CROWN POINT HIGH SCHOOL CURRICULUM GUIDE
Course Title:
Child Development and Parenting
Course Length: Semester
Grade Level: 10-12
Six Weeks # 1
Course Description: Traveling the road to parenting without heeding the hazard signs will lead to permanent consequences. This course
will teach you how to avoid the perils associated with STDs, teenage pregnancy, birth defects, avoidable childhood disease, and stunted
development. Topics covered: Abstinence training; prenatal development; social, emotional, physical, intellectual, and moral development
from birth to age five. Students enrolled take part in a 3 - 4 week childcare practicum. Students are NOT told WHAT to think in this
course. Instead, students are provided with research proven outcomes of behavior and instructed to continue research, to think critically,
and to develop their own beliefs about important life topics. Students are expected to maintain the confidentiality of other students in the
classroom as open discussion/debate is encouraged. Students are expected to respect the point-of-view and beliefs of others although
students may maintain their own beliefs and standards.
Materials/Resources:
The Developing Child, Textbook and Workbook
Choices Magazine, Classroom Set
Parenting Magazine, Classroom Selection for In-Class work
Empathy Belly, Permission slips REQUIRED
Reality Babies, Permission slips REQUIRED
Educational Videos, Teacher chosen and outlined below under “Resources” column
Power Standard(s) (Correlated with ACT and Workplace Readiness) – 1-3 per six weeks
(critical academic standard that has endurance, lasting importance; leverage, important in other academic areas; and readiness, necessary for the next grade or course)
1. PS #1 Students demonstrate components of critical thinking, creative thinking, and reasoning
2. PS #3 Students examine and evaluate the processes and factors related to conception, pre-natal development, birth and
health of child and parents.
3. PS #4 Students examine the implications of the decision to become a parent including legal and ethical alternatives to
biological parenthood.
Concept(s)/Question(s) with Significant/Permanent Relevance – 1-3 per six weeks
(specific, insightful generalization(s) that endures, has possible meaning for other courses of study, and is important beyond the length of the course)
1. While pregnancy is considered a “normal” human event; what do I need to know to maneuver the journey safely? (Knowing
the risks, responsibilities and changes that occur during pregnancy is vital for the health and well-being of both mother and
unborn child.)
2. How do genetics and environment affect children’s development? (Some birth/genetic disorders, childhood diseases and
developmental delays are preventable which impacts a family’s finances, the child’s health, and the child’s potential for
learning.)
3. What options exist for those who are unable to have children? (Understanding the legal, ethical and financial considerations
of alternative conception processes allows for educated decisions that have lifelong effects on one’s livelihood.)
T H I N K – Teach High Intellect, Not just Knowledge
CROWN POINT HIGH SCHOOL CURRICULUM GUIDE
Traditional Assessment(s)
Authentic Assessment(s)
(multiple choice, fill-in-the-blank, short answer, etc.)
(project, essay, mock trial, powerpoint project, etc.)
1. Quizzes: multiple-choice; fill in the blank
2. Worksheets: Special selections from publisher resources and
teacher-created materials
3. Video Guides: Used to pinpoint the key concepts and to
assess student listening skills and comprehension.
4. 6WA tests with critical thinking scenario components
1.
2.
3.
4.
5.
Bulletin Board Creation
Genetics project: research, powerpoint, present
Pregnancy scenarios: debate, discussion, critical thinking
Parenthood Bingo / Hollywood Squares
Rights of a Child Project: list 10 rights every child should
have.
6. Round-Robin Scenarios
7. Letter to My Child Project
8. Student Debates: Good and Bad reasons to become a parent
9. Pictorial creations of concepts:
10. Empathy Belly: Pregnancy simulation
11. Reality Babies: Parenting simulation
Self-Assessment/Reflection (1 - ? for each relevant concept)
(Techniques students will use to check for concept/question understanding)
1.
2.
3.
4.
5.
6.
Exit slips
Hand signals: Thumbs Up/Thumbs Down and Raising Hands
Butcher Paper Shares
Response Board
Talking Chips
Finger Numbers
Resources/
Materials:
Textbook,
workbook, etc.
Focus Questions
(content specific questions that will contribute to
solidifying the six weeks’ concept)
Learning Objective (LO’s)
(Know It)
What must students
know/understand?
Performance Objective (PO’s)
(Do It)
What must students be able to do?
What skills/concepts will they
demonstrate?
1. Know changes in
childhood from 1940 to
present.
2. List 10 reasons to
study children.
1. Chart a timeline of role
changes in children from 1940
to present.
2. Report on findings from a
grandparent interview.
3. Compare how an elderly
person’s childhood differs from
one’s own.
4. Predict the way children will be
perceived 20 years from now.
5. Explain how one’s belief about
studying children affects how
one may perform in this class.
6. Create 10 rights every child
should have.
Unit #1: Teambuilding, Background & History (1 wk)
PPT, Overhead,
Craft supplies,
textbook.
1. Why study children?
T H I N K – Teach High Intellect, Not just Knowledge
CROWN POINT HIGH SCHOOL CURRICULUM GUIDE
7. Compare lists of childhood
rights created by peers.
Unit #2: Parenting, Theorists, & Developmental Stages (1 wk)
Scenarios,
Debates,
Textbook,
Internet, craft
supplies, bulletin
board borders.
1. How do children develop?
2. What is required to be a
competent, successful parent?
3. What do theorists believe are the
necessary developmental
milestones?
1. Study the beliefs of
major child
development theorists.
2. Memorize the 5 areas
of development.
3. Memorize the 5
characteristics of
development.
4. Identify costs involved
with parenting a child.
1. Construct a bulletin board
which illustrates development
theorists and their beliefs.
2. Compare theories of major
child development theorists.
3. Debate which theorist is
correct.
4. Classify childhood play
activities to the area of
development they support.
5. Determine which characteristic
of development is expressed
given real-life scenarios.
6. Given a list of necessary items,
extrapolate cost information
from the internet to determine
what an average parent can
expect to spend on raising a
child.
Unit #3: Teen Pregnancy, Family Structures, Discipline, Genetic & Environmental Affects on Development (2.5 wks)
VHS: Sex Smart
for Teens STIs,
VHS: Sex Smart
for Teens
(Abstinence),
VHS: Real
People Meet a
Teenage Mother,
VHS: Preventing
Birth Defects,
Choices
Magazine,
Textbook and
corresponding
workbook,
internet,
Microsoft
1. What risk factors exist for those
who engage in sexual activity?
2. How do genetics and environment
affect development?
3. What strategies exist to optimize
children’s behavior?
1. Describe what
choosing to be sexually
active places one at
risk for.
2. Recognize genetic
factors contributing to
the incidence of birth
defects.
3. Recognize
environmental factors
contributing to the
incidence of birth
defects.
4. List things that teenage
parents cannot do that
normal teenagers can.
5. Describe birth order.
6. Memorize different
family styles.
T H I N K – Teach High Intellect, Not just Knowledge
1. Justify abstaining from sexual
activity.
2. Catalog birth defects that can
be avoided and how to avoid
them.
3. Categorize genetic factors and
environmental factors.
4. Verify causes of common birth
defects.
5. Present research findings.
6. Act out a day in the life of a
teenage parent.
7. Debate whether addiction is
genetic.
8. Given the genetic make-up of a
set of parents, determine the
likelihood of their having a child
with a genetic disorder.
9. Summarize how birth order
CROWN POINT HIGH SCHOOL CURRICULUM GUIDE
PowerPoint
7. Read about behavioral
strategies and guidance
techniques.
8. Read current published
works regarding child
development.
and family style affects growth
and development in children.
10. Graph parenting styles and
their effectiveness.
11. Differentiate between
guidance and punishment.
12. Analyze behaviors of parents.
1. Recognize that
pregnancy may occur
via natural means or
alternative methods.
2. Memorize the
symptoms of
pregnancy.
3. Identify the stages of
pregnancy and prenatal
development.
4. Outline developmental
milestones of prenatal
development.
5. Recall the biology of
pregnancy.
6. Identify normal
procedures and options
for labor and delivery.
1. Illustrate the stress one’s
pregnant body undergoes by
wearing the empathy belly
simulator.
2. Demonstrate safe and
appropriate parenting skills
during a parenting simulation
with reality baby.
3. Interpret genetic information to
determine the probability of
birth disorders.
4. Debate natural and alternative
methods of becoming pregnant.
5. Create a birthing plan with
explanations for choices
made.
6. Identify warning signs during
pregnancy, labor and delivery.
Unit #4: Pregnancy, Prenatal Development & Delivery (1.5 wks)
Empathy Belly,
Reality Baby,
DVD: Biology of
Prenatal
Development,
DVD: Life’s
Greatest Miracle,
internet, textbook
and worksheets,
debate, round
robin, writing
prompt.
1. How will I know I am pregnant?
2. How does a mother’s body
change during pregnancy?
3. What is the rate of growth during
prenatal development?
4. What are genetic disorders?
5. What can be done to help infertile
couples?
6. What can I expect during labor
and delivery?
**** SUB VIDEO****: VHS: Losing Isaiah 108 minutes This is a story about a Mom who loses her baby due to her
addictions. Matters of race, personal standards, prejudice, and stereotypes present themselves in this movie. Helps
students realize their misconceptions and personal values while viewing how lifestyle choices can affect their
effectiveness in parenting. Creates a more world-wise view while enhancing a student’s ability to think more critically
about life.
T H I N K – Teach High Intellect, Not just Knowledge