Identify ways to facilitate independence of older adults who need assistance.
- home modification
- retraining and employment
- educational and recreational activities
- interaction across family generations (multi-generational)
- socialization activities (including volunteerism), especially for those without a social network.
- What ways exist to encourage an older adult in self-care?
- How might one give an older adult the opportunity to make decisions for himself/herself?
- What are the benefits to an older adult when he/she maintains independence?
- In what ways might a human services professional help an older adult retain independence?
- How would a human services professional communicate to a client the importance of making his/her own decisions?
- What are appropriate ways to make necessary and useful human services referrals?
- Why is it important to have proper training to assist clients with daily living activities?
- What role should community resources play in the training of families and human services providers?
Related Standards of Learning
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
History and Social Science
The student will apply social science skills to understand that in a democratic republic, thoughtful and effective participation in civic life is characterized by
- exercising personal character traits such as trustworthiness, responsibility, and honesty;
- obeying the law and paying taxes;
- serving as a juror;
- participating in the political process and voting in local, state, and national elections;
- performing public service;
- keeping informed about current issues;
- respecting differing opinions and the rights of others;
- practicing personal and fiscal responsibility;
- demonstrating the knowledge, skills, and attitudes that foster the responsible and respectful use of digital media; and
- practicing patriotism.
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
- synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
- using geographic information to determine patterns and trends in Virginia and United States history;
- interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
- constructing arguments, using evidence from multiple sources;
- comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
- explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
- analyzing multiple connections across time and place;
- using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
- identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
- investigating and researching to develop products orally and in writing.