Family Matters _ teacher
Family Matters
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Family Matters _ teacher
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Part 1
Objectives:
Students will be able to:
1. understand the meaning of the word “family”;
2. realize that family changes in size over the years; and
3. appreciate the advantages and disadvantages of small and large families.
Process:
Why do we study the “family”?
The character of Tarzan, who was picked up by a gorilla, brought up in the jungle and
learned the ways of the animals he lived with. He could be used to introduce the idea
of the family as the basic unit of society and in which we learn to become members of
a society.
What is a family?
The TV advertisement for Country Garden （碧桂園） may be shown to facilitate
discussion on the distinction between a family and a home.
The size of family
Student awareness of the changes in family size over the years could be generated
through the simple surveys. The socio-economic factors accounting for the changes
could be introduced, e.g. costs in raising children, changes in infant mortality rate
because of better facilities in medicine and hygiene, changing education and
employment patterns among females, and changing cultural perceptions of family size,
etc.
Group discussion
The advantages and disadvantages of different family sizes could be brought home
through the discussion.
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Part 2
Objectives:
Students will be able to:
1. distinguish between different family types;
2. understand the factors accounting for the predominance of nuclear family in
Hong Kong;
3. realize that new family types may emerge in time; and
4. appreciate that family types are not directly relevant to happiness in the family.
Process:
Some common family types in Hong Kong
Different scenes from TV soap operas are shown to illustrate family relationship in
different family types (e.g. Once and Again – single-parent family).
The predominance of nuclear family in Hong Kong may be ascribed to the following
factors:
 Hong Kong flats are too small and expensive for multi-generation households.
 Young couples want to enjoy the freedom of living away from their parents.
 People like to live close to their jobs and schools.
 Small family is preferred by better-educated women, and economically necessary.
The work of the Family Planning Association of Hong Kong could be mentioned and
relevant posters on family planning could be found in the following website:
http://www.famplan.org.hk/zh/archives/poster.asp
New forms of family organization
Relevant posters from the Family Planning Association of Hong Kong
(http://www.famplan.org.hk/zh/archives/poster.asp) can illustrate the role of science
and technology in changing traditional family types.
The worksheet illustrates the latest development in family types. The level of social
acceptance varies. Students should realize that there is no direct relationship between
family size, family types and family happiness.
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Homework
Family roles
The worksheet arouses student awareness of the next topic, i.e. stereotyped roles of
husbands and wives.
Part 3-4
Objectives:
Students will be able to:
1. understand that there are stereotypes for husbands and wives;
2. know that many people become uneasy when roles are reversed;
3. realize that family roles should not be stereotyped; and
4. reflect on their own views on stereotyped family roles.
Process:
Homework
 It generates awareness of stereotypes.
Part 3
Family: Roles and Stereotypes
 The advertising photos and pictures facilitate reflection on the stereotyped roles of
husbands and wives in our society.
 The comic strip in (iv) helps students understand that when there is role reversal,
people often become uneasy.
 The group discussion would enable students to understand how stereotyping
works to the advantage and disadvantage of different people. Students should
become more tolerant of role reversal.
Homework
 It enhances our awareness of stereotyped family roles in our society.
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Part 4
Homework
 A class survey on the results from homework from Part 3 would determine if
stereotyping in Hong Kong is serious or not.
1.
What have you collected? Are they all stereotypes? (class survey)
2.
Is it easy / difficult to collect these examples? (if easy, it may mean that
stereotyping is serious in Hong Kong; if not, it may mean that it is not
serious)
Your view on stereotyped family roles
 The questionnaire facilitates reflections on equal opportunity and stereotyped
family roles.
The views on stereotyped family roles from your class
 The class survey would find out whether stereotyping is prevalent in the class.
 A discussion session by same-gender groups would reveal whether there is any big
difference in opinion between boys and girls.
Homework
 It facilitates reflection on whether stereotyping is serious in one’s own family, and
how it affects the division of labour in the household.
Part 5
Objectives:
Students will be able to:
1. understand that parents and children have different needs at a given time;
2. realize that while parents may be generally helpful to their children, there are
instances in which children may need other helpers;
3. realize that while parents and children may hold different opinions, this should
4.
not affect their relationship; and
reflect on their own relationships with their parents.
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Process:
Relationship between parents and children
 The comic strips arouse student interest in reflecting on their own relationship
with their parents.
 A simple class survey on questions dealing with choices could be conducted in
order to find out whether there is any extreme distribution of data. If yes, the issue
should be addressed immediately.
Conduct a simple class survey after the following questions.
Case
Question(s)
2
1, 3
3
3
4
3, 4
Hold a discussion whenever you find extreme distribution of data, e.g. most
students would stay out overnight after having quarrelled with their parents.
Part 6
Objectives:
Students will be able to:
1. know that certain needy families have need for child care services;
2. know about the child care services available to needy families;
3. be aware of the problem of child abuse; and
4. help in preventing child abuse.
Process:
Some family problems and related support services in Hong Kong
 The news report, the FAQ, and the supplementary information would facilitate
student understanding of the need for childcare services for needy families.
Child abuse
 The group discussion would arouse student awareness of the problem of child
abuse and enhance their desire to help prevent child abuse.
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Part 7-8
Objectives:
Students will be able to:
1. realize that ageing is just a stage in life and would develop a positive attitude
towards ageing;
2. know that there is a rise in the elderly population in Hong Kong;
3. recognize the importance of supporting services to the elderly; and
4. reflect on the relationship between aged family members and their families in the
context of Hong Kong.
Process:
Part 7
The problem in taking care of the elderly
 Apart from the information provided, teachers may play a tape of the conversation
provided in order to arouse interest for the group discussion.
A tape of the following conversation may be played before the group discussion.
To send grandpa to a home for the elderly?
Father:
Grandpa has been discharged from hospital. He has to visit the hospital
once a week. He cannot take care of himself for the time being. What
can we do?
Mother:
This is really a problem. We both have to work. Father often has to do
overtime. Siu Ming’s school is a whole-day school.
And although Siu
Fan comes back from school in the afternoon, she is too young to take care
of Grandpa.
Siu Fan:
I can take care of myself.
I can prepare lunch for myself.
Grandpa does
not have to prepare lunch for me.
Father:
We can hire a domestic helper to take care of grandpa and do the
Family Matters _ teacher
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housework.
Mother:
Siu Ming:
But can we afford a domestic helper?
Besides, there is no extra bed space.
I can share my room with Grandpa and Siu Fan can share her room with
the domestic helper.
Grandpa:
I am afraid I do not know how to speak to the domestic helper.
Father:
What about sending Grandpa to a home for the elderly?
They have
full-time staff there to take care of the old people who need medical care.
They can also arrange follow-up hospital visits.
Mother:
The monthly fee of a home for the elderly is very high. We have to pay at
least $8000, not including other expenses.
Grandpa:
I do not want to go to a home for the elderly.
I want to stay with the
family.
Siu Fan:
I also want to stay with Grandpa.
Grandpa has been taking care of me and
Siu Ming since we were babies.
Father:
Grandpa’s health is the more important considerations.
If Grandpa stays
in a Home, we would not leave him alone there. We will visit him very
often.
Siu Fan:
But we can only do so on Saturdays or Sundays.
Siu Ming:
I agree with Siu Fan. Besides, how can we afford the fee?
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 Three discussion worksheets have been provided and teachers could choose a
suitable one according to ability.
Of the three discussion worksheets, the one marked with  is the simplest while
the one marked with    is the most difficult. Teachers make the choice
according to student ability.
Part 8
 The information on ageing is introduced to clarify student preconception about
aging.
 Students may also be introduced to the following web sites in which the
interesting lives of a number of aged people could be found.
Ageless heroes
(http://www.pbs.org/kcet/agelessheroes/)
Ageless Heroes is a one-hour special capturing the spirit, vitality and potential of
men and women who have achieved success and continue to do so beyond the age
of 65.
Percentage distribution of Population by Age group in Hong Kong, 1981-1996 And
Services for the elderly
 The trend of the ageing population in Hong Kong will be introduced via the data
available and the projection to the future.
 Students should be encouraged to suggest new services for the elderly.
 They should also be asked to reflect on the relationship between aged family
members and their families in the context of Hong Kong.