College Preparatory Elective – Interdisciplinary / Other ...



College Preparatory Elective – Interdisciplinary / Other Subject Template

(Required Information needed to prepare for course submission)

• Course Guidance

GENERAL COLLEGE PREP ELECTIVE GUIDANCE

The intent of the college preparatory elective requirement is to encourage prospective UC students to fill out their high school programs with courses that will meet one or more of a number of objectives:

o To strengthen general study skills, particularly analytical reading, expository writing, and oral communications

o To provide an opportunity to begin work that could lead directly into a major program of study at the University, and

o To experience, in some depth, new areas of academic disciplines that might form the basis for future major or minor studies at the University

Quality. All courses selected to meet the "g" elective requirement are expected to meet standards of quality similar to those required for the "a-f" requirements. Courses acceptable for the "g" elective area should be advanced courses designed for the 11th and 12th grade level and/or have appropriate prerequisites. Elective courses should present material at a sufficient depth to allow students to achieve mastery of fundamental knowledge that prepares them for University work or a future career path.

COLLEGE PREP ELECTIVE: INTERDISCIPLINARY/OTHER GUIDANCE

o Courses must be rigorous in terms of academic content and student expectations.

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• Course Content

NOTE: The following questions are subject specific and ask for detailed information regarding the course curriculum. Since UC has developed their own criteria for the review of curricula, it is not necessary (and preferred) that the State Standards are not listed when submitting course descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School Articulation unit and UC faculty. Include relevant information that would assist those reviewing the course and provide UC a better understanding and clarity about the intent of the curriculum. UC expects to see information that would show specific, detailed evidence of the course rigor and development of essential skills and habits of mind. Course template components need to be more expository and illustrative of the integration of each course component and how the overarching goals are being accomplished. The text boxes below will expand to accommodate additional text.

Course Purpose: What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. (How these will be accomplished should be reserved for the Course Outline, Key and Written assignments, Assessments, and/or Instructional Methods.)

NOTE: More specificity than a simple recitation of the State Standards is needed.

|The purpose of Family and Human Development is for students to learn how to make and maintain positive relationships with family and friends, while |

|developing life-long decision making skills. Students will examine how interpersonal relationships affect their role in the family, community and |

|workplace and ways to handle major life changes, conflicts and crises. This course will also enable students to gain leadership and career skills and |

|participate in school and community service projects. |

Course Outline: A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based, give examples. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e. textbook table of contents or California State Standards).

|Unit 1 – Contributions of the Family (ch |

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|Students will understand the functions of the family as it pertains to a nurturing environment, self-esteem, values and relationships. Students will |

|explore socioeconomic and cultural influences, varying family structures, roles and responsibilities, and the importance of individual and family service |

|to the community. |

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|Explain the function of the family in providing a nurturing environment for its members and its influence on self-esteem, values, and relationships. |

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|Describe socioeconomic and cultural influences on the family. |

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|Analyze the differences in family structures and their effect on society. |

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|Describe roles and responsibilities assumed by family members and explain the consequences when individuals neglect these responsibilities. |

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|Analyze traditional and nontraditional roles and responsibilities of family members by comparing the families of past generations with contemporary |

|families. |

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|Describe the importance of personal and family involvement in the community and ways for individuals to contribute to their community. |

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|Unit 2 – Personal Development |

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|Students will study individual development, specifically focusing on character, personality and self-worth. Students will understand the effects of |

|personal values and goals, how to promote positive and lasting relationships, effective verbal and non-verbal communication skills, and managing conflicts |

|and crises to build successful relationships. |

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|Describe the factors that contribute to the development of character, personality, and self-worth. |

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|Identify personal values and goals and their effect on decisions. |

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|Analyze the characteristics and behaviors that contribute to the development of positive relationships. |

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|Describe how common values and goals promote positive lasting relationships. |

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|Demonstrate how effective verbal and non-verbal communication skills build positive relationships, enhance self-esteem, and increase respect for others. |

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|Describe communication strategies and resources that help individuals manage conflicts and crises in order to build successful relationships. |

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|Unit 3 – Responsible Relationships |

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|Students will focus on the development, purposes, and influential factors of friendships and the stages in the development of personal relationships. |

|Students will study behaviors in dating relationships and the influence of the media in shaping attitudes of today’s youth. |

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|Identify the purposes and qualities of friendships. |

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|Examine family, societal, and cultural factors that influence the development of relationships. |

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|Describe the stages in the development of personal relationships. |

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|Describe responsible and irresponsible behaviors and their effect on relationships. |

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|Analyze the influence of the media in shaping attitudes and behaviors. |

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|Unit 4 – Relationships in Marriage |

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|Students will gain insight into appropriate selection of a marriage partner, various factors that affect marriage, and the need for adjustment to ensure a |

|successful marriage. The meaning and responsibility of commitment will be taught and well as the impact of parenthood on relationships. |

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|Assess personal qualities and expectations that lead to the selection of a marriage partner. |

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|Examine family, legal, societal, financial, and cultural factors that affect marriage. |

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|Analyze the meaning and responsibilities of commitment to one person in marriage. |

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|Explain the areas of adjustment for a successful marriage. |

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|Analyze the impact of parenthood on relationships. |

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|Unit 5 – Major Life Changes |

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|Students will study the human life cycle and adjustments that are needed as people age. Students will understand the changes in family structure, |

|dual-career families, and factors that will facilitate appropriate adjustment. |

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|Describe the common major life changes, issues, and adjustments that individual encounter during the life cycle. |

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|Summarize adjustments required as family structures change and analyze factors that facilitate the adjustments. |

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|Describe the changes that occur in the aging process, the special needs of the aged, and the ways those needs may be met by family members and community |

|agencies. |

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|Unit 6 – Conflict and Crises |

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|Students will differentiate strategies for coping with personal, family and work-related conflicts and crises. Students will study the effects of both |

|positive and negative stress factors and current laws regarding marriage, parenthood, divorce and death. |

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|Assess personal attributes and available resources for coping with conflicts and crises. |

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|Apply strategies for coping with personal, social and work-related conflicts and crises. |

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|Explain the effects of positive and negative stress factors on psychological and physiological well-being. |

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|Explain current laws relating to marriage, parenthood, death, and dissolution of marriage. |

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|Unit 7 – Communication |

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|Students will learn how to work effectively and cooperatively with others while exhibiting positive attitudes. Students will examine supervision and |

|leadership roles and applying nonverbal, oral, and written communication skills in a variety of situations. |

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|Explain how personal and interpersonal skills and group dynamics affect personal, family, and work life. |

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|Exhibit positive attitudes such as self-confidence, honesty, perseverance, initiative, and self-discipline. |

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|Describe effective working relationships across age, gender, and cultural groups. |

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|Assess and practice effective nonverbal, oral, and written communication skills appropriate for various relationships and situations. |

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|Unit 8 – Career and Employability |

|Student will understand and apply the principles of effective oral, written and multimedia communication in a variety of formats and contexts. Students |

|will make effective decisions, use career information and manage personal career plans. Students will understand the employability skills, professionalism|

|and effective career skills. Students will make informed decisions based on a variety of resources. |

|Describe career pathways and strategies for obtaining employment and advancing in various pathways. |

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|Apply job search and acquisition skills such as preparing job applications, resumes and career portfolios. |

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|Define and describe employability skills and professionalism. |

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|Describe the expectations of employers, job-related responsibilities, positive work habits, work ethics, and ethical behavior. |

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|Evaluate dress, grooming and personal hygiene appropriate for various job situations. |

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|Describe and practice behaviors and attitudes that contribute to success in job retention and promotion. |

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|Define ways in which employees may have to adapt to changes in the workplace. |

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|Unit 9 – Management of Personal, Family, and Work Responsibilities |

|Students will be able to manage and balance personal, family, and work life using strategies that will enhance productivity to attain a high quality of |

|life. |

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|Describe and relate the management process to a balanced personal, family, and work life. |

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|Apply management skills, including negotiation, to home and work life. |

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|Apply and use the decision-making process to resolve situations with a potential for conflict and stress. |

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|Analyze ways to integrate personal and family needs, values, and goals. |

Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline. It is not appropriate or necessary to include instructions given to students regarding the execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section.

|Student will research and report on their family history to generate a 3-dimensional project to share out with the class. |

|Students will maintain a year long goal setting journal that they up date and modify throughout the course. They will learn how to set short term and long|

|term measurable goals that are and related to personal improvement. |

|Role playing scenario on responsible/irresponsible behaviors. |

|Students will take a values survey and will write an essay about their findings. |

|Research and report on current forms of social media and the positive/negative effects on today’s youth. |

|Pair-share where students are given a variety of relationship situations that they must analyze and report on-married, single, widowed, divorced, with |

|kids, loss of job, etc |

|Students will generate a life span continuum for different stages of life. Students are able to collaborate and discuss the stages they were assigned in |

|order to place them in chronological order. |

|Students will research the pros and cons of being a stay-at-home parent vs a working parent. They will interview a stay at home parent and a working parent|

|and present their findings to the class. |

|Students will interview and research family types (single parent, blended families, same-sex partners, teen parents, etc). They will create and present a |

|powerpoint presentation about the family type they are assigned including: issues each faces, problems, solutions, and resources available. |

|In groups of 2 or individually, students will be assigned different stages of human development to research and report on. |

|Students will complete a cumulative career portfolio. |

|Students will create a brochure that addresses various crisis situations such as stress, divorce, death, marriage, illness, or moving and relevant coping |

|strategies. |

|Students will write a letter of condolence. |

|Students will research elder care and job shadow a person working in convalescent homes, assisted living facilities, hospitals, or hospice care. |

Instructional Methods and/or Strategies: Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies?

|Daily Instruction: direct and indirect lecture, note-taking in order to promote retention of each content area will be used throughout the course in each |

|unit of instruction. |

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|Peer critiquing will be used as part of the student presentation and peer evaluation process. |

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|Independent and group research will incorporate cooperative group work and investigation which will be used to present group and independent research for |

|research and presentation topics. Research will be displayed with integrated technology |

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|Use of manipulative and visual representations will support activities including fold-ables, homework, jigsaws that will support kinesthetic learning of |

|curriculum content. |

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|guest speakers field trips and leadership development activities will be used throughout to reinforce preparation for college and career readiness. |

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|Guided Practice, graphic organizers and class discussions will be used throughout each unit to promote critical thinking, decision making and organization.|

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Assessments Including Methods and/or Tools: Indicate the intent of each assessment and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind skills.

|Presentations and written text (expository and reflective); to assess planning, organization, collaboration and communication skills demonstrating |

|understanding of Child Development in each research and writing assignment. |

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|Daily Homework: to reinforce classroom practices, key assignment, and remediate areas of need. |

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|Portfolio: cumulative assessment to support meta-cognitive processes for supported and self-guided learning. |

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|Research and Analysis Projects: to provide platforms for analysis and synthesis of information; to all access to diverse areas of content published |

|projects reflecting understanding and knowledge of child development reading. |

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|Informal Assessment (Daily Observation and Feedback): to inform instruction for continued student learning. |

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|Formative and Summative Assessments: to measure student progress and attainment of final outcomes of the course. |

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