consumer and home making
TRANSCRIPT
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D O C U M E N T R E S U M E
E D 1 1 4 5 1 1 C E 0 0 5 2 3 5
T I T L E C o n s u m e r a n d H o m e m a k i n g 5 - 6 . M a n u a l f o r
E d u c a t i o n .I N S T I T U T I O NK n o x C o u n t y S c h o o l s , K n o x v i l l e , T e n n .R E P O R T N O V T - 1 0 1 - 9 9 3N O T E 7 7 p . ; F o r r e l a t e d d o c u m e n t s , s e e C E 0 0 5 2 3
0 0 5 2 3 6 - 2 3 7
E D R S P R I C EM F - 0 . 7 6 H C - 4 . 4 3 P l u s P o s t a g eD E S C R I P T O R SA c t i v i t y U n i t s ; C a r e e r A w a r e n e s s ; * C a r e e r
C l a s s A c t i v i t i e s ; * C o n s u m e r E d u c a t i o n ; * CG u i d e s ; * E l e m e n t a r y E d u c a t i o n ; G r a d e 5 ; G* H o m e m a k i n g E d u c a t i o n ; L e a r n i n g A c t i v i t i e( E d u c a t i o n ) ; R e s o u r c e M a t e r i a l s
I D E N T I F I E R S* K n o x C o u n t y S c h o o l s ; T e n n e s s e e ( K n o x C o u
A B S T R A C TO b j e c t i v e s o f t h e S P I C E ( S c h o o l P r o g r a m s i
E d u c a t i o n ) c u r r i c u l u m g u i d e s a r e c o n c e r n e d w i t h t h e as e l f - c o n c e p t , d i g n i t y o f w o r k , c o n s t a n t c h a n g e i n t h e a n d r e l e v a n c e o f s c h o o l t o w o r k . T h e c a r e e r e d u c a t i o nt h e v o l u m e p r e s e n t s u n i t s w h i c h m a y b e t a u g h t a s s e p ai n c o r p o r a t e d i n t o a l l a r e a s o f t h e e x i s t i n g c u r r i c u l u ma st h e t o t a l c u r r i c u l u m , w i t h t e x t s a s r e f e r e n c e s . E a c h us u g g e s t e d a s s i g n m e n t s a n d a c t i v i t i e s i n m a t h , l a n g u a ga n d a r t . T h e c o n s u m e r a n d h o m e m a k i n g c l u s t e r f o r g r a do f f e r s o p p o r t u n i t i e s f o r l e a r n i n g a b o u t j o b s b y i n v o l vs t u d e n t s i n a c t i v i t i e s t h a t c a n b e r e p r o d u c e d o r s i m u l
c l a s s r o o m . I t a l s o s t r e s s e s p r e - o c c u p a t i o n a l l e a r n i n g ,i n t e r v i e w i n g s i m u l a t i o n . A 3 1 - p a g e a p p e n d i x p r o v i d e s i n s t r u c t i o n a l m a t e r i a l s , a n d o t h e r t e a c h i n g s u g g e s t i o n( A u t h o r / M F )
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HSU ER
jv sono N
and
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Ala
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l/
M a n u a l f o r C a r e e rE d u c a t i o n
5 - 6
C u r r i c u l u m G u i d e
T h e S t a f f o f
J a m e s C .P h y l l i s
D e v e l o p e d b yS c h o o l P r o g r a m s i n C a r e e r E dB r u c e H i n t o n , D i r e c t o rS t e w a r t , C u r r i c u l u m C o o r d i n aM o r e l o c k , G u i d a n c e C o o r d i n a t
% P r -1 0 1 . q 9 3P u b l i s h e d b y
T h e K n o x C o u n t y S c h o o l sK n o x v i l l e , T e n n e s s e e
M i l d r e d E . D o y l e , S u p e r i n t e n d e n t
3
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FOREWORD
PHILOSOPHY
The world of work is a dynamic, swiftly changing aspect of
Jobs that are flourishing today may not even exist twelve years
Children whose only exposure to career education is from their
find themselves left far behind in our competitive, technicala
The increased change in the job market must be counterbala
creased awareness on the part of students who, heretofore, have
their late teens to concern themselves about a career.All edu
school K-12, is a part of the process of building a career.
Students at the middle school level (6, 7, 8) must frequen
decisions that will affect their future job plans and prospects
past students entering this intermediahe stage of their educati
had little if any career orientation and direction.
Their sele
was often erratic and based upon frivolous considerations such
friendships, and popularity.
Later in high school many of thes
covered that they had irreversibly eliminated many of the most d
because they had not taken school or the future seriously.
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Children have, for some years, looked upon work with mixed
have come to see work as a necessary evil which may eventually
Work as a way of life needs a better image.
There is not only
in work but there is also fulfillment and satisfaction.
There
created in children a true respect for work as well as an appre
job well done, regardless of the type of work.
Children must c
there is dignity in all work.
GENERAL OBJECTIVES
To integrate career education concepts into the existing e
curriculum K-6 in order that students may broaden their knowled
standing of careers and develop a true appreciation and underst
selves - their abilities, limitations and attitude's, as these r
future career.
SPECIFIC OBJECTIVES
Self-Concept
1. To help each student develop the ability to assess hims
abilities, ambitions, and prejudices, as they relate to
2. To help each student see himself as important and neces
community.
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student ap.1,--cintn his abilities regardles
1.0 -414(1'1 *hp m y relat
4. Po heln nnch student rezilic that getting along with othe
is the kev to n successful career and that this comes b
ncognting himself.
Dignity of Work
1. To help students develop an appreciation for work and f
dignity of any job well done.
2. To help students realize that all work is important and
3. To help students know and accept the fact that workers
different rewards and satisfactions and that money isn'
the most important objective.
4. To help students understand that anv productive worker
respected.
Change is Constant in Careers
1. To help students think of the world of work as changing
understa that some jobs are eliminated and that other
by change.
2. To ht.3.. students appreciate the many new jobs that hav
by te(,,:hr.ologv and social change.
3. To
students plan for a world of change where they
maw,
iii
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Relevance of School to work
1. To help students rot ate sekool to work and realize that
now and will also help *:o Prepare for the future.
2. To help students understand that school attendance is a
process of developing self - concerts and 10.arning to get
others.
3. To help students understand that basic skills such as r
spelling, math, and speech are skills which have a high
value where jobs and careers are concerned.
4. To help students recognize that a career must he built
the school is the best framework within which a career
5. To help students understand that the gaining of much kn
jobs and themselves is an important part of the process
career.
The Curriculum
The career education curriculum here presented is develope
as to give the teacher maximum flexibility.
Each unit may he a
existing curriculum.
This is to sa,,, it may be taught as a sep
On the other hand, the teacher, if she so desires, may incorpor
career education into all areas of her curriculum, including ma
arts, and science.
At the most com-xehensive level, the teache
S.P.I.C.E. units as her total curriculum, with texts as referenc
unit contains suggested aczignments and activitiect in math,lan
science, and art.so
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ID
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The units are prepared for multigrade or nongraded classro
the self-contained classroom.
Units are developed in three blo
3-4, 5-6.
The teacher may use as much or as little of a unita
depending upon the capacity and interest of the class.Supplem
are contained in the resource kit which accompanies each unit g
help and materials may be obtained through the project coordina
ordinators will assist the teacher in planning her unit, utilizi
acquiring additional materials, obtainingresource persons, and
extent with classroom activities.
The curriculum guide is given as an outline of what mightb
ing about a particular job cluster.
The teacher should feel fre
alter, or replace any teaching techniqueor suggested activity
her own.
The teacher should also feel free to acquire and tou
materials not contained in the resource kit.
The Teacher
Career education does not represent a new subject.
Many t
taught career education for years without giving ita name.
Ca
is any education which attempts to help the child findhimself,
and his ambitions, as well as to teach him something
about the
and what life is like there- in the real world - outside the cl
he must live miiilof his life.
IN
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The only change that need take place in the teacher isa change
Instead of simply teaching children to reador write or do math
the purpose in learning these skills.
Help them see how these
lated to later school years and beyond that to acareer.
The good career education teacher has other attributes whi
a part of a good teacher, such as understanding and a concern f
This, at the elementary level, may be called guidance.In prac
patience; it means letting children discover themselves ina wa
acceptable to them; it means helping each child feel proud of hi
without feeling inferior because of those he does notpossess.
a child feel pride in any job or career-that interests him; and
ing among her pupils an appreciation for all kindsof work andf
people.
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C O N S U M E R A N D H O M E M A K I N G
5 6
1 0
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CONSUMER AND HOMEMAKING
5 - 6
General Scope
This cluster offers many rich
opportunities for boys and
girls to learn about jobs in
consumer and homemaking.
Many
of the skills used by workers
in this cluster can be repro-
duced in the classroom: cooking,
serving, sewing, furnishing,
decorating, caring for children,
etc.
Since experience is con-
sidered the best teacher, it
is recommended that the teacher
employ as many involvement ac-
tivities as possible.The
teacher should stress how im-
portant this cluster is'for all
students whether or not they
would consider a career in con-
sumer and homemaking.Many
times in life men, as well as
women, find themselves in situ-
ations where they need to know
how to cook, sew, wash clothes,
iron, etc.
This unit will give the children
many opportunities to see the
other students perform in skits,
games, and activities.
This is
a part of self-concept, and it
is hoped that the teacher will
help the students understand
themselves and see how certain
behavior leads to success while
other behavior" leads to failure.
Concepts
1.
Observation of people at
helps improve knowledge
careers.
2.
Interaction between work
helps improve knowledge
careers in consumer andh
making.
3.
Individuals in consumer
homemaking are qualified
perform in many differen
occupations.
4.
Technological and sociol
changes eliminate and cr
jobs in consumer and hom
5.
Information about career
needed by all individual
consumer and homemaking
occupations.
6.
Leisure-time activities
(hobbies, etc.) affect c
choice in consumer and h
making careers.
7,
Careers are grouped by fa
in the consumer and home
cluster.
8.
The consumer and homemaki
cluster is related to oth
job clusters.
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T h i s u n i t w i l l a l s o s t r e s s p r eo c c u p a t i o n a l l e a r n i n g .S t u d e n t sw i l l s i m u l a t e j o b i n t e r v i e w i n ga n d w i l l d i s c u s s h o w o n e s h o u l d
d r e s s , t a l k , a n d a c t w h e n a p p l y -i n g f o r a j o b .I t w i l l a l l b ei n f u n , y e t t h e s t u d e n t s w i l ll e a r n m a n y t h i n g s t h a t w i l l h e l pt h e m t h r o u g h o u t l i f e .
r V
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SCOPE
ACTIVITIES
I.
Concept:
Observation of people at work helps
improvOr knowledge about careers.
II.
oncept:
ficfaialaiSTEPigii7W5RgiiEgips
r
improve knowledge about careers in
consumer and homemaking.
A.
There are many skills
related to consumer
and homemaking occu-
pations which boys
and girls can learn
by observing others
work.
B.
Many children already
know many of the skills
used by workers in con-
sumer and homemaking
occupations.
1. The children should
discuss the meaning
of "observing":
a.
What is another
word for "ob-
serving"?
b.
What can we learn
by ovserving others?
c.
Name something you
have learned to do
by observing some-
one else:
(1) Ride a bike
(2) Make a bird house
(3) Plant flowers
(4) Iron
(5) Wash dishes
(6) Sew
2. Have students name
skills that consumer
and homemaking workers
need in their careers
a.
Sweeping
b.
Cooking
9.
Sewing
d.
Serving'
e.
Decorating
Now let the students
indicate which of them,
skills they can do.
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SCOPE
ACTIVITIES
C.
The children should be
helped to see that they
have learned many things
by observing.
This con-
cept might be made clear-
er by letting the students
see what happens when one
is not able to observe.
Children should be made
aware of their senses
and how important each
is.
Learning the value
of the senses - seeing,
tasting, feeling, hear-
ing, smelling - is ex-
tremely valuable to the
individual.Many jobs
addtcareers could not
be carried on without
these senses.
Learning
to appreciate these
natural gifts is a part
of self-concept.
3.
Lead the students in
discussing the follow-
ing:
a.
How they learned
these skills.
b.
Name jobs they
have learned by
observing their
mothers.
c.
Name jobs they
have learned by
observing their
fathers.
d.
Name a skill
learned by watch-
ing television.
e.
Name skills learned
by watching brothers
and sisters.
4.
This concept might be
made clearer by doing
the following experi-
ment:
-3-a.
Blindfold twokor
three students.
b.
Select something
that can be learned
more quickly by ob-
serving than in an
other way:
for ex-
ample, putting staples
into a staples, open-
ing a stapler for
stapling items onto
the bulletin board, or
many other things the
teacher can devise.
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SCOPE
ACTIVITIES
D.
Students should be
reminded that we learn
much by observing others
and that they should
practice this skill while
observing the following
activities.
c. Show the rest of
the class how it
is done.
d. Unblindfold the
students and then
ask one of them
to perform the
task.
Chances
are the student
will not be able
to complete the
task as quickly
as one of the chil-
dren who has ob-
served.
5.
There are many ac-
tivities in which
students can partic-
ipate to acquire
practical experience
in skills used in
consumer and home-
making.
The class
could be presented
the following list
and allowed to se-
lect one activity.
Before presenting
the list of activi-
tes, ask the class
to do the following:
a. Write down on a
piece of paper
the things they
learn as they ob-
serve the activities.
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SCOPE
ACTIVITIES
b.
Prepare a poster
with the job titles
for consumer and
homemaking listed
on it.
As the
children observe
each activity,
have them list the
titles of the jobs
they feel would be
related to the ac-
tivity.
For example,
the dressmaking ac-
tivity would relate
to:1.
Sewing
2.
Dressmaking
3.
Homemaking
4.
Seamstress
5.
Wardrobe attendant
6.
Fashions
7.
Youth coordinator
8.
Clothing manager
Activities List:
a.
Kinds of Food - This
group could explore the
kinds of foods we eat,
where they come from,
how they are processed,
which ones we need for
a balanced diet, which
ones they have tried,
etc.
Pictures of dif-
ferent foods for a
bulletin board or scrap-
book could be found in
various old home journals
and family magazines.
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FSCOPE
ACTIVITIES
GJ
b.
Modeling - Let a group
present tips on how to
model clothes.
These
students may already
know something about
the subject.
They may
get additional infor-
mation from fashion
magazines, friends,
parents., and perhaps
MakiPape, Youth Di-
rector at Miller's
Department Store.
The
students will want to
role-play fashion mod-
eling for the class.
The store might even
provide new fashions
for them.
c.
Checks -,A group may
want to instruct the
class in how tp write
a check.
First, the
students will need to
obtain some blank checks
from a bank or perhaps
make their own on
ditto.
A model check
should be drawn on ace-
tate for the overhead
projector.
One of the students could
demonstrate to the others
how to write a check.
The
teacher will be able to
serve as a resource person
for this group; however,
the group might also want
to invite a banker to
talk to the class about
money.
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SCOPE
ACTIVITIES
Bob and Mary Brown
1441 Cowhoove Drive
Knoxville, Tennessee
Pay to the
order of
19
Bank of Knox County
Knoxville, Tennessee
For
Dollars
The class should dis-
cuss some of the follow-
ing with a guest speak-
er: Why people use
checks; why checks are
safe; some of the rea-
sons why people put
their money in banks;
and some of the problems
with keeping a bank
balance.
This would
also be a good math-
related activity.
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SCOPE
ACTIVITIES
d.
Planning Meals - Have a
group present information
about planning a meal.
The school cook might
agree to talk on the sub-
ject of meal planning for
the school.
Perhaps the
cook will explain how she
plans the meals for a week.
Other resource people
might be obtained.
Let
this group plan a meal.
of
Bank Account - A stu-
dent (or students) could
show other students how
to open a bank account.
Role-play
One student
plays the part of a
customer and another the
banker.
The necessary
forms for opening a check-
ing account could be ob-
tained from a local bank.
A ditto copy could be
handed to each student
and each student could
practice filling out the
form.Play money could
be made and each student
could deposit a certain
amount of money.
The
students might also be
interested in setting up
a savings-Wt'dbunt.
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SCOPE
ACTIVITIES
f.
Classified Ad - Students
could study classified
ads in a newspaper.
A
student (or students)
could check with a local
newspaper to see how
much a line costs, how
many words are in a line,
and how much a word costs.
g.The students could make
up a classified ad and
write it on the board
for practice.
They
could then check with
a newspaper to see how
much it would cost.
Students might like to
go through the -lassi-
fied ad section to see
how many different
things are listed, and
finally each student
could write an ad of
his own.
Students could
make a scrapbook of
unusual ads.
Specials of the Week
Contest - Two groups
CaEUJstudents are
given twenty-five
dollars with which to
buy groceries for the
week.Each group makes
a grocery list of its
purchases.
The class
or the teacher may
decide which group spent
its money most wisely.
Let students discuss
bargain-hunting.
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SCOPE
ACTIVITIES
h.
Grocery List of Sunday
Dinner - Let a student
or students) plan a
Sunday dinner for his
family and some friends
or relatives.
Let stu-
dents discuss "Sunday
Dinner" or perhaps
"Thanksgiving Dinner."
What they like to eat
and where it comes from
could be discussed.
i.
Grocery Store - Let
several students set
up a grocery store in
the classroom.
Stu-
dents could bring empty
containers from home.
The students could
arrange their products
on a table according to
the way these items are
arranged in a real super-
market:
cereals, spices,
shortening, etc.
Signs
with these words printed on
them could be made on
poster board or tag board.
The students might like
to invite a supermarket
manager in to tell about
his work.
After the pres-
entation, discuss shopping
and let students tell
about their own experiences.
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ACTIVITIES
The class might like
to set aside a bargain
corner on the bulletin
board.
Each day stu-
dents could go through
a local paper and take
out the best bargains
and put them in the
bargain corner.
.
Playhouse - Build a
playhouse from heavy
cardboard.
Let stu-
dents decorate it and
make play furniture to
go in it.
k.
Play House - A group'of
students might like to
play house by taking
the roles of father,
mother, brother, sister.
Make a skit around
"Who's going to wash
the car?"
I.
Used Cars - How to buy
/
TUFWaUir.
Let stu-
dents check with various
mechanics to get pointers
on how to buy a used
car, what to look for,
and how much to pay.
The students could break
the price down to
see,
how much of the purchasing
price goes for
(1) The car
(2) Local taxes
(3) Federal taxes
(4) Financing
(5) Insurance
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ABBREVIATED LIST OF CONSUMER AND HOMEMAKING ACTIVIT
1. Dressing baby 'use doll)
2. Feeding baby (use doll)
3. Holding baby (use doll)
4. Diapering baby (use doll)
5. Making bed
6. Making Kool-Aid
7. Washing dishes
8. Cooking
9. Washing clothes
10. Using an automatic washer
11. Using an automatic dryer
12. Setting table
13. Having a birthday party
14. Budgeting
15. Sweeping
16. Dustmopping
17. Covering furniture
18. Selecting furniture
19. Coordinating furnishings and decor
20. Discussing children's allowance
21. Shopping for b
22..Answering job a
23. Writing a job a
24. Putting up curt
25. Filling out W-2
26. Writing check
27. Getting a work
28. Discussing chil
29. Listing jobs ch
earn money
30. Getting a birth
a job
31. Budgeting a mon
32. Selling through
33. Saving money
34. Understanding s
35. Listing things
breakfast
36. Planning meals
37. Sewing on butto
38. Making clothes
39. Restoring old f
40. Discussing how
grocery budget
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41.42.
43.44.
45.46.
47.Listing things a family can do together
that do not cost
Making a Christmas list on a limited
budget
Listing the best kind of presents
to get for Dad, Mom, Sister, Brother
Listing kinds of food we eat
Waxing floors
Hanging curtains
Making cookies
71.72.
73.74.
75.76.
77.78.
79.Knitting
Caring for shoe
Making cardboard
Carpeting piece
Modeling clothe
Baking bread (h
Setting up groc
Learning how fo
store
Learning how to
48.Washing hair
are fresh
49.Ironing clothes
80.Discussing how
50.Washing different types of fabrics
81.Decorating chil
51.Drying different types of fabrics
82.Making things f
52.Cleaning windows
83.Caring for the
53.Keeping the yard
84.Keeping a checkb
54.Things for the garden--tools
etc.
55.Vacuuming
85.Getting a socia
56.Comparing types of carpeting
86.Filling out job
57.Comparing types of vinyl
87.Applying for cr
58.Cleaning carpeting
88.Getting work pe
59.Mopping floor
89.Learning about
60.Interviewing for job
61.Doing chores at home
62.Fixing a burned-out light
63.Cleaning stove
64.Cleaning refrigerator
65.Keerinr clothes in good repair
66.Getting spots out of clothes
67.Patching pants
68.Comparing old and new catalogs
69.Making out catalog order
70.Calling in order
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-
SCOPE
ACTIVITIES
Questions:
These are ques-
tions that might be asked
at the end of each activity:
1.
How many things could
the workers learn from
each other?
2.
Is it important that
they work well together?
3.
What happens if they do
not?
4.
Which is more important:
learning new skills or
learning to get along
with people?
5.
How did the workers
communicate?
6.
Did they learn from
each other?
List some
of the things.
7.
Did they work well
together?
8.
What comments do stu-
dents have about the
activity?
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ACTIVITIES
E.
Children learn many things
about themselves and others
by observing others per-
form.
The teacher should
encourage her children to
be keen observers of human
nature.
She should also
help them interpret what
they observe.
Discuss
such questions as the
following:
1. Was everyone involved
in the activity?
2. Did everyone appear
to be happy?
3. Did one or more stu-
dents direct the
activity?
4. Did the groups do
better when everybody
talked or when no-
body said much?
What did you think
about those who never
said anything?
The children might
like to judge each
group according to
the following:
a. The
b. The
c. The
d. The
e. The
f. The
most cooperative
friendliest
fastest working
slowest working
smoothest working
group I liked best
The children might
also discuss how these
could apply to a job.
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SCOPE
IV.
ACTIVITIES
Concept:
Individuals in consumer and homemaking
are qualified to perform in many dif-
ferent occupations.
Concept:
Technological and sociological changes
eliminate and create jobs in consumer
and homemaking.
A.
Many jobs in consumer and
homemaking share related
skills.The caterer does
many things that are done
by the professional cook.
The purpose of this con-
cept is to help students
see that many of the same
skills are used in many
different jobs.
The stu-
dents will probably be
proud to know that they
already possess many of
the skills required by
jobs in consumer and home-
making.They will most
likely look forward to
learning others.
1. Let the students dis-
cuss the following
jobs with these pur-
poses in mind:
a. Discovering how
many of the same
skills are needed
by all the jobs
b. Discovering how
many skills are
almost alike
c. Listing
The student can do
this activity using
the following jobs
from consumer and
homemaking:
a. Caterer
b. Chef
c. Restaurant cook
d. Waiter
e. Waitress
f. Food products tester
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ACTIVITIES
g.
Plant hostess
h.
Kitchen supervisor
i.
Head cook
j.
Food service
supervisor
k.
Caterer helper
1.
Maid
2.
Questions and Projects
a.
Are jobs in consumer
and homemaking like-
ly to be changed by
technological and
sociological change?
b.
Name some inventions
that have changed the
nature of these jobs.
c.
Let students cut from
magazines pictured. of
new gadgets for the
home and make a bul-
letin board.
They
could discuss each one
and try to decide
what people did before
the gadget was invented.
d.
What new discoveries
or new machines in
recent years have
changed the nature
of these jobs?
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SCOPE
ACTIVITIES
e.
Do a study of the
home going back to
the pioneer days.
Show how the nature
of housework has
changed in recent
years.
f.
Make a scrapbook of
the pioneer house
and of the modern
home, contrasting
the two homes (one
on one page, the
other on the oppo-
site page of the
scrapbook).
g-
Let students make
models of each home
from cardboard boxes
or other materials.
Students could fur-
nish and decorate
each house with models
made from cardboard
and other materials.
h.
Do art work of the
pioneer housewife
doing jobs and of
the modern housewife
using modern appli-
ances.
This could
be used as a bulletin
board.
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ACTIVITIES
i.
Students might want
to have a "pioneer
home day" and bring
old home utensils,
appliances, and gad-
gets to display for
the class and school.
j.
An older person might
be invited to come
in and talk about
"the way homemaking
used to be."
Most
communities have a
historian or other
person who will glad-
ly talk about the
history of the region.
k.
Creative writing
subjects:
-20-(1) If I Had $100
(2) My Christmas
Budget
(3) Things I Want to
Save For
(4) Why Is Saving So
Hard to Do?
(5) How I Spend My
Allowance
(6) Should I Work for
My Allowance?
(7) What I Want Most For
Christmas (My
Birthday)
(8) My Imaginary House e
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ACTIVITIES
Piggy Bank
Use small bleach bottle
Decorate it
ke a pig:
felt
ears, felt eyes
, tail (use
thin piece of plastic from
another bleach bottle and curl
it), legs from plastic straw,
feet from bleach bottle plastic.
Color with magic marker.
(9) Things I Like to
Do Around the Yard
(10) I Like Flowers
(11) China Is for Me
(Dishes)
(12) I Like All Kinds
of Curtains
(13) My Favorite House
Plan
(14) Silverware Is What
I Like
(15) I Like to Tend to
the Baby
(16) I Like Handling
Money
(17) I Like to Cook -
Here Are My
Specialities
(18) I Want to Tell You
How I Decorated My
Room
(19) I Collect Dolls
(20) I Like to Work with
Potted Plants
(21) I Want to Tell You
about My Aquarium
(22) Ways I Earn Money
(23) I Like Working
with Children
(24) Sewing Is What
I Like
X25) I Like to Decorate
for Parties
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SCOPE
V.
ACTIVITIES
Concept:Information about careers is needed
by all individuals in consumer and
homemaking occupations.
A.
Information about jobs is
often taught in home eco-
nomic classes.'
Since
career awareness' is so
much a part of this cluster,
the subject will be con-
sidered in more depth un-
der this concept.
Students need to know about
the world of work: about
jobs, working conditions,
educational requirements,
etc.; however, in addi-
tion to this information
they also need to know how
to apply for a job, how
to talk to someone about
a job, how to ask perti-
nent and important ques-
tions, how to conduct
themselves once a joh has
been found, how to work
cooperatively with other
people, and how to pre-
pare for a better position.
It is.a little early to
do these things seriously.
Certainly no fifth or
sixth grader is going to
look upon such activities
as crucial, and they
should not be.
At this
point they should only
be in fun; however, there
are many valuable things
that can be learned by
play-acting and pre-
tending. opp
1.
Role- Playing
Let students divide
into groups of two
(one the employer
and the other a job,
hunter).
The two
students could
select a job from
the consumer and
homemaking cluster
and study up on it.
The students could
then take turns apply-
.-img for a job.
The
students could first
practice this alone
and later before the
class.
After all students
have had the oppor-
tunity to interview
for a:Job that they
are familiar with,
the teacher could
let them switch and
apply for jobs about
which they know very
little,
This should.
give the employer
the opportunity to
question the job
hunter to see if he
or she has the
necessary qualifi-
cations.
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ACTIVITIES
2.
Following is a mock
interview which some
;
r_-,
of the students might
FE
S ONN E
like to stage.
Other
L
students may want to
use this as a model
OFFICEand write their own
lit.
01
This skit is an example
f how not to apply f6r
1mjob.
The students
hould be asked to ob-
erve carefully to see
hat they think.
AO
I'MSO GREAT
ployer:
Come in, young
man (woman).
(Person is dressed
slouchily).
Young Person:
Is this
the Twobit Industry?
Employer:
I beg your
pardon.
The title
is the Tobiten Industry.
J.B. Tobiten.
He's
the boss and owner.
Young Person:
Oh, the
name wasn't very well
written and the lights
were dim.
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ACTIVITIES
Employer: Rave a seat.
(Job hunter tries
to sit down in the
employer's chair.)
Not that one
It's
nine:
Sit right
here in front of the
desk.
Young Person: This sure
is a hard chair.
(Boss frowns.)
Employer: What sort of
job did you have in
mind?
(Very business-
like)
Young Person:
Just any-
thing.
President,
Vice-president, Super-
visor, you know.
(Pretends to s̀moke a
cigarette sloppily)
Employer: How much edu-
cation do you have?
Young Person: Like one
year of high school.
I didn't want to fool
around with all that,
stuff and so I decided
to do something im-
portant like make
money.
You know?
How much do you pay?
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ACTIVITIES
Employer:
We haven't
talked about a job
.
yet.
Young Person: How much
vacation?
(Slumping
in chair)
Employer:
Which job?
(Irritated)
Young Person:
Say, Vice-
President?
Employer:
Would you be-
lieve shop clean-up
boy?
$1.80 per hour,
40 hours a week, no
vacation the first
year.
Young Person:
Man, you
just lost the coolest
Vice-President you
ever had.
Employer:
Is that right?
Young Person:
Right
(Getting up) And I'm
not going to give you
a second chance either.
You had the chance to
hire me and you blew
it.
Employer:
That's too bad.
Could I show you the
door?
That's the
closet.
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SCOPE
ACTIVITIES
Young Person: I can
find the door all
by myself.
Oops...
Employer: That's the
old fire escape;
don't go out that
door
I loie
more job hunters
that ways
3.
Let students make a
poster stating in
brief sentences what
a person should do
during a job interview.
Before making the
poster, let the class
discuss interviewing
and let them list the
things one should and
should not do.
They
can compare these with
the chart below.
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ACTIVITIES
SO YOU WANT THAT JOB
For a Successful Interview We Suggest:
1. Be familiar with the firm
and its business.Then
decide what job in its
line you can do best.
2. Apply on time and alone.
The employer wants to
talk with you, not your
friends or relatives.
. Know who the person is
that you are to see and
call him by name occa-
sionally.
.
State what you can do.
Do not claim you "can
do anything" because you
can't.
5. Be dressed suitably.
Fastidious overdress is
not in good taste either
before or after you get
the job.
6. If you have to wait, do
so graciously,
Don't
shuffle around or show
impatience.
7. Do not chew gum
8. In a private off
stand until invi
seated.
9. Let the employer
of the talking.
10. Speak clearly, c
courteously.
A
won't hurt you.
11. Do not criticize
either previous
or your associat
12. Do not fear thei
Most employers a
and considerate.
sides, they are
for good workers
you are looking
job.
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SCOPE
ACTIVITIES
The class could judge
the interviews of the
class by using the
chart.Allow 10 points
for each statement.
Perhaps this could be
dittoed and handed to
the students so that
each student could
evaluate each interview.
The teacher might want
to tape record the
interviews to play back
to the groups.
e
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COPE
ACTIVITIES
VI.
Concept:
Leisure-time activities affect
career choice in consumer and
homemaking careers.
A.
Students should be re-
minded that vacation
is only one thing to
consider when deciding
upon a job.
They will
notice that there is
a wide difference in
the amount of leisure
time. dependingupon
the job and the income.
The students should
discuss the idea of
leisure time and
whether or not people
who do nothing are
always happy.
Discussion
1.
How is a person's
leisure time af-
fected by his job?
a.
Hours
b.
Income
c.
Vacation time
d.
Weekly work
schedule (Some
work at night,
on shifts, on
weekends, etc.)
2.
Discuss with stu-
dents the number
of days vacation
different workers
receive.
Infor-
mation about this
may be obtained
from:
a.
Banker
b.
Teacher
c.
Caterer
d.
Dressmaker
3.
Students could ask
their parents about
the amount of vaca-
tion time they re-
ceive eachyear.
The class could
make a chart of this
by jobs.
v
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ACTIVITIES
v
4. The clasi will want
to take a special
look at consumer
and homemaking jobs
as concerns vacation
time.
5. Why are some jobs
almost like vaca-
tion themselves?
Name some of them.
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ACTIVITIES
VI
Concept:
Careers are grouped by families
in the consumer and homemaking
cluster.
Jobs constitute families
just as people do.
In
careers; as in'families,
there is a close rela-
tionship between the
jobs in a family.
Students should discuss
job families in consumer
and homemaking since
this information can be
of value to them later
in their selection of
a career.
This infor-
mation is especially
valuable to the worker
who may be changing
jobs frequently since
jobs in a family often
require many of the
same skills and much
of the same knowledge.
Discussion
1. What is a job family?
Give some examples
"-* from consumer and
homemaking.
3. Draw a job tree for
consumer and home-
making.
4. What are the skills
that a worker might
use in all of the
jobs below?
a. Day care worker
b. Nursemaid
c. Foster mother
d. Kindergarten teacher
e. Nursery school worker
5: Let each student list
the skills he already
has that could be used
in consumer and home-
making.
6. A dressmaker wants,
to make a wedding
dress for a customer.'
What are the skills
she will need?
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ACTIVITIES
7. A caterer plans a
meal for a group of
fifty businessmen
in a local hotel.
He must arrange for
entertainment also.
What skills does he
need?
8. Mary has just gradu-
ated from college
and is planning to
teach a kindergarten
class.
What are the
skills she will need?
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ACTIVITIES
VIII.
Concept:
The consumer and homemaking
cluster is related to other
job clusters.
A.
What do we mean by the term
"cluster "?
This may seem
like an unnecessary ques-
tion; however, many chil-
dren-will not understand
the concept.
The teacher
should be sure the stu-
dents granythe term be-
fore she goes too far into
the concepts of clusters.
A cluster is a group of
jobs that are closely re-
lated.
The cluster may
be made up of several
job families, all of which
are relatedby certain
skills, educational re-
quirements, and personal
qualities.
In the course of their
work consumer and home-
making workers often come
into contact with other
workers that are not in
their job family or even
in their cluster.
They
are often dependent upon
and work very closely
with many workers from
other clusters.
Discussion
1. What is a cluster?
2. Name things that
come in clusters:
a. Grapes
b. Bananas
3. What is a job cluster?
4. Are the truck driver
and the caterer in
the same cluster?
5. Let the class prepare
a chart showing the
job clusters.
6. How is the dressmaker
dependent upon workers
from other clusters?
7. Have students prepare
a chart with the dress-
maker in the center.
(Cut out pictures from
old magazines and paste
in center of poster-
board.)
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ACTIVITIES
It is this relationship
that is of importance.
Knowing that this re-
lationship between
various job clusters
exists can be very
important to the stu-
dent who is preparing
for his future career.
Around this picture
paste symbols for the
clusters related to
the dressmaker.
Be-
tween the two symbols
write in statements
explaining how the
dressmaker is depen-
dent upon each of
the clusters.
1)rm & X.e-1-
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CONTENTS
Book List
Resource People
Film List
Bulletin Board Ideas
List of Careers
Checklist
Chart of Abilities
Evaluation
Thoughts Pertinent to Applying for a Job
Cluster Symbols
S.P.I.C.E. Activity Record
Letters to Parents
Ideas for Integrating the Skills
Vocabulary
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rook List
Consumer and Homemaking
5 - 6
Adler, Irving
Fibers
Alexander, Arthur
The Hidden You
Ames, Gerald
Food and Life
Andry, Andrew
Hi, New Baby.
Arnold, Paulene
Food Facts for Young People
Aylesworth,'Thomas
It Works like This
Banks, Marjorie
How We Get Our Dairy Foods
Barr, Donald
How and Why Wonder Book of B
Barr, Jene
What Can Money Do?
Beck, Barbara
Vegetables
Beim, Jerrold
Tim and the Tool Chest
Bendick, Jeanne
The First Book of Supermarket
Berry, Erich
Eating and Cooking Around th
Better Homes & Gardens
Better Homes & Gardens Decor
Black, Algernon
The First Book of Ethics
Boydorr, John
The Wonderful World of kOOd
Breetveld, Jim
Getting to Know United Nation
Buck, Pearl
Welcome Child
Buehr, Walter
Bread: The Staff of Life
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Beuhr, Walter
Buehr, Walter
Callahan, Dorothy
Carson, Byrta
Carter, Phyllis
Checroun, Natalie
Clayton, Nanalee
Colonius, Lelliun
Cooney
DeSantis, Mallen
Dow, Emily
Eberle, Irmengarde
Evans, Eva
Evans, Eva
Felson
Floethe, Louise
Georgior, Constantine
Glassner, Sherwin
Glynne
Goldenson, Robert
Cloth from Fiber to Fabric
Food from Farm to Home
The Great Nutrition Puzzle
How You Look and Dress
The Story of Cloth
Pull Up a Chair
Young Living
At the Bakery
It's Up to You
Bubble Baths and Hair Bows
Brooms, Buttons and Beaux
The World of Fabrics
People Are Important
All About Us
Letters to a Teenage Son
The Farmer and His Cows
Whitey and Whiskers and Food
How the American Economic Syst
The American Girl Beauty Book
All About the Human Mind
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Graham, Ada
Gruenberg, Benjamin
Hammond, Winifred
Hammond, Winifred
.Hastings, Evelyn
Helfman, Elizabeth
Henriod, Lorraine
Hiroch, S.
Hoffman, Peggy
Hollos, Clara
Hurd, Edith
Jackson, Kathryn
Johnson, Lois
Jubelier, Ruth
Jupo, Frank
Katzoff, Betty
Kenworthy, Leonard
Leaf, Munro
Lee, Tina
Lent, Henry
Great American Shopping Cart
Your Breakfast and the Peopl
Cotton: From Farm to Market
Plants: Food and People
At the Dairy
This Hungry World
T Know a Grocer
Fourscore and More
Sew Easy
The Story of Your Coat
Come with Me to Nursery Schoo
Homes Around the World
What We Eat
Jill's Check-up
Nothing to Wear but Clothes
Cathy's First School
Three Billion Neighbors
Manners Can Be Fun
Manners to Grow On
Men at Work in the South
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Lerner, Marguerite
Lerner, Marguerite
Lewinton, Mina
Liang, Yen
Lowenherz, Robert
Maginley, C. J.
Maher, John
Martin, Lealon
Meeks, Esther
McDonald, Barbara
McDonald, Barbara
Neghbert, Ester
Neigoff, Anne
Neurath, Marie
Newcomb, Ellsworth
New York Herald Tribune
Perkins, Wilma
Perl, Lila
Petersham, Maud
Petersham, Maud
Michael Gets the Measles
Who Do You Think You Are?
Faces Looking Up
The Skyscraper
Population
Historic Models of Early Amer
Ideas About Choosing
Conquest of Disease
Families Live Together
Casserole Cooking Fun
Cooking Fun
The True Story of Cloth
Dinner's Ready
Many Foods
Miracle Fabrics
Young America's Cookbook
The Fannie Firmer Junior Cookb
Red-Flannel Hash andAShoo-Fly
Lees Learn About Silk
The Story Book of Things We W
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Pitt, Valerie
Let's Find Out About the Fami
Post, Elizabeth
The Emily Post Book of Etique
People
Provus
How Families Live Together
Radlauer
What Is a Community?
Riedman, Sarah
Food for People
Roberts
Where Time Stood Still
Rogers, Matilda
The First Book of Cotton
Romano, Louis
This Is a Department Store
Rosenbaum
Economics of the Consumer
Rosenbaum
How a Market Economy Works
Rossomando, Frederic
Earning Money
Scheib, Ida
The First Book of Food
Schloat, Warren
Milk for You
Schloat, Warren
Schneider, Herman
he Wonderful Egg
,w,
Everyday Machines and How The
Shannon, Terry
About Food and Where It Comes
Smaridge, Norah
Speiser, Jean
Stanek
Stanek, Muriel
Looking at You
UNICEF and the World
How People Live in the Big Ci
How People Live in the Suburbs
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Symons, Arthur
Fix-It Book
Vogel, Ray
The Other City
Waller, Leslie
Clothing
Whitney, David
Let's Find Out About Milk
Wilkinson, Jean
Come to Work with Us in a Hot
Young, Dot
Dot Young's Sewing Book
Young, Marjabelle
Stand Up, Shake Hands, Say "H
Zim, Herbert
Things Around the House
Zim, Herbert
Your Food and You
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Mt. Kemp Fain
Financial Service Corporation
588-6544
Mrs. Amaryllis S. Deaton
New Hopewell School
577-4545
Mrs. Ellen Monroe
RUB524-2911
Mrs. Ann Dooley
KUB524-2911
Linda Cruze
RUB524-2911
Becky Davis
KUB524-2911
Mt. Tom Milligan
KUB524-2911
Mr: Bob Werner
Job Placement Coordinator
Knox County Schools
525-7686
RESOURCE PEOPLErs. Kath
erine Gre
Regional Superviso
Home Economic Educ
525-7307
Miss Willa Selvey
Elementary Supervi
Knox County School
525-6261
Marcie Pape
Youth Coordinator
Miller's Department
524-4040
Karen Henry
Fashion Coordinato
Sears
546-8111 Ext. 216
Mr. Walter McMillan
Job Placement Coord
Knox County Schools
Mr. John Hudson (Ta
Child and Family Se
Knoxville
524-7485
Maggie Barnard
Child and Family Se
Knoxville
524-7483
R e s o u r c e P e o f o r t h e W e l f a r e D e a r t m e n t- 5 4 6 - 1 5 3 0
M A
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M a r y A r m sC h i l d D e v e l o p m e n tE x t . 2 8 8
C h a r l o t t e T u r n e rC h i l d D e p a r t m e n tE x t . 2 8 7
M a r g a r i t ' G u e s sS o c i a l W o r kE x t . 2 8 7
C a r o l y n C o n d r yS o c i a l W o r kE x t . 2 9 4
E l i z a b e t h M i s e r( * * N o t e :C a l l M r s . M i s e r f o r s c h e d u l i n g a l l t h ea b o v e . )C h i l d D e v e l o p m e n tS o c i a l W o r kE x t . 2 0 8
5 4
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FILM LIST
Buying and Selling
Inflation and You
Money
Money and Government
Money and Panic
Money Goes to Work
Our Money System
State and Local Taxes
Too Little Spending
At Home in the Evening
Brothers and Sisters
Family Fun
Getting Ready for Bed
Getting Ready for School
Growing Up
Helping Mother
Keeping Busy
Our Family to the R
Food from the Sun
Food Store
Fruit (Food for Us)
Getting Food Ready
Keeping Food from S
Kinds of Food
Marvelous Peanut
Milk
Production of Food
Story of Food
Sugar Through the A
Vegetables (Food fo
What's in Our Food?
Where Food Comes Fr
B u t t o n h o l e s ( S e w i n g S e r i e s ) ,
B u y i n g F o o d W i s e l y
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y g y
C o o k i n g T e r m s ( C o o k i n g S e r i e s )
C o t t o n F a b r i c s ( C o n s u m e r E d u c a t i o n )
F i n i s h i n g T o u c h e s ( S e w i n g S e r i e s )
G e t t i n g A c q u a i n t e d ( C h i l d C a r e )
H o w t o C o o k M e a t b y D r y H e a t
H o w t o C o o k M e a t b y M o i s t H e a t
K e e p i n g C h i l d r e n H a p p y ( C h i l d C a r e )
K e e p i n g C h i l d r e n S a f e ( C h i l d T a r e )
M a t e r i a l s ( S e w i n g S e r i e s )
M e a s u r i n g A c c u r a t e l y ( C o o k i n g S e r i e s )
R a y o n F a b r i c s ( C o n s u m e r E d u c a t i o n )
R e t a i l S t o r e ( C o n s u m e r E d u c a t i o n )
S a f e t y i n t h e K i t c h e n ( C o o k i n g S e r i e s )
S e a m s ( S e w i n g S e r i e s )
S e l e c t Y o u r S t y l e ( C o n s u m e r E d u c a t i o n )
S e r v i n g M e a l s ( C o o k i n g S e r i e s )
S l e e v e s a n d N e c k l i n e s ( S e w i n g S e r i e s )
S l i d e F a s t e n e r s ( S e w i n g S e r i e s )
5 6
` S p e c i a l D a y t i m e P r o b l e m s ( C h i l d C a r e )
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S t e r l i n g S i l v e r o n Y o u r T a b l e s
S t o r i n g F o o d ( C o o k i n g S e r i e s )
U s i n g Y o u r P a t t e r n ( S e w i n g S e r i e s )
W o o l ( C l o t h i n g a n d S h e l t e r )
W o o l F a b r i c s ( C o n s u m e r E d u c a t i o n )
E s k i m o F a m i l y ( F a m i l i e s A r o u n d t h e W o r l d )
F a m i l y o f B r a z i l ( F a m i l i e s A r o u n d t h e W o r l d )
F a m i l y o f C e n t r a l A s i a ( F a m i l i e s o f O t h e r L a n d
F a m i l y o f G u a t e m a l a ( F a m i l i e s A r o i l n d t h e W o r l d
F a m i l y o f I n d i a ( F a m i l i e s o f O t h e r L a n d s )
F a m i l y o f I s r a e l ( F a m i l i e s A r o u n d t h e W o r l d )
F a m i l y o f J a m a i c a ( F a m i l i e s o f O t h e r L a n d s )
F a m i l y o f J o r d o n ( F a m i l i e s A r o u n d t h e W o r l d )
F a m i l y o f M e x i c o ( F a m i l i e s A r o u n d t h e W o r l d )
F a m i l y o f S c o t l a n d ( F a m i l i e s A r o u n d t h e W o r l d )
F a m i l y o f W e s t G e r m a n y ( F a m i l i e s o f O t h e r L a n d
F a m i l y o f Y u g o s l a v i a ( F a m i l i e s A r o u n d , t h e W o r l
G e t t i n g A l o n g w i t h Y o u r B r o t h e r s a n d S i s t e r s ( F
I s T h e r e a T y p i c a l F a m i l y ? ( F a m i l y L i v i n g )
P a r e n t s A r e P e o p l e T o o ( F a m i l y L i v i n g )
5 7 - 4 7 -
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BULLETIN BOARD IDEAS
1. A bulletin board made up of pictures of tempting dishes.
(C
magazines)
2. Pictures of tools and products used in housekeeping.
(Cut f
magazines)
3. Let each student draw, color, and place on the bulletin board
himself as a consumer or homemaking worker.
4. Place sample of creative writing on bulletin board.
5. Put up poster showing names of parents involved in consumer a
and what their jobs are.Pictures of each worker could be c
and placed beside each job.
6. Pictures cut from magazines of families doing various things
7. A large picture of a worker (three feet tall) with captions
he or she does.
8. Make a bulletin board using the labels from various foods or
products.
9. Using newspapers make a bulletin board of the best bargains o
10. Bulletin board of suggestions for applying for a job.
11. Picture of person properly dressed contrasted with picture of
improperly dressed.
12. Bulletin board using Charlie Brown as a cartoon character fo
cation.
The caption could be some of the concepts used for
cation or self-concept.
13. Bulletin board made up of cartoons from the book of cartoons
C O N S U M E R A N D H O M E M A K I N G
N u r s e m a i d
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F o s t e r m o t h e r
C h i l d - c a r e a t t e n d a n t ( S c h o o l )
K i n d e r g a r t e n t e a c h e r
D a y c a r e w o r k e r
L a u n d r e s s
C l o t h i n g m a n a g e m e n t s p e c i a l i s t
W a r d r o b e s p e c i a l i s t w o r k e r ( m o t i o n p i c t u r e )
D r e s s e r ( a m u s e m e n t a n d r e c r e a t i o n )
N u r s e r y s c h o o l t e a c h e r
W a r d r o b e m i s t r e s s ( a m u s e m e n t a n d r e c r e a t i o n )
W a r d r o b e a t t e n d a n t ( a m u s e m e n t a n d r e c r e a t i o n )
D r e s s m a k e r
S e a m s t r e s s
G a r m e n t i n s p e c t o r
C o s t u m e r ( m o t i o n p i c t u r e s )
C a t e r e r
D i r e c t o r ( s c h o o l l u n c h p r o g r a m )
M a n a g e r ( c a f e t e r i a o r l u n c h r o o m )
F o o d p r o d u c t s t e s t e r
5 9W M - 4 9 -
F o o d s e r v i c e s u p e r v i s o r
C h l
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C a t e r e r h e l p e r
H o m e l i g h t i n g d e m o n s t r a t o r
H o m e s e r v i c e r e p r e s e n t a t i v e
H o m e l i g h t i n g a d v i s e r ( l i g h t , h e a t , p o w e r )
` S l i p c o v e r c u t t e r ( h o u s e o r c a r )
H a n d s e w e r
D r a p e r y o p e r a t o r
S l i p c o v e r s e a m s t r e s s
H o u s e m o t h e r . , ( p r i v a t e s c h o o l o r c o l l e g e )
E x e c u t i v e h o u s e k e e p e r
M a n a g e m e n t a i d e
H o m e d e m o n s t r a t i o n a g e n t
I n s p e c t r e s s ( h o t e l o r r e s t a u r a n t )
M a i d ( m o t e l r . h o t e l , h e 1 )
M a i d ( h o s p i t a l )
6 0a -
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S.P.I.C.E. UNIT CHECKLIST
Below check the column
/that best expresses the deg
have taught the specific conEe7FFet forth in your career educa
1. Integrated career education into
the total curriculum.
2. Helped students recognize their
abilities, ambitions, and
limitations as they relate to
a career.
3. Helped each student see himself
as important and necessary.
4. Helped students develop an ap-
preciation for all jobs.
5. Helped students understand why
work is desirable.
6. Helped students understand why
work is necessary.
7. Helped students understand the
changing nature of the world
of work.
8. Helped students relate their
school work to the world of
work outside the classroom.
9. Helped students see the im-
portance of getting along
with others.
10. Helped students participate
in hands-on activities that
broaden their knowledge and
increase their awarensm of jobs.
-58-
Very LittleSome
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EVALUATION
1. Students will be able to name ten skills in consumer and home
learned in part by observing.
2. Students will list four ways interaction between workers help
knowledge about careers.
3. Students will be able to deal with five occupations fromcons
making indicating other jobs they are qualified to do.
4. Students will be able to name four newcareers in consumer an
that have come about in ,the last ten years due to technologic
logical change.
5. Students will be able to list five reasons whycareer informa
portant and necessary to everyone.
6. Students will be able to list five ways in which leisure time
by jobs in consumer and homemaking.
7. Students will know three job families in consumer and homemak
8. Students will be able to name five other clustersupon which
homemaking workers are dependent.
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THOUGHTS PERTINENT TO APPLYING FOR A JOB
The employer wants to hear:
1.
That you can handle the job.
2.
That you are willing to work with him.
3.
That you will be there every morning at the agreed upon time
will, in return for a full day's spay, demonstrate you have e
Other suggestions:
4..
If any unforeseen event prevents your appearance upon the j
employer know well in advance.
Never leave him wondering wh
5.
Do not be negative--be POSITIVE in your approach and anythi
employer during the interview.
6.
The employer would rather hear of your successes than failur
leave anything of a negative nature with him to mull over in
7.
Never tell him you haven't had any experience for the job yo
for.
8.
Dress sensibly--neatly, and above all be clean and fresh-sme
bath the morning before the interview and have clean, sweet
ready to put on.
If possible, use an underarm deodorant.
H
overdo it.
Never overpower a prospective employer with stro
after-shave lotions. etc.
9.
Above all, be a good listener.
Leave him with the feeling t
be an excellent employee to have around his organization, th
be easy to get along with, that you can take advice and crit
not too radical.
You cannot ,tell him you won't get a hairc
is girl length and you are a boy) and he has to give you a j
prerogative to select the people he wants to fill the job b
organization and he wants it that way.If you refuse to con
regulations, and requirements for a particular job, there a
employers who will not give you a chance.
MID
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10. Are you interested in the job for which you are applying?
N
wants to hear you say, "I'll
it for a few days."Emplo
looking for people who will stay with them, who are seeking
job, and who will be a credit to the organization.
11. Are you looking for a "job"?
Or are you looking for "work"?
how to spell "work"?
Too many people are looking for a "job
enough for "work"
"Work" implies to an employer that you
tackle anything he has to offer and that you are willing to
The people who are looking for a "job" say they are hired t
to file--or hired to bus tables, not to sweep and mop floors
who want to "work" will find things to keep them busy and pr
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Clstrymbol
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S.P.I.C.E. ACTIVITY RECORD"
School
Grade
Teacher
Below give us a brief summary of some of the things that yo
doing in career education.
If you have had resource persons in
they were.
If you have done other things, indicate what they we
1. Speakers or resource persons
2. Films
3. Books
4. Field trips
5. Skits (titles)
6. Bulletin boards
7. Hands-on activities
8. Art
9 . C l a s s m e e t i n g
1 0 R o l e p l a y i n g
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1 0 . R o l e - p l a y i n g
1 1 . C r e a t i v e w r i t i n g
1 2 . F i l m s t r i p s
1 3 . R e c o r d s o r c a s s e t t e s
1 4 . P a r e n t h e l p e r s
1 5 . O t h e r h e l p e r s
1 6 . O t h e r a c t i v i t i e s .
6 8
1 7 . G u i d a n c e a c t i v i t i e s
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F u t u r e P l a n s - -
6 9
D e a r F a r e n t ,
S c h o o l P r o g r a m s I n C a r e e r E d u c a t i o n i s a t t e
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S c h o o l P r o g r a m s I n C a r e e r E d u c a t i o n i s a t t e
g i v e b o y s a n d g i r l s a b r o a d k n o w l e d g e a b o u t m
j o b s . W e a r e s u r e t h a t y o u w i l l f i n d y o u r c h i l d '
e d g e o f t h e w o r l d o f w o r k i n c r e a s i n g d a i l y .W e h o p e t h a t
m u c h o f w h a t t h e s t u d e n t s l e a r n w i l l c o m e f r o m
S o u t h K n o x C o u n t y w h o a r e w i l l i n g t o s i t d o w n
o f s t u d e n t s a n d d i s c u s s t h e i r w o r k .
T h e p a r e n t i s n o t a s k e d t o m a k e a s p e e c h b u
t o c o m e d r e s s e d i n h i s o r h e r w o r k c l o t h e s a n d
d i s c u s s h i s o r h e r w o r k w i t h t h e c h i l d r e n .I f t h e p a r e n t
c a n b r i n g s o m e t o o l s o f h i s t r a d e o r s o m e t h i n g
t o h i s w o r k t o s h o w t o t h e c h i l d r e n , t h i s w i l l b
g r e a t l y a p p r e c i a t e d b y t h e s t u d e n t s .
P a r e n t ' s n a m e
A d d r e s s
P h o n e
J o b t i t l e J o b l o c a t i o n
D a y o r d a y s o f t h e w e e k t h a t w o u l d h e m o s tc o n v e n i e n t f o r y o u
T h e t i m e o f d a y y o u c o u l d c o m e
S i g n a t u r e
7 0 - 7 2 -
MA
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Activities for Integrating the Skills
into Consumer and Homemaking
ATH.
Let the students study the labels of food containers to see wh
ingredient is in the container.
Use fractions. 1/2, 2/3, 3/4,
2.
The students could make a graph showing the proportion of each
3.
The students could take food items from the supermarket and che
weight to see if it corresponds to that on the label.
4.
The students could study the weight information given
on the la
convert this to other forms of measurements.
Ounces to grames
ounces, quarts to pints, quarts to pounds and ounces, etc.
5.
Let students work with decimals in determining miles per gallon
amount of a liquid in a container when reduced to a smaller con
using money for shopping.
6.
The four basic mathematical functions can be used when dealing
Let the students plan their budget around a given amount ofmon
them spend this amount over a period of time divided into units
weeks, months, etc.
7.
Let the students pretend to be workers and let them practice ke
own time, deducting lunch and coffee breaks, etc.
Let them co
wages at a set amount per hour.
Explain the difference between
workers and hourly workers.
8.
Let the students study time and make out their own daily schedu
time.
9%
Let the class study receipts and practice measuring the quantit
in the receipts.
73
*M
LANSCI
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10.Let the class examine clothes and shoe sizes.
This would inclu
sleeve and trouser length, waist and bust measurements,shoe si
and women, shoe sizes for boys and men.
ANGUAGE ARTS
1.
Enhance vocabulary learning by introducingnew words and terms
terms, use them in written work and oral activities.
List thes
posters, in notebooks, and use them in spellinggames to help r
their learning.
2.
Have students do outside reading in connection with theirresea
Encourage them to share their findings with other classmembers
of an oral report with a visual aid.
3.Give the students practice in usingresource books in gathering
and in writing short written reports.
4.
Have youngsters collaborate on preparingan interview form to u
trips and with resource people.
Talk about appropriate questio
resource person and the importance of wording them carefully.
5.
Let the students imagine that they aresome worker in consumer
They can write a paper telling all they know abouttheir job.
6.
Read interesting information from thenews relating to consumer
7.
Let students gather newspaper articles and forma weekly bullet
8.
Have an oral report day each week at which time eachstudent ge
something interesting that he or she has doneor learned about
and homemaking.
9.
The students can take any creative writing theyhave done relat
consumer and homemaking and examine it from the point of viewo
Identify, parts of speech, punctuation, spelling,
sentence struc
IENCE
1.Let the class discuss various household chemicals inorder to d
is harmful and what is not.This could include soups, blioNsp
garden bug dust, medicine in the medicinecabinet.
Alm
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2.
The class could discuss the taking of prescription and nonpresc
and their effect on the body.
3.
The class could discuss the scientific method of investigation
meant by research.
4.
Let the students discuss the effect of heaton different types
the composition is changed by heat.
5.
Let the class discuss the freezing of different fruitsand vege
effect produced.
The class could make.a.poster listing the fru
the effect of freezing and the best method forpreserving each
6.
Discuss the effect of salt and spicesupon food.
7.Help the students identify as many differenttypes of food as th
will involvethe study of the diets and eating habits ofmany
8.
Discuss the importance'of water toour body and to our lives.
ways as you can that water is used in cooking.
1.
Student can practice drawing cartoon charactersrepresenting th
activity at home.
Commercial is a profession that can be start
many artists get their start in the elementary classroom.
The
obtain information on commercial art and cartoondrawing throug
library.
Perhaps the class could adopt the best cartooncharac
class.
2.Role playing activities are more successful ifscenery is used.
class use a wide variety of materials andart supplies in desig
making scenery, props, and costumes.
3.Conduct a discussion with the classon the use of art in decora
in designing clothes, in preparing labelsfor food products, et
class identify other uses of art inconsumer and homemaking.
4.
Design a colorful mural depicting the foods thatare needed in
balanced diet, or let the mural representsome of the students
talent in clothes design or in representingmany of the differe
from consumer and homemaking.
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5.
Have students collect magazine and newspaper pictures of differ
clothing, or"furniture, and make a collage of thege pictures.
6.Make an attractive poster representing the best lable for food
by the class.
7.
Have students make dioramas, models or shadow boxes depicting t
the table.I
VoplThThbo
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Vocabulary Words for
Consumer and Homemaking
5-6
ocabulary Study - Let the students use the words provided in this vo
lus additional words of their own, and make a Consumer and Homemaking
he students will need to carry out the following tasks:
1.
Arrange all words alphabetically
2.
Look up meanings of words that are not well known, and write a
each word.
3.
Draw pictures to illustrate words where possible.
4.
Cut pictures out of old magazines; paste them in the dictionar
words.
5.
Design a cover and make up a title for the dictionary.
he following books available at the Knox County Materials Center wer
ooks in compiling this vocabulary:
Van Der Linde - Around the World in 80 Dishes
Dorothy Calliahan - Young America's Cook Book
'Gladys Taber - My Own Cook Book
Perkins - The Fannie Farmer Junior Cook Book
t8.
F
9.10.
11.12.
13.14.
15.16.
V
17.18.
T
19.
R
20.
S
21.
T
22.
S
23.24.
O
25.
P
26.27.
D
28.
W
29.
F
30.
E
31.
M
32.33.
34.
P
35.
T
36.
P
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Vocabulary Words for
Consumer and Homemaking
is suggested that the teacher allow students to look these wordsup
Cinammon
Aragano
Pizza
Pepirroni
Spaghetti
Tarter sauce
Oysters
Flounder
Perch
Lobster
Snails
Frog legs
Pork
Beef
Lamb
Vinsen
Mutton
T-bone steak
Ribroast
Shoulder roast
Tinder loin
Smorgasboard
Buffet dinner
On the house
Pancake turner
Sauce pan
Double boiler
Wooden spoon
Frying pan
Electric mixer
Measuring spoon
Rolling pin
Salt
Pepper
Tablecloth
Plates
IMO
37.38.
39.40.
Napkin
CupSaucer
Casserole dish
73.
74.
75.
76.
41.
Flour sifter
42.
Can opener
43.
Paring knife
44.
Butcher knife
77.
45.
Cereal
78.
46.
Vegetable brush
79.
47.
Cake pan
80.
48.
Celery
81.
49.
Asparagus
82.
50.
Brockley
83.
51.
Green beans
84.
52.
Carrots
85.
53.
Onions
86.
54.
Radishes
87.
55.
Lettuce
88.
56.
Cabbage
89.
57.
Green peas
90.
58.
Blackeyed peas
91.
59.
Butter beans
92.
60.
Crout
93.
61.
Cracklins
94'.
62.
Sausage
95.
63.
Salami
96.
64.
Navy beans
97.
65.
Kidney beans
98.
66.
Liver
99.
67.
Fudge
100.
68.
Taffy
101.
69.
Shrimp
102.
70.
Souffle dish
103.
71.
Balance scales
104.
72.
Colander
105.
78
Wire
Dilut
Disso
Sautefry
smaor
Sprin
Rare
Apron
Parme
Chedd
Blue
Bouill
Mines
Herbe
Parsl
Tarra
Marjo
Olive
Cutle
Veal
Olive
Clove
Musta
Appet
Chipp
Cockt
Water
3ggno
Butte
Dumpl
Gkiddl
Rye b
Yeast
Cafewith
1 0 6 .1 0 7 .1 0 8 .1 0 9 .1 1 0
P e p p e r m i n tA p p l e s a u c eB o s t o n c r e a m p i eG i n g e r s n a p sL e m o n c h i f f o n
1 4 7 .1 4 8 .1 4 9 .1 5 0 .1 5 1
S h i s h k e b a bG o a t m i l kS o y b e a nT u r k e yY k h i d d i g
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1 1 0 . L e m o n c h i f f o n 1 5 1 . Y o r k s h i r e p u d d i n g1 1 1 . P e a n u t b r i t t l e 1 5 2 . E n c h i l a d a s1 1 2 . D i v i n i t y 1 5 3 . T a c o s1 1 3 . P o u l t r y 1 5 4 . E g g r o l l1 1 4 . R o l l e d o a t s 1 5 5 . B e e f S t r o g a n o f f1 1 5 . S a n d w i c h e s 1 5 6 . W i e n e r S c h n i t z e l1 1 6 . T a r t 1 5 7 . C u s t a r d1 1 7 . C h o p s u e y 1 5 8 . C h o c o l a t e1 1 8 . C l a m 1 5 9 . C o c o a1 1 9 . A l m o n d 1 6 0 . C o f f e e1 2 0 . F r o z e n M o u s s e 1 6 1 . C h o p s u e y1 2 1 . S h e r b e r t 1 6 2 . C h i l i c o n c a r n e1 2 2 . M u s h r o o m1 2 3 . A n c h o v y1 2 4 . C o t t a g e c h e e s e1 2 5 . C r o q u e t t e s1 2 6 . H a d d o c k1 2 7 . H a l i b u t1 2 8 . M a c k e r e l1 2 9 . S a l m o n1 3 0 . S h e l l f i s h1 3 1 . C l a m b a k e1 3 2 . C h o w d e r1 3 3 . 0 l a N e w b u r g1 3 4 . G l a z e d1 3 5 . S t u f f e d1 3 6 . G a r n i s h e s1 3 7 . G i b l e t g r a v y1 3 8 . M a c a r o n i1 3 9 . H u n g a r i a n g o u l a s h1 4 0 . F r i c a s s e e1 4 1 . M e r i n g u e1 4 2 . A v o c a d o1 4 3 . H o r s e r a d d i s h1 4 4 . R o c q u e f o r t c h e e s e1 4 5 . S o u r c r e a m1 4 6 . C a v i a r
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