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Noting that parents and caregivers of infants and young children need to be aware of many potential hazards in the child's environment, this booklet provides assistance in buying nursery products, using them safely, and keeping them in good repair. The following furnishings and equipment are discussed: (1) cribs and crib toys; (2) bathing aids, buckets, and pails; (3) gates and enclosures; (4) high chairs; (5) play pens; (6) rattles, squeeze toys, and teethers; (7) toy chests; (8) walkers; (9) back carriers; (10) bassinets and cradles; (11) carrier seats; (12) hook-on chairs; (13) changing tables; (14) pacifiers; and (15) strollers and carriages. The booklet concludes with a list of general household tips and a safe nursery checklist to use as a guide when buying new or second-hand nursery products. (KB)

This publication is intended to assist teachers in planning an instructional program in consumer education to meet the state requirements as outlined in the School Code of Illinois. Each of 15 chapters follows a similar format. Each topic is identified in the opening paragraphs, followed by student objectives, an outline of content, suggested activities, and resources. The resources section at the end of each topic reflects the most current material available. Chapter titles are "The Consumer in the Marketplace"; "The Consumer in Our Economy"; "Budgeting"; "Saving, Investing, and Financial Services"; "Consumer Credit"; "Taxes"; "Insurance"; "Consumer Services"; "Housing"; "Food"; "Transportation"; "Clothing"; "Health Care"; "Recreation"; and "Home Furnishing and Equipment." The"Consumer Education Resources" section contains the most used resources for the field of consumer education. An appendix contains "Consumer Education and the Illinois Learning Standards," a correlation of consumer education to the Illinois Learning Standards. (YLB)

This instructional guide for a one-credit comprehensive laboratory course for grades 9-12 provides a broad range of knowledge and skills related to personal development and management, promotion of strong families, and preparation for adult roles. Introductory materials consist of a course description; overview of course design; facilities, equipment, and resources; and a section on how to use the guide. Texas Essential Knowledge and Skills for Home Economics Education are presented in a two-column format with numbered general knowledge and skills statements in the left column and related statements of expected student performance in the right. Sample block plans and a block planning master illustrate one way to carry out the course. The instructional strategies section allots two pages for strategies addressing each statement of expected student performance. Each strategy has a number and header designation. Examples of headers are brainstorming, case study, class discussion, game, group activity, laboratory experience, research, role play, and skit. A light bulb icon beside a header indicates that creative techniques are suggested in another section. A notes column on each page displays information and icons that point out where teaching aids have been used and other pertinent information. A list of resources is provided. Other sections provide supervised career-connections experiences; blended activities; creative ideas; TAAS objectives and proficiency; bibliography; and teaching aids (transparency masters, student information sheets, activity sheets, assessment devices, and other tools). (YLB)

These two publications are two of three that comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of housing, furnishings, and equipment production, management, and services. The reference book is a student text that provides information needed by employees in the housing, furnishings, and equipment industries. Each chapter contains a chapter focus (the Texas Essential Knowledge and Skills standards addressed in that chapter), chapter vocabulary list, "essential questions" boxes, and chapter highlights. Topics of the 25 chapters include career opportunities; design; selection and coordination of floor plans, furnishings, and accessories; walls and ceilings; floors and floor coverings; furniture; fabrics; window treatments; bedding; safety and sanitation; tools and equipment; floral design; entrepreneurial opportunities; marketing; and customer relations. There are 11 references and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB)

The leader's guide and member's manual are presented for a 4-H project designed primarily for older teens, ages 16-19, the group most likely to need information on how to rent their first "home away from home." The member's manual is divided into 10 sections, with each section covering a particular aspect of the rental process. It guides the learner through the decision-making process of finding, selecting, furnishing, and maintaining an apartment; helps the learner understand the basic terms of a lease and the things to watch out for in a lease; provides guidelines for selecting an apartment and explains the costs of renting; suggests inexpensive ways to furnish an apartment; gives basic information on caring for and maintaining an apartment; and lists pointers on selecting a roommate. Sections 2-10 contain objectives; information; glossary; and activities. The leader's guide provides an introduction to the project and to working with youth; an explanation of the activities; some possible modifications; guidelines for carrying out the project; answers to questions; and additional teaching materials needed. Two games that group members can make themselves are included. A video is available separately. (YLB)

This publication is designed to help home economics teachers as they identify and teach basic skills in their programs. Part I, "Basic Skills Instruction in Home Economics" (Miller), discusses strategies for supplementing basic skills through home economics content. It addresses preparation of home economics teachers to incorporate basic skills in their classes and gives information on the movement to grant academic credit for home economics classes. A list of 31 references follows. Part II, "Basic Skills Activities," is divided into four sections, each dealing with a different major basic skill relevant to home economics: "Communication" (Thompson, Sproles); "Mathematics" (Hall, Williams); "Physical and Life Science" (Moss); and "Social Studies" (Van Buren). Each section begins with an introduction to the use of the basic skills area in home economics, followed by student activities that can be used in teaching the skill. Within sections, activities are organized into the following content areas: consumer education/resource management, housing/home furnishings, human development, nutrition/foods, and textiles/clothing. For each activity, the home economics content area, basic skill, home economics application, and directions are indicated. Part II lists 74 selected references and resources and includes a source list. (YLB)

The new guidelines constitute a supplement to the New York State Syllabus for a Comprehensive Program: Home Economics Education. This new approach provides guidelines for reorganizing the program for Grades 5 and 6 into four basic subject areas and six content emphases. The four subject areas are: human development; housing, furnishing and equipment; food and nutrition; and clothing and textiles. The content emphases related to each subject area are: management, buymanship, leisure, careers, health and safety, and relationships. Instructional levels have been used to identify skill development in particular subject areas for a specific emphasis according to the learner's maturity level. Further explained are the course development and module development for local use. The remainder of the document discusses the scope of learnings, framework, and modules in human development, housing, furnishings and equipment, food and nutrition, and clothing and textiles. Each module is presented in terms of behavioral outcomes, suggested learning experiences, measurement of student progress, and related modules. Included are seven appendixes (analyzing student needs, needs analysis chart, glossary of terms, miniguide for writing measurable objectives, a list of words for writing behavioral objectives, a module effectiveness form, and sample forms). (Author/BP)

The 11-unit curriculum guide for house care services, a Federally sponsored project, is designed to help students identify interests and develop skills associated with house care services. Two introductory units deal with the world of work and the total area of house care services. The following unit topics are: sanitation and safety; equipment; management; house plans; decoration, accessories, and lighting; home economics; storage; repairs; and landscaping. Each unit outlines objectives and activities, with many of the units also providing references and materials needed. Some of the "hands on" instructional aids provided are various personal checklists, unit tests and answers, unit review sheets, informational charts, and handout sheets. House care related occupations include: housekeeper, private domestics, hotel/motel supervisor, janitor, laundry services, assistant house manager, landscaping, florist assistant, appliance demonstrator, home furnishing salesperson, drapery specialist, floor care specialist, interior decorator, small appliance repair, maintenance, furniture refinisher, appliance salesman, upholsterer, carpet mechanic, visiting homemaker, and maid (hotels, motels, hospitals). (EA)

The curriculum guide opens with brief introductions on the use of the guide and on the nature of the 17 occupations considered and possible places of employment in each job category. The remainder of the guide consists of unit plans for the occupations: art and craft aide, bridal consultant, child care aide, clothing assistant, companion to elderly, consumer aide, dietetic aide, fabric coordinator, fashion coordinator, floral designer, food caterer aide, food service employee, home furnishings aide, housekeeping management assistant, physical fitness assistant, tester of foods, and tester of textiles. The unit plans consist of job analysis interview forms, and various learning activities which specify objectives, tasks, work experiences, and study assignments. (JR)

Several intermediate performance objectives and corresponding criterion measures are listed for each of three terminal objectives for an exploration of home furnishing, equipment, and services occupations course for eighth and ninth grade students. The materials were developed for a 12- to 18-week course designed to provide exploration opportunities in interior design, related textiles, reupholstery, slip covering and drapery making, furniture, equipment and accessories, housing, related agencies and legislation, and operation of home furnishings, equipment and services enterprises. A curriculum objective test is also included. (This manual and 54 others were developed for various secondary level vocational courses using the System Approach for Education (SAFE) guidelines.) (HD)

Several intermediate performance objectives and corresponding criterion measures are listed for each of seven terminal objectives for a 6- to 9-week orientation to home economics occupations course for seventh grade students. The titles of the seven terminal objectives are Overview, Human Care Cluster, Food and Nutrition, Home Service Cluster, Clothing and Textiles, Housing and Home Furnishing, and Looking Ahead. A curriculum objective (diagnostic) test is included in the front of the manual. The appendix contains keys to tests, occupational pyramids, Future Homemakers of America (FHA) suggestions, and a bibliography. (This manual and 54 others were developed for various secondary level vocational courses using the System Approach for Education (SAFE) guidelines.) (HD)

Designed for use by instructors of appliance repair to help establish a uniform curriculum, this manual presents a basic course of study. Individual instructors can add or delete jobs or lessons to suit their particular teaching situations. Contents include the course philosophy, listing of course objectives and activities to achieve them, plan of instructional practice, listing of appliance repair reference materials, bibliography, listing of resources for visual aids, and course outline. These seven units are included: orientation, basic electricity, basic shop tools, laundry equipment, kitchen equipment, and refrigeration. Job sheets, operation sheets, information sheets, and assignment sheets are provided. Job sheets (student practice in developing skill competencies) define materials and tools needed, competence procedures/steps cross-indexed to related operation sheet(s), and method of evaluation. Operation sheets, supplementing job sheets and indicating how to perform skill competency operation necessary to complete assigned jobs, include competency, objective, and competence-procedures/steps. Information sheets supplement job sheets and provide the student with information necessary for completing the assigned jobs with the highest possible degree of understanding. Sample assignment sheets provide the student with mental activities necessary to learn the "knowing" that accompanies the "doing" of a trade. (YLB)

Energy education units (consisting of a general teacher's guide and nine units containing a wide variety of energy lessons, resources, learning aids, and bibliography) were developed for the Indiana Energy Education Program from existing energy education materials. The units were designed to serve as an entire curriculum, resource document, supplementary materials, or as a laboratory manual of "hands-on" activities which could be infused into existing grades 9-12 curricula. Unit I, focusing on energy decision-making related to housing and home furnishings, consists of an introduction (rationale, unit objective, and general background information), five lessons, unit resources, bibliography and teacher evaluation form. Each lesson includes title, objectives, background information, activities, evaluation techniques, and resources. Titles of lessons are: (1) Water Heaters and Water Usage; (2) Home Lighting Plan - Which Conserves Energy? (3) Appliance Energy Use; (4) Caulking and Weatherstripping; and (5) Windows and Energy. (Author/JN)

These materials for the curriculum area of creating a living environment comprise one of six such packages that are part of the Ohio Vocational Consumer/Homemaking Curriculum Guide. The curriculum area or perennial problem taken up in this document is divided into three practical problems regarding: (1) a place to live; (2) managing a home environment; and (3) near and far living environment. These are further categorized into seven concerns: choice of residence, acquiring housing, energy, home maintenance, equipping and furnishing the home, sharing environments, and public housing. Each concern is divided into a number of concepts or modules. This package consists of 30 modules. Introductory materials include 12 case studies used in many of the modules. The format for each module is as follows: code, perennial problem, practical problem, concern/concept, homemaking skills (listing of various skills needed by the homemaker as related to the developed concepts), and a chart relating process skills (steps of practical reasoning), concepts further breakdown of the topic), and strategies (information and activities that facilitate the teaching/learning of the concepts). In some cases, specific resources are attached; otherwise, teachers may choose their own resources based upon availability and appropriateness to individual classrooms. (YLB)

This resource book for slipcover construction is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are Safety and Machine Instructions, Estimates for Slipcover Yardage, Prepare Furniture for Slipcovering, Three Types of Pinning, Make Slipcover Sections for Chair Arms, Block Out the Material, Make Paper Patterns of Flat-Shaped Section, Sewing a Corded-Boxed Cushion Cover, The Skirt, Applying Slipcover to the Chair, and The Completed Chair. (YLB)

This curriculum guide for slipcover construction is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, and tasks list for slipcover construction). A suggested curriculum guide is then provided for slipcover construction. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This curriculum guide for entrepreneurship is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, task lists for drapery construction and window treatments, furniture renovation, and slipcover construction). A suggested curriculum guide is then provided for entrepreneurship. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This resource book for furniture renovation (refinishing and reupholstering) is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are Furniture Woods, Cuts and Matching Veneers, Wood Joints, Joints Used In Furniture Construction, Vocabulary of Wood, Wood Classification, Exotic Woods, Woods Physical Properties and Source Chart, Chronology of Furniture Styles, Dictionary of Upholstery Terms, Upholstery Materials and Supplies, Furniture Fabrics, Estimating Fabrics to Reupholster Various Pieces of Furniture, Removing Old Cover, Construction Processes in Upholstery, Spring and Spring Work, Attaching Burlap, Determining Size of Tack for Job, and Installing Final Coverings. (YLB)

This curriculum guide for window treatment construction and rod installation is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, and tasks list for drapery construction and window treatments, including installation). Suggested curriculum guides are then provided for window treatments, rod selection, and installation. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This curriculum guide for furniture renovation (refinishing and reupholstering) is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, and tasks list for furniture renovating, reupholstering, and refinishing). Suggested curriculum guides are then provided for refinishing furniture and for reupholstering furniture. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This resource book for window treatment construction and rod installation is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are Window Treatments Glossary, Window Treatments, Parts of a Window, Types of Windows, Window Measurements, Worksheet to Determine Yardage Required, Width Conversion Chart, Sample Work Order, Work Order Information, Work Tables, Power Sewing Equipment, The Sewing Machine, Safety Procedures, Safety Check List, Types of Pleats, Worksheet for Calculating Pleats and Spaces, Drapery Hooks, Evaluation Pinch-Pleated Draperies, Window Headings, Window Shade Measurements, Construction of Roman Shades, Austrian Shades, Window Treatment Hardware, Traverse Rods, Curtain Rods, Rod Identification, Mounting Methods for Draperies and Curtains, Assemble Traverse Rods, Installation Tools, Installation Tips, Installation Procedures, and Achievement Test. (YLB)

This resource book for entrepreneurship is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are List of Film Titles, Small Business Profile, Home Economics, Related Small Businesses, Worksheet, Application for Seller's Permit, Business Practices, Calculating Financial Ratios, and Annotated Glossary of Business Terms. (YLB)

This curriculum guide presents concepts related to housing that could aid in decision-making about housing, improving the environment in homes, and preparing students to meet housing needs as they occur throughout life. It is intended to be used by teachers in Louisiana who plan individual units to meet the needs of their students on various levels. Concepts and sub-concepts related to housing as it might be taught in home economics programs are arranged at the beginning of the guide into a conceptual framework to show the relationships among them. Five major conceptual areas are covered in the guide: housing choices, economics of housing, housing management, home planning, and housing trends. These concepts are arranged to be taught on five levels: beginning housing (grades 6-9); housing--home economics I (grades 9-10); housing--home economics II (grades 10-11); housing--semester course (grades 11-12); and housing--modules (grades 12 and adult). From this conceptual framework, a scope and sequence outline is provided for each level. For the concepts on each level, topics, objectives, content areas, learning activities, evaluation experiences, and teaching resources are suggested. Also included are activities for Future Homemakers of America (FHA) related to the various topics. (KC)

This curriculum guide contains content outlines and outlines of the specific learning objectives for all courses taught in the Home Economics Department of Sweet Grass County High School, Montana. The courses are Homemaking for Today, Foods and Nutrition, Housing and Home Furnishings, Single Survival, Clothing I, Clothing II, Family Life, and Preparing for Parenthood. Each outline provides the following information: grade, prerequisite, credit, length, and overall objective. The content outline provides major topic areas. The outline of objectives suggests teaching techniques and length of time to be spent on each topic. (YLB)

This guide is designed to provide an overview of the total curriculum for Level I Home Economics. Three scope and sequence options and block plans for periods that are 9, 18, and 36 weeks in length are suggested. The six subject areas (and concept areas) are child development (child as individual, babysitting, job skills), clothing and textiles (buying and selecting ready-to-wear, construction, clothing care, careers), consumer education (management and making decisions, consumer skills, create a job), family life (discovering self; values, standards, goals; adolescence; family; peers and pressures; abuse; careers), food and nutrition (kitchen skills, food preparation skills, careers), and housing and home furnishings (influences on housing, personal living space, careers). Each section begins with an overview of competencies, concepts, and objectives within that section. For each objective, the following materials are provided: learning activities and resources, further activities, references, and duplicating masters for handouts, informative material, and exercises. A list of reference addresses completes each subject area. Home Economics National Standards are appended. (YLB)

This guide is intended to assist home economics teachers in designing lessons and activities that will reinforce reading skills in consumer and homemaking education programs. Included in the guide are a total of 60 mini-lessons on the following areas of home economics: child development; family relationships; foods and nutrition; consumer education; housing, home furnishings, and equipment; and clothing and textiles. Each activity contains some or all of the following: content area, level of difficulty, home economics content objective, reading objective, learning activity, and source. An appendix contains the answers to all the activities. Also included is a matrix that details (1) the number(s) of the learning activities in which a particular reading skill is reinforced and (2) whether a given reading skill is required to pass the New Jersey High School Proficiency Test. (MN)

This guide is intended to assist home economics teachers in designing lessons and activities that will reinforce writing skills in consumer and homemaking education programs. Included in the guide are a total of 59 mini-lessons on the following areas of home economics: child development; family relationships; foods and nutrition; consumer education; housing, home furnishings, and equipment; and clothing and textiles. Each activity contains some or all of the following: content area, level of difficulty, home economics content objective, writing objective, learning activity, and source. An appendix contains the answers to all the activities. Also included is a matrix that details (1) the number(s) of the learning activities in which a particular writing skill is reinforced and (2) whether a given writing skill is required to pass the New Jersey High School Proficiency Test. (MN)

This guide is intended to assist home economics teachers in designing lessons and activities that will reinforce mathematics skills in consumer and homemaking education programs. Included in the guide are a total of 55 mini-lessons on the following areas of home economics: child development; family relationships; foods and nutrition; consumer education; housing, home furnishings, and equipment; and clothing and textiles. Each activity contains some or all of the following: content area, level of difficulty, home economics content objective, mathematics objective, learning activity, and source. An appendix contains the answers to all activities. Also included is a matrix that details (1) the number(s) of the learning activities in which a particular mathematics skill is reinforced and (2) whether a given mathematics skill is required to pass the New Jersey High School Proficiency Test. (MN)

The hogan (home) represents a focal point in Navajo thought and life as the physical site where parental instruction occurs and as a symbol of ideal values. This text presents, very simply, the various types of hogans and hogan contents with information on their cultural meaning and the Navajo and English terminology for each item. While emphasizing oral and written language skills, the book is more generally aimed at teaching cultural concepts and values which reflect the importance of family and clan ties and the concept of right and respectful relations with others and nature. The 16 pages of illustrations and graphics are large and geared toward children in the lower primary grades, although the text may be used throughout the elementary grades and as an informational supplement for teachers at all levels of instruction. As an adjunct activity, illustrations can be photocopied and colored, painted, or otherwise elaborated by students. While this book is written primarily for Navajo students, it can be used successfully as an addition to a multicultural curriculum when studying variation in human habitation, family organization, residence patterns, and home life. A bibliography cites five additional references. (Author/NEC)

This guide was written to aid home economics teachers in developing a greater understanding and use of basic skills in the home economics curriculum. The objectives of this guide are (1) to expand the awareness of underlying mathematics and science principles in the consumer and vocational home economics curriculum and (2) to provide a bank of resources to give teachers a practical and useful base from which to launch their own basic skills instruction. The curriculum guide, structured around the Montana Scope and Sequence, is divided into the curriculum areas of child development, family life, clothing and textiles, foods and nutrition, consumer education, and housing and home furnishings. Objectives and page numbers corresponding to the Scope and Sequence are noted on the top of each page. Science and mathematics concepts, competencies, learning activities, and instructional resources are numbered under each objective. (KC)

This publication was designed to assist home economics teachers, school administrators, guidance counselors, and community and parent advisory groups in Montana to plan vocational home economics programs. Information included in the publication is intended to define concepts and to provide suggested learner outcomes appropriate for home economics educational programs at middle, junior high, and secondary school levels. The guide contains learner outcomes for five subject areas: clothing and textiles, consumer education, foods and nutrition, housing and home furnishings, and human development. For each subject area, learner outcomes are listed for courses on three levels. Flow charts for each subject area show the interrelationships between the various outcomes. The outcome guides were developed by Montana home economics teachers during several workshops. (KC)

The housing and home furnishings guide, part of a consumer and homemaking education unit, was developed in a 3-week curriculum workshop at Winthrop College in June 1972. The identified objectives and learning experiences have been developed with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. The purpose of the material is to develop an awareness in which the home and its furnishings contribute to a satisfying life through fulfillment of individual and family goals. The grade 9 basic unit and grade 10 advanced unit consider various aspects of housing and home furnishings. The semester unit, grades 10-12, examines integration of housing selection factors, financial and legal aspects, house plan evaluation, home furnishings, physical care, and career opportunities in housing and home furnishings. Under each concept, three columns list behavioral objectives, learning and evaluation experiences, and teaching resources. (AG)

This Home Economics Educators Package (HEEP) is written to be used as a consumer education course on the selection of furniture. The objective of the course is for each student to know the types of furniture available and to be able to select furniture to meet present or future needs. This guide has been divided into four sections: a teachers section--which states the idea, skill or attitude, and objectives to be learned; instructions to the teacher--which is a list of a variety of resource materials; instructions for evaluation--a pretest and posttest with answer keys; and the student section--which contains a pretest, a list of learning objectives, five lessons (with accompanying objectives, instructions, learning activities, and self-tests); followup instructions and a student evaluation form. (BP)

This package consists of a teacher's guide and 12 learning modules that have been designed for middle school home economics exploration and orientation courses. Presented in the teacher's guide are suggested instructional strategies for using the learning modules in interdisciplinary settings. The following topics are covered in the learning modules: careers in home economics, personal development, personal grooming and hygiene, employability skills, food and nutrition/culinary arts, clothing and textiles, child care and human services, housing and home furnishing, home and institutional management, home and family life, computer literacy, and leadership skills and Future Homemakers of America/Home Economics Related Occupations. The learning modules, which have been developed in a competency-based instruction format, contain the following: objective and introduction sheet (including student learning objectives and performance standards); teacher activity sheet (including suggested preparation activities, teaching activities, and suggestions for incorporating home economics competencies into academic courses); reference information for teachers; transparency masters; student handouts/activity sheets; activity sheet answers; and student progress chart. A counselor's/adviser's guide summarizing career opportunities in the hospitality industry is also included. (MN)

This guide contains the materials required to teach a competency-based course to develop student awareness and skills relating to specific aspects of housing and home furnishings. It is divided into three sections: an instructor's manual, instructor's resource package and student workbook. The following topics are covered in the 10 instructional units: planning living space for human needs, evaluating and financing housing alternatives, applying elements and principles of interior design, arranging interior spaces, designing interior backgrounds, selecting furniture and accessories, selecting appliances, planning for safety and security, and exploring careers in housing and home furnishings. In the instructor's manual are the following: information on using the guide; a section for each unit listing activities and resources needed, focus assignments, objectives, evaluation methods, references, and written tests and answers; and an instructional supplement that provides additional teaching aids. The resource package contains the following: learning activity package sheets that allow instructors to individualize instruction for some/all students, transparency masters, and written tests. The student workbook includes one set of objective, information, assignment, and job sheets for each unit. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused into the curriculum: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. A basic skills documentation matrix correlates skills with units of instruction. (MN)

This curriculum guide developed in California and organized in 10 chapters, provides a home economics education career path guide and model curriculum standards for high school home economics programs. The first chapter contains information on the following: home economics education in California, home economics careers for the future, home economics education curricular paths, career path clusters in home economics, teaching and learning in home economics education, Future Homemakers of America-Home Economics Related Occupations, teacher preparation, program and student assessment, and developing and implementing quality home economics education programs. The following nine chapters contain model curriculum standards for nine home economics career clusters: (1) consumer home economics; (2) child development and education; (3) consumer services; (4) family and human services; (5) fashion design, manufacturing, and merchandising; (6) food science, dietetics, and nutrition; (7) food service and hospitality; (8) hospitality, tourism, and recreation; and (9) interior design, furnishings, and maintenance. The standards specify the general as well as content-specific information that students should attain after a 2-year sequence of home economics education in high school. Appendixes contain the following: 29 home economics and 66 career-vocational references; glossary; California Basic Educational Data System codes and titles; and a summary of academic standards. (KC)

Noting that children spend an enormous amount of time in child care, this book illustrates the strengths of family child care and how to capitalize on these strengths by careful space design. Five chapters give advice on how to create a well-organized family day care environment. Chapter 1 discusses how to put first the needs of the provider, the provider's family, the children in child care, and other people when arranging and deciding to use a space. It includes tips on how to make the space accommodate the people who will use it. Chapter 2 looks at all the different people in the family child care business that must be accommodated, such as the children cared for, their families, and others connected to the business. Chapter 3 considers the provider's family, including guests and extended family members. Chapter 4 examines the activities these people engage in and the kinds of space required for their activities. Chapter 5 considers the child care space as a whole, inside and out, and how to find usable space for all possible activities. It includes suggestions for how to implement a space plan, using not only the rooms, but also the furnishings in the rooms. Two appendices include forms to use when planning activity areas and a list of companies that specialize in child care equipment. (TJQ)