# CTE Resource Center - Verso - Family and Human Services I Task 1567823233

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify support resources for older adults.

Definition

Identification may include
Identification should include an understanding that localities offer various types of resources and services.

Process/Skill Questions

Thinking
  • What resources (nationally and locally) are available for older adults?
Communication
  • How is the availability of support resources communicated to older adults?
  • In what ways can a human services provider inform older adults about support resources?
Leadership
  • How can one advocate for support resources for older adults locally and nationally?
Management
  • Why is it important to analyze support resources for effectiveness?
  • How are funds created/delineated to support resources for older adults?
  • What restrictions are there on funding of resources for older adults?

Related Standards of Learning

English

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).

11.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Critically evaluate quality, accuracy, and validity of information.
  2. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
  3. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

History and Social Science

VUS.1

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

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
  2. using geographic information to determine patterns and trends in Virginia and United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
  4. constructing arguments, using evidence from multiple sources;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
  6. explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

VUS.14

The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by

  1. assessing the development of and changes in domestic policies, with emphasis on the impact of the role the United States Supreme Court played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law;
  2. evaluating and explaining the changes in foreign policies and the role of the United States in a world confronted by international terrorism, with emphasis on the American response to 9/11 (September 11, 2001);
  3. evaluating the evolving and changing role of government, including its role in the American economy; and
  4. explaining scientific and technological changes and evaluating their impact on American culture

Other Related Standards

FCCLA National Programs

Community Service: Lead

 

Community Service: Learn

 

Community Service: Serve

 

Families First: Families Today

 

Families First: Meet the Challenge

 

Families First: You-Me-Us

 

Financial Fitness: Protecting

 

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

FCCLA: STAR Events (2019)

Chapter Service Project Display

 

Chapter Service Project Portfolio

 

Event Management

 

Interpersonal Communications

 

National Programs in Action

 

Professional Presentation

 

Public Policy Advocate

 

National Standards for Family and Consumer Sciences Education

7.2.1

Describe local, state, and national agencies and informal support resources providing human services.

7.5

Evaluate services for individuals and families with a variety of conditions that could impact their well-being.

7.5.6

Identify strategies that help participants make informed choices, access resources and support, follow through on responsibilities, and take appropriate risks.