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BLOOMFIELD PUBLIC SCHOOLS

Bloomfield, New Jersey 07003

Curriculum Guide

Independent Life in the 21st Century (formerly Independent Living and Life Skills)

Grades 11 & 12

Prepared by: Courtney Mullane

Joanne Decker, Director of Student of Achievement

Salvatore Goncalves, Superintendent of Schools

Conforms to NJCCCS Standard 9 – 21st Century Life and Careers

Board Approved: September 29, 2015

Independent Life in the 21st Century: Grades 11 & 12 Curriculum Guide

Table of Contents Introduction Texts and Resources References Sequence of Material UBD Outline Topical Units: Unit 1: Personal Development Unit 2: Personal Finance/Financial Literacy Unit 3: Management and Consumer Decisions Unit 4: Careers Unit 5: Basics of Clothing, Planning, Selection and Care Unit 6: Personal Housing and Living Space Unit 7: Food, Nutrition and Wellness

Independent Life in the 21st Century Introduction 2.5 Credits Semester Class No Prerequisites Grades 11 & 12 Independent Life in the 21st Century is a semester course designed to prepare students to be healthy, active, productive and successful members of their home, community and the world in the 21st century, whether they choose to live as a single, married or with a family. Students will be introduced to basic life skills including personal health and wellness; communications; decision making; career management; and consumer choices. Course topics include: personal development; career assessment, selection and preparation for employment; resume writing and interviewing skills; housing choices and home furnishing; home and personal finance including personal banking, credit, insurance, contracts, mortgages; healthy food choices, food purchasing and basic preparation skills; and, clothing design, selection, care and maintenance. Students will explore and apply learning to real life challenges in a series of relevant hands-on activities designed to reinforce and extend the core life skills concepts. An individual “on your own” simulation project will also allow students to experience first hand the roles, responsibilities and challenges of life on their own. In addition, direct access to local professionals and experts will afford students the opportunities to: 1) observe/participate in career preparation and selection events; 2) receive expert health and wellness information; 3) consult with local financial experts; 4) evaluate major purchases; and, generally use these individuals when possible to add reality and validate our projects and activities. This curriculum is prepared to be aligned with NJDOE high school graduation requirements designed to equip students with 21st century skills and will meet the 2.5 credit requirement for a course in financial literacy.

RESOURCES Adopted Texts Creative Living, Linda R. Glosson, PhD; Janis P. Meek, CFCS; Linda G. Smock, CFCS. Copyright 2000, Glencoe McGraw-Hill, Peoria, IL Other Resources BHS Media Center references: Books, software, DVD’s, and misc. materials in the areas of: Career, Health, Food, Clothing, Consumer Reports, Financial Literacy, etc. Business Applications Software: Word, Excel, Power Point, MS Outlook and others TBD Internet: www.uen.org www.juniorachievement.org/web/programs/resources Monster.com; NJ Jobs.com USDA.gov; mypyramid.com Food manufacturer sites: i.e., Food preparation equipment sites: i.e., Clothing Care sites:

Bloomfield Public Schools Understanding by Design Unit Template

Title of Unit Unit 1 – Personal Development Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century

Life & Careers K-12 Time Frame 20 days

Developed By BHS Family and Consumer Sciences Department

Desired Results (Stage 1)Established Goals

Established Goals: New Jersey Core Curriculum Content Standards STANDARD 9 21st CENTURY LIFE AND CAREERS

CONTENT AREA: STANDARD 9.1: PERSONAL FINANCIAL LITERACY

STRAND A: INCOME AND CAREERS

NUMBER STANDARD STATEMENT

By the end of Grade 12, students will be able to:

9.1.12.A.1

Differentiate among the types of taxes and employee benefits.

9.1.12.A.2 Differentiate between taxable and nontaxable income.

9.1.12.A.3

Analyze the relationship between various careers and personal earning goals.

9.1.12.A.4 Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs, and possible debt.

9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market.

9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice.

9.1.12.A.7 Analyze and critique various sources of income and available resources (e.g., financial assets, property, and transfer payments) and how they may substitute for earned income.

9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services.

9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions.

9.1.12.A.10 Demonstrate how exemptions and deductions can reduce taxable income.

9.1.12.A.11 Explain the relationship between government programs and services and taxation.

9.1.12.A.12 Explain how compulsory government programs (e.g., Social Security, Medicare) provide insurance against some loss of income and benefits to eligible recipients.

9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice.


STRAND B: MONEY MANAGEMENT



9.1.12.B.1 Prioritize financial decisions by systematically considering alternatives and possible consequences.

9.1.12.B.2 Compare strategies for saving and investing and the factors that influence how much should be saved or invested to meet financial goals.

9.1.12.B.3 Construct a plan to accumulate emergency “rainy day” funds.


STRAND B: MONEY MANAGEMENT


9.1.12.B.4 Analyze how income and spending plans are affected by age, needs, and resources.

9.1.12.B.5 Analyze how changes in taxes, inflation, and personal circumstances can affect a personal budget.

9.1.12.B.6 Design and utilize a simulated budget to monitor progress of financial plans.

9.1.12.B.7 Explain the meaning of income tax, describe how it is calculated, and analyze its impact on one’s personal budget.

9.1.12.B.8 Describe and calculate interest and fees that are applied to various forms of spending, debt, and saving.

9.1.12.B.9 Research the types and characteristics of various financial organizations in the community (e.g., banks, credit unions, check‐cashing stores, et. al.).

9.1.12.B.10 Develop a plan that uses the services of various financial institutions to meet personal and family financial goals.


STRAND C: CREDIT AND DEBT MANAGEMENT



9.1.12.C.1 Compare and contrast the financial benefits of different products and services offered by a variety of financial institutions.

9.1.12.C.2 Compare and compute interest and compound interest and develop an amortization table using business tools.

9.1.12.C.3 Compute and assess the accumulating effect of interest paid over time when using a variety of sources of credit.

9.1.12.C.4 Compare and contrast the advantages and disadvantages of various types of mortgages.

9.1.12.C.5 Analyze the information contained in a credit report and explain the importance of disputing inaccurate entries.

9.1.12.C.6 Explain how predictive modeling determines “credit scores.”

9.1.12.C.7

Analyze the rights and responsibilities of buyers and sellers under consumer protection laws.

9.1.12.C.8

Identify the types and characteristics of predatory lending practices (e.g., payday loans, car title loans, high‐risk mortgages).

9.1.12.C.9 Evaluate the implications of personal and corporate bankruptcy for self and others.


STRAND D: PLANNING, SAVING, AND INVESTING



9.1.12.D.1 Calculate short‐ and long‐term returns on various investments (e.g., stocks, bonds, mutual funds, IRAs, deferred pension plans, and so on).

9.1.12.D.2 Assess the impact of inflation on economic decisions and lifestyles.

9.1.12.D.3 Summarize how investing builds wealth and assists in meeting long‐ and short‐term financial goals.

9.1.12.D.4 Assess factors that influence financial planning.

9.1.12.D.5 Justify the use of savings and investment options to meet targeted goals.

9.1.12.D.6

Analyze processes and vehicles for buying and selling investments.

9.1.12.D.7 Explain the risk, return, and liquidity of various savings and investment alternatives.

9.1.12.D.8 Explain how government and independent financial services and products are used to achieve personal financial goals.

9.1.12.D.9 Relate savings and investment results to achievement of financial goals.

9.1.12.D.10 Differentiate among various investment products and savings vehicles and how to use them most effectively.

9.1.12.D.11 Assess the role of revenue‐generating assets as mechanisms for accruing and managing wealth.

9.1.12.D.12 Compare and contrast the past and present role of government in the financial industry and in the regulation of financial markets.

9.1.12.D.13 Determine the impact of various market events on stock market prices and on other savings and investments.

9.1.12.D.14

Evaluate how taxes affect the rate of return on savings and investments.

9.1.12.D.15 Analyze how savings, retirement plans, and other investment options help to shift current income for purposes of tax

reporting and filing.


STRAND E: BECOMING A CRITICAL CONSUMER



9.1.12.E.1 Evaluate the appropriateness of different types of monetary transactions (e.g., electronic transfer, check, certified check, money order, gift card, barter) for various situations.

9.1.12.E.2 Analyze and apply multiple sources of financial information when prioritizing financial decisions.

9.1.12.E.3 Determine how objective, accurate, and current financial information affects the prioritization of financial decisions.

9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the prioritization of consumer decisions and spending.

9.1.12.E.5

Evaluate business practices and their impact on individuals, families, and societies.

9.1.12.E.6 Evaluate written and verbal contracts for essential components and for obligations of the lender and borrower.

9.1.12.E.7

Apply specific consumer protection laws to the issues they address.

9.1.12.E.8 Relate consumer fraud, including online scams and theft of employee time and goods, to laws that protect consumers.

9.1.12.E.9

Determine when credit counseling is necessary and evaluate the resources available to assist consumers who wish to use it.

9.1.12.E.10 Determine reasons for the increase of identity theft worldwide and evaluate the extent to which victims of identity theft are successful in fully restoring their personal identities.


STRAND F: CIVIC FINANCIAL RESPONSIBILITY



9.1.12.F.1 Relate a country’s economic system of production and consumption to building personal wealth and achieving societal responsibilities.

9.1.12.F.2

Assess the impact of emerging global economic events on financial planning.

9.1.12.F.3 Analyze how citizen decisions and actions can influence the use of economic resources to achieve societal goals and provide individual services.

9.1.12.F.4

Summarize the purpose and importance of a will.

9.1.12.F.5 Compare and contrast the role of philanthropy, volunteer service, and charities in community development and quality of life in a variety of cultures.

9.1.12.F.6 Explain the concept and forms of taxation and justify the use of taxation to fund public activities and initiatives.





9.1.12.G.1 Analyze risks and benefits in various financial situations.

9.1.12.G.2 Differentiate between property and liability insurance protection.

9.1.12.G.3 Compare the cost of various types of insurance (e.g., life, homeowners, motor vehicle) for the same product or service, given different liability limits and risk factors.

9.1.12.G.4 Evaluate individual and family needs for insurance protection using opportunity‐cost analysis.

9.1.12.G.5 Differentiate the costs and benefits of renter’s and homeowner’s insurance.

9.1.12.G.6 Explain how to self‐insure and how to determine when self‐insurance is appropriate.

9.1.12.G.7 Determine when and why it may be appropriate for the government to provide insurance coverage, rather than private industry.

9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION

STRAND C:

CAREER PREPARATION



9.2.12.C.1

Review career goals and determine steps necessary for attainment.

9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

9.2.12.C.3

Identify transferable career skills and design alternate career plans.

9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.

9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

9.2.12.C.8

Assess the impact of litigation and court decisions on employment laws and practices.

9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Primary Interdisciplinary Connections

NJCCS Standard: 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.G Comprehension Skills and Response to Text 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3,2B. Writing as a Product (resulting in a formal product or publication) 7.1 World Languages Cultural: personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality, descriptions, school likes/dislikes, and pastimes). Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) 7.1.NM.A.3 recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, objects based on simple oral/and or written descriptions. 8.1. Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.A Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.D Digital Citizenship Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use of the Creative Commons guidelines. E. Research and Information Literacy Effective use of digital tools assists in gathering and managing information. F. Critical Thinking, Problem Solving, and Decision-Making Information accessed through the use of digital tools assist in generating solutions and making decisions

21st Century Interdisciplinary Themes: ___x__ Global Awareness ___x__ Financial, economic, business, and entrepreneurial literacy ___x__ Civic Literacy ___x__ Health Literacy

Transfer

Students will be able to independently use their learning to… T1. Demonstrate creative, critical thinking, and use collaborative and problem solving skills to function successfully as global citizens and workers in a diverse ethnic and organized culture.

MeaningUnderstandings Essential Questions

Students will understand that… Students will keep considering… A healthy knowledge of self is necessary for the development of personal growth. Healthy relationships build self esteem and promote positive skills to transfer into daily living.

EQ.1. In what five areas do teens experience changes? EQ.2. How is personality expressed? EQ.3. What factors influence the development of personality? EQ.4. What is the difference between self-concept and self-esteem? EQ.5. What is a person’s potential? EQ.6. What is character? EQ.7. What are values? EQ.8. What influences values? EQ.9. What are ways to help you choose among values? EQ.10. What are ways in which you can show responsibility and responsible behavior? EQ.11. What is the difference between needs and wants? EQ.12. What purpose do goals serve? EQ.13. What is the difference between a short-term and long-term goal? EQ.14. What is the difference between a fixed and flexible goal? EQ.15. How do you use values to set priorities among goals? EQ.16. What are the guidelines used for setting effective goals? EQ.17. What are the resources you have to achieve goals? EQ.18. Why do people sometimes avoid making decisions? EQ.19. What are the six steps in the decision-making process? EQ.20. What are problems that people sometimes have in making decisions? EQ 21. What does it mean to have confidence in yourself? EQ.22. What are the steps in developing and following through on an action plan? EQ. 23. What is the importance of seeing barriers as challenges and not barriers? EQ. 24. How does communication affect relationships? EQ. 25. Do workplace and personal relationships differ?

AcquisitionKnowledge Students will know…

SkillsStudents will be able to…

Teens develop physically, emotionally, intellectually, morally, and socially. Personality is expressed as emotional, social, and intellectual characteristics. Heredity and environment influence the development of personality. Self-concept is the image you see of yourself; self-esteem is how you feel about yourself. Potential is the capacity to do something; potential may or may not be fulfilled. Character is one’s moral strength and integrity. Values are influenced by family, friends, social and other media, and religious organizations. Aim for positive values; listen to your conscience; turn to family; gain knowledge; evaluate the source; talk to others. Responsibility to self, family, friends, and society. Needs are those things required for survival. Wants are those things you would like to have or do, but that are not essential. Goals give direction, something to aim for in life. A short-term goal is something you want to accomplish soon. A long-term goal is something you plan to accomplish sometime farther in the future, six months and later. A fixed goal must be met at or by a certain time. A flexible goal has no definite time limit. Use values to determine which goals are most important. Guidelines for setting goals include analyze each goal, put goals in writing, be specific, make a commitment, and consider your resources. Resources for accomplishing goals include human, material, and community resources. People sometimes avoid making decisions because decisions involve risk. State the decision, list the options, weigh the possible outcomes, consider values, make a decision and act, evaluate the decision. People sometimes have problems making decisions due to procrastination, impulsiveness, avoidance, deferring, or blaming. Having confidence means believing in yourself and your own abilities. An action plan should include specific strategies for making change as well as ways to judge whether they are working; modeling, contracting, visualizing, rehearsing.

Identify the five areas in which teenagers experience changes. Explain how personality is expressed. Analyze the factors that influence personality. Compare and contrast self-concept and self-esteem. Define potential and explain how to develop for one self. Define character. Explain what values are. Describe influences on values. Analyze your own values. Describe responsibility and responsible behavior. Distinguish between needs and wants. Explain why goals are valuable. Distinguish between ST and LT goals and between fixed and flexible goals. Explain how to set effective goals, Identify the resources you have to achieve goals. Explain why people sometimes avid making decisions. Describe the six step decision making process. Identify problems people have in making decisions. Explain what it means to have confidence in yourself. List the steps in developing and following through on an action plan. Explain the importance of seeing barriers as challenges not obstacles.

Evidence (Stage 2) Checks for Alignment Evaluation Criteria

Performance is judged in terms of…

Assessment Evidence

Learning objectives L 1-6

Bloom’s Taxonomy: Remembering Understanding Applying Analyzing Evaluating Creating

Rubric

Transfer Task(s) Formative: Do now questions presented daily on the board with required written responses, followed by discussion and Q. & A. Student activity worksheets Teacher-led discussions on unit materials Summative: Assessments will include classroom assignments, participation, evaluations and rubrics, homework, tests, quizzes, and project.



Rubric

Other Evidence Formative: Periodic questions Review of prior knowledge Q. & A. Group presentations

Summative: Rubrics Written responses to questions Participation Tests, quizzes Online research

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals.

Required Activities Required Resources Activity & Assignment Grade

Read and discuss the Personal Development segment pps 24-32. Discussion/Q&A/Terms to know

Textbook, Worksheets

Activity & Assignment Grade

Read Text pps 44-50; Discuss/Q&A/Terms to know Textbook, Worksheets


Read Text pps 52-58; Discuss/Q&A/Terms to know Textbook, Worksheets

Project Grade & Rubric

Complete “Goal Setting” project Project outline & rubric

Activity Assignment & Grade

Read texts pps 60-67/Q&A/Terms to know Textbook, Worksheets


Students view “Personal Potential” video & complete worksheet/Q&A/Terms to know

DVD, Worksheet

Quizzes & Tests

Taking quizzes & tests along with the chapters and units Books, notes, handouts, student activity sheets

Presentation Rubric

Students research and present on Bi Weekly related consumer News Topics

Websites, magazines, newspapers


Students engage in role playing in personal decision making process.

Role play situations


Students view the Body Language videos & complete worksheet; discussion/Q&A/Terms to know

Video, Worksheet

Activity & Assignment

Students engage in role playing a variety of non-verbal communication examples.

Role play situations

Strategies for Differentiation Work in teams

Use photos, Internet, power points, images, etc.

Pair up with partners

Relate to real-life situations

Provide a model or prototype

Role play

Allow extra time as needed

Modify tests/quizzes

Go over information previously learned

Give word keys

Break up chapters into smaller parts

Choose various learning styles, auditory, visual, tactile, and kinesthetic

Choose a variety of learning activities

Check for understanding throughout the unit


Title of Unit Unit 2 – Personal Finance Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century




Established Goals: New Jersey Core Curriculum Content Standards SEE UNIT 1 STANDARD 9 GOALS



21st Century Interdisciplinary Themes: __x___ Global Awareness __x___ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy _____ Health Literacy

Transfer



Students will understand that… Students will keep considering… Managing Money Managing Credit

EQ.1. What are the benefits of managing money? EQ.2. What are essential money management and personal financial skills? EQ.3. What are the many financial services that are part of today’s world? EQ.4. What are sources of income? EQ.5. How do you categorize expenses? EQ.6. How do you create a budget/personal financial plan? EQ.7. What is credit? EQ.8 What are the different types of credit? EQ.9. What are the steps you can take to build a good credit rating?

AcquisitionKnowledge Students will know… The main reasons for learning sound money management is to meet current and future financial goals and for self-reliance and self-protection. One needs essential money management and personal financial skills to help one manage one’s money to meet present needs and wants and save for the future. One needs to explore the many financial services that are available. Credit is an arrangement in which someone receives money or merchandise now and promises to pay for it later. Determine income, record expenses, create a plan, and stick to a plan. Use credit for emergencies only; for needed goods and services; for expensive purchases that have a long lifetime; pay charges within the grace period; shop wisely for credit.

SkillsStudents will be able to… Describe the benefits of managing money. Identify essential money management and personal financial skills. Describe the many financial services that are part of today’s world. Create a budget/personal financial plan. Explain what credit is. Describe different types of credit. Describe the steps you can take to build a good credit rating. Identify ways to use credit wisely.



Assessment Evidence



Rubric




Rubric






Read pps 300-311/Discuss/Q&A/Terms to know Text, worksheets


Using Practical Money Skills booklet, students will complete bank account, check writing, savings accounts, balancing account statements, etc. activities

Workbook




Using Practical Money Skills workbook, students will complete credit activities

Workbook


Guest speaker to discuss personal finance topics; in groups, students will generate questions to ask speaker prior to his/her arrival

Speaker

Project & Rubric

Students will develop a spending and budget plan to reach a goal.

Worksheets, rubric

Quizzes & Tests





Students will apply 4 step of management process to a current situation and discuss and analyze benefits; time management & stress-coping skills are to be included.

Text, worksheets






Role play




Give word keys






Title of Unit Unit 3 – Management and Consumerism Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century





Primary Interdisciplinary Connections NJCS Standard: 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.G Comprehension Skills and Response to Text 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3,2B. Writing as a Product (resulting in a formal product or publication) 7.1 World Languages Cultural: personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality, descriptions, school likes/dislikes, and pastimes). Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) 7.1.NM.A.3 recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, objects based on simple oral/and or written descriptions. 8.1. Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.A Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.D Digital Citizenship Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use of the Creative Commons guidelines. E. Research and Information Literacy Effective use of digital tools assists in gathering and managing information. F. Critical Thinking, Problem Solving, and Decision-Making Information accessed through the use of digital tools assist in generating solutions and making decisions

21st Century Interdisciplinary Themes: _x____ Global Awareness ___x__ Financial, economic, business, and entrepreneurial literacy _x____ Civic Literacy _____ Health Literacy

x Transfer



Students will understand that… Students will keep considering… An informed consumer has the necessary tools to make good choices and manage their resources in a positive manner.

EQ.1. What is a consumer? EQ.2.What resources do you have available to you? EQ.3. What are ways to increase resources and use them more effectively? EQ.4. What are the four steps in the management process? EQ.5. What are the benefits of time management? EQ.6. What are ways to handle stress? EQ.7. What are the main resources consumers use to make wise choices? EQ.8. How do you evaluate store sales? EQ.9. How can you avoid buying on impulse? EQ.10. What different kinds of stores are available? EQ.11. What are the strategies utilized for comparison shopping? EQ.12. What are the six consumer rights? EQ.13. What basic information do you need when making a complaint? EQ.14. What are the actions that can be taken if a business does not act on a complaint? EQ.15. What are the purposes and benefits of advertising? EQ.16. What are the kinds of advertising media? EQ.17. What are the basic types of advertising? EQ.18. What are common advertising techniques? EQ.19. What consumer strategies can be utilized to evaluate advertisements?



A consumer is a person who buys and uses products and services. The resources available to people are human, material, community, and natural. The potential to expand your knowledge and skills is always with you. The steps in the management process are planning, organizing, implementing, and evaluating. You get more done; have time for duties and leisure; gain respect and reputation for reliability. The way you manage stress can affect every aspect of your wellness. The main resources are family and friends; consumer and other magazines; own skills. Making shopping list; take little extra money; avoid shopping when resistance is low or to cheer self up; have item put on hold. Ways you can gather information when comparison shopping include demonstrations; labels and service manuals; warranties; friends and relatives; magazines; store staff; on-line. The six consumer rights are: the right to safety, to be informed, to choose, to redress, to consumer education, to be heard. You must include when and where you bought the item; whom to contact; problem with purchase; how you want the problem solved. You can contact the BBB or possibly Chamber of Commerce; contact professional association or CAP; contact government agency; band together with other consumers; take legal action. The purposes of advertising are to persuade consumers to buy product or service; influence behavior and public opinion. Advertising techniques include attention-getting headlines; demonstrations; testimonials; animation; presenters; emotional appeals; slogans and jingles.

Define a consumer. Identify the resources that that you have or are available to you. Identify ways to increase your resources and use them more effectively. Identify the four steps in the management process. Summarize the benefits of time management. List ways one can handle stress. Identify the resources that can help you make wise purchases. Evaluate store sales. Discuss impulse buying. Summarize different kinds of stores. Develop comparison shopping strategy. Describe the six rights of the consumer. Explain the ways to make a complaint. Analyze consumer actions to determine if they are considerate and honest. Explain the purposes and benefits of advertising. Describe the kinds of advertising media. Contrast the basic types of advertising. Explain different advertising techniques. Evaluate advertisements using consumer strategies.



Assessment Evidence



Rubric




Rubric






Read pps 328-337/Discuss/Q&A/Terms to learn Text, worksheets


Students will plan a purchase using comparison shopping strategies.

Text, notes, Internet research, catalogues


Text pps 338-347/Discuss/Q&A/Terms to know Have students research laws protecting consumers

Text, worksheets, Internet


Have students compose letters to manufacturers with real product questions

Letter template, magazines, newspapers, Internet, computers

Project & Rubric Grade

Text pps 320-327/Discuss/Q&A/Terms to know In a group, students will create an advertisement for a teen product.

Text, Worksheets Magazines, newspapers, Internet, computers


Students will engage in an ad evaluation activity Magazines, newspapers, Internet

Presentation Rubric

Students will engage in Bi Weekly related consumer News Topics

Rubric, Internet, newspapers, magazines

Quizzes & Tests

Taking quizzes and tests along with the chapters & units Books, notes, handouts, student activity sheets






Role play




Give word keys






Title of Unit Unit 4– Careers Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century




Established Goals: New Jersey Core Curriculum Content Standards STANDARD: SEE UNIT 1 STANDARD 9 GOALS


NJCCS Standard: 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.G Comprehension Skills and Response to Text 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3,2B. Writing as a Product (resulting in a formal product or publication) 7.1 World Languages Cultural: personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality, descriptions, school likes/dislikes, and pastimes). Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) 7.1.NM.A.3 recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, objects based on simple oral/and or written descriptions. 8.1. Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.A Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.D Digital Citizenship Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use of the Creative Commons guidelines. E. Research and Information Literacy Effective use of digital tools assists in gathering and managing information.

F. Critical Thinking, Problem Solving, and Decision-Making Information accessed through the use of digital tools assist in generating solutions and making decisions

21st Century Interdisciplinary Themes: __x___ Global Awareness __x___ Financial, economic, business, and entrepreneurial literacy ___x__ Civic Literacy _____ Health Literacy

TransferStudents will be able to independently use their learning to… T1. Demonstrate creative, critical thinking, and use collaborative and problem solving skills to function successfully as global citizens and workers in a diverse ethnic and organized culture.


Students will understand that… Students will keep considering… Career selection is one of the most important decisions of an individual’s life.

EQ.1. Why is choosing a career one of the most important decisions in one’s life? EQ.2. Why is it necessary to evaluate ones skills, knowledge and qualities prior to selecting a career? EQ.3. How do you integrate goal setting and decision making into the career planning process? EQ.4. What are work opportunities for teens? EQ.5. What career opportunities will be available for the 21st century employee? EQ.6. How do you look for a job? EQ.7. How do you prepare a resume? EQ.8. How do you complete applications? EQ.9. How do you prepare for an interview?



Work enables people to earn money to pay for their physical wants and needs; it also contributes to their emotional, intellectual, and social well-being. Conducting a self-assessment to include your personal interests, skills and aptitudes, personality traits, and values will assist you in selecting the right career for you. Goal setting is an important component of the career planning process. Possible work experiences for teens include part-time jobs, volunteer work, entrepreneurship, cooperative programs, youth employment programs, and internships. One needs to be aware of those careers available to the 21st century employee. There are steps to take in conducting a job search. A resume is a personal profile of all the skills, strengths, and experiences that you have. Job applications need to be completed during a job search. One needs to prepare for a job interview.

Explain the impact of work on people’s lives. Identify considerations during a career self-assessment. Integrate goal setting and decision making into the career planning process. Identify work opportunities for teens. List 21st century career opportunities. Develop a resume for a selected career. Complete a job application for a selected career. Identify strategies to utilize during an interview.



Assessment Evidence



Rubric




Rubric






Read text pps 76-85’Discuss/Q&A/Terms to know Text, worksheets

Project, Presentation, and Rubric Grade

Students will engage in - A career and interests assessment test - Determine preparation needed for career choice - Complete a job application - Prepare resume, cover letter - Practice interviewing and thank you letters - Present findings to class

Assessment test, handouts, Internet, resume/cover letter/thank you letter/application templates, career resources/handbooks, etc.


Students will research projected high demand career fields for the future.

Internet

Quizzes & Tests

Taking quizzes and tests along with the chapters and units Books, notes, handouts, student activity sheets






Role play




Give word keys






Title of Unit Unit 5 - Clothing Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century







21st Century Interdisciplinary Themes: _____ Global Awareness __x___ Financial, economic, business, and entrepreneurial literacy __x___ Civic Literacy __x___ Health Literacy



Students will understand that… Students will keep considering… Clothing is a means of self expression.

EQ.1. What factors influence our clothing selection? EQ.2. What are the elements and principles of design? EQ.3. What is the importance of a wardrobe plan? EQ.4. How do you apply basic design principles to create a desired impression in specific social and professional situations? EQ.5. How do you evaluate clothing fit and quality and cost? EQ.6. What are the points to remember in washing, drying and pressing clothing? EQ.7. What are simple clothing repairs? EQ.8 What are various careers and types of jobs available in the clothing industry?

AcquisitionKnowledge Students will know… Appropriate clothing is dictated for specific roles and occasions. Basic elements and principles of design exist. Once can expand one’s wardrobe by using one’s creativity. Basic design elements and principles can be applied to create a desired impression in specific social and professional situations. Strategies exist for evaluating clothing fit, quality, and cost. One should take care of one’s clothing to extend its’ life. There are techniques to remember in washing, drying, and pressing clothing. Simple clothing repairs can extend the life of its wear. There are many careers and types of jobs available in the clothing industry.

SkillsStudents will be able to… Interpret personal statements made with clothing. Explain the social significance for clothing. Establish guidelines for choosing appropriate clothing. Identify and define the main design elements in clothing. Describe ways to use color, line, shape, space, and texture in clothing to work best for you. Apply basic design principles to create a desired impression in specific social and professional situations. Describe places to buy clothing. Explain how to determine clothing size, fit and quality, and cost. Explain why you should take care of clothing. List points to remember in washing, drying and pressing clothing. Describe simple clothing repairs. Become aware of various careers and types of jobs available in the clothing industry.



Assessment Evidence


Bloom’s Taxonomy: Remembering Understanding Applying Analyzing Evaluating

Transfer Task(s) Formative: Do now questions presented daily on the board with required written responses, followed by discussion and Q. & A. Student activity worksheets Teacher-led discussions on unit materials

Creating Rubric

Summative: Assessments will include classroom assignments, participation, evaluations and rubrics, homework, tests, quizzes, and project.



Rubric






Read text pps 540-540/Discuss/Q&A/Terms to know Text, worksheets


Create a list of appropriate clothing for a variety of different occasions & activities.

Text, magazines, Internet


Read text pps 550-557/Discuss/Q&A/Terms to know; Have students view Power Point on Color wheel and elements & principals of design; complete worksheets

Text. Power Point, worksheets

Project and rubric grade

Students will create a display using photos to explain the use of the elements & principles of design.

Internet, magazines, newspapers

Project & rubric grade

Choose: Students will either complete a personal wardrobe inventory or plan a complete wardrobe for a vacation getaway.


Quizzes & Tests


Presentation Rubric

Students will read and discuss current consumer trends or events using articles related to the topical unit

Internet, newspapers, magazines






Role play




Give word keys






Title of Unit Unit 6 - Housing Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century




Established Goals: New Jersey Core Curriculum Content Standards STANDARD:SEE UNIT 1 STANDARD 9 GOALS

Primary Interdisciplinary Connections NJCCS Standard: 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.G Comprehension Skills and Response to Text 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3,2B. Writing as a Product (resulting in a formal product or publication) 7.1 World Languages Cultural: personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality, descriptions, school likes/dislikes, and pastimes). Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) 7.1.NM.A.3 recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, objects based on simple oral/and or written descriptions. 8.1. Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.A Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.D Digital Citizenship Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use of the Creative Commons guidelines. E. Research and Information Literacy Effective use of digital tools assists in gathering and managing information. F. Critical Thinking, Problem Solving, and Decision-Making Information accessed through the use of digital tools assist in generating solutions and making decisions

21st Century Interdisciplinary Themes: ___x__ Global Awareness __x___ Financial, economic, business, and entrepreneurial literacy ___x__ Civic Literacy ___x__ Health Literacy



Students will understand that… Students will keep considering… Housing needs change as one passes through the life cycle. You can help take responsibility for home safety by understanding potential dangers in the home and taking steps to prevent accidents.

EQ.1. What are basic housing needs? EQ.2. What are various types of housing? EQ.3. What are the pros and cons of renting vs. buying? EQ.4. What is the difference between lease and mortgage? EQ.5. What are the procedures for renting and/or buying housing? EQ.6. What is a floor plan? EQ.7. What are the elements and principles of design? EQ.8. How can personal housing areas be kept neat, clean, and in good repair? What are the costs involved in performing these tasks? EQ.9. How can home emergencies and accidents be prepared for and/or prevented? EQ.10. What are various careers and types of jobs available in the housing industry?

AcquisitionKnowledge Students will know… The basic housing needs are shelter, space for possessions, space for activities, and safety. There are various types of housing. One needs to weigh the pros and cons of renting vs. buying. There is a difference between lease and mortgage. There are procedures for renting and/or buying housing. A floor plan is an illustration of the arrangement of furniture, structural elements, and design elements in a room or home. Elements are “what’s,” principles are “how’s.” A schedule should be maintained for all the routine tasks and some of the special ones that must be completed at your home on a daily, weekly, and occasional basis. If you are alert to those factors which could cause home accidents and know how to avoid them, you can prevent accidents and possibly even save a life. There are many careers and jobs available in the housing industry.

SkillsStudents will be able to… Identify the different needs that housing can fulfill and how it meets them. Describe different types of housing. Identify and assess the impact of factors that influence housing choices. Identify needs for their own first place. Compare renting and buying. Explain difference between lease and mortgage. Identify typical housing costs. Identify how the elements and principles of design relate to room planning. Describe how to organize your space, using floor plans, traffic patterns, and creation of separate activity areas. List the most common dangers in a home. Discuss causes of home accidents. Develop strategies for preventing home accidents. Describe ways to take responsibility for the safety of others.



Assessment Evidence



Rubric




Rubric






Read & discuss the Housing segment on pps 668-679. Discussion/Q&A/Terms to learn.

Textbook, worksheets


Red & discuss the Housing segment on pps 680-687. Discussion/Q&A/Terms to learn.



Complete “Find a Place of Your Own” project. Internet, community resources, newspapers, magazines


Text pps 688-697; Discussion. Q&A/Terms to learn. Have students create & decorate room using floor plan. Choose from their room at home, dorm room or potential apartment.

Textbook, Internet, floor plans, newspapers, magazines


View a Power Point: The Elements and Principles of Design/worksheet. Have students create a poster combining the elements and principles of design.

Internet, Power Point, newspapers, magazines

Activity & Assignment Guide

Text pps. 706-713; Discussion; Q&A/Terms to learn. Home Safety Worksheet.


Activity & Assignment Guide

Text pps 699-704; Discussion; Q&A; Terms to learn. Brainstorm daily, weekly, monthly, and yearly good practices for keeping inside and outside areas clean and in good condition.

Textbook, Internet

Presentation Rubric

Have students research and present current trends & events in the housing industry.


Quizzes & Tests

Have students take quizzes & tests. Textbooks, notes, hand outs, worksheets, discussions, Power Points






Role play




Give word keys






Title of Unit Unit 7 – Food and Nutrition Grade Level 11 & 12 Curriculum Area Independent Life in the 21st Century ; 21st Century




Established Goals: New Jersey Core Curriculum Content Standards STANDARD 9 SEE UNIT 1 STANDARD 9 GOALS

Primary Interdisciplinary Connections NJCCS Standard: 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.G Comprehension Skills and Response to Text 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3,2B. Writing as a Product (resulting in a formal product or publication) 7.1 World Languages Cultural: personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality, descriptions, school likes/dislikes, and pastimes). Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) 7.1.NM.A.3 recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, objects based on simple oral/and or written descriptions. 8.1. Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.A Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.D Digital Citizenship Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use of the Creative Commons guidelines. E. Research and Information Literacy Effective use of digital tools assists in gathering and managing information. F. Critical Thinking, Problem Solving, and Decision-Making Information accessed through the use of digital tools assist in generating solutions and making decisions

21st Century Interdisciplinary Themes: __x___ Global Awareness __x___ Financial, economic, business, and entrepreneurial literacy __x___ Civic Literacy __x___ Health Literacy



Students will understand that… Students will keep considering… Healthy eating habits contribute to wellness and disease prevention. Kitchen accidents are prevented by practicing safe and clean work habits.

EQ.1. How does food fulfill your body’s physical needs? EQ.2. What are the social and emotional needs food satisfies? EQ.3. What factors influence food choices? EQ.4. What resources do you utilize to analyze your own eating patterns? EQ.5. What are the six classes of nutrients and their functions? EQ.6. What foods are good sources of the basic nutrients? EQ.7. What is the relationship between calories and nutrients? EQ.8. What is ChooseMyPlate and how does it fit into the nutritional needs of individuals at the various stages of the life cycle? EQ.9. How do consumers make informed decisions about food choices? EQ.10. What does an individual need to know in order to plan and prepare a meal? EQ.11. What are the benefits of fitness? EQ.12. What are the three types of exercise to contribute to fitness? EQ.13. What are the factors that determine an individual’s healthy weight? EQ.14. What are the factors that influence weight loss and gain? EQ.15. What are eating and exercise plans for weight management? EQ.16. What are eating disorders? EQ.17. What safety precautions should be taken in the kitchen? EQ.18. What is a food borne illness and how can it be prevented? EQ.19. What are the interests and skills required for careers in food and nutrition?



Food helps the body perform vital functions; promotes normal growth, healing, and resistance to disease. Food provides comfort, security, happiness, well-being, and love. Meals and snacks give families, friends, and co-workers a chance to relax together. Food is also prominent in many social traditions. Social and personal influences affect food choices. The nutrients are carbohydrates, proteins, fats, water, vitamins, and minerals. Fitness provides physical, emotional, and mental benefits. Three types of exercise include strengthening, aerobic, and stretching. The factors are height, age, gender, bone structure, and body build. Factors include basal metabolism, amount of exercise and of food eaten. Eating disorders are extreme eating behaviors that can lead to serious health problems and even death. Most cuts, burns, fires, and electric shock, slips and falls and poisoning can be prevented by following safety precautions in the kitchen. A food-borne illness is an illness caused by eating food that is contaminated with harmful bacteria. Specific interests and skills are necessary for careers in food and nutrition.

Explain the physical benefits of eating. Identify the social and emotional needs food satisfies. Explain the factors that influence food choices. Analyze your own eating patterns. Identify the six classes of nutrients and their functions. Describe foods that are good sources of the basic nutrients. Explain the relationship between calories and nutrients. Describe ChooseMyPlate. Identify the benefits of fitness. Describe three types of exercise that contribute to fitness. Name the factors that determine an individual’s healthy weight. Identify the factors that influence weight loss and gain. Describe eating disorders. Identify the sources of danger in a kitchen. Demonstrate basic safety rules to avoid accidents and injury in the kitchen. Suggest ways to prevent food borne illness. Identify the interests and skills required for careers in food and nutrition.



Assessment Evidence



Rubric




Rubric






Text pps 358-365/Discuss/Q&A/Terms to Know Students will write an essay re: their own food habits as related to culture, etc.

Text, worksheets, template


Text pps 366-375/Discuss/Q&A/Terms to know Text, worksheets


Students will create a collage of a variety of food items depicting each of the classes of nutrients.

Magazines, newspapers, Internet




Choose MyPlate student activity: students will analyze one’s own eating patterns and develop personal nutritional eating guidelines.

Internet, worksheets




Compare and contrast three popular weight loss programs Internet

Presentation Rubric

Read and discuss current consumer trends or events article that relates to the topical unit

Internet, magazines, newspapers, rubric






Role play




Give word keys





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