Cteverso 6th Grade

CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List
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2015/2016 Competency-Based Task/Competency List for Family and Consumer Sciences

Exploratory I (8206/9 weeks)
Tasks/competencies are considered optional when marked as such; they and/or additional tasks/competencies
may be taught at the discretion of the school division. All other tasks are considered essential statewide and
are required of all students.
Definitions
Questions
Related SOLs
Other Related Standards
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Demonstrating Workplace Readiness Skills: Personal Qualities and

People Skills
1. ESSENTIAL
Demonstrate positive work ethic.
Definition
Demonstration includes
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
How do you define positive work ethic?

How can a positive work ethic guide your behavior at work?
Why is a positive work ethic valued by teachers and employers?
Where did you acquire attitudes and beliefs regarding a work ethic? Is it possible to change
attitudes and behaviors? What resources are available to help you strengthen your work
ethic?
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. practicing trustworthiness and honesty;

b. practicing courtesy and respect for the rights of others;
c. practicing responsibility, accountability, and self-reliance;
http://www.cteresource.org/verso/courses/8206/family-and-consumer-sciences-exploratory-i-tasklist#
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d.
e.
f.
g.
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practicing respect for the law;

practicing patriotism;
practicing decision making;
practicing service to the school and/or local community.
GOVT.17
a.
b.
c.
d.
e.
f.
practicing trustworthiness and honesty;

practicing courtesy and respect for the rights of others;
practicing responsibility, accountability, and self-reliance;
practicing financial responsibility.

Instructional Resources for Workplace Readiness Skills
Brochure for Parents
Students design a brochure for parents that addresses how they can help their children develop good work
ethic. Two handouts are attached.
Class Discussion on Work Ethic
Students participate in a class discussion about work ethic and keep an observation journal.
Compare and Contrast: Students and Employees
Students participate in a class discussion about how good work ethic at school can lead to good work ethic as
an employee. A handout is attached.
Go to the Source
Students use a handout and interview two local business people and two students about work ethic, either by
phone, e-mail, or in person.
Nevada WRS Online Resources: Positive Work Ethic
An online curriculum designed to help identify standards in various situations and apply what they have
learned to improve their "soft skills."
Observation Journal on Work Ethic
Students keep a journal of their impressions and thoughts on any aspect of employee or student work ethic as
they visit a variety of local businesses.
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Poster for Younger Students

Students design a poster for either elementary or middle school students that will help them define good
schoolwork ethic.
Want Ad for a Student with a Good Schoolwork Ethic
Students follow a handout to write a help-wanted ad for a student with a good schoolwork ethic.
Want Ads
Students read the want ads in print and online and list the employee traits desired by the employers who
advertise.
What's the Word on Work Ethic?
Students review a handout featuring quotes from Virginia business leaders and engage in a discussion.
Work Ethic at Work
In this activity, students write a skit that features an employer and employee(s) exemplifying good work ethic.
Your Own Company
Students use this resource to develop an idea for their own company.
2. ESSENTIAL
Demonstrate integrity.
Definition
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.
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;
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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
a.
b.
c.
d.
e.
f.
g.

GOVT.17
a.
b.
c.
d.
e.
f.


Being Dependable
Students identify areas for improving their dependability in this lesson plan.
Employer-Personnel Issues
This is a lesson plan in which students describe related employer/personnel issues.
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Employment Law Resource Center

Current articles and practices are posted here by human resources compliance experts.
Ethics Resource Center Toolkit
Glossary, guidelines, and tips are provided to guide workplace ethics.
Interpreting the Law on Safe Employment
Elementary, middle, and high school lesson plans, some in video, are available here.
Nevada WRS Online Resources: Integrity
An online curriculum designed to help students understand personal integrity and how one's actions and
behaviors can influence their lives and others.
Nine Traps that Stop People from Making a Difference
The Better World Handbook provides arguments against such negative attitudes as Thats just the way the
world is, One person cant make a difference, and Its not my responsibility.
Norms, Morals, and Ethics
This worksheet and activity help students understand and compare norms, morals, and ethics.
Online Ethics Center for Engineering and Research: Ethics Topics
These are links to cases, scenarios, role plays, essays, articles, student projects, and a variety of other resources
related to ethics.
Remix, Reuse, Recombine: Holding a Seminar on Mash-Up Culture
This lesson plan provides students the opportunity to reflect on some of the ways culture is influenced by
digital media/technology.
Sample Human Resources Policies
Samples abound here for students who want to practice writing policies on their own.
Zippy Scenarios for Teaching Internet Ethics
This is a large sampling of scenarios to address many types of potential situational workplace issues.
3. ESSENTIAL
Demonstrate teamwork skills.
Definition
contributing to the success of the team (e.g., brainstorming solutions, volunteering,

performing in accordance with the assigned role)
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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).
What team skills are helpful at school? In the workplace?

What are the various roles of team members?
What are the consequences of using the strengths of team members? Of not using the
strengths of team members?
What can you do to integrate a new person into your group or team?
CE.4
a.
b.
c.
d.
e.
f.
g.

GOVT.17
a.
b.
c.
d.
e.
f.


Hello, My Name Is...and I Am...
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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
dressing appropriately (i.e., adhering to professional rather than personal standards,

following dress code)
maintaining personal hygiene
using language and manners suitable for the workplace (i.e., adhering to respectful, polite,
and professional practices).
What is the relationship between self-image and self-representation skills?

Why are self-representation skills important in school? On the job?
How can you improve your self-representation skills?
What techniques can you employ to overcome shyness? To overcome nervousness?
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CE.4
a.
b.
c.
d.
e.
f.
g.

GOVT.17
a.
b.
c.
d.
e.
f.


Attitude Counts
This lesson plan makes students aware of the need for cultivating positive attitudes toward work and learning.
Creating Your Personal Brand
Students are advised on how to market their personalities and skills and fill a niche.
Dress and Groom for the Workplace
Students can learn valuable techniques and expectations through this
video.
Dressing the Part

This resource helps students research the value of dressing appropriately for a variety of settings, including
business and school.
Mind Tools: Making a Great First Impression
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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
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.
CE.3

States;
society;
public good.
CE.4
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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.
recognizing the fundamental worth and dignity of the individual;

recognizing the equality of all citizens under the law;
recognizing majority rule and minority rights;
recognizing the necessity of compromise;
recognizing the freedom of the individual.
GOVT.11
The student will demonstrate knowledge of civil liberties and civil rights by
a.
b.
c.
d.
e.
examining the Bill of Rights, with emphasis on First Amendment freedoms;

analyzing due process of law expressed in the 5th and 14th Amendments;
explaining selective incorporation of the Bill of Rights;
exploring the balance between individual liberties and the public interest;
explaining every citizens right to be treated equally under the law.
GOVT.17
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.
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).
CE.4
a.
b.
c.
d.
e.
f.
g.

GOVT.17
a.
b.
c.
d.
e.
f.


Communicating at Work: Facilitating Good Communication
This is a role-play in which students strengthen their communication skills.
Conflict Resolution
This lesson plan allows students to demonstrate an understanding of conflict-resolution strategies and to
practice assertive communication.
Conflict-Resolution Information Source
Many resources, including lesson plans, are available through this site.
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Conflict-Resolution Lesson Plans

Links to 23 lesson plans are provided here.
Exploring the Nature of Conflict
This lesson plan helps students define violence and conflict, and identify what is positive about conflict.
Resolving Conflict Situations
Students follow a worksheet to recommend actions that will reduce conflict and lead to positive results.
Win-Win Negotiation
This resource provides solid background on negotiating a fair compromise in negotiations and offers a link to a
worksheet.
7. ESSENTIAL
Demonstrate creativity and resourcefulness.
Definition
contributing new ideas (e.g., for improving products and procedures)

displaying initiative readily, independently, and responsibly
dealing skillfully and promptly with new situations and obstacles
developing operational policies and procedures that use resources in a sustainable manner.
How do you demonstrate independence and initiative at school? At work?

How can independence and initiative impact your school goals? Career goals?
How would you suggest that a worker demonstrate independence and initiative without
overstepping his or her authority?
CE.4
a.
b.
c.
d.
e.

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f. practicing decision making;

g. practicing service to the school and/or local community.
GOVT.17
a.
b.
c.
d.
e.
f.


Creativity Tools
This resource presents lateral and systematic approaches to finding creative solutions.
Creativity and Creative-Thinking Lessons
This group of pages presents many lesson plans focused on encouraging creative thinking.
Green Your Jobsite
This is a list of suggestions for applying sustainability in the office, operations, and with materials and
equipment selections.
Green Your Office
A list of suggestions including recycling programs, energy efficiency, water conservation, and transportation
ideas are included here.
Mind Your Own Business
This lesson plan helps students innovate and contextualize learning.
Organizational Creativity: the Top 10 Enablers
This research project/survey resulted in a top-10 list to promote organizational creativity.
P21s Creativity and Innovation List
Links to creativity and innovation resources and activities are gathered here by the Partnership for 21st
Century Skills.
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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.
Demonstrating Workplace Readiness Skills: Professional Knowledge

and Skills
8. ESSENTIAL
Demonstrate effective speaking and listening skills.
Definition
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).
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?
English
6.2
The student will present, listen critically to, and express opinions in oral presentations.
Distinguish between fact and opinion.

Compare and contrast viewpoints.
Present a convincing argument.
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Paraphrase and summarize what is heard.

Use language and vocabulary appropriate to audience, topic, and purpose.
7.1
The student will participate in and contribute to conversations, group discussions, and oral presentations.
Communicate ideas and information orally in an organized and succinct manner.

Ask probing questions to seek elaboration and clarification of ideas.
Make statements to communicate agreement or tactful disagreement with others
ideas.
Use language and style appropriate to audience, topic, and purpose.
Use a variety of strategies to listen actively.
7.2
The student will identify and demonstrate the relationship between a speakers verbal and nonverbal messages.
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.
Choose topic and purpose appropriate to the audience.

Choose vocabulary and tone appropriate to the audience, topic, and purpose.
Use appropriate verbal and nonverbal presentation skills.
Respond to audience questions and comments.
Differentiate between standard English and informal language.
Critique oral presentations.
Assume shared responsibility for collaborative work.
9.1
The student will make planned oral presentations independently and in small groups.
a.
b.
c.
d.
Include definitions to increase clarity.

Use relevant details to support main ideas.
Illustrate main ideas through anecdotes and examples.
Use grammatically correct language, including vocabulary appropriate to the topic,
audience, and purpose.
e. Use verbal and nonverbal techniques for presentation.
f. Evaluate impact and purpose of presentation.
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g. Credit information sources.

h. Give impromptu responses to questions about presentation.
i. Give and follow spoken directions to perform specific tasks, answer questions, or
solve problems.
j. Use a variety of strategies to listen actively.
k. Summarize and evaluate information presented orally by others.
l. Assume shared responsibility for collaborative work.
10.1
The student will participate in, collaborate in, and report on small-group learning activities.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Assume responsibility for specific group tasks.

Collaborate in the preparation or summary of the group activity.
Include all group members in oral presentation.
Choose vocabulary, language, and tone appropriate to the topic, audience, and
purpose.
Demonstrate the ability to work effectively with diverse teams to accomplish a
common goal.
Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
Access, critically evaluate, and use information accurately to solve problems.
Evaluate ones own role in preparation and delivery of oral reports.
Analyze and interpret others' presentations.
Evaluate effectiveness of group process in preparation and delivery of oral reports.
11.1
The student will make informative and persuasive presentations.
a.
b.
c.
d.
e.
Gather and organize evidence to support a position.

Present evidence clearly and convincingly.
Address counterclaims.
Support and defend ideas in public forums.
Use grammatically correct language, including vocabulary appropriate to the topic,
f. Monitor listening and use a variety of active listening strategies to make evaluations.
g. Use presentation technology.
h. Collaborate and report on small-group learning activities.
12.1
The student will make a formal oral presentation in a group or individually.
a. Choose the purpose of the presentation.

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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,
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.
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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This site provides links to 15 business-communication articles.

Workplace Body Language
This analysis of body language can make students re-think the messages they are sending.
9. ESSENTIAL
Demonstrate effective reading and writing skills.
Definition
reading and correctly interpreting workplace documents (e.g., instructional manuals, work
orders, invoices, memorandums)
writing clear, correct language, appropriate to audience.
What level of reading is required on the job?

Would you like to raise your reading level? Why, or why not? How could you improve your
reading skills?
What level of writing skills do you need to hold a technical job? A professional-level job?
What writing skills do you need to improve? What resources are available to help you?
How do reading and writing skills directly impact your nonoccupational activities? (In other
words, how can competent skill levels of reading and writing help you succeed as an
individual, as a family member, as a citizen?)
Can technology help you improve your writing skills? If so, how?
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.
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Identify the authors organizational pattern.

Identify cause-and-effect relationships.
Use reading strategies to monitor comprehension throughout the reading process.
6.7
The student will write narration, description, exposition, and persuasion.
Identify audience and purpose.

Use a variety of prewriting strategies including graphic organizers to generate and
organize ideas.
Organize writing structure to fit mode or topic.
Establish a central idea and organization.
Compose a topic sentence or thesis, statement if appropriate.
Write multiparagraph compositions with elaboration and unity.
Select vocabulary and information to enhance the central idea, tone, and voice.
Expand and embed ideas by using modifiers, standard coordination, and
subordination in complete sentences.
Revise sentences for clarity of content, including specific vocabulary and
information.
Use computer technology to plan, draft, revise, edit, and publish writing.
6.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
Use a variety of graphic organizers including sentence diagrams to analyze and

improve sentence formation and paragraph structure.
Use subject-verb agreement with intervening phrases and clauses.
Use pronoun-antecedent agreement to include indefinite pronouns.
Maintain consistent verb tense across paragraphs.
Eliminate double negatives.
Use quotation marks with dialogue.
Choose adverbs to describe verbs, adjectives, and other adverbs.
Use correct spelling for frequently used words.
7.6
Use prior and background knowledge as a context for new learning.

Use text structures to aid comprehension.
Identify an authors organizational pattern, using textual clues, such as transitional
words and phrases.
Draw conclusions and make inferences about explicit and implied information.
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Identify the source, viewpoint, and purpose of a text.
Describe how word choice and language structure convey an authors viewpoint.
Summarize text identifying supporting details.
Organize and synthesize information for use in written formats.
7.7
The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
Identify intended audience.

Use a variety of prewriting strategies including graphic organizers to generate and
organize ideas.
Organize writing structure to fit mode or topic.
Establish a central idea and organization.
Compose a topic sentence or thesis statement.
Write multiparagraph compositions with unity, elaborating the central idea.
Select vocabulary and information to enhance the central idea, tone, and voice.
Expand and embed ideas by using modifiers, standard coordination, and
subordination in complete sentences.
Use clauses and phrases for sentence variety.
Revise sentences for clarity of content including specific vocabulary and
information.
Use computer technology to plan, draft, revise, edit, and publish writing.
7.8
paragraphing.
Use a variety of graphic organizers, including sentence diagrams, to analyze and

Choose appropriate adjectives and adverbs to enhance writing.
Use pronoun-antecedent agreement to include indefinite pronouns.
Use subject-verb agreement with intervening phrases and clauses.
Edit for verb tense consistency and point of view.
Demonstrate understanding of sentence formation by identifying the eight parts of
speech and their functions in sentences.
Use quotation marks with dialogue.
Use correct spelling for commonly used words.
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8.6
The student will read, comprehend, and analyze a variety of nonfiction texts.
Draw on background knowledge and knowledge of text structure to understand

selections.
Make inferences and draw conclusions based on explicit and implied information,
using evidence from text as support.
Analyze the authors qualifications, viewpoint, and impact.
Analyze the authors use of text structure and word choice.
Analyze details for relevance and accuracy.
Summarize text, identifying supporting details.
Identify an authors organizational pattern, using textual clues, such as transitional
words and phrases.
Evaluate, organize, and synthesize information for use in written and oral formats.
8.7
The student will write in a variety of forms, including narration, exposition, persuasion, and informational.
a.
b.
c.
d.
e.
f.
g.
Identify intended audience.

Use prewriting strategies to generate and organize ideas.
Distinguish between a thesis statement and a topic sentence.
Organize details to elaborate the central idea and provide unity.
Select specific vocabulary and information for audience and purpose.
Use interview quotations as evidence.
Revise writing for clarity of content, word choice, sentence variety, and transitions
between paragraphs.
h. Use computer technology to plan, draft, revise, edit, and publish writing.
8.8
paragraphing.
a. Use a variety of graphic organizers including sentence diagrams to analyze and

b. Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
c. Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d. Maintain consistent verb tense across paragraphs.
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e. Use comparative and superlative degrees of adverbs and adjectives.

f. Use quotation marks with dialogue and direct quotations.
g. Use correct spelling for frequently used words.
9.5
The student will read and analyze a variety of nonfiction texts.
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. Generate, gather, and organize ideas for writing.

b. Plan and organize writing to address a specific audience and purpose.
c. Communicate clearly the purpose of the writing, using a thesis statement where
appropriate.
d. Write clear, varied sentences, using specific vocabulary and information.
e. Elaborate ideas clearly through word choice and vivid description.
f. Arrange paragraphs into a logical progression.
g. Use transitions between paragraphs and ideas.
h. Revise writing for clarity of content, accuracy, and depth of information.
i. Use computer technology to plan, draft, revise, edit, and publish writing.
9.7
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
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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b.
c.
d.
e.
f.
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Use parallel structures across sentences and paragraphs.

Use appositives, main clauses, and subordinate clauses.
Use commas and semicolons to distinguish and divide main and subordinate clauses.
Distinguish between active and passive voice.
Proofread and edit writing for intended audience and purpose.
10.5
The student will read, interpret, analyze, and evaluate nonfiction texts.
a.
b.
c.
d.
e.
Identify text organization and structure.

Recognize an authors intended audience and purpose for writing.
Skim manuals or informational sources to locate information.
Compare and contrast informational texts.
Interpret and use data and information in maps, charts, graphs, timelines, tables, and
diagrams.
f. Draw conclusions and make inferences about explicit and implied information,
using textual support as evidence.
g. Analyze and synthesize information in order to solve problems, answer questions,
and generate new knowledge.
h. Use reading strategies throughout the reading process to monitor comprehension.
10.6
The student will develop a variety of writings to persuade, interpret, analyze, and evaluate, with an emphasis on
exposition and analysis.
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
a. Distinguish between active and passive voice.

b. Apply rules governing use of the colon.
c. 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
formatting of direct quotations.
d. Differentiate between in-text citations and works cited on the bibliography page.
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e.
f.
g.
h.
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Analyze the writing of others.

Describe how the author accomplishes the intended purpose of a piece of writing.
Suggest how writing might be improved.
Proofread and edit final product for intended audience and purpose.
11.5
a. Use information from texts to clarify understanding of concepts.

b. Read and follow directions to complete an application for college admission, for a
scholarship, or for employment.
c. Generalize ideas from selections to make predictions about other texts.
d. Draw conclusions and make inferences about explicit and implied information,
using textual support.
e. Analyze two or more texts addressing the same topic to identify authors purposes
and determine how authors reach similar or different conclusions.
f. Identify false premises in persuasive writing.
g. Recognize and analyze use of ambiguity, contradiction, paradox, irony,
overstatement, and understatement in text.
h. Generate and respond logically to literal, inferential, evaluative, synthesizing, and
critical-thinking questions before, during, and after reading texts.
11.6
The student will write in a variety of forms, with an emphasis on persuasion.
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
a. Use a style manual, such as that of the Modern Language Association (MLA) or the
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b.
c.
d.
e.
f.
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Use verbals and verbal phrases to achieve sentence conciseness and variety.
Distinguish between active and passive voice.
Differentiate between in-text citations and works cited on the bibliography page.
Adjust sentence and paragraph structures for a variety of purposes and audiences.
Proofread and edit writing for intended audience and purpose.
12.5
a. Generate and respond logically to literal, inferential, evaluative, synthesizing, and

critical-thinking questions before, during, and after reading texts.
b. Analyze and synthesize information in order to solve problems, answer questions,
and generate new knowledge.
c. Analyze two or more texts addressing the same topic to identify authors purposes
and determine how authors reach similar or different conclusions.
d. Recognize and analyze use of ambiguity, contradiction, paradox, irony,
overstatement, and understatement in text.
e. Identify false premises in persuasive writing.
f. Draw conclusions and make inferences about explicit and implied information,
using textual support.
12.6
The student will develop expository and informational, analytical, and persuasive/argumentative writings.
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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Audience, Purpose, and Language Use in Electronic Messages
This lesson explores the language of electronic messages and how it affects other writing.
Business Writing (with Scenarios)
This resource emphasizes clarity in writing by having students write original responses to work-related
situations.
HATS: A Design Procedure for Routine Business Documents
This is an excellent presentation from Purdue University that outlines the guiding principles of business
document design.
Rsums and Cover Letters for High School Students
This lesson plan takes students through the process of creating a rsum and cover letter.
Strategies to Support Struggling Readers in Career & Technical Subjects
Created by literacy specialists, this document contains a variety of strategies to help students before, during,
and after reading.
Work Etiquette: Business Communication
This site offers many resources that provide practical guidance on common business office communication
procedures.
10. ESSENTIAL
Demonstrate critical-thinking and problem-solving skills.
Definition
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.
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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What steps are involved in implementing the solution to a problem?

Why do you need to test a solution or decision?
CE.1
The student will develop the social studies skills responsible citizenship requires, including the ability to
a. examine and interpret primary and secondary source documents;

b. create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
c. analyze political cartoons, political advertisements, pictures, and other graphic
media;
d. distinguish between relevant and irrelevant information;
e. review information for accuracy, separating fact from opinion;
f. identify a problem, weigh the expected costs and benefits and possible consequences
of proposed solutions, and recommend solutions, using a decision-making model;
g. formulate an informed, carefully reasoned position on a community issue;
h. select and defend positions in writing, discussion, and debate.
CE.4
a.
b.
c.
d.
e.
f.
g.


Economics and Personal Finance Standards of Learning
EPF.1
The student will demonstrate knowledge of basic economic concepts and structures by
a. describing how consumers, businesses, and government decision makers face

scarcity of resources and must make trade-offs and incur opportunity costs;
b. explaining that choices often have long-term unintended consequences;
c. describing how effective decision making requires comparing the additional costs
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(marginal costs) and additional benefits (marginal benefits);

d. identifying factors of production;
e. comparing the characteristics of market, command, tradition, and mixed economies;
and
f. identifying Adam Smith and describing the characteristics of a market economy.
EPF.11
The student will demonstrate knowledge of planning for living and leisure expenses by
a.
b.
c.
d.
e.
comparing the costs and benefits of purchasing vs. leasing a vehicle;

comparing the advantages and disadvantages of renting vs. purchasing a home;
describing the process of renting housing;
describing the process of purchasing a home;
calculating the cost of utilities, services, maintenance, and other housing expenses;
and
f. evaluating discretionary spending decisions.
EPF.13
The student will demonstrate knowledge of credit and loan functions by
a.
b.
c.
d.
e.
f.
evaluating the various methods of financing a purchase;

analyzing credit card features and their impact on personal financial planning;
identifying qualifications needed to obtain credit;
identifying basic provisions of credit and loan laws;
comparing terms and conditions of various sources of consumer credit;
identifying strategies for effective debt management, including sources of
assistance;
g. explaining the need for a good credit rating;
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. evaluating insurance as a risk management strategy;

b. distinguishing among the types, costs, and benefits of insurance coverage, including
automobile, life, property, health, and professional liability; and
c. explaining the roles of insurance in financial planning.
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
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b.
c.
d.
e.
f.
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is levied and used;

exploring how tax structures affect consumers, producers, and business owners
differently;
computing local taxes on products and services;
examining potential tax deductions and credits on a tax return;
explaining the content and purpose of a standard W-2 form; and
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.
identifying short-term and long-term personal financial goals;

identifying anticipated and unanticipated income and expenses;
examining components and purposes of a personal net worth statement;
developing a personal budget;
investigating the effects of government actions and economic conditions on personal
financial planning; and
f. explaining how economics influences a personal financial plan.
EPF.18
The student will demonstrate knowledge of investment and savings planning by
a.
b.
c.
d.
comparing the impact of simple interest vs. compound interest on savings;

comparing and contrasting investment and savings options;
explaining costs and income sources for investments;
examining the fundamental workings of Social Security and the system's effects on
retirement planning;
e. contrasting alternative retirement plans; and
f. describing how the stock market works.

Explore More Guides to Critical Thinking: Problem-Solving Handouts and Worksheets
These generalized tip sheets help students walk through the problem-solving process.
Exploring Systems Theory
This Web-based resource explains systems theory and includes an interactive chart on applications for STEM
disciplines.
Learning Mathematics through the Problem-Solving Process
This is a site that shows, through video, how students can use statistics to solve problems.
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Mind Tools: Decision-Making Techniques

This site offers multiple, high-quality methods for making tough decisions.
Nevada WRS Online Resources: Critical Thinking and Problem Solving
An online curriculum designed to help students understand how conflicts occur, the role they may play, and
how to recognize and resolve conflict.
Over 50 Problem-Solving Strategies Explained
These are helpful pointers from the University of New England on how to solve problems.
P21s Critical Thinking and Problem Solving List
Links to critical-thinking and problem-solving resources and activities are gathered here by the Partnership for
21st Century Skills.
PBS Invent It, Build It Activity Guide
This guide offers six hands-on challenges designed to get students aged 912 to think like inventors and
engineers.
Problem Solving
This article reduces the problem-solving process to four easy steps.
The Problem-Solving Process
This site defines a formal process.
11. ESSENTIAL
Demonstrate healthy behaviors and safety skills.
Definition
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).
GOVT.16
The student will demonstrate knowledge of the role of government in the Virginia and United States economies
by
a. analyzing the impact of fiscal and monetary policies on the economy;

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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
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.
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
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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.
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?
CE.12
The student will demonstrate knowledge of the structure and operation of the United States economy by
a. describing the types of business organizations and the role of entrepreneurship;

b. explaining the circular flow that shows how consumers (households), businesses
(producers), and markets interact;
c. explaining how financial institutions channel funds from savers to borrowers;
d. examining the relationship of Virginia and the United States to the global economy,
with emphasis on the impact of technological innovations.
GOVT.15
The student will demonstrate knowledge of the United States market economy by
a. assessing the importance of entrepreneurship, the profit motive, and economic

independence to the promotion of economic growth;
b. comparing types of business organizations;
c. describing the factors of production;
d. explaining the interaction of supply and demand;
e. illustrating the circular flow of economic activity;
f. analyzing global economic trends and the relationship of Virginia and the United
States to the global economy.
VUS.15
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education;
terrorism.
EPF.4
The student will demonstrate knowledge that many factors affect income by
a. examining the market value of a workers skills and knowledge;

b. identifying the impact of human capital on production costs;
c. explaining the relationship between a persons own human capital and the resulting
income potential; and
d. describing how changes in supply and demand for goods and services affect income.
An Organization's Values
Students examine the influence that personal and professional values have on performance, productivity, and
relationships. There is a worksheet attached.
Communication Systems Advice
This resource provides a framework for handling correspondence from an organizational point-of-view.
Corporate Sight
Students learn the importance of corporate vision in the business world.
Entrepreneurship: Lesson on Goals and Mission Statements
In this activity, students create goals and mission statements for their businesses and define the services they
will provide.
How to Fit into Company Culture
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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
continually acquiring new industry-related knowledge

improving professional skills to stay current in the field and to promote personal
advancement
seeking education and experiences that enhance personal growth.
CE.3
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States;
society;
public good.
CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
a. identifying talents, interests, and aspirations that influence career choice;

b. identifying attitudes and behaviors that strengthen the individual work ethic and
promote career success;
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.
EPF.10
The student will develop consumer skills by
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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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
a.
b.
c.
d.
e.

and
EPF.12
The student will demonstrate knowledge of banking transactions by
a.
b.
c.
d.
e.
comparing the types of financial institutions;

examining how financial institutions affect personal financial planning;
evaluating services and related costs associated with personal banking;
differentiating among types of electronic monetary transactions;
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.
EPF.13
a.
b.
c.
d.
e.
f.

assistance;
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of each.
EPF.14
The student will demonstrate knowledge of the role of insurance in risk management by
a. evaluating insurance as a risk management strategy;

b. distinguishing among the types, costs, and benefits of insurance coverage, including
automobile, life, property, health, and professional liability; and
c. explaining the roles of insurance in financial planning.
EPF.15
The student will demonstrate knowledge of income earning and reporting 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
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
a.
b.
c.
d.
e.

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EPF.18
a.
b.
c.
d.


Business Networking
These are tips and activities to learn effective networking.
GoalReach Your Goal with a Personal-Development Plan
Create your own plan for success with this handy, comprehensive tool set.
Green for All
This is a Web site dedicated to maintaining Communities of Practice for all things green and communityoriented.
Nevada WRS Online Resources: Lifelong Learning
An online curriculum designed to help students understand the need to continually acquire knowledge, to stay
current in their field, promote their own advancement, and enhance personal growth through lifelong education
and experiences.
Online Courses Add to Students' Skills
This site offers free study programs in IT, business, personal development, and financial literacy, some of
which allow learners to earn certificates.
P21s Financial, Economic, Business, and Entrepreneurial Literacy List
Links to personal finance and business skills resources and activities are gathered here by the Partnership for
21st Century Skills
Rules for Your Career Network
These are basic rules from About.com's Career Planning division.
SMART Goals
Lesson plans are offered here to help students with their goal-setting skills.
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The Eight Keys to Networking

A blog entry from the Albany (N.Y.) Times Union by Tom Denham, owner of a career-counseling firm.
14. ESSENTIAL
Demonstrate job-acquisition and advancement skills.
Definition
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).
CE.12

CE.14

opportunities;
and guarantees.
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EPF.4
The student will demonstrate knowledge that many factors affect income by
a. examining the market value of a workers skills and knowledge;

b. identifying the impact of human capital on production costs;
c. explaining the relationship between a persons own human capital and the resulting
income potential; and
d. describing how changes in supply and demand for goods and services affect income.
EPF.15
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
Types of Rsums
Using Templates from Microsoft Office Online
Creating a Rsum in Word 2007
15. ESSENTIAL
Demonstrate time-, task-, and resource-management skills.
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Definition
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.
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?
CE.4
a.
b.
c.
d.
e.
f.
g.

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.
GOVT.17
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a.
b.
c.
d.
e.
f.


EPF.10
The student will develop consumer skills by
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
a.
b.
c.
d.
e.

and
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EPF.12
a.
b.
c.
d.
e.

account;
EPF.13
a.
b.
c.
d.
e.
f.

assistance;
of each.
EPF.17
a.
b.
c.
d.
e.

EPF.18
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a.
b.
c.
d.


Family Budget
This activity provides a good template for setting up a family budget.
Nevada WRS Online Resources: Time, Task, and Resource Management
An online curriculum designed to help students prepare a productive plan of work, learn to work efficiently,
and maintain equipment to ensure longevity and efficiency.
P21s Environmental Literacy List
Links to environmental and sustainability resources are gathered here by the Partnership for 21st Century
Skills.
Project Management Tools
From risk/impact charts to critical path analyses, this site offers a wealth of resources.
Protecting the Environment: At Work
These resources from the U.S. Environmental Protection Agency offer ideas for conserving energy and other
resources at work.
The Effective Use of Time
By following worksheets, students can demonstrate the ability to manage time effectively.
Time ManagementMaximizing Your Effectiveness
This site includes multiple links on how to beat work overload and achieve more at work.
Time-Management Tips for High School Students
Here are some tips for taking control and organizing your life.
Tips on Conserving Resources in the Workplace
This site includes interactive tools and resources related to conserving energy in the workplace.
Top 10 Skills for High School Students
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These skills will help students achieve success in school, career, and life.
[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
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).
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?
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
a. comparing the types of financial institutions;

b. examining how financial institutions affect personal financial planning;
c. evaluating services and related costs associated with personal banking;
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d. differentiating among types of electronic monetary transactions;

e. preparing all forms necessary for opening and maintaining a checking and a savings
account;
EPF.13
a.
b.
c.
d.
e.
f.

assistance;
of each.
EPF.15
EPF.16
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.
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.
[3.008] Excel 2010: Beginner SkillsE-Learning Module 1
Creating and Editing Worksheets
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[4.029] Excel 2010: Working with Formulas and FunctionsLesson 5

Excel Lesson Plan: Working with Formulas and Functions
[5.061] Excel 2010 Primary Schools: Lesson 5Project 1
Sales (project)
17. ESSENTIAL
Demonstrate customer-service skills.
Definition
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).
What does having a positive attitude mean in terms of work behavior?

How does a positive attitude help you in your personal life? In school? At work?
Why do you think employers put a premium on employees having a positive attitude?
EPF.2
The student will demonstrate knowledge of the role of producers and consumers in a market economy by
a. describing how consumers, producers, workers, savers, investors, and citizens

respond to incentives;
b. explaining how businesses respond to consumer sovereignty;
c. identifying the role of entrepreneurs;
d. comparing the costs and benefits of different forms of business organization,
including sole proprietorship, partnership, corporation, franchise, and cooperative;
e. describing how costs and revenues affect profit and supply;
f. describing how increased productivity affects costs of production and standard of
living;
g. examining how investment in human capital, capital goods, and technology can
improve productivity;
h. describing the effects of competition on producers, sellers, and consumers;
i. explaining why monopolies or collusion among sellers reduces competition and
raises prices; and
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j. illustrating the circular flow of economic activity.

7 Customer Service Trends to Watch in 2015
This article describes various customer-service trends, such as the use of mobile technology, the rise of
proactive customer service, and the importance of video support.
Best Practices in Customer Service
This resource brings together a collection of articles from The Customer Service Zone.
Determine Potential Customers
Students determine target markets through using this resource.
Provision of Customer Service and Its Benefits
This lesson plan helps students define good customer service and steps to take when customer service is
lacking.
Seven Keys for Building Customer Loyaltyand Company Profits
This article provides real-world examples.
The Importance of Achieving Customer Satisfaction
By following worksheets, students explain the importance of achieving and maintaining customer satisfaction.
The Importance of Internal and External Customer Service
Students explain, by following a worksheet, the importance of internal and external customer service.
Demonstrating Workplace Readiness Skills: Technology Knowledge

and Skills
18. ESSENTIAL
Demonstrate proficiency with technologies common to a specific occupation.
Definition
Demonstration includes selecting and safely using technological resources (e.g., equipment, machines, tools, electronics)
to accomplish work efficiently and productively, while considering environmental impacts of such technologies.
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CE.14

opportunities;
and guarantees.
VUS.15
education;
terrorism.
EPF.12
a.
b.
c.
d.

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e. preparing all forms necessary for opening and maintaining a checking and a savings
account;
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.
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[2.006] Microsoft Digital Literacy: Computer BasicsLesson 1

Introduction to Computers
19. ESSENTIAL
Demonstrate information technology skills.
Definition
working with hardware, file-management techniques, and IT software/programs effectively

and on various operating systems
working with equipment and software specific to occupation
seeking additional technology to improve work processes and products.
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?
CE.14

opportunities;
and guarantees.
VUS.15
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education;
terrorism.
EPF.12
a.
b.
c.
d.
e.

account;
Google Docs
Learn how to use Google's online word processor and share work with other people.
How to Reboot a Mac Computer
Here is good information about how to handle this problem correctly without calling for help.
Microsoft Educator Network
Resources available from this site include free tools, tutorials, and a collection of searchable learning
activities.
Ohio Resource Center Technology Integration
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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.
[2.005] Microsoft Digital Literacy: Computer Basics
Computer BasicsEntire Course
20. ESSENTIAL
Demonstrate an understanding of Internet use and security issues.
Definition
using the Internet efficiently and ethically for work

identifying the risks of posting personal and work information on the Internet (e.g., on social
networking sites, job search sites)
taking measures to avoid Internet security risks (e.g., viruses, malware).
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?
CE.14

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opportunities;
and guarantees.
VUS.15
education;
terrorism.
EPF.12
a.
b.
c.
d.
e.

account;
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Care to Comment? Considering Internet Discussion Protocol
Students practice Web etiquette by posting comments on blogs.
Copyright Office Basics
Information from the U.S. Office of Copyright on laws, fees, and how to copyright.
Guide to PC Security
Provided here are 20 of the most basic PC security steps, from installing essential safeguards to tailoring
personal Internet use and behaviors.
How to Respond to Internet Harassment
This article provides methods of avoiding harassment or taking action when it cannot be avoided.
How to Use Search Engines Effectively: Google and Beyond
Any novice can perform a keyword search, but this site provides tried and true methodology behind deeper
searching and locating better information on the Internet.
Just Google It? Developing Internet Search Skills
In this lesson, students develop guides to effectively search for reliable information online.
To Share or Not to Share?
Students evaluate the value and risks of sharing private information on social networking sites and create user
guidelines.
U.S. Computer Emergency Readiness Team
This agency provides advice on how to avoid social engineering and phishing attacks.
War Games
In this lesson, students design their own war games, based on current realities.
[2.011] Microsoft Digital Literacy: Internet and the World Wide Web
Internet and the World Wide WebEntire Course
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.
CE.14

opportunities;
and guarantees.
VUS.15
education;
terrorism.
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.
[2.030] Microsoft Digital Literacy: Digital LifestylesLesson 1
The Digital Experience
Addressing Elements of Student Life

22. ESSENTIAL
Identify the purposes and goals of the student organization.
Definition
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Identification of the purposes of the student organization should include
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
promoting personal growth and leadership development

helping students develop life skills in the areas of character development and ethical
behavior, creative and critical thinking, interpersonal communication, practical knowledge,
and career preparation.
23. ESSENTIAL
Explain the benefits and responsibilities of membership in the student organization as a student and
in professional/civic organizations as an adult.
Definition
Explanation of benefits 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
contributory participation in the student organization as a student and in professional/civic

organization activities as an adult
display of appropriate conduct in all activities and events related to the student organization
and professional/civic organizations.
24. ESSENTIAL
Demonstrate leadership skills through participation in student organization activities, such as
meetings, programs, and projects.
Definition
Demonstration should include contributory participation in activities such as meetings, fund-raising projects, school and
community-service projects, and competitive events.
25. ESSENTIAL
Identify Internet safety issues and procedures for complying with acceptable use standards.
Definition
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Identification should include the following:
The school division's acceptable use policy

Laws and guidelines governing Internet usage, including those about copyright and file
sharing
Techniques that illegitimate parties use to solicit personal information
Techniques that help protect a computer user against cyber predators
Software applications and user techniques that help protect against security attacks
Review the Virginia Department of Education guidelines for instructional programs related
to Internet safety.
[2.011] Microsoft Digital Literacy: Internet and the World Wide Web
Internet and the World Wide WebEntire Course
Exploring Human Development

26. OPTIONAL
Identify influences on individual development.

Definition
Identification includes influences such as
physical
social
emotional
cognitive
language.
Thinking
What are your physical, social, and emotional characteristics and needs?
What experiences have you had that you think have influenced some aspect of your
development?
Communication
How can interaction with others influence personal development?
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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?
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
National Programs in Action
Student Body
Be Fit
Eat Right
Make Healthy Choices
Stop the Violence
STOP the Violence

Empower youth with attitudes, skills, and resources to recognize, reduce, and report
youth violence.
National Standards for Family and Consumer Sciences
Education
1.2.4
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Demonstrate teamwork skills in school, community, and workplace settings.
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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Explain physical, emotional, social, psychological, and spiritual components of individual

and family wellness.
27. ESSENTIAL
Explain the major attributes of character development.
Definition
Explanation should include
honesty
responsibility
respect
caring
trustworthiness
patience
self-discipline
perseverance
fairness
courage.
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
How does character influence your interaction with others?

How does character affect your decisions at home? At school?
Leadership
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
How can management skills help a person achieve self-discipline?

How can management skills help a person take on increasing responsibility at home?
English
6.6
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learning.
CE.4
a.
b.
c.
d.
e.
f.
g.


Families First
Discover how you can strengthen family relationships through FCCLA's national peer education program, Families First.
Families Today
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
Leadership Service in Action

Take action in your community and discover the difference you can make.
National Standards for Family and Consumer Sciences Education
1.1.5
Define goals for lifelong learning and leisure opportunities for all family members.
12.1.2
Analyze interrelationships among physical, emotional, social, and intellectual aspects of human growth and
development.
12.2.4
Analyze the effects of life events on individuals' physical, intellectual, social, moral, and emotional
development.
12.3.2
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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.
Thinking
What is the difference between a need and a want?

What types of clothing are needs? What types of clothing are wants?
How are some items needs and wants?
Communication
How can physical needs affect your performance at school?

What are appropriate ways of communicating love and acceptance?
What are appropriate ways of communicating basic needs, as identified by Maslow?
Leadership
Who could help you meet your goals?

How can you encourage positive self-esteem in others?
How can healthy self-esteem influence your behavior?
How can low self-esteem influence your behavior?
Management
What resources are available to meet your physical needs? Security needs? Love and
acceptance? Esteem? Self-actualization?
English
6.6
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learning.
CE.3

States;
society;
public good.
Families First
Families Today
Power of One
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A Better You
Competitive Events
STAR Events
Illustrated Talk
Leadership
Student Body
29. ESSENTIAL
Set a personal goal.
Definition
Goal-setting strategy should include the following:
Distinguish between the individuals personal wants and needs.

Set priorities.
Explore the variety of personal value systems (based on age, culture, and other factors) and
the impact of personal values on goal setting.
Explain the difference between short-term and long-term goals.
Set a short-term personal goal.
Set a long-term personal goal.
Reflect on how the goals relate to the individuals personal values.
Thinking
What is a goal? What could happen if you had no goals?

What happens if you have goals and fail to achieve them? What happens if you have goals
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and succeed in achieving them?

Communication
How do people choose which goals are most important to them?

What are the advantages and disadvantages of writing down your personal goals?
Leadership
What is the difference between a short-term and a long-term goal?

Is it important that a persons goals reflect his or her values? Why or why not?
Management
What resources do you need to act on your goal?

What skills do you need to reach your goal?
How do you evaluate your progress toward a goal?
Do you reward yourself for progress? Why or why not?
English
6.6
learning.
CE.4

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c.
d.
e.
f.
g.
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Families First
Families Today
You-Me-Us
Power of One
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
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.
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 resources are available for managing safety at home?

What are appropriate ways to communicate with people you do not know?
How can you assess the safety of social media and other Internet sites?
What practices should you use with regard to personal information and social media?
What impact could your digital footprint have on your future?
Leadership
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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taking unnecessary risks concerning your personal safety?

How does taking responsibility now for your personal safety affect your future?
English
6.6
learning.
CE.4
a.
b.
c.
d.
e.
f.
g.


Families Acting for Community Traffic Safety (FACTS)
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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
Families Today
Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
Stop the Violence

STOP the Violence
Empower youth with attitudes, skills, and resources to recognize, reduce, and report youth violence.
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31. ESSENTIAL
Manage transition in the school environment.
Definition
Managing transition should include strategies such as
adapting to a new school

adapting to grade level changes
adapting to new teachers, grading scales, and expectations
adapting to new technologies
organizing materials
using a planner/agenda
managing time
managing resources (e.g., supplies)
increasing individual responsibilities.
Thinking
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
When making a transition, under what circumstances is it important to be independent?

Dependent? Interdependent?
What resources are available to help you deal with change?
Leadership
What leadership skills allow you to be a responsible student?

How do responsible students react to rules and regulations? What are the consequences of
disregarding rules and regulations?
What advice would you give younger people on how to bridge the gap between elementary
and middle school?
Management
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?
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Families First
Families Today
Power of One
A Better You
Competitive Events
STAR Events
Chapter Service Project Display
Illustrated Talk
Student Body
Stop the Violence

STOP the Violence
2.1.1
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12.1.2
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
reading or listening to directions or instructions

asking questions if needed
following directions or instructions in order as presented
taking personal responsibility for accurate task completion.
Thinking
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
How might sequencing be a useful management skill for a student?

Why is it important to accept personal responsibility for accurate task completion?
Families First
Families Today
Power of One
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A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body

2.1.1
Understanding Positive Interpersonal Relationships

33. OPTIONAL
Identify positive communication techniques to express individual feelings, needs,

and ideas.
Definition
Identification should incorporate communication techniques that reflect
various types of communication (speaking, writing, digital communication, using sign
language for the hearing impaired, active listening) used in a positive way
positive verbal and nonverbal communication
determining when to use digital versus direct communication
strategies for surmounting communication roadblocks (roadblocks such as yelling, namecalling, bullying, gossiping, making threats, using sarcasm, making assumptions, or
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interrupting).
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?
Families First
Families Today
Power of One
goal at a time.
A Better You
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Competitive Events
STAR Events
Illustrated Talk
Student Body
Stop the Violence
STOP the Violence

youth violence.
Education
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
12.1.2
12.3.2
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.
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Thinking
How can you gain an understanding of others perspectives?

Why is it important to have respectful and healthy relationships?
How can you adapt your behaviors to fit your environment?
Communication
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 is the impact of a persons standards on his or her behavior?

What personal skills are needed to exhibit a positive attitude?
Management
What are some strategies for getting along with difficult people?
How does this task interrelate with positive communication techniques?
CE.4
a.
b.
c.
d.
e.
f.
g.


Families First
Families Today
You-Me-Us
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Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body
Stop the Violence

STOP the Violence
1.3.4
Analyze community resources and systems of formal and informal support available to individuals and families.
6.1.1
Analyze family as the basic unit of society.
6.1.5
Analyze the role of family in developing independence, interdependence, and commitment of family members.
6.2.1
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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
12.1.2
development.
12.2.2
12.2.4
development.
12.2.3
12.3.2
13.3.1
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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13.5.7
Demonstrate processes for cooperating, compromising, and collaborating.
35. ESSENTIAL
Describe positive ways to resolve disagreements.
Definition
Description should include
recognizing causes of a conflict

seeing someone elses viewpoint
using constructive communication skills
brainstorming alternative solutions
negotiating and compromising
using a mediator when necessary.
Thinking
What is the importance of considering alternatives for conflict resolution?

How does conflict affect friendships?
Is it possible to have conflict and maintain a friendship?
Communication
What are the consequences of forgiving someone?

What are the consequences of refusing to forgive someone?
What communication skills help you create positive alternative ways to resolve
disagreements?
Leadership
What conflict resolution strategies can leaders use when dealing with friends?
What skills are needed to compromise effectively?
Management
What steps can be taken to prevent conflict?

What are the long-term benefits of resolving disagreements positively?
CE.4

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b.
c.
d.
e.
f.
g.
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Families First
Families Today
You-Me-Us
Power of One
A Better You
Competitive Events
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Illustrated Talk
Student Body
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Stop the Violence

STOP the Violence
1.3.4
Analyze community resources and systems of formal and informal support available to individuals and families.
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.
12.1.2
development.
12.3.2
13.4.1
13.4.4
Demonstrate nonviolent strategies that address conflict.
13.4.5
Demonstrate effective responses to harassment.
13.4.6
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Assess community resources that support conflict prevention and management.
36. OPTIONAL
Identify the contributions of different cultures to society.

Definition
Identification should include contributions in areas such as
foods and dietary practices
holidays
language
religion
clothing
traditions.
Thinking
What factors contribute to a culture?
What are some traditions observed in your culture?
Communication
What different cultures are represented in your family? In your school? In your
neighborhood?
What can you learn from people of various cultural groups in your classroom? In your
school?
Leadership
Why must leaders be aware of the contributions of different cultures?
How does awareness of the contributions of other cultures help minimize stereotypes?
Management
Why is cultural diversity an important topic in schools? In the workplace?
Why is it important for students to learn other languages? To respect other languages?
USI.3
The student will demonstrate knowledge of how early cultures developed in North
America by
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a. describing how archaeologists have recovered material evidence of ancient

settlements, including Cactus Hill in Virginia;
b. locating where the American Indians lived, with emphasis on the Arctic (Inuit),
Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern
Woodlands (Iroquois);
c. describing how the American Indians used the resources in their environment.
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.
Families First
Families Today
You-Me-Us
Japanese Exchange Program

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Experience another culture and develop independence while living with a Japanese host
family.
Power of One
goal at a time.
A Better You
Family Ties
Speak Out for FCCLA
Take the Lead
Working on Working
Competitive Events
STAR Events
Illustrated Talk
Page 94 of 183
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Education
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
12.2.5
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13.2.1
Analyze the effects of personal characteristics on relationships.
13.4.1
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.
Examining the Individual's Role in the Family

37. ESSENTIAL
Describe the students roles and responsibilities within his or her family.
Definition
examining ones multiple roles in the family (e.g., son/daughter, sister/brother)

completing assigned chores
maintaining personal space
helping other family members as needed
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making other personal contributions to the family unit.

Thinking
What does it mean when someone says, Its your responsibility?

What factors influence your attitudes about personal responsibility?
Communication
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
How can leadership skills be integrated into the family?

How can rules help a person develop self-responsibility?
Management
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?
CE.4
a.
b.
c.
d.
e.
f.
g.


Families First
Families Today
Meet the Challenge

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You-Me-Us
Power of One
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
Student Body

1.1.3
Analyze ways that individual career goals can affect the family's capacity to meet goals for all family members.
6.1.1
6.1.5
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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
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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providing emotional support for other family members.

Thinking
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 behaviors would help you strengthen the family unit?

What kind of leader do you represent in your family?
What leadership skills does the head of the household need to complete his/her
responsibilities?
Management
What resources are available to help improve conditions within the family?
What can you do to support your family rules?
CE.4
a.
b.
c.
d.
e.
f.
g.


Families First
Balancing Family and Career
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Families Today
Meet the Challenge
Parent Practice
You-Me-Us
Power of One
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
Stop the Violence

STOP the Violence
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1.1.4
Analyze potential effects of career path decisions on balancing work and family.
6.1.1
12.3.2
13.3.2
Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.1
13.3.3
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
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
13.5.3
Demonstrate strategies that utilize the strengths and minimize the limitations of team members.
13.5.4
13.5.5
13.5.6
13.5.7
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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:
Identify the problem or decision.

List options.
Examine alternatives.
Select the best option.
Take action.
Evaluate results.
Thinking
What are the benefits of considering many solutions to a problem?

How can certain solutions or choices lead to additional problems?
Communication
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
Why should leaders involve other family members in decision-making?

What benefits can you get from examining outcomes?
Management
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?
CE.1
The student will develop the social studies skills responsible citizenship requires, including the ability to
a. examine and interpret primary and secondary source documents;

b. create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
c. analyze political cartoons, political advertisements, pictures, and other graphic
media;
d. distinguish between relevant and irrelevant information;
e. review information for accuracy, separating fact from opinion;
f. identify a problem, weigh the expected costs and benefits and possible consequences
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of proposed solutions, and recommend solutions, using a decision-making model;

g. formulate an informed, carefully reasoned position on a community issue;
h. select and defend positions in writing, discussion, and debate.
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Families Today
Power of One
A Better You
Competitive Events
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Illustrated Talk
Student Body
Stop the Violence

STOP the Violence
2.1.1
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12.3.2
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.
Developing Responsibility for Living Environments (Personal

Environments)
40. ESSENTIAL
Identify ways to maintain a clean environment.
Definition
Identification of ways to maintain a clean environment should include
keeping home spaces clean (e.g., bedroom, closet, bathroom)

keeping school spaces clean (e.g., desk, backpack, locker, laboratory, hallways, grounds,
school buses)
cleaning up after oneself in cars and public transportation vehicles and in other
environments (e.g., store dressing rooms, parks, streets, sidewalks, and other public spaces).
Thinking
What is the difference between cleaning and organizing?

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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
How can tasks be delegated to maintain a clean environment?

How can a clean and organized space contribute to your future successes?
Think SMART
Power of One
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Take the Lead
Competitive Events
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Illustrated Talk
Student Body
Page 107 of 183
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1.2.7
Analyze factors that contribute to maintaining safe and healthy school, work, and community environments.
41. OPTIONAL
Demonstrate ways an individual can conserve natural resources.

Definition
Demonstration of ways to conserve natural resources should include
identifying types of natural resources
describing the importance of recycling
practicing conservation measures.
Thinking
What natural resources do you use on a regular basis? How do you use them?
Are all natural resources replaceable? Why or why not?
Communication
Why should you be concerned about how you use natural resources?
How can you learn more about conservation at school? On your own?
Leadership
What can you do to use resources wisely?
How can you encourage your classmates, family, peers, and others to use natural resources
wisely?
Management
What are the effects of not conserving natural resources?
How might current trends impact conservation of natural resources?
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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.
Power of One
goal at a time.
A Better You
Competitive Events
STAR Events
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Advocacy
Environmental Ambassador
Illustrated Talk
Student Body

Education
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
Apply sustainability practices to the personal living environment.

Definition
Application should include
using energy efficiently
conserving water
reducing pollution
minimizing food waste
precycling and recycling
repairing and repurposing materials.
Thinking
What sustainability practices do you use?
What can you do to decrease consumption and waste?
Communication
How can you encourage others to recycle?
Where can you find information on local sustainability practices?
Leadership
How can individual sustainability practices affect others?
How can you raise awareness within your school?
Management
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How can you form a plan to stay current on sustainability concerns?

How can your knowledge of sustainability issues help your family?
CE.11
The student will demonstrate knowledge of how economic decisions are made in the
marketplace by
economies;
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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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.
Families First
Families Today
Meet the Challenge
Power of One
goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
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Illustrated Talk
Recycle and Redesign

Education
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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Analyze global influences on today's families.
12.2.5
Understanding Nutrition and Wellness

43. ESSENTIAL
Identify the nutrients and their functions.
Definition
Identification should include
giving the meaning of nutrition

identifying nutritious foods
identifying major food groups
identifying the benefits of current USDA nutritional guidelines
predicting the consequences of good nutrition and malnutrition.
Thinking
How do your food choices affect your personal development?

Why would you choose one food over another?
Communication
What resources are available to help in making healthy eating decisions?

How do the mass media (e.g., television, newspapers, magazines, Internet) affect your food
choices?
Leadership
How can you encourage others to participate in healthy eating?

What strategies may be effective in making healthy eating decisions?
Management
What are the consequences of not making healthy eating decisions?

How might family practices affect your food decisions?
English
6.6
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learning.
Families First
Families Today
Meet the Challenge
Power of One
A Better You
Competitive Events
STAR Events
Advocacy
Page 116 of 183
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Illustrated Talk
Life Event Planning
Nutrition and Wellness
Sports Nutrition
Student Body
Eat Right

44. OPTIONAL
Identify information found on food labels.

Definition
Identification of information on food labels should include the
serving size and number of servings
number of calories
percentages of recommended daily allowances (RDA)
nutrient amounts
ingredients
importance of food labels to nutrition.
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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?
English
6.6
Use prior knowledge and build additional background knowledge as context for
new learning.
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Families First
Meet the Challenge
Power of One
goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
Illustrated Talk
Page 119 of 183
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Sports Nutrition
Student Body
Eat Right

Education
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
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).
Thinking
Why is it important to know about common food allergies?

How can food allergies affect a person?
Communication
How can food allergies and dietary needs be communicated to others (e.g., in the classroom,
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to friends and family, in restaurants)?

What role does listening play in respecting dietary needs and food allergies?
Leadership
How can you locate information on dietary needs? On food allergies?

How can you respect the food allergies and dietary needs of others?
Management
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?
English
6.6
learning.
Power of One
A Better You
Competitive Events
STAR Events
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Advocacy
Food Innovations
Illustrated Talk
Student Body
Eat Right

14.3.1
Apply various dietary guidelines in planning to meet nutrition and wellness needs.
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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Demonstration should include:
using proper hand-washing techniques

using proper cleaning materials and procedures
ensuring that food is stored safely with regard to shelf life, open vs. closed containers, types
of storage containers or wraps, and shelf vs. refrigerator or freezer
observing time and temperature requirements (i.e., danger zone and internal temperatures)
avoiding cross-contamination.
And should address the reason for keeping food areas bacteria-free.
Thinking
What are the standards of cleanliness for the food environment?

What hand-washing procedures are essential for a sanitary food environment? Why?
Communication
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?
Families First
Families Today
Power of One
A Better You
Competitive Events
STAR Events
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Illustrated Talk
Student Body

1.2.7
14.4.1
Analyze conditions and practices that promote safe food handling.
47. ESSENTIAL
Prepare a simple, nutritious snack.
Definition
Preparation should include:
listing factors to consider in planning food preparation

explaining uses for kitchen utensils and appliances
operating kitchen appliances
following a recipe or other instructions
demonstrating measuring techniques
demonstrating skill in preparing simple, nutritious foods.
Thinking
Why is it important to be able to prepare nutritious food on your own?

Why are snacks important to your overall food intake?
Communication
How do you determine whether a recipe is nutritious?

What resources are available for preparing nutritious snacks?
Leadership
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What can you do to make good snack choices?

What strategies may be effective in selecting kitchen equipment?
Management
What should be considered when planning for food preparation?

What consequences may result from poor planning prior to food preparation?
Mathematics
6.9
The student will make ballpark comparisons between measurements in the U.S. Customary System of
measurement and measurements in the metric system.
Families First
Families Today
Meet the Challenge
Power of One
A Better You
Competitive Events
STAR Events
Food Innovations
Illustrated Talk
Student Body
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Be Fit
Eat Right

2.1.3
Analyze decisions about providing safe and nutritious food for individuals and families.
14.3.3
Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods.
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.
Thinking
Why are different tools used for different tasks?

What can be the results of using the wrong tool for a kitchen task?
What different approaches can be taken to avoid kitchen accidents?
Communication
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
How can you encourage others to be safe in the kitchen?

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How does kitchen safety contribute to a positive cooking experience?

Management
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?
Families First
Families Today
Meet the Challenge
Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk
Student Body

5.5.3
Demonstrate safe procedures in the use, care, and storage of equipment.
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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
setting a table for family meals

waiting for other diners to be served before starting to eat
asking for food to be passed, rather than reaching for it
using utensils properly
lifting food to the mouth while maintaining good posture
talking only when food has been swallowed
referring to published etiquette guidelines
explaining the importance of table manners.
Thinking
Why is dining etiquette important?

Why might dining etiquette be important during a business meeting?
How is dining etiquette different in other countries?
Communication
How can parents teach dining etiquette to children?

What resources are available to locate information about dining etiquette?
How is nonverbal communication involved in dining etiquette?
Leadership
How does dining etiquette differ from situation to situation?

How can you be a role model for good dining etiquette?
Management
What would mealtime be like if there was no dining etiquette?

What current trends are influencing dining etiquette?
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Families First
Families Today
Power of One
A Better You
Family Ties
Competitive Events
STAR Events
Illustrated Talk
50. OPTIONAL
Develop a plan for personal wellness.

Definition
Development should include:
physical activities (e.g., walking, running, dancing, doing housework, exercises, playing
sports)
importance of sleep (amount and quality), as well as the effects of sleep deprivation
ways to manage individual stress (e.g., relaxation techniques, listening to music, leisure
activities, exercise)
responsibilities for personal grooming and hygiene (e.g., cleanliness, dental care, skin care,
showering after physical activity).
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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?
Families First
Families Today
Meet the Challenge
Power of One
goal at a time.
A Better You
Page 130 of 183
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Competitive Events
STAR Events
Advocacy
Illustrated Talk
Student Body
Be Fit
Eat Right

Education
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12.1.2
Examining Consumer and Family Resources

51. ESSENTIAL
Identify personal resources.
Definition
Identification should include personal resources such as money, time, energy, skills, talents, and personality traits.
Thinking
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
How can you increase the number of resources you have?

How might communication skills be considered a resource?
Leadership
When might it be important to share ones personal resources?

When should personal resources be conserved?
Management
What does it mean when people say, Time is money?

What personal resources are renewable? Nonrenewable? Why is this distinction important?
English
6.6
learning.
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CE.4
a.
b.
c.
d.
e.
f.
g.

CE.14

opportunities;
and guarantees.
Families First
Page 133 of 183
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Families Today
Meet the Challenge
Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk

1.1.5
6.1.1
6.1.5
12.2.2
52. ESSENTIAL
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Identify strategies for earning and saving money.

Definition
Identification should include strategies to earn money such as
baby-sitting
washing cars
walking dogs/pet-sitting
raking leaves
shoveling snow
running errands.
Strategies for saving should include
setting a goal to accumulate money for a special purpose

regularly setting aside a portion of earnings and/or gift money
using effective comparison shopping for food, clothing, and other purchases.
Thinking
Why is it important for young adults to earn money?

Why is it important for young adults to save money?
Communication
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
Why is it important to have a plan for saving on a regular basis?

What can be the long-term results of saving money? Of not saving money?
English
6.6
learning.
Page 135 of 183
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CE.11
The student will demonstrate knowledge of how economic decisions are made in the marketplace by

economies;
CE.12

Families First
Families Today
Meet the Challenge
Page 136 of 183
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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
A Better You
Working on Working
Competitive Events
STAR Events
Illustrated Talk
Life Event Planning

2.6.1
Evaluate the need for personal and family financial planning.
12.2.2
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.
Thinking
Why is education important to your future?

How does education affect your future earnings?
How much money are you going to need to fund your future?
Why do most occupations require education or skill training beyond high school?
Communication
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
Does level of income affect job performance? Explain.

Why do you think people in positions of more responsibility can demand more pay?
Management
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?
English
6.6
learning.
Page 138 of 183
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CE.14

opportunities;
and guarantees.
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.
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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PROGRAM Career Steps
SIGN ON to the Career Connection
Financial Fitness
Financing Your Future
Making Money
Power of One
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
54. OPTIONAL
Demonstrate comparison shopping techniques useful in life-long decision making.

Definition
Demonstration should include
comparing three product prices before making a decision
comparing unit pricing
applying comparison shopping techniques to a variety of products and services (e.g., food,
clothing, entertainment).
Thinking
What factors should you consider before making a decision about a purchase?
Is it a good idea to buy things on sale? Why or why not?
Is the lowest-priced item always the best deal?
Communication
How do manufacturers and retail stores assist consumers with comparison shopping?
Are advertisements valid resources for comparison shopping? Why or why not?
Leadership
Is it important to think carefully about your decisions as a consumer? Why or why not?
How do you decide the characteristics that determine good quality for a product?
Management
What resources do you save by comparison shopping? What resources do you expend?
How can comparing prices between months or seasons of the year help you save money?
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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.
Families First
Meet the Challenge
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
goal at a time.
A Better You
Page 143 of 183
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Competitive Events
STAR Events
Illustrated Talk
Life Event Planning

Education
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
Explain the importance of consumer safety.

Definition
Explanation of the importance of consumer safety should include the dangers involved in
scams
frauds
identity theft
manufacturing standards (e.g., recalls)
product safety
giving out personal information over the phone or the Internet.
Thinking
What dangers should you be aware of when making purchases?
How are a scam and a fraud similar? How are they different?
Communication
In what ways can your identity be stolen? Why is identity theft dangerous? How can it be
prevented?
How can you communicate safely on the Internet?
Leadership
How can you avoid being tricked by scam artists and purveyors of fraud?
How can you help others to avoid scams and frauds?
Management
How can parents and schools help keep you safe from consumer risks?
What resources are available to help victims of scams, frauds, and identity theft?
English
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6.6
new learning.
CE.4
The student will demonstrate knowledge of personal character traits that facilitate
thoughtful and effective participation in civic life by
c.
d.
e.
f.
g.

Families First
Page 146 of 183
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Families Today
Meet the Challenge
Financial Fitness
financially fit.
Consumer Clout
Power of One
goal at a time.
A Better You
Competitive Events
STAR Events
Advocacy
Illustrated Talk
Page 147 of 183
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Education
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.
Exploring Textiles, Fashion, and Apparel Concepts

56. ESSENTIAL
Describe how to care for your clothes.
Definition
interpreting care labels

sorting
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washing
drying
hanging/folding
repairing.
Thinking
Why is clothing care important?

How would you determine when to hang or to fold a clothing item?
Why would you repair your clothing versus buying new?
Communication
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
Who is responsible for caring for your clothes? Why?

How can you contribute to the clothing care in your home?
Management
Other than the care label, what other information resources are available about clothing
maintenance?
What are the effects of not performing regular clothing maintenance?
Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk

2.1.4
Apply consumer skills to providing and maintaining clothing.
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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.
Thinking
Why are certain textile tools useful in performing a certain task?

Can the appropriateness of textile tools vary from textile to textile? Explain.
Communication
Why is it important to be patient and responsible in using textile tools?

What problems can result when using textile tools?
Leadership
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?
Power of One
A Better You
Competitive Events
Page 150 of 183
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STAR Events
Illustrated Talk

1.2.7
5.5.3
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.
Thinking
What are the benefits of knowing how to repair clothing?

When would simple clothing repair be necessary?
Communication
What resources are available to teach you how to repair clothing?

Why is it important to follow clothing repair instructions in the proper order?
Leadership
What personal traits and skills are helpful when repairing clothing?
How can your knowledge of clothing repair benefit those around you?
Management
Why is it important to use the correct techniques when repairing clothing?

What skills can you learn from clothing repair that will help in more complex sewing
situations?
Financial Fitness
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Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk

2.1.4
Apply consumer skills to providing and maintaining clothing.
59. ESSENTIAL
Construct a simple textile project.
Definition
Construction may incorporate the use of machine or hand stitching.

Thinking
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
What role does patience play in creating a textile project?

What challenges could be encountered when completing a textile project? How can they be
addressed?
Leadership
What leadership strategies may be effective in completing a textile project?

How can cooperation be beneficial to those around you in completing a textile project?
Management
How can additional practice build your sewing competence?

Why is it important to follow the instructions in sequence when completing a project?
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Mathematics
6.9
The student will make ballpark comparisons between measurements in the U.S. Customary System of
measurement and measurements in the metric system.
Power of One
A Better You
Competitive Events
STAR Events
Illustrated Talk

5.5.3
60. OPTIONAL
Identify parts of the sewing machine and their functions.

Definition
Identification should include
pointing out the major parts of the sewing machine
stating the functions of each part
identifying proper threading techniques.
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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?
English
6.6
new learning.
Page 154 of 183
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Power of One
goal at a time.
A Better You
Exploring Education and Early Childhood Concepts

61. ESSENTIAL
Describe the responsibilities involved with the care of younger children.
Definition
Description should include the basic responsibilities involved in caring for a younger child, such as
maintaining the safety of the child

ensuring correct emergency numbers and procedures
giving full attention to the child (e.g., not engaging in personal phone calls/instant
messaging, not allowing visits from friends, and not wearing headphones)
feeding the child as instructed, with emphasis on special dietary needs
interacting constructively with the child
managing the childs behavior as instructed
taking telephone messages properly.
Thinking
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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Why is it important to learn about responsible child care?

Do you consider yourself a role model for a younger child?
What behaviors or skills do you exhibit that a young child might want to copy?
If you were a parent, would you want your child to copy the types of behavior you exhibit?
Why or why not?
Management
What management skills would be useful to you in a child care situation?

How could you improve your child care skills? What certification programs are available for
you to learn babysitting skills?
English
6.6
learning.
CE.4
a.
b.
c.
d.

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e. practicing patriotism;
Families First
Families Today
Parent Practice
Power of One
A Better You
Family Ties
Working on Working
Competitive Events
STAR Events
Focus on Children
Illustrated Talk
Teach and Train
Page 157 of 183
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12.1.1
12.1.2
development.
12.1.3
Analyze current and emerging research about human growth and development, including research on brain
development.
12.2.1
Analyze the effect of heredity and environment on human growth and development.
12.2.2
12.2.5
12.2.4
development.
12.2.3
12.3.1
Analyze the role of nurturance on human growth and development.
12.3.2
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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Thinking
What types of snacks are safe for children of different ages?

What foods pose choking hazards for children younger than 3 years of age?
What types of snacks are both nutritional and generally appealing to young children?
Communication
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?
Power of One
A Better You
Competitive Events
STAR Events
Focus on Children
Food Innovations
Illustrated Talk

2.1.3
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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
development.
Identifying Career Connections

63. ESSENTIAL
Assess personal interests and skills as related to school and career choices.
Definition
Assessment should include
describing the importance of school and career planning

relating personal interests and skills to potential school and career choices
using resources such as the Virginia Education Wizard to investigate potential school and
career choices.
Thinking
What is the difference between a job and a career?

What are your dreams for a career?
What opportunities are available in your community?
Communication
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
Why is it important to be aware of your personal skills?

How can gaining new skills help you increase career choices?
Management
Why should you take time to plan your career?

How can you get accurate information related to career choices?
English
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6.6
learning.
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.
CE.14

opportunities;
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and guarantees.
Career Connection
LINK UP to Jobs
PLUG IN to Careers
Competitive Events
STAR Events
Illustrated Talk

1.1.5
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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:
Arts, A/V Technology & Communication

Education & Training
Marketing Sales & Service
Hospitality & Tourism
Human Services
Many Web sites offer career exploration resources, including the Virginia Department of Education's
Guide.
Career Planning
Thinking
How do the different topics covered in FACS I relate to career opportunities?

Which career clusters relate to FACS? What career paths are associated with each?
Communication
How are communication skills important in FACS-related career clusters?

Which work-based learning options would be best for your chosen career?
Leadership
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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English
6.6
learning.
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.
CE.14

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opportunities;
and guarantees.
Career Connection
LINK UP to Jobs
PLUG IN to Careers
Power of One
A Better You
Working on Working
Competitive Events
STAR Events
Page 165 of 183
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Advocacy
Illustrated Talk

1.1.5
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.
3.1.1
Explain roles and functions of individuals engaged in consumer service careers.
6.1.7
Analyze the ways family and consumer sciences careers assist the work of the family.
Developing Leadership Skills

65. ESSENTIAL
Use the FCCLA planning process in course activities.
Definition
Use of the FCCLA planning process (Power of One) should include the following:
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?)
Thinking
Why is it important to plan?

What factors influence your choice of individual and group goals?
Communication
What types of roles may communication play in the planning process?

Why is it important for your plan to include all of the following elements: who, what,
where, when, why, and how?
Leadership
When should you use the planning process?

How are both leaders and followers important in implementing the planning process?
Management
What is the importance of evaluating an activity?

How can skills used in problem-solving be applied in real-life situations?
Career Connection
INTEGRATE Work and Life
LINK UP to Jobs
PLUG IN to Careers

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Arrive ALIVE
Bridge the Gap
Buckle UP
Speak Up
Think SMART
Families First
Families Today
Meet the Challenge
Parent Practice
You-Me-Us

Experience another culture and develop independence while living with a Japanese host family.
Financial Fitness
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Banking Basics
Cash Control
Consumer Clout
Making Money
Power of One
A Better You
Family Ties
Speak Out for FCCLA
Take the Lead
Working on Working
Competitive Events
STAR Events
Advocacy
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Applied Math for Culinary Management
Chapter in Review Display
Culinary Arts
Early Childhood Education
Entrepreneurship
Fashion Construction
Fashion Design
Focus on Children
Food Innovations
Hospitality, Tourism, and Recreation
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Illustrated Talk
Interior Design
Job Interview
Life Event Planning
Promote and Publicize FCCLA!
Sports Nutrition
Teach and Train
Student Body
Be Fit
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Eat Right

Stop the Violence
STOP the Violence
2.1.1
66. OPTIONAL
Complete a national FCCLA program project and/or competitive event.

Definition
Completion of a national FCCLA program project and/or a state-level competitive event should
include
Completion of national projects (e.g., Career Connection, FACTS, Financial Fitness, Power
of One, Leadership Service in Action, Families First, Student Body, STOP the Violence)
Identification of state-level competitive events available and registration process.
Thinking
What are the benefits of completing a national FCCLA program or state-level competitive
event?
What is the first step in getting started?
Communication
What resources are available regarding FCCLA program projects at the state and national
level?
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How do FCCLA programs enhance Family and Consumer Science courses?

Leadership
How can you encourage your peers to become involved in FCCLA?
How can you promote FCCLA within your school and community?
Management
What resources are available to you to complete your project?
How can you use your resources to complete the project?
CE.3
The student will demonstrate knowledge of citizenship and the rights, duties, and
responsibilities of citizens by
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;
keeping informed about current issues, and respecting differing opinions in a
diverse society;
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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Career Connection
INTEGRATE Work and Life
LINK UP to Jobs
PLUG IN to Careers

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.
Arrive ALIVE
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Bridge the Gap
Buckle UP
Speak Up
Families First
Families Today
Meet the Challenge
Parent Practice
You-Me-Us
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Experience another culture and develop independence while living with a Japanese host
family.
Financial Fitness
financially fit.
Banking Basics
Cash Control
Consumer Clout
Making Money
Power of One
goal at a time.
A Better You
Family Ties
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Speak Out for FCCLA
Take the Lead
Working on Working
Competitive Events
STAR Events
Advocacy
Applied Math for Culinary Management
Chapter in Review Display
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Culinary Arts
Early Childhood Education
Entrepreneurship
Fashion Construction
Fashion Design
Focus on Children
Food Innovations
Hospitality, Tourism, and Recreation
Illustrated Talk
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Interior Design
Job Interview
Life Event Planning
Promote and Publicize FCCLA!
Sports Nutrition
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Teach and Train
Student Body
Be Fit
Eat Right

Stop the Violence
STOP the Violence

youth violence.
Education
1.1.5
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
13.3.1
13.3.2
Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective
communication.
13.3.3
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
13.5.3
Demonstrate strategies that utilize the strengths and minimize the limitations of team
members.
13.5.4
13.5.5
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13.5.6
13.5.7
Page 183 of 183

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CTE Resource Center - Verso - Family and Consumer Sciences Exploratory I Task/Competency List

2015/2016 Competency-Based Task/Competency List for Family and Consumer Sciences

Other Related Standards

Demonstrating Workplace Readiness Skills: Personal Qualities and

How do you define positive work ethic?

a. practicing trustworthiness and honesty;

practicing respect for the law;

practicing trustworthiness and honesty;

Other Related Standards

Poster for Younger Students

a. describing the processes by which an individual becomes a citizen of the United

practicing trustworthiness and honesty;

practicing trustworthiness and honesty;

Other Related Standards

Employment Law Resource Center

contributing to the success of the team (e.g., brainstorming solutions, volunteering,

What team skills are helpful at school? In the workplace?

practicing trustworthiness and honesty;

practicing trustworthiness and honesty;

Other Related Standards

dressing appropriately (i.e., adhering to professional rather than personal standards,

What is the relationship between self-image and self-representation skills?

practicing trustworthiness and honesty;

practicing trustworthiness and honesty;

Other Related Standards

Dressing the Part

a. describing the processes by which an individual becomes a citizen of the United

participation in civic life by

practicing trustworthiness and honesty;

recognizing the fundamental worth and dignity of the individual;

examining the Bill of Rights, with emphasis on First Amendment freedoms;

practicing trustworthiness and honesty;

practicing trustworthiness and honesty;

practicing trustworthiness and honesty;

Other Related Standards

Conflict-Resolution Lesson Plans

contributing new ideas (e.g., for improving products and procedures)

How do you demonstrate independence and initiative at school? At work?

practicing trustworthiness and honesty;

f. practicing decision making;

practicing trustworthiness and honesty;

Other Related Standards

Demonstrating Workplace Readiness Skills: Professional Knowledge

Distinguish between fact and opinion.

Paraphrase and summarize what is heard.

Communicate ideas and information orally in an organized and succinct manner.

Choose topic and purpose appropriate to the audience.

Include definitions to increase clarity.

g. Credit information sources.

Assume responsibility for specific group tasks.

Gather and organize evidence to support a position.

a. Choose the purpose of the presentation.

This site provides links to 15 business-communication articles.

What level of reading is required on the job?

Identify the authors organizational pattern.

Identify audience and purpose.

Use a variety of graphic organizers including sentence diagrams to analyze and

Use prior and background knowledge as a context for new learning.

Differentiate between fact and opinion.

Identify intended audience.

Use a variety of graphic organizers, including sentence diagrams, to analyze and

Draw on background knowledge and knowledge of text structure to understand