# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 144384792

CTE Resource Center - Verso

Virginia’s CTE Resource Center

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


Comparison should include the financial, social, intellectual, emotional, and ethical issues involved in work and family roles.

Process/Skill Questions

  • 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 are the effects of family stress and/or change on the workplace?
  • What effects might family life have on financial, social, intellectual, and ethical issues?
  • How can one communicate the importance of work life to family members and the importance of family life to those in the workplace?
  • What communication skills does one need to balance the effects of family life on work and vice versa?
  • What leadership techniques does one need to develop workplace strategies for change?
  • How can the family and the employer develop leadership skills in individuals?
  • What leadership techniques does one 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?
  • How can an individual’s management skills be integrated into the family and into the workplace?
  • What resources can help an individual analyze and manage ways in which families are affected by work life and work is affected by family life?
  • What management skills does one need to minimize the effects of family life on work and the effects of work on family life?
  • What resources can help one determine his/her values toward work and families?

Related Standards of Learning

History and Social Science


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.


The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.


The student will apply social science skills to understand civil liberties and civil rights by

  1. examining the Bill of Rights, with emphasis on First Amendment freedoms;
  2. analyzing due process of law expressed in the Fifth and Fourteenth Amendments;
  3. explaining how the Supreme Court has applied most of the protections of the Bill of Rights to the states through a process of selective incorporation;
  4. investigating and evaluating the balance between individual liberties and the public interest; and
  5. examining how civil liberties and civil rights are protected under the law.

Other Related Standards

FCCLA National Programs

A Better You


Balancing Family and Career


Families Today


Family Ties


Financial Fitness


Meet the Challenge


Parent Practice


Working on Working




FCCLA: STAR Events (2019)

Career Investigation


Check the national website for Skill Events


Check the national website for online events




Illustrated Talk


Interpersonal Communications


Job Interview