Jay School Corporation Family And Consumer Science
Curriculum Guide
Jay County High School
Family and Consumer Science Curriculum Guide
Interpersonal Relations
Grades 9 – 12
2012-2018
Jay School Corporation Family And Consumer Science
Curriculum Guide
2012-2018
Standard 1
Students will integrate processes of thinking, communication, leadership, and management in order to apply interpersonal
relationships knowledge and skills.
FACS Academic
Standard
IR-1.1 Demonstrate
components of critical
thinking, creative
thinking, and reasoning.
Literacy Embedded
Standard
Students will be able to distinguish
and organize group responsibilities
as they plan the various parts of the
marriage panel questions.
IR-1.2 Evaluate effective
communication
processes in school,
family, career, and
community settings.
IR-1.3 Demonstrate leadership that encourages
participation and respect
for the ideas, perspectives, and contributions
of group members.
IR-1.4 Apply management, decision-making,
and problem solving processes to accomplish
Learning Activities
Students will be able to diagram
their life to the present, their goals
for the future, and organize an oral
presentation of their life line/future
goals in relation to career,
community and family.
Students will be able to prepare a
plan of action and accomplish a set
goal as a group.
9-12.RT.10 By the end of
grade 12 read and comprehend technical texts in
the grades 11-CCR text
Students will be able to solve the
Trolley’s dilemma using teamwork,
problem solving, and listening to
their classmate’s suggestions.
Assessment(s)
Assessment based on
student observation,
documentation of assessed
questions and letter of
appreciation to selected
members of the marriage
panel.
Assessment based on
student diagram and oral
presentation.
Assessment based on
student solving a
handicapped tube pass.
Student observation of
teamwork, listening skills
and a journal entry.
Jay School Corporation Family And Consumer Science
Curriculum Guide
tasks and fulfill responsibilities.
IR-1.5 Examine interrelationships among thinking, communication,
leadership, and management processes to address individual, family,
community, and workplace issues.
complexity band independently and proficiently.
9-12.RT.2 Determine the
central ideas or conclusions of a text; summarize
complex concepts, processes, or information
presented in a text by
paraphrasing them in
simpler but still accurate
terms.
9-12.RT.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment
in a text, identifying important issues that remain
unresolved.
Students will role play issues found
in individual family, community, and
workplace relationships and read
Life Law #1.
2012-2018
Students will write a script,
present orally, analyze
unresolved issues from
Life Law #1, and complete
a journal entry.
Standard 2
Students will analyze functions and expectations of various types of relationships.
FACS Academic
Standard
IR-2.1 Examine processes
for building and
maintaining various types
Literacy Embedded
Standard
Learning Activities
Students will be able to complete a
list of skills needed to nurture date,
marriage, and aging relationships.
Assessment(s)
Student will list the needed
skills for relationships.
Jay School Corporation Family And Consumer Science
Curriculum Guide
2012-2018
of interpersonal
relationships.
IR-2.2 Analyze ways
relationships among
family members influence
interpersonal
relationships with others.
IR-2.3 Explore
characteristics and
consequences of healthy
and unhealthy
relationships.
IR-2.4 Determine
strategies for managing
stress in school, family,
career, and community
settings.
9-12.RT.4 Determine the
meaning of symbols, key
terms, and other domainspecific words and
phrases as they are used
in a specific scientific context relevant to grades 1112 texts and topics.
9-12.RT.10 By the end of
grade 12, read and comprehend technical texts
text in the grades 11-CCR
text
complexity band
independently and
proficiently.
9-12.RT.5 Analyze how
the text structures information or ideas into categories or hierarchies,
demonstrating under-
Students will categorize the positive
traits and negative red flags in
various relationships.
Students will list traits.
Students will discriminate between a
positive and negative relationship
using Life Law #2.
Student will create a
journal entry of a positive
and negative relationship.
Students will recognize types of
stress found in school, family,
career, community and develop a
plan of action using Life law #3.
Student will create a chart
of the various types of
stress found in school,
family, career, and
community with an action
Jay School Corporation Family And Consumer Science
Curriculum Guide
standing of the information or
idea.
2012-2018
plan.
Standard 3
Students will evaluate personal needs and characteristics and their impact on interpersonal relationships
FACS Academic
Standard
IR-3.1 Examine ways relationships are influenced
by personal characteristics and stages of physical, intellectual, emotional, social, and moral development
IR-3.2 Evaluate influences
of personal wants and
needs on relationships
Literacy Embedded
Standard
9-12.RT.10 By the end of
grade 12, read and comprehend technical texts in
the grades 11-CCR text
complexity and inde-
Learning Activities
Assessment(s)
Students will categorize the traits
they bring to a relationship and state
what they are looking for in a
relationship.(Physical, intellectual,
emotional, social, moral traits)
Students will develop a
dating application and
resume.
Students will be able to prioritize
their own needs within various
relationships.
Student will journal a list
of needs in a small group
surrounding.
Jay School Corporation Family And Consumer Science
Curriculum Guide
2012-2018
pendently and proficiently.
IR-3.3 Consider effects of
self-esteem and selfimage on relationships
IR-3.4 Analyze impacts of
personal standards and
codes of conduct on
interpersonal
relationships
IR-3.5 Apply standards of
ethical behavior when
making judgments or
taking personal actions
9-12.RT.7 Integrate and
evaluate multiple sources
of information presented
in diverse formats and
media
(e.g., quantitative data,
video, multimedia) in
order to address a
question or solve a
problem.
Students will be able to assess their
personal aptitude and attitudes
within relationships.
Students will be able to determine
various types of STI’s and their effect
on a relationship
Student will compose a
self-assessment.
Students will develop solutions to
various situations
Journaling.
Students will complete an
STI brochure.
Jay School Corporation Family And Consumer Science
Curriculum Guide
2012-2018
Standard 4
Students will demonstrate communication skills that contribute to positive relationships
FACS Academic
Standard
IR-4.1 Evaluate types,
styles, and functions of
communication and their
effects on relationships.
Literacy Embedded
Standard
IR-4.2 Explore ways of
expressing attitudes
through verbal and nonverbal behaviors and
ways these
behaviors influence
communication
9-12.RT.4 Determine the
meaning of symbols, key
terms, and other domainspecific words and
phrases as they are used
in a specific scientific context relevant to grades 1112 texts and topics.
IR-4.3 Demonstrate
effective listening and
feedback techniques.
IR-4.4 Analyze barriers to
communication in school,
family, career, and
9-12.RT.5 Analyze how
the text structures information or ideas into cate-
Learning Activities
Assessment(s)
Students will be able to critique
communication skills after reading
various anecdotes.
Written critiques with
suggestions for
improvement.
Students will be able to create a
verbal and nonverbal solution to
various “red flag” drama situations.
Student will write
solutions to various “red
flag” situations
Students will be able to perform as
active listeners in a set scenario.
Student performance and
solution to a given
problem.
Students will brainstorm barriers to
communication in school, family,
career, and community settings.
Journal entry.
Jay School Corporation Family And Consumer Science
Curriculum Guide
community settings.
gories or hierarchies,
demonstrating understanding of the information or
ideas.
IR-4.5 Analyze principles
of ethical communication
in school, family, career,
and community settings.
IR-4.6 Examine opposing
points of view regarding
current societal issues.
IR-4.7 Assess impacts of
technology on
communication and
interpersonal
relationships.
2012-2018
Students will be able to explain
proper communication techniques in
given scenarios.
9-12.RT.5 Analyze how
the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or
ideas.
Student will role play
recommendations for
ethical communication at
school, family, career, and
community settings.
Students will select a hot topic in our Students will present a
society and will record the pro and
written survey of modes of
con to the subject matter.
communication.
Students will diagram how
technology has changed
communication since 1900 to
present.
Standard 5
Students will evaluate effective conflict prevention and management techniques.
Diagram and written
report.
Jay School Corporation Family And Consumer Science
Curriculum Guide
FACS Academic
Standard
IR-5.1 Explore origins and
development of
individual and group
attitudes and behaviors
regarding conflict.
IR-5.2 Evaluate conflict
prevention, resolution,
and management skills.
IR-5.3 Analyze
controlling and
aggressive behaviors,
including bullying,
violence, and abuse.
IR-5.4 Implement strategies to increase tolerance
of individual or group
differences; prevent bul-
Literacy Embedded
Learning Activities
Standard
Students will be able to interview
9-12.RT.9 Synthesize information from a range of and interpret the results of a
sources (e.g., texts, exper- presentation with a crisis counselor.
iments, simulations) into a
coherent understanding
of a process, phenomenon, or concept, resolving
conflicting information
when possible.
Students will be able to create,
perform, and critique a conflict
management skit. The Parent/Child
skit will consist of 3 outcomes;
prevention, resolution, and
management skills.
Students will observe and participate
9-12.RT.8 Evaluate the
hypotheses, data, analysis, in a guest speaker bullying activity.
and conclusions in a technical subject, verifying the
data when possible and
corroborating or challenging conclusions with other
sources of information.
Students will participate in a group
9-12.RT.8 Evaluate the
hypotheses, data, analysis, discussion of how bullies feel, why
and conclusions in a tech- we bully, and why no one wins.
nical subject, verifying the
2012-2018
Assessment(s)
Student will summarize
findings in a report format.
Student will write and
perform skit according to
the request of the class.
Participation and letter of
appreciation.
Student will design a
pamphlet and write a
paper on how each student
can prevent bullying and
Jay School Corporation Family And Consumer Science
Curriculum Guide
lying, violence, and
abuse; and encourage
peaceful resolution of
conflict.
IR-5.5 Assess community
resources, services, and
agencies that support
conflict prevention, resolution, and management
data when possible and
corroborating or challenging conclusions with other
sources of information.
9-12.RT.10 By the end of
grade 12 read and comprehend technical texts in
the grades 11-CCR text
complexity band independently and proficiently.
Students will create an inventory of
9-12.RT.9 Synthesize information from a range of local crisis centers and services
sources (e.g., texts, exper- available
iments, simulations) into a
coherent understanding
of a process, phenomenon, or concept, resolving
conflicting information
when possible.
2012-2018
lower school violence.
Students will create a crisis
center list of services
available and contact
persons.
Jay School Corporation Family And Consumer Science
Curriculum Guide
2012-2018
Standard 6
Students will demonstrate leadership, teamwork, and collaboration.
FACS Academic
Standard
IR-6.1 Evaluate a variety
of leadership styles,
characteristics, and techniques to reach goals in
school, family, career,
and community settings.
IR-6.2 Demonstrate collaborative group leadership (in which group
members develop a
common vision; relate
and cooperate with each
other to achieve that vision; and assume shared
responsibility for each
other, the group, and the
larger community).
IR-6.3 Demonstrate strategies that motivate, encourage, and involve
group/team members
and consider individual
and group strengths and
Literacy Embedded
Standard
9-12.RT.3 Follow precisely
a complex multistep procedure when performing
technical tasks; analyze
the specific results based
on explanations in the
text.
Learning Activities
Assessment(s)
Students will develop a data sheet of
characteristics of what makes a good
leader in school, career, and
community.
Student data sheet.
Students will develop a community
service activity and carry out the
activity during the class time.
Community service
project. (Organization,
participation, success of
project, and self
evaluation)
Students will develop the ability to
work as a team to solve problems.
Student will solve various
challenge education
situations. Journal entry.
Jay School Corporation Family And Consumer Science
Curriculum Guide
limitations.
IR-6.4 Demonstrate techniques that develop team
and community spirit,
including integrating new
team members.
Students will be able to solve word
games, puzzles, and group activities
with various class members.
2012-2018
Student will solve various
problems with different
class members.