6
Contemporary Living
Developing common core
13.
Writing.
Write a fi
ctional story about one of the crises
listed in this chapter. In the story, mention the cause
of the crisis, who is involved, resources available,
adjustments required by family members, and fi
nancial
demands. B
e sure to check your story for correct spelling,
grammar, and punctuation. B
e prepared to share your
story with classmates.
14.
Read
ding.
Using reliable Internet or print sources, locate information
about depression. Find out how it is identifi
ed and when a person
should seek medical help for depression. Share your fi
ndings with
the class.
15.
Speech.
As a class, discuss reasons why children run away from
home. Then discuss ways—other than running away—to solve
these problems.
16.
Reading.
Using reliable Internet or print sources, research a national
or community crisis such as a natural disaster. How much warning
of the crisis, if any, did people receive? How much damage was
caused by the crisis? Was there any type of disaster plan in place?
What steps could be taken to be better prepared for a similar crisis?
Create a presentation of your fi
ndings. B
e prepared to share your
presentation with the class.
17.
Readingand
Writing.
Conduct an online search about teen suicides.
Read available materials to gather information about statistics,
prevention, and resources for those considering suicide or have
been affected by suicide. Check on whether your school has a
suicide prevention policy. If such a policy already exists, what
information is included in the policy? Are teens in your school
aware of the policy? Write a report discussing your fi
ndings. If no
policy exists, draft a suicide prevention policy for your school by
using the available resources on the websites. B
e sure you follow the
posted copyright regulations as you download materials. Present
your draft to school offi
cials and place a copy in your e-portfolio.
18.
Sproportion
p
.
Do an Internet search on gambling among teens and share
your fi
ndings with the class in a report. Why do teens gamble? What
of compulsive adult gamblers started gambling as teens?
528
Part Six
Families Face Change
College
and Career
Readiness
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528
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Famili
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College
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Chapter 19
Chapter Summarye
•
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crisisis a
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t im
or
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h at
causes a
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u
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•
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ose
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o
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Check Your Knowledgesedpinagcriitih
1.
Explainhowinters
ventionisu
in
ss
situation.
2.
List t h
e
four
step
to
followinco
w
a
crisis.
3.
Whymightillmilymembers
fa
sense a
loss
ofpower
when
t h
ey are
told
t h
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have to
move?
4.
Give
an
example
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enablermightunknowinglyperpetuate
a
drug
addictionproby?
lem.
5.
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enc
6.
For t h
e
compulsi
gambler,
whatdoes t
h
e
term
“chasing”mean?
7.
Name t
h e
four
generalpatterns of
suicide.
8.
List t hr
ee
precautions to
takein
yourhome to
protect
yourselffrom
criminal
attack.
9.
Describe t
h
e t hr
ee
phases
of
spouse
orpartner
abuse.
10.
Brieflydescribe t h
e
difference
betweenphysical
and
emotional
neglect.
11.
Whatis t h
e
mostcommoncause
ofchildrunaway
situations?
12.
Whatispreparedness?
527
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an overview of main
chapter ideas
Reviews Enhance and Extend Learning
your draft
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1
9. in small groups, investigate your
for helping people withstand various types
should create a list of at least ten resources. Information should
include type of crisis, and the name, address,
and phone number of the organization. combine
a class. Submit this list to be posted onto your school website or
another community website. Also prepare report on the
community resources you researched.
20. Conduct a “home hazard hunt” for objects your
move, fall, break, or cause a fi
re. Develop plan how
you would correct each hazard. Put your
Practicing Career Readinesse
21.
Paddiction
redictConsequences.
What consequences might teens face later
in life due to developing a drug, alcohol, or compulsive gambling
during high school? Consequences can relate to physical,
social, emotional, and legal topics. With the class, brainstorm a list
of consequences. For each consequence, identify two choices the
teen could make to avoid the consequence or situation.the
Linking to FCCLA
22. E
very year millions of Americans are the victims of
domestic violence—crimes that impact every culture,
gender, and age group. Make a difference in the lives of those around
you by participating in FCCLA’s STOP the Violence national program.
Use the FCCLA Planning Process to develop your project. (See your
FCCLA adviser for information as needed.)
Chapter 19
Dealing with Family Crises
529eechndin
7 .
Na m
e t
h e
f o
ur g
8.
Li
st t hr
ee
pr e
c a
u t i
o n s
to ta k
e
in
yo
ur h
crimin a
l
atta
ck .
9. D
es
cr i
be t
h
e t hr
ee
ph
ases o
f s p
o u
se o r p
10. B
ri
efl y
d
es
cri
be t h
e
dif e
r
ff f
e
nc
e betwee n
n
eg l
e c
t.
1
1.
Wh
at i
s t h
e m
ost c
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mm o
n
c a u
se o f
ch
12.
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at
i s
pr e
p a r
e
dn
ess?
• Check Your Knowledge
emphasizes your understanding
of chapter concepts
• Linking to FCCLA offers
activities that will involve you
in FCCLA on a local, state, or
national level
TaWorking
1
9. Working i
for
helpinthe
should cr
include t
and
pho
a class.
another
commu
20. Condu
move
you w
Prac
• Taking Action in Your
Community provides activities
that can help you get involved
in your community
s
face later
e gambling
to physical,
nstorm a list
choices
the
on.
re victims of
pact every cultur
e,
ves of those around
e national program.
r pro
ject. (See your
• Practicing Career Readiness
addresses realistic workplace
problems as well as career
opportunities to prepare you
for your career
e
• Developing Common Core
relates the chapter to core
academic subjects, such as
reading, writing, listening,
speaking, math, and science