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HomeMy WebLinkAboutHuman Development and Human Relations Committee report 1972.pdfHUMAN DEVELOPMENT and HUMAN RELATIONS A TOTAL HEALTH PROGRAM REPORT of 1972 SUMMER WORKSHOP REPORT OF i972 SUMMER WORKSHOP IN (Th HUMAN DEVELOPNENT AND HUMAN RELATIONS A TOTAL HEALTH PROGRAM -exingtoa Teublic Schaaf. Dr. Rudolph J. Foberi cingtori }assachusettF Superintendent of Schools Dr. Ado Committo Assistant Superinteviont of Schools Nr. Mitchell Spins Assistant Superintendent of SchoWs -awls Morideror Director of Pupil Personnel Fervicits l',,port of Summer Workshop +'!r.9.n Development and Humna tx.;:sa4tons A Total Health Program 7r,clu1inv Interp_)rsoLal Reletwns, Dri Education, Nutrition Educatiot„ EnvironmenW Edoication Consumer Education, Family Living, Sex Education AUni B Bearst Chairman Chairman, HJH,R. Continuing Curriculum Pri.,cipai , Franklin School Committee 11904-1972 Lxliae Clark H.D.H,R, Continuing Curriculum Committee liome Economics Teacher 1969-1972, H,DJi.R. Summer dorkahop 1969 Lexington High School and 1972 Albert Fruscioe H.ILH.R.. Continuing Curriculum Committee BieLoa Tuscher 1969.4972 H;.D,H.IR© Summer Wcrkshop Lexington Nigh School 1970, and T972 t4ary hardigan H,D,H,R. Summer Workshop 'n972 Teacher, Estecrook School. Lincoln Filen e Center, Tufts Uriversity Intergroup Relations Seminar Arnold Hoht H,D,H,A Summer Workshop -orm '',;ounselingllriklItai it I HarrtIg tou Sabbe.t eat 192 at University of choca 14aseach use%s studying Humanistic ',ducat ion eForeat. he PoD.H,R Continuing Curriculum Co:mrittee Teacher, Health and ;Physical i1969-4912t &D,H.R, Summer Woren4p 11969- Educatioc, 19?2 Nigh School DI ,:letor of Adult Ellucation, ScheoX5 Ke-nneth Tot as H,D H ,R, Summbr Workshop 1972 'Isc,bor„ Hea104 and ilys5coi. .0dcoatIon 13(..wnian Saool Rw;ourne Persons" Miss Rita BreAtnan Mo6sachusetts State Degt.rtment of Education, Narition Drhartes Ellicott, MA). 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Pill L y F i A e 'uric .J rm 14 hum ee ve loement and human relations deals with thoee fleets and coecepts theft ir'_erueec for each st4.i nt the understandieg of whet it means t4 be hufte , Human beings differ from other species :n their greater abil.it ' to use language to interact with ours, atcuaatilete knowledge from the past, end use information to create new ideas. The curriculum v€ have ix mind would jaee provision for positive teacher to student and student to student relationships lb accomplish this, teachers met become mare of their changing role ;n the educational process. They will need to ucilaboretc, with counseling consultants, specialists n humane iatic educaton, resea hura, other teachers, and parents to discover ways to understand the intereetione that do taloa place between themselves and eaeh of the etudesta. To this end this summer workshop has structured taro learning centers to introduce teav hers to comm techniques that could help thea to guide atedents to examine their own feelings and values. The ooaaittee also recommends diacuasion groups involving teachers, parents, and high school students led by persons trained to help people become aware of their values and prejudices, wrestle with their conflicts, and take responsibility for their decisions. Growth in the ability to express omens idees, feelings and values in an atmosphere where each accepted ix en i ortent part of theincreasingly is Parents, teachers, and students whe have process of becoming presbee auLure aware not only of their own reel experienced t� process, taco= Ings, but also, of the feelings and values ee ezbeze. :°: °d"egles to see sore clearly the place or d:'.sciplLtc and r'c spona: .Li for hLa behavior. The 1Y/2 %p=,rt of the Semmer Workshop inoluiea a bealth education pro- gram for Grades K-12. This program is based on the belief that health is a matter of physical, mental, emotional, and social well-being and mot merely the absence of disease and 123112660e% Ed-cation is a process in which the agents of edam action,, i.e , teaahers, physicians, nurses, counseling consult- ante, nutritionists, health departents, and parents work together to help people ; eders's j wh t is known about health in a way that iadividuala wi lit. cba ae health preeltleea that will benefit `hemsel es and the comity. The guide cruitelna tau three interrelated elements of the educational process, },-bi togrr;t ,itis of books and oudia.viau sl sources of health information. statements of des,.reWe Individual and aos .i1ty behavior patterns, and some suggested ex,r,ria fces to help the individual xeoogrise the need to make app Nnpr-iete ch c ccs of bahavlo s that will foster his own health and that of oto s.. Tee elsssrooa teacher muut serve as a ceteeyat to bring these three P,Leman t;t1 tcge the r• General Goals of Health Couvae £-i2 I. ,es. ?.,c , for self li erstand bow his body f nctions physically VSL �� ! ld�1n iissaming responsibility for himself, o Lieeking ',a SfCF}le.zL,.�.,wa,•,,,.,.�, professional guidance to prevent as wel/ as cute illness, 4, Making d r 1sions s to why tail xt}t to ft,ua,a:t ip.n x._? a given vey„ 5. `tift3.h"..Y4 his st'<r�?n t:hs)„ ilApiitations, possibilities, sou Seeking guidance to assure that h e Is functioning in the bast t ;; for him,, , Si, .tf ispaet -.for ther Understand4.ng that otterso took neve strengths and weaknesses, Respecting earth person. 2. ►anderst;andthg that each person shares _responsibility. for the hettlt.:, of aU0 Parsoiaal practices reflect responsibility for his of health and that of others 3,, Understanding that no me person can keep abreast b,easo ; f 1or Qedge in >w field:. Makes t.pp*o, .at€ i. e of other o e as vitsourese t:L, rc spent for cavi onment ., Understanding the use and misuse of d, pugs. :assuming for his nw o cions abcut using them, : 2 Uzader t.a;n4,in ; that are one has the potential for disease at all times1 but that the undesirable able effects ars no`t, a : r #3. fnevtt&e,. ShowAng concern £o d rat vfaurirg the ruses and prevention of ace). - dents s and disease,ase, e,rsona etices reflect his concern for prevention, ,, Practicing. prr)cedares during preparation,ration, z tor+asoo and preservation of food that pravtont onntaminatione 5:, Awareness of the dem ,dart ,`s of individuals on •t he .c tthe Ou as :r .r g community efforts to ; ; re an adequate supply of high quality water,, 6. Understanding the zed `or more study of the 3ffctcta of air pollu- tants on kaF a t e ls!r ti� existing�,, ng kn€sw,l,edg6j to p`k','*t+'ent the ac`wl' 1.x..atir.`"."s. of dangerous s p ll ut. ts in the home and AA, t h community,: ELEMENTARY CURRICULUM GUIDE Ims How te- USG- this 2 KAAdergarteA 000 3 8 8 0 0 0 08009900900000•9000000004000004000 3 Goals and Activities.0•00000•0000000000000000000•0. 4 Bibliography00000000000600000,4•00000000008500000020 15 Grades One and Two.0000,000,000000000.0Q9000900000.00000900 17 Before You Begin....0000090009000090000,000000000000 18 Health and Nutrition. 19 Usutel aid Social Hsa1th099888000034080409399000940 23 Consumer and Environmental Health... 32 Safety............................................. 34 36 Activities Index..900000000•90900000000040000000048 37 Grades Three and Four....9.0080000000300009099000000000 Preface.09000000000000000000000400000090,90050009000 40 Physical. Health80000080008000000800009940009040490 42 Mental and Social Health........................... 49 Consumer Health.......00600900900000000000000000800 60 Environmental 62 65 Activities Index.0094000904.8000404398000080061040000 67 Appendix L00300 0•0030000•40006070 72 Grades Rive and Six.90000000000000000.300400400000,000400 Design and Concepts of the Unit000acrooc000000adools•o 85 Physical Health.00030000000•00000040000600000000300 86 Mental and Social Health.000000000000004000030•9909 96 Consumer and Xavironmental Health.04000300400400000 105 Safe tY 0 0 0 0 00 0 0 0 000000000000003005000000000000000009 108 Activities Index.0000000000000000000000090600009000 tila Apaut Life Appendix...080..0004.*00000000000*•04••0 114 Appeadix. A00000003400404•08050330030000043400400060 1193 Appendix B. 0 03300003•904000033006.9rnm00050340 2013 Bibliography 0000004000000000410000090000000000000000 201 HOW TO USE THIS GUIDE BOOK hlthough this guide book highlights the thinking and ?s,.3each of the last six years of past and present contributors to theli.„Di'17Jt curriculum, the material herein is by no means an end-all for a health odueation pm- gram. In essence, this is just the beginning. The curriculum in human development and human relations deals with those tats and concepts that increase for each student the understanding of what it means to be humane, it deals with the issue of human sexuality, upholding the human values such as responsibility for one's self and one's relationships with others© The curricUlum provides factual information as well as experiences that guide the student 'w increase his ability to make responsible decisions that are based on consideration of the effects of his actions on himself and on others. As in any curriculump- the most important element is the teacher. The degree of success will greatly depend upon developed trusts and approaches to teaching that allow the student to express and discuss his own feelings:, opinions:, and questions.