Course Syllabus-Serving Families and Communities

Baltic High School

Revised 11-10    

Instructor:  Suzy Ries                                Email: suzy.ries@k12.sd.us

Course Description

 

Aim:                            Serving Families and Communities is a semester course focused on human service and designed to help students develop skills needed to identify the needs of others, plan programs of assistance and evaluate their effectiveness.  Groups targeted for assistance may include pregnant teens, homeless, those with mental or developmental disabilities and substance abusers.

 

Rational                      The number of social and human service assistants is projected to grow by nearly 34 percent between 2006 and 2016, which is much faster than the average for all occupations. This occupation will have a very large number of new jobs arise, about 114,000 over the projections decade. Demand for social services will expand with the growing elderly population, who are more likely to need adult day care, meal delivery programs, support during medical crises, and other services. In addition, more social and human service assistants will be needed to provide services to pregnant teenagers, people who are homeless, people who are mentally disabled or developmentally challenged, and people who are substance abusers. - US Dept of Labor: Bureau of Labor Statistics http://www.bls.gov/oco/ocos059.htm

 

Grade Level               10-12

 

Length                        Semester course.   48 minute periods.

 

Prerequisites              None.

 

Text                             None              

Topics Covered         This project-based course focuses on the following topic areas: 

·         Careers and skills in Community Services Pathway

·         Professional, ethical, and legal issues related to family and community issues

·         Characteristics and causes of social problems

·         Social support systems

·         Coping strategies

·         Advocacy groups

·         Giving back through community service

 

 

 


Instructional Philosophy and Delivery Plan

 

Expectation:  Students will be expected to meet all course goals by demonstrating their understanding of the basic concepts of each topic area.  In order to pass the course students will need a minimum of 70% proficiency.

 

Delivery Method:  Instruction will consist of individuals hands on activities and projects, group work, lecture, discussion, reading, writing, self assessment, and use of technology.

 

Community Involvement:  Guest speakers and volunteers will be brought in throughout the course. Students will take a field trip to a domestic abuse shelter and other community service providers and will also use family and community resources to complete individual and group projects.

 

Assessment:  Students will be graded on the following items:  daily work, presentations, written reports, tests, group work, daily participation points and individual projects.  Grades will not be rounded.

 

Course Goals

Core Technical Standards

Indicator #1: Investigate careers in family and community services.

SFC 1.1 Identify careers in family and community services.

Example:

Use a graphic organizer in a computer program (e.x. Inspiration) to brainstorm on different careers in the family and community services field.

Conduct a career web search on different careers related to family and community services.

Using the internet, research and create a visual on related careers.

 

SFC 1.2 Describe preferred skills needed in family and community services careers.

Example:

Job shadow a family and community services professional.

Interview family and community services professional.

Student hosts a panel discussion.

Create a checklist for skills needed in a community services

                         

Indicator #2: Formulate issues that confront human service employees.

 

SFC 2.1 Develop professional and ethical issues to understand situations.

Example:

Listen to a guest speaker on professional and ethical issues.

Complete case studies addressing confidentiality issues.

Develop professional code of ethics.

 

SFC 2.2 Identify legal issues in different human services careers.

Example:

Listen to a lawyer speak on legal issues.

Collect and discuss articles on current, legal issues.

Research child labor laws throughout the last century.

 

SFC 2.3 Describe safety concerns relating to community and family services and provide best practices.

Example:

Participate in a field trip to nursing home, adult training program, juvenile correction facility.

Web search on safety issues.

Summarize licensing laws and regulations that affect service providers and their clients.

                         

Indicator #3: Analyze current social problems and examine support agencies.

 

SFC 3.1 Analyze characteristics and causes of social problems.

Example:

Watch videos, read articles, search Web and summarize specific social problems and develop report.

Hold a class debate on the causes of specific social problems.

Select a problem and research for characteristics and causes.

 

SFC 3.2 Identify the role and responsibilities of personal support systems for community assistance.

Example:

Draw a poster that illustrates the characteristics of a healthy relationship.

Develop a checklist to evaluate a healthy relationship.

Discuss the benefits of relationships in promoting health and satisfaction

 

SFC 3.3 Analyze agencies and services to support individuals and families.

Example:

Design a community pamphlet/portfolio that provides information on local agencies and services.

Conduct scavenger hunt using yellow pages to locate resources.

Distinguish effective communication skills that support individuals and families.

 

SFC 3.4 Select agencies and services that aid specific social problems.

Example:

Research, present and justify findings on a selected service or agency through an oral presentation.

After hearing a panel discussion, respond to case studies.

Describe strategies that help participants make informed choices, access resources, and support, follow

through on responsibilities, and take appropriate risks.

 

SFC 3.5 Examine coping strategies.

Example:

Research and role play coping strategies.

Develop a project to teach others on how to use coping strategies.

Analyze personal, social, emotional, economic, vocational, educational, or recreational issues for individuals and family with a variety of disadvantaged conditions.

                         

Indicator #4: Explain the rights and responsibilities of human service participants and their families

SFC 4.1 Summarize rights and responsibilities of human service participants and their families.

Example:

Brainstorm a patients or family Bill of Rights.

Compare and contrast different agencies patients’ rights and responsibilities with class generated                document.

Develop and maintain a system for accurate and confidential documentation to be used in service organizations.

 

 

 

 

SFC 4.2 Propose an advocacy strategy.

Example:

Develop strategy plan for selected community and family problem.

Write an editorial promoting an area of advocacy.

Create a public service announcement.

Academic Standards:

12th Grade Writing Goals

Indicator 1      Students are able to use appropriate content, organization, form, style in technical business and creative and person writing.

12.W.1.1         Students are able to create an appropriate document for a specific purpose.

 

Indicator 4      Students are able to write across the content areas to clarify and enhance understanding of information.

12.W.4.1         Students are able to analyze information from multiple sources for different perspectives. 

 

11th Grade Writing Goals

Indicator 3      Students are able to use appropriate mechanics, usage, and conventions of language.

11.W.3.1         Students are able to use sentence structure correctly and appropriately for audience and purpose.

 

10th Grade Speaking Goal 3

Indicator 1      Students are able to use appropriate structure and sequence to express ideas and convey information.

10.S.1.1           Students are able to construct and deliver a variety of speeches.

10.S.3.1           Students are able to plan formal oral presentations using various supporting strategies.

 

9-12th Grade Math Goal 3

Indicator 1      Apply measurement concepts in practical applications

9-12.M.1.1      Students are able to choose appropriate unit label, scale and precision.

 

Transferable Work Skills

Foundation Skills

Basic Skills:  Reading, writing arithmetic, mathematics, speaking and listening

Higher-Order Thinking Skills:  Thinking creatively, making decisions, solving problems, reasoning

Personal Qualities:  Individual responsibility, self-esteem, social ability, self-management and integrity

Competencies

Resources:  Allocating time, money, materials

Interpersonal Skills:  Working on teams, teaching others, leading, negotiating

Information:  Acquiring and evaluating data, organizing files, interpreting and communicating, using computer

to process information.

Systems:  Understanding social and technological systems

Technology:  Selecting equipment and tools, applying technology to specific tasks

 

Major Course Projects

·         Personal values and learning styles assessment project

·         Create an advertisement to sell or find a friend

·         Create a family bill of rights

·         Develop a personal code of ethics

·         Abuse Project

·         Domestic Violence Around the World

 

Assessment Plan and Grading Scale

 

Student assessment will be based upon group work and / or individual completion of project journals, presentations, written reports, tests on concept knowledge and demonstrations of important skills. 

 

·         Daily Participation:  Attendance, class behavior, participation and attitude

·         Tests/Quizzes:  Evaluation of concept knowledge through tests/quizzes and application through hands-on assessment.

·         Projects:  Quality of projects, reports, oral and written presentations and lab work.

·         Daily Work:  Daily assignments, journal, and self/group evaluations.

 

 

Grading Scale:

            A         95-100

            A-        93-94

            B+       91-92

            B         88-90

            B-        86-87

            C+       84-85

            C         79-83

            C-        77-78

            D+       75-76

            D         72-74

            D-        70-71

 

Course Outline

 

I.                   Overview of Families and Communities

A.         Careers in families and communities

B.          Career Assessment

C.          Skills needed in careers serving families and communities

D.         Compare skills needed to personal interest

 

II.                Issues in Human Services

A.        Professional and ethical issues

a.       Case studies

b.      Personal code of ethics

B.         Legal issues and current legislation

C.         Social Problems

a.       Current social problems

                                                                          i.      Abuse

                                                                        ii.      Domestic Violence

                                                                      iii.      Addiction

                                                                      iv.      Suicide and Depression

                                                                        v.      Psychological Problems

                                                                      vi.      Other issues

b.      Characteristics and Causes of Social Issues

c.       Community needs

d.      Characteristics of healthy relationships

                                                                          i.      Communication

1.      Identify barriers that interfere with positive communication

a.       Active listening

b.      Understanding cultural barriers

2.      Practice techniques to encourage positive communication in relationships

                                                                        ii.      Conflict Resolution

1.      Handling conflict

2.      Stress management

D.    Support systems, agencies and programs

E.     Coping strategies

a.       Community agencies

b.      Intervention

F.      Advocacy and strategies

 

III.             Special issues for families and communities

A.     Cultural Understanding

a.       Communication in other cultures

b.      Family hierarchies

c.       Parenting and families

d.      Other cultural issues

B.     Exploring Marriage

a.   Customs and Laws

a.       Divorce and remarriage

b.      Custody laws

IV.             Giving Back Through Community Service

A.     Values and beliefs

B.     Community service opportunities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Welcome to Family and Consumer Sciences!

Serving Families and Communities

 

Classroom and Course Guidelines for Success

Behavior:

·        Be nice, be careful and do good work.

·        Come prepared for class and be on time.

·        Pick up after yourself.

Assignments and homework

·        Please label each assignment with your name, course, period and assignment information

·        Turn in assignments on time, and do your own work, to receive full credit.  The late work and 5th hour policies are posted on the back wall of the classroom.

·        If you miss class, you can find your make up assignments on the back counter with a  melon colored “Make up work for FACS” sheet attached. 

·        Do your best work the first time around – extra credit is rarely given.

Classroom Guidelines

·        Keep yourself busy if you get done with your work early.  Books and magazines are available on the bookshelf in the back of the room for you to read – help yourself and return them when you are done.

·        Pop, candy or snacks are allowed for special events only.    Foods prepared in cooking lab will stay in the kitchen.

·        In the FACS classroom, I will be fair – but that does not mean everyone will be treated equally.  I will do everything I can to make sure every individual gets what they need to be successful.

Daily Points:

·        Each student is given one daily point based on attendance, participation and attitude.  Students gone to school sponsored events will still receive their daily point.  If you are gone for an extended period of time, talk to me and we will handle your case individually.

 

 

Contact Information:  Please contact me if you have any questions

Phone: 359-5507                

Email: suzy.ries@k12.sd.us

Website:  http://sr047.k12.sd.us/

 

Course syllabi and many handouts and note guides can be found on my Blackboard Learn          webpage at  https://courses.k12.sd.us/