Concerns and Needs in Diverse Contexts | Class 11 Home Science Notes

UNIT II Understanding Family, Community and Society

This introductory section of Chapter 7 lays the foundation for understanding the broader social contexts that influence adolescents. The focus shifts from individual self-awareness and decision-making processes to the family, community, and society that the adolescent is part of. It highlights that while Unit I dealt with self-understanding and factors influencing personal decisions, Unit II expands the perspective to include social concerns and needs such as health, work, resources, education, and textile traditions within diverse social contexts. Adolescents live within these social frameworks, and their development is shaped by interactions with family members, community norms, and societal structures. Understanding these contexts is essential for comprehending the challenges and opportunities adolescents face, particularly in relation to their health, nutrition, and hygiene practices. This section sets the stage for the detailed discussions that follow in the chapter about nutrition, health, hygiene, and time management, all of which are influenced by social environments.

📊 Diagram: Table on page 1 (2×3) showing the transition from understanding self to understanding family, community, and society.

🔗 Connection: Leads into the detailed study of Nutrition, Health and Hygiene by situating adolescent needs within their social contexts.

Table on page 1 (2×3)

| | UNIT II U F , nderstanding amily C S ommunity and ociety The chapters in Unit I were all addressed to you 91 for the understanding of self and of the factors that influence your decision making. Let us now move on to understanding the family, the community and the society that you are a part of. Chapter 7 will discuss concerns and needs, such as those of health, work, resources, education and textile tradition in the adolescent’s diverse social contexts. | , y ty |

| | | ou 91 s | | | | t of. uch |

Table on page 14 (22×7)

| „„ P 10 ractical A. Nutrition, Health and Hygiene Compare the energy, protein, calcium and iron content of 150 g. edible portion foods using the food composition tables provided— (a) Cereals Name of Cereal Energy Protein Calcium Iron conte content content (g. content (mg (mg per (Kcal. per 150 g.) per 150 g.) 150 g.) per 150 g) 1. Bajra 2. Rice (raw, milled) 104 3. Maize (dry) 4. Wheat (whole) (b) Pulses Name of Pulse/ Energy Protein Calcium Iron conte legume content content (g. content (mg (mg per (Kcal. per 150 g.) per 150 g.) 150 g.) per 150 g) 1. Bengal gram dal 2. Black gram dal 3. Lentil 4. Soyabean (c) Vegetables Name of Vegetable Energy Protein Calcium Iron conte content content (g. content (mg (mg per (Kcal. per 150 g.) per 150 g.) 150 g.) | | | | | | |

| | Name of Cereal | Energy content (Kcal. per 150 g) | Protein content (g. per 150 g.) | Calcium content (mg per 150 g.) | Iron conte (mg per 150 g.) | nt |

| | Name of Pulse/ legume | Energy content (Kcal. per 150 g) | Protein content (g. per 150 g.) | Calcium content (mg per 150 g.) | Iron conte (mg per 150 g.) | nt |

| | Name of Vegetable | Energy content (Kcal. | Protein content (g. per 150 g.) | Calcium content (mg per 150 g.) | Iron conte (mg per 150 g.) | |

Table on page 21 (4×3)

| | Compulsory Optional Example: Going on a journey, planting trees and Daily herbs at home, participating in some functions, etc. Example: Daily dusting and cleaning of house, school assignments, preparing for school, cooking, resting, etc. 111 Weekly Example: Washing clothes, ironing clothes, weekly cleaning of house, buying grocery, preparing for weekly school assignments, etc. Monthly Example: Paying monthly school fee, rearranging cupboards. Yearly Example: Final examination, annual school events, health | |