APS
DISTRICT HIGH SCHOOL CAREER AND TECHNICAL EDUCATION CURRICULUM FRAMEWORK
Course Title: Human Relations
Course Number: 83209
Department:
ADS Number:
Prerequisites:
Career and Technical Education - Health and Human Services
05157152
None
Length of Course:
One Year
Credit/PRI Area: .50 per sem./Practical Arts/Elective
Grade Level(s):
10-12
Important Notes:
COURSE DESCRIPTION: In Human Relations the student has the opportunity to explore the nature of relationships as he/she studies personality development and self-esteem,
decision making, sexual responsibility, marriage and family life, and dynamics in the workplace. Areas of study include, but are not limited to, personal development,
interpersonal relationships, parenting and child development, dimensions of families, and career development.
References in parentheses following each performance standard correlate with the National Standards for Family (NS) integrated in the textbook Contemporary Living.
HUMAN RELATIONS
9.1.12
Albuquerque Public Schools 03/04
STRATEGIES:
The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by the Health and Social Services
teachers in the Albuquerque Public Schools (APS).
ASSESSMENTS:
Assessments may include: authentic and performance-based assessment, cooperative learning, teacher observations, checklists, tests and exams, formal and informal writing, small
group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. Assessments are based on appropriate rubrics.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
 Strengthening Family and Self – Johnson, Leona – Goodheart-Wilcox Co. – 2002
 Contemporary Living – Harter, M & Ryder, V. – Goodheart-Wilcox Co. – 2002
 Health EDCO pamphlets
 The Reality of Drugs – Glencoe McGraw-Hill – 1999
 Just for the Health of It Series (6) – Toner, Patricia – Center for Applied Research in Education - 1993
SUGGESTED TITLES/AUTHORS WEB SITES:
 http://www.phdirect.com
 queendom.com
Approved by HSCA:
HUMAN RELATIONS
9.2.12
Albuquerque Public Schools 03/04
STRAND I: PERSONAL DEVELOPMENT
CONTENT STANDARD: The student explores the personal and physical development of a person.
BENCHMARK: The student develops an understanding of mental maturity, emotional maturity, and growth patterns of a person.
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
NOTE: Illustrations include suggested activities for attaining each
performance standard. A check for () refers to a key feature to look for
while assessing student performance.
1.
Recognizes the unique qualities of a personal life path.
2.
Evaluates the influence of heredity on personal characteristics.
3.
Explains how factors in the environment can influence growth and
development.
4.
Identifies principles of growth and development.
HUMAN RELATIONS
1, 2, 6, 7. The student draws a family tree to include parents, grandparents, and
great-grandparents. He/She identifies physical traits he/she possesses that can
be traced to members of his/her family. If no traits can be found, an
explanation is to be provided (e.g., adoption).
 historical information
 explanations, if needed
OR
The student creates a coat of arms that meets specific guidelines and addresses
six areas:
 At what are you good or at what can you get better?
 If you could have the entire world from which to choose one thing of
major importance, what would it be?
 If you could have the whole world stop doing one negative thing, what
would it be?
 Choose four positive words you wish people would say about you.
 Name one thing you and your family value.
 What does this coat of arms say about you?
 all required components
 adherence to guidelines
 reflections
 neatness
 quality product
9.3.12
3 – 5, 8. The student views the movie Beth – Child of Rage. Prior to the
viewing, the student has participated in discussions about Erikson’s, Freud’s,
and Maslow’s theories (e.g., theories of human development, personality
development, human needs). The discussion attempts to answer questions
Albuquerque Public Schools 03/04
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
5.
Describes physical, intellectual, social, and emotional growth patterns of
teens.
6.
Determines factors that influence character development.
7.
Identifies factors that influence personality formation.
8.
Explains how personality is related to self-concept, temperament, and
human needs (NS – 13.2.3).
8. The student takes an Internet quiz on self-esteem and uses the score to
determine how he/she ranks nationally and what personal changes can be
made to increase the score.
 analysis
 self- assessment
9.
Analyzes attitudes towards sex roles and stereotypes.
9. The student views the video Breakfast Club and then participates/contributes
to activities that are broken into two parts. a) The student writes a response
to the questions How does each student view himself/herself?, How is each
student stereotyped?, and What are the parental issues? b) The student
creates a video that represents his/her own ending on what happens when the
students in the movie go back to school on Monday. A written script is
submitted along with the video.
 listening, written, verbal skills
 effective communication (e.g., script, set design)
 quality of video
 creativity
 reasonableness
OR
In a role-playing setting, the student acts out a situation that involves peer
pressure (e.g., first date). The students who are not “actors” observe the
interactions of the players and then discuss the portrayal. The student focuses
on whether or not the action was appropriate and on what he/she would have
done in stead if the action was not appropriate.
 individual participation
 appropriate behaviors
 decision making
HUMAN RELATIONS
9.4.12
such as What happens if you don’t go through the stages of personality
development? After the viewing, the student, through both written and oral
exercises, addresses issues of abuse and how people behave if they have been
abused.
 individual participation
 listening, written, and verbal skills
 comprehension
 relevant connections
Albuquerque Public Schools 03/04
STRAND II: INTERPERSONAL RELATIONSHIPS
CONTENT STANDARD: The student recognizes the influences of the family, school, community, and global environment on an individual.
BENCHMARK: The student develops communication skills to interact in a variety of interpersonal settings.
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
2.
Describes the communication process (NS – 13.3.1).
Identifies different forms of nonverbal and verbal communication
(NS – 13.3.2).
1, 2. See Strand I, Illustration #9.
3.
Describes the qualities of a friend (NS – 13.1.1).
4.
Identifies different levels of friendships (NS – 13.1.1, 13.1.4).
5.
Recognizes the positive and negative effects of peer pressure
(NS – 13.1.3).
3 – 5. The student analyzes a case study on peer pressure and determines the
practical outcome for the case. He/She defends his/her position either written
or orally. Questions to consider might be Did the characters do the right
thing? Explain. What would you have done?
 individual participation
 effective communication
 analysis
6.
Identifies factors that affect family relationships (NS – 13.1.2).
6. The student views the movie Mi Familia. After the viewing, the student is
given a KWL sheet to complete. He/She writes what he/she KNEW, what
he/she WANTS to know, and what was LEARNED. If time permits, small
or large group discussions can be held.
 completion of all components
 thoughtful statements
 examples of family relationships
 effective communication
OR
The student, working in large or small groups, plans and carries out a
Culture Day. The class collaborates to write up a plan that outlines, what
events are scheduled, who does what, materials needed, etc. Every student
must belong to a group and have a role in the event.
 collaboration and team work
 individual participation
 representation of ethnic groups
7.
Examines ways to improve parent-teen relationships (NS – 13.1.2).
7.
HUMAN RELATIONS
9.5.12
A guest speaker (e.g., child psychologist) is brought in to address ways that
teens can build a positive relationship with their parents. Before the speaker
arrives, each student generates questions that could be asked of the presenter
Albuquerque Public Schools 03/04
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
that speaks to the issue. A question and answer period follows the
presentation. Soon after, the student writes a reaction paper and submits it to
the teacher.
 relevant questions
 listening skills
 appropriate behaviors
 main ideas
 effective communication
 individual participation
An alternative assessment could be that a panel is invited to speak to the
class. The panel is comprised of different types of family roles (e.g., parent,
grandparent, graduate). The same guidelines used for the guest speaker can
be used for the panel.
8.
Explains the functions of dating in our society (NS – 13.1.1).
9.
Recognizes the stages in the dating process (NS – 13.1.1).
10. Distinguishes between mature love and romantic feelings (NS – 13.1.3).
HUMAN RELATIONS
9.6.12
8 – 10. To prepare for a group discussion, the student completes three handouts.
 Each student lists five characteristics of the perfect mate.
 In groups of four, the students compare the characteristics and using
consensus come up with five characteristics.
 The students are divided into two groups – boys and girls- and
asked to come up with no more than ten characteristics of the
perfect mate (e.g., perfect girl for the male group and vs).
 After the groups have reached consensus, the characteristics of each
perfect mate are written on the board to compare and contrast.
 Discussion follows.
 Each student then writes out what he/she wants to end up with.
 He/She cannot use physical attributes in his/her description.
 individual participation
 relevance
 appropriate behaviors
 effective communication
Albuquerque Public Schools 03/04
STRAND III: PARENTING AND CHILD DEVELOPMENT
CONTENT STANDARD: The student examines the life cycle.
BENCHMARK: The student identifies qualities needed for parenting, preparing for children, and lifestye changes.
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Determines interpersonal, financial, and social adjustments that add
quality to a marriage relationship (e.g., mate selection, child rearing,
roles) (NS –6.1.5, 6.1.6).
2.
Identifies outside sources of help for strengthening a marriage
(NS – 6.1.7).
1, 2. The student plans three weddings, including the honeymoon: a) less than
$1000 b) $15,000 – $20,000 c) over a $1,000,000. Each plan is written up to
show all costs (e.g., flowers, photography, food) along with an explanation of
the student’s research and sources (e.g., Internet, phone calls, visits to bridal
shops). After the student has done his/her research and submitted his/her
plans, the class plans a mock wedding to include written vows. Individual
students are chosen or volunteer to be the participants (e.g., bride, groom,
justice of the peace). Prior to the ceremony a panel of three different religious
officials come in and discuss the traditional aspects of a wedding ceremony.
On the day of the wedding, the students show up in full dress (e.g., gowns,
tuxedos) and celebrate the event with all the rituals (e.g., flowers,
photographers, refreshments).
 all the required components
 individual participation
 understanding of commitment
 appropriate behaviors
3.
Determines the importance of healthy care practices (e.g., prenatal,
newborn, early childhood) (NS – 6.1.6).
4.
Describes the parents’ postpartum adjustments (NS – 6.1.6).
5.
Explains the characteristics of a child in each stage of development
NS – 6.1.6).
HUMAN RELATIONS
9.7.12
3, 4. The student reads a variety of articles and textbook selections on birth and
pre and post natal child care, participates in topical discussions, and takes
quizzes to check for understanding. Other activities the student engages in are
viewing a movie on child birth and listening to a neonatal nurse who
describes his/her job and answers questions the students have regarding
childbirth. Throughout the unit, the student has available the use of charts that
help clarify main ideas and major points of information.
 comprehension
 recognition of appropriate health practices
 relevant questions
 viewing and listening skills
5 – 8. The student creates a bulletin board with the title New Horizons for the
Aging Years. He/She uses a variety of colored construction paper to depict the
sun rising on the horizon and uses marking pens to draw beams radiating from
Albuquerque Public Schools 03/04
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
6.
Recognizes challenges faced by the elderly (NS – 6.1.6).
7.
Describes how aging affects middle age (NS – 6.1.6).
8.
Recognizes challenges and rewards of each stage of the family life cycle
(NS – 6.1.6).
HUMAN RELATIONS
9.8.12
the sun that point to various activities that occur throughout the life cycle. The
student sketches scenes that he/she thinks depicts his/her life 20, 30, 40, and 50
years from now using as many visual keys as possible to portray the scenes.
Each student then writes a brief descriptive paragraph under the sketch giving
his/her interpretation of the scene. The sketches are displayed on the bulletin
board and used as a basis for discussion about the many different stages of the
life cycle.
 creativity
 insights
 understanding of life cycles
 effective writing elements
 active participation in discussions
Albuquerque Public Schools 03/04
STRAND IV: DIMENSIONS OF FAMILIES
CONTENT STANDARD: The student recognizes causes for changes in family dynamics.
BENCHMARK: The student analyzes the impact of social and cultural issues (e.g., health, economics, abuse).
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Describes how cultural changes have affected the family (NS – 6.2.1,
6.2.2, 6.2.4).
2.
Appraises the benefits of living in a family (NS – 6.2.1, 13.5.1).
3.
Describes the functions of the family (NS – 13.5.1, 13.5.2, 13.5.3).
4.
Lists the characteristics of various family structures (NS – 6.2.3).
5.
Recognizes single living as a lifestyle trend in this society (NS – 6.2.4).
6.
Identifies various roles in the family (NS – 6.1.4, 6.1.5).
7.
Determines measures for preventing violence and abuse in the family
(NS – 6.1.6, 6.1.7, 13.1.3, 13.1.5).
1 – 6. The student creates a personal Coat of Arms about himself/herself and
his/her family by drawing or using magazines to represent the following
areas:
 Draw two pictures or cut them from magazines – one to represent
something you are good at and one to show something at which you
want to become better.
 Make a picture to show one of your values from which you would
never budge. This is one about which you feel extremely strong and
which you would never give up.
 Draw or find a picture to show a value by which your family lives.
This should be one that everyone in your family agrees is the most
important.
 Use this block to show one of the cultural values or traditions that
your family finds important.
 Identify the benefits of living in a family. Use pictures from a
magazine, from home, or draw a picture to illustrate the importance of
your family lifestyle.
 In the last block, write four words which you think all families should
strive to be.
 all required components
 adherence to guidelines
 reflections
 neatness
 quality product
 understanding the influence and contributions of family
8.
Relates how family activities can strengthen the family (NS – 13.5.3).
9.
Identifies the characteristics of life events that could lead to a family
crisis (e.g., divorce) (NS – 6.1.6, 13.1.3, 13.1.5).
10. Explains how a crisis affects the family system (NS – 6.1.6).
HUMAN RELATIONS
9.9.12
8 – 15. The student is introduced to the cycle of violence by a guest speaker
from a women’s shelter. The student analyzes case studies about a variety
of abusive situations (e.g., dating, spousal, child, incest). The student then
views the movie The Burning Bed and, either in oral or written format,
identifies specific characteristics of the abused and the abuser citing specific
examples from the movie. He/She researches to identify community
Albuquerque Public Schools 03/04
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
11. Distinguishes between internal and external sources of stress
(NS – 13. 1.3).
12. Recognizes factors that help families prevent crises (NS – 6.1.7, 13.1.5).
13. Evaluates family coping skills (NS – 6.1.6).
14. Identifies community resources that aid families in crises (NS – 6.1.7,
13.1.5).
resources to help individuals and families that find themselves in abusive
situations.
 understanding of life-changing events
 active listening
 effective communication
 identification of community resources that help families in
crisis
 application of knowledge
15. Determines the challenges facing single parent and blended families
(NS – 6.2.2, 6.2.3).
HUMAN RELATIONS
9.10.12
Albuquerque Public Schools 03/04
STRAND V: CAREER DEVELOPMENT
CONTENT STANDARD: The student analyzes career paths within the area of health and human services.
BENCHMARK: The student explores education, training requirements, employability skills, and opportunities for career paths in health and human services.
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Conducts a job search to evaluate career opportunities in health and
social services (CR – 1E).
2.
Identifies skills (e.g., training, education) for successful employment
(CR – 1A).
3.
Demonstrates employability skills (CR – 1D, 2A, 3A, 3B, 3C, 5D; NS
13.3.6, 13.3.7).
 Time management
 Technological skills
 Goal setting/decision making
 Multitasking
 Versatility/flexibility
 Oral and written communication skills
 Collaboration and cooperation
4.
Identifies rights and responsibilities of a good citizen (CR – 4A, 4B, 4C;
NS – 6.2.5).
5.
Evaluates sources of consumer information (R – 5F).
HUMAN RELATIONS
1 - 3. The student conducts a job search (e.g., Internet, newspapers) which
includes the specific requirements and qualifications necessary to get the
job, the application process, interview preparation, résumé preparation,
wardrobe selection, and a personal interest inventory/survey or checklist.
After the preparation has been completed, the student is able to answer
questions generated by the other students or teacher about the occupation(s)
researched.
 completion of all components
 identification of skills and training needed
 communication skills
 effective presentation of package
3, 4. Many of the students have jobs after school or receive on-the-job training
through school programs (e.g., DECA, parenting classes). Through class
discussions, the student describes the skills of a “good employee”. He/She
creates a poster that depicts one or several attributes of a “good employee”.
 creativity
 identification of skills/attributes
 visual appeal
 quality product
5.
9.11.12
The student listens to guest speakers from various career fields
(e.g., business professionals from UNM School of Business, local small
business owners) talk about their professions and general information
(e.g., skills, training, education) that the student would need to know if
he/she were interested in that career. The student takes notes so that
afterwards he/she can write a summary of what was heard. He/She
evaluates the information on the merits of personal interest and relevance to
Albuquerque Public Schools 03/04
GRADE
10-12
PERFORMANCE STANDARDS
ILLUSTRATIONS
to his/her own career choices.
 listening skills
 accurate summarization of what was heard
 clarity of expression
 analysis/insights
OR
The student attends a job fair and presents to the class no less than three
information brochures from separate companies/corporations/organizations.
HUMAN RELATIONS
9.12.12
Albuquerque Public Schools 03/04