Grade 7 Home Economics

I. Introduction.

The challenge of the "Aims and Philosophy of Education in British Columbia" makes it imperative that studies in Home Economics education give the student a well-rounded conception of the many responsibilities contributing to worthy home membership. The units, projects, and activities suggested in the Course of Studies are based, as far as possible, on the students' present needs, interests, and home responsibilities. The emphasis is upon the development in the individual student of attitudes, appreciations, and abilities to meet these present responsibilities and to gain some knowledge of the profession of home-making.

II. General Objectives.

1. The development of:-
(a.) An understanding of the relation to health of:
(i) Foods, as determined by their nutritional value, their preparation, and their appetizing quality.
(ii) Clothing, as determined by materials and styles.
(iii) Home sanitation, as determined by the personal hygiene of the members of the family and their care of the home.
(b.) Good health habits relative to the use of food and clothing and their care of the room and home.

2. The development of a desire and the ability to participate in the work and social activities within the family.
3. The development of some dexterity in the manipulation of materials, tools, and machinery used in the home.
4. The development of an appreciation of the relationship of food values to quality, appearance, and cost.
5. The development of an appreciation of the value of wise planning for the use of time, effort, and money, in order that the individual, as well as the family, may live rich, useful, purposeful lives.
6. The development of good taste and high standards of quality in the selection of clothing and home furnishings.
7. The development of an appreciation of the home as a place in which to spend leisure-hours, and the gaining of ability to spend such leisure-hours in ways that will contribute to the improvement of the individual and the home.

III. Procedure and Content

1. General Statement

Several units of work are outlined for each year of the Home Economics course. They present material concerned with the various phases of home-making, and have been arranged to suggest a continuous programme beginning with Grade VII. and ending with Grade IX. The course is planned for two lessons of eighty minutes each week, or three one-hour lessons. The sequence outlined for each grade merely shows a possible arrangement.

Each teacher, after she has secured as much information as possible regarding her community and its homes, should adapt to the needs of the students the order of the units and the projects selected.

The minimum requirement for Grade VII. includes:
Unit I - Personal Appearance of a Grade VII Girl -- 4 periods (40 min.)
Unit II - The Study of Clothing of a Grade VII Girl -- 65 periods
Unit III - The Study of Foods in Relation to the Health of a Grade VII Girl -- 65 periods

A choice of either:-
Unit IV - The Study of Child Care -- 10 periods
Or Unit V - Caring for the Sick in the Home -- 10 periods

For an enrichment of the course, Unit VI (Clothing) or Unit VII (Foods and Cookery in Relation to Health) may be selected.

The minimum requirement for Grade VIII includes:

Unit I.- The Study of Foods in Relation to the Health 70 periods of a Grade VIII. Girl Unit II.- The Care and Furnishing of a Girl's Bedroom 10 periods Unit III.- Co-operation Within the Family Group 4 periods Unit IV.- The Study of Clothing in Relation to 64 periods Health and Good Appearance

For an enrichment of the course, Unit V (Clothing) or Unit VI (Foods and Cookery) may be selected.

The minimum requirement for Grade IX, providing for 4 periods a week, should include:

Unit I - Health and Nutrition (20 periods)
Unit II - Foods and Cookery (60 periods)
Unit III - Kitchen Efficiency and Charm (8 periods)
Unit IV - Budgeting Time and Money (8 - 10 periods)
Unit V - Clothing Selection and Construction [Project 2] (56 periods)

This minimum course plus one credit in Applied Art will be accepted as a basis for all Senior High School courses, including Home Economics (A), (B), and (CC).

The following are optional units which will make provision for further enrichment, exploration, and individual differences:-

Unit VI - Home Nursing (16 - 20 periods)
Unit VII - Laundering (16 - 20 periods)
Unit VIII - Social Customs and Usages (6 periods)
Unit IX - The Preservation of Foods (16 - 20 periods)
Unit X - Home Economics for Boys (28 - 30 periods)

2. Organization of Classes

The teacher who plans all the work for the class, who dictates directions and hands out ready-made conclusions cannot expect the students to make decisions for themselves. The problem-solving method suggests an organization whereby the girls learn through active participation. The important thing is to have students solve problems pertinent to their interests and needs. The solution of these problems may involve any or all of the ordinary teaching methods.

The individual differences in the girls may be met by permitting the more able students to do either more difficult or additional creative problems, by giving them an opportunity for more library reading on problems of particular interest, and, in some cases, by permitting them to act as teachers' assistants in laboratory work. The slower students should undertake fewer, and simpler creative problems, but should always participate in the development of the fundamental principles of the unit.

3. Practical Work

In the class-room, practical work should be carried out, using quantities of food supplies large enough to develop skill commensurate with the age of the student. Where at all possible, the use of full recipes is advised. This method increases the interest of both the students and the parents.

4. Home Practice Work

Home practice must be a part of the home-making programme if success is to be achieved, for the following reasons:- (a.) The girl's own home is the best testing laboratory for the information learned in class. (b.) Home practice develops skill in management and in manipulation. (c.) Home practice stimulates the interest of the home in school activities.

Contact with the parents either by letter or in person is essential to enlist their co-operation. Messages carried by the student should not be relied on. Credits help to stimulate enthusiasm.

Source: British Columbia. Department of Education. Home Economics for the Junior and Senior High Schools of British Columbia: Bulletin III (1937).
Transcribed by Marine McDonnell, Jennifer Riehl, Angela Fritsch, Lisa Storrie, and Nancy Danuser, History 349, Malaspina University-College, March 2001