Analyze the meaning of work and the meaning of family.
Analysis should include
- evaluating work systems and family systems
- assessing characteristics of strong work and family organizations
- examining the evolution of the workforce
- identifying the rewards of work within and outside of the family
- describing the roles and responsibilities of employees and family members
- determining the effects of interdependence on the family
- evaluating how the evolution of the family life cycle affects choices and decisions
- defining personal and family values
- examining differences in the meaning of work and family by culture, socialization, and time period.
- What factors should be considered when analyzing work and family structures?
- By what criteria should one assess work and family systems?
- How are roles and responsibilities of employed workers and family members alike, and how are they different?
- How is the role of management in the workplace similar to or different from the role of management in the family?
- How can employers be respectful of all families and individuals?
- How can one communicate one’s priorities regarding work and family?
- How can family members at different stages of the family life cycle communicate priorities and choices?
- How can the family and the employer develop leadership skills in individuals?
- What leadership techniques need to be developed to assist families?
- How can leadership skills be integrated into the family and the workplace?
- How can one develop a life plan that reflects family values?
- How can an individual’s management skills be integrated into the family and into the workplace?
- What resources can help determine work and family values?
Related Standards of Learning
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
- Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
- Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
- Analyze false premises claims, counterclaims, and other evidence in persuasive writing.
History and Social Science
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
- planning inquiries by synthesizing information from diverse primary and secondary sources;
- analyzing how political and economic trends influence public policy, using demographic information and other data sources;
- comparing and contrasting historical, cultural, economic, and political perspectives;
- evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
- constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
- explaining how cause-and-effect relationships impact political and economic events;
- taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
- using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
- applying civic virtues and democratic principles to make collaborative decisions; and
- communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.
The student will apply social science skills to understand the concepts of democracy by
- recognizing the fundamental worth and dignity of the individual;
- recognizing the equality of all citizens under the law;
- recognizing what defines a citizen and how noncitizens can become citizens;
- recognizing majority rule and minority rights;
- recognizing the necessity of compromise; and
- recognizing the freedom of the individual.
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
Families First: You-Me-Us
Financial Fitness: Earning
Financial Fitness: Protecting
Financial Fitness: Saving
Financial Fitness: Spending
Power of One: A Better You
Power of One: Family Ties
Power of One: Working on Working
Student Body: The Real You
Student Body: The Resilient You
FCCLA: STAR Events (2019)
Public Policy Advocate
National Standards for Family and Consumer Sciences Education
Analyze different kinds of reasoning (e.g., scientific, practical, interpersonal).