FUNCTIONAL ACADEMIC CURRICULUM

143

The illustrator reflected that the first thing that came to his mind - a house. Upon expansion of this idea, he created a person alone outside the front door, symbolic of independence.

144

TABLE OF CONTENTS FOR INDEPENDENT LIVING

Subcomponent Page # COMPONENT 4 – INDEPENDENT LIVING 144 Subcomponent 1 Self Care/Home Care 146 Subcomponent 2 Leisure Skills 147 Subcomponent 3 Cooking 148 Subcomponent 4 Keeping Healthy 150 Subcomponent 5 Bill Management 152 Subcomponent 6 Coping 153 Subcomponent 7 Dating 154 Subcomponent 8 Telephone 155 Subcomponent 9 Citizenship 156 REFERENCES 157 RESOURCES AND MATERIALS 159

145

I. Self Care/ Home Care

Wisconsin Content Standard for Social Studies and Language Arts: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Wisconsin Content Standard: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale: This sub-component encompasses the areas of personal grooming and cleanliness, care for clothing and possessions, ability to dress, ability to dress appropriately for weather and social situations, and maintaining room/apartment/home in a safe and clean manner.

Performance Standard: Sample Alternate Performance Indicators:

Sample Performance Tasks: Instructional Tools:

Social Studies E.4.1 Explain the influence of prior knowledge, motivations, capabilities, personal interests, and other factors on individual learning.

A. Use prior knowledge to complete

tasks or activities.

Maintaining Personal Cleanliness 1.a. Wash & dry hands independently 1.b. Demonstrate proper oral hygiene 1.c. Demonstrate proper use of deodorant, hair care supplies, manicure products, and menstrual products 1.d. Shower or bathe independently 1.e. Finger nail and toe nail care 1.f. Shave beard, underarms, legs 1.g. Utilize beautician/barber independently in the community

- give a demonstration of proper

hygiene techniques

Social Studies A.4.6 Identify and distinguish between predictable environmental changes, such as weather patterns and season, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.

B. Choose appropriate clothing for

the weather.

Caring For Personal Clothing 2.a. Sort, launder, and care for clothing items 2.b. Wear clothing to match the weather conditions 2.c. Ability to dress oneself 2.d. Dress appropriately for various social situations (i.e. school, leisure, special occasions, etc.) 2.e. Ability to shop for clothing – style, size, budget

- produce a fashion show to

demonstrate appropriate clothing

- sew on buttons - mend tears in clothing

Language Arts A.4.4 Read to acquire information: • Summarize key details of informational

texts, connecting new information to prior knowledge

• Identify a topic of interest and seek information about it by investigating available text resources

C. Read/interpret symbols in

everyday routines and/or environments.

D. Read and demonstrate

comprehension of environmental print, symbols, and pictures.

E. Read and demonstrate

comprehension of safety words, symbols, and environmental signs.

Caring For Home 3.a. Perform routine cleaning and maintenance activities (i.e.

make bed, pick up room, wash dishes, etc.) 3.b. Identify common uses of cleaning products and equipment 3.c. Use and store common cleaning products safely 3.d. Identify common household appliances and tools 3.e. Demonstrate use of basic appliances and tools 3.f. Perform basic repairs after sequence modeled 3.g. Perform common home maintenance (i.e. painting, mowing, planting a garden, etc.) by role playing and modeling in classroom 3.h. Follow written and/or verbal directions on products,

equipment, and appliances

- look for pictures of cleaning

supplies - sequence pictures of cleaning

tasks - role play using various

appliances/tools - sequence pictures of simple

repair jobs

146

II. Leisure Skills Wisconsin Content Standard for Language Arts: Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained. They will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Also the student will listen to understand and will speak clearly and effectively for diverse purposes. Rationale: Wise use of leisure time is necessary for a balanced life. Use of leisure time is based on individual abilities, family activities, and individual life styles.



Language Arts E.4.1 Use computers to acquire, organize, analyze, and communicate information: • Operate common computer hardware and

software • Use basic word-processing, graphics, and

drawing programs • Create, store, and retrieve electronic files • Access information using electronic reference

resources, such as library catalogs, encyclopedias, almanacs, and indexes

• Generate, send, and retrieve electronic messages

A. Operate common computer

hardware and software.

Recognizing Quiet Time 1.a. Identify appropriate quiet time activities (i.e. reading, listening to music, drawing, using computer, resting, puzzles, etc.) 1.b. Identify hobbies & collections of personal interest.

Using Leisure Time 2.a. Differentiate between leisure and work 2.b. Explore available leisure activities 2.c. Participate in appropriate activities (i.e. dance, music, life sports, board games, card games, bingo, etc.)

- demonstrate their hobbies - use pictures to plan recreational

activities - field trips - locate videos, books on tape, etc. - demonstrate ability to use a TV

guide - design an adapted TV guide of their

favorite shows - choose computers as a leisure time

choice after learning to access games, drawing programs, etc

- computers for e-mail, pen-pal letters, etc

Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: • Identify and discuss criteria for effective oral

presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation

• Read aloud effectively from previously-read material

• Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail

• Present autobiographical or fictional stories that recount events effectively to large and small audiences

• Participate in group reading, such as choral, echo, and shadow reading

• Perform dramatic readings and presentations • Distinguish between fact and opinion and

provide evidence to support opinions

B. Identify a purpose for reading. C. Demonstrate effective expressive

communication behaviors to make their message understood.

Utilizing Resources For Leisure Activities 3.a. Identify recreational facilities in the community (i.e restaurants, museums, parks, libraries, YMCAs, theaters, clubs, Special Olympics, Very Special Arts WI, etc.)

- field trips

147

III. Cooking Wisconsin Content Standard for Language Arts, Social Studies, and Math: Students in Wisconsin will select and use appropriate tools (including technology) and techniques to measure things to a specified degree of accuracy. They will use measurements in problem-solving situations. They will discover, describe, and generalize simple and complex patterns and relationships. In the context of real-world problem situations, students will use algebraic techniques to define and describe the problem to determine and justify appropriate solutions. Students in Wisconsin will use media technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained. They will also, learn about production, exchange, and consumption so that they can make informed economic decisions. Rationale: Students must be able to safely prepare, cook, bake, serve, and store food to maintain health and proper nutrition.



Language Arts E.4.2 Make informed judgements about media and products: • Identify the intent or appeal behind products and

messages promoted via media. • Recognize basic propaganda techniques • Identify images and symbols central to particular

messages.

A. Make a consumer decision

regarding the merits of the product

Planning For Meals 1.a. Identify appropriate foods for 3 balanced meals per day taking into account diet and medical restrictions 1.b. Plan a nutritious meal within a budget 1.c. Construct a shopping list (includes checking for supplies on hand) 1.d. Identify different types of foods (i.e. produce, meats, dairy products, etc.) and where they are located in department of grocery store

- prepare adapted/picture recipe of a

food - categorize foods (i.e. meats,

vegetables, fruits, etc.) - teacher identifies different types of

food spoilage - develop a booklet of picture recipes

Social Studies D.4.6 Identify the economic roles of various institutions, including households, businesses, and governments.

B. Identify local business and

government agencies that provide goods and services

Shopping For Meals 2.a. Use newspapers, ads, flyers, coupons to take

advantage of sales 2.b. Use government supports (food stamps, WIC, etc.) 2.c. Locate stores in the community

- students travel to grocery store and

locate food items - students shop with coupons and

picture labels of food items

Math E.4.5 Predict outcomes of future events and test predictions using data from a variety of sources.

C. Deals with situations in a safe

manner.

Using Applications to Prepare a Meal 3.a. Maintain personal hygiene in the food preparation area 3.b. Identify procedures (i.e. dicing, slicing activities) 3.c. Follow preparation instructions, use a timer 3.d. State use of basic utensils and appliances 3.e. Practice kitchen safety procedures 3.f. Demonstrate safe use of appliances

- prepare and serve a class meal for

another group (i.e. younger class, PTA, PT conferences)

- use Boardmaker to create written recipes for the nonreader

- use picture recipe cookbooks sold commercially

- Math B.4.7 In problem-solving situations involving money, add and subtract decimals.

D. Use money in real life activities

Using Money 4.a. Purchase items

- students are given money to shop

for a snack - students use a picture shopping list

& money to shop for some of the items needed to prepare a class meal

148

Performance Standards: Sample Alternate

Performance Indicators: Sample Performance Tasks: Instructional Tools:

Math D.4.1 Recognize and describe measurable attributes*, such as length, liquid capacity, time, weight (mass), temperature, volume, monetary value, and angle size, and identify the appropriate units to measure them.

E. Describe and identify the

appropriate tool to measure

Cleaning after a Meal 5.a. Demonstrate proper cleaning procedures (i.e. stove, refrigerator, sink, etc.) 5.b. Demonstrate proper waste disposal 5.c. Recognize and demonstrate proper food storage

- cleanup after class meal for another

group (i.e. younger class, PTA, PT conferences)

Math D.4.2 Demonstrate understanding of basic facts, principles, and techniques of measurement, including: • Appropriate use of arbitrary* and standard

units (metric and US Customary) • Appropriate use and conversion of units within

a system, such as yards, feet, and inches; kilograms and gallons, quarts, pints, and cups

• Judging the reasonableness of an obtained measurement as it relates to prior experience and familiar benchmarks

F. Demonstrate understanding of

basic concepts

Use Measures to Prepare Meals 6.a. Demonstrate correct measuring skills

- Practice measurement using water

for liquid measure, corn meal or dry pasta for solid measures

- prepare a snack, meal, etc. from a recipe

149

IV. Keeping Healthy Wisconsin Content Standard Health: Health Promotion and Disease Prevention. Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English. They will listen to understand and will speak clearly and effectively for diverse purposes. Also, they will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Students in Wisconsin will understand concepts related to personal health promotion and disease prevention. Rationale: Students will know that keeping healthy is the basis for leading a happy and productive life. Students will also realize that keeping healthy is economically sound in that prevention is cheaper than treatment.



Health A.4.3 Identify ways to be healthy during childhood. and Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: • Identify and discuss criteria for effective oral

presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation

• Read aloud effectively from previously-read material

• Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail

• Present autobiographical or fictional stories that recount events effectively to large and small audiences

• Participate in group readings, such as choral, echo, and shadow reading

• Perform dramatic readings and presentations • Distinguish between fact and opinion and provide

evidence to support opinions

A. Demonstrate effective expressive

communication behaviors so to make their message understood

Preventing & Treating Illness 1.a. Use appropriate toileting procedures that result in good health maintenance 1.b. Demonstrate appropriate health manners (i.e.

blowing one’s nose, washing hands, covering mouth when coughing, etc.)

1.c. List major symptoms of common illnesses 1.d. Identify potential hazards in the home 1.e. Identify resources for assistance with medical

problems 1.f. Identify common household medicines and their uses 1.g. Demonstrate basic First Aid techniques 1.h. Demonstrate appropriate response to an

emergency 1.i. Administer their own medications (type, amount,

schedule)

- student learns medical history and

how to communicate it (i.e. medical ID bracelets, etc.)

- students identify vital information for emergency situations

- students practice a 911 call - students identify which resources to

call for particular symptoms (dentist for toothache, doctor for illness, pharmacist for prescriptions)

- students put together a basic Home First Aid Kit with picture book (Heimlich card) & telephone numbers of personal providers

- students check out fitness tapes from library

- students learn to appropriately utilize the services of the school nurse

Language Arts D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication: • Consult dictionaries, thesauruses, and other

resources to find and compare definitions, choose among synonyms, and spell words correctly

B. Develop strategies for

associating meaning of new words

Pursuing Physical Fitness 2.a. Identify ways exercise relates to health

- students view TV fitness program - students establish a personal fitness

plan (walking) with PE instructor, PT input, school nurse input, possibly in a picture chart format

- students chart physical fitness activities daily to maintain a personal log

150



• Use their knowledge of roots, prefixes, and

suffixes to interpret and convey meaning of words • Identify common figures of speech and use

them appropriately

- students go through the process of

taking blood pressure, pulse, heart rate, measuring their weight, taking temperature

- students chart weight monthly - students maintain a word bank (could

be pictorial) of health/medical vocabulary

- students describe symptoms appropriately, with correct terminology (i.e. headache, etc.)

Social Studies E.4.1 Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.

C. Use prior knowledge to complete

tasks or activities

Generalize and Expand Knowledge About Physical Fitness 3.a. Perform common physical exercises

- invite guest speaker to demonstrate

how to take pulse, temperature, etc. - visit doctor, dentist offices - schedule time for Open Forum to field

student questions on health-related topics utilizing school nurse

- view videotapes of an ambulance ride, ER visit, etc.

- join a health club, fitness center

151

V. Bill Management Wisconsin Content Standard for Social Studies and Math: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions. They will select and use appropriate tools (including technology) and techniques to measure things to a specified degree of accuracy. They will use measurement in problem-solving situations. Rationale: Successful financial management is necessary for independent living. Students will be able to master these skills at varying degrees according to their individual abilities.



Social Studies D.4.1 Describe and explain the role of money, banking, and savings in everyday life.

A. Name and give the values of coins

and currency. B. Save coins for future purchases.

Using Money 1.a. Identify various coins and forms of currency 1.b. Count money 1.c. Make change

- student engages in structured money

games (i.e. Payday, Monopoly). - set up class store - set up class bank - use skills in fundraiser

Social Studies D.4.2 Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one’s allowance on a movie will mean less money saved for a new video game).

C. Purchase items or services that cost more than could be earned in one day

D. Develop a plan to make a purchase in

the future

Making Purchases 2.a. Demonstrate the ability to read tags and labels 2.b. Categorize purchasable items as to quality and quantity, price range 2.c. Identify and differentiate want vs. need 2.d. Discuss sales schemes, budgeting for emergencies,

reasonable spending on gifts, groceries, entertainment

- student carries a size guide in wallet - collect price tags and labels, and

practice reading them - go to local store to practice unit

pricing, finding correct department, size

- locate prices on shelf (bar codes) - use picture shopping list for

groceries, clothing, home maintenance

- use calculator to add purchases, estimation if they have enough money to make purchases

Social Studies D.4.6 Identify the economic roles of various institutions, including households, businesses, and government.

E. Identify the source of their household

income F. Identify local businesses and

government agencies that provide goods and services

Banking 3.a. Open checking/savings account 3.b. Write checks, make deposits, and record transactions 3.c. Make deposits and withdrawals and record savings transactions 3.d. Identify resources for obtaining a loan

- use computer programs (Quicken) to

keep financial records - use Tyme machine for transactions - practice check writing, endorsing

checks - field trips to banks to learn

appropriate behavior Math D.4.4 Determine measurements directly* by using standard tools to these suggested degrees of accuracy: • Length to the nearest half inch or nearest

cm • Weight (mass) to the nearest ounce or

nearest 5 grams • Temperature to the nearest 5 degrees • Time to the nearest minute • Monetary value to dollars and cents • Liquid capacity to the nearest fluid ounce

G. List household expenses

Budgeting 4.a. Construct a personal budget 4.b. Keep files of receipts and other important papers 4.c. File taxes 4.d. Devise a budget given hypothetical financial information 4.e. Use of a credit card

- read check stub and identify social

security , tax information, pay - locate community resources (tax

preparation groups, IRS hotline, etc.) - county human service agency

152

VI. Coping Wisconsin Content Standard for Social Studies: Students in Wisconsin will demonstrate the ability to use effective interpersonal communication skills to enhance health. Rationale: Students must be able to deal with the negative factors impacting their lives in order to live independently.



Social Studies C.4.1 Identify and explain the individual’s responsibilities to family, peers, and the community, including the need for civility and respect for diversity.

A. Complete assigned jobs daily B. Attend school daily except when

they have legitimate excuses C. Recognize and apply school rules

Exhibiting Expected Societal Behaviors 1.a. Enroll in and attend school 1.b. Participate in appropriate post secondary options 1.c. Strive to be his/her personal best 1.d. Know proper behavior in public places

- list and discuss meaning of “productive” - develop post secondary options for

each student - field trips to public places

Social Studies C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

D. Acknowledge the need for

classroom rules E. Understand the positive and

negative consequences resulting from their actions

Developing Expected/Acceptable Personal Behavior Plan in School, Home 2.a. Strive to be his/her personal best 2.b Awareness of the consequences in school for

inappropriate behavior

- discuss improper behavior and how that

influences enjoyment of activities - role play - develop personal plan of action to use

in stressful situations

Social Studies E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.

F. Give examples of laws and rules

that people have to follow G. Give examples of peer pressure

Developing Acceptable/Expected Behaviors Plan for Public Places, and Work 3.a. Know proper behavior in public places 3.b. Awareness of the consequences in community for

inappropriate behavior

- list ways to self-advocate - role play - field trips to businesses and public

places

Social Studies E.4.7 Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

H. Explain different ways that people

can react to the same situation

Handling Stress 4.a. Be able to define the term “stress” 4.b. Define a personal stress outline for each student

• symptoms/behaviors • cause of stress • ways/resources to reduce stress

4.c. Recognizing stress in others/ways to help

- model ways to decrease or eliminate

stress - identify physiological symptoms of

stress - discuss possible causes of stress - teach stress alleviation methods (i.e.

relaxation, counseling, lifestyle changes, etc.)

Social Studies E.4.8 Describe and distinguish among the values and beliefs of different groups and institutions.

I. Describe the reactions of their

peers to their handicap(s) J. Discuss the benefits and/or

disadvantages of an inclusive school environment

Understanding Depression/Suicide 5.a. Demonstrate knowledge of depression 5.b. Understand suicide facts 5.c. Knowing how to get help Establishing and Maintaining Relationships 6.a. Establish a friendship 6.b. Maintain a friendship over time

- explain depression symptoms;

emphasize that it is a pattern, not a one-time occurrence

- role play/ small group discussion - demonstrate knowledge of healthy/

unhealthy relationship - identify necessary components of

friendship - list activities one can share with

friend(s)

153

VII. Dating Wisconsin Content Standard for Language Arts and Social Studies: Students in Wisconsin will listen to, understand, and will speak clearly and effectively for diverse purposes. Rationale: Students need an understanding of the social aspects of dating and how it relates to them as they transition from adolescence to adulthood. The appropriateness of students’ behavior affects their acceptance in the community to a large degree.



Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: • Identify and discuss criteria for effective

oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation.

• Read aloud effectively from previously-read materials.

• Speak from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail.

• Present autobiographical or fictional stories that recount events effectively to large and small audiences.

• Participate in group reading, such as choral, echo, and shadow reading

• Perform dramatic readings and presentations.

• Distinguish between fact and opinion and provide evidence to support opinions.

A. Demonstrate effective expressive

communication behaviors to make their message understood. These may include gestures, signs, verbal, assistive technology, pictures or symbols, connected speech.

B. Express opinions, feelings and needs. C. Restate their message if it is not clearly

understood by the listener. D. Use effective quality oral delivery to

vary rate, pitch, and force. E. Ask clarifying questions.

Exhibiting Appropriate Social Behavior 1.a. Choose age appropriate dating activities 1.b. Correctly invite a person on a date 1.c. React appropriately to being refused for a date 1.d. Appropriately turn down a date request 1.e. Identify appropriate touch/inappropriate behaviors &

touch 1.f. Distinguish between wanted and unwanted advances 1.g. Verbalize how to say “no” 1.h. Study protective behaviors programs

- bring in appropriate speakers on

these topics who are aware of the learning level of this target audience (i.e. physician, nurse, physician’s assistant, counselor, social worker, etc.)

- show appropriate teaching videos. - role play appropriate/ inappropriate

dating behavior - use appropriate visual aids - list appropriate places and activities

for dates - role play asking another individual on

a date, graciously refusing a date, phoning a date, proper behavior on a date

- practice assertiveness, being able to say no to unwanted advances

- distinguish between safe and unsafe strangers

- discuss parameters of entertaining at home (family home, foster or group home, apartment)

- use STARS curriculum

Social Studies E.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.

F. Identify role models

2.a. Distinguish among friendships, familial love, and being

“in love” with someone

- role play dealing appropriately with

problem situations between and among friends (i.e. money dispute, disagreement about which movie to see, etc.)

- discuss that relationships may cause raising great stress and pressure may not be worth it

154

VIII. Telephone Wisconsin Content Standard for Language Arts: Students in Wisconsin will draw on a broad body of mathematical knowledge and apply mathematical knowledge and a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-world and non-routine problems. Rationale: Students must be able to use communication devices to remain safe and to participate in community living.



Language Arts D.4.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English: • Identify various styles and purposes of

oral and written explanation of unfamiliar words and ideas

• Summarize information conveyed through discussion

A. Identify various methods and

purposes of language and when to use these methods

B. Identify various styles of language

in relationship to cultural, social and/or regional environments

Communicating By Phone 1.a. Dial telephone numbers of family and emergency

personnel, or use speed dial or picture speed dial 1.b. Appropriately use the telephone to get information 1.c. Appropriately use telephone for personal business 1.d. Understand how to dial 911 in emergency situations 1.e. Appropriately use the telephone to communicate with

family and friends 1.f. Appropriately use the telephone to obtain assistance 1.g. Understand what is considered “inappropriate” in above

uses of telephone 1.h. Know how to appropriately answer the telephone/give a

telephone message, or retrieve someone for a telephone call

1.i. Know the difference between local calls and long distance (extra charge) telephone calls

1.j. Know parts of the phone 1.k. Know what the different tones mean 1.l. Know how to leave a message on an answering machine

- Practice dialing successfully - identify numbers on the phone - demonstrate use of a pay phone - list appropriate reasons to call 911 - use real telephones of various

designs - role play phoning a friend and having

an appropriate conversation - discuss prank/obscene phone calls,

their seriousness, and what to do if the student receives a prank/ obscene phone call

- practice calling 911 and giving appropriate information

- role play placing an order for food (i.e. pizza delivery, etc.) using the telephone, calling a cab

- role play using the phone to invite guests to the home for dinner, TV viewing, a party, etc.

- role play how to refuse telemarketers (not to buy unneeded items), 700 numbers

- discuss being a nuisance by “over using” the telephone

- tying up telephone lines - irritating people when called too often

155

IX. Citizenship Wisconsin Content Standard for Social Studies: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance. Rationale: Students need to be knowledgeable regarding laws, civil rights, and voting to meaningfully participate in the community.



Social Studies C.4.2 Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.

A. Demonstrate an understanding of

the rights of citizens.

Identifying Local Laws (i.e. personal, property, traffic) 1.a. List and describe local laws 1.b. Identify consequences of breaking the law 1.c. Identify local officials

- role play breaking a law - describe the roles and duties of local

officials - role play a good citizen - use telephone directory to identify

resources -

Social Studies C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community.

B. Relate his/her needs and wants to

the classroom teacher or other appropriate individuals

C. Describe why voting is important

to people

Understanding Citizenship 2.a. Identify basic civil rights (i.e., guardianship) 2.b. Identify community resources (i.e. police, courts, county

human service agency etc.) 2.c. Identify major responsibilities of citizens (i.e. voting, paying taxes, observing laws, etc.) 2.d. Know how to report crimes Voting Procedures 2.e. Register to vote 2.f. Identify voting procedures Understanding Selective Service Procedures

- discuss whether student has

maintained the “right to vote” if a legal guardianship has been done (age 18 & up)

- complete voter registration form - hold mock election - identify who must register - complete the form - identify what is a crime - field trip to attorney’s office - visit local polling place - class speakers come in to describe

roles and duties - make awareness signs - local laws (parking rules, alternate

side parking) - leaf pickup for elderly - recycling trips - snow removal (sidewalk) - pet laws (leash laws, immunizations)

156

References

Bender, M. (1998). A functional curriculum for teaching students with disabilities. Austin, TX: Pro-Ed.

Brolin, D. (Ed.). (1993). Life centered career education: A competency based approach. Arlington, VA: Council for

Exceptional Children.

Cincinnati Public Schools. (1964). Slow learning program in the elementary and secondary schools (Curriculum Bulletin No.

119). Cincinnati, OH: Author.

Cooperative Educational Service Agency 8. (1990). Community transition curriculum: Book II vocational skills for the

severely retarded, profoundly disabled, and multi-handicapped programs (Wisconsin Department of Public Instruction Discretionary

Grant Project No. 89-9908). Gillett, WI: Author.

Council for Exceptional Children. (1989). Best Practices in mild mental retardation. Arlington, VA: Author.

Edgerton School District. (1998). North Star (Wisconsin Department of Public Instruction Discretionary Grant Project No. 93-

1568-15, 97-1568-10, 98-1568-16, & 98-1568-17). Madison, WI: Author.

Ford, A. (ed.). (1989). The syracuse community-referenced guide for student with moderate and severe disabilities. Baltimore,

MD: Paul H. Brookes Publishing Company.

Getting there. (1993). Verona, WI: Attainment Company.

Mannix, D. (1995). Life skills activities for secondary students with special needs. New York, NY: The Center for Applied

Research in Education.

157

158

Mannix, D. (1998). Social skills activities for secondary students with special needs. New York, NY: The Center for Applied

Research in Education.

Olason, L. (1993). Special needs adolescents and sexuality education: A health challenge for the nineties. Paper presented at

the Conference of the American School Health Association, Pittsburgh, PA.

Popovich, D., & Latham, S. (Eds.). (1981). The adaptive behavior curriculum (Vol. 1). Mt. Clemens, MI: Macomb

Intermediate School.

Royce, S. (1980). Ablest: A curriculum for life skills instruction. Belmont, CA: Pitman Learning, Incorporated.

Sargent, L. (1991). Social skills for school and community. Arlington, VA: Council for Exceptional Children.

Sternberg, L, Ritchey, H., Pegnatore, L., Wills, L., & Hill, C. (1986). A curriculum for profoundly handicapped students.

Rockville, MD: Aspen Publications.

Resources and Materials

1. A Personal Definition of Independent Living www.independentliving.org/def.htm

2. Disability Radio Worldwide

www.independentliving.org/radio/index.htm

3. Functional Word Series Edmark Corporation P.O. Box 3903 Bellevue, WI 98009-3903

4. Horizon Learning to Read (1998)

SRA/McGraw-Hill

5. National Center on Accessibility www.ncaonline.org/nca.htm

6. National Council on Independent Living

ww.ncil.org

7. Programmed Time Telling Special Educaiton Department Utah State University Logan, UT 84321

8. Smart Houses for the 21 st Century

www.archimedes.stanford.edu/smarthouse/s1d005.htm

9. Spelling Mastery SRA/McGraw-Hill

10. The Design Line: Accessibility Design and Resources

www.designline.com

159

http://www.independentliving.org/def.htm

http://www.independentliving.org/radio/index.htm

http://www.ncaonline.org/nca.htm

http://www.archimedes.stanford.edu/smarthouse/s1d005.htm

Documents

FUNCTIONAL ACADEMIC CURRICULUM