DOCUMENT RESUME

ED 075 443 SP .007 400

TITLE A RQtsource Bulletin for Home Economics. Grade 9.

INSTITUTION Baltimore County Public Schools, Towson, Md.
PUB DATE 70
NOTE 161p.

EDRS PRICE MF-$0.65 HC-$6.58

DESCRIPTORS Child Development; *Curriculum Guides; Foods
Instruction; *Grade 9; *Home Economics; *Home
Economics Education; *Home Economics Skills; Textiles
Instruction
ABSTRACT
GRADES OR AGES: Grade 9. SUBJECT MATTER: Home
Economics. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory
material indicates the goals of the home economics program,
competencies needed by adolescents, the nature of home economics for
grades 8 and 9, and suggested time allotments. The main text is
divided into seven sections: effective use of instructional
techniques, food and nutrition--directing laboratory experiences,
food and nutrition, textiles and clothing, child development, family
health, and careers in home economics. Each section contains the
scope of content, suggestions for activities, and resources.
OBJECTIVES AND ACTIVITIES: The objectives for each section are listed
under Scope of Content. Activities are suggested in detail.
INSTRUCTIONAL MATERIALS: Books are listed under Resources. STUDENT
ASSESSMENT: No provision is made for evaluation. (MJM)
 BOARD OF EDUCATION OF BALTIMORE COUNTY

HOME ECONOMICS 4.` GRADE NINE

A RESOURCE GUIDE FOR HONE ECONOMICS TEACHERS

Committee Members Suzanne S. Binetti Lois Martin.

Betty M. Close Virginia S. Martin
Jean Fisher Florence McKeever
Rizpah Gadziola Sarah S. Morse
Florence Howard Barbara Shufelt
Esther Kendall Anna Troyer
Jo Ann R. Linck Mary Waiburn
Peggy Y. Mahlstedt

Theresa N. Margolis, Workshop Editor

Mildred S Nethken, Supervisor

.

Office Of Home Econamics

Ruth S. Killian, Coordinator

Office of Home Economics, Chairman

Prepared under the direction of

Benjamin P. Ebersole Mary Ellen Saterlie

Director of Curriculum Coordinator, Office
and Instructional Services of Curriculum Development

O Katherine Klier
Curriculum Consultant

Joshua R. Wheeler Jerome Davis

Superintendent Assistant Superintendent
in Instructional Services

U.S. DEPARTMENT OF HEALTH,

EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT
ouceo EXACTLY ASHAS BEEN REPRO.
RECEIVED FROM
THE PERSON OR ORGANIZATION
OMG
INATING IT. POINTS OF VIEW OR OPIN-
Towson, Maryland IONS STATED DO NOT NECESSARILY
1970 REPRESENT OFFICIAL
OFFICE OF EDU-
CATION POSITION OR POLICY.

FILMED FROM BEST AVAILABLE COPY

 BOARD OF EDUCATION OF BALTIMORE COUNTY

Towson, Maryland 21204

T. Bayard Williams, Jr.

President

Mrs. John M. Crocker Alvin Loreck

Vice President
H. Emslie Parks
Mrs. Robert L. Berney
Richard W. Tracey, D. V. M.
Eugene C. Hess
Mrs. Richard K. Wuerfel
H. Russell Knust

Joshua R. Wheeler - 1
Secretary-Treasurer and Superintendent of Schools

ACKNOWLEDGMENT

Special thanks are due to Mrs. Eula Johns for

her secretarial assistance in the preparation
of this publication.
 FOREWORD

The home economics curriculum should reflect current trends in

education and society. In this time of rapid social change, teachers
of all subjects are examining their curriculums and the effectiveness
of their contribution to the lives of the pupils. Of particular signi-
ficance to teachers of home economics are such changes and trends as
these: the increased mobility of families; the larger proportion of
women working outside the home; the growing number and kinds of services,
equipment, and products available to families; and new means of communi-
cation and transportation that bring to individual homes the impact of
national and world developments. Decision-making in the home today is
complex, and families need new patterns for meeting the many problems
facing them today. Preparing young people to meet these demands requires
a home economics program whose emphases, techniques, and content can
readily be modified in response to current and anticipated social devel-
opments:

Work on a re-examination and 27evision of the Baltimore County home

economics program for grades eight and nine was initiated in 1964 when a
committee of teachers began a study of the function of home economics
education in all grades from kindergarten through grade 12. This study
has continued during summer workshops in 1965, 1966 and 1967. The 1965
study sought to identify the major goals of home economics education,
define program emphases, and formulate guidelines to be used by future
curriculum committees in developing more specific curriculum materials.
The summer workshops of 1966.and 1967 focused attention on the home
economics program by preparing tentative units for grades eight and nine.

This publication is a direct outgrowth of the groundwork prepared

in these summer workshops. After final revisions and compilation of
units it foods and nutrition, clothing and textiles, human development
and the family, and housing, prepared for grades eight and nine, it is
now found to be possible and desirable to publish a separate guide for
each grade. Incorporated in this publication are the finalized results
of the units prepared specifically for grade nine. This edition includes
additions and changes suggested by workshop groups and others who have
used and evaluated the materials in the classroom.

The Board of Education and the Superintendent of Schools wish to

express their appreciation to these curriculum committees and to all
home economics teachers of Baltimore County whose practical application
of the tentative materials made possible the development of this curricu-
lum guide.

Joshua R. Wheeler
Superintendent of Schools

Towson, Maryland

June, 1970

iii
 CONTENTS

INTRODUCTION page

Goals of the Home Economics Program 1

Competencies Needed by Adolescents 2
The Nature of Home Economics for Grades Eight and Nine. . . 3
Suggested Time Allotments for this BuIletin . . . ,. . . . 4
GENERAL SUGGESTIONS FOR EFFECTIVE USE OF INSTRUCTIONAL TECHNIQUES 5

Constructing Unit Plans 6

Making Lesson Plans . 7
Conducting Study-Reading Lessons 8
Conducting Discussion Lessons 9
Presenting Demonstrations 10
Conducting Laboratory Experiences 12
Using Pupil Reports 13
Evaluating Pupils' Progress 16
Visual Aids to Instruction 18

FOODS AND NUTRITION - - DIRECTING LABORATORY EXPERIENCES 21

Suggestions for Foods Laboratory Management 22

Unit Kitchen Organization 25
Meal Preparation Plan 26
Evaluation Form - Foods Laboratory 27
Group Evaluation Standards 28
Home Practice 29

FOODS AND NUTRITION

I. Nutrition 32
II. Planning and Management 34
III. Meal Management 35
A. Appetizers 36
B. Soups and Sauces
C. Beverages 41
D. Breads 43
E. Salads 45
F. Fruits
G. Vegetables 50
H. Eggs 52
I. Meats, Poultry, Fish 54
J. Fats 57
K. Desserts 60
L. Teen Entertainment 63
Bibliography 65

iv
CONTENTS (Continued)

page

TEKTILES AND CLOTHING 67

Introduction 68
Suggestions for Clothing Laboratory Management 69
I. Significance of Textiles and Clothing 71
II. Artistic Elements of Textiles and Clothing 72
III. Construction 74
Resource Pages 88
Bibliography 92

CHILD DEVELOPMENT 93

Introduction 94
I. Human Reproduction 95
II. Prenatal Care 105
III. Postnatal Care 114
IV. Processes of Child Development 119
Bibliography 133

FAMILY HEALTH 135

Introduction = . :36
I. Maintenance of FA ndly Health 137
II. Care of Family Illness 141
Bibliography 147

CAREERS IN *HOME ECONOMICS 148

Introdu6tion 149
I. The Homemaker 150
II. Careers in Foods and Nutrition 151
III. Careers in Textiles and Clothing 152
IV. Careers in Child Development 153
V. Careers in Housing and Home Furnishings
and Equipment 154
VI. Careers in Health and Welfare 155
Bibliography 156
 Goals of the Home Economics Program

As much as any other subject in the curriculum, he economics

is concerned with the development of the individual pupil as a social

being. In fact, the whole field of home economics has so much to offer

the individual that there is a temptation to set such broad, challenging

goals that they defy achievement. In general, the home economics pro-

gram endeavors to assist pupils to develop attitudes, appreciations,

and abilities that win help them achieve satisfying rersonal and family

life. More specifically, it seeks to help pupils

To appreciate the significance of the family as the basic unit

of society and its impact on the personal development of in-

dividual family members

To deepen a sense of the values that give meaning to one's life

as an indivichial and as a member of the family and the community

To recognize human and natural resources and use them to the

fullest potential

To develop skill in making decisions based on accurate information

and a rational weighing of alternatives

To acquire the knowledge and practical skills needed for homemaking

To think and work creatively, both to develop a means of worthwhile

self-expression and to make a contribution to family and society.

 Competencies Needed by Adolescents

The junior high school years represent a transitional period of growth

during which the adolescent is acquiring attitudes, values, skills, and

habits that will give direction to his life.

An understanding of the basic competencies needed by adolescents, as

individuals, as members of their families, and as responsible citizens,

is furdamental for identifying appropriate areas of content and developing

a meaningful program of home economics. Those competencies for which home

economics has particular relevance include the following:

1. Wholesome and realistic self-concept which is based on:

a. Self-understanding
b. Self-acceptance
c. Self-insight

2, Wholesome attitude toward others

3. Ability to make and hold friendships

4. Ability to participate in social situations

5. Wise use of leisure time

6. Assuming responsibilities in the have and the conmunity

7. Ability to make decisions in new situations

8. Understanding family roles

9. Practicing routines of good personal hygiene

10. Understanding and accepting the physical growth changes

11. Understanding of the relationships between the sexes

12. Respect for personal property

13. Ability to handle money wisely

14. Understanding of a variety of occupations and their worth

15. Sound personal values, attitudes, and habits

2
 The Nature of Home Economics for Grades Eight and Nine

The eighth and ninth grade home economics courses in Baltimore

County provide most of the pupils enrolled in them with their first

formal study in this field. An underlying theme throughout these two

years, therefore, should be the nature and scope of home economics and

the personal pleasures and benefits it offers each pupil. This theme is

reflected in these major objectives for the two years' courses:

To help pupils understand and enjoy home economics

To assist pupils with personal and social needs

To help pupils to develop some skills and techniques necessary

for homemaking.

Based on these objectives, five broad areas of study are suggested:

foods and nutrition, clothing and textiles, housing, human development,

and the family. Study in each area tends to be individual-centered in

the eighth grade and family-centered in the ninth. The instructional

areas are developed in sequence, in order that the concepts introduced

in the eighth grade will be extended and deepened through the learnings

and activities suggested for the ninth grade.

3
 Suggested Time Allotments
for this Pulletin

It is unlikely that any class would be able to follow exactly

the sequence of content and all the activities suggested in the guide.

Each teacher should be selective, adapting the program in light of a

number of factors--the backgrOund, needs, and interests of the pupils;

the community and the environment in which the pupils live; the size and

organization of the home economics department; the teacher's own special

talents and strengths; class sizes and time allotment.

Home economics is a required subject in the general education pro-

gram for all ninth grade girls. A minimum of three or four periods per

week are scheduled for each class of average or above average ability.

Time allotments for the subject matter covered are suggested in

the chart below.. The sequence in which these areas are taught will be

decided within the local school department. Such considerations as the

necessity to share laboratories and resource materials, the various

strengths and degrees of experience of the teachers in the department, and

the special needs of the classes will determine the order in which each

teacher will present the instructional areas.

Instructional Areas Suggested Time Allotment

Foods and Nutrition 13 weeks

Clothing and Textiles 13 weeks
Child Development 9-10 weeks
Family Health 2 weeks
Careers in Home Economics 1- 2 weeks

4
MORAL SUGGESTIONS FOR ixttCTIVE USE OF INSTRUCTIONAL TECHNIQUES

Constructing Unit Plans

Making Lesson Plans

Conducting Study-Reading Lessons

Conducting Discussion Lessons

Presenting Demonstrations

Conducting Laboratory Experiences

Using Pupil Reports

Evaluating Pupils' Progress

Visual Aids to Instruction

5
 GENERAL SUGGESTIONS FOR EFFECTIVE USE OF
INSTRUCTIONAL TECHTIQUES

CONSTRUCTING UNIT PLANS: Formulate instructional unit plans based upon thei
units suggested in the guide.

A. Project long-range plans for the year.

1. Plan the sequence of units in each grade to meet the individual prob-
lems in the schools: the need for rotating rooms between teachers,
the suitable time of the year for the unit, the interests of the
pupils, etc.

2. Ubrk out a tentative time schedule for the units in light of the
essential projects and problems to be covered.

3. Set up tentative objectives, problems, and activities for each unit,

keeping the plans flexible enough to be changed as the needs, inter-
ests, and abilities of the pupils become more apparent.

B. Plan the individual unit in advance, following the general unit forms
used in the guide.

1. Study the introduction, objectives, and scope of the unit in ordeto

obtain a point of view and sense of direction for the planning which
will follow.

2. Think through an overall plan for teaching the unit and set up a
tentative time allotment for the various unit divisions.

3. Investigate and assemble the resources to be used in the unit.

a. Examine the suggestions provided in the curriculum guide.

b. Familiarize yourself with all the resources available in the

school for teaching the unit: the textbooks, classroom refer-
ences, library books, equipment, filmstrips, pictures, and other
aids.

c. Obtain useful resource materials by writing for free materials,

scheduling films and other visual aids, collecting pictures and
materials related to the unit, finding cut about people in the
community who will serve as resource people for the study, and
investigating possible field trips.

4. Consult the course guide for suggested activities; adapt and add to
these suggestions to meet the needs of the particular class.

5. Talk with other teachers in the school who are working on the same
unit to share ideas, materials, and procedures.

6
C. Follow a flexible but definite plan in presenting the unit.

1. Begin stimulating fashion, using a realistic, attention-

getti

a. Include an overview of the unit.

b. Point out to the pupils the relationship of the unit to the work
that has gone on before and to the theme for the year.

c. Plan with the pupils the major problems to be considered, based

on the concepts for the unit.

2. Plan with the pupils the activities to be used in solving the problems
selected.

3. Plan with the pupils a culminating activity which is a natural out-

growth of the learning activities that have preceded it.

4. Evaluate the work done.

a. Plan the evaluation as a continuing process, not limited to a pro-

cedure at the conclusion of the unit.

b. Involve pupils constantly in the evaluation of their progress.

MAKING LESSON PLANS: Develop both long-term and daily lesson plans.

A.. Set up long-term plans in which a block of related lessons is planned in

advance.

1. Plan to use as many different types of activities as possible.

2. Design the series of lessons to advance specific purposes of the unit.

B. Prepare a daily plan for each lesson.

1. Have a clear purpose for each lesson.

2. Follow a systematic p3an in outlining the lesson: objective for the

day, content or subject matter, time allotment, methods of presenta-
tion, activities, materials needed, summary and evaluation by both
pupils and teachers. (See sample form in this guide.)

3. Plan for a number of different activities for each class period:

teacher and/or pupil demonstration, laboratory work, project work,
reading, discussion, questions from the class, etc.

4. Plan the lesson for each class in light of its ability.

5. At the end of each day, make a written comment concerning the effec-
tiveness of the plan.

7
 CONDUCTING STUDY-READING LESSONS: Plan to follow systematic steps whenever
[ conducting directed reading lessons.

Note: Before the teacher can plan effective study reading, she needs to know
the independent and instructional reading levels of the pupils in the class.
(At the independent level the pupil can read with no aid. At the instruc-
tional level he needs instruction and helps he comprehends about three-fourths
of the material.) The class's English teacher can provide helpful information
about the pupils' reading ability and can also assist in judging the readabil-
ity of the text and reference materials being used in the home economics
class.

In most classes there are fairly wide variations in the pupils, reading levels
and speed. After the teacher has had an opportunity to observe the pupils'
degree of success in completing and comprehending the reading assignments,
she can devise variations in assignments to provide for the unusually able
and for the slower readers.

The suggested steps for directed reading lessons are flexible enough to apply
with equal validity to advanced and to slower readers.

A. Develop readiness.

1. Develop concepts toward which the reading is directed.

2. Anticipate any problr'ms the pupils might have with the vocabulary and
give them the assistance necessary for comprehension.

3. Establish with the class the purposes for the reading.

B. Guide silent reading to answer a motivating question.

Circulate through the class to give assistance where individual pupils

require it.

C. Discuss the material read.

1. Conduct a general discussion centered on the motivating questions, to

determine the pupils' general understanding.

2. Conduct a detailed discussion to develop deeper comprehension and

recognition of important vocabulary.

a. Use fact, inference, organizational, and summary questions to

develop understanding and to clarify difficulties of the group.

b. Use word-form clues, meaning clues, and the dictionary to develop

the vocabulary pertinent to the subject under study. (This
includes not just specific terms but also general vocabulary which
is useful in a discussion of the subject.)

8
 D. Develop new purposes which provide opportunities to re-read.

1. Have the class read silently to improve comprehension, particularly

of salient details.

2. Select portions to be read aloud to appraise the pupils' word recog-

ition skills and to provide reenforcement of ideas under discussion.

E. P1- ollow-up activities.

1. Help interested pupils plan further exploration of the topic.

2. Guide the pupils in activities in which they will make use of the
information and ideas gained from their reading.

CONDUCTING DISCUSSION LESSONS: Plan class discussions that will involve all
pupils in thinking through a problem and will promote a free exchange of
ideas.

A. Make preparations for discussion.

1. Make the physical setting natural and comfortable, with furniture

arranged so that the pupils face each other and any display area
which will be used.

2. In the first discussions of the year, establish standards for class-

room discussion.

3. Establish with the class the problem or topic to be discussed; decide

on specific purposes.

4. Designate a leader (if other than the teacher) and help her organize a
discussion plan.

5. Clarify any guide questions to be used.

6. Arrange for the use of audio-visual aids that will advance the dis-
cussion.

B. Guide the discussion through a pre-planned but flexible progression.

1. Initiate the discussion by asking questions or using a quotation

which emphasizes the major concept rather than details.

2. Guide the discussion in a sequence dictated by the major elements of

the problem, the guide questions, or some other type of definite
organization.

3. Place emphasis on the relationships of details to the large ideas,

adapting the questions so as to channel discussion in the desired
sequence.

9
 1. Maintain enough flexibility to permit pupils to raise challenging
questions or seek additional clarifications, but continue to direct
the discussion toward the desired outcome.

5. Clarify conflicting points of view and correct any factual errors.

6. Terminate the discussion when the pupils' information has been

exhausted and/or when the purpose has been achieved.

/. Help the class summarize the main ideas and form generalizations;
use recorders' reports, group leaders' analyses, and/or cooperative
group activity whenever they can be helpful.

C. Conduct an evaluation, using such questions as these to assess the dis-

cussion:

1. Have we solved the problem and achieved the purpose?

2. Have we opened up new avenues of study?

3. Have we met the standards for satisfactory group discussions?

4. In what wars may we profit from this experience as a means for

improving future discussions?

PRESENTING DEMONSTRATIONS (by either pupil or teacher): Design demonstra-

tions to be meaningful learning experiences.

A. Plan carefully beforehand every possible aspect of the demonstration.

1. Collect pertinent background data.

2. Formulate the purposes of the demonstration and select specific

points to be covered in light of these purposes.

3. Organize the plan of presentation with a claarcut beginning, middle,

and summary.

b. List and assemble the necessary equipment and materials.

5. Develop as much variety in teaching aids as practicable -- samples,

scale models, charts, posters, illustrations, etc.

6. Prepare unobtrusive notes on file cards, if necessary.

7. Become thoroughly familiar with tI information and equipment to be

used.

8. Prepare the observers in advance of the demonstration by motivating

their interest and, helping them identify the need which the demon-
stration is to fill.

10
B. Use effective teaching methods in the actual demonstration.

1. Clarify the purpose(s) of the demonstration and the particular points

which the observers will need to look for.

2. Identify (or have pupils identify) the equipment and techniques being
used.

3. Involve the observers as much as possible.

a. Work so that the audience can always see.

b. Encourage questions and responses fromthe observers whenever

these would not distract attention from the essential flow of
the demonstration.

c. Have pupils assist with the demonstration wherever practicable.

4. Speak clearly and concisely in simple statements.

5. Set an example that the pupils would wish to emulate.

a. Have a neat appearance.

b. Speak with poise and with confidence gained from experience and
thorough preparation.

c. Speak audibly but in a natural, relaxed voice.

6. Keep the demonstration moving; avoid awkward pauses.

7. Have a finished product to show.

C. Provide meaningful follow-up activity.

1. Provide an opportunity for the observers to examine or taste the

finished product so that an evaluation of it may be made.

2. If standards of evaluation have not been established previously, help

the pupils draw up such a list.

3. Summarize with the observers the essential learnings or conclusions

that they were to have derived from the demonstration.

4. Help the pupils plan a suitable activity in which they can practice
the techniques they have observed or further develop the learnings
they have just acquired.

D. Demonstrate all new techniques before the pupils attempt to practice

them.

11
CONDUCTING LABORATORY EXPERIENCES: Plan systematically with the pupils for
each laboratory experience, so that it becomes a genuine learning experience
in group efficiency and individual responsibility.

A. Guide the unit kitchen groups in devising a purposeful plan of work and
writing a Meal Preparation Plan (see page 26).

1. Help the class to set appropriate goals for their laboratory activ-
ity.

2. If the class or the unit kitchen groups are to be permitted a choice

of foods to prepare, guide the pupils in making their selections and
writing their menu. (Groups may be permitted some choice in select-
ing meal patterns-after they have developed sufficient individual
and group competency.)

3. Help each group to clearly identify the major task(s) to be performed

and the specific jobs that must be assigned within the group.

4. Give guidance in following a standard procedure for assigning duties.

5. Establish (or review) with the class a set of criteria by which they
trill judge their finished product.

6. Review the step-by-step procedures for new techniques to be followed,

and direct the pupils' attention to any special points to be observed.

B. During the actual foods preparation, guide and advise groups and individ-
uals to help them follow their plan of work effectively.

1. Give individualized guidance and instruction wherever a need appears.

2. Observe each group to note areas of strength and weakness in their

cooperative activity.

3. Give special attention to tasks or techniques with which difficulties

might arise.

L. Encourage pupils to take note of areas in which they need to acquire

increased skills or learnings.

C. Give the groups any needed guidance as they serve the food they have
prepared and perform their clean-up duties.

1. Develop with the pupils high standards for providing attractive,

appropriate table settings and ft.r serving the food correctly.

2. Through example and through careful planning, help each group to

achieve an unhurried, pleasant atmosphere at the table, so that they
can develop their hostess skills and their command of the rules of
table etiquette.

12
 3. Help the unit groups work constantly toward greater efficiency and
thoroughness in thoir cleaning-up tasn.

D. Conduct a cooperative evaluation as an essential part of each laboratory

experience.

1. Have each unit group judge their finished product by means of

previously established criteria.

2, Help the pupils identify the specific strengths of their activity --

the menu, plan of work, cooperation, etc.

3. Help the pupils identify areas where improvement is needed, and

encourage them to set new goals.

t. Give encouragement to creativity and initiative, and seek trays each

pupil can be helped to assume more responsibility in laboratory
activities.

Nollfts.
USING PUPIL REPORTS: Include oral reports in planning lessons.
I

A. Use individual pupils' reports as a means of bringing additional inforna-

tion to the class. .

1. Plan wherever possible to use reports that are not entirely verbal
but are presented in connection 1:ith a demonstration and/or with the
use of illustrative materials.

2. .Develop with the class a list of appropriate report topics for the
unit.

3. Early in the year develop standards with the pupils for preparing
and delivering reports. (Include such standards as those in the
following suggestions.)

4. Give the pupil guidance in using reference materials for a report.

a. Encourage her to use several references.

b. Recommend references suitable to the pupil's interests and abil-

ity as well as to the topic.

c. Assist the pupil by furnishing files of articles, pictures,

pamphlets, research studies, models, and samples.

d. Where necessary, show the pupil how she can prepare the informa-
tion in her own 'cords rather than copy the words of the reference
verbatim.

5. Plan a realistic time schedule for reports, and give each speaker a
reasonably close estimate of the amount of time her report may tale.

13
 6. Give the pupil guidance in organizing the report.

a. Clarify the purpose of the report and the major points to 1"
stressed.

b. Give the pupil the assistance she may need in planning an inter-
esting beginning and strong conclusion.

c. Check to see 'that the pupil has prepared an adequate outline on

note -cards from which to speak.

7. If 411 demuustration is to be given in connection with the report,

armage 21= the pupil(s) to practice in advance.

8. Provide am opportunity for the speaker to place on the chalkboard

the outlime of her talk and any new vocabulary she will use.

9. Baez in the year (and when necessary. thereafter) give the pupils
perrters on posture, enunciation, and voice control in speaking to
Vat class.

10. Palming the report provide an opportunity for the speaker to lead
a class discussion of the subject.

11. Guide the class in :an evaluation of the report.

a. include evaluation of each aspect of the presentation: selection

cif content, organization, illustrative material and/or demonstra-
tdon, manner of delivery, summary, and class response.

b, Always point out the strengths of the report before pointhng out
weaknesses.

c. Offer specific and constructive suggestions for future improve-

ment.

d. Help the pupils to devise ways to record suggestions for future

reference.

B. Use committee and group reports as a cooperative learning activity as

well as a means of bringing information to the class.

1. Observe reasonable cautions before planning committee activity in

the classroom.

a. Do not attempt group work until class control is established;

use individual reports in the meantime.

b. Do not expect the pupils to perform a demonstration until they

have acquired the information and skill required.

c. Do not expect that *his type of activity can be used with equal
success by all clams: or all pupils.

d. Do not expect groups to work in perfect quiet, but do avoid

unnecessary noise are disorder.

14
2. Give the grrip all the types of assistance suggested for individual
reports (ser,. section A).

3. Help the committee establish an orderly set of procedures, such as

the following:

a. Select a chairman, a secretary, and a librarian.

b. Define the topic and the purposes of the group activity.

c. Decide where to find information.

(1) Make a general survey first.

(2) Make a bibliography of the material that you expect to use.

d. Decide how to solve the problem.

e. Distribute the work evenly among the members of the group.,

f. Gather the necessary information.

g. Organize the material.

h. Decide on the method that is to be used to present the material

-- skits, posters, oral report, notebook, cartoons or illustra-
tions, charts and graphs.

i. Present the findings to the class.

4. Have the group develop and follow several basic committee rules.

a. Follow habits of classroom courtesy.

(1) Arrange the classroom furniture to accommodate the committee,

but return it to the original position.
(2) Observe the standard practices in using references, mate-
rials, and supplies.
(3) Keep voices low.
(14.) Avoid excessive talking; however, contribute pertinent ideas
to the discussion.
(5) Use class time wisely.

b. Check to see that you as an individual are helping to make your

committee a success.

(1) Are you working closely with the chairman?

(2) Are you offering to do your share?
(3) Have you investigated classroom and library references
related to the topic?
(1) Are you applying specialized skills in the committee project?
(5) Did you check all definitions of new words?
(6) Are you helping other committee members by bringing them
pictures and clippings related to their topics?
(7) Will all members of the committee be prepared to present
their report on the specified day?
 5. Have, the group conduct an evaluation in which the class answers
certain questions about the committee's work, such as:

a. Did enthusiasm permeate the entire group?

b. Did the committee do a complete job of presenting facts?

c. Was there a good summary of the main points?

C. Maintain a file of materials, prepared by pupil committees and gathered

from other sources, to be used as resources for reports.

Collect pamphlets and clippings from authoritative sources: commer-.

1.
cial firms, periodicals, government agencies, home economics organi-
zations.

2. Maintain bibliography lists obtained from the school library and

accessible public libraries, from personal research, and from pupils'
reports. (It is a good idea to require all individuals and committees
who prey are reports to file their list of references, identified by
topic.)

3. Develop a filing system for organizing the materials thus accumulated,

with folders labeled by specific unit or topic.

4. Familiarize certain reliable pupils in each class with the filing

system so that they can assume the responsibility of supervising
other pupils as they find and return materials.

EVALUATING PUPILS' PROGRESS: In every unit include evaluative activities

which will help both teacher and pupils set up goals, determine progress
toward those goals, and establish new goals for new learning.

A. Observe the characteristics of effective evaluation in planning evalu-

ative activities.

1. Set up each activity in terms of teacher-pupil goals.

2. Incorporate evaluative activities in each unit as a part of the total

learning process.

3. Plan evaluation as a continuous process.

4. Vary each activity in accordance with the goal.

5. Involve pupils actively in the evaluative process.

6. Construct tests that are valid, reliable, and objective.

16
B. Utilize as fully as possible these functions of evaluation:

1. Shows how much a pupil knows and is able to do prior to instruction.

2. Provides a basis for improving instruction.

3. 1Ieasures various aspects of learning.

L. Motivates learning.

5. Assists pupils in determining the nature of their difficulties.

6. Assists pupils in recognizing progress toward their goal.

7. Provides a basis for pupils' guidance.

8. Indicates to teachers the effectiveness of their teaching.

9. Furnishes parents with information regarding the achievement of their

children.

C. Select from the many available techniques the type of evaluation most
suitable for a particular need.

1. Anecdotal records are brief, factual word pictures of observed behav-

ior in specific situations, devoid of any expression of opinion.

2. Sociograms are devices for showing the pattern of interaction among

the members of a group.

3. Diaries and logs are personal records of behavior in regard to par-

ticular problems over a period of time.

1. Home experience records are used as a basis for planning class and
home activities..

5. Charts and scales are highly objective devices that may be used for
a variety of purposes; they are especially helpful for recording
information to be used in self-improvement. Types include:

a. Score cards

b. Rating scales

c. Check lists

d. Diagnostic charts

e. Progress charts

6. Oral discussions are a means of evaluation as well as a technique

for teaching.

7. Interviews and conferences may be used with pupils, parents, and

members of the community as a means of getting information concerning
attitudes, home activities, and home environment.

17
 8. Essay or probleri type tests are appropriate to use when the subject
is controversial and the teacher wishes to find out not only what
studehL.s .iut also if the: can provide evidence to prove their
beliefs.

9. Performance tests determine the ability of pupils to do definite jobs;

their special value in home economics derives from their usefulness in
checking on goals for which written tests are of little value.

10. Objective tests, which are rapidly scored with an inflexible key,
overcome many of the limitations of essay type tests. Types include:

a. True-false

b. Matching

c. Multiple choice

d. Completion

e. Recall

D. In constructing objective tests take note of these criteria:

1. Limit items to those of general usefulness.

2. Include a fair sampling of items which the pupils are expected to

know and understand.

3. Progress from the easy to the more difficult.

4. If providing more items in the test than most pupils can finish in
the time allowed, place questions of most significance in the earlier
part of the test.

5. Limit to about three types of techniques.

6. Arrange together all items of one form.

7. State questions in words pupils will understand.

8. State directions clearly.

USING VISUAL AIDS TO INSTRUCTION: Use visual materials in the classroom as

an integral part of instruction.

INEMMINSIIMM,

A. Plan use of the chalkboard so that it becomes an effective medium

of
daily instruction.

1. Set aside certain boards for routine use.

a. Place the assignment for a given class in exactly the same place
each day.

18
 b. Encourage the pupils to form the habit of following the assign-
ment and/or lesson directions upon entering the classroom or
laboratory.

2. Have the chalkboard reflect high standards of accuracy.

See that all work placed on the chalkboard conforms to the best
standards for handwriting, lettering, outline form, punctuation, cap-
italization, spelling, titling, and other details of manuscript form.

3. Give the pupils an opportunity to use the chalkboards frequently.

a. Whenever appropriate, ask a pupil to list on the chalkboard the

main points brought out in a class discussion.

b. Ask a pupil who is giving a report to first write her name, the
name of her report, a list of new terms, a brief outline, a
diagram, or other information on the board.

4. Use colored chalk where appropriate -- but use caution.

a. Use colored chalk fcr special emphasis; for example, to clarify

diagrams, to set apart the sections of an information chart.

b. Exercise special care both in applying the chalk and in cleaning

the board.

B. Arrange exhibits and bulletin boards to motivate and reinforce learning.

1. Encourage pupils to share the responsibility for planning and main-

taining displays.

As much as possible, make the planning and preparation of a display

an integral part of the classroom learning.

2. Plan displays around the purposes of the unit.

a. Use large, bold letters to display the name of the current unit,
so that the central notion of the teaching is always in front of
the class.

b. As the unit develops, post subtitles as a means of organizing

pictures, graphs, and other work which are on display.

3. Display good pupil work.

a. Include assignments, posters, models, projects, and illustrations

that demonstrate standards for other pupils to work toward.

b. Check all work carefully before displaying it.

c. Be sure that each pupil whose work is displayed identifies it

with her name so that she is recognized for her accomplishment.

19
 L. Make displays meaningful.

a. Unify the materiel by using a single, readily communicated theme.

b. Identify each item with appropriate labeling and/or interesting

explanations.

c. Change the materials often enough that they are timely.

C. Design bulletin board and poster displays according to principles of

effective display.

1. Attract attention by such devices as judicious use of color, contrast

of values, or a novel idea.

2. Unify the material by using a single artistic theme.

3. Use material that has enough carrying power to communicate the

general message to all parts of the room.

4. Make titles legible; avoid purely ornamental and tricky lettering.

5. Use a single color and a uniform size for titles which are related
by place or emphasis.

6. Keep the lettering of the main title and the decoration consistent
with the theme.

7. Employ a definite contrast of values; e.g., place dark against light,

light against dark.

8. Ordinarily employ a background that is less brilliant than the

subject.

9. Use suitable poster paper, avoiding "fussy" decoration such as crepe

papth-, frills, or cliche pattern cutouts.

10. Select a large notice or picture for a center of interest.

11. Mount pictures neatly on appropriate backing that will enhance the
pictures and the unity of the display.

20
FOODS AND NUTRITION - DIRECTING LABORATORY EXPERIENCES

Suggestions for Foods Laboratory Management

Unit Kitchen Organization

Meal Preparation Plan

Evaluation. Form - Foods Laboratory

Group Evaluation Standards

Home Practice

21
 SUGGESTIONS FCR FOODS LABORATORY MANAGEMENT

A. Uniforms

1. Pupils

a. Each girl furnishes her own foods uniform which she is required to
wear in the preparation of food. It is advisable that the apron
have a bib for increased protection.

b. Each apron should be marked with the girl's name and class section.

c. For reasons of safety, a plastic apron is unsuitable for laboratory

work.

d. Aprons should be taken home to be laundered. Aprons should be

checked regularly for cleanliness and neatness.

e. Jackets and outer sweaters should bjremoved as a safety pre-

caution when the pupil is preparing food.

f. For sanitary reasons/ the hair should be worn in a controlled style

and should be further protected by a hairnet or a headband. The
hair should not be combed or touched while food is being prepared.

g. Pupils should be cautioned against wearing fuzzy sweaters or

clothing made of highly inflammable fabrics.

h. Boys in foods classes or in club activities should be required to

wear white butcher aprons.

i. A pupil without an apron should not be allowed to participate in

the preparation of food. If there are additional aprons in the
department, a teacher may allow the pupil to borrow an apron for
the period if she agrees to launder it and return it in good
condition.

2. Teacher

a. The teacher should set the standard for appropriate dress in the
foods laboratory.

b. She should wear a white or a pastel colored uniform when teaching

foods.

c. The teacher should wear a hair net in the foods laboratory.

B. Grooming

1. Cleanliness of hands, aprons, and dress should be stressed.

2. Each pupil should develop the habit of washing her hands before hand-
ling food. She should stop to wash her hands if she uses her handker-
chief or touches her hair.

3. The appearance and care of the hair should receive special attention.

22
 4. At regular inter-.-117 the ir.77.--C and grade students for
neatness, cleanliness and ?_TrroTria-:: dress.

C. Unit Kitchen

1. Organization

a. Unit kitchens are planned and equipped for four students.

b. The duties of each member should be developed by the class. Duties

within the group should rotate at regular intervals. (See page 25
for a sample work plan.)

c. Both the individual and-the group should be graded on the quality and
quantity of work accomplished by the standards which were developed
by the class.

2. Management

a. The study of Foods and Nutrition offers excellent opportunities for

teaching many phases of management: individual values, family goals,
as well as time, money, and energy. These phases should be stressed
from the very beginning of the study.

b. A meal preparation plan should be followed in planning a foods

laboratory period. (See page 26.)

c. Cleanliness, orderliness, and safety in the kitchen should receive

constant stress.

d. The teacher should inspect the units regularly to check on the care
of the refrigerator, ranges, sinks, garbage disposal, etc.

e. Demonstrations are needed for all new techniques which the pupils
are to learn. It should not be necessary to repeat demonstrations
unless there is a new learning and/or technique involved.

D. Nutrition and meal planning

1. The study of nutrition is not approached as a separate study; it is in-

tegrated with the selection and purchasing of food and the planning,
preparing, and serving of meals.

2. The study of the Basic Four Food Groups forms the basis for the nutri-
tional study in the junior high school. Where the ability of the students
permits, nutrition may be studied in somewhat greater detail.

3. Food preparation using the meal pattern basis is studied in a framework

of the basic food groups. In schools where double period classes are
scheduled, meal management may provide the basic plan.

4. Milk is the accepted beverage for school meals. The serving of tea,
coffee, and carbonated beverages ta not recommended for school meals;
however, these beverages should be studied. Preparation of these bever-
ages should be taught through demonstration. Restraint should be exer-
cised for laboratory practice and use.

23
E. Table service

1. Correct table setting and table manners should be emphasized.

2. The artistic phase of food preparation and its service should be en

couraged. The use of attractive centerpieces arranged and provided by
the pupils is one way to encourage artistic creativity.

F. Purchase of food

1. Lost of the foods used will be ordered from a local grocer but large
purchases may be made from a wholesaler. Contacts with wholesalers may
be made through the cafeteria manager of the school.

2. Students must not be asked or encouraged to supply or contribute any of

the foods used in class.

G. Service of foods only in the foods laboratory

1. When students have attained a degree of skill in foods work, the practice
of inviting guests is encouraged to give the students opportunities to
act as hostesses and to practice what they have learned.

2. Food prepared in class should not be taken from the classroom. It is

the school practice to limit the storage and consumption of food to the
school cafeteria and the foods laboratory.

24
 Unit latclien Organization
(for or 4 in 4 group)
--.

I. Cook

A. Acts as a manager or chairman of the group

B. Is respcnsible for preparing and serving the main course

C. Scrapes, rinses, stacks, and puts away the dishes

D. Informs the teacher when staples are needed

II. Assistant Cook

A. Gets the supplies for the day from the supply table

B. Is responsible for preparing the vegetables and/or the salad

C. Washes the dishes and cleans the sinks

III. Hostess

A. Plans the centerpiece for the table

B. Is responsible for the beverage (milk, cocoa, fruit juices)and/or

fruit

C. Sets table

D. Clears table

E. Dries dishes

IV. Housekeeper

A. Reports group absentees

B. Gets a clean supply of towels and dish cloths for the unit

C. Prepares the bread and/or desserts

D. Sees that the garbage is removed

E. Cleans the stove and cabinet tops

G. Checks equipment in the unit kitchen

 Sample Section -
MEAL PREPARATION PLAN
Kitchen -
-
11.1.avu. Date-
I

Place Setting J
Centerpiece
I

____
TIM bCHEDUkt,
MARKET ORDER (do not list staples)
Class begins

Ready to serve

Ready for clean-up

End of class period

DUTTF n 1
SCORINGl 4 . 2 L
NAME General Specific BASIC 4

Dairy Foods Plan

Cook
Assistant
Kitchen check
Cook
Meat Group
Hostess Table setting
House-
Food
keeper
General Vegetables and Fruits
assistant Cooperation

Work habits
Breads and Cereals
Minimum of noise

Clean-up

4Scoring: 4=perfect, 3=good, 2=fair, 1=poor

 .0
I:, a
VA.
ce
0cl
tg a
.i..3
i1
J
m

0
Appearance o
roup members

Preparation s.
)--3

o_
:at
Finished
product 8

Table sett 14 .-zi

8
En

Cleaning E
z2
Cooperation ei4

Extra duty

Behavior

Unit grade
 GROUP EVALUATION STAITDARDS

Section:
Check list for (date)
Unit:

1. Dressed appropriately (clean and unwrinkled aprons, hair net, no

sweaters).

2. Placed books and other personal belongings in assigned place.

3. Washed hands before beginning work.

4. Prepared to work within five minutes of the bell.

5. Used tray every time supplies and equipment were carried.

6. Measured all supplies accurately.

7. Had all utensils and supplies ready before starting to cook.

8. Followed all directions carefully and accurately.

9. Used all equipment correctly.

10. Ready to serve entire meal at one time.

11. Left kitchen neat and orderly before serving.

12. Set table correctly.

13. Prepared an attractive centerpiece for table.

14. Practiced good table manners.

15. Served well-seasoned and attractive looking food.

16. Washed dishes in correct order and put them away as soon as possible.

17. Left entire unit clean, neat, and in perfect condition.

_18. Worked together quickly and quietly.

19. Cooperated with group members end each girl performed assigned duty.

20. Followed time schedule but made adjustments when necessary.

Scoring: Rating:
4 is perfect Excellent - 76-80
3 is good Good 68-75
2 is fair Fair 60-67
1 is poor Poor below 60
Total score for group Total rating of group.

1. Which items on check list above need to be improved?

2. What can our group do to improve?

3. Members of group present:

2S
 Rana rract'cci

The preparatirn of individual recipes and meals at home should be

encouraged. Pupils may bring notes written by their parents re-
porting on recipes or meals which they have prepared.

Report of Home Practice la Pupil

Name:
Section:
Date:

I. Prepared following foods:

II. Prepared meal or meals.

Give menus:

III. Set table for family meals.

IV. Comments:

Pupil:

Parents:

(date) (Parent's signature)

2,9
 Report of Home Practice Meal Preparation

Name:
Section:
Date of Project:
Menu

Check List

1. Did I assemble all my ingredients before starting?

2. Did I assemble all my equipment before starting?

3. Did I wash the utensils as I worked?

4. Did I clean up the kitchen after I had served the meal?

5. Did I have any help? Who?

6. Did I finish in the time I planned?

7. How long did it take me to prepare the food?

8. Problems I had:

9. NAY suggestions for improvement:

10. Comments from the family:

ft lb is. a
Signature of parent)

30
FOOD AND NUTRITION

Nutrition

Planning and Management

Meal Management

Bibliography

31
INSTRUCTIONAL AREA: FOODS AND NUTRITION -- Grade Nine

Generalization: The selection of nutritious foods and the planning of well-balanced

meals, the efficient preparation of foods, and the creation of a pleasing atmosphere
in which meals are attractively served all help to promote individual health and
desirable family relationships.

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

I. Nutrition

Concepts: The basic food groups and meal patterns provide a guide for planning
nutritionally adequate diets for family members.

Nutritional information helps the individual distinguish between food facts, fads,
and fallacies and develop the eating habits that promote good health, weight control,
and clear skin.

A. Daily requirements Use a pre-test to determine the nutritional knowledge that Cronan and Atwood,
the pupils recall from their previous grades' study. Foods in Homemaking,
1. Essential food nutrients Ch. 6
a. Function Invite a nutritionist to talk to the claim about the eating
b. Sources habits of teen-agers and the importance of good nutrition
for the present and the future. Have the pupils prepare
2. Calorie allowance for the talk by compiling questions they would like to ask
a. Girls regarding " a implications of nutrition to health. Provide Hatcher and Andrews,
b. Boys time for informal discussion following the talk. Guide for Today's
ME7)-417ng, Ch. 7
Arrange with the school cafeteria manager for the class to
visit the cafeteria. Have the manager dismiss the nutri- Pollard, Laitem, and
tional contribution made by the school lunch to the total Miller, Experiences
diet. in Homemaking, Ch. 6

In cooperation with the science department, help a group of

pupils conduct a nutritional experiment uaiag white rats to
compare the results of a balanced diet and a nutritionally
inadequate diet. Have the pupils evaluate the experiment
and report the results and findings of the study.

32
 Foods -- Grade Nine

...-. .011111111

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

B. Problem areas in teen-age Have each class member check her weight and height and com-
diets pare these with listings on a standard chart.

1. Overweight Have the class determine the number of calories needed for
a teen-age girl.
2. Underweight
Have each pupil record the food eaten for one day and cal-
3. Skin problems culate the number of calories derived from the food. Using
this information, have pupils compare it with the recom-
mended daily nutrition requirements for teen-agers.

Laboratory experience: Working in small groups, have the

pupi s use T7(7-70ins and plan menus of high, moderate,
and low calorie value for a day.

Follow-up: Suggest that the pupils keep a record for a day

of snacks and foods eaten betweca meals. Using this rec-
ord, have the pupils determine the nutrients and calories
in these foods.

C. ::ulritional information Have the pupils collect newspaper and magazine advertise- Fleck, Fernandez, and
ments for vitamin pills, analyzing and comparing the infor- Nunves, Living with
1. :acts mation given. Help the class estimate the essential Your Family, ChTE
vitamins supplied by a t:'pical day's diet to see if the
2. Thllacies average adult Irith good eating habits normally requires a U. S. Dept. of Health.
vitamin supplement. Education and Welfare,
3. Fads Progress Report:
Have the pupils bring to class statements and/or folk say- Nutritional Quackery
ings they have heard concerning certain foods. Analyze
each statement to determine whether they contain half
truths, misinformation, or superstitions about food.

33
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

Carson and Ramee, how

Suggest that the pupils visit a grocery store and/or a
D. Meal planning You Plan and 1222E2
specialty food store. Compare the prices of foods called
"health foods" with the prices of similar foods from your ggifirCh75
1. Nutritional requirements
local grocer. Discuss the influence the difference in
prices would have on a family food budget. McLean, Meal PlanninG
2. Family needs and Service, Ch. 3
Ask the pupils to describe crash diets that they or their
3. Budget
friends have tried for weight loss. Help the class 1-,o ana-
4. Time available for meal lyze the nutritional content of several diets. DisJuss the
preparation advantages and disadvantages from the standpoint of nutrition.
the cost, and the monotony. Questions: Did you lose weight?
5. Variety Did you maintain your weight loss?
a. Color
Ask a panel of pupils who prepare home meals to discuss the influence
b. Shape of limited time for meal preparation on food selection and costs.
c. Temperature
d. Texture To demonstrate the importance of variety in foods, have the
e. Flavor pupils arrange meal patterns (using food models) showing a
variety of texture, shape, and color of foods. Discuss
with the pupils how the variety and the contrast in the
texture, form, color, and temperature of food improves the
appearance and appetite appeal of meals.

II. Planning and Management

Note: To prepare the class for the laboratory experiences

Orthe year, the teacher should conduct experiences similar
to those described in II. Planning and Management in the
eighth grade Foods and Nutrition area. Informal diagnostic
testing and discussions will indicate to the teacher what
information and skills need to be re-taught and what activ-
ities suggested for the eighth grade can be upgraded in
accordance with the background and increased maturity of
ninth grade pupils.

34.
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

It is suggested that the initial meal planning study and

laboratory experience involve relatively simple planning
and foods preparation, such as for an appetizer course.
Routines of planning, establishing criteria, sharing
responsibilities within kitchen groups, handling equipment,
serving and eating the food, evaluating the experience, and
conducting appropriate follou-up activity should be estab-
lished at this time. Again, see the Grade 8 section for
suggestions.

ill. al Aanagement

General Concepts: Meal management includes the planning of the menu, the purchase
and care of foods, the preparation of the various dishes in the menu, and the
serving of the meal.

Sharing in the planning, preparation, and serving of meals in the home provides
many opportunities for the personal development of the teen-age girl.

The attractive appearance of food and the pleasing manner in which it is served,
in addition to its palatability, are influential factors in food acceptance.

The person who plans the family's meals influences the family's health and well
being.

35
 Foods -- Grade Nine

....
SUGGESTIONS FOR ACTIVITIES RESOURCES
SCOPE OF CONTENT

A. APPETIZERS
for appetizers can constitute a significant part of
Concept: Foods that are suitable to a meal and can be
the total diet, since they are used to lend variety and interest
served as refreshment at receptions and parties.
Greer and Gibbs, Your.
1. Definition To guide the pupils in selecting appropriate appetizers
for different types of meals, give the class several dif- Home and You, p. 211

2. Types of appetizers ferent dinner and luncheon menus and a list of appetizers
a. Fruit and have the class select the most suitable appetizer for
b. Soups each meal. Draw from the discussion a list of guidelines
c. Relishes for planning appetizer courses. To reinforce this learn-
d. Salads ing, have the pupils use menu cards and select the appe-
e e. Sea food tizer.
f. Canapes
Following this practice, have the pupils plan three differ-
. Accompaniments ent types of menus using an appetizer course. Lead the
a. Crackers class in evaluating the menus.
b. Bread sticks
c .Quick bread variations Demonstration: The preparation of a variety of appetizers,
including: simple canapes, relishes, and fruits. (See
d. Rolls
the sections on salads and soups for additional sugges-
4. Garnishes tions.)

5. Etiquette Demonstration: Preparation of simple-to-make accompani-

ments for salads and soups, including variety of uses for
6. Nutritive value crackers, bread sticks, quick bread variations, and yeast
rolls.

Demonstration: Garnishing and serving appetizers; the

etiquette concerning the eating of soup, salad, and canapes.
Discuss what is meant by "finger foods."

36
 Foods -- Grade Nine

RESOURCES
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

recall the foods used for

Follow-up: Have the pupils amount of food used for
appetizers. Discuss the kinds and value and caloric
a serving. Determine the nutritional
content of several typical appetizers.
planning, pre-
Laboratory experience: Guide the pupils in
appetizer course of a menu using a
paring, and serving an
soup or a salad with appropriate accompaniments.
the laboratory expe-
Evaluation: Have the pupils evaluate the criteria
rience and the foods prepared in light of
Use this experi-
that had been formulated by the class.
introduction to the eval-
ence with self-evaluation as an
uations that will follow all laboratory experiences
throughout the year. (See page 28 for suggestions.)

37
 Foods Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

B. SOUPS AND SAUCES

variety to a meal, soups
Nutritional Concept: In addition to lending interest and
and sauces add nutrients, which vary markedly according to the types of ingredients.

from prepared
Principles of Preparation: The advantages of preparing soups and sauces
mixes or from basic ingredients are determined by relative costs, time, and quality of
the product.

Egg-milk products are more evenly cooked when water (as in the double-boiler) rather
than air serves as the heating medium.

Note: SOUPS and SAUCES are grouped together in this section

because of the similarity of certain steps of icrcparation
of a number of soups and saucor., The teacher uill use her
judgment. in (1,termining the dc7ec- to which instruction in
these two elements of meal planning should be combined.

It is riot intended that ::AUCE:: Ix taught separately fror.

the foods they accelipanT: obviotbly ths study should 1_,(
planned for diffee! Acn the var-.:Jt:L =cos are
needed in tic ',)rellaration cf rieal patterns. Hol:ever, ai

some appropriate point the class should give attention to

sauces in general, so that they can develop an appreciation
of the part sauces play in creative meal preparation and
the short cuts that are available to the modern cook.

Sauces After a preliminary discussion of the way appetizing soups Barclay and Champion,
a. Uses of sauces in and sauces can add interest and appeal to ordinary meals, Teen Guide for Home-
meal planning have the pupils consult cookbooks, magazines, reference making, pp. 270, 261
b. Dessert sauces -- books, and pamphlets to see how many varieties and uses of
caramel, chocolate, sauces they can find. With the class, list the different
foamy, fruit, classes of sauces (for example, dessert, vegetable, meat)
custard and under these headings list some of the most useful and
versatile ones.

38
 de -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

Using the list of dessert sauces, identify those that are McDermott and Nicho-
c. Sauces for meat and
available commercially and are ready to serve; those sauces las, Homemaking for
fish -- meat gravy,
that can be prepared by using a commercial mix; and those Teen-agers, pp. 317-
spaghetti sauce,
that are prepared from basic ingredients. Ask the clasp to 512
tartar, barbecue
d. Sauces for vege- make some tentative recommendations regarding the uses for
tables -- creamed each form of sauce.
sauce variations
e. Use of prepared Demonstration: Preparation of a fruit sauce, a custard
mixes sauce, and a sugar base sauce using the basic ingredients.
f. Variation of nutri-
tional contribution, Demonstration: The preparation of a sauce using a commer-
according to ingre- cial mix; the preparation of a home-prepared nix.
dients.
Follow-up: Compare the products and cvaluatc. the quality
of each sauce. Comp the t,-11- reqsl'red for preparatio:,
anr_l. the eost of ea'.:11 (f 7:AL the
ON the recuhr:endce CaCL f(Jrn of Eauce, censider
the qualit the -2.ye&ct,
and the .cost.

Demonstratio!.: Th( technque: reril red for_ rrepn.r1nc

sauces for meat, polatry, and fish. For exa:Tle: meat
gravy, spaghetti sauce, ,a.rbecue sauce.

Demonstration: The preparation of a tartar sauce to be

served with fish.

Demonstration: Varying the basic cream sauce recipe for

vegetables.

Follow-up: Have the pupils include sauces in the planning

of menus to be prepared in class.

39
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

,SCOPE OF CONTENT

To enable the pupils to see how different types of sauces

add varying amounts of nutrients and calories to the diet,
help them to estimate the nutritive and caloric value of
several of the foods prepared in class, both with and
without the added sauces.

2. Soups Discuss with the class the statement that soup is a uni-
a. Kinds and uses versal food.
1) Bouillon
2) Consomme Determine with the class the kinds of soups and identify
3) Cream soups their uses and place in meals. Discuss the characteristics
4) Chowders of soups that are suitable for an appetizer and those of
soups used for the main course of a meal.

Have pupils determine the caloric content of bouillon, con-

somme, cream soup, and chowder. Have them determine a fat
free soup; a high carbohydrate and fat soup.

b. Garnishes Demonstrations: The preparation of a variety of soups; the

1) Croutons garnishes used; the procedure fo? serving and the etiquette
2) Parsley observed in eating soups.
3) Sour cream
c. Etiquette Follow -up: Have the pupils taste the soups and discuss the
1) Table service characteristics and qualities of each product. Have them
2) Table manners compare the characteristics of a soup used for an appetizer
d. Nutritive value and one used for a main course of a meal.
1) Clear soups
2) Cream soups Laboratory experience: Planning, preparing, and serving a
meal using soup as an appetizer and a menu using a soup as
a main course. The meal pattern may also include a dessert
with an appropriate sauce that has been previously studied.

Help the class determine the nutritional value of the clear

soups and the cream soups prepared in class.

40
 Foods Grade Nino

RESOURCES
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

C. BEVERAGES
important of all foods, since it is
Nutritional Concepts: Milk is one of the most phosphorus, protein, riboflavin, and
available in many forms and is rich in calcium,
other essential nutrients.
of their peculiar appeals
Coffee, tea, and carbonated beverages are popular because
add no nutrients to the diet.
to the taste and their stimulating effects, but they
Carson and Ramee, How
1, Milk Arrange a displv of the different forms of milk,'including
You Plan and Prepare
a. Forms
whole, homogenized, dry, evaporated, condensed, skinned,
report on Meals, Ch. 17, 25
1) 'aole and buttermilk. Have individual pupils or groups
the way these forms are prepared and their comparative
2) Homogenized various forms Duffie, So You Are
3) Dry nutritional value. Discuss the uses cf the Ready to Cook, pp.
of milk and have pupils taste the forms with which they
)4) Evaporated according -Lc 3777.
are not familiar. Compare the cost of each
5) Condensed showing this infor-
6) Skim its use. Have the pupils wake a chart
b. Grades and government mation to be kept for future reference.
regulations
c. Nutritional value Have the pupils investigate the grading of milk to learn
how the government regulates the standards of milk and milk
products.

2: Coffee Demonstration: The preparation of coffee and tea.

a. Source
b. Place in diet Discuss the place of coffee and tea in the diet as well as
c. Methods of prepara- the various forms and methods of preparation.
tion
Note: Coffee and tea are not generally
accepted as suit-
d. Ways of serving
able beverages for class meals; however, the common use of
these beverages in the home indicates the need for students
to understand the preparation of them.

J1
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

Restraint should be exercised in including tea and coffee

3. Tea
a. Source in menus except when entertaining adults. If coffee or tea
b. Place in diet is used in a menu, it should be used specifically for
c. Methods of prepara- instructional purposes.
tion
d. Ways of serving;
accompaniment

L. Carbonated beverages Identify with the class the kinds of carbonated beverages
a. Kinds available for the consumer. Have t1-1° pupils examine the
b. Uses labels on the containers of several kinds of carbonated
c. nutritional value beverages, in a food market or at home, to determine the
contents. Help them determine the nutritional contents of
a carbonated beverage and compare it with a fruit or milk
beverage. Discuss the significance of "empty calories:"

In preparation for entertaining at a later time, discuss

the uses of carbonated beverages in the preparation of
punch.

42
 Foods Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

"SCOPE OF CONTENT

D. BREADS
inclusion of other nutritious
Nutritional Concept: The enrichment of flour and the
the nutritional value of breads in the diet.
foods in varlarg-EFead products increase

Principle of Preparation: Since bread and bread products may be prepared and purchased
in many forms, a knowledge of appropriate vnys thu various -t:;Te and of hot: to
prepare quick breads is valuable to the homemaker.

To review the types and uses of levening agcnts, have the Barclay and Champion,
Classification
a. Quick bread pupils identify the difference:: b:Aween varioub types of Teen Guide to Home-
b. Yeast bread quick breads and yeast breads and list some kinds of bread making, pp. 31771,
products in each of the classes c.4' bread. hevdcw with the )48-52, 55-59
pupils what they learned in the eighth grad, '177..;,erning the
preparation of quick brew =. Carson and Ramee, How
You Plan and Prepare
Nutritive value Have the pupils determi the r.uir.ltivr: vAnc cf ind:Lvidua2 Meals, Ch. 22
a. Principal nutrient serving of breads and )::oe:, a re..cr,:: cf 1h..-
b. Calories future use. Fleck, Fernandez, and
Nunes, Living with
Display a drawing of a grain of wheat and discusf with the Your Family
pupils the parts of the grain of wheat that are used in pp. 133-136
making flours. Have the pupils examine pa6kages fif flour
to observe whether the flour has been enriched. Have the
pupils read reference books, articles, and pamphlets to
learn how flour is enriched and why it is important. Clar-
ify through discussion the reasons for enriching flours.

Forms in which bread ITith the pupils compile a list of the forms in which bread
may be purchased can be purchased.
a. Ready to serve
J. Prepared mix
7.. Ready to bake
 Foods -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Demonstration: The Trays in which the homemaker can use a

commercially prepared bread for family meals.

Demonstration: The preparation of baking powder biscuits

using basic ingredients, showing a variety of ways that
b :king powder biscuit dough can be used; for example:
quick cinnamon rolls, fruit and nut swirls, topping for
chicken or meat pies, dumplings for stew, coffee cake,
pizza, and pigs in blankets.

Laboratory experience: Have the pupils prepare baking pow-

der biscuit variations.

Demonstration: muffin variations; for example: bran or

orange muffins.

Follow-up: Have the pupils plan three meals -- breakfast,

lunch, and dinner -- using a quick bread variation.

Laboratory experience: Have the pupils prepare muffin var-

iations.

44
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF COI NT

E. SALADS

Nutritional Conce t: Salad greens, being high in Vitamins A and C, low in caloric
value, and avai a e'in wide variety, add much to the nutritional value and attrac-
tiveness of meals.

Principle of Preparation: Although gelatin salads are easy to prepare as well as

versatile and nutritious, the high quality of the product depends upon careful
attention to proportion of liquid to gelatin, adequate chilling, and correct
handling and combining of other ingredients.

1. Salad greens To review with the pupils what they learned about salads in Carson and Ramee, How
a. Importance in diet the eighth grade, have a group prepare a classroom display You Plan and Prepare
b. Types: lettuce of pictures or models of different types of salads and have MealsTah7-14
(various kinds), the class identify each according to the basic food type it
endive,romaine, represents and its most appropriate place in the meal. Duffie, So You Are
watercress, parsley, Ready to Cook, pp.
spinach Review with the pupils what they learned in Grade 8 about 90, 91--
selection and care of salad greens.
Hatcher and Andrews,
Demonstration: The preparation of diff:Irent types of salad Today's Home Living
greens: lettuce, endive, romaine, watercress, parsley, and PP. 238-241
spinach.

2. Salad dressings After the pupils have observed the filmstrip, Song of the Filmstrip:
a. French Salad, have them identify the kinds of salad dressings and H. J. Heinz Co.,
b. Mayonnaise make a list of suggestions for varying salads. Song of the Salad
c. Cooked dressing
Demonstration: The preparation of basic salad dressings
and ways in which they can be varied. Include: French
dressing, mayonnaise, and a cooked dressing.

Laboratory experience: Preparing and serving a green salad

with an appropriate dressing.

45
 Foods -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

3. Gelatin salads Arrange a display of pictures showing colorful and imagina-

a. Kinds tive ways to serve gelatin salads to stimulate pupils to
b. Methods for making discuss ways of using this type of salad.
c. Service
Have the pupils study reference books, magazines, and com-
mercially prepared material to learn the many uses of gela-
tin salads and to obtain ideas for serving them. From
their reading have the class define the term gelatin and
identify the properties and characteristics of gelatin and
gelatin products.

Help the class develop a list of the kinds of vegetables

and fruits that are sometimes added to gelatins for salad.

Demonstration: The conventional and the quick-set methods

of preparing gelatin; technique for adding fruits and vege-
tables to gelatin.

. Garnishes From their reading and examination of the salad display

a. Appetite appeal have the class suggest garnishes that are appropriate for
b. Equipment gelatin salads and trays they can add to the eye appeal of
the salad.

Demonstration: The use of equipment sometimes used in pre-

paring garnishes, including: peelers, knives, shredders,
nut choppers, and a melon ball scoop. Have pupils practice
using these pieces of equipment.

Display pictures of attractively served gelatin salads,

showing the appropriate china and utensils. Identify the
kinds of china, utensils, and silverware needed for service.

46
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITTES RESOURCES

SCOPE OF CONTENT

of greens
Demonstration: The preparation and arrangement
used as the base for a salad. Show the techniques used in
unmolding gelatin salads on greens. Arrange the table set-
ting appropriately for the serving of the salad. (Encour-
age pupils to participate as a shared demonstrati0-
practice lesson.)

Laboratory experience: Preparing and serving a gelatin

salad, with a quick bread and beverage.

47
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

F. FRUITS

Nutritional Concept: Fruits, which are available in a wide variety of fresh, canned, frozen, and
dried forms, are important sources of several vital nutrients, including vitamins C and A, calcium,
and iron.

Principle of Preparation: To retain vitamin C and prevent darkening and deterioration of flavor, fruits
should be prepared immediately before serving or cooking to avoid excessive exposure to air.

1. Fresh fruits Have the pupils compile a chart listing the common fresh Carson and Ranee, How
a. Nutritional value fruits and the vitamin and mineral content of an'average You Plan and Prepare
1) Vitamin C serving. Include in the chart the following information: Meals, p.-168
a) Function name of food item, size of servings, calcium, iron, vitamin
b) Daily require- A, and vitamin C. Have the pupils compare the nutritional McWilliams, Nutrition
ments value of different fruits. Then a comparison may be made for the Growing Years,
2) Vitamin A of the nutritional values of several fruits in their fresh,
PP. 64-66
a) Function canned, and frozen forms. A copy of this information
b) Daily require- should be saved by the pupils for future reference and
ments study.
3) Iron
a) Function After the pupils have observed a demonstration of the con-
b) Daily require- trast in the appearance of good quality fruit and poor
ments quality fruit, have them read in reference materials to
4) Roughage learn how fresh and canned fruits are graded. Then shoo
b. Selection and the pupils examples of various grades of fruit and help
storage them make a list of the distinguishing characteristics of
c. Preparation for the grades.
serving
d. Principles of Assign a committee to obtain current prices of several com- White, You and Your
cookery mon fruits in different forms (fresh, frozen, canned) and Food, Ch. 9
e. Ways of serving report to the class on comparative costs. Decide with the
1) Baked class the best use for each form.
2) Stewed
3) Pie filling Demonstration: The preparation of a baked fruit and a
stewed fruit.

4
 Gi.^.(1( T1

SCOPE SUGGESTIONS FOR ACTIVITIES RESOURCES

Carson and Ramee,

2. Dried fruits Demonstration: The appropriate storage of fresh fruits.
Review with the class the principles underlying the tech- How You Plan and
a. Kinds
niques for handling different fruits. Prepare Meals,
b. Uses
pp. 170, 179
c. Methods of prepara-
tion After a brief discussion to see how familiar the pupils are
d. Nutritional contri- with the variety and uses of dried fruit, have them read
bution resource books and pamphlets to find answers to questions
raised in the discussion. Help the class develop a list of
3. Frozen fruits fruits that are dried and some of their uses.
a. Use in relation to
cost Identify the primary nutrients derived from dried fruits
b. Storage and thawing and have the pupils determine the caloric content of those
dried fruits in common use.

Demonstration: The preparation of one or more kinds of

dried fruit; the storage of dried fruits.

Incorporate the use of a dried fruit in a meal to be pre-

pared by the class.

Have several volunteers "shop" two. or three well supplied

food stores to learn how man" kinds of frozen fruits are
available to the consumer, and the current prices. Help
the class determine the primary nutrients and_ caloric con-
tent of the fruits reported on. On the basis of all these
findings, have the class discuss the factors to be con-
sidered in buying frozen fruits.

Demonstrations: The appropriate storage of frozen foods;

the procedure to be followed in thawing fruits in order to
retain food value, color, and form of the product. In con-
trast, show what happens to frozen fruit if it is neglected.

Demonstration: Uses of frozen fruits; for example: com-

potes, fruit toppings for desserts, added to fruit punch.

49
 Foods -- Grade Nine

RESOURCES
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

G. VEGETABLES
textures, and flavor,
Besides providing variety to meals through their color,
Nutritional Concept: vitamins, minerals, protein, and carbohydrates.
vegetables are an important source of
soluble, and
Since some of their vitamin and mineral content are water
Principle of Preparation: cooked for as
texture, and nutrients are affected by heat, vegetables should be
since their flavor, should be utilized
possible in a small amount of water, and the remaining liquid
short a time as
wherever possible. pictures of a variety Barclay and Champion,
Arrange a bulletin board display of Teen Guide to Home-
1. Green, leafy, and Compile a list of vegetables commonly
yellow vegetables of vegetables. the class making, pp. 312-314
value included in the family meals of the members of
a. Nutritional frequently
1) Vitamins and then a list of vegetables that are less Greer and Gibbs, Your
stimulate a disCussion of food
2) Minerals used. Use these findings to eating a Home and You, pp.
b. Selection of fresh patterns and food habits. Emphasize the need for 127127, Ch. 9
learn-
variety of foods and the enjoyment which comes from
vegetables experiences.
Ic. Forms of vegetables ing to eat new foods and having different food V. S. Department of
1) Fresh the Agriculture, Composi-
2) Canned Have the pupils determine the primary nutrients and tion of Foods, Raw,
list of
3) Frozen caloric content of the vegetables in the class's Processed, Prepared -
supplied by a
L) Dried commonly eaten foods. Chart the nutrients Handbook No.
vegetable
d. Principles of cook- number of different vegetables and the kind of
the daily
ery to retain flavor and the number of servings necessary for meeting White, You and Your
Have the pupils draw conclusions
and nutrients nutritional requirements. Food, 6713
e. Variations in prepa- about their own use of vegetables.
ration
1) Casserole Discuss with the class the distinguishing characteristics
points to
2) Glazed of good quality vegetables. flake a chart giving
3) Others look for in the selection of vegetables.
4) Seasonings market to compare the
Encourage pupils to visit a food
cost and quality of fresh vegetables.

50
 Foods -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

almowI ows....,
Potatoes and other Demonstration: The preparation of a variety of vegetables
that may supply the pupil uith newer insights into the
starchy vegetables
a. Nutritional value uses of vegetables in daily meals. Discuss the reasons for
1) Carbohydrates cooking most vegetables in the smallest amount of water and
2) Vitamin A for using in other dishes the liquid remaining after
3) Vitamin C cooking.
4) Iron
5) Protein Laboratory experience: Preparation of several vegetables
D. Selection in each of the different forms in which they may be pur-
c. Ways of serving chased, using a variety of seasonings. (Each unit kitchen
1) Souffle group will select a different vegetable to prepare.) Use a
2) Casserole buffet type service for serving the food so that the entire
3) Stew class can sample the various dishes.
d. Preparation of
potato substitutes Follow-up: After the pupils have tasted the different vege-
1) nasserole table dishes, conduct a discussion in which they compare
2) Plain course qualities, tastes, colors, and textures.

Demonstration: Preparation of a starchy vegetable other

than potatoes. Compare the nutritional value of the dish
prepared in the demonstration with that of various potato
dishes. Discuss the uses appropriate to dishes using
starchy vegetables.

A variety of vegetables may be used in menus throughout the

study of foods and nutrition.

51
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

H. EGGS
A and D, iron, and phosphorus to the many
Nutritional Concept: Eggs add proteins, fats, vitamins
types of foods and dishes in which they can be utilized.
have a desirable tender texture when the
Principles of Preparation: In general, eggs and egg mixtures
cooking temperature is relatively low and the cooking time is kept to a minimum.
sizes of eggs can be
Since eggs have numerous uses in food preparation, the different grades and
used in ways appropriate to their quality.
After a preliminary discussion in which the pupils review Cronan and Atwood,
1. Nutritional value
what they learned in the eighth grade about the uses and Foods for Homemaking,
a. Protein
value of eggs in the total diet, have them read in resource .6377, !Z.-240-242,
b. Iron
c. Vitamin D materials for more detailed information. Diagram the 457-462B
structure of an egg and have the pupils indicate the vari-
ous parts and state the nutritional content. Egps: Buyins Guides
2. Selection
for Consumers, Bulle-
a. Grade
Have the pupils read the information recorded on an egg Tiri #26, U. Sr 16Ve7n-
b. Size
carton to see how well they can tell what it should mean to ment Printing Office
c. Color
the consumer. Than discuss with the pupils the grading of
eggs, the grade designations, and the factors affecting the Carson and Ramee,
grade and the quality of eggs. Show examples of graded How You Plan and
eggs, including AA, A, and B. Point out the characteris- prepare Meals, Ch. 18
tics of grades of broken and cooked eggs.
White, You and Your
After the pupils have observed the characteristics of the Food, CH7-7, pp,
different grades of eggs, help them develop a list of rec- Tr-
ommended uses of different grades of eggs.

52
 Foods -- Grade Nine

"40-
SUWESTIONS FOR ACTIVITIES RESOURCES
SCOPE OF CONTENT

3. Uses in food prepara- Demonstration: The preparation of an omelette. Discuss

tion the principles of cookery and the techniques involved in
a. Leavening agent making a successful omelette.
b. Thickening agent
c. Meringue Laboratory experience: Planning and preparing a menu using
d. Coating foods an omelette.
e. Addition of texture
and flavor Demonstration: The preparation of a recipe using a meringue
f. Binder topping. For example: As a part of the total experience,
prepare a rice custard or other type pudding using egg
Methods of preparation yolks, with a meringue topping.
a. Omelette
b. Meringue Demonstrations: The preparation of hard-cooked eggs, with
c. Hard-cooked emphasis on the correct temperature and cooking time; the
cooling, peeling, and storage of hard-cooked eggs; the
variety of ways of using hard-cooked eggs, including:
salads, sandwich fillings, deviled eggs, and garnishes.

Plan for the use of meringue desserts and hard-cooked eggs

in menus for subsequent laboratory lessons.

53
 Foods -- Grade Nine

RESOURCES
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

I. MEATS, POULTRY, FISH

relatively high in price, meats, poultry, and seafood make
Nutritional Concept: Although some types are
being rich in complete proteins, vitamin A, niacin, riboflavin,
a valuibTrotition to the diet, certain seafoods, low in carbohydrates.
thiamine, phosphorus, and iron, and, in the case of
by high heat, less tender meats and poultry, which
Principle of Preparation: Since proteins are hardened
connective tissue, should be given moist-heat cooking at low tempera-
Miiiii671oRE 5,6RIETTOsoften the smaller amounts of connective tissue, may be given
tures; fish and tender meats and poultry, which contain
shorter dry-heat cooking at low-to-moderate temperatures.
Barclay and Champion,
1. Beef To stimulate a discussion of meat, especially beef, have
Teen Guide to Home-
a. Nutritional value several pupils arrange a bulletin board display of pictures
making, Ch. 15--
b. Less tender cuts of meat prepared for family meals.
1) Selection Carson and Ramee, How
2) Preparation Discuss with the class the role of meat in the diet. Have
You Plan and Prepare
a) Moist heat the pupils list tht principal nutrients in beef after con-
Meals, Ch779, 20
cookery: sulting charts and reference books. Pupils may record this
stewing, boil- information for future reference.
Cronan and Atwood,
ing, braising Fooda in Homemaking,
b) Serving Have the pupils examine charts and actual cuts of meat to
UHT-E, Resource File,
identify the characteristics of good quality beef. Have
them record these characteristics for future reference. pp. 432-457
Encourage individuals to look at beef displayed in meat
Greer and Gibbs, Your
markets to further their knowledge of the visual qualities
Home and You, Ch. 10
of beef.

Discuss with the pupils the meaning and importance of gov-

ernment inspection of meats. Guide them in learning the
different grades of beef.

To help the pupils distinguish the difference between a

tender cut of meat and a less tender cut, display a repre-
sentative cut of each quality. Emphasize the relationp
of the grade of meat and cut to the choice of ,.lboking
method.

54
 Foods -- Grade Nine.

,.
SUGGESTIONS FOR ACTIVITIES RESOURCES
SCOPE OF CONTENT

Demonstration: The preparation of a tender Lut of meat and

a-less tender cut of meat. EMphasize the principles of
cookery for each preparation and have the pupils taste and
evaluate each product.

Laboratory experience: Preparing and serving a menu using

a less tender cut of meat. This menu may include meat
cooked by a moist method of preparation, such as stew, meat
pies, braised beef. Also include vegetables, salads,
appropriate sauces, bread, and dessert. The number of food
items will depend upon previous laboratory study, the time
allotment, and the cost.

For variety in meal service experiences, have each unit

kitchen group use English family style service, clarifying
and practicing the role of the host and hostess in serving
the food at the table.

2. Poultry After the pupils have studied reference assignments, cook- Cronan and Atwood,
a. Nutritional value books, articles, and pamphlets for background information, Foods in Homemaking,
b. Selection discuss the uses and value of poultry in meals. Primary Uff7T
c. :reparation emphasis will be on chicken. Include in the discussion the
characteristics of different grades of chicken and the uses Carson and Ramee,
1) Cookery
recommended for these grades; for example, frying, roasting, How You Plan and
2) Serving
broiling, or stewing. Prepare Meals,
PP. 284-291
After explaining the amount of chicken to buy per serving
for various modes of preparation, have the pupils determine Uhite, You and Your
the quantities and grades they would purchase for fried (or Food, Ch. 20 21
roasted, stewed, etc.) chicken for their own families.

Demonstration: The preparation of a chicken, including the

disjointing of parts of the chicken for oven frying or bar-
becuing Complete the process of cooking and show ways of
garnishing and serving the dish.

55
 Foodc -- Grade taw,

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Laboratory experience: Planning, preparing, and serving a

buffet or picnic type meal including chicken. The menu may
include an appropriate combination of foods according to
the pupils' previous experience, the class time available,
and the cost of the meal.

3. Fish Have the pupils visit seafood stores or well stocked food
a. Nudzitional value markets, or examine advertisements in the foods sections of
b. Selection the daily papers, to find out what kinds of fresh, canned,
c. Preparation and frozen seafoods are currently available. Have the
1) Cookery class use their findings to draw up a list of these sea-
2) Serving foods, designating which ones are local. See how many are
familiar to members of the class. Use this discussion to
stimulate curiosity about unfamiliar seafoods and seafood
recipes and to motivate background reading.

Have the pupils read assignments in reference books and

pamphlets to prepare for a discussion of the contributions
of seafood to the diet.

Have the pupils examine a good quality fish and draw up a

list of characteristics to lock for in selecting fish.

Demonstration: Broiling fish fillet; garnishing and serv-

ing fish.

Laboratory experience: Planning, preparing, and serving a

family meal including fish and appropriate vegetables,
salads, bread, and dessert to complete the menu. It is
suggested that the preparation of fish in the laboratory
lesson shOuld be confined to boneless fish fillet.

56
 -- Grade Hin(

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

O. FATS

Nutritional Concept: A certain amount of fat is required for healthy bodily function,
but too much fat in the diet may contribute to excess weight and other conditions that
endanger health.

Principle, of Preparation: To prevent decomposition of fats and insure the palatability

of the foods with which they are used, fats must be stored at appropriate temperatures
and must not be overheated during food preparation.

Note: Throughout the study of foods and nutrition many

opportunities for reinforcing learnings about fats will be
evident. However, a systematic approach to learning about
fats may help pupils to have a better understanding f
high-fat foods and give them some background for under-
standing numerous references to fats in advertisemenl and
in magm-ine and nespaper articles.

Fats in the .ict Since fats arc nct r topic of immcdiate interest tc many McDermott and Nichc-
a. Putter and margarine teenager, stimulate at, initi%tor:- dis1;Liin Uy displa,7ing las, Homemaking for
b. Animal fats a variety of uith high fat content and a variety of Teenagers, Bk. 1,
c. Oils refined fats and oils. Hove the pupils try to identify the
foods with the highest fat content and to name the sources
Sources of fat of the various fats and oils. Peyton, Practical
a. Animal -- saturated Nutrition, Ch. h
1) Beef After the pupils have read reference books, articles, and
2) Pork pamphlets on the subject of fats, classify fats according White, You and Your
3) Milk to their sources and their uses in fond preparation. Use Food CE--27--
4) Chicken the display to reinforce a discussion of animal fats and of
b. Plant -- unsaturated plant fats.
1) Corn
2) Peanuts Have the pupils recall from their reading the function of
3) Soybeans fats and make note of this information for future reference
14) Olive and study.

57
 Fooda -- Grade WInc

1111 1.
SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

3. Function of fats Have the pupils read reference material to learn the
a. Source of energy caloric content of fats and the recommended amount sug-
b. Aid to nutrition gested for school children and young adults.
c. Contributor to pal-
atability of foods Discuss with the pupils the reasons for seasoning vege-
d. Storage of excess in tables with butter or margarine and the addition of salad
body dressings to salads and other vegetables. Decide with the
pupils if this is a good nutritional practice. Why would
14. Nutritional contribu- this practice be applied to yellow and green vegetables?
tion
a. High caloric content
1) Carries 9 calo-
ries per gram
2) Recommended per Have the pupils consult books, pamphlets, and arLielus on
cent of total diet studies as they relate Lo fats. Have them report on
daily calorie their reading, including the source of the information, the
consumption -- place the research vas carried out, the significant details
20 - 355 of the study, and the findings reported.
b. Aid to nutrition
1) Carries fat- Have the pupils read the Anerican Heart Association Hccon American Heart Asso-
soluble vitanins mendation, '. Point Dietarz Prorran Urled for All Americans. ciaton, 6 Point
AI DI El and K Discuss with the class the major points emphasized in this Diotar Program Urgm!
2) Participates in roort. Have pupils make a list of these suggestions for for All ACT=TalC1
. ame
the abservtien of future reference and study.
nutrients from
the intestinal Clarify the definition of saturated fats and polyunsatu-
tract rated fats. List examples of fats used in daily meals that
c. Weight control are included in each category.
1) Effect in weight
gaining Guide the pupils in learning what is meant by cholesterol,
2) Limiting for where it is found in the body, and what is meant by choles-
weight loss terol level.

58
 Foods -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES HESUJRCES

d. Nutritional studies To summarize some of their conclusions, have the class

1) National Diet- develop a list of suggestions about the inclusion of fats
Heart Study in the diet, both for the teenager and for the homemaker
2) American Heart who plans meals for the family.
Association
recommendations Demonstration: The cooking of vegetables, both with the
addition of butter or margarine and without. Have the
5. Fats in food prepara- pupils compare the flavor.
tion
a. Enhances flavor of Demonstration: The preparation of a pastry made of flour,
cooked and baked salt, solid fat, and liquid, to show what is meant by ten-
foods derizing a baked product. When the pastry is baked have
b. Tenderizes baked the pupils examine the pastry for tenderness and flakiness,
products Emphasize the principles and techniques invrAvad in prepar-
c. Prevents burning and ing pastry of good quality.
sticking in frying
Demonstration: Use of fat in pan frying: amount of fat to
be used and recommended temperature for frying.

6. Care and storage of fat Discuss with the class reasons for controlling temperature
a. Temperature control when using fat (Ind recommended procedures.
when used
b. Cold storage Discusa with the pupils the decomposition of fat due to
improper storage. Define what is meant by rancid fat.
Suggest the appropriate storage of fats.
 Foods Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

"OW

K. DESSERTS

Nutritional Concept: Although desserts usually add unneeded calories to the diet of
most Americans, they also provide a means of adding various nutrients and a palatable
conclusion to the meal.

Principle of Preparation: Cakes and pastries of good quality are the result of precise
measurement, proper selection of shortening, appropriate Axing and handling of dough
or batter, and correct baking temperatures.

1. Cake After an initial discussion of the way desserts can pro- Carson and Hamm, How
a. Methods of mixing vide wholesome satisfaction to the family's "sweet tooth," You Plan and Prepare
butter cakes ask the pupils to consider the impact on the budgot of Meals, pp7336, 340,
b. Tests for doneness regularly purchasing good quality cakes and pies. (If 377-358, 537, 540, 546
c. Standards for judg- the class is unaware of the costs of commercially baked
ing goods that are comparable to home-baked ones, have a Cronan and Atwood,
d. Nutritive value small group investigate current prices and report to the Foods in Homemakirl,
MIM0100MY am
class.) Discuss other reasons besides costs why the art 7312
.. Frosting of making cakes and pies and other special desserts is a
a. Uncooked prized one. Pollard, Laitem, and
b. Boiled Miller, Exporiencoa
c. Sauces Demonstration: The preparation of cake made by the one- in Homemaking, pp. 169-
bowl cake method; an uncooked frosting and a sauce that 170
would be appropriate for the cake.

Follow-up: Help the class formulate a list of character-

istics of a butter -type cake of good quality.

Note: The one-bowl method of preparing a cake and

uncooked frosting are reviews of eighth grade baking
techniques and experiences. The addition of the dessert
sauce will be a new learnin3 and experience.

Demonstration: The preparation of a cake using the but-

ter method of mixing.
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

Follow-u : A comparison by the class of the products of

t e two methods.

Laborato plEprience: Baking and serving a butter-type

cake w th arialraistard, or a sugar-base sauce. Fol-
low the procedure for serving the dessert course for a
dinner.

Have the pupils determine the nutritive value of the cake

alone, of cake with frosting, and of cake with sauce.

3. Pastry Review with the pupils the pastry lesson taught in associ-
a. Use of solid and oil ation with the study of fats.
shortening
b. Techniques for mix- Demonstration: The preparation of a pastry made with a
ing and rolling solid shortening. Emphasize the techniques involved in
c. Uses for pastry cutting in the shortening, blending, shaping, and rolling
dough the pastry to pies and tarts.
d. Standards for good
quality pie crust Demonstration: The preparation of a pie crust using an
e. Nutritive value

4. Pie fillings Folla:12: Compare the two pie crusts as to quality,

a. Fruit fillings tom, and cost.
b. Custard fillings
Demonstration: Other uses of pastry dough, including
topping or and meat pies, as well as imagina-
tive pie trimming.

Have the pupils practice making pastry as a skill lesson

and use the product to make pastry wafers, cut outs, and
appetizer sticks.

Demonstration: The preparation of pie fillings, includ-

ing fruit filling and cream filling.

61
 Foods -- Oracle Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

1
Develop with the class a list of distinguishing character-
istics of a pie of good quality.

Have the pupils determine and compare the nutritive value

and caloric content of fruit pies, custard pies, and
cream-filled pies.

To help the pupils recognize the appropriateness of dif-

ferent types of pie for different types of meals, review
the question of selecting suitable desserts. Have the
pupils examine menu cards of meals including desserts to
see if the dessert is appropriate for the meal. Have the
pupils list suggestions for improving the menus.

Laboratory experience: Preparing and serving a pi for a

dessert course. The choice of the kind of pie will be
determined by the eighth grade experience, the time allot-
ment, and the cost.

62
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE 07 CONTENT

L. TEEN ENTERTAINING
with the responsibilities of a hostess,
Concept: Adequate planning, a familiarity
and a genuine desire to bring pleasure to one's friends can make even simple enter-
taining a real pleasUre and a worthwhile means of self-expression.

Arrange for a panel of pupils to discuss the topic, Barclay and Champion,
1. Entertaining teenage
"Partieb at Home." As a summary for the panel discus- Teen Guide to Home-
friends
sion, have a pupil write on the chalkboard the sugges- making 10
a. Advantages of
parties at home tions given by the panel for holding parties at home.
Cronan and Atwood,
1) Fewer expenses
After discussing with the class the importance of issuing Foods in Homemaking,
2) Opportunity for
family to meet appropriate and thoughtfully planned invitations, have Ch. 11
friends the pupils consult etiquette books and ether resources to
3) Comfortable, per- find the kinds of invitations and the information that Pollard, Laitem and
sonal atmosphere should be included. Miller, Experiences in
of home Homemaking, Ch. 10
b. Planning of parties Have the pupils examine sample's of written invitations.
1) Obtaining paren- Ask the class to make up-several different types of Scholastic Book Serv-
tal permission parties and have different groups compose invitations for ices, Party Perfect
2) Issuing invita- them. Guide the pupils in practicing giving oral invita-
tions tions for the same parties in person and by telephone. White, You and Your
3) Planning decora- Food, Ch. 27
tions Discuss with the pupils the importance of appropriate
I) Preparing menu acceptance of oral and written invitations. Have the Filmstrip: Parties Are
5) Arranging enter- class compose answers to the invitations prepared in the for Pleasure, available
tainment previous activity. Alsoidiscuss the obligation assumed from Home Economic5.
6) Providing for in accepting an invitatiOn. Office
safety
After a discussion of the making and acknowledging of
2. Entertaining other introductions, have groups of pupils practice introducing
friends and acquaint- each other, acknowledging the introductions, and begin-
ances ning conversations. Have the class suggest the responsi-
a. Types of entertain- bilities of the hostess in introducing her guests to each
ment other.

63
 Foods -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

1) Buffets Have a group dramatize a situation involving an inade-

2) Teas quately planned party. Organize a reactor panel of
b. Planning for service pupils to make suggestions for improvement.
1) Table settings
2) Types of food After the pupils have seen the filmstrip "Parties Are
for Pleasure," have them identify important factors in
Responsibilities of successful party planning.
hostess
Guide the pupils in planning a luncheon or a tea, to
L. Responsibilities of provide opportunities for the pupils to have experiences
guests with entertaining. The plans should designate the role
of responsibility for individuals, including:

Formulating a guest list

Writing invitations
Preparing and serving food
Arranging the table setting
Greeting the guests
Entertaining the guests
Cooperating with the cleaning in preparation for
the party and after the party.

Discuss and demonstrate the responsibilities of the host

and hostess and clarify these roles for the class parties.

Note: A luncheon and/or tea to which adult guests are

invited may be considered when the pupils have developed
sufficient social poise and confidence to be comfortable
in the situation and gain satisfaction from the experi-
ence. This party would be an added experience and should
not be interpreted as a requirement of the course.

64
 Foods -- Grade Nine

.,,

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

1) Buffets Have a group dramatize a situation involving an inade-

2) Teas quately planned party. Organize a reactor panel of
b. Planning for service. pupils to make suggestions for improvement.
1) Table settings
2) Types of food After the pupils have seen the filmstrip "Parties Are
for Pleasure," have them identify important factors in
. successful party planning.
Responsibilities of
hostess
Guide the pupils in planning a luncheon or a tea, to
L. Responsibilities of provide opportunities for the pupils to have experiences
guests with entertaining. The plans should designate the role
of responsibility for individuals, including:

Formulating a.guest list

Writing invitations
Preparing and serving food
Arranging the table setting
Greeting the guests
Entertaining the guests
Cooperating with the cleaning in preparation for
the party and after the party.

Discuss and demonstrate the responsibilities of the host

and hostess and clarify these roles for the class parties.

Note: A luncheon and/or tea to which adult guests are

invited may be considered when the pupils have developed
sufficient social poise and confidence to be comfortable
in the situation and gain satisfaction from the experi-
ence. This party would bean added experience and should
not be interpreted as a requirement of the course.

64
 Foods -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

1) Buffets Have a!group-dramatize a situation involving an inade-

2) Teas quately planned party. Organize a reactor panel of
b. Planning for service pupils to make suggestions for improvement.
1) Table settings
2) Types of food After the pupils have seen the filmstrip "Parties Are
for Pleasure," have them identify important factors in
L. Responsibilities of successful party planning.
hostess
Guide the pupils in planning a luncheon or a tea, to
L. Responsibilities of provide opportunities. for the pupils to have experiences
guests with entertaining. The plans should designate the role
of responsibility for individuals, including:

Formulating a guest list

Writing invitations
Preparing and serving food
Arranging the table setting
Greeting the guests
Entertaining the guests
Cooperating with the cleaning in preparation for
the party and after the party.

Discuss and demonstrate the responsibilities of the host

and hostess and clarify these roles for the class parties.

Note: A luncheon and/or tea to which adult guests are

invited may be considered when the pupils have developed
sufficient social poise and confidence to be comfortable
in the situation and gain satisfaction from the experi-
ence. This party would be an added experience and should
not be interpreted as a requirement of the course.

64
BIBLIOGRAPHY FOR FOODS AND NUTRITION

A. Books:

Barclay, Marion S. and Champion, Frances. Teen Guide to

Homemaking. New York: Webster Division, McGraw -Hill Book
Company. 1967

Carson, Byrta.and Ramee, MaRue Carson. How You Plan and

Prepare Meals. New York: Webster Division, McGraw-Hill
Book Company. 1968

Cronan, Marion L. and Atwood, June C. Foods in Homemaking.

Peoria, Ill.: Charles A. Bennett Company, Inc. 1965

Fleck, Henrietta; Fernandez, Louise, and Munves, Elizabeth.

Li with Your Fami . Englewood Cliffs, N. J.: Prentice-
Hall, Inc. 19 5

Greer, Carlotta and Gibbs, Ellen P. Your Home and You.

Boston: Allyn and Bacon, Inc. 1965

Hatcher, Hazel M. and Andrews, Mildred E. Guide for Tod Is

Home Living. Boston: D. C. Heath and Company. 19

McDermott, Irene E. and Nicholas, Florence W. Homemaking

for Teenazers. Peoria, Ill.: Charles A. Bennett Company,
Inc. .1966

McLean, Beth Bailey. Meal Planning and Table Service.

Peoria, Ill.: Charles A. Bennett Company, Inc. 1964

McWilliams, Margaret. Nutrition for the Growing Years.

New York: John Wiley and Sons, Inc. 1967

Peyton, Alice B. Practical Nutrition. Philadelphia:

J. B. Lippincott Company. 1962

Pollard, L. Belle; Laitem, Helen H.; and Miller, Frances S.

Experiences in Homemaking. New York: Ginn and Company. 1964

White, Ruth Bennett. You and Your Food. Englewood Cliffs,

N. J.: Prentice -Hall. Inc. _966
DIBLIOGRAPY FCR POODG AND NUTRITION (Continued)

B. Pamphlets, Booklets, Bulletins, Periodicals

Co-Ed (eds.) Party Perfect. New York:

Scholastic Magazines, Inc.

HS-Point Dietary Program Urged for All Americans."

The American Heart, Vol. XV, No. 3. (Summer 1965)

Progress Report: Nutritional Quackery. Washington,

D. C.: U. S. Department of Health, Education and
Welfare

U. S. Department of Agriculture:

Composition of Foods. Raw, Processed Prepared,

Handbook No. 8

Eggs. Buying Guide for Consumers, Bulletin No. 26

C. Filmstrip:

Parties Are for Pleasure. Baltimore: Baltimore Gas

and Electric Company

66
TE7TTL18. AND CLOTHING

Introduction

Suggestions for Clothing

Laboratory Management

Significance of Textiles
and Clothing

Artistic Elements of Textiles

and Clothing

Construction

Resource Pages

Bibliography

67
 TEXTILE:" AND CLOTHING

INTRODUCTION

The aims, scope and organization of the ninth-grade study of clothing

and textiles closely parallel those of the eighth-grade study. Sequential
learning experiences have been designed to build upon the basic understanding
and skills learned in the previous grade. Periodic review, therefore, is
essential, particularly in such skill areas as the use of the sewing machine.

A major portion of the unit is devoted to the actual construction of a

garment following a commercial pattern. Although current style should be
taken into consideration in the area of pattern selection, special care
should be exercised throughout the unit to maintain the emphasis on specific
construction experiences designed to continue the sequence of learnings which
,began in the eighth-grade unit. For example, at the eighth-grade level,
pupils study grain in fabric with laboratory experiences to develop the con-
cept of grain perfection; and in grade nine, projects are constructed to re-
inforce thiscaearning. Eighth-grade pupils construct a skirt using a commer-
cial pattern and employing the construction techniques of marking, staystitching,
seaming, lap-method zipper insertion, skirt band finish, hems, and pressing;,
and n!alth-grade pupils should construct a shift or jumper using a commercial
pattern and employing: darts, facings, interfacings, lap method zipper,
fitting, hems and pressing.

To effectively carry through this design of sequential learnings focusing

on specific construction techniques, the teacher should select only three or
four patterns from which the class should select not more than two patterns
with like learnings. Limiting in this manner will not only emphasize the
instructional nature of the clothing unit, but will also allow the teacher
to make more effective use of time spent on individual help to pupils.

It is anticipated that pupil interest will be maintained through a focus

on indiviCs'.al expression as a result of background knowledge and application
of principles of color, design and texture. More comprehensive clothing
construction projects at the ninth-grade level offer opportunities for learn-
ing new and more detailed skills. The study of textiles is broadened to
include man-made fibers, although pupils continue to work with firm cottons
or cotton blends in order to avoid construction problems arising from diffi-
cult fabrics.

General consumer information is stressed at all points in the study of

clothing and textiles. Increased stress upon using knowledge and skill for
individual expression will result in a greater appreciation of good workman-
ship and a greater understanding of consumer information.

68
 SUGGESTIONS FOR CLOTHING LABORATORY MANAGEMENT

A. Class Organization
arrangement.
1. Members of the class are seated at tables by an assigned
It is advisable to
2. The teacher assigns sewing machines by number.
post a list of the names of pupils using each machine.
in the
3. Each girl selects a work partner. Two girls may :,rk together
clothing construction activities, such as taking measurements, laying
pattern$ on fabric, and fitting and altering garments.

4. Only one girl is allowed at a sewing machine at -me time.

supplies.
5. Each girl is assigned a tote box for her sewing equipment and

B. Pupils' Equipmenh
scissors, bobbins,
1. Each girl furnishes her own sewing equipment, such as
thimble, tape measures, pins, needles, and thread, as well as the
the
pattern and fabric for her project. In the clothing classes in
that each girl supply her tracing
senior high school, it is recommended
high school these supplies are provided.
wheel and paper; but in the junior
and
2. A definite date should be agreed upon for bringing in equipment
carefully checked by
supplies for projects. This assignment should be
the teacher,
section number.
3. All supplies should be labeled with the pupil's name and
loss, the pattern envelope and all pieces
To help prevent frustrating
of-the pattern including the guide sheet should also be marked.
supplies, which she
4. Each pupil is responsible for her own equipment and
keeps in her tote box.
small
5. The tote box should be arranged in orderly fashion, with the
equipment kept in a small cardboard box.
periodically
6. Both pupils and the teacher should inspect the tote boxes
for neatness and orderliness..
while the
7. Tote boxes should not be left on top of the sewing tables
be removed from the
pupils are at work. The small equipment box.may
tote box and carried wherever the pupil's work requires.

8. Bobbins May be purchased at the school store.

C. Patterns

1. Advanced planning of new construction projects several weeks before

pattern
they are started helps to insure that each girl will have the
and necessary materials when needed.

69
 2. In beginning classes of clothing construction, it is well to limit
initial pattern choice to one or two styles in which the techniques
are similar. Variety may be obtained through different fabrics and
trimmings. In such classes, it is often a good idea to combine the
pattern order for the entire class and place the order well in advance
of actual class need. Local stores stock a limited number of each
size of any pattern.

3. The choice of the second and successive projects may be determined by

the ability, needs; and interests of individual pupils.

D. Demonstrations

1. Class or group demonstrations in a step-by-step procedure should be

given for all techniques new to the class.

2. The teacher should make a garment of the same type that the class is
working on, keeping one step ahead of the class. This is particularly
helpful with beginning classes.

3. The demonstration garment should be available for class examination.

4. Illustrative material should be developed and made available to the

pupils. This material maybe displayed on the bulletin board or be
placed it sample folders for pupil referral.

5. Helpful suggestions for giving demonstrations may be found on pages 10-11

under General Suggestions for Effective Use of Instructional Techniques.

E. Supplementary Projects

Assignments should be available for girls who are late bringing in materials
or for girls who complete projects early. They may prepare special reports,
clip magazine materials for files, or undertake housekeeping duties.

F. Progress Charts (See types of progress charts on pages at the end of this unit.)

Some form of progress chart or record should be kept in the clothing con-
struction classes. Steps in the construction of the project and a tentative
time schedule for each step should be developed. Each step should be checked
by the teacher.

G. Class Projects

1. It maybe necessary to vary class projects within a class or between

classes because of the differing abilities of the pupils or the varying
time schedules for the classes.

2. All sewing should be done in the classroom. If, because of an extended

illness, a pupil needs additional time for work, the teacher may give
her permission to work outside of the class period if it is clearly
understood how much work may be done. It is well to put this in writing,
and the teacher should check carefully on this outside work.

3. All projects that have been started should be finished.

70
 HOME ECONOMICS
Grade Nine

INSTRUCTIONAL AREA: Textiles and Clothing

GENERALIZATION: The confidence and poise that are gained CONCEPTS:

from being appropriately dressed depend Textiles and clothing are significant as
upon one's ability to identify suitable resources which can be controlled to achieve
personal goals and to establish criteria one's needs, values, and goals.
for determining individual standards of
clothing selection, construction and care. Textiles and clothing may be a source of
beauty and artistic expression.
Clothing construction is enhanced by
knowledge of textiles, equipment, and
quality workmanship.

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

I. Significance of textiles and

clothing
.....
Concept: Textiles and clothing are significant as resources which
can be controlled to achieve one's needs, values, and goals.

Collect color pictures showing people from several Vanderhoff, Clothes:

r. Physical protection
periods of history as well as the present day and Part of Your World,
arrange the collection on a bulletin board. pp. 2-13
F. Personal expression

1. Self-adornment Discuss the similarities of clothing design remain-

ing in the present which have been carried on or
2. Status revived from the past.

3. Role Have pupils examine the display of pictures and

identify items of clothing being worn.
4. Sex identification
Discuss with pupils the following questions:

-How does clothing help in reaching one's goals?

-What occupations are strongly identified by
clothing?
-What is a uniform?
71
 Clothing -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

-What is meant by role identification

through clothing?
-How does clothing reflect personality?

Have pupils itemize articles of clothing under the

following headings: for physical protection, for
self-adornment, for status, for group role, for
sex identification.

II. Artistic elements of textiles

and clothing

Concept: Textiles and clothing may be a source of

beauty and artistic expression.

I. Dolor Have the class discuss "first impressions." Ask Vanderhoff, Clothes:
pupils to respond to the question: "What do you Part of Your World,
Classification notice first about a new acquaintance?" PP. 58-64

a. Warm Have the pupils write a paragraph on "The Impor- McCall's, Step-by-
tance of Clothing to the Individual." Step Sewing Book,
b. Cool pp. 6-7
Have pupils read references on color for review
2. Color harmonies and for background information. Review with
pupils the classification of color.
a. Monochromatic
Using the color wheel illustrate for the pupils
b. Analogous (adjacent) the classification of color. Explain to pupils
the reason for the placement of the colors on
c. Complementary the wheel and the color relationships to be
found on the wheel.
a. Triad
Identify and define new terms that are associated
e. Neutral with study of color. Use poster paint to further
illustrate to pupils color classification and color
harmonies.

72
 Clothing -- Grade Nine

SCOPE OF CONTENT SUGGESTION. FOR ACTIVITIE3 RESOURCES

3. Choice of color Encourage pupils to use their knowledge of color Pollard, Laitem,
in selecting harmonies in fabric and clothing. Miller, Experiences
a. Fashion Have pupils bring swatches of fabric to class to in Homemaking,
illustrate various color harmonies. PP. 254-267
b. Size
Have pupils use color analysis collars to deter- Hatcher and Andrews,
c. Personality mine the colors that are most becoming to them. Guide for Today's
Home Living,
d. Season Have pupils read references about the factors PP. 348-352
that may influence the choice of colors. With
e. Age the help of the class compile a list of the
factors on the chalkboard.

E. Design of clothing Arrange a display of pictures of current teen- Vanderhoff, Clothes:

age fashions from newspapers and magazines that Part of Your World,
1. Types will illustrate types of designs in fashions. pp. 64-68

2. Lines and shapes Using the chalkboard, draw basic lines of several
garments (for example: "A" line). Discuss with
the class how the line of a garment suggests an
optical illusion.

Have each pupil identify a figure problem and McCall's, Sten-bY -

explain the use of a line in design that draws Sten Sewing Book,
attention away from the problem. pp. 3-6
Hatcher and Andrews,
Have pupils collect pictures from magazines in the
Guide for Today's
department to illustrate probable solutions to
Home Living,
problems. (It is important for the pupil to learn
to make decisions concerning all types of optical pp. 353-354
illusions in clothing design choices.) Bishop and Arch,
The Bishop Method
of Clothing Construc-
tion, revised, p. 251
 Clothing -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

C. Texture Have pupils read the reference on texture to Vanderhoff, Clothes:

clarify the characteristics of fabric surface; Part of Your World,
for example, rough or smooth, soft or crisp, PP. 68-73
shiny or dull, etc. Discuss the effect that
various textures have on the appearance.

Have pupils discuss the effect of color on tex-

ture, and shot./ examples of various fabrics. Have
pupils compare a shiny fabric and a roughly woven
fabric in the same color.

III. Construction

Concept: Clothing construction is enhanced by knowledge of

textiles, equipment, and quality. workmanship.

A. Equipment

1. Small equipment As a review of 8th grade learnings in this area, Barclay and Champion,
arrange items of sewing equipment on numbered cards. Teen Guide to Home-
Place the cards on a table so that pupils can ex- making, pp. 260-266
amine and identify each item and its use. Bishop and Arch,
The Bishop Method of
Provide pupils with a mimeographed list of small
Clothing Construc-
sewing items that they will need to bring to tion, pp. 1-5
class for work and decide with the class the
date the items will be due in school. McCall's, Step -b7-
Step Sewing Book,
With the class, formulate a plan for sharing the PP. 30-35
use of equipment and caring for the clothing Simplicity Sewing
laboratory. Establish a systematic rotational Book, pp. 2-11
procedure for pupils to have experience in
cooperation and in assuming routine responsibilities.

71+
 Clothing -- Grade Nine

SUGGESTION:3 FOR ACTIV1TIE:: RESOURCES

SCOPE OF CONTENT

Sewing machine Assign a sewing machine to each pupil for use Singer, Teacher's
2.
throughout the unit of study. (It may be neces- Textbook of
a. .Use sary for two pupils to share a sewing machine.) Machine Seving

b. Care Demonstrate for the class:

-how to open and close the sewing machine

-how to control machine speed with the knee lever
-how to wind the bobbin
-how to thread the machine
-how to use ch sec n guide
-how to use the stitch regulator by making
several rows of stitches in a variety
of sizes.

Immediately follol,ing the ,demonstration, have pupils

practice using the sewing machine. Continue this
activity so that pupils will learn the working parts
of the sewing machine throughout the construction
phase of the unit. Have pupils practice machine-
stitching with fabric rather than stitching on
paper which has questionable value as an experience
for pupils.

(Memorization of lists of terms and machine parts

at the beginning of study of the unit should be
avoided.)

Demonstrate to the pupils the process used in the

cleaning and the oiling of the machine so that pupils
will be able to assist in maintaining the laboratory
equipment.

7r,
 Clothing -- Grade Nine

. SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

B. Pattern and fabric Have pupils observe a demonstration of the pro- Pollard, Laitem,
cedure for taking the following body measurements: Miller, Experiences
1. Figure types in Homemaking, Ch. 15
High bust Bishop and Arch,
a. Body measurement Bust The Bishop Method of
Waist Clothing Construc-
b. Measurement chart Hips tion, Ch. 3
Back-waist-length
c. Size determination Finished garment length McCallls, Step-by-
Step Sewing Book,
Following the demonstration, have pupils, in Simplicity Sewing
teams of two, complete a personal measurement Book, Ch. 2
chart as here suggested:

PERSONAL MEASUREMENT CHART

Your Pattern Difference
Measurements Measurements Plus Minus
High Bust

Bust
-----
Waist

Hip

Back Wist'Length

Finished Garment Length

Figure Type:

Size of Pattern:

76
 Clothing -- Grade Nine
03...isaw.

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Using a standardized figure-type chart, clarify Simplicity Sewing

the characteristics of these figure types: Book, pp. 12-15

Girl Miss Petite McCallts, Step-by-

Chubbie Miss LUILalliDgE52211,
Young Junior/Teen Half-Size pp. 12-13
Junior Petite Woman
Junior

Use the opaque projector to show the pattern

envelope and haw to determine the correct size
for the figure t,--)e. Have pupils determine their
figure type and pattern size and record this
information on the Personal Measurement Chart.

2. Current styles Arrange a display of pictures of attractive garments

of current styles that are appropriate for school
wear. Discuss with pupils the current style trends.

Illustrate to the class ways to create optical

illusions with skillful use of the art principles
of line and design in clothing.

C. Construction technique Provide sample garments that illustrate the con-

and skills struction processes and skills to be learned for
pupils to examine. Have each pupil write a list
1. Pattern selection of skills to be learned and/or improved.

Identify for the class those characteristics which

will be required in the pattern that is selected.
'Limit the number of patterns approved for class
selection. Have the class select the patterns for
the construction project from the approved list.

77
 Clothing -- Grade Nine

RESOURCES
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

In order to obtain an adequate number of patterns

of correct sizes for pupils, make one class order
for the purchase of all the patterns. (Local fabric
stores, department stores and the Singer Centers
cooperate with teachers in the purchase of patterns.)
Collect monies from pupils for their patterns and
deposit such funds in the local school office. Dir-
ect the school office to issue a check in the amount
needed for the payment of the patterns.
Simplicity
2. Pattern study Using the overhead projector, examine the pattern
Book, Ch. 3
envelope and guide sheet to determine what informa-
a. Envelope tion is included. With the class list on the chalk-
b. Markings board the kinds of information found on the patif.ern
envcl.ope and the guide sheet.. Discuss with the
c. Guide sheet
class the imporLance of knowing where to find neces-
sary information.
Vanderhoff, Clothes:
Fabric selection Discuss with the class the kinds of fabrics that are
3. Part of Your World,
suitable for the projects to be constructed, con-
sidering the season and occasion of use. PP. 96-97
a. Fiber
McCall's, Step -by-
b. Quality Using a microscope, have pupils examine the fibers
Step Sewing Book,
and weaves of fabrics suitable for class projects.
PP. 36-42
c. Care
Have pupils study fabrics that are suitable for class
Labels projects, concentrating the study on firmly woven
d.
cottons and cotton blends. (One way fabric designs,
e. Season or occasion napped and pile fabrics, and plaids are studied in
of use Clothing I in senior high school.)
Vanderhoff, Clothes:
f. Texture Have pupils collect and display tags from recently
Part of Your World,
purchased -arments for use in making a list of infor-
pp. 118-131
g. Suitability to mation fr,,nd on labels.
pattern
 Clothing -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONT7NT

Discuss with pupils the kinds of fabrics that would Vanderhoff, Clothes:
be suitable for a jumper or shift, such as fr-%brics Part of Your World,
that are closely- woven, easily-cared-for, non-bulky pp. 167-171
in weight and texture.

Preparation of pattern Have each pupil write her name, grade, and section
4.
on the -;)attern envelope, and on the indivilual pattern
pieces and guide sheet. Direct pupils to ,rim ex-
cess margin from the pattern pieces in preparation
for pattern alteration.

Have pupils observe a demonstration of the procedure Bishop and Arch,

to follow in altering a pattern. The Bishop Method
of Clothing Con-
Discuss with pupils the following standards for a struction, Ch. 5, 8
well - fitting garment:
Si-31221)S-12.n:
- smooth and without wrinkles
Book, pp. 131-114
-balanced in appearance
- shoulder seam at the top of the shoulder McCall's, Step-by-
-neckline lying smoothly Step Sewing Book,
-waistline in natural and comfortable position Pp. 17-29
-front armhole line fallly- straight
-armhole approximately or inch below armpit
- front bodice and bust darts short of the point
of the bust, but in line with it
- back hip darts short of the fullest part of
the hips
- side seams straight f;:'am ambole seam to hemline
-skirt length flattering for the figure

Have pupils observe the preceding standards and

procedures in altering personal patterns for class
projects.

79
 Clothing -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

5. Preparation of fabric Discuss with pupils the importance of fabric grain. Bishop and Arch,
Review with the class the meaning of fabric terms The Bishop Method
including lengthwise grain, crosswise grain, sel- of Clothing Con-
vage, and bias. Illustrate with actual fabrics struction, Revised,
the pract3c 1 application of these terms. Ch. 4

De-onstrate t. .pils the appropriate procedure Simplipity Sewing

for straighten.: cotton and cotton-blend fabrics Book, pp. 24-28
including: tearing, drawn thread, cutting along
a thread, and pressing. Explain to the class that
permanent-press fabrics do not have to be thread-
perfect as the grain has been locked into position
during the processing; consequently, they cannot
be straightened. Clarify with pupils the importance
of reading the information on fabric labels con-
cerning fiber content and of learning the special
characteristics of the fiber.

Point out to the class the conditions that may

cause fabrics to be off-grain, as follows:

-Fabric may be stretched when rolled onto

a bolt.
-Irregular pressures may be applied during
printing and finishing.
-Permanent finishes (resin or stabilizing
finishes) may lock the fabric grain in place.

Have each pupil evaluate her own fabric carefully to

determine whether it is off-grain and to decide the
best procedure for straightening the grain.

80
 Clothing -- Grade Nine

RESOURCES
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

6. Pattern layout
Simplicity Sewin
Guide sheet Have pupils study the pattern guide sheet and
a. Book, pp. 20-28
pattern layout diagrams and select the one to be
used according to the size of the garment, the
McCall's, kleally-
particular design of the pattern, and the width
Step Sewing Book,
of the fabric. Have pupils draw a circle around
pp. 60-63
the diagram to be used.

b. Markings Have pupils examine pattern pieces and markings

and note the directional arrows on individual
pattern pieces. Demonstrate the lengthening of
directional arrow lines for possible greater
accuracy in establishing grain line. clarify the
purposes of other pattern markings.

Fabric '2old Demonstrate to the class a pattel layout using

c.
fabric. Emphasize the following techniques:
folding fabric lengthwise and crosswise, placing
first the pattern pieces requiring a fold of
fabric, placing pieces on the straight of the
grain.

d. Pinning Demonstrate the use of pins by showing the

following: technique for inserting pins in
fabrics, placing pins with the grain of the
fabric, pinning first the widest part of the
pattern, marking corners and notches, and the
use of the wrist pin cushion.

Provide adequate time in the laboratory for pupils

to complete the pattern layout on the fabric for
their individual projects.

81
 Clothing -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCE

SCO?7. OF CONTENT

Hold individual meilferences with pupils to discuss

questions and concerns related to pattern levout and
pattern adjustment.

Require pupils to obtain approval of their individual

pattern layout on the fabric before they observe the
demonstrations of fabric-cutting techniques.

7. Cutting the fabric Demonstrate these techniques for cutting fabrics: Bishop anu Arch,
using long, smovth-cutting strokes of shears; cutting The Bishop Method
out notches like "cat-ears"; holding fabric while of Clothing Con-
cutting; and using bent handle shears, Point out struction, Revised,
pupils that pinking shears should not be used for PP. 53-54
cutting out garments and that their use is confined
primarily to the finishing of seams. McCall's, Step-by
Step Sewing Book.
Have pupils cut out projects following the procedures PP. 53, 63
learned from the demonstration. Simplicity Sewing
Book, pp. 31-32

8. Marking of fabric Define with the class the term "mark" as it is used Bishop and Arch,
in sewing. The Bishop Method
of Clothing Con-
Demonstrate to the class the use of the tracing struction, Revised,
wheel and tracing paper as the method most often PP. 54-56
used because it is fast, accurate, and the easiest
for most fabrics. McCall's, Step-by-
Step Sewing Book,
Point out to pupils the construction details that PP. 53, 63-64
should be transferred from the pattern to tho fabric;
for example: darts, tucks, position lines for button- Simplicity Sewing
holes, pocket locations, and curved seamlines. Ex- Book, pp. 33-35
plain that it should not be necessary to mark straight
seamlines.

82
 Clothing -- Grade Nine`

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

Demonstrate the techniques of stitching and

pressing a dart. Emphasize the following:

-Fold and pin dart.

-Stitch from the wide to narrow,
- Terminate stitching in a point.
-Use pressing ham for shaping.
-Press dart toward center of body.

:2. Pressing Arrange the clothing laboratory to provide SimplicitySE)ginE

ample, convenient and safe pressing centers. Book, pp. 10-11,
a. Construction pressing Have pupils observe a demonstration of pressing 153-160
techniques and procedures to be used throughout
b. Final pressi the clothing constructin project. Emphasize McCall's, Step-by-
the use and care of the steam iron, pressing Ste p Se n 2Book,
ham and mits, pressing cloth, edge and point pp. 64-
presser, and the pounding block. Bishop and Arch,
The Ei.6t1L0 Method
Discuss the importance of pressing including,: of Clothing Con-
struction, Revised,
-pressing with the fabric grain pp. 134-141
- shaping darts and smoothing seams as
work progresses
-achieving custom-made appearance

13. Seams and seam fnishes Discuss with pupils some problems resulting from Simplicity Sewing
poorly-constructed seams. Show examples of broken Book, Ch. 6
stitches in a seam, pulled-out seams, frayed edges,
etc. Have pupils compare these seams to well- McCall's, St elp-bY-
constructed seams. alnagliinE1221S,
pp. 70-72
Emphasize with pupils quality seam construction
including:
-standard seam allowance 5/8" in width
-lockstitched seam ends
- length and number of stitches appropriate
for fabric
84
 Clothing -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

-directional stitching with fabric grain

-finished according to fabric
-pressed

14. Zipper Demonstrate the lapped zipper applicatio with each alTer Rpferengs.
step of cow:: cion illustrated for pupil use. Pile, Talon Educa-
tional Servlce
Have pupil.s practice zipper application procedure
before applying the zipper to the individual garment.

Have plApilv, complete zipper application in personal

projects.

15. Facings and interfacings Demonstrate to pupils procedure for preparing lel2s Face It,
and applying interfacings and facings, including: Coats and Clark, Inc.

-attaching interfacings Filmstrip: Facing a

-seaming facings i4eckline, McCall's
-cleanfinishing facings Seldng Series
-understitching facings
-trimming and grading facings SimpliktitY Sewing
Book, pp, 76-80
Direct pupils to complete the facings and inter-
facings on their own garments following the proce-
dures'they have observed in the demonstrations.

16. Hems Discuss with pupils the factors -:solved in deter- Hems in the Garments
mining an appropriate length of a garment. Use the You Wear., Coats and
3-way mirror to illustrate how one should look Clark, Inc.
critically at oneself to make -Las decision.
Bishop andArch,
Fhiphasize these factors:
The Bishop Method
of Clothing Con-
-the relation of the length of your
struction, pp. 63,
garment to the length of your body
177
-the height of heels you are wearing
-the height of the hemline from the floor

85
 Clothing -- Grade Nine

RESOUUCI,
SUGGESTIONS FOR ACTIVITIES
SCOPE OF CONTENT

understanding of the proportion that is Simplicity, Sewing

- an
most flattering to you Book, pp, 183-187
- the influence k he fashion cycle
Filmstrip: ligmming
a Skirt, McCall's
Formulate with the cLass the points that should be
Sewing Series
observed in constructing a successful hem:

-accurate marking
- appropriate depth of hem
- correct stitching and finisb
- careful pressing

Demonstrate the use of the hem marker and the recm-

mended procedure for completing a successful hem.

Direct pupils to determine appropriate hemlines for

their own garments and complete hems using the pro-
cedures observed in the demonstration.
Trimmings, Coats
Decoration and trims Demonstrate decorative ideas for trimming garments
17. and Clark, Inc.
that may be appropriate for the age level of pupils.
Simplicity Suing
Encourage pupils to use an original creative idea Book, pp. 413,
on individual projects. 205-221
Bishop and Arch,
TjaillabsmAtiml
01SSca9=13EQ2L-
gIalatian, Ch. 15
McCall's,
Step 8ewin Book,
Ch. 13

86
 Clothing -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCE:;

18. The finished garment

a. Goals Have pupils review goals decided upon at the

beginning of the construction project and deter-
mine if the goals have been reached. Consider
reasons for success or failure. Follow up by
listing skills and techniques that need to be
learned or improved.

b. Cost Have pupils compute total costs of the project.

Compare the cost of the constructed project
garment with the cost of a ready-made garment.
Discuss pros and cons of the economy of home
sewing.

c. 14:deling Arrange for pupils to model garments for class

evaluation of: appearance and fit, suitability
of fabric to pattern, and selection of pattern to
figure type.

87
 _anc_e :orm
-a17;ation Fcrm
skirt

cie lnd section: Grade for project:

lExcellent 1,,,Good 'Fair 1Poor
I. Fabric and Pattern
A. Preparation of fabric
1. Lengthwise and crosswise threads at
right angles.
2. Pre-shrunk
B. Use of pattern
1. Pieces labeled
2. Margins trimmed
3. Needed -Iterations made
4. Lay-out followed
5. Markings transferred

IL Workmanship
A. Stay-stitching
1. Width from the edge
2. Length of stitches
3. Direction of stitching
B. Darts, Pleats, or Gathers
1. Darts
a. pressed smoothly at point
b. pressed toward center
2. Pleats
a. placed evenly
b. lie flat
3. Gathers
a. adjusted evenly
b. stitched in waistband
C. Seams
1. Width
2. Stitching
3. Pressing
4. Finishing
D. Zipper
1. Placing (completely covered)
2. Stitching (neat and straight)
3. Fitting (smooth)
E. Waistband
1. Interfacing
2. Width
3. Exte7.:ion
4. Stitching
F. Fastenings - hooks and eyes, snaps,
buttons and button holes
1. Choice - appropriate
2. Technique of applying - correct
3. Quality of hand sewing
G. Hem
1. Width
a. uniform
b. suitable
2. Appearance
a. inconspicuous
b. lies flat on wrong side
c. stitches do not show on right side.
L_

88
 t-3 '0
0
0II
0 1-"
114.

0 00 0.

!ICI
Il
H.
M M
M e+

Date
Begun
ewing supplies tO
tA
C'\ assembled
Fabric
prepared
Apron torn

Seam of sash
stitched e
cn
Sash completed

Bottom homed ro
0
Top hemmed

Pocket applied
to ,ron
Ties inserted

Bib ties
completed
Bib completed

Bib attached
to AW1______
Garment pressed

Cost computed "1

Final grade

Date of comple-
1
tion
 grade Final
tim
comple- of Date

computed Cost

pressed Blouse
on sewed
Fastenings
hemmed
Bottom
_finished
holes Arm
LAmPleted
seams Side
.completed
Neckline
stitched
seams Shoulder
14
:I-

g completed Darts
5-
z. .7 completed
ca
o El; Staystitching
w m 2
, 5
o lerred \
o trans- Markings
'1
H
w
1 \ER
cut Blouse
c+ checked C\
to
lay-out Pattern
\ \
prepared Fabric
\ \
purchased abric

fitted rattern
section) & ,name
labeled 'attern
taken \
easurements
assembled \c \C
supplies Sewing

begun Date
c+ (D t4
, ED C CD
c-1
W
v
CD

P,
0
1-1
w o to

r
w 1-1.

'4
CD

P
.
-3.
 completion of Pate

Grade inal

computed ost

pressed arment

completed em
on sewed
eyes and hooks or snaps, Buttons,

completed Waistband

completed Zipper

fitted Skirt

applied band Skirt

prepared band Skirt

completed seams Side

unitl (back
completed seams and Darts
P. unit) (back
Id 5. a completed Staystitching
U f *0
0 CI
fti
w w completed seams and Darts
a
'0 4
fEI 8 unit) (front
X"'
p woo completed Staystitching
8
.-o
w transfermd Markings
rd
ci-
En out cut Garment
approval) (teacherts
out laid Pattern \
prepared Fabric \ \\

\ \
purchased Fabric
altered and fitted \_ \
-- Pattern

assembled supplies Sewing

begun Date

0
S.H
S. 2
Cl
m
CD ci-

0 c- td
1-" 04
4
V
04
t) 13 z 1-1 10 P- v't 0%
BIBLIOGRAPHY FOR TEXTILES AND CLOTHING

A. Books and Pamphlets

Barclay, Marion S. and Champion, Frances. Teen Guide to

Homemaking. New York: Webster Division, McGraw-Hill Book
Company. 1967

Bishop, Edna B. and Arch, Marjorie S. The Bishop Method

of Clothiry;Construction (Revised Edition) Philadelphia:
J. B. Lippincott Company. 1966

East, Marjorie and Wines, Mary E, Fashion Your Own.

Boston: Houghton Mifflin Company. 1964

Hatcher, Hazel M. and Andrews, Mildred E. Guide for Today's

Home Living. Boston: D. C. Heath and Company. 1966

Hems in the Ganaents You Wear. New York: Educational Bureau

of Coats and Clark, Inc.

Let's Face It. New York: Educational Bureau of Coats and

Clark, Inc.

McCall's Ste New York: McCall

Corporation. 1969

Pollard, L. Belle; Laitem, Helen H.; and Miller, Frances S.

Experiences in Homemaking. Boston: Ginn and Company. 1964

Simplicity Sewing Book. New York: Simplicity Pattern Company,

Inc. 1970

Singer. Teacher's Textbook of Machine Sewing. New York:

Singer Manufacturing Company. 1960

Trimmings. New York: Educational Bureau of Coats and Clark,

Inc.

Vanderhoff, Margie. Clothes: Part of Your World. Boston:

Ginn and Company. 19&1-----

Zipper Reference File. New York: Talon Educational Service

B. Filmstrips:
Hemming a Skirt. New York: McCall's Sewing Filmstrip Series

Facing a Neckline. New York: McCall's Sewing Filmstrip Series

CHILD DEVELOPMENT

Introduction

Human Reproduction

Prenatal Care

Postnatal Care

Processes of Child Development.

Bibliography

93
 CHILD DEVELOPMENT

INTRODUCTION

For a number of years the study of child development

would begin at the time of the child's birth. Today, however,
it is recognized that the prenatal development of a child affects
greatly the postnatal development. To fully understand and ap-
preciate the pattern of human growth, the study of child develop-
ment at the ninth-grade level encompasses the span of time begin-
ning with conception and continuing through the pre-school years.

Because research studies increasingly emphasize that the

early growth and development of a child are extremely important
in determining his lifelong patterns of behavior, activities for
studying and observing young children have been included in this
unit. A better understanding of young children provides teenagers
with a basis for greater insight into the processes of personality
development in themselves and in others. Ideally, a nursery school
for pre-kindergarten pupils would be developed as an adjunct of the
home economics department, to provide maximum quality in education-
al experiences for the children as well as for the home economics.
pupils. Until such time as nursery schools are developed, however,
teachers should encourage pupils to seek ways of observing children
in many kinds of situations.

Trends toward earlier marriage and parenthood and the increas-

ing attention focused on the importance of a child's earliest ex-
periences and its effect on his whole life make the study of the
child development unit highly relevant to most ninth-grade girls.

94
 HOME ECONOMICS
Grade Nine

INSTRUCTIONAL AREA Child Development

GENERALIZATION: A knowledge of the process of human CONCEPTS: The human reproductive system functions
reproduction, of the prenatal care of to provide new life.
the expectant mother, of the postnatal
Proper prenatal care promotes the health
care of the newborn baby, and of the
of the expectant mother and the unborn
developing child as a unique individual
baby.
provides a foundation for understanding
the responsibilities of having a baby. Good postnatal care should provide a
healthy and secure environment for the
newborn baby.
Each child is a unique individual with
his own pattern of sequential physical,
emotional, social, and intellectual
growth.

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

I. Human reproduction

Concept: The human reproductive system functions

to provide new life.

A. Reproductive systems Review with pupils topics concerning human reproduc- Maternity Center
tion in order to provide a background of information, Association, Birth
1. Female the appropriate terminology, and a frame of reference Atlas, Plate 2
for the continued study of the processes of child
a. Uterus development. In the study of this phase of the unit, Johnson, Love and Sex
primary emphasis is placed on the study of the female in Plain Lan/uaRe,
b. Ovaries reproductive system; however, pupils may have ques- PP. 12-14 (Teacher's
tions concerning the male reproductive system, conse- Reference)
c. Fallopian tubes quently the male reproductive system is dealt with
briefly in the scope of content.
d. Vagina
Provide time for a question-answer period. (The class
e. Cervix question-box technique may be employed to afford
pupils an opportunity to have questions answered
throughout the unit of study.)
95
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

2. Male (In using the question-box technique, it is Johnson, Love and Sex
important to stress objectivity. Questions in
a. Penis should be of interest to the entire class. pp. 6 -11 (Teacher's
Prior to answering the questions, the teacher Reference)
b. Testicles should check references if additional informa-
tion is needed to prepare an adequate answer.
c. Vas deferens Any personal problems should be handled privately
with the pupil only to the degree that the teacher
d. Urethra feels she is capable of offering constructive
guidance. For further information pupils should
be referred to parents and/or to family physician.)

3. Menstruation Review menstrual cycle using a chart showing organs Anatomical Wall Chart:
of female reproductive system, 111ILLifReproduc-
a. Introduction tive System and the
Clarify with the class the processes that occur Menstrual Cycle
(1) Physiological changes during the menstrual cycle.
(2) Normal function Johnson, Love and Sex
in Plain Language,
b. &planation of menstrual pp. 15-18 (Teacher's
cycle Reference)

(1) Preparation
(a) Maturation of
ovary
(b) Release of ovum
(Ovulation)
(c) Passage of ovum
through tube to
uterus
(d) Increased blood
supply in lining
(2) Menstrual period
(a) Passage of unferti-
lizedovum from body
(b) Length of period

96
 Child Development -- Grade Nine

SUGGESTIONS FOR ACTIVITIES RESOURCES

SCOPE OF CONTENT

c. Health rules and personal Discuss with the pupils the health rules and
care personal care needed during the menstrual period,
emphasizing the importance of giving careful
(1) Cleanliness and attention to personal grooming at this time.
grooming
(2) Physical activity
(3) Rest

For a better understanding of conception, dis- Maternity Center

B. Conception
cuss with the class the fertilization of the ovum Association, Birth
1. Reproductive cells and the early formation of the human embryo. Using Atlas, Plate 3
the Birth Atlas, identify for the class the stages
Ovum (egg) of prenatal development: Johnson, Love and Sex,
a. Female:
in Plain Language,
(1) Size and number pp. 21-25 (Teacher's
(2) Movement Reference)
(3) Survival

b. Male: Spermatozoan (As needed, further information on the topic of the

(sperm) female and male reproductive cells may be presented.)

(1) Size and number

(2) Movement
(3) Survival

2. Fertilization To help the pupils gain a better understanding Rurlock, Child Growth
of inherited and acquired characteristics, ask and Dorelorment,
a. Chramo sane s them to suggest same human characteristics that pp. 16-19
are absolute and some that are capacities which
(1) Number can be developed. Use the following list for
(2) Determinants of sex suggestions:

97
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

b. Genes Merited Acquired Baker and Pane,

Understanding and
(1) Dominant Sex Mannerisms Guiding Young
Children, pp. 13-18
(2) Recessive Skin, eye and Language
hair color

Bone structure Attitudes

Height Emotions

Body build Habits

Freckles

Hair and skin

texture

Use the following resource pages to further

clarify the operation of the human reproductive
system.
 DETERMINING SEX
Father produces sperms of two kinds, Mother produces eggs all of one kind,
in equal numbers; each with a large X sex chromosome

(a) with large X sex chromosome

n 00
c) 0 0
0 t\''sc,0(0 0

(Note: The other 22 chromosomes

(b) with small Y sex chromosome
correspond in type in both sperms
or eggs.)

99
 2
DETERMINING SEX
IF --
XX A girl
I. 'X' Sperm enters egg.

The two X's pair up.

XY A hoy
2. 'Y' sperm enters egg.

The sex chromosomes

do not match up.

In both cases all chromosomes except the X and Y have matched up.
100
 1
IDENTICAL & FRATERNAL TWINS
. IDENTICAL TWINS

products of embryo divides halves become usually share ALWAYS

1 sperm same placenta carry same
separate
1 egg individuals & fetal sac genes
are same sex

i 2 boys

e or 2 girls

...

101
 IDENTICAL & FRATERNAL TWINS
FRATERNAL TWINS

products of MAY BE
some sex 2 boys
2 different eggs
2 different sperms usually separate placentas
= different genes & fetal sacs

or 2 gir Is

mixed pair

boy - girl
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

C. Prenatal development Identify with the class the stages of prenatal Maternity Center
growth of the fetus. Define the terms zygote, Association, Birth
Zygote embryo, and fetus. Atlas
Johnion, Love and
Develop with the class a calendar of develop-
Sex in Plain
ment that takes place during the prenatal
Language, pp. 25-30
period. This activity could be done in chart
form, for example: (Teacher's Reference)
Brisbane and Riker,
The Developing Child,
PP. 41-43
Approximate Approximate
Embryo
Size Weight Growth Characteristics
a. First month 1/4" fraction of one Heart beginning to form and beat
ounce Blood circulates
Limbs, eyes and ears beginning
b. Second month 1-1/4" 1/14 ounce Big head, face with eyes, nose, mouth,
limbs, fingers and toes beginning
Fetus
Genital organs beginning to appear
a. Third month 3" 1 ounce Teeth beginning to develop
Vocal cords are formed
b. Fourth month 61 - 8" 5-6 ounces Eyes, ears, and nose well forr_ld
Hair beginning to grow
c. Fifth month 1011 - 12" 1 pound Mother can feel baby move
d. Sixth month 14" 2 pounds Has appearance of baby
Skin wrinkled
e. Seventh month 1.11 3 pounds Central nervous system developed
enough so that survival is possible
if birth should occur
f. Eighth month 18" 6 pounds Skin beginning to become smooth
g. Ninth month 20" 7-8 pounds Baby fully developed

. 103
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

D. Birth process To develop a wholesome attitude toward human Maternity Center

reproduction, explain to the class the process Association, Birth
1. First stage of birth. Define terms needed to increase Atlas, Plates 8-14
understanding. Suggested terms may include:
a. Contracting uterus Johnson, Love and
contractions Sex in Plain Language
b. Breaking membrane labor pp. 30-33
dilation (Teacher's Reference)
c. Dilating cervix cervix
amniotic sac Hurlock, Child
2. Second stage amniotic fluid Development,
umbilical cord Ch. 1 and 2
a. Fully-dilatad cervix placenta (Teacher's Reference)
afterbirth
b. Birth of baby expulsion Brisbane and Riker,
navel The Developing Child,
3. Third stage obstetrician pp. 55-60
midwife
a. Cutting of umbilical
cord

b. Expulsion of placenta

104
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS-FOR ACTIVITIES RESOURCES

II. Prenatal care

Concept: Proper prenatal care promotes the health of

both the expectant mother and the unborn baby.

A. Signs of pregnancy To introduce prenatal care, compile on the Ruslink, Family

chalkboard a.list of the signs of pregnancy Health and Home
1. Menstrual period missed already known by the pupils. The teacher Nursing, pp. 122-123
2. Nausea or "morning sickness" should add others and explain. Teacher's Reference)
3. Changes in breasts
4. Frequent urination Johnson, Love and Sex
in Plain Language,
0..24-26
(Teacher's Reference)
B. Maternal health Help the pupils determine the importance of early Brisbane and Riker,
and continued medical attention of the expectant The Developing
1. Medical care mother. Discuss the decline in the infant mortal- Child, pp. 35-41
ity rate and the increase in recent medical re-
search. Relate this information to prompt and Ruslink, Emily
continuous medical care. Health and Home
Nursing, pp. 128-133
Have pupils read current articles and reports (Teacher's Reference)
concerning the infant mortality rate in the
United States and in selected foreign countries Shuey, Woods, Young,
and then discuss with the pupils ways in which Learning About
the infant mortality rate may be lowered. Children, p. 82
2. Personal care Have the pupils suggest reasons for an expectant Baker and Fane, Under-
mother to establish a good grooming routine for standing and Guiding
a. Grooming herself. With the class determine how good groom- Young Children,
pp. 28-32
ing practices can improve the physical health of
b. Clothing the expectant mother as well as giving her a desir-
able sense of well-being.
c. Exercise
To familiarize the pupils with the adjustments in
d. Rest the daily routine of an expectant mother, have a

105
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

discussion of the personal care and medical Brisbane and Riker,

attention required during pregnancy. Invite a The Developing Child,
capable young mother in to the class to talk Ch. 2
about these topics. Have the pupils prepare
for the talks by compiling questions they would
like to ask regarding exercise, rest, and doctor's
care during the prenatal period. Provide time
for the. informal discussion following the talk.

3. Diet and nutrition Review with the class the basic four food groups. Better Homes & Garden3
Using these food groups as a guide, have the New Cookbook, Nutrient
a. -Expectant mother pupils compare the recommended diet of an adult Chart, p. 9
woman with the diet of an expectant mother and
b. Unborn child list the dietary differences as a background for National Dairy Council
understanding the importance of each nutrient Guide to Good Eating,
during pregnancy. (Depth of review will depend Chart 4
upon whether or not the class has completed the
9th grade Foods and Nutrition Unit.) Better Homes and
Gardens Baby Book,
To gain further insight into the nutritional needs PP. 34-46
of the expectant mother, discuss with the class
the recommended daily dietary allowances for McWilliams, Nutri-
pregnancy. tion for the Growing
Years, Ch. 1
To further emphasize the importance of diet during
pregnancy, have the pupils list the nutrients which Hurlock, Child
are especially significant, tell how they contribute Development, pp. 59-61
to the development of the child and health of the (Teacher's Reference)
mother, and give several good food sources of each.
Ruslink, Family Health
Present to the class the following resource pages and Home Nursing,
and information where appropriate, both for improving PP. 124-130
pupils' understanding of the importance of the ex- (Teacher's Reference)
pectant mother's diet, and for providing the nutri-
tional information essential for the ninth grade
pupil in studying child development.

106
 RECOMMENDED DAILY DIETARY AIIOWANCES1, REVISED 1968*
Legend for abbreviations: g = gram mg ....ndlligram IU International Unit
Designed for the maintenance of good nutrition of practically all healthy persons in the U.S.A.
Vita -
Age2 min A Ascor- Nia-
(Years) Pro- Activ- Vita- bic cin Ribo- Thia- Cal -
From Weight Height Calo- tein ity min D Acid (mg Flavin min cium Iron
Up to (lbs.) (in.) ries (g) (IU) (IU) (mg) equiv.) (mg) (mg) (g) (mg)

Children 1-2 26 32 1,100 25 2,000 400 40 8 0.6 0.6 0.7 15

2-3 31 36 1,250 25 2,000 400 40 8 0.6 0.8 15
3-4 35 39 1,400 30 2,500 00 40 9 (io.7
) .8 0.7
0 0.8 10
4-6 42 43 1,600 30 2,500 400 40 11 0.9 0.8 0.8 10
6-8 51 48 2,000 35 3,500 400 40 13 1.1 1.0 0.9 10
8-10 62 52 2,200 40 3,500 400 40 15 1.2 1.1 1.0 10

Males 10-12 77 55 2,500 45 4,500 400 40 17 1.3 1.3 1.2 10

12-14 95 59 2,700 50 5,000 400 45 18 1.4 1.4 1.4 18
14-18 130 67 3,000 60 5,000 400 55 20 1.4 18
18-22 147 69 2,800 60 5,000 400 60 18 1.5
1.6 1.4 0.8 10
22-35 154 69 2,800 65 5,000 60 18 1.7 1.4 0.8 10
35-55 154 68 2,600 65 5,000 60 17 1.7 1.3 0.8 10
55-75+ 154 67 2,400 65 5,000 60 14 1.7 1.2 0.8 10
Females 10-12 77 56 2,250 50 4,500 400 40 15 1.3 1.1 1.2 18
12-14 97 61 2,300 50 5,000 400 45 15. 1.4 1.2 1.3 28
14-16 114 62 2,400 55 5,000 400 50 16 1.4 1.2 1.3 18
16-18 119 63 2,300 55 5,000 400 50 15 1.5 1.2 1.3 18
18-22 128 64 2,000 55 5,000 400 55 13 1.5 1.0 0.8 18
22-35 128 64 2,000 55 5,000 55 13 1.5 1.0 0.8 18
35-55 128 63 1,850 55 5,000 55 13 1.5 1.0 0.8 18
55-75+ 128 62 1,700 55 50000 55 13 1.5 1.0 0.8 10
Pregnancy + 200 65 6,000 400 60 15 1.8 +0.1 +0.4 18
Lactation +1,000 75 8,000 400 60 20 2.0 +0.5 +0.5 18
1
The allowance levels are intended to cover individual variations among most normal persons as they live in the United
States under usual environmental stresses. The recommended allowances can be attained with a variety of common foods
that also provide other nutrients for which human requirements have been less well defined.
2
Entries on lines for age range 22-35 years represent the reference man and woman at age 22. All other entries repre-
sent allowances for the midpoint of the specified age range. *From Recommended Dietary Allowances, Publication 1694,
Food and Nutrition Board, National Academy of Sciences - National Research Council, Meshington, D. C. 1968.

107
 Child Development -- Grade Nine
RESOURCE INFORMATION

Diet of the Expectant Mother

1. Caloric needs:

During the earlier part of pregnancy, the increased demand for more calories is small. During the
second half of pregnancy an increase of approximately 300 calories may ensure that the protein in
the diet is used for building new tissues and is not being broken down for energy.

2. Protein:

Because protein is necessary for all growth, the increased needs of pregnancy are apparent. There
is a continuous protein need for the growing fetus. Added to the mother's own needs for building
and repair, there is an increase in metabolism especially during the last trimester. The increased
protein need for pregnancy is from about 30 to 50 per cent above the normal requirement. The pro-
tein should be of good quality and therefore should come largely from animal sources. To provide
this protein, the diet should supply one quart of milk per day, a large serving of lean meat or
fish, and at least one egg. Cereals, bread, vegetables and other items of food will supply the
additional dietary requirement.

3. Calcium and phosphorus:

The rapidly growing fetus needs minerals for proper development. Calcium and phosphorus form the
main part of the bones and teeth. The.teeth begin forming early in prenatal life; consequently,
sufficient calcium is needed from the beginning of pregnancy. The calcium needs 3uring pregnancy
are increased about 50 per cent above those for the normal adult woman. The phoAphorus requirement
will be met if the protein and the calcium are adequate in the diet. One quart of milk provides 40;4
of the daily protein and 70% of the daily riboflavin as well as a generous amount of vitamin A.
Cheese may be used as a substitute for milk. One ounce of cheese (average serving) furnishes approxi-
mately as much calcium and protein as one cup of milk. Milk in the diet may be increased by soups,
casseroles, and cream sauces. The nutritive content of these dishes may be further increased by
adding nonfat dried milk in their preparation.

4. Fats:

Fats are needed in the body to form fat tissue, to provide fuel for the body, and ,o store in the
body as a reserve. Foods high in fat are high in calories and less easily digested.

108
 Child Development -- Grade Nine

5, Carbohydrates:

Carbohydrates are needed for strength and energy; however, excessive caloric intake can result
in increased weight. The daily menu plan could include simple desserts, such as custards, gelatin,
milk puddings or fruit. It is advisable to avoid rich desserts, ice cream sundaes, cai,:e, doughnuts,
pie and sherbets. Other foods to be used sparingly are those high in sugar, as jams, jelly, candy,
carbonated drinks, sweet rolls, or coffee cakes.

6. Vitamins:

The unborn child's nourishment comes from the maternal bloodstream through the placente It is
essential that the mother's diet contain the necessary food elements. Malnutrition ger -ally re-
sults in vitamin deficiency. Serious malnutrition of the mother may lead to mental def_?dency or
to some physical abnormality of the child. A_ deficiency of vitamin B in expectant mothrs' diets
has been found to affect the intelligence of their children. Whether this effect in the child is
ever compensated for has not been determined.
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Discuss with the class the fact that in America

today, adolescent girls have the poorest diets of
any group, regardless of social class, resulting
inmost cases from the girls' desire to be slender.
Stress to the pupils that this condition is especi-
ally serious in early marriages because it means
that many young mothers-to-be are suffering from
malnutrition when their pregnancies begin.

As a summary of diet and nutrition, develop with

the class a list of good eating habits during
pregnancy such as the following:

- eat at regular times

-eat slowly
- eat the right foods, especially green"
leafy vegetables, raw fruits, whole-
grain and enriched breads and cereals
- drink more water.

4. Drugs Discuss with the pupils the adverse effect of thali- Hurlock, Child
domide as follows: Thalidomide, a drug used for
a. Thalidomide morning sickness during the early stages of preg- pp. 60-65
nancy, has been responsible for malformations of the (Teacher's Reference)
limbs--phocomelia--in which the long bones of the
arms fail to grow, with the re5ult that the hands
extend almost directly from the shoulders. The legs,
while less affected, show similar distortions of
growth.

b. LSD Discuss with pupils the recent research on the

effect of LSD on pregnant animals and the resulting
defects in the offspring of those animals.

no
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Discuss also the effects of LSD on human newborns LSD Some Questions
whose mothers said they had taken LSD. Acquaint and Answers, Public
the pupils with the following information: Health Service,
Investigators are studying the effects of LSD on Publication No. 1828
chromosomestiny threads of matter in the nucleus U. S. Dept. of HealI,
of every cell that carry genetic or hereditary in- Education & Welfare
formation and guide reproduction. Several scien-
tists have reported that LSD causes chromosomal
changes when it is added to a tissue culture of
white blood cells. Others have reported that the
chromosomes of individuals who presumably have taken
LSD show unusual breaks. They warn that such breaks
may possibly cause abnormalities in the offspring of
LSD users. The preliminary evidence is arousing
the concern of scientists. Until further research
throws more light on the question, medical authori-
ties warn that the drug must be considered a definite
risk, and women of childbearing age are particularly
advised not to use it.

Have pupils bring in and discuss recent articles or

reports about the possible relationship between LSD
and birth defects, including such warnings as the
following:
-Both parents may adversely affect their future
children through the use of LSD at any time
before conception.
Mothers may adversely affect their future children
through the use of LSD during pregnancy as well
as before conception.

5. Alcohol Discuss the possible effect of the mother's use of Hurlock, Child
alcohol on the fetus; for example, the fetus obtains Development, p. 60
nourishment from the maternal bloodstream; therefore, (Teacher's Reference)
any chemical substances which affect the physiological
mechanism of the mother will impose a burden on the
fetus.
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

6. Tobacco To motivate pupils in a discussion of the effects Hurlock, Child

of tobacco on pregnancy, have them consider the Development,
recent research findings concerning the link be- pp. 61-62
tween cigarette smoking and diseases of the mouth, (Teacher's Reference)
throat, lungs and heart of the general population.
Follow this discussion with a consideration of the
effects of cigarette smoking by the expectant mother.

Assign pupils such topics as increase on fetal

heart rate during last six months of pregnancy;
relationship of smoking to frequency of premature
births. In these discussions, emphasize the
following points:

-There is evidence that smoking is related

to the frequency of premature births.
-Women who are heavy smokers have the highest
rate of premature births.
-The prematurity rate of smokers is approxi-
mately twice as high as for non-smokers.

7. Rubella Identify rubella (German measles) for the pupils as: Rub link, Family Health
a mild disease which has serious effects on an un- and Home Nursing,
born child if the mother contracts the disease during PP. 1,39-140
the first three or four months of pregnancy. (Teacher's Reference)

Have pupils read references and collect articles on

newer research concerning immunization for prevention
of rubella.

Discuss with the class the following effects of

rubella: neo-natal deaths and stillbirths; cataracts;
deafness; anomalies in the structure of the heart;
defective teeth; microcephaly; and mental deficiency.

112
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Emphasize with the class the necessity of having

the expectant mother make every effort to avoid
exposure to German measles unless she.is certain
that she has already had the disease.

C. Health services for prenatal Discuss with pupils the health services available
care Hurlock, Child
for prenatal care and have them compile a list of Develoxment,
these services on the chalkboard, as follows: pp. 36-72
1. Private
(Teacher's Reference)
Family physician
2. Public Specialist (obstetrician)
Hospital clinics
Public Health Department
Physician
Pediatrician
Nutritionist
Visiting Nurse
Red Cross
Class for expectant parents
3. Publications Display for the class recent copies of Children,
Today's Health, Today's Child, and government
bulletins such as Prenatal Care and Infant Care,
and emphasize to the class the importance of
getting information that is reliable.

Have one pupil or a small group of pupils volunteer

to investigate and evaluate the publications relat-
.
ing to prenatal care which may be available in the
library.

113
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

III. Postnatal care

Concept: Good postnatal care should provide a healthy

and secure environment for the newborn baby.

A. Characteristics of the To arouse pupil interest in the area of infant Hurlock, Child
newborn baby care, ask pupils to respond to the following Growth and
questions: Development,
PP. 31-36
- If you were left alone for a few hours
with a baby under one year of age to Baker and Fane,
be cared for, how competent would you Understanding and
be? Guiding Young
-What procedure would you follow to feed Children, pp. 32-42
the baby?
What suggestions could you give for put-
ting a baby to bed?
-Could you change the baby's diaper?
- If a baby continues to cry, what-should
you do?

Develop with the class a list of skills and in- Brisbane and Riker,
formation needed in order to care for a baby. The Developing Child,
Have the pupils bring in appropriate current PP. 60-64
articles and cartoons concerning babies, mothers,
and children. Share these with the class through
short reports and/or posting these on the bulletin
board.

To motivate interest, display a picture of a new-

born baby. Have the pupils collect pictures of
babies and bring to the class one of their own
baby pictures. Arrange a display case using these
photographs, indicating the age in months. (If
photographs are displayed, precautionary measures
should be taken for their protection.)

114
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

1. Physical After reading references concerning. the newborn Brisbane and Riker,
baby, have the pupils discuss the characteristics The Developing
2. Mental of the infant, listing these on the chalkboard. Child, pp. 60-61
B. Emotional environment Have the pupils suggest was parents and others A Healthy Personal-
can show love and affection to the baby and dis- ity for Your Child,
1. Love and affection cuss the reasons why. this is needed for healthy Children's Bureau
emotional development of infant. Publication #337,
2. Security PP. 4-5
To help the pupils recognize the responsibilities
3. Trust involved in creating a healthy environment for a Smart and Smart,
baby, have the pupils suggest changes in family Living in Families,
living upon the arrival of a baby. Discuss with Pp. 146-151
the class the need for both parents and other
family members to prepare emotionally for the baby. Brisbane and Riker,
The Developing Child,
Have the pupils discuss the role of the father PP. 27-34. 75-77
and relate the role of the father to the emotional
development of the newborn baby. Hurlock, Child
C. Equipment for care of To acquaint pupils with the clothing and equipment pp. 66-72
newborn necessary for a baby, have them consult magazines, (Teacher's Reference)
talk to young mothers, visit the infant department
1. Clothing of a store.

2. Bathing equipment To enable the pupils to become aware of all the Hurlock, Child Growth
equipment necessary for a baby, have pupils read and Devglumgata,
3. Feeding equipment reference and form a list of items needed. Types pp. 11-15
of equipment needed may include: layette, bath-
ing equipment, storage equipment and facilities for
the baby.

u5
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

To give the pupils an opportunity to discuss and Brisbane and Riker,

evaluate the lists of necessary equipment, invite The Developing Child,
a capable young mother to class to discuss such PP. 44-48
equipment. Have pupils determine what equipment
is essential for good care.

In a showcase arrange a display of clothing and Filmstrip: Tots and

equipment needed for the baby. Teens, McGraw-Hill
D. Care of newborn Demonstrate to the class the feeding and "burping" Brisbane and Riker,
of the baby. The Developing Child,
Feeding
pp. 101-112
Follow this demonstration by allowing time for the
a. Skills pupils to ask questions in order to gain a more McDermott and Nicholas,
thorough understanding of caring for the baby's Homemaking for Teen-
b. Nutritional needs nutritional needs. agers, Book I,
pp. 79-84
c. Professional advice To help pupils further understand the nutritional Better Homes and Gar-
needs of an infant, have the pupils read sections dens Baby Book,
on infant feeding from several references. Discuss pp. 129-137
with the class the infant's diet, feeding problems,
changing food habits, the addition of new foods, Shuey, Woods, Young,
and the importance of regular doctor's care. Learni.litChil-
dren, pp. 125 -13
Use the filmstrip "Off to a Good Start" to show the Hurlock, Child Growth
pupils good feeding practices to be used with a and Development,
baby. Following the showing of the filmstrip, en-
PP. 79-97
courage pupils to relate personal experiences they
have had while feeding a baby. McWilliams, Nutrition
for the Growing Years,
Ch. 2
Filmstrip: Off to a
Good Start,
H. J. Heinz Company

116
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

d. Mealtime atmosphere To help the pupils recognize the importance of McDermott and Nicholas,
a happy mealtime atmosphere, have two groups Hcan.=192Teenemak-
dramatize feeding a baby in the following two agars, Book I,
different situations: pp. 82-84

Group Carson and Ramee,

Create an unsatisfactory atmosphere in How You Plan and
which to feed a baby. Example: Mother Prepare Meals,
attempts to feed baby and continue her pp. 116-121
homemaking chores, prepare a meal, have a
telephone conversation, visit with a
neighbor, etc.

Group II
Create a satisfactory atmosphere in which
to feed a baby. Example: Mother gets
needed items, limits or refrains from dis-
tracting activities during feeding. She
is relaxed and talks to the baby, so both
mother and baby enjoy this time together.

Following the two dramatizations, discuss with the Brisbane and Riker,
class the possible effects upon a baby fed under The Developing Child,
both these conditions. Ti7,717;
2. Bathing Using the demonstration doll, demonstrate bathing Better Homes and
the baby. As a follow-up, have the pupils list the Gardens Baby Book,
important things to remember when bathing a baby. pp. 140-155
Encourage pupils to share any personal experiences
they have had bathing and/or diapering a baby. Hurlock, Child Growth
and Development,
pp. 105-110, 125-129

3. Dressing Demonstrate dressing and diapering the baby. On Brisbane and Riker,
the chalkboard list with pupils helpful hints on The Developing Child,
how to dress a baby. PP. 44-45, 96-100

117
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Better Homes and

Gardens Baby-Book,
pp. 76. -78, 156

Wallace and McCullar,

Building Your Home
Life, pp. 428-430

4. Rest To help the pupils understand the importance of rest Shuey, Woods, Young,
in relation to the growth and development of a baby, Learning About
have them read suggested references. Discuss with Children, pp. 113-
the class the formation of good sleeping habits and 123
how family members play a part in a baby's sleep
routine. Have two groups dramatize putting a baby Brisbane and Riker,
to bed using the following different situations: The Developing Child,
pp. 113-117
Group I
Create an unsatisfactory hczne atmosphere in
which to prepare a baby for sleep. &ample:
Family members are involved in such activities
as entertaining friends, doing household chores,
asking mother for advice, etc.; the mother is
attempting to complete meal preparation for the
family; and father is arriving home from work.

Group II
Create a home atmosphere conducive to a
baby's sleep. &ample: Family-members arb
involved in activities to assist the mother;
the mother is free to put the baby to bed; and
activities are done with a minimum of noise.

Following the two dramatizations, discuss with the class

the possible effects upon a baby who attempts to go to
sleep under both these conditions.

118
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

IV. Processes of child development

Concept: Each child is a unique individual with his own pattern

of sequential physical, emotional, social, and
intellectual growth.

A. Individual differences To develop an awareness of the individual differ- Baker and Fane,
ences in development, have the pupils discuss with Understanding and
1. Physical their parents and bring to class information con- Guiding Young
cerning: Children, "pp. 1-23
2. Mental
-age I sat up Smart and Smart,
3. motional - age I spoke first word Living in Families,
- age I stood pp. 287-297
-age I walked
- age I was toilet trained Hurlock, Child
- age when first tooth appeared Growth and
Development
List the above activities on the chalkboard, re- pp. 62-70
cording various pupils' ages after each. NoGe how
the age range of pupils reflects the individual
differences in development.

To better understand patterns of growth, have pupils Hurlock, Child

read suggested references. Discuss with the class Development, Ch. 1
the idea that the underlying attitude toward the (Teacher's Reference)
child, interpreted to him through his daily life
in a family, is the force which molds and shapes his
personality.

In order to gain an increased awareness of how the Brisbane and Riker,

actions of children reflect their stage of develop- The Developing
ment, give pupils a long-term assignment to observe Child, pp. 12-25
boys and girls of pre-school age in as many differ-
ent kinds of activities as possible and to record

119
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

these observations in a series of recorded Baker and Fane,

anecdotes. Understanding and
Guiding Young
Explain to the class that this long-term assign- Children, pp. 9-13,
ment will continue for the remainder of the 136-139
unit and will run concurrently with the other
activities of the unit.

Clarify for pupils the meaning of anecdote.

Have pupils use these anecdotes as examples

and/Or illustrations of actual child behavior
where they are appropriate during the remainder
of the unit.

Use the following resource page for specific

suggestions in implementing the observation-
anecdote activity,
 RESOURCE PAGE

GUIDELINES FOR OBSERVING PRE-SCHOOL CHILDREN

1. Concentrate most observations on one particular child to gain an

adequate understanding of this child's total development.

2. Devote same observations to many different children, known and unknown.

3. Subjects of observations may be younger broti.,crs and sisters; children

of relatives, friends or neighbors; children for whom the pupil may
babysit; children observed at a park or play area, in a store, on the
street, etc.

4. Make as many observations as possible.

5. Observe the following:

-motor development
-language development
-emotional control
-discipline
-social behavior (i.e. reactions to adults and/or children)

6. Observer should remain as inconspicuous and out of the way as possible,

recording what the child is doing and not what the observer is doing
with the child.

7. Keep observations confidential out of courtesy and respect to the child

and his family.

GUIDELINES FOR RECODING ANECDOTES

1. Record anecdotes when they are observed in order to avoid burden of recall.

2. Keep anecdotes short, each one giving a single instance of behavior.

3. Include only facts in the anecdotes; i.e. what the child says and/or
does without interpretation.

4. Use the following form as a guide to the information to include in each

anecdote:

DATE: PLACE:

TIME: SITUATION:

BRIEF DESCRIPTION OF CHILD:

NAME (if known):

AGE: SEC:

DESCRIPTION OF INCIDENT:

,7,
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

B. Baby's first year To help pupils understand the rapid physical Brisbane and Riker,
development and varying rates of development Ila11/121221E8
1. Physical development during the baby's first year, have them read Child, Ch. 4
from assigned references.
a. Growth Hurlock, Child Grow
Discuss the topic: "No two babies grow at ex- and Develorment, Oh.5
(1) Weight actly the same rate." Point out to the class
(2) Height that weight gain, age of cutting teeth, etc., Hurlock, Child Devel-
(3) Proportion vary frcnn child to child. opment, Ch. 4
(4) Eyesight (Teacher's Reference)
(5) Hearing and voice
(6) Teeth Shuey, Woods, Young,
Learning about
b. Maturation rate Children, Ch. 8

2. Emotional and social To illustrate how the emotional climate of the Brisbane and Riker,
development heave affects the emotional development of a baby, The Developing Child,
have the pupils read an assigned case study in (Case Study)
a. Personality references. pp. 127-128

(1) Definition With the class, discuss the following questions Hurlock,
(2) Traits in connection with the emotional climate of the Development, Ch. 15
homes in the case study: (Teacher's Reference)
b. &lotions
- What might be some of the effects on the
(1) Delight personality development of the babies?
(2) Distress -How has the home atmosphere already in-
(3) Fear fluenced the older children?
(4) Anger - How do relationships between other family
(5) Affection members affect the baby?

With the class, list on the chalkboard additional

heave situations that influence emotional and
social development of the child.

122
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

To help the pupils understand the important role Brisbane and Riker,
that emotions play in a child's life, have pupils The revelopinR Child,
read from selected references. PP. 129-133

Discuss some of the emotions and how they are ex- Hurlock, Child Growth
pressed by young children. Using magazines from
_EndQualumant,
the home economics department, the groups can PP. 309-319
locate pictures to illustrate the emotions they
are discussing.

c. Predictable behavior Have pupils read and discuss the suggested refer- Brisbane and Riker,
patterns ence on behavior patterns. In this discussion, The Developing Child,
have pupils indicate how the children in the case PP. 133-142
(1) Sensitive child study show these behavior patterns.
(2) Placid child
(3) Agressive child

d. Social relationships Have pupils consider how the child develops socially Brisbane and Riker,
during the first year of life. Have pupils discuss The Developing Child,
(1) Interest in others the importance of positive social development as a PP. 144-147
(2) Response to others foundation for being a well-adjusted person.
Shuey, Woods, Young,
Learning about Chil-
dren, Ch. 11

3. Intellectual development To help the pupas understand how a child becomes Brisbane and Riker,
aware of the world around him have the class discuss The Developing Child,
a. Learning through the the ways children learn through the five senses. PP. 154-157
senses
Shuey, Woods, Young,
Have pupils list all the things they have seen babies
(1) Touch Learnize about
pick up and place in their mouths. Point out to the
(2) Sound Children, 144-14)
pupils the many hazards involved at this stage of
(3) Sight development. Help the class develop a list of poten- Children's Bureau
(4) Taste tially dangerous items a one-year-old may come into Publication #A,
(5) Smell contact with. Encourage the pupils to use the .1st Infant Care,
in evaluating their own homes for possible dangers. pp. 50-52, 68-71

123
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

b. Speech After reading assigned references, discuss any Brisbane and Riker,
speech patterns they may have observed. The Developing
Child, PP. 154-157
Discuss with the pupils the importance of language
development as one of the most dependable indica- Hurlock, ghila
tions of intellectual ability. Gro h and Deve 0
ment, pp. 18 -192
Using a taping of speech sounds of infants, have
pupils identify some sounds that will later become
words and/or sentence patterns.

Have pupils consider how language development is

incluenced by environment and opportunity in the
home; how it is stimulated by talking with the
infant, by pictures, books, rhymes, songs, stories,
etc.

c. Play To emphasize the importance of play in a child's Children's Bureau

life have pupils read references on play and play Publication #8,
materials. Infant Care, pp. 41-42
Shuey, Woods, Young,
Discuss with the class the statement "A child's
;earning about
play is his work." Clarify with pupils the im-
Children, pp. 149-156
portance of play in the growth and development of
young children. List on the chalkboard the values Hurlock, Child Growth
of play to a young child. and Develoment,
PP. 150-151, 241-256

d. Walking Have students bring in pictures and/or photos of Brisbane and Riker,
children who are learning to walk. After reading The Developing Child,
references, discuss how these pictures indicate PP. 157-160
(pictures -
pp. 158-159)
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

the child's new ability. Have pupils contribute Shuey, Woods, Young,
any experiences they have had with a child at this Learning about
stage. Children, pp. 99-103

C. The preschool child To present an overview of this area to the pupils, Film: Ho. Acts His
show the film He Acts His Age. After pupils have Agl, Ages and Stages
1. Physical development viewed the film, discuss with the pupils the dif- Series, McGraw-Hill
ferent kinds of behavior portrayed in the film.
a. Physical changes Wallace and McCullar,
To help pupils follow the sequence of physical Building Your Home
changes in the young child, have them read from Life, pp. 374-382
assigned references. Using the following chart
compare the physical development of children of Brisbane and Riker,
different age levels from one to four years of age. The Developing Child,
Ch. 7 and pp. 171-179

Hurlock, Child Growth

and Development,
pp. 160-169

125
 Child Development -- Grade Nine

Comparison of Physical Development

One Year Old Two Years Old Three Years Old Four Years Old

1 pound per month 4 to 5 pounds per year

Weight
Gain

Height

Posture
Proportion

Speech

Teeth

Physical
Abilities

. 126
 Child Development -- Grade Nine

SCO'E OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

b. Eating habits To stimulate a class discussion on feeding problems Brisbane and Riker,
of young children, arrange a bulletin board display The Developing Child,
of magazine pictures showing young children feeding pp. 189-191
themselves. Discuss feeding problems common to all
young children. With the class draw up a list of Hurlock, Child Growth
practices which will help children form good eating and Development,
habits. pp. 196-203

c. Rest Discuss with the pupils the value of adequate rest Hurlock, Child Growth
and the importance of establishing a routine which and Development,
is conducive to relaxation and sleep. pp. 203-211

d. Toilet training To explore some of the problems concerning toilet Children's Bureau
training, have the pupils read assigned references. Publication #30,
List the problems on the chalkboard and discuss pos- Your Child From
sible solutions. 1 to 6, pp. 13-16
Shuey, Woods, Young,
Learning about Chil-
dren, pp. 120-123
2. Etotional and social To increase the understanding of the, small child Brisbane and Riker,
development and his feelings, have the pupils discuss their The Developing Child,
present feelings about going to the dentist, get- Ch. 8
a. Emotional patterns ting immunization shots and going to the doctor.
With the class discuss the possible relationship of Children's Bureau
(1) General their present feelings to early childhood experiences. Publication #30,
(2) Specific
Develop a list of suggested ways in which children 1 to 6, pp. 36-37
(a) Anger might be helped to deal emotionally with unfamiliar Shuey, Woods, Young,
(b) Fear situations. Learning about
(c) Jealousy Children, pp. 85-89
(d) Sympathy To enable pupils to comprehend that the child handles
his emotions in a different way than do teen-agers
and/or adults, have pupils read assigned reference

127
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

N.IIMMI=1

material concerning anger, jealousy, fear and

sympathy.

To provide further discussion concerning emotions,

discuss the following:

-Why do brothers and sisters often feel

jealous of each other?
-Do you quarrel with brothers and/or sisters?
Why?
-What are same of the advantages and dis-
advantages rt being the oldest, the middle,
the youngest, or the only child?
What are the constructive ways to deal with
jealousy?

b. Social growth To emphasize family unity, have the pupils discuss

the importance of small children having a part in
(1) Family everyday activities. List on the chalkboard acti-
vities that a three-year-old could do with the family
(2) Friends to gain a sense of belonging.

To recognize that this is a period when the child is Shuey, Woods, Young,
not only learning about himself and what he can do, X.aarning about
but that he is also learning to adjust to other people, Children, pp. 177-181
discuss with the class why it is important that chil-
dren be taught to share and to take turns. Brisbane, The Devel-
oping Child, pp. '298 -
305

c. Discipline For background information have pupils read assigned Children's Bureau
references on the value of constructive discipline. Publication #30,
Discuss with pupils the kinds of discipline that are YQUr Child from
most effective. Clarify with pupils the difference to 6, pp. 24-25,
between discipline and punishment. 40-43

128
 Child Development -- Grade Nine

SCOPE OF_ CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Arrange for several pupils to prepare and present Brisbane and Riker,
a dramatic skit illustrating situations conconing
discipline of a young child at mealtime; bedtime; 2b2-PALWIR1BE
Child, PP. 215-218
playtime; etc. After seeing the skit, discuss
with the class constructive approaches to handling
these kinds of situations.

3. Intellectual development After reading assigned references with the class, Brisbane, The Deve1-
have them discuss the components of mental develop-
a. Mental components oana Child, Ch. 9,
ment in the preschool child. 12
(1) Attention Have pupils consider how a child's questions reflect Hurlock, Child
(2) Memory his developing curiosity, and how answers to a Development, Ch. 13
(3) Perception child's questions provide varying degrees of satis-
(4) Reasoning faction and stimulation. Shuey, Woods, Young,
(5) Imagination Learning about Chil-
(6) Curiosity dna, pp. 228-232,
224-228
Fleck, Fernandez,
Munves, Exploring
Home and Family
/lying, pp. 263-264
b. Language ability To emphasize how family and friends influence the
child's word content and use, have several students
(1) Vocabulary participate in a panel discussion entitled "Environ-
(2) Single word mental Effects on a Child's Speech Development."
(3) Sentences
Have the class view the film 112_,..eo'g_mTherrd Film. go Terrible
Trusting Three's. Have pupils compile a list of Two's and Trusting
characteristics common to two- and three-year-olds. Three's, McGraw-Hill

With the help of the class collect examples of ques-

tions asked by three- and four-year-old children.
Examine taped examples of children's speech at dif-
ferent ages for identifying various levels of speech
development.

129
 Child Development -- Grade Nine

SCOPE OF CONTENT
SUGGESTIONS FOR ACTIVITIES
RESOURCES

c. Creativity Define with the class active, creative, dramatic

and social play.
(1) Play
(2) Reading To enable pupils to see that music is an integral
(3) Art part of a child's life, make arrangements for the
(4) Music class to watch television programs designed especi-
(5) Story telling ally for children, which show pre-school children
actively engaged in musical activities and during
story-telling sessions. While viewing the program,
have the class make notes on the attention span of
the children and on examples of the following
behavior:

-a child expressing enjoyment

-a child showing leadership
-a child being a followar
-a child sharing

To help pupils realize the importance of music in

child development, divide the class into four groups
to study one of the following topics: singing;
finger-play, such as short rhymes, dramatized by the
fingers; rhythmic activities, such as clapping or
hopping; and playing rhythm instruments. Each
group should state the purpose of the activity and
demonstrate methods to show the various ways they
could encourage children to sing and respond freely
to music.

To stimulate a class discussion on creativity, have

the pupils bring in examples of art work (other than
from a coloring book) done by two-, three-, and four-
year-olds. Arrange the examples on a bulletin board
and have the class compare them. Discuss the influence
of a coloring book upon the development of creativity.

130
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

To help the pupils understand how story telling Baker and Fane, Under-
promotes a child's interest in reading, have the standing and Guiding
class study suggested references. Young Children,
pp. 175-179
Discuss with the class the important aspects of
a well -told story. Have the pupils use their Hurlock, Child Growth
check lists to evaluate the story told. and Development,
pp. 250-251
Encourage pupils to tell stories to three, four,
or five-year-olds, and use this checklist for Shiley, Woods, Young,
evaluation: Learning about Chil-
dren, pp. 158-159,
STUDENT CHECKLIST FOR STORY TELLING 224-232

Yes No 1. Did you know the story well enough

to tell without reading directly
from the book?
2. Did you sit close enough for chil-
dren to hear and see you?
3. Did you change your voice for
different characters?
4. Did you use facial expresSions?
----.----
5. Did you move your hands and arms
to show action?
6. Did you let the child take part?

7. Did you answer questions as they

were asked?
 Child Development -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

To siimmerize some of the key learnings concerning

child development, help the pupils develop guide-
lines for understanding and working with young
children in the areas of development which they
have studied. These should be kept for future
study and reference.

As a culminating activity, have pupils read the

following poem "The Wisdom of the Ages" and then
discuss the poem in terms of the key learnings of
the child development unit.

THE WISDOM OF THE AGES

Children Learn What They Live - If a child lives with acceptance,

he learns to love.
If a child lives with criticism, If a child lives with approval,
he learns to condemn. he learns to like himself.
If a child lives with hostility, If a child lives with recognition,
he learns to fight. he learns to have a goal.
If a child lives with fear, If a child lives with fairness,
he learns to be apprehensive. he learns what justice is.
If a child lives with pity, If a child lives with honesty,
he learns to be sorry for himself. he learns what truth is.
If a child lives with jealousy, If a child lives with security,
he learns to feel guilty. he learns to have faith in himself.
If a child lives with encouragement, If a child lives with friendliness,
he learns to be confident. he learns that a world is a nice
If a child lives with tolerance, place in which to live.
he learns to be patient.
If a child lives with praise,
he learns to be appreciative. Dorothy Lou Nolte

132
BIBLIOGRAPHY FOR CHILD DEVELOPMENT

A. Books:

Baker, Katherine Read and Fane, Xenia F. Understanding

and Guicr Yo Children. Englewood Cliffs, N. J.:
Prentice-Hall, Inc. 19 7

Better Homes and Gardens Baby Book. New York: Meredith

Press. 1963

Better Homes and Gardens New Cookbook. New York: Meredith

Press. 1965

Brisbane, Holly E. and Riker, Audrey Palm. The Developing

Child. Peoria, Ill.: Charles A. Bennett Company, Inc. 1965

Carson, Byrta and Ramee, MaRue Carson. How You Plan and
Prepare Meals. New York: Webster Division, McGraw-Hill
Book Company. 1968

Hurlock, Elizabeth B. Child Development. New York:

McGraw-Hill Book Compapy. 1964

Hurlock, Elizabeth B. Child Growth and Develo ent. New

York: Webster Division, McGraw-Hill Book Company. 1969

Johnson, Eric W. Love and Sex in Plain Language. Philadelphia:

J. B. Lippincott Company. 1967

McDermott, Irene E. and Nicholas, Florence W. Homemaking for

Teenagers. Peoria, Ill.: Charles A. Bennett Company, Inc.
1966

McWilliams, Margaret. Nutrition for the Growing Years.

New York: John Wiley and Sons, Inc. 1967

Ruslink, Doris. Family Health and Home Nursing. New York:

The Macmillan Company. 1963

Shuey, Rebekah M.; Woods, Elizabeth L.; and Young, Esther Mason.
Learning about Children. New York: J. B. Lippincott, Company.
1969

Smart, Mollie Stevens and Smart, Russell Cook. Living in

Families. Boston: Houghton Mifflin Company. 1965

Wallace, Inez and McCullar, Bernice. Building Your Home Life.

Philadelphia: J. B. Lippincott Company. 1966

133
BIBLIOGRAPHY FOR CHILD DEVELOPMENT (Continued)

B. Pamphlets:

U. S. Department of Health, Education and Welfare:

Children's Bureau:

A Healthy Personality for Your Child

(Publication No. 337). 1966

Infant Care (Publication No. 8), 1965

Your Child from One to Six (Publication No. 30).

1962

National Institute of Mental Health:

LSD Some Questions and Answers. 1969

Public Health Service Publication No. 1828

C. Films:

Baltimore County Central Film Library:

He Acts His Age. McGraw-Hill Text Film Department,

New York

The Terrible Two's and the Trusting Three's.

McGraw-Hill

D. Filmstrips:

Off to a Good Start. H. J. Heinz Company, Pittsburgh,

Pa.

Tots and Teens. McGraw -Hill Text Film Department,

New York

E. Charts:

Dickinson, Robert I., M.D.; Belskie, Abram, D.A.; and Hoffman,

Malvina. Birth Atlas. New York: Maternity Center Association.
1968

The Female Reproductive System and the Menstrual Cycle

(Anatomical Wall Chart). New Jersey: The Education Department
Personal Products Company

Guide to Good gating (Chart No. 4). Chicago: National Dairy

Council
FAMILY HEALTH

Introduction

Maintenance of Family Health

Care of Family Illness

Bibliography

135
 FAMILY HEALTH

INTRODUCTION

Although progress has been made in solving many health

problems, and promoting the health of individuals and families,
life expectancy has increased only slightly during the past
two decades. The incidence of chronic disease, of environ-
mental health problems, of health problems created by popula-
tion growth and aging overshadows the gains in controlling
disease. Many of these health problems at the present time
are largely an individual responsibility. To a great extent
each person is accountable for his own health and that of his
family. This responsibility is in turn integrally related to
each individual's knowledge of health factors which affect him.
To the end that more intelligent decisions regarding personal
and family health may be possible, this unit has been designed
to focus pupils' attention on those ideas and areas of content
that clarify the need to maintain personal and family health.

For health information to be effective, however, it must

be applied. Home economics is unique in providing the practical
background for such application. Dealing as it does with con-
tent so vital to health as: food and nutrition; safety, clean-
liness, and sanitation in the hone; adequate clothing; etc.;
home economics offers the ideal setting for a study devoted to
the responsibility of family members for maintaining their own
health and for providing care and comfort to a patient in the
home.

With increased knowledge of pertinent health factors and

the ability to apply principles of good health suitable for
this grade level, ninth grade pupils are capable of influencing
and implementing the maintenance of good family health in many
everyday practices in the home.

136
 HOME ECONOMICS
Grade Nine

INSTRUCTIONAL AREA: Family Health

GENERALIZATION: Family health may be maintained by under- CONCEPTS: All family members need an understanding
standing and practicing those habits of of those habits of living which promote
living which promote health and those nursing and maintain health and safety.
procedures used in caring for illness in the
home. The understanding and practice of good
home nursing techniques and procedures
may contribute to effective home care
of patients.

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

I. Maintenance of family health

Concept: All family members need an understanding of those

habits of living which promote and maintain health
and safety.

A. Keys of health As a basis for class discussion, arrange a bulletin Wallace and McCullar,
board illustrating "the keys that unlock the doors Building Your Home
1. Sleep of good health": for example; good diet, adequate Life, Ch. 18, 19
sleep, outdoor exercise, love, and security. Dis-
2. Exercise cuss with the pupils the habits that some high Ruslink, Family
school girls have which result in poor nutrition and Health and Home
3. Love lack of sleep. Nursing, Ch. 2

4. Security Focus attention on personal health of pupils by asking

such questions as the following:
5. Nutrition
Do you get adequate daily sleep?
a. Normal Do you eat a variety of foods every day?
Do you think about the selection of foods?
Do you plan time for recreational and
leisure time activities?

137
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

b. Weight-reducing Have pupils read magazines, articles, newspapers, and

pamphlets to obtain additional information on topics
(1) Fad diets concerning the relationship of nutrition and sleep to
health. Throughout the discussion of these topics in
(2) Diet pills class, try to motivate pupils to an awareness of the
individual need to make wise decisions concerning
(3) Liquid food nutrition and sleep.
substitutes
After evaluating their present patterns of eating and
sleeping, have pupils write in their notebooks a plan
and/or schedule for personal improvement in these
areas to promote better daily health. Have pupils
refer to this plan periodically to check on their
progress.

Have the pupils work together in groups to prepare FDA Packet B,

a list of fad diets, diet pills and food substitutes Consumer Protection
they have tried for use in losing or gaining weight. T?rugs - Cosmetics
Have each group prepare and present a report to th'.
class.

Make a composite list of diet drugs, foods and pre-

parations and write them on the chalk board. Discuss
with the class each item on the list in terms of the
success or failure of weight control, and any physical,
mental, or emotional effects resulting from taking
diet drugs.

Have pupils read research articles concerning the

effect of diet pills, drugs, and foods. Discuss
with the class the long range effect of these diet
products on health.

Formulate with the class recommended guidelines for

teenagers to observe for maintaining normal weight.

138
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

B. Housing Have a group of pupils study the topic of housing Detroit Public Schools
as it relates to sanitation and safety in the home. Keys to Safety in
1. Sanitation After studying these principles of sanitation and Homemaking
safety in the home that may prevent illness and dis-
2. Safety ability of family members, have the group of pupils
plan and present a skit to the class portraying the Wallace and McCullar,
principles that they have learned. The title of Building Your Home
the skit may be, "Many Home- caused Ills Cannot Be Life, pP. 453-454
Cured with Pills." After the presentation of the
skit, have the group list for the entire class
some suggestions for prevention of home- oriented
accidents and illnesses.

C. Clothing Ask committees of pupils to design a series of Fleming and Benson,

posters illustrating typical clothing habits of Home Nursing Hand-
adolescents and health problems which are directly book, pp. 4-11
related to the clothing selected. Have the commit-
tees arrange the pictorial displays for the cl&sc. Wallace and McCullar,
to use for reference during activities involving Building Your Home
suitable clothing selection for the maintenance of Life, pp. 502, 507
family health.

D. Emotional health Have a group read references about factors which Fleming and Benson,
contribute to the emotional climate of the home. Home Nursing Hand-
After reading, have this group of pupils make a book, pp. 3-15
collection of cartoons from newspapers and magazines
which show factors contributing to the emotional McDermott and Nicholas,
climate of the home. Have a spokesman for the Homemaking for Teen-
group identify for the class the emotional climate agers, pp. 21-25
created by each situation being shown. Have the
other group members serve as discussion leaders to Fleck, Fernandez,
explore with the class ways in which each cartoon Munves, Exploring
situation could be handled so that the resulting Home and Family
emotional climate would contribute to the happiness Living, pp. 12-17
and security of all family members. and 202-203

139
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Pollard, Laitem,
Miller, rixcerlences
in Homemaking, p. 80
Wallace and McCullar,
Building Your Home
Life, pp. 490-495
E. Personal health habits Assign a group of pupils to study personal health
habits and to develop a checklist to be used by
class members to evaluate their personal health
practices. The checklist maybe referred to periodi-
cally to challenge pupils to think and improve health
habits as a result of new information and knowledge.

F. Periodic health check-ups Have a group of pupils study the values of periodic Ruslink, Family
medical and dental check-ups. Members of the group Health and Home
1. Kinds may interview parents and neighbors in the community Nursing, pp. 21-37
to obtain information. Have these pupils summarize
a. Medical the results of the survey and report their findings
to the class.
b. Dental
Following the discussion of family medical care, have
2. Costs pupils discuss with their parents the approximate
cost of medical services for a family for one year.
Discuss with the class the various ways medical ex-
penses can be paid.

Discuss with the class reasons why the time and

expense given for preventive medicine and the prac-
tice cf wise health habits are really ways of saving
time and money.

G. Public health Have a group of pupils read references to find infor- Fleming and Benson,
mation concerning the changes in the causes of death Home Nursing Hand-
in the United States. Have the pupils identify the book, p. 32

140
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

1. Immunization factors that have affected these changes. To

personalize the study, the members of the committee
2. Vaccination might survey the class to determine the kinds of
immunizations and vaccinations class members have
3. Other practices received.

Discuss the importance of immunization and vacci-

nation including tetanus shots. Develop with the
class a list of public health practices that every
family should observe.

II. Care of family illness

Concept: The understanding and practice of good home nursing techniques

and procedures may contribute to effective home care of patients.

A. Recognition of symptoms Have the pupils collect newspaper and magazine Fleming and Benson,
articles relating stories of illness and school Home Nursing Hand-
1. Early clues attendance and loss of working time. With the class, book, pp. 25-27
formulate a list of illnesses causing the greatest
a. Skin tone loss of time from school or work.
b. Rash
c. Headache After the pupils have read assignments in reference Wallace and McCuIlar,
d. Nausea books and other resource materials to learn more Building Your Ham
e. Pain about the symptoms of illness, identify and discuss Life, p. 470
with the class the most common symptoms of illness.

2. Simple diagnostic Demonstrate for the class the techniques and step- Fleming and Bensmm,
procedures by-step procedures for measuring the body temperature Hance Nursing Hang
by mouth, the care and use of the oral thermameter, book, pp. 23-43-
a. Temperature and the counting of the pulse and respiration (some-
b. Pulse times referred to as the T.P.R.).
c. Respiration

141
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Divide the class into groups of two or three pupils. American Red Cross,
Have each group set up a thermometer tray and prat- Hame Nursing Text-
tice taking and recording each other's temperature, book
pulse, and respiration according to the directions
given in the demonstration.

B. Non -home care Discuss with the pupils the kinds of illness that
may require hospital, or other institutional care.
1. Institutional care For additional information, with the class list the
names of the hospitals and other health care insti-
2. Community service tutions that are located in the community.

a. Private To stimulate a discussion of health publications

concerning care during illness and convalescence,
b. Governmental have pupils examine an exhibit of pamphlets published
by governmental agencies and private and community
health organizations. From these and other sources
have pupils make a directory of free and low cost
health publications that are available to families.

Identify those agencies which render assistance; dis-

cuss with the class the community health services that
are available for individuals and families. With the
class list the kinds of services that are available
in the immediate area.

Invite a speaker from the local health department to

visit the class to explain some of the services offered
for protecting the health of the people in the commun-
ity. Following the talk, provide time for a short
question-answer period.

C. Home care Discuss with the pupils the kinds of illness that Fleck, Fernandez,
may be cared for at.hame. Munves, Living with
Your Family, Ch. 24

142
 Family Health -- Grade Nine
.i.wwww/www.ar=1)

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

1. Role of doctor Discuss with the pupils the importance of having a Hatcher and Andrews,
doctor's diagnosis of illness and of having a doctor's Guide for Today's
2. The home nurse advice. Home Living, Ch. 12

a. Personal health To bring out those characteristics which would be

desirable for a person who acts as home nurse, have
b. Attitude the class discuss personal alialities of persons who
will care for the sick. List the desirable character-
c. Duties and responsi- istics of a home nurse on the chalkboard for pupils
bilities to place in their notebooks for future reference or
study.
(1) Informing doctor
To guide the pupils in thinking of the responsibili-
(2) Keeping chart ties of the home nurse, put the following questions
on the chalkboard:
(a) Temperature
What things has a home nurse done for me?
(b) Pulse What things have I done for a home patient?

(c) Respiration Have pupils read references and develop a list of

responsibilities. For each responsibility listed,
(d) Medication ask the pupils to decide which member of the family,
including young children, teen-age girls and boys,
(e) Treatment young adults, mother, father, grandmother and grand-
father, might be called upon. Discuss with pupils the
desirability of selecting only one family member to be
head nurse.

Discuss with pupils the responsibility of the home Fleming and Benson,
nurse to keep the doctor informed about changes in Home Nursing Hand-
the patient's condition, his reactions to medications book, pp. 15-43
and treatment, and what is done for him between doc-
tor's visits. With the class, discuss and formulate
a chart for recording temperature, pulse, respiration,
medication, and treatment given. (The pupils may

143
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

attach the chart to a clipboard or a clothes pin

clip and keep it for practice in recording data
as the unit of study continues.)

3. Daily nursing care routine Using suggestions given in the references and Wallace and McCullar,
books, with the class, make a proposed plan and/or Building Your Home
a. Cleanliness schedule which could be followed as a daily routine Life, Ch. 20
for home care of a patient.
b. Comfort
Using the daily routine, list techniques of patient
c. Safety care that must be learned in order to keep the
patient comfortable as follows:
d. Treatment
- the care of the patient's mouth and teeth
-washing the patient's face and hands Fleming and Benson,
-combing and brushing the patient's hair Home Nursing Hand-
- bathing the patient book, Ch. 4
-changing an occupied bed
-giving a back rub
- giving medicine
-filling hot water bottle
- using an electrical heating pad
-preparing an ice pack
-preparing a hot and cold compress
- observing protective and safety measures.

4. Physical environment Identify the factors to be considered in the selec- Fleming and Benson,
tion of room for a patient. Home Nursing Hand-
a. Selection of sickroom book, pp. 44-4-
Using a floor plan of a home, have pupils decide
(1) Location which room is best suited for the sickroom. Have American Red Cross
(2) Furnishings pupils discuss the principles of selection which Home Nursing Text-
(3) Noise prompted their choice of sickroom. bc,--)1,:, pp. 134-136
(4) Other
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

b. Adapting the room Using a flannel board show how furniture should be Fleming and Benson,
arranged in the sickroom. Review the essentials Home Nursing Hand-
(1) Safety of safety, comfort, effectiveness, economy and book, p. 3
(2) Comfort appearance as they relate to furniture arrangement
(3) Effectiveness in the sickroom. Discuss the variety of ways that Wallace and McCullar,
(4) Economy may be used to arrive at a satisfactory solution Building Your Home
(5) Appearance to the problem of adapting the furniture in the Life, Ch. 20
i_ekroom.
Ruslink, Family
Health and Home
Nursing, Ch. 11
c. Medical supplies Present an illustrated talk to pupils on the contents, Ruslink, Family
arrangement and use of the home medicine chest. Health and Hame
Following the talk set up the items in a classroom Nursing, PP. 414-416
showcase so that pupils may use the display as a
guide in checking the medical supplies needed at
home.

5. Diet requirements Prepare the most commonly prescribed diets (liquid, Riehl, Family Nurs-
soft, and light). Conduct a discussion of the pro- ing and Child Care,
a. Liquids blems of maintaining good nutrition in varying condi- Ch. 10
tions of illness.
b. Soft foods Fleming and Benson,
Have the pupils consult reference books, magazines, Home Nursing Hand-
c. Light foods and pamphlets to learn more about selection of the book, Ch. 6
amounts and kinds of foods within each of the three
d. Special foods types of diets. From the reading have each pupil Ruslink, Family
plan a diet of each type for one day and check it Health and Home
with the Daily Food Guide. (Pupils may arrange a Nursing, Ch. 13
bulletin board illustration of the diets they have
planned.)

6. Emotional environment Discuss with pupils the need to provide a cheerful

and reassuring atmosphere for the patient.
a. Cheerful environment

145
 Family Health -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

b. Recreational activities Ask me.tbers of the class to complete the following Wallace and McCullar,
sentence with worthwhile activities for the patient: Building Your Home
c. Visiting
Life, Ch. 20
When I am sick I like to . . .
d. Conversation topics When I am sick I like my friends to . .
. Fleming and Benson,
When (grandmother, little sister) is sick Home Nursing Hand-
e. Family cooperation she likes to . . . book, Ch. 7

Make a composite list of the ideas for activities Pollard, Laitem,

given by the class. Have pupils read suggested ref- Miller, Experiences
erences on the values of entertainment for the patient in Homemaking,
and identify the needs of a patient that may be met by PP. 77-80
each activity.
Greer and Gibbs,
Some pupils who are in a position to bring happiness Your Home and You,
to some of the invalids or shut-ins in the community Ch. 29
may make plans for doing so and report to the class
the emotions experienced in carrying out the plan. Riehl, Family Nurs-
ing and Child are,
To show how family cooperation may be provided during
PP. 72-74
an illness, use a skit of a family council in which
pupils plan with family members some mays to share Ruslink,.FamilY
responsibilities. Class members may take notes to Health and Home
identify responsibilities and suggest others that they Nursing, Ch. 13
feel are important.
Wallace and McCullar,
Have pupils read suggested references about guidelines Building Your Home,
for visiting a patient. Role-play situations showing 11.12, Ch. 20
the contrast between good and poor visitors in a sick-
room. Discuss with class how patients have been affected Barclay and Champion,
by discussing negatively-oriented topics. Have pupils Teen Guide to Home-
list suggestions for conversation and personal behavior making, Ch. 21
while visiting a person who is ill.

146
BIBLIOGRAPHY FOR FAMILY HEALTH

Books and Materials:

American Red Cross. Home Nursing Textbook. New York:

Doubleday and Company, Inc:7TO

Barclay, Marion S. and Champion, Frances. Teen Guide to

Homemaking. New York: Webster Division, McGraw-Hill
Book Company. 1967

Consumer Protection - Drugs - Cosmetics (Packet B).

Washington, D. C.: U. S. Department of Health, Education
and Welfare, Food and Drug Administration. 1965

Detroit Public Schools. Keys to Safety in Homemaking.

New York: Webster Division, McGraw-Hill Book Company. 1966

Fleck, Henrietta; Fernandez, Louise; and Munves, Elizabeth.

Exploring Home and Family Living. Englewood Cliffs, N. J.:
Prentice-Hall, Inc. 1965

Fleck, Henrietta; Fernandez, Louise; and Munves, Elizabeth.

Living with Your Family. Englewood Cliffs, N. J.: Prentice-
Hall, Inc. 1965

Fleming, Mary Owers and Benson, Marion C. Home Nursing

Handbook. Boston: D. C. Heath and Company. 1966

Greer, Carlotta and Gibbs, Ellen P. Your Home and You.

Boston: Allyn and Bacon, Inc. 1965

Hatcher, Hazel M. and Andrews, Mildred E. Guide for Today's

Home Living. Boston: D. C. Heath and Company. 1966

McDermott, Irene E. and Nicholas, Florence W. Homemaking

for Teenagers. Peoria, Ill.: Charles A. Bennett Company. 1966

Pollard, L. Belle; Laitem, Helen H.; and Miller, Frances S.

poperiences in Homemaking. New York: Ginn and Company. 1964

Riehl, C. Luise. Family Nursing and Child Care. Peoria, Ill.:

Charles A. Bennett Company, Inc. 1966

Ruslink, Doris. Family Health and Home Nursing. New York:

Macmillan Company. 1963

Wallace, Inez and McCullar, Bernice. Building Your Home Life.

Philadelphia: J. B. Lippincott Company, 19
CAREERS IN HOME ECONCPJCS

Introduction

The Homemaker

Careers in Foods and Nutrition

Careers in Textiles and Clothing

Careers in Child Development

Careers in Housing and Home Furnishings

and Equipment

Careers in Health and Welfare

Bibliography

148
 CAREERS IN HOME ECONOMICS

INTRODUCTION

Choosing a career is one of the most important decisions

a pupil will make. In the ninth grade pupils are exploring
careers in many fields. The opportunities offered in the
field of bane economics should be included in this exploretflon.
The wide range of positions using home economics knowledge and
skills makes the field attractive to girls and boys with varied
interests, talents, and abilities.

Home economics is so closely related to patterns of liv-

ing that it is always a timely field and a permanent one; and
today it is especially so. In a rapidly changing labor market
the demand is increasing for persons trained in areas of service
to individuals, families, and institutions which were formerly
carried out in the hame. Because of the high demand for home -
economics trained persons, the monetary advancement is good.

During the study of careers in home economics, an overview

of the courses offered at the senior high school level as well
as the vocational programs is included. Pupils who plan to at-
tend college are apprised of the wide range of professional-
level positions that are availabl-3 in the various areas of home
economics.

149
 HOME ECONOMICS
Grade Nine

INSTRUCTIONAL AREA: Careers in Home Economics

GENERALIZATION: Home economics is a professional field which CONCEPTS:

offers a wide range of employment opportuni-
Homemaking is a challenging and satisfying
ties and careers.
career.

The area of foods and nutrition offers a

wide variety of employment opportunities.
The area of textiles and clothing offers
a wide variety of employment opportunities.
The area of child development offers a wide
variety of employment opportunities.
The area of housing and home furnishings and
equipment offers a wide variety of employment
opportunities.
The area of health and welfare offers a wide
variety of employment opportunities.

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

I. The homemaker

Concept: Homemaking is a challenging and satisfy-

ing career

A. Family role Identify with the help of the class the major duties (For resources in
and responsibilities of the homemaker and list on the this unit, please
1. Major duties chalkboard. refer' to the biblio-
graphy at the end
2. Qualifications Discuss with pupils the qualifications that a home- of the unit.)
maker should have to perform effectively in the home.
3. Satisfactions In connection with this topic, have pupils discuss
the following questions:

-How does a well-managed home affect the

relationships of family members?
-How does training improve understanding and

150
 re110....1

Careers -- Grade Nine

SCOPE OF CONTENT
SUGGESTIONS FOR ACTIVITIES
RESOURCES

skills needed for homemaking?

What satisfactions are derived from a well managed
hoe?
B. Occupational role Discuss with the class the dual role of women
as home-
makers and wage-earners. Have the pupils consider
1. Major duties how
the homemaker's duties and responsibilities
are altered
by assuming the dual role of homemaking and
2. Qualifications wage-earning.

3. Compensation

II. Careers in foods and nutrition

Concept: The area.of foods and nutrition offers a wide variety of

employment opportunities.

A. Qualifications
Discuss with pupils the kinds of employment
opportunities
that are available to persons with high school and/or
B. Deployment opportunities vocational school training in home economics; for
example,
food service occupations in:

-restaurants
-caterering
-hospitals
-schools
-nursing homes
-daycare centers
-private homes

151
 Careers -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Discuss with pupils the employment opportunities available

to individuals with college degrees in foods and nutrition
that will include the following:

Advertising Copywriter Marketing Specialist

College or High School Teacher Newspaper Food Editor
Consumer Consultant Nutrition Consultant
Community Aid Home Economist Nutrition Research
Dietitian Specialist
Educational Materials Writer Peace Corps Volunteer
&tension Specialist Public Health Nutritionist
Food Chemist Publicity Director
Food Columnist School Lunch Consultant
Food Photographer Space Food Technologist
Food Research Specialist Test Kitchen Home Economist
VISTA Worker
III. Careers in textiles and clothing

Concept: The area of textiles and clothing offers a

wide variety of employment opportunities.

A. Qualifications Have pupils collect clippings concerning employment opportunities

in the field of textiles and clothing. Develop a bulletin board
B. EMployment opportunities to be used in class discussion.

Discuss with the class the kinds of textile and clothing employ-
ment for which high school and/or vocational courses would
provide training.

List on the chalkboard some of these employment opportunities

such as:
-dressmaker's assistant
-decorator's assistant
-dry cleaning worker
-fabric sales worker

152
 Careers -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

List on the chalkboard the careers in textiles and

clothing that require a college degree, for example:
-teacher
-pattern company consultant
-researcher
-home extension agent
-museum curator or consultant
IV. Careers in child dvelopment
Concept: The area of child development offers a wide
variety of employment opportunities.

A. Qualifications Discuss with the class the desirable characteristics

of an employee in the area of child care, such as
-understanding of children's needs and behavior
-dependability
-empathy for children
-sense of responsibility for the safety of child
-ability to meet emergencies
B. EMployment opport.sinities Discuss with the class those occupations in child develop-
ment which would be available to persons with various
levels of training, such as:
-high school courses
-vocational courses
-community college courses
List with the class the kinds of positions in the area of
child development that require a college degree, for example:
-Child Care Specialist -Peace Corps Volunteer
-Child Guidance Counselor -Rehabilitation Specialist
-College or High School Teacher -Research Specialist
-Community Aid Home Economist -Social Worker
- Extension Specialist in -V/STA Workez
Child Development -Welfare Home &onothist
Magazine Editor -Youth Counselor
-Nursery School Teacher

153
 Careers -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

Discuss with the pupils the places of employment in

child development in the community, such as:
-nursery sc hools
-private homes
-hospitals
-retail stares (infant and children's
equipment and supplies)
-recreational centers
-day care centers
-centers for the handicapped

V. Careers in housing and home furnish-

ings and quipment
Concept: The area of housing and home furnishings
and equipment offers a wide variety of
employment opportunities.

Ask pupils fo collect clippings concerning employment

opportunities in the horsing, furnishings, and equip-
ment area. Have pupils list the wide variety of
opportunities in these areas:
-Advertising Copywriter -Laundry Consultant
-Appliance Specialist -Magazine Editor
-City Planning Consultant -Mobile Homes Designer
-College or High School Teacher -Newspaper Writer
-Consumer Consultant -Office Designer
-Department Store Buyer -Product Development Specialist
-Equipment Designer -Product Publicity Director
- bctension Specialist -Public Housing Consultant
-Home Lighting Consultant -Research Specialist
-Home Planning Specialist -Urban Renewal Consultant
-Interior Designer -Utility Home Economist
-Kitchen Planner

154
 Careers -- Grade Nine

SCOPE OF CONTENT SUGGESTIONS FOR ACTIVITIES RESOURCES

VI. Careers in health and welfare

Concept: The area of health and welfare offers a wide

variety of employment opportunities.

Have pupils study some of the home economics career

opportunities in health and welfare, for example:
Health Welfare
City, county, or state departments of health
City, county, or state departments of welfare
Family and child service agencies
Visiting nurse associations
Urban renewal and housing agencies
Food, nutrition, and dairy councils
Health and disease associations and foundations
Peace Corps
U. S. Department of Health, Education, and Welfare
Children's Bureau
Public Health Service
Bureau of Family Services
United Nations
Food and Agriculture Organization
World Health Organization

155
BIBLIOGRAPHY FOR CAREERS IN HCME ECONOMICS

A. Book:

Feingold, S. Norman and Swerdloff, Sol. Occupations

and Careers. New York: Webster Division, McGraw -Hill
Book Company. 1969

B. Pamphlets:

Career Packet. Washington, D. C.: American Home

Economics Association

C. Filmstrip:

A New Look at Home Economics Careers. Washington, D. C.:

American Hame Economics Association. 1964

D. Slides:

Be Involved. Be A Home Economist. Washington, D. C.:

American Home Economics Association. 1969