosen field reflect the need for
good speaking and listening skills?
How can miscommunication interfere with your performance in the workplace?
What resources are available to help you develop speaking and listening skills?
What are some potential consequences of having poor oral communication skills?
What do employers expect from job applicants and workers in terms of communication
skills?
Related Standards of Learning
English
6.2
The student will present, listen critically to, and express opinions in oral presentations.
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Use verbal communication skills, such as word choice, pitch, feeling, tone, and
voice, appropriate for the intended audience.
Use nonverbal communication skills, such as eye contact, posture, and gestures to
enhance verbal communication skills.
Compare/contrast a speakers verbal and nonverbal messages.
8.2
The student will develop and deliver oral presentations in groups and individually.
a.
b.
c.
d.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
11.1
The student will make informative and persuasive presentations.
a.
b.
c.
d.
e.
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b. Choose vocabulary, language, and tone appropriate to the audience, topic, and
purpose.
c. Use details, illustrations, statistics, comparisons, and analogies to support the
presentation.
d. Use media, visual literacy, and technology skills to create and support the
presentation.
e. Use grammatically correct language, including vocabulary appropriate to the topic,
audience, and purpose.
f. Collaborate and report on small-group learning activities.
g. Evaluate formal presentations including personal, digital, visual, textual, and
technological.
h. Use a variety of listening strategies to analyze relationships among purpose,
audience, and content of presentations.
i. Critique effectiveness of presentations.
Other Related Standards
Instructional Resources for Workplace Readiness Skills
Active Listening
This resource offers active-listening techniques and scenarios.
Body Language
The basics of communication, focusing on techniques of nonverbal communication, are addressed here.
Building Effective Interpersonal Communication Skills
This self-assessment exercise is insightful and easy to use.
Effective Communication
A short paper on group speaking and listening skills is available here.
Positive Listening Experiences
Using the worksheet provided, students are asked to demonstrate effective listening skills while interacting
with a class member.
Public Speaking and Communication Lessons and Worksheets
This site provides many links on public speaking and the related terminology and vocabulary.
Speaking to an Audience
This article provides tips for making an effective presentation to an audience.
Verbal Communication
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9. ESSENTIAL
Demonstrate effective reading and writing skills.
Definition
Demonstration includes
reading and correctly interpreting workplace documents (e.g., instructional manuals, work
orders, invoices, memorandums)
writing clear, correct language, appropriate to audience.
Process/Skill Questions
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
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8.6
The student will read, comprehend, and analyze a variety of nonfiction texts.
a.
b.
c.
d.
e.
f.
g.
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a. Recognize an authors intended purpose for writing and identify the main idea.
b. Summarize text, relating supporting details.
c. Understand the purpose of text structures and use those features to locate
information and gain meaning from texts.
d. Identify characteristics of expository, technical, and persuasive texts.
e. Identify a position/argument to be confirmed, disproved, or modified.
f. Evaluate clarity and accuracy of information.
g. Analyze and synthesize information in order to solve problems, answer questions, or
complete a task.
h. Draw conclusions and make inferences about explicit and implied information using
textual support as evidence.
i. Differentiate between fact and opinion.
j. Organize and synthesize information from sources for use in written and oral
presentations.
k. Use reading strategies to monitor comprehension throughout the reading process.
9.6
The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes.
a. Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect
object, predicate nominative/predicate adjective, and coordinating conjunctions.
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c.
d.
e.
f.
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10.5
The student will read, interpret, analyze, and evaluate nonfiction texts.
a.
b.
c.
d.
e.
a. Generate, gather, plan, and organize ideas for writing to address a specific audience
and purpose.
b. Synthesize information to support a thesis.
c. Elaborate ideas clearly through word choice and vivid description.
d. Write clear and varied sentences, clarifying ideas with precise and relevant evidence.
e. Organize ideas into a logical sequence, using transitions.
f. Revise writing for clarity of content, accuracy, and depth of information.
g. Use computer technology to plan, draft, revise, edit, and publish writing.
10.7
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
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f.
g.
h.
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11.5
The student will read and analyze a variety of nonfiction texts.
a. Generate, gather, plan, and organize ideas for writing to address a specific audience
and purpose.
b. Produce arguments in writing, developing a thesis that demonstrates knowledgeable
judgments, addresses counterclaims, and provides effective conclusions.
c. Organize ideas in a sustained and logical manner.
d. Clarify and defend position with precise and relevant evidence, elaborating ideas
clearly and accurately.
e. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
f. Revise writing for clarity of content, accuracy, and depth of information.
g. Use computer technology to plan, draft, revise, edit, and publish writing.
h. Write and revise correspondence to a standard acceptable both in the workplace and
in postsecondary education.
11.7
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
a. Use a style manual, such as that of the Modern Language Association (MLA) or the
American Psychological Association (APA), to apply rules for punctuation and
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c.
d.
e.
f.
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12.5
The student will read and analyze a variety of nonfiction texts.
a. Generate, gather, and organize ideas for writing to address a specific audience and
purpose.
b. Produce arguments in writing that develop a thesis to demonstrate knowledgeable
judgments, address counterclaims, and provide effective conclusions.
c. Clarify and defend a position with precise and relevant evidence.
d. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
e. Use a variety of rhetorical strategies to accomplish a specific purpose.
f. Create arguments free of errors in logic and externally supported.
g. Revise writing for clarity of content, depth of information, and technique of
presentation.
h. Use computer technology to plan, draft, revise, edit, and publish writing.
12.7
The student will write, revise, and edit writing.
a. Edit, proofread, and prepare writing for intended audience and purpose.
b. Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
c. Use a style manual, such as that of the Modern Language Association (MLA) or the
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10. ESSENTIAL
Demonstrate critical-thinking and problem-solving skills.
Definition
Demonstration includes
recognizing, analyzing, and solving problems that arise in completing assigned tasks
identifying resources that may help solve a specific problem
using a logical approach to make decisions and solve problems.
Process/Skill Questions
What are some examples of problem-solving and decision-making methods, and how are
they alike and different?
What are the consequences of using a reasoning approach to problem solving and decision
making? What are some potential consequences of using a non-reasoning approach?
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a.
b.
c.
d.
e.
f.
g.
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a.
b.
c.
d.
e.
EPF.13
The student will demonstrate knowledge of credit and loan functions by
a.
b.
c.
d.
e.
f.
a. describing the types and purposes of local, state, and federal taxes and the way each
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c.
d.
e.
f.
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EPF.17
The student will demonstrate knowledge of personal financial planning by
a.
b.
c.
d.
e.
EPF.18
The student will demonstrate knowledge of investment and savings planning by
a.
b.
c.
d.
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11. ESSENTIAL
Demonstrate healthy behaviors and safety skills.
Definition
Demonstration includes
managing personal health (e.g., setting short-, medium-, and long-term physical-fitness
goals; eating non- or minimally-processed foods)
following safety guidelines (e.g., adhering to Occupational Safety and Health
Administration [OSHA] standards and instructor and manufacturer guidelines).
Related Standards of Learning
History and Social Science
GOVT.16
The student will demonstrate knowledge of the role of government in the Virginia and United States economies
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b. describing the creation of government-provided goods and services that are not
readily produced by the market;
c. examining environmental issues, property rights, contracts, consumer rights, labormanagement relations, and competition in the marketplace;
d. understanding the types and purposes of taxation.
GOVT.17
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
VUS.15
The student will demonstrate knowledge of economic, social, cultural, and political developments in recent
decades and today by
a. examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law;
b. analyzing the changing patterns of immigration, the reasons why new immigrants
choose to come to this country, their contributions to contemporary America, and the
debates over immigration policy;
c. explaining the media influence on contemporary American culture and how
scientific and technological advances affect the workplace, health care, and
education;
d. examining the impact of the Reagan Revolution on federalism, the role of
government, and state and national elections since 1988;
e. assessing the role of government actions that impact the economy;
f. assessing the role of the United States in a world confronted by international
terrorism.
Other Related Standards
Instructional Resources for Workplace Readiness Skills
A Safe and Healthy Workplace
In this lesson plan, students review federal and state safety regulations for workers and research safety and
health regulations at different businesses.
Certified Naturally Grown
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This site provides information about food that is grown locally on small farms, an alternative to certified
organic.
Mind Tools: Stress-Management Techniques
This site provides many helpful methods for managing stress at work and being a well-adjusted worker.
Nutrition Basics
This site from the Mayo Clinic offers some basic ideas on how to maintain health through nutrition and diet.
Organic Education
This site addresses organic myths, frequently asked questions, reasons to choose organic foods, and other
resources.
Organic Foods: Are they Safer? More Nutritious?
This resource compares conventional and organic foods and helps users decide which is best, based on
nutrition, quality, taste, cost, and other factors.
Organic Slideshow: To Buy or Not to Buy Organic
This presentation tells consumers where to focus their organic dollars.
P21s Health Literacy List
Links to health resources are gathered here by the Partnership for 21st Century Skills.
Safety Awareness
Students follow a worksheet that helps them describe conditions and behaviors that potentially threaten safety.
Safety Projects
Project guidelines provide the means for students to explain laboratory safety and describe safety tools,
regulations, standards, and practices associated with selected careers.
Teen Work Scenarios
Begin with this interesting questionnaire and end up at the dynamic Web site, Virginia Career View.
When Food Becomes an Enemy: Eating Disorders
This lesson plan will help students manage the transition from school to college or to the workforce, where
their eating habits will change.
12. ESSENTIAL
Demonstrate an understanding of workplace organizations, systems, and climates.
Definition
Demonstration includes
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identifying big picture issues (e.g., the organizations structure, culture, policies, and
procedures, as well as its role and status within the industry, economy, and community)
acknowledging the economic, political, and social relationships that exist at multiple levels
(e.g., local, national, international) throughout the world
explaining ones role in fulfilling the mission of the organization.
Process/Skill Questions
Why is it important to know where you fit into your family, your circle of friends, your
school, and other groups or communities?
How do a company's vision and mission statements help you understand the big picture of
the company's structure and organization? How does a knowledge of All Aspects of the
Industry help?
How can a knowledge of the big picture of an industry help you with career planning?
Related Standards of Learning
History and Social Science
CE.12
The student will demonstrate knowledge of the structure and operation of the United States economy by
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a. examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law;
b. analyzing the changing patterns of immigration, the reasons why new immigrants
choose to come to this country, their contributions to contemporary America, and the
debates over immigration policy;
c. explaining the media influence on contemporary American culture and how
scientific and technological advances affect the workplace, health care, and
education;
d. examining the impact of the Reagan Revolution on federalism, the role of
government, and state and national elections since 1988;
e. assessing the role of government actions that impact the economy;
f. assessing the role of the United States in a world confronted by international
terrorism.
Other Related Standards
Economics and Personal Finance Standards of Learning
EPF.4
The student will demonstrate knowledge that many factors affect income by
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This is an insightful article on company culture, an elusive but important aspect of many professional lives.
Nevada WRS Online Resources: Organizations, Systems, and Climates
An online curriculum designed to help students understand an organizations structure, culture, and policies;
acknowledge the social relationships that exist in organizations; and understand their role in fulling the
organizations mission.
P21s Civic Literacy List
Links to citizenship and community skills resources and activities are gathered here by the Partnership for 21st
Century Skills.
Researching Companies
This lesson plan walks students through the basics of company research procedures.
Systems Thinking
This site describes systems theory and provides examples of systems tools.
Telecommuting, Good or Bad?
This in-class activity can be used to discuss the pros/cons of telecommuting, from the perspective of the
employer and the employee.
The Power of Vision and Mission
Students follow this worksheet to create vision and mission statements.
Work Etiquette Basics
This site includes seven articles on office soft-skill fundamentals.
13. ESSENTIAL
Demonstrate lifelong-learning skills.
Definition
Demonstration includes
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a. examining basic economic concepts and their relation to product prices and
consumer spending;
b. examining the effect of supply and demand on wages and prices;
c. describing the steps in making a purchase decision, including the roles of marginal
benefit and marginal cost;
d. determining the consequences of conspicuous consumption;
e. describing common types of contracts and the implications of each;
f. demonstrating comparison-shopping skills;
g. maintaining a filing system for personal financial records;
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a.
b.
c.
d.
e.
EPF.12
The student will demonstrate knowledge of banking transactions by
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
f.
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h. comparing the costs and conditions of secured and unsecured loans; and
i. comparing the types of voluntary and involuntary bankruptcy and the implications
of each.
EPF.14
The student will demonstrate knowledge of the role of insurance in risk management by
a. examining how personal choices about education, training, skill development, and
careers impact earnings;
b. differentiating among sources of income;
c. calculating net pay;
d. investigating employee benefits and incentives; and
e. completing a standard W-4 form.
EPF.16
The student will demonstrate knowledge of taxes by
a. describing the types and purposes of local, state, and federal taxes and the way each
is levied and used;
b. exploring how tax structures affect consumers, producers, and business owners
differently;
c. computing local taxes on products and services;
d. examining potential tax deductions and credits on a tax return;
e. explaining the content and purpose of a standard W-2 form; and
f. explaining the similarities and differences between state and federal taxation of
inheritances.
EPF.17
The student will demonstrate knowledge of personal financial planning by
a.
b.
c.
d.
e.
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a.
b.
c.
d.
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14. ESSENTIAL
Demonstrate job-acquisition and advancement skills.
Definition
Demonstration includes
preparing to apply for a job (e.g., performing a job search, developing a rsum, preparing
for an interview)
identifying steps for seeking promotion (e.g., taking advantage of professional development
opportunities, offering to accept additional assignments, learning new skills).
Related Standards of Learning
History and Social Science
CE.12
The student will demonstrate knowledge of the structure and operation of the United States economy by
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a. examining how personal choices about education, training, skill development, and
careers impact earnings;
b. differentiating among sources of income;
c. calculating net pay;
d. investigating employee benefits and incentives; and
e. completing a standard W-4 form.
Instructional Resources for Workplace Readiness Skills
Breaking the Myths About Career Networking
This resource explains how to make any social opportunity into an opportunity for career networking.
Career-Interview Guide
This resource helps students demonstrate effective interviewing skills.
Do What You Enjoy
This resource encourages students to explain the relationship between personal interests and career goals.
Interview Role Play
Students use the attached handout to observe and analyze four role-play interviews in class.
Job Search - Overview
Many tools and lesson plans are available here to help students focus on the task of landing a job.
Keeping the Job
This resource teaches students to demonstrate the skills and behaviors necessary to maintain a job.
Letter of Recommendation
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This resource helps students compose a written request for a letter of recommendation.
Local Business Options
This resource helps students learn how local business and technology trends impact career decision making.
Long-Range Goal Planning
Students develop an understanding of why planning is necessary to achieve personal, social, educational, and
career goals.
Nevada WRS Online Resources: Job Acquisition and Advancement
An online curriculum designed to help students prepare to apply for a job, identify steps for seeking a
promotion, and understand how to use online resources to prepare for a new position.
Preparing a Rsum
This resource helps students prepare a rsum.
Rsums, Letters, and Interviewing Tips
This site provides excellent advice for entry-level workers.
The Job Application
This resource helps students prepare job applications.
The Job Interview
This resource helps students demonstrate effective interviewing skills.
Microsoft IT Academy Resources
[2.040] Writing a Great Rsum by Using Microsoft Office Word 2007Lesson 1
Creating a Great Rsum
[2.041] Writing a Great Rsum by Using Microsoft Office Word 2007Lesson 2
Types of Rsums
[2.042] Writing a Great Rsum by Using Microsoft Office Word 2007Lesson 3
Using Templates from Microsoft Office Online
[2.043] Writing a Great Rsum by Using Microsoft Office Word 2007Lesson 4
Creating a Rsum in Word 2007
15. ESSENTIAL
Demonstrate time-, task-, and resource-management skills.
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Definition
Demonstration includes
organizing and implementing a productive plan of work (e.g., setting and meeting short-,
medium-, and long-term professional goals)
working efficiently to make the best use of time
managing personnel to capitalize on their strengths while respecting their professional
desires
maintaining equipment to ensure longevity and efficiency
using natural resources (and products made from them) in a sustainable manner.
Process/Skill Questions
What is the relationship between attendance at school or work and ethical behavior?
Between attendance and professionalism? Between attendance and time management?
How do you feel about people who always seem to be late for everything?
How can you improve your time-management skills?
Related Standards of Learning
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
CE.11
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
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The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
a. examining basic economic concepts and their relation to product prices and
consumer spending;
b. examining the effect of supply and demand on wages and prices;
c. describing the steps in making a purchase decision, including the roles of marginal
benefit and marginal cost;
d. determining the consequences of conspicuous consumption;
e. describing common types of contracts and the implications of each;
f. demonstrating comparison-shopping skills;
g. maintaining a filing system for personal financial records;
h. examining the impact of advertising and marketing on consumer demand and
decision making in the global marketplace;
i. accessing reliable financial information from a variety of sources;
j. explaining consumer rights, responsibilities, remedies, and the importance of
consumer vigilance; and
k. examining precautions for protecting identity and other personal information.
EPF.11
The student will demonstrate knowledge of planning for living and leisure expenses by
a.
b.
c.
d.
e.
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EPF.12
The student will demonstrate knowledge of banking transactions by
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
EPF.18
The student will demonstrate knowledge of investment and savings planning by
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a.
b.
c.
d.
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These skills will help students achieve success in school, career, and life.
Microsoft IT Academy Resources
[3.077] Project 2010: Beginner SkillsE-Learning Module 1
Create a Project Plan in Project 2010
[5.258] Word 2010 Secondary Schools: Lesson 6Project 1
Agenda Template (project)
16. ESSENTIAL
Demonstrate job-specific mathematics skills.
Definition
Demonstration includes
using mathematical reasoning and processes to accomplish job-specific tasks (e.g., using
geometry and algebra to predict required supplies for a construction job, using computer
mathematics to create a programming algorithm)
making calculations related to personal finance (e.g., wage rates, paycheck deductions,
taxes).
Process/Skill Questions
What mathematics skills are required to attain an entry-level job in your chosen field? Are
more complex mathematics operations required for higher-level jobs? If so, what are they?
What resources are available to help you improve your mathematics skills?
Why is mathematics considered a communication skill?
Other Related Standards
Economics and Personal Finance Standards of Learning
EPF.3
The student will demonstrate knowledge of the price system by
a.
b.
c.
d.
examining the laws of supply and demand and the determinants of each;
explaining how the interaction of supply and demand determines equilibrium price;
describing the elasticity of supply and demand; and
examining the purposes and implications of price ceilings and price floors.
EPF.12
The student will demonstrate knowledge of banking transactions by
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a.
b.
c.
d.
e.
f.
a. examining how personal choices about education, training, skill development, and
careers impact earnings;
b. differentiating among sources of income;
c. calculating net pay;
d. investigating employee benefits and incentives; and
e. completing a standard W-4 form.
EPF.16
The student will demonstrate knowledge of taxes by
a. describing the types and purposes of local, state, and federal taxes and the way each
is levied and used;
b. exploring how tax structures affect consumers, producers, and business owners
differently;
c. computing local taxes on products and services;
d. examining potential tax deductions and credits on a tax return;
e. explaining the content and purpose of a standard W-2 form; and
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f. explaining the similarities and differences between state and federal taxation of
inheritances.
Instructional Resources for Workplace Readiness Skills
Calculating Payroll Deductions
Students demonstrate use of payroll forms, deductions, and the method for calculating gross and net pay.
Multiple resources are attached.
Construction Math Toolbox
This site features lesson plans from the Construction Center of Excellence.
Invest in Yourself
This lesson provides students the opportunity to learn about budgeting and personal financial management.
Math to Build On
This resource operates under the assumption that the amount of mathematics required in construction and
many other jobs should not be intimidating.
Nevada WRS Online Resources: Mathematics
An online curriculum designed to help students recognize how mathematical reasoning and processes are used
in daily life, and understand how basic calculations are used to figure time, pay, and shopping.
Pricing
This resource provides formulas for determining break-even points and profits.
Statistics: Determining Mean, Range, Median, Mode, and Probability
In this activity, students work as a team to design and execute appropriate illustrations to show the mean,
range, median, and mode of the data they collect.
Unplug Your Curriculum
This curriculum for teachers helps students learn mathematical fundamentals of computer science, from
algorithms to binary systems and logic.
Using Mathematics to Solve Problems and Communicate
Lessons at this site are focused on connecting mathematics to communication skills.
Microsoft IT Academy Resources
[3.008] Excel 2010: Beginner SkillsE-Learning Module 1
Creating and Editing Worksheets
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17. ESSENTIAL
Demonstrate customer-service skills.
Definition
Demonstration includes
addressing the needs of all customers (e.g., proactively engaging customers until they are
satisfied)
providing helpful, courteous, and knowledgeable service (e.g., displaying a positive attitude,
treating all customers with the same degree of professional respect, sharing information and
knowledge honestly and forthrightly).
Process/Skill Questions
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CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
a. examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law;
b. analyzing the changing patterns of immigration, the reasons why new immigrants
choose to come to this country, their contributions to contemporary America, and the
debates over immigration policy;
c. explaining the media influence on contemporary American culture and how
scientific and technological advances affect the workplace, health care, and
education;
d. examining the impact of the Reagan Revolution on federalism, the role of
government, and state and national elections since 1988;
e. assessing the role of government actions that impact the economy;
f. assessing the role of the United States in a world confronted by international
terrorism.
Other Related Standards
Economics and Personal Finance Standards of Learning
EPF.12
The student will demonstrate knowledge of banking transactions by
a.
b.
c.
d.
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e. preparing all forms necessary for opening and maintaining a checking and a savings
account;
f. reconciling bank statements;
g. comparing costs and benefits of online and traditional banking; and
h. explaining how certain historical events have influenced the banking system and
other financial institutions.
Instructional Resources for Workplace Readiness Skills
Gizmag
This blog links to cutting-edge technology articles in many different categories.
Healthcare Technology Online
This blog provides news about emerging trends in healthcare technology.
Intel: The Journey Inside
This multimedia site provides teaching materials, curriculum, and lessons that explain how computers, digital
devices, and the Internet work.
Marketech: Tools and Trends in Marketing Technology
These are tips on marketing with new media.
Popular Mechanics Science: Extreme Machines
This is a list of articles on new machines from the magazine's online information.
Popular Mechanics Science: Robotics
From deep sea to student projects, this is a list of robotics articles from the magazine's online information.
Power 101
Understanding power issues in the office and at home is critical to performing safe and uninterrupted
workflow.
Ten Trends for 2010: Piecing Together a Technology Strategy
This article describes technology strategies that companies may use in a sluggish economy.
What's Next: A-Z of the Technology Changing Agriculture
This article lists the factors that are impacting agriculture.
ZDNet: Emerging Tech
These are new technology trends within a large collection of resources focused on the consumer IT industry.
Microsoft IT Academy Resources
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19. ESSENTIAL
Demonstrate information technology skills.
Definition
Demonstration includes
What basic level of computer literacy is required for the world of work?
What goals do you have in terms of computer literacy? What resources are available to help
you meet your goals?
Related Standards of Learning
History and Social Science
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
a. examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law;
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b. analyzing the changing patterns of immigration, the reasons why new immigrants
choose to come to this country, their contributions to contemporary America, and the
debates over immigration policy;
c. explaining the media influence on contemporary American culture and how
scientific and technological advances affect the workplace, health care, and
education;
d. examining the impact of the Reagan Revolution on federalism, the role of
government, and state and national elections since 1988;
e. assessing the role of government actions that impact the economy;
f. assessing the role of the United States in a world confronted by international
terrorism.
Other Related Standards
Economics and Personal Finance Standards of Learning
EPF.12
The student will demonstrate knowledge of banking transactions by
a.
b.
c.
d.
e.
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This is a collection of technology-integrated lessons, online applications, videos, articles, and structured
activities.
Teach with Technology
Ideas for integrating technology into the classroom.
Technology Literacy
These tools help students become technology literate.
The Nuts and Bolts of Creating Podcasts
This printout helps students create their own podcasts and gives teachers ideas for using podcasting in the
classroom.
Microsoft IT Academy Resources
[2.005] Microsoft Digital Literacy: Computer Basics
Computer BasicsEntire Course
20. ESSENTIAL
Demonstrate an understanding of Internet use and security issues.
Definition
Demonstration includes
Is the information provided through the use of technology more reliable and relevant than
information obtained in other ways? Explain your answer.
What are some possible consequences of submitting personal information to Internet sites?
How can you protect your privacy and personal safety while using computer technology?
Related Standards of Learning
History and Social Science
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
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c. identifying abilities, skills, and education and the changing supply and demand for
them in the economy;
d. examining the impact of technological change and globalization on career
opportunities;
e. describing the importance of education to lifelong personal finances;
f. examining the financial responsibilities of citizenship, including evaluating common
forms of credit, savings, investments, purchases, contractual agreements, warranties,
and guarantees.
VUS.15
The student will demonstrate knowledge of economic, social, cultural, and political developments in recent
decades and today by
a. examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law;
b. analyzing the changing patterns of immigration, the reasons why new immigrants
choose to come to this country, their contributions to contemporary America, and the
debates over immigration policy;
c. explaining the media influence on contemporary American culture and how
scientific and technological advances affect the workplace, health care, and
education;
d. examining the impact of the Reagan Revolution on federalism, the role of
government, and state and national elections since 1988;
e. assessing the role of government actions that impact the economy;
f. assessing the role of the United States in a world confronted by international
terrorism.
Other Related Standards
Economics and Personal Finance Standards of Learning
EPF.12
The student will demonstrate knowledge of banking transactions by
a.
b.
c.
d.
e.
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21. ESSENTIAL
Demonstrate telecommunications skills.
Definition
Demonstration includes selecting and using telecommunications devices (e.g., portable digital assistants, smart devices,
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cellular phones), services (e.g., digital subscriber line, cellular network, cable, Internet), and Web-based applications (e.g.,
Webmail, social networking, online auctions, wikis), appropriate to work assignments.
Related Standards of Learning
History and Social Science
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
a. examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law;
b. analyzing the changing patterns of immigration, the reasons why new immigrants
choose to come to this country, their contributions to contemporary America, and the
debates over immigration policy;
c. explaining the media influence on contemporary American culture and how
scientific and technological advances affect the workplace, health care, and
education;
d. examining the impact of the Reagan Revolution on federalism, the role of
government, and state and national elections since 1988;
e. assessing the role of government actions that impact the economy;
f. assessing the role of the United States in a world confronted by international
terrorism.
Other Related Standards
Instructional Resources for Workplace Readiness Skills
5 Tips for Better Telephone Skills
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From the first 30 seconds of a call to the last, this resource describes how to use phone skills to give a good
impression.
9 Best Practices for Social Networking in the Workplace
Listed are a few simple do's and don'ts for electronic interactions in the business world.
All Things Telecommunications
Resources provided on this site, including a few lesson plans and career information links, help to describe the
skill area and the industry.
Are We There Yet?
In this lesson, students go on a geocaching search, using GPS.
Best Practices for Your Classroom Wiki
This resource includes topics such as security and safety, assessment, and when to use a wiki.
LinkedIn for Students
The site provides a variety of resources to help students use LinkedIn, including a profile checklist specifically
for high school students.
Optiwave Fiber Optics Lesson Plan Area
This is a collection of lesson plans in an introductory fiber optics telecommunications course.
Society of Cable Telecommunications Engineers
This site provides information on certifications related to the industry.
Technology in the Classroom
Use "Real-life Examples" to explore practical ways to include new technology in instruction.
Microsoft IT Academy Resources
[2.030] Microsoft Digital Literacy: Digital LifestylesLesson 1
The Digital Experience
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providing opportunities for personal development and preparation for adult life
providing opportunities for making decisions and assuming responsibilities
encouraging democracy through cooperative action
preparing for multiple, nontraditional roles in society
promoting greater understanding between youth and adults.
Identification of the goals of the student organization should include
development of leadership and other life skills, including planning, goal setting, problem
solving, decision making, and interpersonal communication
opportunities for school and community service
development of interpersonal relationships
opportunities for experiential learning
opportunities to compete in student events on local, state, and national levels
access to professional information and opportunities
opportunities for career development.
Explanation of responsibilities should include
25. ESSENTIAL
Identify Internet safety issues and procedures for complying with acceptable use standards.
Definition
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How can school influence intellectual development? How can home influence intellectual
development?
Leadership
To what extent can a person control his or her individual development?
How does your individual development involve your peers? Your parents? Your teachers?
How can you recognize another individuals personal needs?
How could you help your peer find appropriate resources/help?
Management
What aspects of your personality can you change or control?
Can a person change his or her personality? Explain.
What resources are available to help people through difficult stages of development?
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
Family Ties
Competitive Events
STAR Events
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Illustrated Talk
Interpersonal Communications
Student Body
Be Fit
Eat Right
1.2.4
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6.1.4
Analyze the role of family in teaching culture and traditions across the life span.
6.1.6
Analyze the effects of change and transitions over the life course.
6.1.5
Analyze the role of family in developing independence, interdependence, and
commitment of family members.
12.1.1
Analyze physical, emotional, social, spiritual, and intellectual development.
12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of
human growth and development.
12.2.1
Analyze the effect of heredity and environment on human growth and development.
12.2.2
Analyze the impact 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.
12.2.5
Analyze geographic, political, and global influences on human growth and development.
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12.2.4
Analyze the effects of life events on individuals' physical, intellectual, social, moral, and
emotional development.
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.
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.
13.4.1
Analyze the origin and development of attitudes and behaviors regarding conflict.
13.4.2
Explain how similarities and differences among people affect conflict prevention and
management.
14.1.1
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honesty
responsibility
respect
caring
trustworthiness
patience
self-discipline
perseverance
fairness
courage.
Process/Skill Questions
Thinking
What is character?
What factors help form a persons character?
Should the components of character be the same for everyone? Explain.
How do your values influence your character?
Communication
Which character traits are most important in a friend? In a parent? In a teacher? Why?
How can one person influence another persons character development?
Management
Use text structures such as type, headings, and graphics to predict and categorize
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a.
b.
c.
d.
e.
f.
g.
You-Me-Us
Power of One
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Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
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12.3.3
Analyze the role of family and social services support systems in meeting human growth and development
needs.
28. ESSENTIAL
Explain Maslows hierarchy of needs.
Definition
Explanation should include defining the terms:
physical needs
safety and security
love and acceptance
esteem
self-actualization
And include examples of each need.
Process/Skill Questions
Thinking
What resources are available to meet your physical needs? Security needs? Love and
acceptance? Esteem? Self-actualization?
Related Standards of Learning
English
6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
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Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
History and Social Science
CE.3
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
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A Better You
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
Leadership
Student Body
29. ESSENTIAL
Set a personal goal.
Definition
Goal-setting strategy should include the following:
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Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
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c.
d.
e.
f.
g.
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You-Me-Us
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Parliamentary Procedure
Student Body
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1.1.3
Analyze ways that individual career goals can affect the family's capacity to meet goals for all family members.
1.1.5
Define goals for lifelong learning and leisure opportunities for all family members.
2.1.1
Apply management and planning skills and processes to organize tasks and responsibilities.
3.3.2
Demonstrate components of a financial planning process that reflect the distinction between needs, wants,
values, goals, and economic resources.
30. ESSENTIAL
Describe responsibilities for personal safety.
Definition
Description includes out-of-school safety responsibilities such as
locking doors
refraining from giving personal information to strangers
being familiar with the home fire escape plan
avoiding unnecessary risks
using social media.
Process/Skill Questions
Thinking
What factors might determine whether you are considered responsible enough to be at home
alone?
What is appropriate to post using social media?
When is it appropriate to use social media?
What is the relationship between self-responsibility and self-protection?
Communication
What qualities do you possess that show you can be responsible for your own safety?
Why is it important to keep others informed about your whereabouts at all times?
Management
What unnecessary risks do people your age sometimes take? What are some of the effects of
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Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
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Put the brakes on impaired driving and traffic crashes. Through peer education help your friends arrive alive and lower the
number one cause of death for youth in America.
Buckle UP
Think SMART
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
Student Body
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31. ESSENTIAL
Manage transition in the school environment.
Definition
Managing transition should include strategies such as
How is adapting to a new school similar to adapting to a new home? To a new family
member?
What are the consequences of being adaptable to change? Of not being adaptable to change?
Communication
How can using a planner or agenda help you manage your responsibilities?
Why should you only take what you need to complete your task?
How can a change affect your behavior?
How can time management reduce stress or negative influences on your health?
How can you develop skills to manage multiple life roles and responsibilities? How is this
ability helpful in making transitions in school?
What steps would you take to set up a schedule for a busy week of home, school, social, and
community activities?
Other Related Standards
FCCLA National Programs and Competitive Events
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Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
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12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of human growth and
development.
12.2.2
Analyze the impact of social, economic, and technological forces on individual growth and development.
32. ESSENTIAL
Perform a task by completing the steps in a sequence.
Definition
Performing a task by completing steps in a sequence should include
In what home situations might you need to complete the steps in a sequence? Why must the
steps be completed in order?
In what school situations might you need to complete the steps in a sequence? Why must the
steps be completed in order?
Communication
What types of questions might you need to ask when completing steps in a sequence?
How are reading and listening skills important when completing steps in a sequence?
Leadership
What leadership skills are important when a team must complete steps in a sequence?
How can you use sequencing skills to help organize a family or household?
Management
Power of One
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Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
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interrupting).
Process/Skill Questions
Thinking
How do communication skills contribute to healthy relationships?
Why is it important to express individual feelings? Needs? Ideas?
Communication
How can digital tools be both a positive and a negative force for communication?
Why are interrupting and making assumptions considered roadblocks to communication?
How can they be avoided?
What factors should be considered when using a mode of communication?
Leadership
Why is active listening considered an important leadership trait?
How can you show leadership by countering communication roadblocks created by others,
such as bullying and gossiping?
Management
How can you analyze and improve your speaking skills? Your nonverbal communication
skills?
What resources are available to help you express personal feelings and ideas in constructive
ways?
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
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Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
Student Body
1.2.5
Analyze strategies to manage the effects of changing technologies in workplace settings.
1.3.4
Analyze community resources and systems of formal and informal support available to
individuals and families.
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12.1.1
Analyze physical, emotional, social, spiritual, and intellectual development.
12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of
human growth and development.
12.3.2
Analyze the role of communication on human growth and development.
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.
34. ESSENTIAL
Identify ways of getting along with others.
Definition
Identification should include skills and strategies needed for creating respectful, caring, and responsible relationships with
friends, schoolmates, family, neighbors, business people, and other adults, including people of different ability levels,
ages, and genders.
Process/Skill Questions
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Thinking
What cues would you look for to tell if someone is pleased with your behavior? How can
these cues help you?
Is it important to always please others? Why or why not?
Why is cooperation an important skill in getting along with others?
What are ways to organize your thoughts before communicating with someone?
When is it necessary to communicate every thought you have?
Leadership
What are some strategies for getting along with difficult people?
How does this task interrelate with positive communication techniques?
Related Standards of Learning
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
You-Me-Us
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Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
Student Body
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Demonstrate awareness of multiple diversities and their effects on individuals, families, and society.
6.2.4
Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity.
12.1.1
Analyze physical, emotional, social, spiritual, and intellectual development.
12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of human growth and
development.
12.2.2
Analyze the impact of social, economic, and technological forces on individual growth and development.
12.2.4
Analyze the effects of life events on individuals' physical, intellectual, social, moral, and emotional
development.
12.2.3
Analyze the effects of gender, ethnicity, and culture on individual development.
12.3.2
Analyze the role of communication on human growth and development.
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.
13.3.7
Analyze the roles and functions of communication in family, work, and community settings.
13.3.4
Analyze strategies to overcome communication barriers in family, community, and work settings.
13.3.3
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35. ESSENTIAL
Describe positive ways to resolve disagreements.
Definition
Description should include
What conflict resolution strategies can leaders use when dealing with friends?
What skills are needed to compromise effectively?
Management
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b.
c.
d.
e.
f.
g.
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You-Me-Us
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
Student Body
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13.4.4
Demonstrate nonviolent strategies that address conflict.
13.4.5
Demonstrate effective responses to harassment.
13.4.6
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36. OPTIONAL
USI.3
The student will demonstrate knowledge of how early cultures developed in North
America by
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USI.9
The student will demonstrate knowledge of the causes, major events, and effects of the
Civil War by
a. describing the cultural, economic, and constitutional issues that divided the nation;
b. explaining how the issues of states rights and slavery increased sectional tensions;
c. identifying on a map the states that seceded from the Union and those that
remained in the Union;
d. describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant,Robert
E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to
and during the war;
e. using maps to explain critical developments in the war, including major battles;
f. describing the effects of war from the perspectives of Union and Confederate
soldiers (including African American soldiers), women, and enslaved African
Americans.
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Families Today
You-Me-Us
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A Better You
Family Ties
Working on Working
Competitive Events
STAR Events
Illustrated Talk
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Interpersonal Communications
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.
6.2.5
Analyze the effects of globalization and increasing diversity on individuals, families, and
society.
6.2.4
Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture,
and ethnicity.
12.2.3
Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.5
Analyze geographic, political, and global influences on human growth and development.
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13.2.1
Analyze the effects of personal characteristics on relationships.
13.4.1
Analyze the origin and development of attitudes and behaviors regarding conflict.
13.4.2
Explain how similarities and differences among people affect conflict prevention and
management.
13.6.5
Compare the relative merits of opposing points of view regarding current ethical issues.
14.1.2
Analyze the effects of psychological, cultural, and social influences on food choices and
other nutrition practices.
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How can you communicate your attitudes about personal responsibility to others?
What decisions do you think you should make for yourself? Why?
What decisions should be left to parents or other adults? Why?
Leadership
When and why is it important to ask for support from other family members?
What skills are needed to become a responsible person? How can a person develop these
skills?
Related Standards of Learning
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
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You-Me-Us
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
Student Body
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13.5.3
Demonstrate strategies that utilize the strengths and minimize the limitations of team members.
13.5.2
Demonstrate strategies to motivate, encourage, and build trust in group members.
13.5.1
Create an environment that encourages and respects the ideas, perspectives, and contributions of all group
members.
13.5.4
Demonstrate techniques that develop team and community spirit.
13.5.5
Demonstrate ways to organize and delegate responsibilities.
13.5.6
Create strategies to integrate new members into the team.
13.5.7
Demonstrate processes for cooperating, compromising, and collaborating.
38. ESSENTIAL
Explain ways an individual can strengthen the family unit.
Definition
Explanation should include
sharing responsibilities
helping prepare meals
planning family activities
helping with family projects
celebrating family accomplishments
observing family traditions
sharing meals regularly
respecting the feelings, ideas, and personal space of other family members
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How can you influence decisions in your family (e.g., decisions about activities, food,
household rules)?
How can celebrations and family traditions help keep a family unit strong?
Communication
How can listening and observing help an individual discover ways to strengthen the family
unit?
What are some ways you can communicate love and caring to your family members?
Leadership
What resources are available to help improve conditions within the family?
What can you do to support your family rules?
Related Standards of Learning
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
e.
f.
g.
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Families Today
Parent Practice
You-Me-Us
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
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1.1.4
Analyze potential effects of career path decisions on balancing work and family.
6.1.1
Analyze family as the basic unit of society.
12.3.2
Analyze the role of communication on human growth and development.
13.3.2
Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.1
Analyze communication styles and their effects on relationships.
13.3.3
Demonstrate effective listening and feedback techniques.
13.3.4
Analyze strategies to overcome communication barriers in family, community, and work settings.
13.3.7
Analyze the roles and functions of communication in family, work, and community settings.
13.3.6
Analyze the effects of communication technology in family, work, and community settings.
13.3.5
Apply ethical principles of communication in family, community, and work settings.
13.4.1
Analyze the origin and development of attitudes and behaviors regarding conflict.
13.4.6
Assess community resources that support conflict prevention and management.
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13.4.3
Apply the roles of decision making and problem solving in reducing and managing conflict.
13.4.4
Demonstrate nonviolent strategies that address conflict.
13.4.5
Demonstrate effective responses to harassment.
13.4.2
Explain how similarities and differences among people affect conflict prevention and management.
13.5.1
Create an environment that encourages and respects the ideas, perspectives, and contributions of all group
members.
13.5.2
Demonstrate strategies to motivate, encourage, and build trust in group members.
13.5.3
Demonstrate strategies that utilize the strengths and minimize the limitations of team members.
13.5.4
Demonstrate techniques that develop team and community spirit.
13.5.5
Demonstrate ways to organize and delegate responsibilities.
13.5.6
Create strategies to integrate new members into the team.
13.5.7
Demonstrate processes for cooperating, compromising, and collaborating.
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39. ESSENTIAL
Use a problem-solving/decision-making model to address individual issues within the family.
Definition
Use of a problem-solving model (i.e., REASON model) should include the following steps:
How can reading articles and books help you in addressing individual issues within the
family?
Why is it important to communicate with family members when trying to solve an
individual problem within the family?
Leadership
At what stages of the problem-solving model might you consider using information
resources? How can such resources be helpful?
How can a person know when he or she has made a responsible decision?
Related Standards of Learning
History and Social Science
CE.1
The student will develop the social studies skills responsible citizenship requires, including the ability to
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
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12.3.2
Analyze the role of communication on human growth and development.
13.4.3
Apply the roles of decision making and problem solving in reducing and managing conflict.
13.6.2
Apply guidelines for assessing the nature of issues and situations.
13.6.3
Apply critical thinking and ethical standards when making judgments and taking action.
13.6.4
Demonstrate ethical behavior in family, workplace, and community settings.
13.6.5
Compare the relative merits of opposing points of view regarding current ethical issues.
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
Why is it important to keep your home spaces both clean and organized?
Communication
What resources are available to help you to maintain a clean school environment?
What conflicts can occur if you fail to keep your personal space clean and organized?
Leadership
How can you influence friends and classmates to keep their home and school spaces clean?
Why is it important to clean up after yourself in public places, such as buses, stores, parks,
and streets?
Management
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
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41. OPTIONAL
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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Science
6.2
The student will investigate and understand basic sources of energy, their origins,
transformations, and uses. Key concepts include
a. potential and kinetic energy;
b. the role of the sun in the formation of most energy sources on Earth;
c. nonrenewable energy sources;
d. renewable energy sources; and
e. energy transformations.
6.9
The student will investigate and understand public policy decisions relating to the
environment. Key concepts include
a. management of renewable resources;
b. management of nonrenewable resources;
c. the mitigation of land-use and environmental hazards through preventive
measures; and
d. cost/benefit tradeoffs in conservation policies.
Other Related Standards
FCCLA National Programs and Competitive Events
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
Competitive Events
STAR Events
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Advocacy
Environmental Ambassador
Illustrated Talk
Student Body
2.2.1
Analyze individual and family responsibility in relation to environmental trends and
issues.
2.2.3
Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the
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environment.
2.5.2
Analyze individual and family roles in the economic system.
3.4.1
Investigate sources and types of residential and commercial energy, water policy and
usage, waste disposal, and pollution issues.
3.4.3
Explore strategies and practices to conserve energy and reduce waste.
42. OPTIONAL
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
CE.11
The student will demonstrate knowledge of how economic decisions are made in the
marketplace by
a. applying the concepts of scarcity, resources, choice, opportunity cost, price,
incentives, supply and demand, production, and consumption;
b. comparing the differences among traditional, free market, command, and mixed
economies;
c. describing the characteristics of the United States economy, including limited
government, private property, profit, and competition.
USII.8
The student will demonstrate knowledge of the economic, social, and political
transformation of the United States and the world between the end of World War II and
the present by
a. describing the rebuilding of Europe and Japan after World War II, the emergence
of the United States as a superpower, and the establishment of the United Nations;
b. describing the conversion from a wartime to a peacetime economy;
c. identifying the role of Americas military and veterans in defending freedom
during the Cold War, including the wars in Korea and Vietnam, the Cuban missile
crisis, the collapse of communism in Europe, and the rise of new challenges;
d. describing the changing patterns of society, including expanded educational and
economic opportunities for military veterans, women, and minorities;
e. describing how international trade and globalization have impacted American life.
Science
6.9
The student will investigate and understand public policy decisions relating to the
environment. Key concepts include
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Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
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Environmental Ambassador
Illustrated Talk
2.2.2
Summarize environmental trends and issues affecting families and future generations.
2.5.2
Analyze individual and family roles in the economic system.
3.4.1
Investigate sources and types of residential and commercial energy, water policy and
usage, waste disposal, and pollution issues.
3.4.3
Explore strategies and practices to conserve energy and reduce waste.
6.1.3
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12.2.5
Analyze geographic, political, and global influences on human growth and development.
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Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
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Illustrated Talk
Sports Nutrition
Student Body
Eat Right
44. OPTIONAL
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Process/Skill Questions
Thinking
Why is it important for you to read food labels?
What information can be found on a food label? Why are food labels necessary?
How can you recognize misleading nutritional information on packaging?
Communication
How do you locate information on a food label?
What resources are available for locating nutritional information for commercially prepared
food?
Leadership
How does reading a food label contribute to healthy eating?
How would you explain a food label to someone else?
Management
What background knowledge is required to understand the information on a food label?
How do manufacturers accurately determine the information on food labels?
Related Standards of Learning
English
6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for
new learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
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Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
Illustrated Talk
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Sports Nutrition
Student Body
Eat Right
14.2.4
Analyze sources of food and nutrition information, including food labels, related to health
and wellness.
45. ESSENTIAL
Describe common food allergies and dietary needs.
Definition
Description should include
common allergens (e.g., peanuts, wheat, dairy, and seafood) and corresponding allergic
reactions
dietary needs and their purposes (e.g., gluten- or lactose-intolerance, diabetes, culture-based
practices).
Process/Skill Questions
Thinking
How can food allergies and dietary needs be communicated to others (e.g., in the classroom,
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What consequences may result if a dietary need or food allergy is not acknowledged?
What steps should be taken if someone has a food reaction? Who should be contacted?
Related Standards of Learning
English
6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
Other Related Standards
FCCLA National Programs and Competitive Events
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
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Advocacy
Food Innovations
Illustrated Talk
Interpersonal Communications
Student Body
Eat Right
14.3.2
Design strategies that meet the health and nutrition requirements of individuals and families with special needs.
46. ESSENTIAL
Demonstrate food safety and sanitation practices.
Definition
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What are different ways that proper food sanitation procedures can be communicated?
What is a respectful way to decline food because of an unsanitary situation?
What is a respectful way to request new or additional eating utensils because of an
unsanitary situation?
Leadership
What are your responsibilities for keeping the food environment sanitary?
How can you be responsible for maintaining your own personal hygiene around food?
Management
What should you consider when planning how to clean your food environment?
What consequences may result from an unsanitary food environment?
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
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Illustrated Talk
Student Body
47. ESSENTIAL
Prepare a simple, nutritious snack.
Definition
Preparation should include:
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Food Innovations
Illustrated Talk
Student Body
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Be Fit
Eat Right
48. ESSENTIAL
Demonstrate basic kitchen safety practices.
Definition
Demonstration of basic kitchen safety practices should include techniques to prevent
falls
cuts
burns
poisoning
choking
electrical shock.
Process/Skill Questions
Thinking
What resources are available in the classroom to remind you about kitchen safety?
How does your behavior in the kitchen affect your safety and the safety of others?
Leadership
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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What are the potential consequences of not using kitchen safety procedures?
What steps should be taken if someone has an accident in the kitchen? Who should be
contacted?
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
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8.3.2
Maintain tools and equipment following safety procedures and OSHA requirements.
8.3.1
Operate tools and equipment following safety procedures and OSHA requirements.
8.3.3
Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet
industry standards and OSHA requirements.
49. ESSENTIAL
Practice dining etiquette.
Definition
Practice should include
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Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
Interpersonal Communications
50. OPTIONAL
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Process/Skill Questions
Thinking
What components do you include in your wellness plan?
What are the consequences of ignoring any or all personal and family habits that contribute
to wellness?
How can a wellness plan enhance intellectual and physical health?
Communication
How can playing, training, or exercising with others enhance personal wellness?
Why is a positive attitude important in personal wellness?
Leadership
How can you help encourage others to engage in regular personal wellness activities?
Who are your personal wellness role models?
Management
What opportunities for personal wellness exist in your school and community?
How can you become involved in personal wellness in your school and community?
What would you include in a personal wellness plan?
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
http://www.cteresource.org/verso/courses/8206/family-and-consumer-sciences-exploratory-i-tasklist#
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Competitive Events
STAR Events
Advocacy
Illustrated Talk
Student Body
Be Fit
Eat Right
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12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of
human growth and development.
What are your personal resources? Which resource do you consider the most important?
Why?
Is it better to have many resources or just a few? Why?
Communication
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
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a.
b.
c.
d.
e.
f.
g.
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
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Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
52. ESSENTIAL
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baby-sitting
washing cars
walking dogs/pet-sitting
raking leaves
shoveling snow
running errands.
Strategies for saving should include
How can communicating with others help you discover ways to earn money?
What resources are available to help you find ways to earn money?
Leadership
How is comparison shopping for food similar to comparison shopping for clothes? How are
the two different?
How can working to earn money help you develop leadership skills?
Management
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
http://www.cteresource.org/verso/courses/8206/family-and-consumer-sciences-exploratory-i-tasklist#
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
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Financial Fitness
Manage your money! Use this program to help you make, save, and spend money wisely to be financially fit.
Cash Control
Making Money
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Working on Working
Competitive Events
STAR Events
Illustrated Talk
53. ESSENTIAL
Explain the relationship between level of education and income.
Definition
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Explanation should include the idea that typically the level of education will affect ones earning potential.
Process/Skill Questions
Thinking
What resources are available to find information on job opportunities and income?
What is meant by the statement School is your job, and your grades are your paycheck?
Leadership
What options for education or skills training are available in your field of interest? In what
ways can you pursue these options?
How does your income affect your life style?
Related Standards of Learning
English
6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
History and Social Science
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CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
a. describing the rebuilding of Europe and Japan after World War II, the emergence of
the United States as a superpower, and the establishment of the United Nations;
b. describing the conversion from a wartime to a peacetime economy;
c. identifying the role of Americas military and veterans in defending freedom during
the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the
collapse of communism in Europe, and the rise of new challenges;
d. describing the changing patterns of society, including expanded educational and
economic opportunities for military veterans, women, and minorities;
e. describing how international trade and globalization have impacted American life.
Other Related Standards
FCCLA National Programs and Competitive Events
Career Connection
Learn to explore career pathways and skills for success in families, careers, and communities.
ACCESS SKILLS for Career Success
LINK UP to Jobs
PLUG IN to Careers
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Financial Fitness
Manage your money! Use this program to help you make, save, and spend money wisely to be financially fit.
Financing Your Future
Making Money
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Working on Working
Competitive Events
STAR Events
Career Investigation
Illustrated Talk
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3.3.1
Explain the effects of the economy on personal income, individual and family security, and consumer decisions.
3.3.2
Demonstrate components of a financial planning process that reflect the distinction between needs, wants,
values, goals, and economic resources.
12.2.2
Analyze the impact of social, economic, and technological forces on individual growth and development.
54. OPTIONAL
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USI.1
The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
a. identify and interpret primary and secondary source documents to increase
understanding of events and life in United States history to 1865;
b. make connections between the past and the present;
c. sequence events in United States history from pre-Columbian times to 1865;
d. interpret ideas and events from different historical perspectives;
e. evaluate and discuss issues orally and in writing;
f. analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events;
g. distinguish between parallels of latitude and meridians of longitude;
h. interpret patriotic slogans and excerpts from notable speeches and documents;
i. identify the costs and benefits of specific choices made, including the
consequences, both intended and unintended, of the decisions and how people and
nations responded to positive and negative incentives.
USII.1
The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
a. analyze and interpret primary and secondary source documents to increase
understanding of events and life in United States history from 1865 to the present;
b. make connections between the past and the present;
c. sequence events in United States history from 1865 to the present;
d. interpret ideas and events from different historical perspectives;
e. evaluate and debate issues orally and in writing;
f. analyze and interpret maps that include major physical features;
g. use parallels of latitude and meridians of longitude to describe hemispheric
location;
h. interpret patriotic slogans and excerpts from notable speeches and documents;
i. identify the costs and benefits of specific choices made, including the
consequences, both intended and unintended, of the decisions and how people and
nations responded to positive and negative incentives.
Mathematics
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6.1
The student will describe and compare data, using ratios, and will use appropriate
notations, such as a/b, a to b, and a:b.
6.7
The student will solve single-step and multistep practical problems involving addition,
subtraction, multiplication, and division of decimals.
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Financial Fitness
Manage your money! Use this program to help you make, save, and spend money wisely to be
financially fit.
Cash Control
Making Money
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
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Competitive Events
STAR Events
Illustrated Talk
1.1.6
Develop a life plan, including pathways to acquiring the knowledge and skills needed to
achieve individual, family, and career goals.
2.3.2
Analyze how policies become laws related to consumer rights.
2.4.1
Summarize types of technology that affect family and consumer decision making.
2.4.2
Analyze how media and technological advances affect family and consumer decisions.
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3.5.2
Design or analyze a consumer product.
3.5.3
Analyze features, prices, product information, styles, and performance of consumer goods
for potential trade-offs among the components.
55. OPTIONAL
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6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for
new learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate
thoughtful and effective participation in civic life by
a. practicing trustworthiness and honesty;
b. practicing courtesy and respect for the rights of others;
c.
d.
e.
f.
g.
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CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Families Today
Financial Fitness
Manage your money! Use this program to help you make, save, and spend money wisely to be
financially fit.
Consumer Clout
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
Illustrated Talk
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1.2.7
Analyze factors that contribute to maintaining safe and healthy school, work, and
community environments.
2.3.1
Analyze state and federal policies and laws providing consumer protection.
2.3.3
Analyze skills used in seeking information related to consumer rights.
3.2.5
Apply strategies to reduce the risk of consumer fraud.
3.5.7
Demonstrate a product to educate an audience about a new product on the consumer
market.
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washing
drying
hanging/folding
repairing.
Process/Skill Questions
Thinking
How would you explain the importance of sorting clothes prior to washing them?
Why is it important to wash and dry clothing according to the manufacturers
recommendations?
Leadership
Other than the care label, what other information resources are available about clothing
maintenance?
What are the effects of not performing regular clothing maintenance?
Other Related Standards
FCCLA National Programs and Competitive Events
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
5.6.2
Demonstrate standard laundry procedures.
5.6.1
Summarize the functions of machines and equipment used in laundering operations.
5.6.3
Apply procedures for the selection of textiles, chemicals, and equipment associated with laundry.
57. ESSENTIAL
Identify basic textile tools and their function.
Definition
Identification should include the name of the tool, the purpose and how to use the tool safely (e.g., hand and machine
needles, pins, scissors, shears, seam rippers, measuring tools, and pressing equipment.
Process/Skill Questions
Thinking
How does using tools effectively contribute to the successful accomplishment of a sewing
task?
How can you share knowledge about textile tools with others?
Management
What consequences can occur if textile tools are not used correctly and safely?
How can the ability to properly use textile tools be applicable in a variety of situations?
Other Related Standards
FCCLA National Programs and Competitive Events
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
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STAR Events
Illustrated Talk
58. ESSENTIAL
Demonstrate simple clothing repair.
Definition
Demonstration of clothing repair should include activities such as
sewing on a button
repairing a hem
mending small rips or tears.
Process/Skill Questions
Thinking
What personal traits and skills are helpful when repairing clothing?
How can your knowledge of clothing repair benefit those around you?
Management
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Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Illustrated Talk
59. ESSENTIAL
Construct a simple textile project.
Definition
What are the advantages of knowing how to both hand stitch and machine stitch?
What different approaches could be used to accomplish a textile project?
Communication
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Competitive Events
STAR Events
Illustrated Talk
60. OPTIONAL
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Process/Skill Questions
Thinking
Why do you need to know the different parts of the sewing machine before you begin to
sew?
How do the parts of the sewing machine work to create a seam?
Communication
What resources are available for locating parts on your sewing machine?
How can you locate information on a specific machine model in order to operate it
correctly? To order parts when needed?
Leadership
How does an understanding of how the sewing machine functions contribute to your ability
to operate the machine? To maintain the machine?
In what ways could you teach someone to operate the machine?
Management
How does familiarity with the parts of the sewing machine and their functions help you with
diagnosing problems that may occur with your sewing machine?
What should you do if you encounter a problem with the sewing machine?
Related Standards of Learning
English
6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for
new learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
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A Better You
What factors might determine whether you are considered responsible enough to be at home
with younger children?
What needs of a young child do you feel equipped to provide in a babysitting situation?
Communication
How is communicating with a young child different from communicating with friends your
own age?
What are some effective strategies when positively communicating with young children?
Leadership
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Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
History and Social Science
CE.4
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective
participation in civic life by
a.
b.
c.
d.
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e. practicing patriotism;
f. practicing decision making;
g. practicing service to the school and/or local community.
Other Related Standards
FCCLA National Programs and Competitive Events
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
Parent Practice
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Family Ties
Working on Working
Competitive Events
STAR Events
Focus on Children
Illustrated Talk
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62. ESSENTIAL
Prepare a snack appropriate for young children.
Definition
Preparation should include choosing nutritional food appropriate for the childs age, food preferences, and health status
(with consideration for food allergies and special dietary needs).
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Process/Skill Questions
Thinking
How can you offer nutritional and appealing food choices to children?
Why is it important to communicate with parents about their childs food choices?
Leadership
How can you use your nutritional knowledge to prepare snacks for young children?
What information about the child should you gather prior to preparing a snack?
Management
What consequences may result if you serve a snack that is inappropriate for the individual
child?
What steps should you take in the case of a food-related emergency?
Other Related Standards
FCCLA National Programs and Competitive Events
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Competitive Events
STAR Events
Focus on Children
Food Innovations
Illustrated Talk
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Analyze decisions about providing safe and nutritious food for individuals and families.
3.5.6
Evaluate the labeling, packaging, and support materials of consumer goods.
12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of human growth and
development.
How can you make connections between your school interests and skills and your career
choices?
How can it be helpful to talk with others about which career choices may be best for you?
Leadership
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6.6
The student will read and demonstrate comprehension of a variety of nonfiction texts.
Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
6.9
The student will find, evaluate, and select appropriate resources for a research product.
Collect information from multiple sources including online, print, and media.
Evaluate the validity and authenticity of texts.
Use technology as a tool to research, organize, evaluate, and communicate
information.
Cite primary and secondary sources.
Define the meaning and consequences of plagiarism and follow ethical and legal
guidelines for gathering and using information.
History and Social Science
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
LINK UP to Jobs
PLUG IN to Careers
Competitive Events
STAR Events
Career Investigation
Illustrated Talk
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1.1.6
Develop a life plan, including pathways to acquiring the knowledge and skills needed to achieve individual,
family, and career goals.
1.2.1
Analyze potential career choices to determine the knowledge, skills, and attitudes associated with each career.
1.2.2
Demonstrate job seeking and job keeping skills.
64. ESSENTIAL
Identify career clusters.
Definition
Identification should include the following career clusters:
Career Planning
Process/Skill Questions
Thinking
What specialty courses or schools are available in your geographical area for each FACS
career cluster?
What skills do you possess that would qualify you for a specific FACS career?
Management
What resources are available for locating information about FACS-related career clusters?
How are FACS-related careers changing to reflect the needs of society?
How can assessment and planning help you in selecting the career pathway that matches
your interests and abilities?
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Use text structures such as type, headings, and graphics to predict and categorize
information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for new
learning.
Identify questions to be answered.
Make, confirm, or revise predictions.
Draw conclusions and make inferences based on explicit and implied information.
Differentiate between fact and opinion.
Identify the main idea.
Summarize supporting details.
Compare and contrast information about one topic, which may be contained in
different selections.
Identify the authors organizational pattern.
Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
6.9
The student will find, evaluate, and select appropriate resources for a research product.
Collect information from multiple sources including online, print, and media.
Evaluate the validity and authenticity of texts.
Use technology as a tool to research, organize, evaluate, and communicate
information.
Cite primary and secondary sources.
Define the meaning and consequences of plagiarism and follow ethical and legal
guidelines for gathering and using information.
History and Social Science
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
8/25/15, 3:09 PM
LINK UP to Jobs
PLUG IN to Careers
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Working on Working
Competitive Events
STAR Events
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Advocacy
Career Investigation
Illustrated Talk
Identify concerns.
Set a goal.
Form a plan. (Ask who, what, where, when, why, and how.)
Act.
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Follow up. (What could have gone better? What did you learn?)
Process/Skill Questions
Thinking
LINK UP to Jobs
PLUG IN to Careers
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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Buckle UP
Speak Up
Think SMART
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Balancing Family and Career
Families Today
Parent Practice
You-Me-Us
CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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Manage your money! Use this program to help you make, save, and spend money wisely to be financially fit.
Banking Basics
Cash Control
Consumer Clout
Making Money
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one goal at a time.
A Better You
Family Ties
Working on Working
Competitive Events
STAR Events
Advocacy
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Career Investigation
Culinary Arts
Entrepreneurship
Environmental Ambassador
Fashion Construction
Fashion Design
Focus on Children
Food Innovations
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Illustrated Talk
Interior Design
Interpersonal Communications
Job Interview
Parliamentary Procedure
Sports Nutrition
Student Body
Be Fit
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Eat Right
66. OPTIONAL
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CE.3
The student will demonstrate knowledge of citizenship and the rights, duties, and
responsibilities of citizens by
a. describing the processes by which an individual becomes a citizen of the United
States;
b. describing the First Amendment freedoms of religion, speech, press, assembly,
and petition, and the rights guaranteed by due process and equal protection of the
laws;
c. describing the duties of citizenship, including obeying the laws, paying taxes,
defending the nation, and serving in court;
d. examining the responsibilities of citizenship, including registering and voting,
communicating with government officials, participating in political campaigns,
keeping informed about current issues, and respecting differing opinions in a
diverse society;
e. evaluating how civic and social duties address community needs and serve the
public good.
CE.4
The student will demonstrate knowledge of personal character traits that facilitate
thoughtful and effective participation in civic life by
a.
b.
c.
d.
e. practicing patriotism;
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LINK UP to Jobs
PLUG IN to Careers
Arrive ALIVE
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Buckle UP
Speak Up
Families First
Discover how you can strengthen family relationships through FCCLA's national peer education
program, Families First.
Families Today
Parent Practice
You-Me-Us
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Banking Basics
Cash Control
Consumer Clout
Making Money
Power of One
Give yourself the power to make a positive change in your families, careers, and communities, one
goal at a time.
A Better You
Family Ties
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Working on Working
Competitive Events
STAR Events
Advocacy
Career Investigation
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Culinary Arts
Entrepreneurship
Environmental Ambassador
Fashion Construction
Fashion Design
Focus on Children
Food Innovations
Illustrated Talk
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CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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Interior Design
Interpersonal Communications
Job Interview
Parliamentary Procedure
Sports Nutrition
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Student Body
Be Fit
Eat Right
1.1.5
Define goals for lifelong learning and leisure opportunities for all family members.
2.1.1
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Apply management and planning skills and processes to organize tasks and
responsibilities.
6.2.1
Demonstrate awareness of multiple diversities and their effects on individuals, families,
and society.
6.2.4
Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture,
and ethnicity.
6.2.3
Analyze the effects of empathy for diversity on individuals in family, work, and
community settings.
12.3.2
Analyze the role of communication on human growth and development.
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.
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13.3.7
Analyze the roles and functions of communication in family, work, and community
settings.
13.3.6
Analyze the effects of communication technology in family, work, and community
settings.
13.3.5
Apply ethical principles of communication in family, community, and work settings.
13.5.1
Create an environment that encourages and respects the ideas, perspectives, and
contributions of all group members.
13.5.2
Demonstrate strategies to motivate, encourage, and build trust in group members.
13.5.3
Demonstrate strategies that utilize the strengths and minimize the limitations of team
members.
13.5.4
Demonstrate techniques that develop team and community spirit.
13.5.5
Demonstrate ways to organize and delegate responsibilities.
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13.5.6
Create strategies to integrate new members into the team.
13.5.7
Demonstrate processes for cooperating, compromising, and collaborating.
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