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					                                                         Table of Contents

                                                              Title 28
                                                            EDUCATION

                Part LXXIII. Bulletin 109―Family and Consumer Sciences
                       Content Standards Curriculum Framework
Chapter 1.      Education ................................................................................................................................ 2
  §101.      Mission and Goals of the State Board of Elementary and Secondary Education (SBESE) ....... 2
  §103.      Louisiana Content Standards Foundation Skills......................................................................... 2
  §105.      Information Literacy Model for Lifelong Learning ................................................................... 2
Chapter 3.      Family and Consumer Sciences in Louisiana ......................................................................... 3
  §301.      Introduction ................................................................................................................................ 3
  §303.      Mission and Goals ...................................................................................................................... 3
  §305.      Description of Framework .......................................................................................................... 4
  §307.      Purpose and Development .......................................................................................................... 4
  §309.      Intended Audiences and Use ...................................................................................................... 4
Chapter 5.      Framework .............................................................................................................................. 5
  §501.      General ....................................................................................................................................... 5
  §503.      Strand: Clothing and Textiles ..................................................................................................... 7
  §505.      Strand: Housing, Interiors, and Furnishings ............................................................................... 9
  §507.      Strand: Human Development and Family Relationships ......................................................... 11
  §509.      Strand: Management of Resources ........................................................................................... 22
  §511.      Strand: Nutrition and Foods ..................................................................................................... 27
  §513.      Academic Cross-Reference Codes ........................................................................................... 34
  §515.      Referenced Academic Content Standards ................................................................................ 34
  §517.      Implementing the Standards Through FHA/HERO ................................................................. 42
                                                             Table of Contents

                                                             Title 28
                                                           EDUCATION
                        Part LXXIII. Bulletin 109―Family and Consumer Sciences
                               Content Standards Curriculum Framework


                 Chapter 1. Education                                    creatively in society and in a variety of workplaces. This
                                                                         process can best be accomplished through use of the
§101.        Mission and Goals of the State Board of                     following skills: reading, writing, speaking, listening,
             Elementary and Secondary Education (SBESE)                  viewing, and visually representing.
  A. As part of the scope of education in Louisiana, Family                  2. Problem Solving: The identification of an obstacle
and Consumer Sciences Education embraces the mission and                 or challenge and the subsequent application of knowledge
goals of education as adopted by the State Board of
Elementary and Secondary Education.
                                                                         using multiple pathways, even when no routine path is
    1. The Board of Elementary and Secondary Education
                                                                         apparent.
pledges its commitment to the proposition that every child is
valued and every child will learn.                                            3. Resource Access and Utilization: The process of
                                                                         identifying, locating, selecting, and using resource tools to
                                                                         help in analyzing, synthesizing, and communicating
board will aggressively pursue new and different ideas,
                                                                         information. The identification and employment of
develop a strong systemic process for change, and dedicate
                                                                         appropriate tools, techniques, and technologies are essential
our energies and resources to that mission.
                                                                         to all learning processes. These resource tools include pen,
     3. The board recognizes that education is an on-going               pencil, and paper; audio/video materials; word processors;
process in which learning is the constant and time is the                computers; interactive devices; telecommunication; and
variable. It is for this reason that we propose and adopt the            other emerging technologies.
following goals that we believe will help chart the course for
                                                                             4. Linking and Generating Knowledge: The effective
every child in Louisiana:
                                                                         use of cognitive processes to generate and link knowledge
        a.     focus on the early years;                                 across the disciplines and in a variety of contexts. In order to
                                                                         engage in the principles of continual improvement, students
        b.     prepare students for the workplace;                       must be able to transfer and elaborate on these processes.
        c.     increase literacy, reduce dropouts;                       "Transfer" refers to the ability to apply a strategy or content
                                                                         knowledge effectively in a setting or context other than that
        d.     support teachers;                                         in which it was originally learned. "Elaboration" refers to
        e.     support children and families;                            monitoring, adjusting, and expanding strategies into other
                                                                         contexts.
        f.     provide performance based accountability.
                                                                              5. Citizenship: The application of the understanding
  B. The mission and goals of education in Louisiana are                 of the ideals, rights, and responsibilities of active
achieved in part through implementation of the Louisiana                 participation in a democratic republic that includes working
Content Standards Foundation Skills and of the Information               respectfully and productively together for the benefit of the
Literacy Model for Lifelong Learning.                                    individual and the community; being accountable for one's
  AUTHORITY NOTE: Promulgated in accordance with                         choices and actions and understanding their impact on
R.S.6(A)(10) and R.S. 17:10.                                             oneself and others; knowing one's civil, constitutional, and
  HISTORICAL NOTE: Promulgated by the Board of                           statutory rights; and mentoring others to become productive
Elementary and Secondary Education, LR 29:2701 (December                 citizens and lifelong learners.
2003).
                                                                           AUTHORITY NOTE: Promulgated in accordance with
§103.        Louisiana Content Standards Foundation Skills               R.S.6(A)(10) and R.S. 17:10.
  A. The Louisiana Content Standards Task Force has                        HISTORICAL NOTE: Promulgated by the Board of
developed the following foundation skills which should                   Elementary and Secondary Education, LR 29:2702 (December
                                                                         2003).
apply to all students in all disciplines.
                                                                         §105.    Information Literacy Model for Lifelong
     1. Communication: A process by which information is                          Learning
exchanged and a concept of "meaning" is created and shared
between individuals through a common system of symbols,                    A. Students must become competent and independent
signs, or behavior. Students should be able to communicate               users of information to be productive citizens of the 21st
clearly, fluently, strategically, technologically, critically, and       century. They must be prepared to live in an information-rich
                                                            EDUCATION

and changing global society. With the rapid growth of              by the teacher and also other qualified or interested resource
technology, the amount of information available is                 persons.
accelerating so quickly that teachers no longer are able to
                                                                     AUTHORITY NOTE: Promulgated in accordance with
impart a complete knowledge base in a subject area. In             R.S.6(A)(10) and R.S. 17:10.
addition, students entering the workforce must know how to           HISTORICAL NOTE: Promulgated by the Board of
access information, solve problems, make decisions, and            Elementary and Secondary Education, LR 29:2702 (December
work as part of a team.                                            2003).
   B. Therefore, information literacy, the ability to                   Chapter 3. Family and Consumer
recognize an information need and then locate, evaluate, and
effectively use the needed information, is a basic skill
                                                                             Sciences in Louisiana
essential to the 21st century workplace and home.                  §301.     Introduction
Information literate students are self-directed learners who,
individually or collaboratively, use information responsibly          A. Family and Consumer Sciences Education is a broad,
to create quality products and to be productive citizens.          comprehensive curriculum that enables individuals to
Information literacy skills must not be taught in isolation;       function effectively as consumers, homemakers, parents, and
they must be integrated across all content areas, utilizing        employees or employers and to balance these roles
fully the resources of the classroom, the school library media     successfully. It empowers individuals and families across the
center, and the community. The Information Literacy Model          life span to manage the challenges of living and working in a
for Lifelong Learners is a framework that teachers at all          diverse, global society. The unique focus is on families,
levels can apply to help students become independent               work, and their interrelationships. Instruction strengthens
lifelong learners.                                                 basic academic skills in language arts, mathematics, science,
                                                                   and social studies and develops critical thinking skills
     1. Defining/Focusing: The first task is to recognize          through practical applications in real-life situations. Students
that an information need exists. Students make preliminary         gain a wide range of transferable skills that prepare them for
decisions about the type of information needed based on            multiple roles in today's society. The curriculum also allows
prior knowledge.                                                   entrance into the job market with the flexibility to function
     2. Selecting Tools and Resources: After students              in new and emerging occupations. Through mastery of the
decide what information is needed, they then develop search        key concepts (standards) and skills (benchmarks) outlined in
strategies for locating and accessing appropriate, relevant        this framework, students will become accomplished
sources in the school library media center, community              problem-solvers and informed decision makers. They will
libraries and agencies, resource people, and others as             also be able to assume their places in the family and in the
appropriate.                                                       economic workforce as effective producers and consumers.
                                                                   Students of this state will also gain the skills needed to
    3. Extracting and Recording: Students examine the              become lifelong learners.
resources for readability, currency, usefulness, and bias. This
                                                                     AUTHORITY NOTE: Promulgated in accordance with
task involves skimming or listening for key words,
                                                                   R.S.6(A)(10) and R.S. 17:10.
"chunking" reading, finding main ideas, and taking notes.            HISTORICAL NOTE: Promulgated by the Board of
     4. Processing       Information:      After    recording      Elementary and Secondary Education, LR 29:2703 (December
                                                                   2003).
information, students must examine and evaluate the data to
use the information retrieved. Students must interact with the     §303.     Mission and Goals
information by categorizing, analyzing, evaluating, and              A. The mission of Family and Consumer Sciences
comparing for bias, inadequacies, omissions, errors, and           Education is to prepare students for family, work, and
value judgments. Based on their findings, they either move         careers by providing opportunities to develop the
on to the next step or do additional research.                     knowledge, skills, attitudes, and behaviors needed for:
     5. Organizing Information: Students effectively sort,             1. strengthening the well-being of individuals and
manipulate, and organize the information that was retrieved.       families across the life span;
They make decisions on how to use and communicate their
findings.                                                              2. becoming responsible citizens and leaders in
                                                                   family, community, and work settings;
     6. Presenting Findings: Students apply and
communicate what they have learned (e.g., research report,               3. promoting optimal nutrition and wellness across the
project, illustration, dramatization, portfolio, book, book        life span;
report, map, oral/audio/visual presentation, game,
                                                                        4. managing resources        to   meet    the   needs    of
bibliography, hyperstack).
                                                                   individuals and families;
     7. Evaluating Efforts: Throughout the information
                                                                        5.   balancing personal, home, family, and work lives;
problem-solving process, students evaluate their efforts. This
evaluation assists students in determining the effectiveness           6. using critical and creative thinking skills to address
of the research process. The final product may be evaluated        problems in diverse family, community, and work
                                                                   environments;
                                                         Table of Contents

   7. achieving       successful    life        management,            B. In 1997, the National Association of State
employment, and career development;                                  Administrators of Family and Consumer Sciences
                                                                     (NASAFACS), in partnership with the Vocational
    8. functioning effectively as providers and consumers
                                                                     Consortium offsets (V-TECS) and Southern Association of
of goods and services; and
                                                                     Colleges and Schools (SACS), provided leadership to the
    9. appreciating human worth and accepting                        national standards project including research, development,
responsibility for one's actions and successes in family and         validation/verification, implementation strategies, and
work life.                                                           dissemination phases.
  AUTHORITY NOTE: Promulgated in accordance with                        C. The     Louisiana     FACS       Content     Standards
R.S.6(A)(10) and R.S. 17:10.                                                                                                    -
  HISTORICAL NOTE: Promulgated by the Board of                       educators, and sta
Elementary and Secondary Education, LR 29:2703 (December             National Family and Consumer Sciences standards as a basis
2003).
                                                                     for Louisiana's standards. First, the national standards and
§305.    Description of Framework                                    benchmarks were adapted to meet the needs of Louisiana's
  A. In this document, framework refers to the entire field          educational goals. The benchmarks were then cross-
of Family and Consumer Sciences. A strand is the name of             referenced to academic content standards and to the
one of the five fields of study:                                     Louisiana Content Standards Foundation Skills.

    1.   clothing and textiles;                                        D. The resulting framework uses the national standards
                                                                     to provide a unifying structure of course content, while
    2.   housing, interiors, and furnishings;                        maintaining sufficient flexibility to permit adaptability
    3.   human development and family relationships;                 within local districts for the development of curriculum.
                                                                       AUTHORITY NOTE: Promulgated in accordance with
    4.   management of resources;                                    R.S.6(A)(10) and R.S. 17:10.
    5.   nutrition and foods.                                          HISTORICAL NOTE: Promulgated by the Board of
                                                                     Elementary and Secondary Education, LR 29:2703 (December
   B. The focus of each strand explains the discipline's             2003).
importance to the overall education of students. The                 §309.   Intended Audiences and Use
standards are descriptions of what a student should know
and be able to do through subject matter, knowledge, and               A. This framework is intended to be used by teachers
proficiencies gained as a result of studying that strand. Some       and curriculum developers to plan curriculum, instruction,
strands have as many as 40 standards. Each standard is               and assessment for teachers and students. It also serves as a
accompanied by benchmarks that identify processes and/or             general reference to the basic principles of Family and
content that are used as a reference to assess student               Consumer Sciences:
progress for the related standard. Curriculum was not                    1. for teachers and curriculum developers: a guide for
addressed during the development of this framework. Each             planning curriculum, instruction, and assessment;
school system should assume responsibility for developing
the local curriculum, using this document and the                         2. for parents: a means of assessing the effectiveness
benchmarks in particular, as a guide. Content, instruction,          of their children's Family and Consumer Sciences education;
and assessment methods should be approached by the
                                                                         3. for administrators, supervisors, and school board
individual teacher at the school level, based upon the
                                                                     members: an insight for planning resource allocations,
approved curriculum. The relationship of each of these
                                                                     material purchases, local curriculum development, and
components is illustrated in the generic framework and the           teachers' professional development;
sample framework from Clothing and Textiles.
                                                                         4. for policy makers and state education staff: a basis
  AUTHORITY NOTE: Promulgated in accordance with
R.S.6(A)(10) and R.S. 17:10.
                                                                     for developing laws, policies, and funding priorities to
  HISTORICAL NOTE: Promulgated by the Board of                       support local reforms;
Elementary and Secondary Education, LR 29:2703 (December                  5. for staff developers: a basis for creating
2003).
                                                                     professional development materials and strategies designed
§307.    Purpose and Development                                     to increase teachers' knowledge of Family and Consumer
   A. This framework document articulates, organizes, and            Sciences content, teaching methodologies, and assessment
integrates the content and processes of Family and                   strategies;
Consumer Sciences. Further, it establishes standards for                 6. for colleges and universities: a guide for content
Louisiana Family and Consumer Sciences Education                     and design of teacher preparation programs; and
programs, defines the parameters of the FACS discipline,
and provides a guide for curriculum writers to use in                    7. for business and industry leaders and government
developing sound programs in Family and Consumer                     agencies: a basis for developing effective partnerships and
Sciences. The standards are designed to develop students'            local reforms for funding instructional materials and
comprehension, knowledge, and competence.                            professional development.
                                                                              EDUCATION

  AUTHORITY NOTE: Promulgated                      in      accordance       with                  HISTORICAL NOTE: Promulgated by the Board of
R.S.6(A)(10) and R.S. 17:10.                                                                    Elementary and Secondary Education, LR 29:2704 (December
                                                                                                2003).




 Chapter 5. Framework
§501.   General
  A. The Entire Field of Study




                                                                                 Strand
                                                                      One of the five fields of study.




                                                                                 Focus
                                                            Explains the discipline's importance to tht eoverall
                                                                          education of students.




                                                        Standard                                            Standard
                                    What the student should know and be able to           What the student should know and be able to
                                      do as a result of studying this strand.               do as a result of studying this strand.




                        Benchmark                                            Benchmark
               Process and/or content that is used                 Process and/or content that is used
              to develop curriculum and to assess                 to develop curriculum and to assess
            student progress fo the related standard.           student progress fo the related standard.




                                                                             Curriculum
                                                                     Designed by the school system.




                           Content                                           Instruction                                       Assessment
               Individual school or department                  Teaching methods chosen by the teacher             Evaluation methods chosen by the teacher
          chooses material from approved curriculum.                for the classroom and students.                     for the classroom and students.
                                                                                                                  Table of Contents

B.   Quick Use References for Family and Consumer Sciences


                                                                                                                             Strand
                                                                                                                      Clothing and Textiles



                                                                                                                               Focus
                                                                                                                    Develop skills and knowledge in
                                                                                                                textiles and apparel which promote the
                                                                                                           enhancement of individuals and their surroundings.




                                                    Standard                                                                                                                                     Standard
                                         Evaluate fiber and textile materials.                                                                                                  Demonstarate apparel and textile design skills.




                 Benchmark                                                               Benchmark                                                              Benchmark                                                         Benchmark
        1. Select appropriate terminology for                                      2. Examine performance                                           1. Apply elements and principles of                    2. Implement design that takes into consideration ecological,
       identifying, comparing, and analyzing                                     characteristics of textile fibers.                                  degsign to assist consumers and                         environmental, sociological, psychological, technical, and
     the most common generic textile fibers.                                                                                                         businesses in making decisions.                                     economic trends and issues.




                                                                                         Curriculum
                                                                                 Designed by the school system.




                                    Content                                              Instruction                                        Assessment
                        Individual school or department                 Teaching methods chosen by the teacher                 Evaluation methods chosen by the teacher
                   chooses material from approved curriculum.               for the classroom and students.                         for the classroom and students.
                                                                  EDUCATION

  AUTHORITY NOTE: Promulgated in accordance with                                 Benchmarks             Academic Cross-References    Louisiana
R.S.6(A)(10) and R.S. 17:10.                                              for use in the textile
  HISTORICAL NOTE: Promulgated by the Board of                            industry.
Elementary and Secondary Education, LR 29:2705 (December                  7. Apply basic and
2003).                                                                    complex color schemes
                                                                          and color theory to
§503.      Strand: Clothing and Textiles                                  develop and enhance
                                                                          visual effects.
  A. Focus. Develop skills and knowledge in textiles and                  8. Examine the ways in
apparel which promote the enhancement of individuals and                  which the elements and
their surroundings.                                                       principles of design can
                                                                          affect visual appearance.
  B. Standards                                                            9. Utilize elements and
                                                                          principles of design in
     1.    Evaluate fiber and textile materials.                          designing, constructing
                                                                          and/or altering textile
  *FHA/HERO Related                                                       products.

       Benchmarks              Academic Cross-References    Louisiana
 1. Select appropriate        ELA            Social         1,2,3,4,5        3. Demonstrate basic construction techniques used to
 terminology for              1-1,3,4,5      Studies                     produce, alter, or repair textile products.
 identifying, comparing,      3-1,2,3        G-1B-1,2,4
 and analyzing the most       4-1,2          G-1C-1,2,5,6
 common generic textile       5-1,2,3,5,6    G-1D-3,4                         *FHA/HERO Related
 fibers.                      7-1,2,4        C-1C-2,3
 2. Examine performance       Math           C-1D-3,4                             Benchmarks             Academic Cross-References   Louisiana
 characteristics of textile   P-1,3,5        E-1A-2,6                     1. Use a variety of           ELA           Social         1,2,3,4,5
 fibers.                      Science        H-1A-5                       equipment, tools, and         1-5           Studies
 3. Examine textile           SI-A-2,5,7     H-1B-6,9                     supplies for apparel and      3-2           G-1B-1,2,4
 legislation, standards,      PS-D-1,7       H-1C-11                      textile construction.         4-1,2,3,4     G-1C-2,3,4,6
 and labeling in the          SE-A-11                                     2. Demonstrate the ability    Math          G-1D-
 global economy.              SE-B-4,5                                    to use sewing equipment.      N-1,2,3,4,5   1,2,3,4,5
 4. Assess effects of         SE-C-2,4                                    3. Demonstrate basic          M-1,2,3,4     C-1C-3
 textile characteristics on   SE-D-1,2,4,5,6                              skills for producing and      G-1           H-1A-1,2
 design, construction,                                                    altering textile products.    D-3           H-1B-6,9
 care, use, and                                                           4. Use appropriate                          H-1C-11
 maintenance of                                                           industry materials for
 products.                                                                cleaning, pressing, and
 5. Select appropriate                                                    finishing textile products.
 procedures for care of
 textile products.
                                                                            4. Analyze concepts of textile design                    in   the
                                                                         manufacturing of apparel and textile products.
     2.        Demonstrate apparel and textile design skills.
                                                                           *FHA/HERO Related
  FHA/HERO Related
                                                                                 Benchmarks              Academic Cross-References   Louisiana
        Benchmarks              Academic Cross-References   Louisiana     1. Examine the                ELA           Social         1,2,3,4,5
 1. Apply elements and         ELA             Social       1,2,3,4,5     manufacturing processes       1-1,4         Studies
 principles of design to       1-1,3,4         Studies                    that produce fibers and       4-2,4,5       G-1A-1
 assist consumers and          3-1,2,3         G-1B-1                     knit, woven, and non-         5-1,2,3,6     G-1B-2
 businesses in making          4-1,2           G-1C-                      woven textiles.               Math          G-1C-1,2,6
 decisions.                    5-4,6           2,3,5,6                    2. Explore current            G-1           G-1D-
 2. Implement design that      7-2,4           G-1D-3,4                   technology to facilitate      P-1           1,2,3,4,5
 takes into consideration      Math            E-1A-6,8                   textile design and            Science       C-1C-3
 ecological,                   M-1,2,3,4       E-1B-2                     manufacturing.                SE-A-11       E-1A-1,2
 environmental,                G-1,2,3,6       H-1B-6                                                   SE-C-2        E-1B-1,2
 sociological,                 P-1                                                                                    E-1C-2
 psychological, technical,     Science                                                                                H-1A-1,2
 and economic trends and       SE-A-1,3,11                                                                            H-1B-6,9
 issues.                       SE-C-1,2,3,4                                                                           H-1C-11,15
 3. Demonstrate the ability    SE-D-
 to create or use a pattern    1,2,3,4,5,6
 from a sketch or                                                            5. Evaluate           elements     of   textile   and    apparel
 photograph.
 4. Demonstrate the ability
                                                                         merchandising.
 to use technology for
                                                                                 Benchmarks              Academic Cross-References   Louisiana
 fashion design.
 5. Demonstrate hand                                                      1. Review marketing           ELA           Social         1,2,3,4,5
 and/or technological                                                     strategies for apparel and    1-1,3,4,5     Studies
 designs and textile                                                      textile products.             4-4,5         G-1B-1,2,4
 procedures.                                                              2. Assess the cost of         5-1,2,3,6     G-1C-1
 6. Determine elements                                                    constructing,                 7-1,2,4       G-1D-1,2,3
 and principles of design                                                 manufacturing, altering,      Math          C-1C-2,3
                                                                          or repairing textile          D-1,7,8,9     C-1D-1,3
                                                                  Table of Contents

        Benchmarks                Academic Cross-References   Louisiana           8. Demonstrate employability skills and general
 products.                       P-1,2         E-1A-1,2                       operational procedures required for business profitability
 3. Examine ethical              Science       E-1B-1,2,4                     and career success.
 consideration for               SE-C-2        E-1C-4
 merchandising apparel                         H-1A-1,2,6                        *FHA/HERO Related
 and textile products.                         H-1B-6,9
 4. Examine external                           H-1C-11,15                             Benchmarks                Academic Cross-References    Louisiana
 factors that influence                                                       1. Demonstrate effective         ELA          Social Studies   1,2,3,4,5
 merchandising.                                                               verbal, non-verbal, and          1-1,3,4,5    G-1B-1,2,3,4
 5. Critique varied                                                           technological                    2-2,4,6      G-1C-2,3,4
 methods for promoting                                                        communication skills.            3-1,2,3      G-1D-1,2,3,4,5
 apparel and textile                                                          2. Demonstrate                   4-1,2,3,4,6  C-1A-4,5,6
 products.                                                                    interpersonal skills related     5-1,2,3,5,6  C-1B-4
                                                                              to conflict resolution,          7-1,2,4      C-1D-1
                                                                              negotiation, and leadership      Math         E-1A-3,7
      6.    Evaluate the components of customer service.                      skills.                          N-           E-1B-1,2,3
                                                                              3. Demonstrate effective         1,2,3,4,5,6  E-1C-2,4
   *FHA/HERO Related                                                          methods to locate, obtain,       A-1,2,3,4    H-1A-1,6
                                                                              maintain, and terminate          D-3,8        H-1B-
        Benchmarks                Academic Cross-References   Louisiana       employment.                      Science      6,7,9,11,15
1. Assess factors that           ELA           Social         1,2,3,4,5       4. Examine legislation,          SI-1-3
contribute to quality            1-3,4         Studies                        government regulations,
customer relations.              2-2           G-1A-2                         and public policy affecting
2. Assess the impact of          4-1,2,4,5,6   G-1B-1,4                       the apparel and textile
cultural diversity as a factor   5-1,2,3,6     G-1C-4                         design, manufacturing, and
in customer relations.           7-1,2,4       C-1B-1.2                       merchandising industry.
3. Determine the skills          Math          C-1C-2                         5. Examine personal and
necessary for quality            N-1,2,5,7     H-1A-6                         employer responsibilities
customer service.                M-1,2,3,4     H-1B-6                         and liabilities regarding
4. Determine solutions to                      H-1C-15                        industry-related safety,
address customer concerns.                                                    security, and
                                                                              environmental factors.
                                                                              6. Examine security and
      7.    Demonstrate effective communication skills.                       inventory control
                                                                              strategies, laws, and
   *FHA/HERO Related                                                          worksite policies, and
                                                                              analyze how they affect
        Benchmarks               Academic Cross-References    Louisiana       loss prevention and store
1. Demonstrate clear and         ELA            Social        1,2,3,4,5       profit.
logical written, verbal, and     1-1,3,4        Studies                       7. Demonstrate procedures
non-verbal communication.        2-1,2,6        G-1B-                         for reporting and handling
2. Demonstrate positive          3-1,2,3        1,2,3,4                       accidents, safety, and
interpersonal skills to          4-1,2,3,4,5,6  G-1C-6                        security incidents.
resolve conflict, negotiate,     5-1,2,3,6      C-1D-                         8. Apply procedures for
work as a team, and              7-1,2,4        1,2,3,4                       maintaining inventory
provide leadership.              Math           E-1B-2                        control and loss
3. Use accepted textile and      N-1,3,4,5      H-1A-6                        prevention, including cash
apparel industry                 A-1,3,4                                      and credit transactions.
terminology and technical        M-1,2,3,4                                    9. Examine operational
information.                     G-1,2,3                                      costs such as mark up,
4. Practice client and           D-1,5,7,8,9                                  mark down, cash flow, and
interpersonal relation skills.   P-1,2                                        other factors affecting
5. Demonstrate respect for       Science                                      profit.
individual differences with      SI-A-3,6                                     10. Demonstrate
sensitivity to anti-bias,        PS-A-1                                       knowledge of the arts, the
gender equity, age, and                                                       use of various resources,
cultural diversity.                                                           and cultural impact upon
6. Demonstrate                                                                design industries.
commitment, enthusiasm,
and initiative to business
goals and improvements.                                                           9. Evaluate career paths in the textile and apparel
7. Exercise professional                                                      design, manufacturing, and merchandising industries.
ethics in all matters related
to the workplace.                                                                *FHA/HERO Related
                                                                                       Benchmarks               Academic Cross-References    Louisiana
                                                                              1. Research the roles and         ELA         Social Studies   1,2,3,4,5
                                                                              functions of individuals          1-1,3,4,5   G-1B-1,4
                                                                              engaged in careers in the         2-2,6       G-1C-2,3,4,6
                                                                              textiles and apparel industry.    3-1,2,3     G-1D-5
                                                                              2. Assess employment              4-1,4,6     C-1D-1
                                                                              opportunities and                 5-2,3,6     E-1A-3
                                                                              preparation requirements.         7-1,2,4     E-1C-3,15
                                                                              3. Review education and           Math
                                                                   EDUCATION

         Benchmarks              Academic Cross-References   Louisiana        2. Apply principles and elements of design to create
training requirements for        N-1,3,5,7                                environments that are aesthetic and functional.
different levels of              A-1,2,3,4
employment.                      D-1,6,7,8,9                                 *FHA/HERO Related
4. Research entrepreneurial
opportunities related to these                                                 Benchmarks               Academic Cross-References        Louisiana
careers.
5. Assess how interests,                                                  1. Specify the              ELA               Social Studies   1,2,3,4,5
education, personal                                                       principles and              1-1,3,4           G-1A-1
priorities, and family                                                    elements of design.         2-6               G-1B-1
responsibilities affect career                                            2. Analyze the              3-1,2,3           G-1C-3
choices in these areas.                                                   psychological impact        4-1
                                                                          of the principles and       5-2,3,6
                                                                          elements of design on       7-1,2,4
                                                                          the individual.             Math
   C. Available Courses                                                   3. Analyze the effects      A-1,2
                                                                          that the principles and     M-1,2,3,4
     1.    Family and Consumer Sciences I                                 elements of design          G-1,2,3,6
                                                                          have on aesthetics and      Science
     2.    Family and Consumer Sciences II
                                                                          function.                   SI-B-4
     3.    Clothing and Textiles                                          4. Apply color schemes
                                                                          and color theory to
     4.    Advanced Clothing and Textiles                                 develop and enhance
                                                                          visual effects.
     5.    Clothing and Textile Services I
     6.    Clothing and Textile Services II                                   3. Demonstrate drafting, blueprint reading, and space
     7.    Adult Responsibilities                                         planning skills using available technical resources.

     8.    Family Life Education                                             *FHA/HERO Related
  AUTHORITY NOTE: Promulgated in accordance with                              Benchmarks                Academic Cross-References        Louisiana
R.S.6(A)(10) and R.S. 17:10.                                              1. Interpret              ELA               Social Studies     1,2,3,4,5
  HISTORICAL NOTE: Promulgated by the Board of                            information               1-1,3,4           C-1A-1,3,5
                                                                          provided on               2-2               C-1D-1,2,3
Elementary and Secondary Education, LR 29:2706 (December                  blueprints.               3-1,2,3           E-1A-6
2003).                                                                    2. Evaluate floor         4-1,2             H-1A-6
§505.      Strand: Housing, Interiors, and Furnishings                    plans for efficiency      5-1,2,3,4,6       H-1B-
                                                                          and safety in areas       7-1,2,4           6,9,15,16,17
  A. Focus. Develop skills and knowledge that relate to                   including, but not        Math              H-1C-11,15
housing, interior design, furnishings, and careers while                  limited to, zones,        N-1,2,3,4,5,6,7
                                                                          traffic patterns,         A-1,2,3,4
promoting aesthetic, safe, and practical family living and                storage, electrical,      M-1,2,3,4,5
work environments.                                                        and mechanical            G-1,2,3,4,5,6
                                                                          systems.                  D-1,2,3,4,6,7,8,9
   B. Standards                                                           3. Draw an interior       P-1,2,3,4,5
                                                                          space to scale, using     Science
    1. Evaluate housing decisions in relation to available                correct architectural     SI-A-3,5
resources and options.                                                    symbols and drafting
                                                                          skills.
   *FHA/HERO Related                                                      4. Evaluate furniture
                                                                          placement with
      Benchmarks               Academic Cross-References     Louisiana    reference to
1. Analyze housing as it     ELA            Social Studies   1,2,3,4,5    principles of design,
relates to physical,         1-3,4,5        G-1A-1                        traffic flow, activity,
safety, psychological,       2-6            G-1B-3,4                      and existing
and sociological needs       3-1,2,3        G-1C-2,3,4,5,6                architectural
throughout the life span.    4-1            G-1D-1,2,3,5                  features.
2. Assess housing            5-1,2,3,5,6    C-1A-1,2                      5. Utilize applicable
options in communities.      7-1,2,4        C-1B-3,4                      building codes and
3. Predict future housing    Math           C-1D-1,3                      universal access
trends.                      D-1,4,5,6,7    E-1A-1,2,4,6                  guidelines and
                             Science        E-1B-1,3,6                    regulations in space
                             SI-A-1,2,4,6   H-1A-2,4,5,6                  planning.
                             SI-B-1,2       H-1C-7,11,15                  6. Create floor plans
                             ESS-A-1,2                                    using technological
                             SE-A-3                                       resources.
                             SE-B-5
                             SE-C-1,2,3,4,5
                             SE-D-1
                                                                Table of Contents

     4. Analyze the influences on architectural and                             6. Evaluate client's needs, goals, and resources to
furniture design and development.                                           create a design plan.
    Benchmarks              Academic Cross-References       Louisiana          *FHA/HERO Related
1. Describe features    ELA              Social Studies     1,2,3,4,5
of furnishings that     1-1,3,4,5        G-1B-1,2,4                                Benchmarks                  Academic Cross-References    Louisiana
are characteristic of   2-2,4,6          G-1D-1,2,5                         1. Evaluate human needs,          ELA       Social Studies      1,2,3,4,5
various historical      3-1,2,3          E-1A-1,2,8                         safety, space, and                1-1,3,4,5 G-1A-1
periods.                4-1,3,4          E-1B-3,5                           technology as they relate         2-2,6     G-1B-1,3
2. Analyze how          5-1,2,3,5,6      E-1C-2                             to housing and interior           3-1,2,3   G-1D-1,4
prosperity, mass        7-1,2,4          H-1A-1,2,4,5,6                     design goals.                     4-1,4,6   C-1D-1
production, and         Math             H-1B-                              2. Identify and assess a          5-2,3,6   E-1B-1,2
technology are          G-1,2,3,4,5,6    4,6,7,9,15,16,                     variety of available              7-1,2,4   H-1A-2,6
related to the          D-               H-1C-10,11                         resources needed to               Math      H-1B-
various time            1,2,3,4,6,7,8,9                                     achieve housing and               P-1       4,6,7,9,15,17
periods.                Science                                             interior goals.                   Science   H-1C-10,11,15
3. Trace the            SE-A-4                                              3. Critique a design plan         SE-C-2
development of          SE-B-                                               that addresses client's
architectural styles    1,2,3,4,5,6                                         needs, goals, and
throughout history.                                                         resources.
4. Relate historical
architectural details
to current housing                                                              7. Demonstrate                 design    ideas    through     visual
and interior design
trends.
                                                                            presentation.
                                                                               *FHA/HERO Related
    5. Evaluate the use of housing and interior furnishings                        Benchmarks                  Academic Cross-References    Louisiana
and products that relate to specific design needs.                          1. Use appropriate media          ELA               Social      1,2,3,4,5
                                                                            to prepare visual                 3-1,3             Studies
   *FHA/HERO Related                                                        presentation of design            5-1,2,3,4,6       H-1C-15
                                                                            ideas.                            Math
     Benchmarks              Academic Cross-References      Louisiana                                         D-1,2,3,4,6,7,8,9
1. Evaluate product      ELA              Social Studies    1,2,3,4,5                                         P-1,4,5
information              1-1,3,4,5        G-1B-1                                                              Science
including, but not       2-2,6            C-1C-2,3                                                            SI-A-3
limited to, floor        3-1,2,3          D-1D-1,2
coverings, wall          4-1,,2,3,4,5,6   E-1A-1,2,5,6
coverings, textiles,     5-1,2,3,5,6      E-1B-1,2,3,5,6                            8.   Demonstrate effective communication skills.
window treatments,       7-1,2,4          E-1C-2
furniture, lighting      Math             H-1A-2                               *FHA/HERO Related
fixtures, kitchen and    N-1,2,3,4,5,7    H-1B-
bath features,           A-1,4            1,6,7,9,16,17                              Benchmarks                 Academic Cross-References   Louisiana
accessories, and         M-1,2,3,4        H-1C-9,10,11,15                   1. Demonstrate clear and            ELA           Social        1,2,3,4,5
building materials.      G-1,2,4                                            logical written, verbal, and        1-1,3,4       Studies
2. Defend the            D-                                                 non-verbal communication.           2-1,2,6       C-1D-
selection of             1,2,3,4,6,7,8,9                                    2. Demonstrate positive             3-1,2,3       1,2,3,4
manufacturers,           P-1,4,5                                            interpersonal skills to             4-1,2,3,4,5,6 E-1B-2
products, and            Science                                            resolve conflict, negotiate,        5-1,2,3,6     H-1A-6
materials considering    SI-A-1,3,5                                         work as a team, and provide         7-1,2,4
care, maintenance,       SE-B-1,2,4,5                                       leadership.                         Math
safety, and              SE-D-1,2                                           3. Use accepted interiors and       N-1,3,4,5
environmental issues.                                                       furnishings industry                A-1,3,4
3. Demonstrate                                                              terminology and technical           M-1,2,3,4
measuring,                                                                  information.                        G-1,2,3
estimation, ordering,                                                       4. Practice client and              D-1,5,7,8,9
purchasing, and                                                             interpersonal relations skills.     P-1,2
pricing skills.                                                             5. Demonstrate respect for          Science
4. Propose various                                                          individual differences with         SI-A-3,6
interior furnishings,                                                       sensitivity to anti-bias,           PS-A-1
appliances, and                                                             gender equity, age, and
equipment that                                                              cultural diversity.
provide cost and                                                            6. Demonstrate commitment,
quality choices for                                                         enthusiasm, and initiative to
clients.                                                                    business goals and
                                                                            improvements.
                                                                            7. Exercise professional
                                                                            ethics in all matters related
                                                                            to the workplace.
                                                                  EDUCATION

    9. Demonstrate employability skills and general                           10. Evaluate career paths within the interiors and
procedures for business profitability and career success.                furnishings industries.
  *FHA/HERO Related                                                         *FHA/HERO Related
         Benchmarks             Academic Cross-References   Louisiana             Benchmarks              Academic Cross-References    Louisiana
1. Demonstrate effective        ELA          Social         1,2,3,4,5    1. Research the roles and        ELA         Social Studies   1,2,3,4,5
verbal, non-verbal, and         1-1,3,4,5    Studies                     functions of individuals         1-3,4,5     G-1B-1,4
technological                   2-2,4,6      G-1B-1,2,3,4                engaged in interiors and         2-6         G-1C-2,3,4,6
communication skills.           3-1,2,3      G-1C-                       furnishings careers.             3-1,2,3     G-1D-1,5
2. Demonstrate                  4-1,2,3,4,6  2,3,4,5,6                   2. Assess employment             4-1         C-1D-1
interpersonal skills related    5-1,2,3,5,6  G-1D-                       opportunities and                5-1,2,3,6   E-1A-3
to conflict resolution,         7-1,2,4      1,2,3,4,5                   preparation requirements.        7-1,2,4     E-1C-3
negotiation, and leadership     Math         C-1A-4,5,6                  3. Review education and          Math        H-1C-15
skills.                         N-           C-1B-4                      training requirements for        N-1,3,5,7
3. Demonstrate effective        1,2,3,4,5,6  C-1D-1                      different levels of              A-1,2,3,4
methods to locate, obtain,      A-1,2,3,4    E-1A-3,7                    employment.                      D-1,6,7,8,9
maintain, and terminate         D-3,8        E-1B-1,2,3                  4. Research entrepreneurial
employment.                     Science      E-1C-2,4                    opportunities related to these
4. Examine legislation,         SI-A-3       H-1A-1,6                    careers.
government regulations, and                  H-1B-6,7                    5. Assess how interests,
public policy affecting the                                              education, personal
interiors and furnishings                                                priorities, and family
industry.                                                                responsibilities affect career
5. Examine personal and                                                  choices in these areas.
employer responsibilities
and liabilities regarding
industry-related safety,                                                    C. Available Courses
security, and environmental
factors.                                                                      1.    Family and Consumer Sciences I
6. Examine security and
inventory control strategies,                                                 2.    Family and Consumer Sciences II
laws, and worksite policies
and analyze how they affect                                                   3.    Housing
loss prevention and store
profit.                                                                       4.    Housing and Design Services
7. Demonstrate procedures
for reporting and handling                                                    5.    Adult Responsibilities
accidents, safety, and
security incidents.                                                        AUTHORITY NOTE: Promulgated in accordance with
8. Apply procedures for                                                  R.S.6(A)(10) and R.S. 17:10.
maintaining inventory                                                      HISTORICAL NOTE: Promulgated by the Board of
control and loss prevention,                                             Elementary and Secondary Education, LR 29:2708 (December
including cash and credit                                                2003).
transactions.
9. Examine operational                                                   §507.      Strand: Human Development and Family
costs such as mark up, mark                                                         Relationships
down, cash flow, and other
factors affecting profits.                                                  A. Focus
10. Demonstrate knowledge
of the Arts, the use of                                                      1. Integrate multiple life roles to enable individuals to
various resources, and                                                   connect family, community, and career responsibilities.
cultural impact upon design
industries.                                                                  2. Promote optimal growth and development of self,
                                                                         family members, and others across the life span.
                                                                             3. Analyze how the well-being of individuals and
                                                                         society is dependent upon the family.
                                                                              4. Demonstrate respectful and caring relationships in
                                                                         the family, community and workplace.
                                                                              5. Analyze parenting roles and responsibilities and
                                                                         their impact on strengthening the well-being of individuals
                                                                         and families.
                                                                             6. Develop practices that promote optimal growth and
                                                                         development of children.
                                                                Table of Contents

  B. Standards                                                                  3. Analyze all aspects of a child's growth and
                                                                            development.
      1. Analyze human growth and development across the
life span.                                                                     *FHA/HERO Related
  *FHA/HERO Related                                                               Benchmarks              Academic Cross-References     Louisiana
                                                                            1. Analyze principles of     ELA                          1,2,3,4,5
       Benchmarks            Academic Cross-References    Louisiana         human growth and             1-1,3,4,5
1. Explain principles of    ELA                          1,3,4              development.                 4-1,2,4,6
human growth and            1-1,3,4,5                                       2. Evaluate major            5-1,2,3,6
development.                4-1,2,4,6                                       historical and current       7-1,2,4
2. Examine major            5-1,2,3,6                                       child development            Math
historical and current      7-1,2,4                                         theories and their effects   D-1
human development           Math                                            on educational practices.    Science
theories to interpret       P-1                                             3. Examine and assess        LS-A3
human development.          Science                                         all aspects of a child's     LS-B1,3,4
3. Examine the basic        LS-A3                                           growth and development
human needs and             LS-B1,B3,B4                                     in the following areas:
patterns that influence                                                     physical, cognitive,
individual development.                                                     language acquisition,
4. Explain factors that                                                     social, and emotional.
shape human                                                                 4. Determine strategies
development from                                                            that promote a child's
preconception through                                                       growth and
the life cycle.                                                             development.
5. Consider the                                                             5. Analyze cultural and
influences of                                                               environmental
personality,                                                                influences when
temperament, and                                                            assessing children's
experience on learning                                                      development.
and development.
6. Investigate the
interrelationship of
                                                                               4. Evaluate the preparation necessary for a healthy
physical, emotional,
social, and intellectual                                                    emotional and physical beginning for parents and children.
development across the
life span.                                                                     *FHA/HERO Related
                                                                                   Benchmarks             Academic Cross-References     Louisiana
                                                                            1. Assess biological         ELA                          1,2,3,4,5
   2. Analyze personal and social forces that impact                        processes related to         1-1,3,4,5
human growth and development across the life span.                          prenatal development,        7-1,2,4
                                                                            birth, and factors that      Math
  *FHA/HERO Related                                                         affect the health of         N-1,5
                                                                            mother and child.            Science
       Benchmarks            Academic Cross-References     Louisiana        2. Review the emotional      LS-A3
1. Investigate the impact   ELA             Social       1,2,3,4,5          factors of prenatal          LS -B1,3,4
of heredity and family      1-1,3,4,5       Studies                         development and birth
on human growth and         2-6             G-1B-4                          involving the health of
development.                3-1,2,3         G-1C-6                          the parents and child.
2. Determine the impact     4-1,2,3,4       H-1C-15
of social, economic, and    5-1,2,3,6
technological forces on     7-1,2,4
                                                                                5. Evaluate strategies that                  promote      healthy
human growth and            Math
development.                D-1                                             development across the life span.
3. Explain the effects of   Science
gender, ethnicity, and      LS-B1,B3                                           *FHA/HERO Related
culture on individual
                                                                                   Benchmarks             Academic Cross-References     Louisiana
development.
4. Assess the effects of                                                    1. Select nurturing          ELA                          1,2,3,4
environment and                                                             practices that support       1-1,3,4,5
community on human                                                          development across the       4-1,2,4,6
growth and                                                                  life span.                   7-1,2,4
development.                                                                2. Assess available          Math
5. Explain the effects of                                                   support systems that         P-1
life events and                                                             meet human needs.
conditions on                                                               3. Determine
individuals' physical and                                                   communication
emotional development.                                                      principles and patterns
                                                                            that affect human
                                                                            growth and
                                                                            development.
                                                                 EDUCATION

     6. Evaluate attributes of respectful and healthy                        8. Demonstrate the capacity to empathize with others
relationships.                                                          based on multiple perspectives, needs, and characteristics
                                                                        that may affect personal and family relationships.
   *FHA/HERO Related
                                                                          *FHA/HERO Related
       Benchmarks             Academic Cross-References    Louisiana
1. Determine the             ELA                          1,2,4               Benchmarks             Academic Cross-References    Louisiana
processes for building       1-1,3,4,5                                  1. Demonstrate the          ELA             Social       1,2,3,4,5
and maintaining              2-1,2,4,6                                  impact of empathy on        1-1             Studies
respectful and healthy       7-1,2,4                                    relationships.              4-1,4,6         G-1B-4
relationships.               Math                                       2. Demonstrate              7-1,2,4
2. Review functions and      D-1                                        awareness of cultural       Math
expectations of various                                                 diversity and its impact    D-1
types of relationships.                                                 on relationships.
3. Determine factors                                                    3. Examine the
contributing to healthy                                                 consequences of making
and unhealthy                                                           generalizations about
relationships.                                                          cultural groups by using
4. Assess processes for                                                 categories or labels.
handling unhealthy
relationships.
5. Appraise the impact
of life events and                                                           9. Demonstrate communication skills that contribute
conditions on                                                           to positive relationships.
relationships.
6. Assess the effect that                                                 *FHA/HERO Related
various stages of the life
span have on                                                                  Benchmarks             Academic Cross-References    Louisiana
relationships.                                                          1. Examine                  ELA                          1,2,3,4,5
                                                                        communication styles        1-1,3,4
                                                                        and their effects on        2-1,2,6
                                                                        relationships.              3-1,2,3
     7. Analyze personal needs and characteristics which                2. Examine factors that     4-1,2,3,4,5,6
influence relationships.                                                affect messages             5-1,2,3,6
                                                                        communicated to others.     7-1,2,4
   *FHA/HERO Related                                                    3. Examine types of
                                                                        verbal and non-verbal
       Benchmarks             Academic Cross-References    Louisiana    communication.
1. Examine personal,         ELA            Social        1,2,3,4,5     4. Demonstrate active
physical, social,            1-1,3,4        Studies                     and reflective listening.
emotional, cognitive,        4-4,6          C-1D-2                      5. Demonstrate attitudes
and creative                 7-1,2,4                                    and behaviors that foster
characteristics which        Math                                       effective
influence relationships.     D-1                                        communication.
2. Explain how self-                                                    6. Examine
esteem and self-image                                                   communication barriers.
affect relationships with                                               7. Demonstrate
others.                                                                 constructive feedback
3. Compare physical,                                                    techniques.
emotional, and                                                          8. Apply ethical
intellectual responses to                                               principles in
stable and unstable                                                     communication.
relationships.                                                          9. Examine how
4. Examine personal                                                     differences and
ethical standards and                                                   similarities among
codes of conduct.                                                       people affect
5. Examine the effects                                                  communication.
of personal needs on
relationships.
                                                                             10. Apply strategies to prevent and manage conflict.
                                                                          *FHA/HERO Related
                                                                              Benchmarks             Academic Cross-References    Louisiana
                                                                        1. Determine causes of      ELA            Social        1,2,3,4,5
                                                                        conflict.                   1-1,3,4        Studies
                                                                        2. Determine effective      2-1,2,6        G-1C-4
                                                                        conflict prevention and     3-1,2,3
                                                                        management.                 4-1,2,3,4,5,6
                                                                        3. Determine the origin     5-1,2,3,6
                                                                        and development of          7-1,2,4
                                                                        attitudes and behaviors
                                                                        toward conflict.
                                                                        4. Determine how
                                                               Table of Contents

       Benchmarks             Academic Cross-References   Louisiana        4. Demonstrate ethical
similarities and                                                           behaviors in the family,
differences among                                                          community, and
people affect conflict                                                     workplace.
prevention and
management.
5. Determine the roles                                                             13. Apply strategies to manage stressful situations.
of decision making and
problem solving in                                                            *FHA/HERO Related
reducing and managing
conflict.                                                                        Benchmarks            Academic Cross-References      Louisiana
6. Demonstrate                                                             1. Examine ethical         ELA                             1,3,4,5
nonviolent strategies to                                                   standards for making       1-1
address conflict.                                                          judgments related to       4-2
7. Locate community                                                        personal and family        7-1,2,4
resources that support                                                     relationships.             Science
conflict prevention and                                                    2. Apply ethical           LS-G1,G3,G4
management.                                                                standards when making
8. Determine physical,                                                     judgments and taking
emotional, and                                                             action.
intellectual responses to                                                  3. Apply guidelines for
threats.                                                                   assessing the ethical
                                                                           nature of issues and
                                                                           situations.
     11. Demonstrate leadership skills and abilities                       4. Demonstrate ethical
reflecting the democratic process in the family, community,                behaviors in the family,
                                                                           community, and
and workplace.                                                             workplace.
   *FHA/HERO Related
       Benchmarks            Academic Cross-References    Louisiana            14. Demonstrate leadership and team skills in the
1. Present the attributes    ELA                          1,2,3,4,5        family, community, and workplace.
of a family, team, or        1-4
work group utilizing the     2-6                                              *FHA/HERO Related
democratic process.          3-1,2,3
2. Examine the impact        4-1,2,3,4,6                                          Benchmarks            Academic Cross-References      Louisiana
of leadership skills,        7-1,2,4                                       1. Demonstrate ways to     ELA            Social Studies    1,2,3,4,5
abilities, and styles on                                                   show respect for ideas     1-1            G-1B-3,4
collaborative group                                                        and contributions of all   4-1,6
actions.                                                                   group members.             7-1,2,4
3. Demonstrate                                                             2. Demonstrate ways to
leadership skills that                                                     organize and delegate
support group members                                                      responsibilities.
and achieve group goals.                                                   3. Demonstrate ways to
4. Establish guidelines                                                    motivate and encourage
for leadership in the                                                      group members.
family, community, and                                                     4. Demonstrate ways to
workplace.                                                                 cooperate, compromise,
5. Examine leadership in                                                   and collaborate.
relation to the ability to                                                 5. Demonstrate ways to
create and adjust to                                                       develop team and
change.                                                                    community spirit.
                                                                           6. Create an
                                                                           environment that
     12. Demonstrate ethical standards to guide behaviors in               encourages expressing
                                                                           ideas and perspectives.
the family, community, and workplace.                                      7. Examine the strengths
                                                                           and limitations of team
   *FHA/HERO Related                                                       members.
                                                                           8. Create strategies for
      Benchmarks              Academic Cross-References    Louisiana
                                                                           integrating new
1. Examine ethical           ELA                          1,2,3,4,5        members into a team.
standards for making         1-1                                           9. Apply transferable
judgments related to         7-1,2,4                                       leadership skills that
personal and family                                                        may be applied in
relationships.                                                             family, community and
2. Apply ethical                                                           workplace
standards when making                                                      environments.
judgments and taking                                                       10. Demonstrate
action.                                                                    transferable planning
3. Apply guidelines for                                                    skills for designing
assessing the ethical                                                      group visions, missions,
nature of issues and                                                       and policies related to
situations.                                                                critical issues of the
                                                                    EDUCATION

     Benchmarks                 Academic Cross-References     Louisiana        17. Analyze the characteristics of strong and healthy
family, community, and                                                     families.
workplace.
                                                                              *FHA/HERO Related

      15. Examine the significance of the family.                                 Benchmarks              Academic Cross-References     Louisiana
                                                                           1. Demonstrate how the       ELA                             1,2,3,4,5
   *FHA/HERO Related                                                       use of problem-solving       1-1,3,5
                                                                           skills in making choices     4-1,2,4,6
      Benchmarks                Academic Cross-References     Louisiana    empowers family              7-1,2,4
1. Analyze the                ELA              Social         1,2,3,4      members.
development of families       1-1,3,4,5        Studies                     2. Demonstrate
in this culture and           2-6              G-1B-1                      leadership by supporting
others.                       3-1,2,3                                      individual family
2. Analyze the impacts        4-1,2,4,6                                    members to clarify and
of social, economic, and      5-1,2,3,6                                    pursue their own
technological forces on       7-1,2,4                                      visions, empowering
the family.                   Math                                         them to use problem-
3. Describe the roles of      D-1                                          solving skills in
family in teaching                                                         decision making.
culture to family                                                          3. Examine the roles of
members.                                                                   family communication
4. Describe the roles of                                                   to enhance family
family in instilling                                                       stability.
societal skills of                                                         4. Analyze skills and
communication,                                                             resources families use in
education, and role                                                        meeting family
expectations.                                                              functions.
                                                                           5. Recognize difficulties
                                                                           in predicting long-term
                                                                           consequences of family
    16. Analyze family development and change across                       actions.
time and cultures.
   *FHA/HERO Related
                                                                               18. Analyze the relationship of careers to individual
      Benchmarks                Academic Cross-References     Louisiana    and family needs and desires.
1. Describe family            ELA            Social Studies   1,2,3,4,5
formation.                    1-1,3,4,5      C-1D-1,3,4                       *FHA/HERO Related
2. Describe major             2-1,2,3,4,6
family responsibilities       3-1.2.3                                             Benchmarks              Academic Cross-References     Louisiana
including care giving,        4-1,2,4,6                                    1. Investigate career        ELA            Social Studies   1,2,3,4,5
child rearing, social,        7-1,2,4                                      paths to determine the       1-1,3,4,5      G-1C-2,3,6
legal, education,             Math                                         skills, roles, and           2-6            G-1D-4
economic, leisure,            D-1                                          responsibilities             3-1,2,3
security, and spirituality.   Science                                      associated with each.        5-1,2,3,4,5,6
3. Compare ways in            LS-A3, B1,3,4                                2. Examine the potential     7-1,2
which family members                                                       of career path decisions     Math
are dependent,                                                             related to finances, time,   D-6,7
interdependent, and                                                        geographic locations,
independent.                                                               future career viability,
4. Examine commitment                                                      and other
and interdependence                                                        considerations.
among family members.                                                      3. Examine how
5. Analyze the family as                                                   individual career goals
a system and its effects                                                   can enhance the family's
on individual family                                                       capacity to meet goals
members within the                                                         for all family members.
family unit.                                                               4. Examine the issues
6. Examine how                                                             related to balancing
knowledge of family                                                        family and work roles.
systems contributes to
family well-being.
7. Examine the potential
impact of a change in
family membership.
                                                                  Table of Contents

     19. Analyze roles and responsibilities of parenthood.                        22. Analyze public policies, agencies, and services that
                                                                              impact parenting.
  *FHA/HERO Related
                                                                                 *FHA/HERO Related
      Benchmarks              Academic Cross-References      Louisiana
1. Explain the roles of     ELA            Social Studies    1,2,3,4,5              Benchmarks              Academic Cross-References    Louisiana
parenting.                  1-1,3,4,5      G-1B-3,4                           1. Investigate              ELA           Social Studies   1,2,3,4,5
2. Explain how opinions     4-1,2,4,6      C-1D-1                             community resources         1-1,3,4,5     C-1D-3,4
and attitudes about         7-1,2,4                                           and services available      5-1,2,3,6
childhood affect beliefs    Math                                              for protection, health,
and actions in parenting.   N-1,2                                             education, and wellness
3. Compare expectations     M-1,2,4                                           needs of family
and responsibilities of     D-1,7,9                                           members.
parenthood.                                                                   2. Investigate
4. Examine                                                                    community agencies and
consequences of                                                               services that provide
parenting practices to                                                        opportunities to learn
the individual, family,                                                       parenting skills.
and society.
5. Examine cultural
differences in roles and
responsibilities of                                                               23. Demonstrate           a   safe    and    healthy   learning
parenthood.                                                                   environment.
                                                                                 *FHA/HERO Related
     20. Analyze societal conditions that impact parenting.                          Benchmarks             Academic Cross-References    Louisiana
                                                                              1. Manage physical          ELA           Social Studies   1,2,3,4,5
  *FHA/HERO Related                                                           space to meet               1-1,3,4,5     C-1B-6
      Benchmarks              Academic Cross-References      Louisiana        established state           5-1,2,3,6     C-1D-3
                                                                              regulations for a safe      7-1,2,4
1. Analyze the impact of    ELA             Social Studies   1,2,3,4,5
                                                                              environment.                Math
personal, family, and       1-1,3,4,5       C-1A-5
                                                                              2. Manage potential         N-1
social development on       5-1,2,3,6       C-1B-1,2,3
                                                                              environmental hazards.      M-1,3
parenthood.                 7-1,2,4
                                                                              3. Demonstrate security     Science
2. Examine society's        Math
                                                                              and emergency               SE-C1,2
influence on the            D-1
                                                                              procedures.                 SE-A-11
behaviors and emotional
                                                                              4. Carry out safe and
patterns of caregivers
                                                                              healthy practices that
and family members.
                                                                              comply with state
3. Explore the impact of
                                                                              regulations to include,
changing economic
                                                                              but not be limited to,
conditions on parenting
                                                                              first aid and CPR,
practices.
                                                                              universal precautions,
                                                                              food handling,
                                                                              tuberculosis prevention,
    21. Analyze parenting skills and practices needed to                      sanitation, and child's
support physical, economical, social, intellectual, and                       health status.
emotional well-being throughout the life span.                                5. Implement strategies
                                                                              to teach children healthy
  *FHA/HERO Related                                                           habits.
                                                                              6. Prepare nutritious
     Benchmarks               Academic Cross-References      Louisiana        meals and snacks.
                                                                              7. Identify symptoms of
1. Examine the              ELA                              1,2,4,5          child abuse and neglect
interrelationships of       1-1                                               and use appropriate
parents and other family    4-1,2,4,6                                         procedures to report
members and analyze         7-1,2,4                                           suspected abuse or
their effect on others.                                                       neglect to the designated
2. Determine the role of                                                      authorities.
nurturance in supporting                                                      8. Implement basic
the development of                                                            health practices and
family members.                                                               prevention procedures
3. Examine                                                                    regarding childhood
communication                                                                 illnesses and
strategies which                                                              communicable diseases.
promote positive self-
esteem in family
members.
                                                                   EDUCATION

     24. Apply developmentally appropriate practices to the                    26. Demonstrate positive classroom management and
care of children.                                                         child guidance methods.
   *FHA/HERO Related                                                         *FHA/HERO Related
      Benchmarks               Academic Cross-References    Louisiana            Benchmarks              Academic Cross-References    Louisiana
                                                                          1. Establish                 ELA                            1,2,3,4,5
1. Identify                  ELA           Social Studies   1,2,3,4,5     developmentally              4-1,2,4,6
developmental                1-1,3,4,5     G-1B-4                         appropriate guidelines       7-1,2,4
milestones of a child's      5-1,2,3,6                                    for behavior.
growth and                   7-1,2,4                                      2. Implement a variety
development.                                                              of techniques for
2. Apply a variety of                                                     positive guidance and
assessment methods to                                                     proactive classroom
observe and interpret                                                     management.
children's behavior.                                                      3. Model problem-
3. Identify the special                                                   solving skills with
needs of exceptional                                                      children.
children.                                                                 4. Model interpersonal
4. Recognize individual                                                   skills that promote
learning styles and                                                       positive and productive
cultural backgrounds.                                                     relationships.
5. Arrange learning                                                       5. Facilitate
centers that provide for                                                  constructive, supportive
a child's exploration and                                                 interaction and
discovery.                                                                communication skills
6. Consider the effects                                                   with children, families,
of cultural practices on                                                  and colleagues.
children's behavior.


                                                                              27. Demonstrate positive collaborative relationships
     25. Demonstrate integrated curriculum and instruction
                                                                          with families and the community.
that focus on children's developmental needs and interests.
                                                                             *FHA/HERO Related
   *FHA/HERO Related
                                                                                Benchmarks              Academic Cross-References     Louisiana
      Benchmarks               Academic Cross-References    Louisiana     1. Implement strategies      ELA          Social Studies   1,2,3,4,5
1. Explore a variety of      ELA          Social Studies    1,2,3,4,5     for involving families to    2-1,2,3,4,6  G-1B-4
curricula and                1-1,3,4,5    G-1B-4                          promote a child's growth     3-1,2,3      G-1C-4
instructional models.        4-1,2,4,6    G-1C-4                          and development.             4-1,2,4,6
2. Implement learning        5-1,2,3,6                                    2. Communicate               5-1,2,3,6
activities in all            7-1,2,4                                      information to parents       7-1,2,4
curricular areas that                                                     regarding
meet the developmental                                                    developmental issues
needs of children.                                                        and concerns related to
3. Demonstrate a variety                                                  children.
of teaching methods to                                                    3. Demonstrate
meet individual needs                                                     sensitivity to differences
of children.                                                              in family structure,
4. Set up activities,                                                     social, and cultural
routines, and transitions.                                                backgrounds.
5. Implement an                                                           4. Identify resources that
integrated curriculum                                                     link families to
that incorporates a                                                       community services
child's language,                                                         based on identified
learning styles, home                                                     priorities and concerns.
experiences, and
cultural values.
                                                                     Table of Contents

     28. Demonstrate the interrelationship of family,                                 30. Demonstrate the impact of individual and family
community, and career roles and responsibilities for                             participation on community activities.
individuals.
                                                                                    *FHA/HERO Related
   *FHA/HERO Related
                                                                                      Benchmarks               Academic Cross-References      Louisiana
      Benchmarks              Academic Cross-References          Louisiana       1. Examine                  ELA           Social Studies    1,2,3,4,5
1. Examine the              ELA           Social Studies         1,2,3,4,5       community needs             1-1,3,4,5     C-1
relationship of social,     1-1,3,4,5     C-1B-3, 4                              related to all aspects of   2-6           D-1,2,3,4
economic, and               2-6           C-1C-3                                 individual and family       3-1.2.3
technological changes       3-1,2,3       C-1D-1, 3, 4                           activities.                 5-1,2,3,4,5,6
to work and family          5-1,2,3,4,5,6 E-1A-1, 2, 3, 5, 6,                    2. Design a plan for        7-1,2
dynamics.                   7-1,2         7                                      individuals and
2. Examine life roles       Math          E-1B-1, 2,3, 5, 6                      families to select,
and responsibilities in     N-1,2,3       E-1C-2, 3, 4                           participate, and
relation to self, family,   D-7           H-1A-6                                 develop skills in
and the community.                        H-1C-15                                community activities.
3. Design strategies to                                                          3. Execute skills
manage time, finances,                                                           needed to provide
conflict, opportunity,                                                           services that benefit
and stress as they affect                                                        the community.
the individual and                                                               4. Examine the effects
family at home, at                                                               of service to the
work, and in the                                                                 community on
community.                                                                       individuals and
4. Examine family                                                                families.
support systems and
community resources.
5. Examine sources of                                                                 31. Analyze issues related to the workplace and
formal and informal                                                              community and explain how these issues may be addressed
support available to
families and individuals                                                         by individuals, families, and collectively, by communities.
in the community.
                                                                                    *FHA/HERO Related
                                                                                      Benchmarks               Academic Cross-References     Louisiana
   29. Analyze the relationship                     among        families,       1. Examine trends in        ELA            Social Studies   1,2,3,4,5
communities, and employment.                                                     the workplace,              1-1,3,4,5      G-1B-1,4
                                                                                 communities, and            2-6            G-1C-4,6
   *FHA/HERO Related                                                             culture that impact         3-1,2,3        H-1C-15
                                                                                 individuals and             4-1,2,3,4
      Benchmarks              Academic Cross-References          Louisiana       families.                   5-1,2,3,6
1. Distinguish between      ELA           Social Studies        1,2,3,4,5        2. Interpret policies       7-1,2,4
dependency and              1-1,3,4,5     C-1D-3                                 and issues in the           Math
empowerment and             2-6                                                  workplace and               D-1
explain how each            3-1,2,3                                              community that impact
affects individual and      4-1,2,4                                              individuals and
family well-being.          5-1,2,3,6                                            families.
2. Compare the              7-1,2,4                                              3. Examine strategies
concepts of service                                                              that can address the
and self-interest and                                                            needs of individuals
the impact of each on                                                            and families in the
individuals, family,                                                             workplace and
and community.                                                                   community.
3. Identify how public
policies, institutions,
and agencies can
strengthen or
undermine the family.
4. Develop a plan to
promote conditions
that enhance family
life.
                                                                   EDUCATION

    32. Synthesize community networking opportunities in                       33. Analyze professional, ethical, legal, and safety
family and community services.                                            issues in community services.
   *FHA/HERO Related                                                         *FHA/HERO Related
     Benchmarks               Academic Cross-References     Louisiana          Benchmarks              Academic Cross-References   Louisiana
1. Identify local, state,   ELA            Social Studies   1,2,3,4,5     1. Identify the            ELA            C-1D-1,3,4     1,2,3,4,5
and national agencies       1-1,3,4,5      C-1D-3,4                       development of human       1-1,3,4,5
and informal support        2-6                                           service providers.         5-1,2,3,6
resources providing         3-1,2,3                                       2. Investigate             7-1,2,4
human services to           4-1,2,4,6                                     professional, ethical,
individuals and             5-1,2,3,6                                     legal, and safety issues
families.                   7-1,2,4                                       that confront human
2. Research human                                                         service employees.
service agencies and                                                      3. Evaluate licensing
relevant resource                                                         laws and regulations
information.                                                              that affect service
3. Analyze the                                                            providers and their
missions and practices                                                    participants.
of human service                                                          4. Analyze harmful,
agencies.                                                                 fraudulent, and
4. Network and form                                                       deceptive human
partnerships with local                                                   service practices.
human service                                                             5. Identify the rights
agencies.                                                                 and responsibilities of
5. Conduct needs                                                          human service
assessments of local                                                      participants and their
human service                                                             families.
agencies.                                                                 6. Demonstrate
6. Plan, conduct, and                                                     professional, ethical,
assess ongoing                                                            legal, and safety
activities or projects,                                                   practices in human
such as service                                                           services.
learning, to address the                                                  7. Demonstrate
needs of human                                                            effective individual,
service agencies and                                                      family, and self-
schools.                                                                  advocacy strategies to
                                                                          overcome diverse
                                                                          challenges facing
                                                                          human service
                                                                          participants.
                                                              Table of Contents

    34. Evaluate conditions affecting individuals and                           Benchmarks              Academic Cross-References   Louisiana
families with a variety of disadvantaging conditions.                     special populations.       5-1,2,3,6
                                                                          2. Identify needs and      7-1,2,4
  *FHA/HERO Related                                                       accommodations for         Math
                                                                          people with a variety      N-1,2
      Benchmarks             Academic Cross-References    Louisiana       of disadvantaging          D-1
1. Describe the stages    ELA                             1,2,4,5         conditions.
of life span              1-1,3,4,5                                       3. Identify ways in
development.              4-1,2,4,6                                       which the family is
2. Determine health,      7-1,2,4                                         affected financially,
wellness, and safety                                                      socially, and
issues of individuals                                                     emotionally by
and families with a                                                       individuals with a
variety of                                                                variety of
disadvantaging                                                            disadvantaging
conditions.                                                               conditions.
3. Determine                                                              4. Identify coping or
management and                                                            adjustment strategies
living environment                                                        and stress management
issues of individuals                                                     practices for the
and families with a                                                       participant, caregivers,
variety of                                                                and family members.
disadvantaging                                                            5. Recognize the
conditions.                                                               importance of friends,
4. Determine personal,                                                    family, and community
social, emotional,                                                        relationships to
economical,                                                               individuals with a
vocational,                                                               variety of
educational, and                                                          disadvantaging
recreational issues for                                                   conditions.
individuals and                                                           6. Provide support
families with a variety                                                   which validates the
of disadvantaging                                                         participants'
conditions.                                                               capabilities and rights
5. Differentiate                                                          to privacy, dignity, and
between situations that                                                   autonomy.
require personal                                                          7. Observe
prevention or                                                             professionals meeting
intervention from                                                         the physical, personal
those situations that                                                     management, and
require professional                                                      community living
assistance.                                                               needs of participants.
6. Identify strategies                                                    8. Assist and support
that require crisis                                                       professionals to enable
intervention.                                                             participants to develop
7. Justify the                                                            strategies to make
appropriate support                                                       informed choices,
needed to address                                                         access resources and
selected human service                                                    support, follow
issues.                                                                   through on
                                                                          responsibilities, and
                                                                          take appropriate risks.
     35. Demonstrate practices, helping processes, and skills             9. Model verbal and
                                                                          non-verbal
that provide human services to individuals and families with              communication skills
a variety of disadvantaging conditions.                                   related to advising and
                                                                          counseling by human
  *FHA/HERO Related                                                       service professionals.
                                                                          10. Appraise helping
     Benchmarks              Academic Cross-References    Louisiana       processes and skills
1. Describe               ELA            Social Studies   1,2,3,4,5       provided by
characteristics and       1-1,3,4,5      C-1D-3                           professionals in human
issues related to         4-1,2,4,6                                       services.
                                                                    EDUCATION

   36. Demonstrate       positive    interactions                  and          38. Demonstrate transferable employability skills in
communication within the work environment.                                 relation to individual, family, community, and career roles.
   *FHA/HERO Related                                                         *FHA/HERO Related
      Benchmarks              Academic Cross-References       Louisiana          Benchmarks             Academic Cross-References    Louisiana
1. Demonstrate              ELA             Social Studies   1,2,3,4,5     1. Demonstrate job-       ELA            Social Studies   1,2,3,4,5
communication and           4-1,2,4,6       G-1B-4                         seeking skills.           1-1,3,4,5      C-1D-1,2,3,4
interaction skills that     7-1,2,4         G-1C-4                         2. Apply                  2-2,4,6        E-1B-3,6
foster team building.                                                      communication skills      3-1,2,3        E-1C-4
2. Demonstrate respect                                                     in family, community      4-1,2,3,4,6    H-1C-15
of individual                                                              and career settings.      5-1,2,3,5,6
differences with                                                           3. Demonstrate work       7-1,2,4
sensitivity to anti-bias,                                                  ethics and                Math
gender equity, age, and                                                    professionalism.          D-1
cultural diversity.                                                        4. Maintain safe and
3. Prepare for and                                                         healthy family,
participate in program-                                                    community, and
sponsored events.                                                          workplace
4. Demonstrate                                                             environments.
commitment,                                                                5. Demonstrate team
enthusiasm, and                                                            skills needed in the
initiative to business                                                     family, community,
goals and                                                                  and workplace.
improvements.                                                              6. Demonstrate
                                                                           technological literacy,
                                                                           as applied in family,
    37. Demonstrate effective communication skills that                    community and
                                                                           workplace
enhance collaborative working relationships.                               environments.
                                                                           7. Apply the
   *FHA/HERO Related                                                       economics of work to
                                                                           individual, family, and
      Benchmarks               Academic Cross-References      Louisiana
                                                                           community needs.
1. Demonstrate clear        ELA            Social Studies     1,2,3,4,5
                                                                           8. Relate essential
and logical written,        1-1,3,4        C-1D-1,2,3,4
                                                                           living skills to
verbal, and non-verbal      2-1,2,6        H-1A-6
                                                                           employability skills
communication.              3-1,2,3        E-1B-2
                                                                           for individuals.
2. Demonstrate              4-1,2,3,4,5,6
                                                                           9. Practice appropriate
positive interpersonal      5-1,2,3,6
                                                                           personal hygiene and
skills to resolve           7-1,2,4
                                                                           dress requirements
conflict, negotiate,        Math
                                                                           needed in various
work as a team, and         D-1
                                                                           workplaces.
provide leadership.         N-5
3. Use accepted
career/service
terminology and
technical information.
4. Practice appropriate
personal hygiene and
dress requirements for
early childhood,
education, and human
service careers.
5. Practice client and
interpersonal relations
skills.
6. Demonstrate respect
for individual
differences with
sensitivity to anti-bias,
gender equity, age, and
cultural diversity.
7. Demonstrate
commitment,
enthusiasm, and
initiative to business
goals and
improvements.
                                                                Table of Contents

   39. Demonstrate professional practices and standards                          Benchmarks               Academic Cross-References      Louisiana
when working with children and families.                                    7. Assess how
                                                                            interests, education,
   *FHA/HERO Related                                                        personal priorities, and
                                                                            family responsibilities
     Benchmarks               Academic Cross-References     Louisiana       affect career choices in
1. Participate in          ELA             Social Studies   1,2,3,4,5       these areas.
continuing training        1-1             C-1D-3,4
and educational            7-1,2,4
opportunities.                                                                  41. Evaluate management skills for establishing a
2. Apply professional
ethical standards
                                                                            quality business related to children.
accepted by the
                                                                               *FHA/HERO Related
recognized
professional                                                                     Benchmarks               Academic Cross-References     Louisiana
organizations.
                                                                            1. Assess various types     ELA            Social Studies   1,2,3,4,5
3. Implement federal,
                                                                            of businesses.              1-1,3,4,5      G-1A-1,4
state, and local
                                                                            2. Determine the need       5-1,2,3,6      C-1A-1,4
standards, policies,
                                                                            for quality services.       7-1,2,4        E-1A-1,2,3,8
regulations, and laws
                                                                            3. Investigate the legal    Math           E-1B-1,2,3
which impact children,
                                                                            requirements and tax        N-1,2
families, and
                                                                            laws for a business.        D-1,7,8,9
programs.
                                                                            4. Investigate
4. Demonstrate
                                                                            insurance issues
employability skills.
                                                                            related to businesses.
5. Demonstrate
                                                                            5. Critique financial
confidentiality.
                                                                            plans for businesses.
6. Maintain all records
                                                                            6. Examine marketing
required by program
                                                                            and management plans
and licensing
                                                                            that may be applied to
standards.
                                                                            businesses.


    40. Evaluate career paths within early childhood,                          C. Available Courses
family, community, and education services.
                                                                                    1.   Family and Consumer Sciences I
   *FHA/HERO Related
                                                                                    2.   Family and Consumer Sciences II
     Benchmarks               Academic Cross-References     Louisiana
1. Assess the              ELA            Social Studies    1,2,3,4,5               3.   Adult Responsibilities
importance of early        1-3,4,5        G-1B-1,4
childhood, family,         2-6            G-1C-2,3,4,6                              4.   Child Development
community, and             3-1,2,3        G-D-5
educational services in    4-1            C-1D-1                                    5.   Family Life Education
the United States and      5-1,2,3,6      E-1A-3
the world.                 7-1,2,4        E-1C-3                                    6.   Parenthood Education
2. Research the roles      Math
and functions of           D-1,7                                                    7.   Advanced Child Development
individuals engaged in
early childhood,
                                                                                    8.   Child Care I
family, community,                                                                  9.   Child Care II
and educational
services careers.                                                                   10. Home/Institutional Support Services
3. Assess employment
opportunities and                                                             AUTHORITY NOTE: Promulgated in accordance with
preparation                                                                 R.S.6(A)(10) and R.S. 17:10.
requirements.                                                                 HISTORICAL NOTE: Promulgated by the Board of
4. Review education
                                                                            Elementary and Secondary Education, LR 29:2710 (December
and training
requirements for                                                            2003).
different levels of                                                         §509.        Strand: Management of Resources
employment.
5. Assess the impact of                                                        A. Focus
early childhood,
family, community,                                                              1. Analyze the roles managing human, economic, and
and educational                                                             environmental resources may have on enabling individuals,
service occupations on
the local, state,
                                                                            families, and communities to achieve self-sufficiency.
national, and global                                                             2. Integrate practices in family and community
economies.
6. Research                                                                 services to address the unique needs of individuals and
entrepreneurial                                                             families.
opportunities related to
these careers.
                                                                 EDUCATION

     3. Develop skills and strategies that focus on careers                   Benchmarks             Academic Cross-References       Louisiana
in consumer sciences.                                                   civic responsibilities as
                                                                        individuals and family
  B. Standards                                                          members.
                                                                        5. Integrate individual,
     1. Demonstrate management principles to meet                       family, community and
individual and family needs and wants in relation to food,              work activities to meet
clothing, shelter, health care, and transportation.                     multiple goals at one
                                                                        time.
  *FHA/HERO Related                                                     6. Analyze skills and
                                                                        knowledge needed to
      Benchmarks              Academic Cross-References    Louisiana    develop alternative
1. Examine how              ELA           Social Studies   1,2,3,4,5    strategies for life- plan
individuals and families    1-1,3,4,5     C-1A-5,6,7                    visions as unexpected
make choices to satisfy     2-6           C-1B-2,3,4,5,6                changes occur related to
needs and wants.            3-1,2,3       C-1D-1,3,4                    individual, family,
2. Utilize a time           4-1,2,4,6     E-1A-                         community, and work
management plan to          5-1,2,3,6     1,2,3,6,7,8                   situations.
meet individual and         7-1,2,4       E-1B-1,2,3
family goals.               Math          E-1C-2,3,4
3. Design a plan of work    N-1,2,5       H-1A-6                             3. Analyze the interrelationship between the economic
to organize tasks and       M-1,4         H-1C-15                       system and consumer decisions and actions.
responsibilities.
4. Apply consumer skills                                                   *FHA/HERO Related
needed to purchase safe
and nutritious food for                                                       Benchmarks              Academic Cross-References      Louisiana
individuals and the                                                     1. Examine how              ELA           Social Studies     1,2,3,4,5
family.                                                                 individuals and societies   1-1,3,4,5     C-1A-3,5,7
5. Apply consumer skills                                                make choices to satisfy     4-4,5,6       C-1B-3
needed to purchase,                                                     needs and wants with        5-1,2,3,5,6   C-1D-1,2,3,4
create, and maintain                                                    limited resources.          7-1,2,4       E-1A-
clothing.                                                               2. Examine the              Math          1,2,3,4,5,6,7
6. Implement decisions                                                  components of the           N-1,5         E-1B-1,2,3,4,5,6
related to housing and                                                  economic system and         A-1           E-1C-2,4
furnishings based on the                                                examine how                 M-4           H-1A-6
needs of individuals and                                                individuals are a part of   D-1,6,7       H-1C-15
family members.                                                         the system.                 Science
7. Examine information                                                  3. Consider personal        SE-B1,2,4
for procuring and                                                       responsibility for use of
maintaining health care                                                 resources.
to meet the needs of                                                    4. Examine laws and
individuals and family                                                  regulations that pertain
members.                                                                to consumers and
8. Apply consumer                                                       providers of services.
information for                                                         5. Examine how career
acquiring and                                                           decisions affect the
maintaining                                                             economic status of
transportation to meet                                                  individuals and the
the needs of individuals                                                family, and in turn, the
and family members.                                                     economic system.
                                                                        6. Determine practices
                                                                        that allow families to
    2. Demonstrate how a personal life plan reflects                    maintain economic self-
family, community, learning, leisure, and career goals.                 sufficiency.
                                                                        7. Compare the
  *FHA/HERO Related                                                     availability, costs, and
                                                                        benefits of accessing
       Benchmarks             Academic Cross-References    Louisiana    public, nonpublic, and
1. Examine careers in       ELA           Social Studies   1,2,3,4,5    for profit services to
relation to individual      1-1,3,4,5     G-1B-1,4                      assist the family.
and family needs,           2-1,2,3,6     G-1C-2,4,6                    8. Investigate how
lifestyle, values, and      3-1,2,3       G-1D-2,4                      individuals exchange
financial resources.        4-1,2,4       C-1A-6                        work or resources for
2. Plan goals for life-     5-2           C-1B-2,3,6                    income to buy goods
long learning and leisure   7-1,2,4       C-1D-1,2,3,4                  and services and pay
opportunities for all       Math          E-1A-3                        taxes.
family members.             D-7           H-1C-15
3. Design strategies to
promote growth of
individuals within the
family and within
selected career paths.
4. Compose goals to
support community and
                                                                   Table of Contents

     4. Analyze financial planning to meet the needs of                            6. Demonstrate how individual and family behaviors
individuals and families across the life span.                                 maintain and protect the environment.
   *FHA/HERO Related                                                              *FHA/HERO Related
       Benchmarks               Academic Cross-References      Louisiana              Benchmarks              Academic Cross-References     Louisiana
1. Investigate                ELA           Social Studies     1,2,3,4,5       1. Evaluate how              ELA               Social        1,2,3,4,5
information related to        1-1,3,4,5     C-1D-1                             environmental trends and     1-1,3,4,5         Studies
financial management.         2-6           E-1A-                              issues affect families and   2-6               G-1D-2,4,5
2. Examine the purposes       3-1,2,3       1,2,4,5,6,7                        future generations.          4-2,4,5,6         C-1A-5
of personal and legal         4-2,5,6       E-1B-                              2. Implement behaviors       5-1,2,3,5,6       C-1B-6
documents related to          5-1,2,3,4,5,6 1,2,3,4,5,6                        that conserve, reuse, and    7-1,2,4           C-1D-3
home and family               7-1,2,4       E-1C-2,3,4                         recycle resources to         Math              E-1A-8
management.                   Math          H-1C-15                            maintain the                 D-1,6,7           E-1B-4,5,6
3. Apply financial            N-1,2,3,4,5                                      environment.                 Science           H-1A-6
management practices          M-2,4                                            3. Demonstrate               SE-A-11           H-1C-15
related to budgeting,         D-1,6,7                                          individual and family        SE-B-1,2,3,4,5,6
banking, credit, savings,                                                      responsibility in relation   SE-C-1,2,3,5
and investments.                                                               to the environment.          SE-D-1,2,3,4,5,6
4. Examine the need for                                                        4. Implement
personal and family                                                            government regulations
financial planning at                                                          for conserving natural
various stages of the life                                                     resources.
span.
5. Explore individual and
family needs for                                                                   7. Analyze resource consumption in the home and
insurance for life, health,
apartment/home, and                                                            workplace for conservation and waste management
auto.                                                                          practices.
                                                                                  *FHA/HERO Related
   5. Demonstrate how to develop a long-term financial                                Benchmarks             Academic Cross-References     Louisiana
management plan.                                                               1. Contrast sources and      ELA              C-1B-6        1,2,3,4,5
                                                                               types of energy.             1-1,3,4,5        C-1D-1,3
   *FHA/HERO Related                                                           2. Analyze sources and       2-6              E-1A-7,8
                                                                               types of residential and     3-1,2,3          E-1B-2
      Benchmarks                Academic Cross-References      Louisiana       commercial energy,           4-1,2,3,4,5,6    H-1A-6
1. Investigate                ELA           Social Studies     1,2,3,4,5       waste disposal, and          5-1,2,3,6        H-1C-15
information related to        1-1,3,4,5     C-1A-5,7                           pollution issues.            7-1,2,4
financial management.         2-1,2,3,4,6   C-1D-1                             3. Assess consumer           Math
2. Examine the purposes       3-1,2,3       E-1A-1,2,3,5,6,7                   programs and services        N-1,2,6
of personal and legal         4-1,2,3,4,5,6 E-1B-1,2,3,4,5,6                   provided by                  M-1
documents related to          5-1,2,3,4,5,6 E-1C-2,3,4                         government, public           D-5
home and family               7-1,2,4       H-1C-15                            utilities, resource          Science
management.                   Math                                             recovery businesses, and     ESS-A1
3. Apply financial            N-1,2                                            environmental                SE-A-1
management practices          M-1,4                                            organizations.               SE-B-1,2,4,5,6
related to budgeting,         D-1,7,8                                          4. Recommend                 SE-C-1,2,3,4,5
banking, credit, savings,                                                      strategies and consumer      SE-D-1,2,3,4,5,6
and investments.                                                               practices that help
4. Examine the need for                                                        consumers and
personal and family                                                            businesses conserve
financial planning at                                                          energy and reduce
various stages of the life                                                     waste.
span.                                                                          5. Evaluate waste
5. Explore individual                                                          management issues.
and family needs for                                                           6. Describe roles of
insurance for life,                                                            government, industry,
health, apartment/home,                                                        and family in energy
and auto.                                                                      consumption and
                                                                               conservation as they
                                                                               relate to the home and
                                                                               workplace.
                                                                         EDUCATION

   8. Analyze the impact of technology on resource                                     Benchmarks              Academic Cross-References     Louisiana
management for individuals and families.                                        procedures.
                                                                                5. Apply statistical
      Benchmarks              Academic Cross-References      Louisiana          analysis processes to
1. Explore types of           ELA         Social Studies     1,2,3,4,5          interpret, summarize,
technology currently          1-1,3,4,5   C-1B-6                                and report data from
impacting consumer            4-4,5,6     C-1D-1,3,4                            tests.
decision making.              5-1,2,3,4,6 H-1C-15                               6. Analyze the labeling,
2. Examine how media          7-1,2,4                                           packaging, and support
and technological             Math                                              materials of consumer
advancement impact            N-1                                               goods.
consumer decisions.           D-7                                               7. Demonstrate a
3. Examine the impact         Science                                           product or educate an
of technology on              SE-C-3                                            audience.
financial planning.           SI-A-3
4. Identify technology to
assist individuals and                                                              11. Adapt features of products or services to meet
families with activities
                                                                                customer needs and resources.
at home, in the
community, and in the                                                             *FHA/HERO Related
workplace.
                                                                                      Benchmarks             Academic Cross-References       Louisiana
                                                                                1. Utilize appropriate      ELA            Social            1,2,3,4,5
     9. Analyze technologies and their effects on managing                      sales techniques to         1-1,3,4,5      Studies
individual, family, community, and career roles and                             compare, demonstrate,       4-1,3,4,6      C-1D-1
                                                                                assist, and advise          5-1,2,3,5,6
responsibilities.                                                               consumers in the            7-1,2,4
   *FHA/HERO Related                                                            selection of goods and      Math
                                                                                services that meet          N-1,2
       Benchmarks               Academic Cross-References      Louisiana        consumer needs.             M-1,3
1. Examine the forms and       ELA           Social            1,2,3,4,5        2. Compare features,        D-1,7
functions of technologies      1-1,3,4,5     Studies                            prices, and product
and their relationship to      4-5           C-1A-5                             information to prioritize
individual, family,            5-1,2,3,5,6   C-1B-                              and use consumer goals
community and work             7-1,2,4       1,2,3,4,6                          to maximize satisfaction
roles and responsibilities.    Math          C-1D-1,2,3,4                       in product use.
2. Investigate the validity    N-1           E-1A-2
of claims related to the       D-7           E-1B-1,2,3
impact of technology,                        E-1C-3                                  12. Analyze policies that support consumer rights and
based on personal,                           H-1C-15                            foster consumer responsibilities.
ethical, and technical
evaluation criteria.                                                              *FHA/HERO Related
3. Consider the cost of
technologies in relation to                                                           Benchmarks              Academic Cross-References       Louisiana
various roles in terms of                                                       1. Examine state and        ELA         Social Studies        1,2,3,4,5
labor-saving, safety,                                                           federal policies and        1-1,3,4,5   C-1A-5,7
health, and well-being                                                          laws related to             2-6         C-1B-1,2,3,4,6
criteria.                                                                       consumer protection         3-1,2,3     C-1C-2
                                                                                regarding goods and         4-2,4,5,6   C-1D-1,3,4
                                                                                services purchased.         5-1,2,3,5,6 E-1A-1,2,4,5,6,7,8
     10. Demonstrate a plan for product development,                            2. Investigate how          7-1,2,4     E-1B-1,2,3,4,5,6
                                                                                policies become laws in     Math        E-1C-2,3,4
testing procedures, and demonstration techniques.                               relation to consumer        D-2,7       H-1A-6
   *FHA/HERO Related                                                            responsibilities.                       H-1C-15
                                                                                3. Explore how to seek
      Benchmarks                 Academic Cross-References     Louisiana        information related to
1. Conduct market             ELA             Social           1,2,3,4,5        consumer rights issues.
research to determine         1-1,3,4,5       Studies
consumer trends and           3-2             E-1B-3
product development           4-1,2,3,4,5,6   E-1C-2                                13. Analyze the impact of consumer rights and
needs.                        5-1,2,3,4,5,6   H-1C-15                           responsibilities on business/industry, consumers, and
2. Design or analyze a        7-1,2,4
                                                                                consumer-interest advocates within business/industry,
consumer product.             Math
3. Compare features,          N-1,2                                             government, and grassroots organizations.
prices, product               M-1
information, styles, and      D-1,7                                               *FHA/HERO Related
performance of                Science
                                                                                        Benchmarks            Academic Cross-References       Louisiana
consumer goods and            SI-A-1,2,3,6,7
analyze the trade-offs        SI-B-4,5                                          1. Describe national,        ELA           Social            1,2,3,4,5
among the components.                                                           state, and local laws and    1-1,3,4,5     Studies
4. Perform a test on a                                                          resources related to         2-1,2,3,4,6   C-1A-1,3,5,7
product, utilizing valid                                                        consumer protection and      3-1,2,3       C-1D-1,3
and reliable testing                                                            explain the means by         4-1,2,3,4,5,6 E-1B-3,5
                                                                 Table of Contents

        Benchmarks            Academic Cross-References     Louisiana               Benchmarks               Academic Cross-References    Louisiana
which policy makers          5-1,2,3,5,6   E-1C-4                            promotional materials on
motivate change in           7-1,2,4       H-1A-6                            consumer behavior.
products, services, and      Math          H-1C-15                           4. Evaluate sources of
business practices.          N-1,2                                           information that aid the
2. Explain strategies for    M-1,4                                           consumer in selection or
consumers to exercise                                                        use of products and
their rights and                                                             services.
responsibilities.                                                            5. Utilize appropriate
3. Analyze the                                                               communications
costs/benefits of                                                            technology in delivering
consumer protection laws                                                     and receiving educational
on goods and services.                                                       and promotional
4. Analyze the impact of                                                     messages.
consumer fraud on
business and the
consumer and recommend                                                          16. Demonstrate professional behaviors, skills, and
strategies to reduce the
risk of fraud.                                                               knowledge in community services.
5. Explain the consumer
perspective on issues
                                                                                *FHA/HERO Related
through a variety of
                                                                                    Benchmarks               Academic Cross-References   Louisiana
media.
                                                                             1. Follow rules,               ELA           Social         1,2,3,4,5
                                                                             regulations, and work-site     1-1,3,4,5     Studies
                                                                             policies that affect           4-1,2,4,6     C-1D-1,3,4
   14. Analyze company policies, procedures, and product                     employer, employee,            5-1,2,3       H-1C-15
knowledge to develop solutions to customer problems.                         participant, and family        7-1,2,4
                                                                             rights and responsibilities.
      Benchmarks              Academic Cross-References      Louisiana       2. Demonstrate
1. Analyze customer          ELA           Social           1,2,3,4,5        professional,
needs and wants.                           Studies                           collaborative
                             1-1,3,4                                         relationships with
2. Identify strategies and                 C-1B-6                            colleagues, support teams,
alternatives available to    4-2,4,6
                                           C-1D-1,2,3,4                      participants, and families.
resolve customer             5-2,3,6                                         3. Demonstrate
problems considering                                                         cooperative working
company policies and         7-1,2,4                                         relationships across age,
procedures.                                                                  gender, and diverse
                             Math
3. Apply product                                                             groups.
knowledge to suggest use,    D-1                                             4. Demonstrate ability to
care, or services to meet                                                    work independently, share
customer satisfaction.                                                       responsibilities, accept
                                                                             supervision, and assume
4. Examine consumer                                                          leadership roles.
groups and company                                                           5. Apply critical and
departments affected by                                                      creative thinking,
customer relations                                                           reasoning, and problem-
decisions.                                                                   solving skills in
                                                                             community services.
                                                                             6. Collect, compile,
                                                                             evaluate, and maintain
    15. Demonstrate, by using terms and phrases common                       accurate and confidential
to consumer affairs, those appropriate educational or                        documentation to be
                                                                             submitted in a timely
promotional materials that inform, persuade, and/or educate                  manner to appropriate
consumers about consumer issues.                                             sources.
                                                                             7. Analyze the strengths,
   *FHA/HERO Related                                                         needs, preferences, and
                                                                             interests of participants
       Benchmarks             Academic Cross-References      Louisiana       through observation of
1. Conduct investigative     ELA           Social Studies    1,2,3,4,5       formal and informal
research concerning          1-1,3,4,5     C-1A-1,5                          assessment practices.
consumer issues              2-1,2,3,4,5,6 C-1B-6                            8. Identify important
(including the Internet).    3-1,2,3       C-1D-1,2,3,4                      sources of support and
2. Prepare and present       4-1,2,3,4,5,6 E-1A-8                            resources for participants.
educational, advertising,    5-1,2,3,4,5,6 E-1B-                             9. Investigate appropriate
or public relations          7-1,2,4       1,2,3,4,5,6                       technology in community
materials (such as videos,   Math          E-1C-2,3                          services.
press kits, public service   N-2,5         H-1A-6
announcements, fact          D-1,6,7       H-1C-15
sheets, etc.) for consumer
use.
3. Evaluate the effect of
educational or
                                                                   EDUCATION

     17. Demonstrate effective communication skills.                         C. Available Courses
   *FHA/HERO Related                                                            1.    Family and Consumer Sciences I
        Benchmarks             Academic Cross-References     Louisiana          2.    Family and Consumer Sciences II
1. Demonstrate clear and      ELA           Social Studies   1,2,3,4,5
logical written, verbal,      1-1,3,4       G-1B-1,2,3,4                        3.    Adult Responsibilities
and non-verbal                2-1,2,6       G-1D-1,2,3,4
communication.                3-1,2,3       H-1A-6                              4.    Family Economics
2. Demonstrate positive       4-1,2,3,4,5,6 E-1B-2
interpersonal skills to       5-1,2,3,6                                      5. Family           and   Consumer      Sciences     Cooperative
resolve conflict,             7-1,2,4                                     Education
negotiate, work as a team,    Math
and provide leadership.       N-5                                               6.    Family Life Education
3. Use accepted consumer
affairs terminology and
                                                                            AUTHORITY NOTE: Promulgated in accordance with
technical information.                                                    R.S.6(A)(10) and R.S. 17:10.
4. Practice client and                                                      HISTORICAL NOTE: Promulgated by the Board of
interpersonal relations                                                   Elementary and Secondary Education, LR 29:2719 (December
skills.                                                                   2003).
5. Demonstrate respect
for individual differences                                                §511.       Strand: Nutrition and Foods
with sensitivity to anti-
bias, gender equity, age,
                                                                             A. Focus
and cultural diversity.
                                                                              1. Evaluate nutritional and wellness practices to
6. Demonstrate
commitment, enthusiasm,                                                   promote individual and family well-being across the life
and initiative to business                                                span.
goals and
improvements.                                                                  2. Develop career competencies in all aspects of food
7. Exercise professional                                                  production and service, food science, dietetics, and nutrition
ethics in all matters                                                     that promote health and wellness of individuals and families.
related to the workplace.
                                                                             B. Standards
    18. Evaluate career paths within consumer affairs                          1. Analyze the internal and external factors that
occupations.                                                              influence nutritional practices and wellness across the life
                                                                          span.
   *FHA/HERO Related
                                                                             *FHA/HERO Related
        Benchmarks             Academic Cross-References     Louisiana
1. Assess the importance      ELA          Social Studies    1,2,3,4,5        Benchmarks           Academic Cross-References      Louisiana
of consumer affairs           1-3,4,5      G-1B-1,4                       1. Examine the         ELA           Social Studies     1,2,3,4,5
occupations in the United     2-6          G-1C-2,3,4,6                   psychological,         1-1,3,4,5     G-1B-1,2,4
States and the world.         3-1,2,3      G-1D-5                         cultural, and social   4-4,5,6       G-1C-2,4,6
2. Research the roles and     4-1          C-1D-1                         influences related     5-1,2,3,6     G-1D-3,4
functions of individuals      5-1,2,3,6    E-1A-3                         to food choices.       7-1,2,4       C-1A-1,7
engaged in careers in         7-1,2,4      E-1C-3                         2. Explore the         Math          C-1B-3
consumer affairs              Math         H-1C-15                        societal,              N-5           C-1C-3
occupations.                  N-1,2                                       governmental,          A-1,3         E-1A-1,2,4,6
3. Assess employment          A-3                                         socio-economic,        M-2,3,4       E-1B-1,2,3,4,5,6
opportunities and             M-1                                         and technological      D-1,5         E-1C-3
preparation requirements.     D-1,7                                       influences related     Science       H-1A-6
4. Review education and                                                   to food choices and    LS-G3,5       H-1B-
training requirements for                                                 practices.             ESS-A2        6,7,9,16,17
different levels of                                                       3. Examine the         SE-A3,11      H-1C-
employment.                                                               impact of food         SE-B-1,5      1,4,5,6,7,8,9,
5. Assess the impact of                                                   choices on the         SE-C-2        10,11,15
consumer affairs                                                          global community.      SE-D-1,4
occupations on the local,
state, national, and global
economies.                                                                     2. Evaluate the nutritional content of food in relation
6. Research
entrepreneurial                                                           to health and wellness needs of individuals and families.
opportunities related to
these careers.
                                                                             *FHA/HERO Related
7. Assess how interests,
                                                                              Benchmarks           Academic Cross-References      Louisiana
education, personal
priorities, and family                                                    1. Analyze the         ELA            Social Studies    1,2,3,4,5
responsibilities affect                                                   effect of nutrients    1-1,3,4,5      G-1C-2,3
career choices in these                                                   on health,             4-4,5          G-1D-3,4
areas.                                                                    appearance, job        5-1,2,3,6      C-1B-3,4
                                                                          performance, and       7-1,2,4        C-1C-2
                                                                          personal/family        Math           C-1D-3
                                                                          life.                  N-2            E-1A-1,2
                                                                 Table of Contents

    Benchmarks             Academic Cross-References     Louisiana               Benchmarks            Academic Cross-References      Louisiana
2. Examine the           A-1,3          E-1B-1,2                             into exchange groups
relationship of          M-1            H-1C-15                              and plan appropriate
nutrition and            D-1,5                                               menus based on the
wellness to              P-2                                                 nutritional needs. (4)
individual and           Science                                             10. Instruct
family health,           LS-G1                                               individuals on
including the                                                                nutrition for health
extended family                                                              maintenance and
from the very                                                                disease prevention.
young to the
elderly.
3. Judge the impact                                                              4. Demonstrate planning, selecting, storing, preparing,
of food addictions
and eating disorders                                                         and serving of foods to meet needs of individuals and
on wellness.                                                                 families across the life span.
4. Evaluate sources
of food and                                                                     *FHA/HERO Related
nutrition
information that                                                                  Benchmarks            Academic Cross-References       Louisiana
contribute to                                                                1. Apply various         ELA            Social Studies   1,2,3,4,5
wellness.                                                                    dietary guidelines in    1-1,3,4,5      G-1B-1,4
5. Interpret                                                                 developing food          4-2,4,6        G-1C-1,2,3,6
information                                                                  plans to meet            5-2,3,6        G-1D-1,2,3,4
regarding nutrition                                                          nutrition and            7-1,2,4        C-1B-3
to promote health                                                            wellness needs.          Math           C-1C-2,3
and wellness.                                                                2. Select nutritious     N-1,2,3,4      C-1D-3
                                                                             foods for a variety of   A-3            E-1A-1,2,5
                                                                             situations.              M-1,2          E-1B-1,2,5
                                                                             3. Select appropriate    D-1,2,7,8      E-1C-3
     3.    Evaluate and apply nutrition information.                         food preparation         Science        H-1A-6
                                                                             methods, based on        SI-A-2,3,4     H-1B-6,18
  *FHA/HERO Related                                                          available resources,     LS -G-2,4      H-1C-
     Benchmarks             Academic Cross-References     Louisiana          to meet nutritional      PS-D-6         5,6,7,8,9,11
                                                                             and health needs.        PS-G-1         H-1C-15
1. Assess and use         ELA           Social Studies    1,2,3,4,5
                                                                             4. Construct
basic nutrition           1-1,3,4,5     G-1B-4
                                                                             alternative ways to
principles, food          2-6           G-1C-3,4,6
                                                                             meet health and
plans, preparation        3-1,2,3       G-1D-1,4
                                                                             special nutritional
techniques, and           4-1,2,3,4,6   C-1C-1
                                                                             needs considering
specialized dietary       5-1,2,3,6     C-1D-3
                                                                             available resources.
plans. (1) (2)            7-1,2,4       E-1A-1,2,4,5
                                                                             5. Select, store,
2. Determine nutrient     Math          E-1B-1,2,4,5,6
                                                                             prepare, and serve
requirements across       N-1,2,4
                                                                             nutritious and
the life span             M-1,4
                                                                             aesthetically pleasing
addressing the            D-1,2,6,7
                                                                             foods that meet
diversity of people,      Science
                                                                             health and wellness
culture, and              LS-G5
                                                                             needs of family
religions. (1) (2) (4)
                                                                             members.
3. Appraise and
                                                                             6. Implement a life
interpret nutritional
                                                                             plan that promotes
data from food. (1)
                                                                             wellness.
4. Assess principles
                                                                             7. Demonstrate
to maximize nutrient
                                                                             proper table setting,
retention in prepared
                                                                             service, and table
foods. (2) (4) (5)
                                                                             manners.
5. Assess the
influence of
socioeconomic and
psychological factors                                                             5. Analyze food-borne illness as a health issue for
on food and nutrition                                                        individuals and families.
behavior. (2)
6. Choose menus                                                                   Benchmarks            Academic Cross-References       Louisiana
based on nutrient                                                            1. Investigate the       ELA            Social Studies   1,3,4,5
needs.                                                                       causes and               1-1,3,4,5      H-1C-15
7. Monitor                                                                   prevention for food      2-6
recipe/formula                                                               borne disease and        4-2,4,6
proportions and                                                              illness.                 5-1,2,3,6
modifications for                                                            2. Examine the role      7-1,2,4
food production. (2)                                                         of families in           Math
8. Critique the                                                              teaching personal        N-1,2,5
selection of foods to                                                        hygiene and              A-1
promote a healthy                                                            sanitation practices     M-1,3
lifestyle.                                                                   to family members.       D-1,2,7
9. Categorize foods                                                          3. Determine which       Science
                                                                 EDUCATION

     Benchmarks            Academic Cross-References      Louisiana          Benchmarks            Academic Cross-References   Louisiana
individuals are most     LS-G-2,3,4,5                                   safety/sanitation        M-1
at-risk for developing                                                  procedures. (3)          D-1,7
food-borne illness.                                                     3. Design a system       Science
4. Determine the                                                        for documenting,         LS-G2,4,5
symptoms of food-                                                       investigating, and       SE-B2
borne illness and                                                       reporting incidents of
describe the health                                                     a food borne illness.
implications.                                                           (3,5)
5. Consider when                                                        4. Apply safe
and where to report                                                     shopping, storing,
food borne illness.                                                     preparing, and
                                                                        serving principles
                                                                        during food handling
    6. Evaluate the factors affecting food safety from                  to reduce the risk of
                                                                        food borne illness.
production through marketing.                                           (4)
                                                                        5. Practice good
     Benchmarks            Academic Cross-References     Louisiana
                                                                        personal
1. Appraise safety       ELA            Social Studies   1,2,3,4,5      hygiene/health
and sanitation           1-1,3,4,5      G-1C-1,2,6                      procedures and
practices throughout     4-2            G-1D-3,4                        report symptoms of
the food chain that      5-1,2,3,6      C-1A-6                          illness. (4) (5)
contribute to food       7-1,2,4        C-1B-3                          6. Demonstrate
contamination with       Math           C-1C-2                          proper receiving and
organisms that can       N-1,2          C-1D-3                          storage of both raw
lead to illness.         A-1,3          E-1A-1,2,4,5,6                  and prepared foods.
2. Determine             M-1            E-1B-                           (4)
contamination risks      D-1,2,3        1,2,3,4,5,6                     7. Demonstrate food
of perishable and        P-2            H-1A-6                          handling and
non-perishable foods.    Science        H-1B-15,18                      preparation
3. Assess changes in     PS-D1          H-1C-11,15                      techniques that
national and             LS-G2,4,5                                      prevent cross
international food                                                      contamination
production and                                                          between raw and
distribution systems                                                    ready-to-eat foods
and explain how                                                         and between animal
these changes impact                                                    or fish sources and
food supplies                                                           other food products.
available in retail                                                     (5)
establishments.                                                         8. Examine current
4. Assess conditions                                                    types and proper uses
that create a safe                                                      of cleaning materials
working environment                                                     and sanitizers. (4)
for food production.                                                    9. Apply OSHA's
5. Research the                                                         Right to Know Law
national, state, and                                                    and Material Safety
local inspection                                                        Data Sheets and
systems that are in                                                     explain their
place to protect the                                                    requirements in
health of individuals                                                   handling hazardous
and the public.                                                         materials. (4)
                                                                        10. Apply waste
                                                                        disposal and
     7.    Demonstrate food safety and sanitation procedures.           recycling methods.
                                                                        (4)
     Benchmarks            Academic Cross-References     Louisiana      11. Demonstrate
1. Examine               ELA            Social Studies   1,2,3,4,5      ability to maintain
pathogens found in       1-1,3,4,5      C-1A-1,5,6                      necessary records to
food and determine       2-1,2,6        C-1B-4,6                        document time and
how time,                3-1,2,3        C-1C-1,2                        temperature control,
temperature, pH, and     4-1,2,3,4      C-1D-3                          employee health,
moisture affect their    5-6            E-1B-2,5,6                      maintenance of
growth, causing          7-1,2,4        H-1C-15                         equipment, and other
illness. (5)             Math                                           elements of food
2. Practice food         N-1,2,3                                        preparation, storage,
service management       A-1                                            and presentation. (5)
                                                                Table of Contents

    8. Analyze information on product labels that have                          10. Contribute to the public dialogue about food safety
food safety implications for individuals and families.                      and sanitation.
     Benchmarks            Academic Cross-References      Louisiana              Benchmarks             Academic Cross-References     Louisiana
1. Examine the           ELA            Social Studies   1,2,3,4,5          1. Interpret for others   ELA            Social Studies   1,2,3,4,5
labeling requirements    1-1,3,4,5      C-1A-6                              food safety and           1-1,3,4,5      C-1A-1,5,6
mandated by federal,     5-2,6          C-1B-3                              sanitation needs as       2-1,2,3        C-1B-6
state, or local          7-1,2,4        C-1D-1,3                            related to the            3-1,2,3        C-1D-1,3
authorities for          Math           E-1B-5,6                            wellness of               4-1,2,3,4,6
product packaging.       N-1,2          E-1C-4                              individuals and           5-6
2. Examine the           M-1,2,3        H-1A-6                              families.                 7-1,2,4
manufacturer's           D-1,6,7        H-1C-15                             2. Examine the need       Math
product descriptors      Science                                            for food safety and       N-2
and use-by/sell-by       LS-G2,4,5                                          sanitation processes      M-1
dates.                                                                      and procedures that       D-1,7
                                                                            result in the wellness    Science
                                                                            of individuals and        LS-G2,4,5
     9. Evaluate the impact of science and technology on                    families.
                                                                            3. Illustrate how
food composition and safety, nutrition, and wellness of                     individuals can
individuals and families.                                                   impact food safety
                                                                            and sanitation related
    Benchmarks             Academic Cross-References       Louisiana        to food eaten outside
1. Assess current        ELA                             1,2,3,4,5          the home.
technology to locate     1-1,3,4,5
food and nutrition       4-5
information.             5-1,2,3,5,6
2. Determine how         7-1,2,4
                                                                                 11. Demonstrate knowledge of risk-management
scientific and           Math                                               procedures as applied to food safety, food testing, and
technical                N-1,2                                              sanitation.
advancements have        M-1,2,4
impacted the nutrient    D-1,6,7                                               *FHA/HERO Related *
content, availability,   Science
and safety of foods.     SI-A3                                                   Benchmarks             Academic Cross-References       Louisiana
3. Assess the impact     PS-C4                                              1. Demonstrate            ELA            Social Studies   1,2,3,4,5
of scientific and        PS-D1,2                                            knowledge of factors      1-1,3,4,5      H-1C-15
technical                                                                   that contribute to        2-1,2,6
advancements in                                                             food borne illness.       3-1,2,3
food processing,                                                            (5)                       4-1,2,3,4
product                                                                     2. Demonstrate            5-6
development, and                                                            knowledge of food         7-1,2,4
storage on the                                                              service management        Math
nutrition and                                                               safety/sanitation         N-1,2,3
wellness of                                                                 programs. (3)             A-1
individuals and                                                             3. Use knowledge of       M-1
families.                                                                   the system for            D-1,7
4. Review current                                                           documenting and           Science
technology in the                                                           investigating reports     LS-G2
selection,                                                                  of a food borne           SE-B1,2,4
preparation, and                                                            illness. (3)              SE-D1,2
home storage of                                                             4. Utilize the Hazard
food.                                                                       Analysis Critical
5. Critique nutrition                                                       Control Point
assessment data                                                             (HACCP) during all
using current                                                               food handling
technology.                                                                 processes as a
6. Assess the effects                                                       method for
of food science and                                                         minimizing the risk
technology in                                                               of food borne illness.
meeting nutritional                                                         (4)
needs.                                                                      5. Practice good
                                                                            personal
                                                                            hygiene/health
                                                                            procedures when
                                                                            handling food.
                                                                            6. Develop
                                                                            procedures for
                                                                            receiving and storage
                                                                            of raw and prepared
                                                                            foods. (4)
                                                                            7. Describe current
                                                                            types of cleaning
                                                                            materials and
                                                                            sanitizers and their
                                                                            proper use. (4)
                                                                      EDUCATION

    Benchmarks              Academic Cross-References          Louisiana          Benchmarks           Academic Cross-References      Louisiana
8. Apply OSHA's                                                              efficiency of
Right to Know Law                                                            equipment purchases
and Material Safety                                                          based on long-term
Data Sheets (MSDS)                                                           business needs and
and explain their                                                            specific regulations
requirements in                                                              and codes related to
handling hazardous                                                           foods. (3) (5)
materials. (4)                                                               6. Demonstrate
9. Carry out waste                                                           procedures for
disposal and                                                                 storage of equipment
recycling methods.                                                           and tools.
(4)

                                                                                 14. Demonstrate planning menu items based on
    12. Utilize          current   technology    in     food     product     standardized recipes to meet customer needs.
development.
                                                                                  Benchmarks           Academic Cross-References      Louisiana
  *FHA/HERO Related
                                                                             1. Use computer-        ELA                             1,2,3,4
     Benchmarks             Academic Cross-References        Louisiana       based menu systems.     1-1,3,4,5
1. Utilize various        ELA                              1,2,3,4,5         (3)                     2-2,3,4,6
factors that affect       1-1                                                2. Apply menu           3-1,2,3
food preferences in       4-2                                                planning principles     4-2
the marketing of          5-6                                                to develop and          5-1,2,3,4,6
food.                     7-1,2,4                                            modify menus. (3)       7-1,2,4
2. Utilize data in        Math                                               (4)                     Math
statistical analysis.     N-1,2,5,6                                          3. Examine food and     N-1,5
3. Prepare food for       A-1                                                equipment needed        D-1
presentation and          M-1,4                                              for menus.              Science
evaluation.               D-1,7                                              4. Design a menu        SI-A3
4. Maintain test          Science                                            layout. (3)
kitchen/laboratory        SI-A3,4,7                                          5. Prepare
and related                                                                  requisitions for
equipment and                                                                production
supplies.                                                                    requirements. (4)
5. Implement                                                                 6. Evaluate
procedures that affect                                                       performance of menu
quality product                                                              items. (3)
performance.
6. Conduct sensory
evaluations of food                                                               15. Demonstrate preparing all categories of menu items
products.                                                                    utilizing commercial materials to produce a variety of food
7. Utilize technology
for testing safety of                                                        products.
food products.
                                                                               *FHA/HERO Related
                                                                                  Benchmarks           Academic Cross-References       Louisiana
    13. Demonstrate selecting, using, and maintaining food                   1. Apply principles     ELA            Social Studies   1,2,3,4,5
production equipment.                                                        of food preparation     1-1,3,4,5      G-1B-1,2,3,4
                                                                             to a variety of food    4-2,4,6        H-1C-15
    Benchmarks              Academic Cross-References        Louisiana       products. (4)           5-6
1. Operate tools and      ELA            Social Studies    1,2,3,4,5         2. Demonstrate skills   7-1,2,4
equipment following       1-1,5          C-1A-1,5                            in knife, tool, and     Math
safety procedures         4-1,2,3,4,6    C-1B-6                              equipment handling.     N-1,2,3,4
and OSHA                  5-2,6          C-1D-3                              (4)                     M-1,2,4
requirements. (1) (3)     7-1,2,4                                            3. Demonstrate a        D-1,7
(4)                       Math                                               variety of cooking
2. Maintain tools and     N-6                                                methods including
equipment following       Science                                            roasting, baking,
safety procedures         SI-A7                                              broiling, smoking,
and OSHA                  LS-G2                                              grilling, sautéing,
requirements. (1, 3,                                                         frying, deep frying,
4)                                                                           braising, stewing,
3. Verify the                                                                poaching, steaming,
selection and use of                                                         stir-frying,
equipment.                                                                   convection,
4. Demonstrate                                                               microwaving, and
procedures for                                                               emerging
cleaning and                                                                 technological
sanitizing equipment.                                                        methods. (4)
(3)                                                                          4. Utilize weights
5. Examine                                                                   and measures to
                                                                Table of Contents

     Benchmarks           Academic Cross-References       Louisiana         Benchmarks               Academic Cross-References       Louisiana
demonstrate proper                                                          (1)
scaling and                                                                 8. Establish par
measurement                                                                 levels for the
techniques.                                                                 purchase of supplies
5. Apply use of                                                             based on an
herbs, spices, oils,                                                        organization's needs.
and vinegars. (4)                                                           9. Utilize Food Code
6. Prepare various                                                          Points of time,
meats, seafood, and                                                         temperature, date
poultry. (4)                                                                markings, cross
7. Prepare various                                                          contamination, hand
stocks, soups, and                                                          washing, and
sauces. (4)                                                                 personal hygiene as
8. Prepare various                                                          criteria for safe food
fruits, vegetables,                                                         preparation. (5)
and starches. (4)
9. Prepare various
salads, dressings, and                                                         17. Demonstrate implementation of                 food    service
marinades. (4)
10. Prepare                                                                 management functions.
sandwiches, canapés,
                                                                                 Benchmarks            Academic Cross-References       Louisiana
appetizers, and
beverages. (4)                                                              1. Apply principles      ELA            Social Studies   1,2,3,4,5
11. Prepare breakfast                                                       of purchasing and        1-1,3,4,5      C-1A-1,4,5
meats, eggs, cereals,                                                       receiving in food        2-1,2,6        C-1B-6
and batter products.                                                        service operations.      3-1,2,3        C-1C-2,3
(4)                                                                         (4)                      4-1,2,3,4,6    C-1D-3
12. Apply the                                                               2. Apply the             5-1,2,3,4,5,6  E-1A-1,2,4,5,6
fundamentals of                                                             procedures involved      7-1,2,4        E-1B-2,5,6
baking science to the                                                       in staff planning,       Math           H-1C-15
preparation of a                                                            recruiting,              N-1,5
variety of products.                                                        interviewing, and        A-2
(4)                                                                         selection of             D-1
13. Apply the                                                               employees.
fundamentals of time                                                        3. Design staff
and temperature to                                                          schedules.
cooking, cooling, and                                                       4. Conduct staff
reheating of a variety                                                      orientation, regular
of foods. (4)                                                               training and
14. Demonstrate food                                                        education, and on-
presentation                                                                the-job
techniques. (4)                                                             training/retraining.
15. Calculate the cost                                                      5. Examine human
of using convenience                                                        resource policies
food items. (4)                                                             including rules,
                                                                            regulations, and laws
                                                                            involving hiring,
                                                                            compensation, and
   16. Demonstrate food science, dietetics, and nutrition                   overtime.
management functions.                                                       6. Examine the areas
                                                                            of legal liability
Benchmarks               Academic Cross-References       Louisiana          within the food
1. Build menus           ELA            Social Studies   1,2,3,4,5          service industry.
incorporating            1-1            C-1A-1,5                            7. Practice inventory
customer/client's        2-6            C-1B-6                              procedures including
nutritional needs. (1)   3-1,2,3        C-1D-3                              first in/first out
2. Monitor food          4-2,4,6                                            concept, date
preparation,             5-2,3,4,6                                          markings, and
production, and          7-1,2,4                                            specific record
testing systems. (1,     Math                                               keeping. (5)
2)                       N-1,2,3,4,5,6                                      8. Apply accounting
3. Verify standards      A-1                                                principles in
for food quality. (1)    M-1,2,4                                            planning and
4. Create                D-1,7                                              forecasting profit and
standardized recipes.    Science                                            loss.
(1)                      SI-A2,3,4                                          9. Implement a
5. Project amounts of    LS-G2                                              marketing plan.
food needed. (1)                                                            10. Design
6. Examine new                                                              internal/external
products. (1)                                                               disaster plans.
7. Implement
procedures that
provide cost-
effective products.
                                                                  EDUCATION

    18. Demonstrate quality customer service used in food                    20. Evaluate career paths within the food production,
production industries.                                                   food science, dietetics, and nutrition industries.
     Benchmarks            Academic Cross-References       Louisiana        *FHA/HERO Related
1. Examine the role      ELA            Social Studies   1,2,3,4,5
of service as a          1-1            C-1A-1,5                              Benchmarks               Academic Cross-References      Louisiana
strategic component      2-2,3,4,6      C-1B-5,6                         1. Research the roles     ELA             Social Studies     1,2,3,4,5
of performance.          3-1,2,3        C-1D-1,3,4                       and functions of          1-3,4,5         E-1A-1,2,3,6
2. Demonstrate           4-1,2,3,4,6    E-1A-3                           individuals engaged       2-6             E-1B-1,2,3,4,5,6
quality services         5-6                                             in food service           3-1,2,3         E-1C-3
which exceed the         7-1,2,4                                         management, food          4-1             H-1C-15
expectations of                                                          production, food          5-1,2,3,6
customers. (2) (4)                                                       science, dietetics,       7-1,2,4
3. Examine the                                                           public health, and        Math
relationship between                                                     nutrition education       N-1,2
employees and                                                            careers.                  A-3
customer                                                                 2. Assess                 M-1
satisfaction.                                                            employment                D-1,7
4. Apply strategies                                                      opportunities and         Science
for resolving                                                            preparation               SE-B4,5
complaints.                                                              requirements.
5. Demonstrate                                                           3. Review education
sensitivity to                                                           and training
diversity and                                                            requirements for
individuals with                                                         different levels of
special needs.                                                           employment.
                                                                         4. Assess the impact
                                                                         of the food
     19. Demonstrate effective communication skills.                     production, food
                                                                         service, food science,
  *FHA/HERO Related                                                      dietetics, and
                                                                         nutrition industries
     Benchmarks            Academic Cross-References       Louisiana     on the local, state,
1. Demonstrate           ELA            Social Studies   1,2,3,4,5       national, and global
written, verbal, and     1-1,3,4        C-1D-1,2,3,4                     economies.
non-verbal               2-1,2,6        E-1B-2                           5. Research
communication.           3-1,2,3        H-1A-1,6                         entrepreneurial
2. Demonstrate           4-1,2,3,4,5,6  G-1B-1,2,3,4                     opportunities related
positive interpersonal   5-1,2,3,6      G-1C-6                           to these careers.
skills to resolve        7-1,2,4                                         6. Assess how
conflict, negotiate,     Math                                            interests, education,
work as a team, and      N-5                                             personal priorities,
provide leadership.      Science                                         and family
3. Use accepted food     SI-A3                                           responsibilities affect
science, food service,                                                   career choices in
dietetics, and                                                           these areas.
nutrition industry
terminology and
technical                                                                  References: Some materials were reviewed by
information.                                                             professionals or abstracted from sets of standards from the
4. Practice grooming
and dress                                                                following organizations. These numbers follow the
requirements in the                                                      benchmarks to which they apply.
food industry.
5. Practice client and                                                          (1) Dietary Managers Association
interpersonal                                                                   (2) American Dietetics Association
relations skills.                                                               (3) National Restaurant Association
6. Demonstrate                                                                  (4) American Culinary Federation
respect for individual                                                          (5) United States Food and Drug Administration, Center for
differences with                                                                Food Safety and Applied Nutrition
sensitivity to anti-                                                        C. Available Courses
bias, gender equity,
age, and cultural                                                              1.    Family and Consumer Sciences I
diversity.
7. Demonstrate                                                                 2.    Family and Consumer Sciences II
commitment,
enthusiasm, and
                                                                               3.    Food Science
initiative to business
                                                                               4.    Nutrition and Food
goals and
improvements.                                                                  5.    Advanced Nutrition and Food
8. Exercise
professional ethics in                                                         6.    Food Services I
all matters related to
the workplace.                                                                 7.    Food Services II
                                                       Table of Contents

  AUTHORITY NOTE: Promulgated in accordance with                      F.    Example:
R.S.6(A)(10) and R.S. 17:10.
  HISTORICAL NOTE: Promulgated by the Board of                       Standard Seven: Demonstrate design ideas through visual
Elementary and Secondary Education, LR 29:2724 (December           presentation.
2003).
                                                                      *FHA/HERO Related
§513.        Academic Cross-Reference Codes
                                                                   Benchmarks                Academic Cross-References     Louisiana
   A.1. Cross-references to academic content standards
reinforce the integration of academic and Family and               1. Use appropriate        ELA                 Social    1,2,3,4,5
                                                                   media to prepare visual   3-1,3               Studies
Consumer Sciences skills. English Language Arts,                   presentation of design    5-1,2,3,4,6         H-1C-15
Mathematics, Science, and Social Studies academic                  ideas.                    Math
standards are cross-referenced in the second and third                                       D-1,2,3,4,6,7,8,9
column beside each Family and Consumer Sciences                                              P-1,4,5
                                                                                             Science
standard. The academic standards are listed in full in the                                   SI-A-3
Appendices. The framework also references the five
Louisiana Foundation Skills developed by the Louisiana
Content Standards Task Force; these skills, which apply to           AUTHORITY NOTE: Promulgated in accordance with
all students in all disciplines, are:                              R.S.6(A)(10) and R.S. 17:10.
                                                                     HISTORICAL NOTE: Promulgated by the Board of
        a.    communication;                                       Elementary and Secondary Education, LR 29:2729 (December
                                                                   2003).
        b.    problem solving;
                                                                   §515.      Referenced Academic Content Standards
        c.    resource access and utilization;
                                                                      A. The following is a list of the content standards and
        d.    linking and generating knowledge; and                benchmarks that have been referenced in this document. All
        e.    citizenship.                                         referenced content area standards and benchmarks are for
                                                                   students in grades 9-12.
    2. Codes used in the framework to identify the
academic standards are given below, as well as a sample               B. English Language Arts (ELA)
page from the framework.                                                   Standard One: Students read, comprehend, and respond
                                                                           to a variety of materials for a variety of purposes.
  B. ELA (English Language Arts). Standard number is
given; then benchmark number                                               1―Using knowledge of word meaning and extending
                                                                           basic and technical vocabulary, employing a variety of
  C. Mathematics. Strand letter is given; then benchmark                   strategies.
number
                                                                           2―Analyzing the effects of complex literary devices
  N Number and Number Relations Strand                                     and complex elements on a selection.
  A Algebra Strand                                                         3―Reading, responding to, and critiquing written,
                                                                           spoken, and visual texts.
  M Measurement Strand G Geometry Strand
                                                                           4―Interpreting texts to generate connections to real-
  D Data, Discrete Math, and Probability Strand                            life situations.

  P Patterns, Relations, and Functions Strand                              5―Applying reading strategies to achieve a variety of
                                                                           objectives.
  D. Science. Strand letter is given; then benchmark
                                                                           Standard Two: Students write competently for a variety
  letter and number                                                        of purposes and audiences.

  SI Science As Inquiry Strand                                             1―Writing a composition of complexity that clearly
                                                                           implies a central idea with supporting details in a
  PS Physical Science Strand                                               logical, sequential order.
  LS Life Science Strand                                                   2―Focusing on information, concepts, and ideas that
                                                                           show an awareness of an intended audience and/or
  SE Science and the Environment Strand                                    purpose.
   E. Social Studies. Strand letter is given; then benchmark               3―Applying the steps of the writing process,
letter and number                                                          emphasizing revising and editing in final drafts.

  G Geography Strand                                                       4―Using narration, description, exposition,        and
                                                                           persuasion to develop various modes of writing.
  C Civics Strand
                                                                           5―Recognizing and applying literary devices and
  E Economics Strand                                                       various stylistic elements.

  H History Strand                                                         6―Responding to text and life experiences as a basis
                                                                           for writing.
                                                           EDUCATION

Standard Three: Students communicate using                             2―Problem solving by analyzing, prioritizing,
conventional grammar, usage, sentence structure,                       categorizing, and evaluating; incorporating life
punctuation, capitalization, spelling, and handwriting.                experiences; and using available information.
1―Writing legibly.                                                     3―Analyzing the effects of an author's life, culture,
                                                                       and philosophical assumptions and an author's purpose
2―Demonstrating a command of the grammatical and                       and point of view.
mechanical conventions of standard English.
                                                                       4―Distinguishing fact from opinion, skimming and
3―Spelling and pronouncing correctly using resources                   scanning for facts, determining cause and effect,
Standard Four: Students demonstrate competence in                      generating inquiry, and making connections with real-
speaking and listening as tools for learning and                       life situations.
communicating.
                                                                   C. Mathematics
1―Speaking intelligibly.
                                                                       Number and Number Relations Strand (N): In problem-
2―Giving and following directions/procedures.                          solving investigations, use estimation, mental
                                                                       arithmetic, number lines, graphs, appropriate models,
3―Demonstrating a command of the features of                           manipulatives, calculators, and computers to help
speaking when giving prepared and extemporaneous                       develop an intuitive understanding of the real number
presentations.                                                         system and communicate the relationships within that
4―Speaking and listening for a variety of audiences                    system.
and purposes.                                                          N.1―Demonstrating an understanding of number
5―Listening and responding to a wide variety of                        systems.
media.                                                                 N.2―Demonstrating that a number can be expressed in
6―Participating in a variety of roles in group                         many forms, and selecting an appropriate form for a
discussions.                                                           given situation.

Standard Five: Students locate, select, and make use of                N.3―Using number sense to estimate and determine
information from a variety of texts, media, references,                reasonableness of solutions.
and technological sources.                                             N.4―Determining whether an exact or approximate
1―Recognizing and using organizational features of                     answer is necessary.
printed text, other media, and electronic information.                 N.5―Selecting and using appropriate computational
2―Locating and evaluating information sources.                         methods for given situations.

3―Accessing information and conducting research                        N.6――Applying ratios and proportional thinking in a
using     outlining, note    taking,  summarizing,                     variety of situations.
interviewing, and surveying to produce documented                      N.7―Justifying reasonableness      of   solutions   and
texts and graphics.                                                    verifying results.
4―Using available technology to produce, revise, and                   Algebra Strand (A): In problem-solving investigations,
publish a variety of works.                                            use appropriate manipulatives, models, graphs, tables,
5―Citing references using various formats.                             and technology to develop the understanding of
                                                                       concepts and to explore the applications of algebra.
6―Interpreting     charts/graphs,    tables/schedules,
diagrams/maps, and organizational charts/flowcharts.                   A.1―Demonstrating the ability to translate real world
                                                                       situations into algebraic expressions, equations, and
Standard Six: Students read, analyze, and respond to                   inequalities.
literature as a record of life experiences.
                                                                       A.2―Recognizing the relationship between operations
1―Identifying, analyzing, and responding to United                     involving real numbers and operations involving
States and world literature that represents the                        algebraic expression.
experiences and traditions of diverse ethnic groups.
                                                                       A.3―Using tables and graphs as tools to interpret
2―Analyzing distinctive elements           of   ancient,               algebraic expressions, equations and inequalities.
American, British, and world literature.
                                                                       A.4―Solving algebraic equations and inequalities
3―Identifying, analyzing, and responding to a variety                  using appropriate techniques.
of classic and contemporary literature from many
genres.                                                                Measurement Strand (NI): In problem-solving
                                                                       investigations, use appropriate manipulatives and
4―Analyzing various genres as records of life                          available technology to develop the understanding of
experiences.                                                           the concepts, processes, and real-life applications of
Standard Seven: Students apply reasoning skills to their               measurement.
reading, writing, speaking, listening, viewing, and                    M.1―Selecting and using appropriate units,
visually representing.                                                 techniques, and tools to measure quantities in order to
1―Using comprehension strategies in all contexts.                      achieve specified degrees of precision, accuracy, and
                                                                       error (or tolerance) of measurements.
                                                           Table of Contents

M.2―Demonstrating        an     intuitive   sense    of                        recognize patterns which may develop, and use those
measurement.                                                                   patterns to make predictions.
M.3―Estimating, computing, and applying physical                               P.1―Modeling the concepts of variables, functions,
measurement using suitable units.                                              and relations as they occur in the real world and using
                                                                               the basic notations and terminology.
M.4―Demonstrating the concept of measurement as it
applies to real-world experiences.                                             P.2―Translating between tabular, symbolic, and
                                                                               graphical representations of functions.
Geometry      Strand    (G):    In     problem-solving
investigations, use appropriate models, drawings,                              P.3―Recognizing behavior of elementary functions
manipulatives, and technology to understand concepts                           and using graphing technologies to represent them.
and explore real-world applications of one-, two-, and
three-dimensional geometry, and justify solutions.                             P.4―Analyzing the changes in the graphs of functions
                                                                               caused by changing the coefficients and constants of
G.1―Identifying, describing and comparing to explore                           arbitrary functions using technology whenever
and make conjectures about geometric concepts and                              appropriate.
figures.
                                                                               P.5―Analyzing real-world relationships that can be
G.2―Representing and solving problems using                                    modeled locally or globally by elementary functions.
geometric models and the properties of those models.
                                                                          D. Science
G.3―Solving problems using coordinate methods, as
well as synthetic and transformational methods.                                Science As Inquiry Strand (SI): Students do science by
                                                                               engaging in partial and full inquiries that are within
G.4―Using inductive reasoning to predict, discover,                            their developmental capabilities.
and apply geometric properties and relationships.
                                                                          Benchmark A: The Abilities Necessary to do Scientific
G.5―Classifying figures in terms of congruence,                           Inquiry
similarity, and applying these relationships.
                                                                               1―Identifying questions and concepts that guide
G.6―Demonstrating        deductive     reasoning    and                        scientific investigations.
justification.
                                                                               2―Designing and conducting scientific investigations.
Data, Discrete Math, and Probability (D): In problem-
solving investigations, use appropriate collecting and                         3―Using technology to improve investigations and
organizational    techniques,    manipulatives,    and                         communications.
technology in order to discover trends, to formulate                           4―Formulating and revising scientific explanations
conjectures regarding cause-and-effect relationships,                          and models using logic and evidence.
and to develop critical-thinking skills that enable the
student to make informed decisions.                                            5―Recognizing and analyzing alternative explanations
                                                                               and models.
D.1―Designing and conducting statistical experiments
that involve collecting and representing data in various                       6―Communicating       and    defending   a    scientific
forms.                                                                         argument.
D.2―Recognizing data that relates two variables as                             7―Utilizing science safety procedures during scientific
linear, exponential, or otherwise in nature.                                   investigations.
D.3―Using simulations to estimate probability.                            Benchmark B: Understanding Scientific Inquiry
D.4―Demonstrating an understanding of the                                      1―Understanding that scientists usually base their
calculation of finite probabilities using permutations,                        investigations     on     existing questions    or
combinations, sample spaces, and geometric figures.                            causal/functional questions.
D.5―Recognizing events as dependent or independent                             2―Understanding that scientists conduct investigations
in nature and demonstrating techniques for computing                           for a variety of reasons, such as exploration of new
multiple event probabilities.                                                  areas, discovery of new aspects of the natural world,
                                                                               confirmation of prior investigations, prediction of
D.6―Demonstrating the concept of distributions and                             current theories, and comparison of models and
recognizing normal and non-normal distributions.                               theories.
D.7―Making inferences from data that are organized                             3―Understanding that scientists rely on technology to
in charts, tables, and graphs.                                                 enhance the gathering and manipulation of data.
D.8―Demonstrating logical thinking procedures such                             4―Understanding that scientists must adhere to criteria
as flow charts and truth tables.                                               such as: A proposed explanation must have a logical
D.9―Using discrete math to model real-life situations.                         structure, abide by the rules of evidence, be open to
                                                                               questions and modifications, be based on historical and
Patterns, Relations, and Functions (P): In problem-                            current scientific knowledge, and be adequately
solving investigations, use appropriate number sense,                          reported to enhance further investigations.
manipulatives, drawings, tables, graphs, symbolic
formulas, and technology to organize information,                              5―Understanding that results of scientific inquiry, new
                                                                               knowledge, and methods emerge from different types
                                                             EDUCATION

  of investigations and public communication among                         5―Applying the law of conservation of matter to
  scientists.                                                              chemical reactions.
  Physical Science Strand (PS): Students develop an                        6―Comparing and contrasting the energy changes that
  understanding      of     the    characteristics   and                   accompany changes in matter.
  interrelationships of matter and energy in the physical
  world                                                                    7―Identifying important chemical reactions that occur
                                                                           in living systems, the home, industry, and the
Benchmark      A:     Measurement       and     Symbolic                   environment.
Representation
                                                                         Benchmark E: Forces and Motion
  1―Manipulating and analyzing quantitative data using
  the SI system.                                                           1―Recognizing the characteristics and relative
                                                                           strengths of the forces of nature (gravitational,
  2―Understanding the language of chemistry (formulas,                     electrical, magnetic, nuclear).
  equations, symbols) and its relationship to molecules,
  atoms, ions, and subatomic particles.                                    2―Understanding the relationship of displacement,
                                                                           time, rate of motion, and rate of change of motion;
Benchmark B: Atomic Structure                                              representing   rate   and     changes  of   motion
                                                                           mathematically and graphically.
  1―Describing the structure of the atom and identifying
  and characterizing the particles that compose it                         3―Understanding effects of forces on changes in
  (including the structure and properties of isotopes).                    motion as explained by Newtonian mechanics.
  2―Describing the nature and importance of radioactive                    4―Illustrating how frame of reference affects our
  isotopes and nuclear reactions (fission, fusion,                         ability to judge motion .
  radioactive decay).
                                                                         Benchmark F: Energy
  3―Understanding       that   an    atom's    electron
  configuration, particularly that of the outermost                        1―Describing and representing relationships among
  electrons, determines the chemical properties of that                    energy, work, power, and efficiency.
  atom.                                                                    2―Applying the universal law of conservation of
Benchmark C: The Structure and Properties of Matter                        matter, energy, and momentum, and recognizing their
                                                                           implications.
  1―Distinguishing among elements, compounds, and/or
  mixtures.                                                              Benchmark G: Interactions of Energy and Matter

  2―Discovering the patterns of physical and chemical                      1―Giving examples of the transport of energy through
  properties found on the periodic table of the elements.                  wave action.

  3―Understanding that physical properties of                              2―Analyzing the relationship and interaction of
  substances reflect the nature of interactions among its                  magnetic and electrical fields and the forces they
  particles.                                                               produce.

  4―Separating mixtures based upon the physical                            3―Characterizing and differentiating electromagnetic
  properties of their components.                                          and mechanical waves and their effects on objects as
                                                                           well as humans.
  5―Understanding that chemical bonds are formed
  between atoms when the outermost electrons are                           4―Explaining the possible hazards of exposure to
  transferred or shared to produce ionic and covalent                      various forms and amounts of energy.
  compounds.                                                             Benchmark H: Science and Technology
  6―Recognizing that carbon atoms can bond to one                          1―Developing an awareness and appreciation for the
  another in chains, rings, and branching networks to                      continuing progress in technology as it affects the
  form a variety of structures.                                            quality of individual lives as well as of society in order
  7―Using the kinetic theory to describe the behavior of                   to become better informed citizens and consumers.
  atoms and molecules during phase changes and to                          2―Becoming computer literate and proficient as it
  describe the behavior of matter in its different phases.                 applies to the computer's capability to acquire data
Benchmark D: Chemical Reactions                                            (with sensors), interpret data (by graphing), and as a
                                                                           research tool (library and Internet).
  1―Observing and describing changes in matter and
  citing evidence of chemical change.                                      Life Science Strand (LS): Students become aware of
                                                                           the characteristics and life cycles of organisms and
  2―Comparing, contrasting, and measuring the pH of                        understand their relationships to each other and to their
  acids and bases using a variety of indicators.                           environment.
  3―Writing balanced equations to represent a variety of                 Benchmark A: The Cell
  chemical reactions (acid/base, oxidation/reduction,
  etc.).                                                                   1―Observing cells, identifying organelles, relating
                                                                           structure to function, and differentiating among cell
  4―Analyzing the factors that affect the rate and                         types.
  equilibrium of a chemical reaction.
                                                                           2―Demonstrating a knowledge of cellular transport.
                                                                   Table of Contents

  3―Investigating cell differentiation and describing                                  3―Explaining the role of the immune system in
  stages of embryological development in representative                                fighting disease.
  organisms.
                                                                                       4―Exploring current research on the major diseases
Benchmark B: The Molecular Basis of Heredity                                           with regard to cause, symptoms, treatment, prevention,
                                                                                       and cure.
  1―Explaining the relationship among chromosomes,
  DNA, genes, RNA, and proteins.                                                       5―Researching technology used in prevention,
                                                                                       diagnosis, and treatment of diseases/disorders.
  2―Comparing and contrasting mitosis and meiosis.
                                                                                       Earth and Space Science (ESS)
  3―Describing the transmission of traits from parent to
  offspring and the influence of environmental factors on                         Benchmark A: Energy in the Earth System
  gene expression.
                                                                                       1―Investigating the methods of energy transfer and
  4―Exploring advances in biotechnology                      and                       identifying the sun as the major source of energy for
  identifying possible positive and negative effects.                                  most of the Earth's systems.
Benchmark C: Biological Evolution                                                      2―Modeling the seasonal changes in the relative
                                                                                       position and appearance of the sun and inferring the
  1―Exploring experimental evidence that supports the                                  consequences with respect to the Earth's temperature.
  theory of the origin of life.
                                                                                       3―Explaining fission and fusion in relation to the
  2―Recognizing the evidence for evolution.                                            Earth's internal and external heat sources.
  3―Discussing the patterns, mechanisms, and rate of                                   4―Explaining how decay of radioactive isotopes and
  evolution.                                                                           the gravitational energy from the Earth's original
  4―Classifying organisms.                                                             formation generates the Earth's internal heat.

  5―Distinguishing among the kingdoms.                                                 5―Demonstrating how the sun's radiant energy causes
                                                                                       convection currents within the atmosphere and the
  6―Comparing       and     contrasting     life    cycles    of                       oceans.
  organisms.
                                                                                       6―Describing the energy transfer from the sun to the
  7―Comparing viruses to cells.                                                        Earth and its atmosphere as it relates to the
Benchmark D: Interdependence of Organisms                                              development of weather and climate patterns.

  1―Illustrating the biogeochemical                cycles    and                       7―Modeling the transfer of the Earth's internal heat by
  explaining their importance.                                                         way of convection currents in the mantle which powers
                                                                                       the movement of the lithospheric plates.
  2―Describing trophic levels and energy flows.
                                                                                  Benchmark B: Geochemical Cycles
  3―Investigating population dynamics.
                                                                                       1―Illustrating how stable chemical atoms or elements
  4―Exploring how humans have impacted ecosystems                                      are recycled through the solid earth, oceans,
  and the need for societies to plan for the future.                                   atmosphere, and organisms.
Benchmark E: Matter, Energy, and Organization of Living                                2―Demonstrating Earth's internal and external energy
Systems                                                                                sources as forces in moving chemical atoms or
                                                                                       elements.
  1―Comparing and contrasting photosynthesis and
  cellular respiration, emphasizing their relationships.                          Benchmark C: The Origin and Evolution of the Earth
                                                                                  System
  2―Recognizing the importance of the ATP cycle in
  energy usage within the cell.                                                        1―Explaining the formation of the solar system from a
                                                                                       nebular cloud of dust and gas.
  3―Differentiating       among    levels     of     biological
  organization.                                                                        2―Estimating the age of the Earth by using dating
                                                                                       techniques.
Benchmark F: Systems and the Behavior of Organisms
                                                                                       3―Communicating the geologic development of
  1―Identifying the structure and functions of organ
                                                                                       Louisiana.
  systems.
                                                                                       4―Examining fossil evidence as it relates to the
  2―Identifying mechanisms involved in homeostasis.
                                                                                       evolution of life and the resulting changes in the
  3―Recognizing that behavior is the response of an                                    amount of oxygen in the atmosphere.
  organism to internal changes and/or external stimuli.
                                                                                       5―Explaining that natural processes and changes in
  4―Recognizing that behavior patterns have adaptive                                   the Earth system may take place in a matter of seconds
  value.                                                                               or develop over billions of years.
Benchmark G: Personal and Community Health                                        Benchmark D: The Origin and Evolution of the Universe
  1―Relating fitness and health to longevity.                                          1―Identifying scientific evidence that supports the
                                                                                       latest theory of the age and origin of the universe.
  2―Contrasting how organisms cause disease.
                                                               EDUCATION

  2―Describing the organization of the known universe.                       factor of both population size and inequitable
                                                                             geographic or economic distribution of resources.
  3―Comparing and contrasting the sun with other stars.
                                                                             4―Demonstrating an understanding that resource
  4―Identifying the elements found in the sun and other                      management issues and environmental problems may
  stars by investigating the spectra.                                        arise when resource use is motivated by short-term
  5―Describing the role of hydrogen in the formation of                      goals instead of long-term consequences.
  all the natural elements.                                                  5―Comparing the benefits and the costs of various
  6―Demonstrating the laws of motion for orbiting                            resource management methods.
  bodies.                                                                    6―Analyzing how management of resources requires
  7―Describe the impact of technology on the study of                        that they be viewed from a global, as well as a local,
  the Earth, the solar system, and the universe.                             perspective.

  Science and the Environment Strand (SE): In learning                       7―Recognizing that sustainable development is a
  environmental      science,   students    develop     an                   process of change in which resource use, investment
  appreciation of the natural environment, learn the value                   direction, technological development, and institutional
  of environmental quality, and acquire a sense of                           change meet society's future as well as present needs.
  stewardship through involvement in community action.                     Benchmark C: Environmental Awareness and Protection
  As consumers and citizens, they are able to recognize
  how personal, professional, and political actions affect                   1―Evaluating the dynamic interaction of land, water,
  the natural world.                                                         and air and its relationship to living things in
                                                                             maintaining a healthy environment.
Benchmark A: Ecological Systems and Interactions
                                                                             2―Evaluating the relationships between quality of life
  1―Demonstrating an understanding of the functions of                       and environmental quality.
  Earth's major ecological systems.
                                                                             3―Investigating     and     communicating       how
  2―Demonstrating an understanding of the functions                          environmental policy is formed by the interaction of
  and values of Earth's major ecological systems.                            social, economic, technological, and political
  3―Describing how habitat, carrying capacity, and                           considerations.
  limiting factors influence plant and animal populations                    4―Demonstrating that environmental decisions include
  (including humans).                                                        analyses that incorporate ecological, health, social, and
  4―Understanding that change is a fundamental                               economic factors.
  characteristic of every ecosystem and that ecosystems                      5―Analyzing how public support affects the creation
  have varying capacities for change and recovery.                           and enforcement of environmental laws and
  5―Describing the dynamic interactions between                              regulations.
  divisions of the biosphere.                                              Benchmark D: Personal Choices and Responsible Actions
  6―Describing and explaining the Earth's biochemical                        1―Demonstrating an understanding of the effects of
  and geochemical cycles and their relationship to                           personal choices and actions on the natural
  ecosystem stability.                                                       environment.
  7―Comparing and contrasting the dynamic interaction                        2―Describing how a healthy environment depends
  with the biosphere.                                                        upon responsible human actions.
  8―Analyzing evidence that plant and animal species                         3―Analyzing how people are capable of reducing and
  have evolved physical, biochemical, and/or behavioral                      reversing their negative impact on the environment
  adaptations to their environments.                                         through thinking, planning, educating, collaborating,
  9―Demonstrating an understanding of influencing                            and taking action.
  factors of biodiversity.                                                   4―Demonstrating that the most important factor in
  10–Explaining that all species represent a vital link in a                 prevention and control of pollution is education and the
  complex web of interaction.                                                resulting change in values, attitudes, and behavior
                                                                             patterns.
  11–Understanding how pollutants can affect living
  systems.                                                                   5―Explaining how responsible environmental decision
                                                                             making involves scientific and sociological research,
Benchmark B: Resources and Resource Management                               consideration of value systems, investigation and
  1―Comparing and contrasting the various types of                           evaluation of alternative, and long-term global
  renewable and nonrenewable resources and explaining                        perspectives.
  the relationships between these resources and                              6―Demonstrating a knowledge that environmental
  populations.                                                               issues should be an international concern.
  2―Explaining how natural resources affect humans                           7―Recognizing that philosophies, objectives, and
  and how humans affect natural resources.                                   practices of various types of resource management are
  3―Recognizing that people of the world consume                             sometimes      incompatible,     often    necessitating
  disproportionate amounts of the Earth's resources, a                       compromises and tradeoffs.
                                                              Table of Contents

  8―Recognizing that the development of accountability                            3―Analyzing the relationship between natural
  toward the environment is essential for the continued                           resources and the exploration, colonization, and
  health of the planet.                                                           settlement of different regions of the world.
  9―Developing an awareness of personal responsibility                            4―Evaluating policies and programs related to the use
  as stewards of the local and global environment.                                of natural resources.
E. Social Studies                                                                 5―Developing plans to solve local and regional
                                                                                  geographic problems related to contemporary issues.
  Geography Strand: Physical and Cultural Systems (G):
  Students develop a spatial understanding of the Earth's                         Civics Strand: Citizenship and Government (C):
  surface and the processes that shape it, the connections                        Students develop an understanding of the structure and
  between people and places, and the relationship                                 purposes of government, the foundations of the
  between man and his environment.                                                American democratic system, and the role of the
                                                                                  United States in the world while learning about the
Benchmark A: The World in Spatial Terms                                           rights and responsibilities of citizenship.
  1―Using geographic representations, tools, and                             Benchmark A: Structure and Purposes of Government
  technologies to explain, analyze and solve geographic
  problems.                                                                       1―Analyzing the necessity and purposes of politics
                                                                                  and government.
  2―Organizing geographic information and answering
  complex questions by formulating mental maps of                                 2―Comparing        and    evaluating   the   essential
  places and regions.                                                             characteristics of various systems of government and
                                                                                  identifying historical and contemporary examples of
Benchmark B: Places and Regions                                                   each.
  1―Determining how social, cultural, and economic                                3―Explaining and evaluating issues related to the
  processes shape the features of places.                                         distribution of powers and responsibilities within the
  2―Analyzing the ways in which physical and human                                federal system.
  characteristics of places and regions have affected                             4―Explaining the organization and functions of local,
  historic events.                                                                state, and national governments and evaluating their
  3―Analyzing the different ways in which physical and                            relationships.
  human regions are structured and interconnected.                                5―Evaluating the role and importance of law in the
  4―Explaining and evaluating the importance of places                            American political system.
  and regions to cultural identity.                                               6―Examining the major responsibilities of the national
Benchmark C: Physical and Human Systems                                           government for domestic and foreign policy and
                                                                                  explaining how government is financed through
  1―Analyzing the ways in which Earth's dynamic and                               taxation.
  interactive physical process affect different regions of
  the world.                                                                      7―Explain how government is financed through
                                                                                  taxation.
  2―Determining the economic, political, and social
  factors that contribute to human migration and                             Benchmark B: Foundations of the American Political
  settlement and evaluating their impact on physical and                     System
  human systems.                                                                  1―Analyzing ideas and origins of American
  3―Analyzing trend in world population numbers,                                  constitutional government and evaluating how this has
  patterns, and predicting their consequences.                                    helped to shape American society.

  4―Analyzing the characteristics, distribution, and                              2―Explaining constitutional and democratic beliefs in
  interrelationships of the world's cultures.                                     American society and applying them to the analysis of
                                                                                  issues of conflicting beliefs and principles.
  5―Describing and evaluating spatial distribution of
  economic systems and how they affect regions.                                   3―Analyzing the nature of American political and
                                                                                  social conflict.
  6―Analyzing how cooperation, conflict, and self-
  interests impact social, political, and economic entities                       4―Evaluating issues related to the differences between
  on Earth.                                                                       American ideals and the realities of American social
                                                                                  and political life.
Benchmark D: Environment and Society
                                                                                  5―Evaluating the roles of political parties, campaigns,
  1―Evaluating the ways in which technology has                                   and elections in American politics.
  expanded the human capability to modify the physical
  environment.                                                                    6―Analyzing the historical and contemporary roles of
                                                                                  associations and groups in local, state, and national
  2―Examining the challenges placed on human systems                              politics.
  by the physical environment and formulating strategies
  to deal with these challenges.
                                                              EDUCATION

Benchmark C: International Relationships                                    2―Analyzing how supply and demand, price,
                                                                            incentives, and profit influence production and
  1―Analyzing how the world is organized politically                        distribution in a competitive market system.
  and evaluating how the interaction of political entities,
  such as nation-states and international organizations,                    3―Analyzing the impact of governmental taxation,
  affects the United States.                                                spending, and regulation on different groups in a
                                                                            market economy.
  2―Analyzing the major foreign policy positions of the
  United States and evaluating their consequences.                          4―Analyzing the causes and consequences               of
                                                                            worldwide economic interdependence.
  3―Evaluating the impact of American ideas and
  actions on the world and analyzing the effects of                         5―Evaluating the effects of domestic policies on
  significant international developments on the United                      international trade.
  States.
                                                                            6―Analyzing Louisiana's role in the world economy.
Benchmark D: Roles of the Citizen
                                                                          Benchmark C: The Economy as a Whole
  1―Evaluating and defending positions on issues
  regarding the personal, political, and economic rights                    1―Explaining the meanings of economic indicators
  of citizens.                                                              such as Gross Domestic Product, per capita GDP, real
                                                                            GDP, CPI, and unemployment rate.
  2―Evaluating and defending positions regarding the
  personal and civic responsibilities of citizens in                        2―Explaining how interest rates, investments, and
  American constitutional democracy.                                        inflation/deflation impact the economy.

  3―Explaining and evaluating the various forms of                          3―Analyzing unemployment and income distribution
  political participation that citizens can use to monitor                  in a market economy.
  and shape the formation and implementation of public                      4―Explaining the basic concepts of United States
  policy.                                                                   fiscal policy and monetary policy and describing their
  4―Analyzing and evaluating the importance of                              effects on the economy.
  political leadership, public service, and a                               History Strand: Time, Continuity, and Change (H):
  knowledgeable citizenry to American constitutional                        Students develop a sense of historical time and
  democracy.                                                                historical perspective as they study the history of their
  Economics Strand: Interdependence and Decision                            community, state, nation, and world.
  Making (E): Students develop an understanding of                        Benchmark A: Historical Thinking Skills
  fundamental economic concepts as they apply to the
  interdependence and decision making of individuals,                       1―Applying key concepts, such as chronology and
  households, businesses, and governments in the United                     conflict, to explain and analyze patterns of historical
  States and the world.                                                     change and continuity.

Benchmark A: Fundamental Economic Concepts                                  2―Explaining and analyzing events, ideas, and issues
                                                                            within a historical context.
  1―Analyzing the impact of the scarcity of productive
  resources and examining the choices and opportunity                       3―Interpreting and evaluating the historical evidence
  costs that result.                                                        presented in primary and secondary source.s

  2―Analyzing the roles that production, distribution,                      4―Utilizing knowledge of facts and concepts drawn
  and consumption play in economic decisions.                               from history and methods of historical inquiry to
                                                                            analyze historical and contemporary issues.
  3―Applying the skills and knowledge necessary in
  making decisions about career options.                                    5―Conducting research in efforts to analyze historical
                                                                            questions and issues.
  4―Comparing and evaluating basic economic systems.
                                                                            6―Analyzing cause/effect relationships.
  5―Explaining the basic features of market structures
  and exchanges.                                                          Benchmark B: United States History

  6―Analyzing the roles of economic institutions, such                      1―Analyzing the significant changes that resulted
  as corporations and labor unions, that compose                            from interactions among the peoples of Europe, Africa,
  economic systems.                                                         and the Americas.

  7―Analyzing the roles of money and banking in an                          2―Summarizing the process by which the United
  economic system.                                                          States was colonized and later became an independent
                                                                            nation.
  8―Applying economic concepts to understand and
  evaluate historical and contemporary issues.                              3―Analyzing the development of the American
                                                                            constitutional system.
Benchmark B: Individuals, Households, Businesses, and
Governments                                                                 4―Tracing territorial expansion           and     reform
                                                                            movements in the United States.
  1―Identifying factors that cause changes in supply and
  demand.                                                                   5―Analyzing the origins, major events, and effects of
                                                                            the Civil War and Reconstruction.
                                                               Table of Contents

  6―Analyzing the development of industrialization and                             impact of this expansion on societies in Asia and the
  examining its impact on American society.                                        Americas.
  7―Describing the immigration and internal migration                              10–Analyzing the impact that political revolutions and
  patterns that have occurred in the history of the United                         new ideologies had on societies around the world.
  States and examining the cultural and social changes
  that have resulted.                                                              11–Evaluating the economic, political, and social
                                                                                   consequences of the agricultural and industrial
  8―Evaluating the significance of the Progressive                                 revolutions on world societies.
  Movement.
                                                                                   12–Analyzing the patterns of worldwide change that
  9―Analyzing the rise of the labor and agrarian                                   emerged during the era of Western military and
  movements.                                                                       economic domination.
  10–Explaining the changing role of the United States in                          13–Analyzing      the   causes  and    international
  world affairs through World War I.                                               consequences of World War I, World War II, and other
                                                                                   20th century conflicts.
  11–Analyzing the causes, developments, and effects of
  the Great Depression and the New Deal.                                           14–Analyzing the international power shifts and the
                                                                                   breakup of colonial empires that occurred in the years
  12–Analyzing the origins, events, and results of World                           following World War II.
  War II.
                                                                                   15–Explaining the worldwide significance of major
  13–Examining and summarizing key developments in                                 political, economic, social, cultural, and technological
  foreign and domestic policies during the Cold War era.                           developments and trends.
  14–Analyzing the economic, political, social, and                          AUTHORITY NOTE: Promulgated in accordance with
  cultural transformation of the United States since                       R.S.6(A)(10) and R.S. 17:10.
  World War II.                                                              HISTORICAL NOTE: Promulgated by the Board of
  15–Explaining the major changes that have resulted as                    Elementary and Secondary Education, LR 29:2730 (December
  the United States has moved from an industrial to an                     2003).
  information society.                                                     §517.        Implementing the Standards Through
  16–Analyzing   developments          and     issues     in                            FHA/HERO
  contemporary American society.                                              NOTE: Throughout this document, the integration of FHA/HERO is
  17–Discussing and demonstrating an understanding of                         denoted below the standard to which it is related.
  recent developments in foreign and domestic policies.                       A. Future Homemakers of America (FHA/HERO) is the
  18–Discussing and demonstrating an understanding of                      national student organization that serves and supports family
  recent developments in foreign and domestic policies.                    and consumer sciences education. At the heart of
                                                                           FHA/HERO is involvement in projects and activities that
Benchmark C: World History
                                                                           students plan, carry out and evaluate themselves. These
  1―Analyzing the development of early human                               projects create ideal opportunities for students to both
  communities and civilizations.                                           develop and apply family and consumer sciences skills while
  2―Making generalizations about the cultural legacies                     demonstrating mastery of the standards. FHA/HERO
  of both the ancient river and the classical civilizations.               projects' "end products," portfolios, project reports, skills
                                                                           demonstrations and more, offer relevant, authentic means to
  3―Analyzing the origins, central ideas, and worldwide
                                                                           assess student learning. Through their FHA/HERO
  impact of major religious and philosophical traditions.
                                                                           involvement, students sort out thoughts, analyze situations,
  4―Summarizing the developments and contributions                         set goals, interact with others, apply classroom knowledge
  of civilizations that flourished in Europe, Asia, Africa,                and become leaders in today's and tomorrow's families,
  and the Americas.                                                        careers and communities. FHA/HERO members encounter
  5―Analyzing the consequences of the economic and                         situations through which they:
  cultural interchange that increasingly developed among
  the peoples of Europe, Asia, and Africa.                                     1. apply skills in family and consumer sciences,
                                                                           academics and communication;
  6―Analyzing the impact of transoceanic linking of all
  major regions of the world.                                                      2.   accept responsibility;
  7―Analyzing the political, cultural, and economic                                3.   experience leadership;
  developments and trends that resulted in the
  transformation of major world regions.                                       4. learn to plan, implement and evaluate individual
                                                                           and group action;
  8―Explaining how the emergence of territorial
  empires in Europe, Asia, and Africa unified large areas                          5.   build relationships;
  politically, economically, and culturally.
                                                                                   6.   develop appreciation for diversity;
  9―Tracing the expansion of European power and
  economic influence in the world and examining the                                7.   analyze and solve problems;
                                                                                   8.   adapt to change;
                                                            EDUCATION

    9.   explore careers;                                          involvement is available in the annual FHA/HERO
                                                                   Publications Catalog. A free catalog is available on request
    10. establish positive career-related attitudes and habits.
                                                                   from the Future Homemakers of America's national office.
  B. FHA/HERO is an integral part of the family and
                                                                     E. Contact Information. For more information about how
consumer sciences education program. In the local school,
                                                                   an FHA/HERO chapter can help implement and assess the
chapter projects and activities stem from and enhance family
                                                                   family and consumer sciences standards, contact the
and consumer sciences programs of study. FHA/HERO
                                                                   FHA/HERO State Adviser or the Future Homemakers of
chapters give students expanded opportunities for
                                                                   America's national office at:
knowledge application, leadership training, community
involvement and personal growth. Many of these                            National FHA/HERO
experiences occur during class time, while others may occur               1910 Association Drive
out of class.                                                             Reston, VA 20191-1584
                                                                          Phone: (703) 476-4900
  C. FHA/HERO National Programs. Future Homemakers
                                                                          Fax: (703) 860-2713
of America offers a variety of national programs to guide
                                                                          E-mail: natlhdqtrs@fhahero.org
and motivate students as they develop projects related to the
                                                                          Homepage: www.fhahero.org
family and consumer sciences national standards.
                                                                          Fax-on-Demand: 1-800-NFO-TOGO
  D. FHA/HERO Program Support Resources. Future                      AUTHORITY NOTE: Promulgated in accordance with
Homemakers of America offers materials to support all of its       R.S.6(A)(10) and R.S. 17:10.
national programs, as well as handbooks, guides, activity            HISTORICAL NOTE: Promulgated by the Board of
sheets, audiovisuals, brochures, The Adviser newsletter, Teen      Elementary and Secondary Education, LR 29:2736 (December
Times magazine, and more. A complete list of resources             2003).
created to support students and teachers in their FHA/HERO

				
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