# CTE Resource Center - Verso - Nutrition and Wellness Task 297456766

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Compare how families affect work life and how work life affects families.

Definition

Comparison should include

  • the financial, social, intellectual, emotional, and ethical issues involved in work and family roles
  • the effects of career choices on parenting decisions and the influence of parenting decisions on career choices and life goals.

Process/Skill Questions

Thinking
  • What effects do technological changes in the workplace have on families?
  • What effects do other workplace trends have on families?
  • What are the benefits and disadvantages of work as it relates to family?
  • What may be the effects of family stress and/or change on the workplace?
  • What effects might family life have on the financial issues of work? Social issues? Intellectual issues? Ethical issues?
Communication
  • How can we communicate the importance of work life to family members and the importance of family life to those in the workplace?
  • What communication skills do we need to balance the effects of family life on work? Work life on families?
Leadership
  • What leadership techniques do we need to develop workplace strategies for change?
  • How can the family and the employer develop leadership skills in individuals?
  • What leadership techniques do we need to be able to direct or redirect the effects of family on work and work on family?
  • How can leadership skills be integrated into the family and the workplace?
Management
  • How can an individual’s management skills be integrated into the family? Into the workplace?
  • What resources can help us analyze and manage ways in which families are affected by work life and in which work is affected by family life?
  • What management skills do we need to minimize the effects of family life on work and the effects of work on family life?
  • What resources can help us determine our values toward work and families?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

History and Social Science

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

Other Related Standards

FCCLA National Programs

Families First: Balancing Family and Career

 

Families First: Families Today

 

Families First: Meet the Challenge

 

Families First: Parent Practice

 

Power of One: Family Ties

 

Power of One: Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Event Management

 

Interpersonal Communications

 

Job Interview

 

Leadership

 

National Programs in Action

 

Professional Presentation

 

Promote and Publicize FCCLA!

 

Public Policy Advocate

 

National Standards for Family and Consumer Sciences Education

1.1

Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community, and global).