Career development activities, grades 9-12

National Career Development Guidelines: Competencies and Indicators
The competencies and indicators are organized into three major areas: self-knowledge, educational and occupational exploration, and career planning. The competencies represent general goals, and the indicators define specific knowledge, skills, and abilities that individuals should master in order to deal effectively with lifelong career development tasks. They are consistent with the general developmental capabilities of individuals at that level.
The competencies and indicators represent the knowledge, skills, and abilities students need to cope effectively with daily life, to make the transition to the next level of education, and to develop an educational plan to ensure their academic growth and development. The presentation of the competencies and indicators does not imply a sequential order for delivery, but is an inclusive listing of elements important to a student's career guidance and counseling plan.
High School Student: Competencies and Indicators
Self-Knowledge Competency 1: Understanding the influence of a positive self-concept. 1.1 Identify and appreciate personal interests, abilities, and skills. 1.2 Demonstrate the ability to use peer feedback. 1.3 Demonstrate an understanding of how individual characteristics relate to achieving
personal, social, educational, and career goals. 1.4 Demonstrate an understanding of environmental influences on one's behaviors. 1.5 Demonstrate an understanding of the relationship between personal behavior and
self-concept.
Competency 2: Skills to interact positively with others. 2.1 Demonstrate effective interpersonal skills. 2.2 Demonstrate interpersonal skills required for working with and for others. 2.3 Describe appropriate employer and employee interactions in various situations. 2.4 Demonstrate how to express feelings, reactions, and ideas in an appropriate manner.
Competency 3: Understanding the impact of growth and development. 3.1 Describe how developmental changes affect physical and mental health. 3.2 Describe the effect of emotional and physical health on career decisions. 3.3 Describe healthy ways of dealing with stress. 3.4 Demonstrate behaviors that maintain physical and mental health.
Educational and Occupation Exploration Competency 4: Understanding the relationship between educational achievement and career planning. 4.1 Demonstrate how to apply academic and vocational skills to achieve personal goals. 4.2 Describe the relationship of academic and vocational skills to personal interests. 4.3 Describe how education relates to the selection of college majors, further training, and/or
entry into the job market.
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4.4 Demonstrate transferable skills that can apply to a variety of occupations and changing occupational requirements.
4.5 Describe how learning skills are required in the workplace.
Competency 5: Understanding the need for positive attitudes toward work and learning. 5.1 Identify the positive contributions workers make to society. 5.2 Demonstrate knowledge of the social significance of various occupations. 5.3 Demonstrate a positive attitude toward work. 5.4 Demonstrate learning habits and skills that can be used in various educational situations. 5.5 Demonstrate positive work attitudes and behaviors.
Competency 6: Skills to locate, evaluate and, interpret career information. 6.1 Describe the educational requirements of various occupations. 6.2 Demonstrate use of a range of resources (e.g., handbooks, career materials labor market
information, and computerized career information delivery systems). 6.3 Demonstrate knowledge of various classification systems that categorize occupations and
industries (e.g., Dictionary of Occupational Titles). 6.4 Describe the concept of career ladders. 6.5 Describe the advantages and disadvantages of self-employment as a career option. 6.6 Identify individuals in selected occupations as possible information resources, role models,
or mentors. 6.7 Describe the influence of change in supply and demand for workers in different
occupations. 6.8 Identify how employment trends relate to education and training. 6.9 Describe the impact of factors such as population, climate, and geographic location on
occupational opportunities.
Competency 7: Skills to prepare to seek, obtain, maintain, and change jobs. 7.1 Demonstrate skills to locate, interpret, and use information about job openings and
opportunities. 7.2 Demonstrate academic or vocational skills required for a full- or part-time job. 7.3 Demonstrate skills and behavior necessary for a successful job interview. 7.4 Demonstrate skills in preparing a resume and completing job applications. 7.5 Identify specific job openings. 7.6 Demonstrate employability skills necessary to obtain and maintain jobs. 7.7 Demonstrate skills to assess occupational opportunities (e.g., working conditions, benefits,
and opportunities for change). 7.8 Describe placement services available to make the transition form high school to civilian
employment, the armed services, or postsecondary education/training. 7.9 Demonstrate an understanding that job opportunities often require relocation. 7.10 Demonstrate skills necessary to function as a consumer and manage financial resources.
Competency 8: Understanding how societal needs and functions influence the nature and structure of work. 8.1 Describe the effect of work on lifestyles.
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8.2 Describe how society's needs and functions affect the supply of goods and services. 8.3 Describe how occupational and industrial trends relate to training and employment. 8.4 Demonstrate an understanding of the global economy and how it affects each individual.
Career Planning Competency 9: Skills to make decisions. 9.1 Demonstrate responsibility for making tentative educational and occupational choices. 9.2 Identify alternatives in given decision-making situations. 9.3 Describe personal strengths and weaknesses in relationship to postsecondary
education/training requirements. 9.4 Identify appropriate choices during high school that will lead to marketable skills for entry-
level employment or advanced training. 9.5 Identify and complete required steps toward transition from high school to entry into
postsecondary education/training programs or work. 9.6 Identify steps to apply for and secure financial assistance for postsecondary education and
training.
Competency 10: Understanding the interrelationship of life roles. 10.1 Demonstrate knowledge of life stages. 10.2 Describe factors that determine lifestyles (e.g., socioeconomic status, culture, values,
occupational choices, work habits). 10.3 Describe ways in which occupational choices may affect lifestyle. 10.4 Describe the contribution of work to a balanced and productive life. 10.5 Describe ways in which work, family, and leisure roles are interrelated. 10.6 Describe different career patterns and their potential effect on family patterns and lifestyle. 10.7 Describe the importance of leisure activities. 10.8 Demonstrate ways that occupational skills and knowledge can be acquired through leisure.
Competency 11: Understanding the continuous changes in male/female roles. 11.1 Identify factors that have influenced the changing career patterns of women and men. 11.2 Identify evidence of gender stereotyping and bias in educational programs and occupational
settings. 11.3 Demonstrate attitudes, behaviors, and skills that contribute to eliminating gender bias and
stereotyping. 11.4 Identify courses appropriate to tentative occupational choices. 11.5 Describe the advantages and problems of nontraditional occupations.
Competency 12: Skills in career planning. 12.1 Describe career plans that reflect the importance of lifelong learning. 12.2 Demonstrate knowledge of postsecondary vocational and academic programs. 12.3 Demonstrate knowledge that changes may require retraining and upgrading of employee's
skills. 12.4 Describe school and community resources to explore educational and occupational choices. 12.5 Describe the costs and benefits of self-employment. 12.6 Demonstrate occupational skills developed through volunteer experiences, part-time
employment, or cooperative education programs.
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12.7 Demonstrate skills necessary to compare education and job opportunities. 12.8 Develop an individual career plan, updating information from earlier plans and including
tentative decisions to be implemented after high school. These activities were adapted from Developmental Guidance Classroom Activities for Use with National Career Development Guidelines, 1991-92, Center on Education and Work, University of Wisconsin-Madison, School of Education.
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Georgia Quality Core Curriculum (QCC) Competencies Grades 9-12

The following QCC competencies for grades 9 through 12 are addressed in the career development activities included in this manual.

H.9-2.1H.9-12.2H.9-12.3H.9-12.4H.9-12.8-
H.9-12.10H.9-12.11H.9-12.17H.9-12.19-
H.9-12.23H.9-12.24H.9-12.26H.9-12.28H.9-12.32H.9-12.33H.9-12.34H.9-12,35H.9-12.36H.9-12.44H.9-12.45PE.9-12.16-

Determines how adolescent use of alcohol and other drugs contributes to accidents, crime, and suicide. Recalls the leading causes of teen mortality and formulates methods of prevention of each. Recognizes that alcohol, tobacco, and other drug dependencies are treatable diseases and identifies appropriate community resources. Compares how alcohol, tobacco, and other drug use and nonuse impact personal goals, educational opportunities, and occupational choices. Recognizes the importance of individually abstaining from premarital sex and intravenous drug use to prevent the spread of HIV/AIDS and other sexually transmitted diseases. Recognizes that sexually transmitted diseases, including HIV/AIDS, are communicable diseases and that abstinence is the sure method of prevention. Recognizes that abstaining from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS. Recognizes that returning to abstinence is a positive alternative to previous sexual behavior. Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority, and others; self-discipline; self-control; and the right to be assertive). Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying Ano,@ negotiation, and using refusal and decision-making skills). Recognizes how sexual decisions are influenced by group pressure (e.g., community, media, and peer). Identifies social, emotional, intellectual, and economic aspects of dating. Recognizes that having children is best undertaken in marriage. Analyses stress and its effects on all aspects of health and wellness. Develops and practices effective coping skills for managing stress to prevent selfdestructive behavior (e.g., suicide). Demonstrates effective communication skills and resistance skills (e.g., nature of conflict, feelings, active listening, effective communication skills, and empathy). Demonstrates characteristics of a healthy decision maker. Explores the increased responsibility in the transition from adolescence to adulthood and proposes ways to make these changes easier. Identifies threats to personal safety (e.g., incest, rape, date rape). Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor). Appreciates the influence of participation in physical activity as it relates to cultural, ethnic, gender, and physical diversity.

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SS. 9-12.3- Recognizes and explains how different points of view have been influenced by

race, religion, and ethnicity.

SS.9-12.5- Describes the techniques of social action (e.g., how to win support for desirable

change and how to cooperate with others in achieving goals).

SS.9-12.18- Analyzes how America, despite its diversity, became a unified society by its

citizens= adherence to such basic values as Judeo-Christian traditions; belief in

inherent, inalienable rights; and the intrinsic value of the individual.

SS.9-12.19- Compares job qualifications, personal qualities, educational training, and

income benefits associated with various careers.

SS. 11-12.17- Identifies methods of effective expressions of public opinion: demonstrations,

propaganda, advertising opinion, and leadership.

SS.11-12.26- Compares and contrasts the cultures of selected ethnic groups

SS.11-12.27- Examines the influence that ethnic groups have on the historical development of

the United States.

LA.9-12.4-

Uses research process: selecting topic, formulating questions, identifying key

works, choosing sources, skimming, paraphrasing, note taking, organizing,

summarizing, and presenting.

LA.9-12.19- Writes for many purposes including, but not limited to, personal (journals, diaries,

stories, poems), social (friendly letters, thank-you notes, invitations), academic

(themes, reports, essays, analyses, critiques), and business (letters, memos,

applications).

LA.9912.23- Speaks so that others can hear and understand.

LA.9-12.24- Works as a team member to solve problems.

LA.9-12.26- Invents solutions to problems using thinking techniques (e.g., metaphors,

analogies, models, brainstorming, and role-playing).

LA.9-12.27- Analyzes logical relationships in arguments and detects fallacies.

LA.9-12.37- Conceives and develops ideas about a topic for the purpose of speaking to a

group, chooses and organizes related ideas, presents them clearly, and evaluates

similar presentations by others.

LA.9-12.38- Evaluates messages and effects of mass media (newspaper, television, radio, film

and periodicals).

LA.9-12.28- Recognizes that how to think is different from what to think; recognizes multiple

valid interpretations; develops and defends individual interpretations.

LA. 9-12.29- Participates in scenarios requiring application of technical/business/vocational

problem-solving and communication skills.

LA.9-12.36- Evaluates the messages and effects of mass media.

LA.9-12.30- Presents arguments in orderly and convincing ways.

LA.9-12.26- Creates solutions to problems using thinking techniques (metaphors, analogies,

models, drawings, brainstorming, and role-playing).

LA.9-12.33- Engages critically and constructively in discussions by speaking and listening.

LA.9-12.38- Identifies verbal and nonverbal components of interpersonal communications.

LA.9-12.28- Uses reading about other cultures as a means to acquire knowledge.

LA.9-12-33- Develops ideas about diverse cultural issues, themes, and characters for the

purpose of speaking to a group; chooses and organizes related ideas; presents

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them clearly in standard American English; and evaluates similar presentations by others. LA.9-12.44- Writes to inform an audience of a culture=s contributions. LA.9-12.29- Uses nonverbal signs appropriately (gestures, eye contact, facial expression, and posture). LA.9-12.30- Interprets and assesses various kinds of communications. T/CE 9-12.7- Specifies goals, generates choices, considers risks, and evaluates and chooses workable alternatives. T/CE 9-12.8- Recognizes a problem, identifies the cause, develops and implements solutions, and evaluates results. T/CE 9-12.9- Takes initiative to accomplish tasks in a conscientious and timely manner. T/CE 9-12.10- Demonstrates an awareness of the need for well-being, and understands how individual attitude and actions influence other people. T/CE 9-12.11- Interacts appropriately in social situations and takes interest in others. T/CE 9-12.12- Demonstrates the ability to be trusted. T/CE 9-12.13- Demonstrates an understanding of proper business/work ethics. T/CE 9-12.14- Participates and interacts as a team member. T/CE 9-12.15- Shares knowledge and skills with others. T/CE 9-12.17- Understands and respects leadership roles. T/CE 9-12.20- Demonstrates the ability to resolve issues. T/CE 9-12.21- Demonstrates the ability to perform in a work environment with people of different age, gender, culture, attitude, and ability. T/CE 9-12.22- Knows and applies changing technology. T/CE 9-12.26- Makes potential career decisions based upon interests, abilities, and values and formulates appropriate plans to reach career goals. T/CE 9-12.27- Demonstrates the proper skills for seeking and securing employment. T/CE 9-12.29- Understands that people must be prepared for career changes.
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All About Me

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills Growth and Change

Exploration
Achievement Work and Learning
Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles
Career Planning

Objective Students will define their unique priorities, interests and capabilities.

Time Four or five class periods

Materials Paper or pencil Outline suggestion "Personality Traits" handout

Activity 1. Have students prepare lists of adjectives to describe themselves. Then have them ask
someone else to prepare such a list. Then each student can compare his/her two lists. 2. Distribute the Personality Traits handout and have students complete the activity. 3. This activity requires several days. Have students prepare "Me, Myself, and I" booklets.
These can include autobiographical sketches, journal entries, and completed self-assessment instruments. You might have them include essays on some of the following topics.

Alike and Different All about Me
Beauty around Us Books about People
Celebrations Emotions and Feelings
Faces Fun Growing Up I Learned... I=m Good at... I=m Proud of... Likes and Dislikes

Masks of Our Feelings Me and Others
Mothers and Fathers My Family My Friends My Heritage My Pet and I
Myths and Legends Problems Around Us Rules and Freedom Sounds, Smells, Sights, Tastes Wishes and Dreams
Work and Play

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4. Have the students prepare covers and share the booklets in small groups. This is a great opportunity for you to get to know the students too.
5. Have students use the following outline to prepare autobiographies. Comments
Evaluation Students have assessed their own strengths and interests and written an autobiography.

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9th Grade, Language Arts/Technology/Career Education

Biography Outline
I. Birth A. Where B. When
II. Parents/Guardian and Family A. Father and Mother/Guardian 1. Occupation of Father/Guardian. 2. Occupation of Mother/Guardian.
B. Brothers and Sisters 1. If older, where they live and work. 2. If younger, preschool or student.
III. Preschool Days A. Things I remember that were interesting and unusual (include trips, activities, etc.).
IV. School Days A. Where B. Which school subjects I enjoy most. C. Which school subjects I enjoy least. D. What I think I=m best at.
V. My Hobbies and Interests A. What I do during my leisure time. B. In what ways my hobbies help me.
VI. My Likes and Dislikes A. Food B. Companions C. Work in home D. Kinds of books E. Games and activities
VII. What I=d Like to Be When I Group Up A. Mention several things you=d like to do. B. If entirely undecided, say so.

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Personality Traits

Personality is what makes you different from every other person in the world. Your personality is made up of many things the way you walk, talk, think, and feel. It includes all of your habits. Your personality is the sum total of every quality you have. Put a check mark () by those that describe you.

__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

Like to talk a lot. Move slowly. Feel happy most of the time. Gossip a lot. Envy no one. Get angry often. Love life. Have a few close friends. Never laugh. Jealous of lots of people. Seldom bored.

__________ __________
__________
__________ __________ __________ __________ __________ __________ __________

Laugh a lot. Wish you were somebody else. Like to listen while others talk. Feel sad a lot. Move quickly. Like to be alone. Gossip once in a while. Glad you are yourself. Tired of living. Have many friends.

Write a paragraph describing your personality, using the phrases above.

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9th Grade, Language Arts/Technology/Career Education

Past Consequences

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement
Work and Learning
Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles
Career Planning

Objective Students will describe the importance of reviewing the consequences of similar past decisions before making their final choice in the decision-making process.

Time One class period

Materials Two or three easels Two or three large pads of paper Pen or pencil Timer

Activity 1. Divide the class into two or three groups. (Option: Select a panel of three judges to score
responses.) Have each group select a recorder. Have groups move as far away from each other as possible, so each group can work independently. 2. Tell students you will read a question and each group will have two minutes to think of and write down all possible consequences of the statement. Each recorder will record all responses on paper. If easels and large paper pads are available, have recorders use them to write down responses so all students may see them when completed. 3. After two minutes have elapsed, stop the students and ask Group I to read one of its responses. Group II will follow by reading a different response it recorded. Group III will then have an opportunity to read one of its responses. The alternating continues until all responses have been read. 4. Scoring is done by giving two points for every response that meets two requirements.
It must be different from any response read earlier by either of the groups. It must be judged by the teacher (or a panel of three impartial judges) to be a
legitimate consequence of the What if... statement preceding it. 5. Stop the activity while interest is still high and thoughts are coming. Tabulate the scores and
declare the winner.

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Comments
Evaluation Students have discussed reasons for reviewing the consequences of past decisions and reasons for reviewing the consequences of past decisions and reviewed methods of gathering information.

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9th Grade, Language Arts/Technology/Career Education

"What If..." Statements
Social Studies
1. What if Michael Jordan had been born in 1990? 2. What if the Pilgrims had thought the New World was too much of a hassle and had
returned home rather than staying here? 3. What if our founding fathers had not included freedom of speech in the Bill of Rights? 4. What if the War Between the States had been fought in 1961-65 rather than 1861-65? 5. What if gold had been discovered in Arkansas or Missouri rather than California or
Alaska? 6. What if women had been drafted during World War II rather than just men? 7. What if Congress passed a bill tomorrow declaring women to be the "heads" of their
households? 8. What if garbage collectors were required to train for their work as long as medical
doctors are required to train for theirs? 9. What if students told the teachers what they would like to learn rather than the teachers
telling the students what they would like for them to learn? 10. What if married people were not allowed to have children until they had been married
at least ten years and their marriage rated by other people as "happy and successful"? 11. What if all members of a household over 12 years of age were expected to contribute
equally to the upkeep of the house? 12. What if everyone went to college after high school graduation? 13. What if each person spent five years trying out various types of work before he/she
decided on entering one field of work? 14. What if your marriage was planned for you when you were born rather than you
deciding for yourself whom you want to marry? 15. What if everyone were married at age 16? 16. What if all mothers in the United States worked outside the home? 17. What if people graduated from high school at age 15 rather than 17 or 18? 18. What if people today were required to enter the same occupations held by their fathers
or mothers rather than choosing their own? 19. What if everyone were required to change jobs every two years? 20. What if only a certain number of babies were allowed to be born each year rather than
the situation being the way it is now? 21. What if slavery still existed today? 22. What if Abraham Lincoln had been shot five years earlier?

9th Grade, Language Arts/Technology/Career Education

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Applying for a Job

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning
Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will fill out a job application form with the correct information.

Time One class period

Materials "Job Application" form (on the following pages) Job application forms from local businesses Pen or pencil

Activity 1. Hand out the "Job Application" form from the following page. 2. Discuss the kinds of information requested on the form in each section and have students fill it
in step-by-step. 3. Have students fill out job application forms from local businesses. (These should be from
different types of businesses so that students can see a variety of forms.) 4. Compare similarities and differences in job application forms.
a. Does the arrangement of items vary? b. What information is consistently requested? c. What information is requested on some but not on others? d. Is there some information requested that is considered illegal to ask or require? 5. Brainstorm useful advice for filling out applications (e.g., read over entire form before starting, keep information you'll need on a personal data sheet, write information in each space even if it's not applicable (NA), etc.).

Comments This activity could be repeated in later grades.

Evaluation Students have successfully filled out the job application form.

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9th Grade, Language Arts/Technology/Career Education

Job Application Form

1. Place you wish to be employed ______________________________________________

2. Position for which you are applying

3. Name

4. Home phone _____________________________________________________________

5. Business phone

6. Current address

7. Birthplace (city and state or foreign country)

8. Birth date (month) ______________(day) _____________ (year)

9. Social Security Number

10. Present position

11. When will you be available?

12. Will you accept less than full-time employment? Yes ___ No

13. Are you willing to travel? Yes ___ No

14. Lowest pay you will accept $ _______________per

15. Have you served on active duty in the military? Yes ____ No

16. Have you been discharged from the armed services under other than honorable conditions?

Yes ___ No ___

If Yes, explain ________________________________

17. Special qualifications and skills

18. Kind(s) of license or certificate (date)

19. Did you graduate from high school? Yes ___

No

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20. Name and location of high school attended

21. Number of years of postsecondary education __________________________________

22. Did you graduate from postsecondary institution or college? Yes ___ No

Date of graduation

Type of degree

Major field of study

23. Other schools or training

24. Honors, awards and fellowships received

25. References

Full Name

Address

Business or Occupation

26. Experience a. Date of employment b. Title of position c. Salary $ d. Place of employment e. Kind of business or organization f. Name and address of supervisor g. Phone number of employer h. Reason for wanting to leave i. Description of duties, responsibilities, and accomplishments

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9th Grade, Language Arts/Technology/Career Education

Stages in Career Development

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills Growth and Change

Exploration Achievement Work and Learning
Career Information
Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will explain the stages in career development and making decisions about their future lives and occupations.

Time One class period

Materials "Stages in Career Development and Decision Making" handout (on the following page). Paper Pen or pencil

Activity 1. Have students read the handout. 2. Ask students to identify which stage they believe they are in. 3. Have students list the factors in each stage, indicating the degree of knowledge they believe
they have in each of the stages. 4. Have students select a career they are interested in and make a plan for reaching the
implementation stage.

Comments These stages are not entirely age specific. Anytime throughout their lifetime, when individuals change careers or occupations, they work through these stages.

Evaluation Students can identify four stages involved in career development and name factors involved in each stage.

9th Grade, Language Arts/Technology/Career Education

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Stages in Career Development and Decision Making

Many factors influence when and how people make decisions about their future lives and occupations. Career choice is a lifelong process involving a series of decisions about yourself and what you want to do. Understanding the career development and decision-making process can help you plan your future. A career decision is the result of:

Information about Yourself and Information about the World of Work

Career decisions should be made after you gather: 1. Realistic information about yourself, your abilities, your interests and your experiences. 2. Accurate career and job information (see library for books and booklets about jobs and careers).

Developing ideas about careers takes place in various stages. Individuals who have studied career development have identified four stages through which people progress:
1. Fantasy 2. Tentative 3. Realistic 4. Implementation

I.

I'd like to be...

In the first, the Fantasy Stage, people speculate about various careers without a realistic frame of reference.

They dream about careers without taking into consideration all of the factors that should enter in decision

making. For example, they may want to be a movie star or a famous writer, but they do not think about

whether they have any talent. This stage generally occurs between the ages of six and ten...but not always!

II. I think I can be... During the Tentative Stage, people take into consideration their interests, their capabilities and their values when they think about a career. For example, they may want to be a doctor because they are good in science and are interested in helping people. The activities of both of these stages are exploratory in nature. People explore all areas of possibility, but only when they enter the Tentative Stage do they begin being realistic about their future and thinking about it in terms of themselves and their potential for achieving a particular career.

III. I know I can... During the Realistic Stage, people study the options available in terms of both their own needs and the realistic chances they have of achieving their goals.
a) They learn about the requirements for different fields. b) They begin to broaden and then to narrow down their choices. c) At the very end of this stage is understanding--the understanding of both themselves and the world
of work.

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9th Grade, Language Arts/Technology/Career Education

IV. I am going to...
Implementation is the final stage when people begin to act upon their decisions. Action here can mean a variety of different activities--taking required courses in school, applying for a training program, entering a particular program, looking for a job or working.
It may seem that everyone passes through these stages in exactly the same order. The truth is that career development rarely progresses so logically and evenly for most people. The stage at which you find yourself often has nothing to do with your age. Sometimes people skip stages, and sometimes they can be in more than one stage at the same time. To complicate things even further, some people go through the entire process more than once.
For example, you can be working (Implementation) and at the same time fantasize about other jobs. Many adults have gone through the process but are now considering a career change and are exploring other possibilities.

9th Grade, Language Arts/Technology/Career Education

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Nonverbal Communication

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information

Career Planning Decision Making Life Roles Occupational Roles

Job-Seeking Skills

Career Planning

Needs of Society

Objective

Students will define and list nonverbal ways to communicate, send messages, and/or respond.

Time One class period

Materials "Body Language" activity sheet (on the following page) Chalkboard/chalk Pencil or pen

Activity 1. Discuss a method of communicating your thoughts and feelings to another person without
saying anything. For example, giving a "thumbs-up" is the same as saying "Way to go." 2. Hand out the "Body Language" activity sheet to students. Have students define what is being
communicated by each of the items. Mark each response on the chalkboard. 3. Discuss similarities and differences in the students' responses. 4. Discuss how we sometimes:
a. Misinterpret nonverbal cues. b. Send ambiguous messages (smile as we say, "Now stop it," when we are not kidding and
really want that person to stop). 5. Discuss the meaning of "congruence"--when our outward behavior matches our inward
stop it" with a serious expression.)

Comments A collection of pictures from magazines might be used to practice interpreting nonverbal cues to feelings. Students may play a game of charades demonstrating nonverbal communication.

Evaluation Students have observed different interpretations of nonverbal messages.

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9th Grade, Language Arts/Technology/Career Education

Body Language
Nonverbal Communicators 1. Smile 2. Rolling eyes 3. Shrug 4. Stretch 5. Frown 6. Hand held up with palm facing you 7. Wave 8. Look another person straight in the eyes 9. Touch another person 10. Stand close to another person 11. Avoid eye contact 12. Wink 13. Sit with arms crossed 14. Shake hands 15. Yawn 16. Drumming fingers on the desk 17. Placing hand over mouth 18. Tapping foot or swinging crossed leg 19. Nod head up and down 20. Shake head side to side

What they meant to you

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Goal Setting

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning
Career Information
Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles Career Planning

Objective Students will analyze their aptitudes and interests and develop a program of study directed toward career goals.

Time One or two class periods

Materials "My Goals" activity sheet, "Educational Planning Sheet" (on the following pages), and each
student's educational plan from the previous year. High school publications of course offerings and graduation requirements. Military, postsecondary institute, and college course materials (catalogs or software).

Activity 1. Discuss with students the influences that affect the decisions they make and have them
complete the "My Goals" activity sheet. 2. Hand out new "Educational Planning Sheet" and former educational plan records. 3. Review records with the students. Consider the following questions:
a. Does the plan meet graduation requirements? b. Does the plan incorporate student interests? c. Does the plan reflect information from achievement tests? d. Does the plan reflect information from aptitude tests? e. Does the plan lead to a current career interest? 4. Have students review file with parent(s) or guardian(s). 5. Have students make any adjustments needed.

Comments Help students discover options (Tech Prep, Youth Apprenticeship, internships, cooperative education, on-the-job training) available. Repeat this activity in later grades.

Evaluation Students have updated their "Educational Planning Sheet" based on current interests.

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9th Grade, Language Arts/Technology/Career Education

My Goals
1. How far do I expect to go in school? ____ a. Drop out now. ____ b. Graduate from high school. ____ c. Complete postsecondary institute or two years of college. ____ d. Graduate from college. ____ e. Secure an advanced degree.
2. How far do I want to go in school? ____ a. Drop out now. ____ b. Graduate from high school. ____ c. Complete postsecondary institute or two years of college. ____ d. Graduate from college. ____ e. Secure an advanced degree.
3. What influences my answer to Number 1? ____ a. Interest or lack of interest. ____ b. My own estimate of my academic abilities. ____ c. The cost of postsecondary education or other economic factors. ____ d. More pressing interest in doing something else. ____ e. Circumstances beyond my control.
4. Compared to others in my school, how do I rate myself in school ability? ____ a. I am among the poorest. ____ b. I am below average. ____ c. I am average. ____ d. I am above average. ____ e. I am among the best.
5. Do I have the ability to complete a military program? ____ a. No. ____ b. Probably not. ____ c. Not sure either way. ____ d. Yes, probably. ____ e. Yes, definitely.
6. Do I have the ability to complete a two-year technical institute? ____ a. No. ____ b. Probably not. ____ c. Not sure either way. ____ d. Yes, probably. ____ e. Yes, definitely.

9th Grade, Language Arts/Technology/Career Education

Page 17

7. Do I have the ability to complete a two- or four-year college program? ____ a. No. ____ b. Probably not. ____ c. Not sure either way. ____ d. Yes, probably. ____ e. Yes, definitely.

8. Some careers (doctor, lawyer, professor) require work beyond four years of college. How likely is it that I could complete such advanced work? ____ a. Most unlikely. ____ b. Unlikely. ____ c. Not sure either way. ____ d. Somewhat likely. ____ e. Very likely.

9. How important are the grades I get in school? ____ a. Grades don't matter to me at all. ____ b. Not particularly important. ____ c. Important. ____ d. Very important.

10. How important are good grades compared with other aspects of school? ____ a. Good grades don't matter to me at all. ____ b. Some other things in school are more important. ____ c. Good grades are among the important things in school. ____ d. Good grades are the most important thing in school. ____ e. Grades are just one part of school.

11. In selecting a life career, what is most important to me? ____ a. Whether I can do the job well. ____ b. Whether I will enjoy doing the job year after year. ____ c. Earnings potential. ____ d. Amount of prestige associated with the career.

12. I believe my two best qualities are: 1. 2.

Two personal weaknesses I would like to correct are: 1. 2.

Page 18

9th Grade, Language Arts/Technology/Career Education

Educational Planning Sheet

Name ___________________________ Career Choice _______________________________

List below the courses that will help you enter this field. List all courses for past, present, and future. Remember: Some grades have certain requirements; you must have certain courses to graduate. Include any options (Tech Prep, Youth Apprenticeship, AP courses) that apply.

9th grade

10th grade

11th grade

12th grade

Total credits____ Total credits____ Total credits ____ Total credits ____

POSTSECONDARY EDUCATION/TRAINING (tech school, specialty school, 2-yr, 4-yr.)

13th

14th

15th

16th

Total credits____ Total credits____ Total credits____ Total credits ____

9th Grade, Language Arts/Technology/Career Education

Page 19

Page 20

9th Grade, Language Arts/Technology/Career Education

Past Consequences

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement
Work and Learning
Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will describe the importance of reviewing the consequences of similar past decisions before making their final choice in the decision-making process.

Time One class period

Materials Two or three easels Two or three large pads of paper Timer Pencils or pens

Activity 1. Divide the class into two or three groups. (Option: Select a panel of three judges to score
responses.) Have each group select a recorder. Have groups move as far away from each other as possible, so each group can work independently. 2. Tell students you will read a question and each group will have two minutes to think of and write down all possible consequences of the statement. Each recorder will record all responses on paper. If easels and large paper pads are available, have recorders use them to write down responses so all students may see them when completed. 3. After two minutes have elapsed, stop the students and ask Group I to read one of its responses. Group II will follow by reading a different response it recorded. Group III will then have an opportunity to read one of its responses. The alternating continues until all responses have been read. 4. Scoring is done by giving two points for every response that meets two requirements.
It must be different from any response read earlier by either of the groups. It must be judged by the teacher (or a panel of three impartial judges) to be a
legitimate consequence of the a "What if..." statement. 5. Stop the activity while interest is still high and thoughts are coming. Tabulate the scores and
declare the winner.

9th Grade, Social Studies/Technology/Career Education

Page 21

Comments
Evaluation Students have discussed reasons for reviewing the consequences of past decisions and reviewed methods of gathering information.

Page 22

9th Grade, Social Studies/Technology/Career Education

"What If..." Statements
Social Studies
1. What if Michael Jordan had been born in 1990? 2. What if the Pilgrims had thought the New World was too much of a hassle and had
returned home rather than staying here? 3. What if our founding fathers had not included freedom of speech in the Bill of Rights? 4. What if the War Between the States had been fought in 1961-65 rather than 1861-65? 5. What if gold had been discovered in Arkansas or Missouri rather than California or
Alaska? 6. What if women had been drafted during World War II rather than just men? 7. What if Congress passed a bill tomorrow declaring women to be the "heads" of their
households? 8. What if garbage collectors were required to train for their work as long as medical
doctors are required to train for theirs? 9. What if students told the teachers what they would like to learn rather than the teachers
telling the students what they would like for them to learn? 10. What if married people were not allowed to have children until they had been married
at least ten years and their marriage rated by other people as "happy and successful"? 11. What if all members of a household over 12 years of age were expected to contribute
equally to the upkeep of the house? 12. What if everyone went to college after high school graduation? 13. What if each person spent five years trying out various types of work before he/she
decided on entering one field of work? 14. What if your marriage was planned for you when you were born rather than you
deciding for yourself whom you want to marry? 15. What if everyone were married at age 16? 16. What if all mothers in the United States worked outside the home? 17. What if people graduated from high school at age 15 rather than 17 or 18? 18. What if people today were required to enter the same occupations held by their fathers
or mothers rather than choosing their own? 19. What if everyone were required to change jobs every two years? 20. What if only a certain number of babies were allowed to be born each year rather than
the situation being the way it is now? 21. What if slavery still existed today? 22. What if Abraham Lincoln had been shot five years earlier?

9th Grade, Social Studies/Technology/Career Education

Page 23

Why We Work

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement
Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will list reasons people work.

Time One class period

Materials Chalkboard/chalk "Why We Work" activity sheet (on the following page)

Activity 1. Hand out the "Why We Work" activity sheet and discuss the reasons given. 2. Have students add any ideas they may have about why people work and discuss those ideas.
(Everyone does not have to agree.) 3. After this list has been generated, have students prioritize the top five reasons for why they
want to work. (What is most important to them in selecting a career?)

Comments Students may interview several working people in the community and compile a list of reasons why they work. Discuss and compare these with the reasons they have generated.

Evaluation Students identified their personal reasons for wanting to work.

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9th Grade, Social Studies/Technology/Career Education

Why We Work
People work for many reasons, some individual and some common to all. To acquire money. To provide basic essentials--food, clothing, and shelter. To improve or advance their living conditions with material things such as homes, autos, TV, clothing, and sporting equipment. To acquire a feeling of personal recognition and worth from members of society. To satisfy the natural instinct of achievement and creativity. To maintain or improve health or well-being. To support relatives who are not able to support themselves.
Discussion Questions Which of the above reasons are common to all workers and which are individual incentives?
How do reasons for working vary with education, age, gender, and physical condition of the individual? Why do you want to work? Have you ever worked? If yes, why? Why do you think people do volunteer work? Would you accept a job for less pay if there was an opportunity for advancement with experience and training? Why? Which reasons for work vary with men and women?

9th Grade, Social Studies/Technology/Career Education

Page 25

Career Research

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will demonstrate knowledge of how to use occupation information sources.

Time One or two class periods

Materials Dictionary of Occupational Titles Guide to Occupational Exploration Occupational Outlook Handbook Occupational Outlook Quarterly GCIS publications/software Military Career Guide

Activity 1. Display career resources in the classroom (or take class to the career center or media center). 2. Have students select a career they would like to know more about. 3. Discuss where to obtain information about these careers and have students research their
chosen career area. 4. Have students discuss the kind of information they got from each resource.

Comments This activity can be used as preparation for the Planning Your Education activity. Use any career center, GCIS, and local community materials available to you.

Evaluation Students have further familiarized themselves with occupational resource material, identifying the kinds of information available that pertain to their career selection in each resource.

Page 26

9th Grade, Social Studies/Technology/Career Education

Life Events

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will analyze how life roles, settings, and events determine preferred lifestyles.

Time One class period

Materials Activity sheet

Activity 1. Hand students a copy of the Life Event Activity Sheet. Ask the students to pause just a
minute and think back over the past few years in their lives, remembering the most important roles, settings, and events that have happened to them in those years and have in some way changed their lives. These events may range from such things as winning the fourth grade spelling bee to mom and dad getting a divorce or to an older brother or sister getting married and leaving home. The only requirement for being on the list is that the event affected them or led to a change in their lives. The change may be either positive or negative. In the first column, have them list five of these events. 2. After they have recorded these, ask them to look at each event and ask the question: "Would I want this to happen to me if I had my life to live over again?" Instruct them to answer "yes" or "no" to that question in the second column across from the specific event. 3. In the third column, have them designate by using "F" (Forced) or "C" (Chosen) whether the event was something that happened to them over which they had no control (i.e., it was forced upon them) or whether the event was something in which they chose to participate. A few events may be a combination of "force" factors and "choice" factors. If so, tell them to

4. The fourth column is for recording their own age at the time the role, setting, or event occurred. Have students use a "+" to designate the events that have made their lives easier -" to depict events that have made life harder for them.
5. Move now to the sixth column and have students determine whether they feel their lives are happier or sadder as a result of this event.
6. Give the students a few minutes to look over the completed chart. Then ask them to complete one of the following stems.

9th Grade, Social Studies/Technology/Career Education

Page 27

$ I learned that
$ I rediscovered that
7. Discuss with the class general trends as to when in their lives they began to have control and whether that control has increased with their age and maturity.
Comments
Evaluation Students have determined roles, settings, and events over which they do and do not have control and discussed that control increases as age and maturity increase.

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9th Grade, Social Studies/Technology/Career Education

Life Events Activity Sheet

Roles/Settings/Events

Again? Forced/

Easier/

(Yes or Chosen

Harder Happier/

No) (F or C) Age (+ or -) Sadder

Taxing Words
9th Grade, Social Studies/Technology/Career Education

Page 29

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will evaluate the purposes of taxes and how they support the government.

Materials Crossword puzzle and list of words Information on taxes from the media center or Internet

Activity 1. Discuss
Why must we pay taxes? What kinds of taxes do wage earners pay? Define graduated and regressive taxes and have students give examples of each. What kinds of taxes do consumers pay? 2. Hand out the crossword puzzle and words to be used. 3. Have students complete the puzzle. 4. Discuss their results once they have finished.
Comments
Evaluation Students have discussed and provided examples of taxes.

Page 30

9th Grade, Social Studies/Technology/Career Education

Words for the Crossword Puzzle

accrual adjusted gross income alien amended Amendment April Articles of Confederation assess cash citizen commission compute contribution credits Customs deduction dividend duties evade evader excise exempt exemption

federal filing films fiscal year form gain income tax individual return interest Internal Revenue Service internal taxation IRS itemizing joint return law loss March May personal rates records refund rent

return Revenue sales taxes sales schedules services sick sign Social Security Number Social Security tariff tax table tax liability taxable income taxes taxpayer tips treasury wage and tax wages withheld withholding tax

9th Grade, Social Studies/Technology/Career Education

Page 31

1

2

Crossword

3

4

5

8

6

7

9

10

11

13

14

15

16

19

20

21

22

23

25

26

27

28

31

12

17

18

24
29 30

32

33

34

35

36

37

38

Across

1. If you are a U.S. _______________ you are generally required to pay federal income tax. 4. A husband and wife may file a ______________ (2 words). 6. To charge the taxpayer=s account for taxes due. 9. The 16th Amendment created the ________ income tax. 11. In order to determine your tax liability, you may report your deductions on one of these. 12. Taxes paid on imports. 13. A taxpayer must itemize deductions to claim a _________ pay exclusion. 14. Generally January - April 15 is the ___________ period for federal income tax returns. 15. An accounting method in which income is accounted for when it is earned, whether or not it has been
received, and expenses are deducted when they are incurred rather than when they are paid. 19. A taxpayer is entitled to only one ________ for himself or herself. 21. Every taxpayer must file a federal income tax ____________. 22. Generally you may claim a deduction if this occurs in your business.

Page 32

9th Grade, Social Studies/Technology/Career Education

24. Each taxpayer must remember to __________ his or her return. 27. If you find you have not included all of your income after filing your return, you may file an
__________ return. 28. The process of listing specific tax deductions rather than taking a standard deduction. 31. The Department of ______________ is responsible for developing, distributing, and collecting
federal revenues. 32. To willfully seek to avoid paying taxes is to ________________ them. 33. A type of income an employee must report to his employer if it exceeds $20 per month. 34. A list or system of taxes placed by a government upon exports or especially imports. 36. One type of income from ownership of stock. 37. ________ are allowed for each dependent claimed. 38. The most common form of income received by an employee.
Down
1. Estimated tax payments and other _____ are deducted from your tax. 2. __________ are what we pay for a civilized society. 3. This tax is imposed on specific items or services. 5. U.S. government agency responsible for collecting the government=s income taxes (3 words). 6. You subtract itemized deductions from this figure (3 words). 7. This number must appear on your return (2 words). 8. If the amount of tax withheld is larger than taxes due then the taxpayer is entitled to a ________. 10. A person belonging to another country. 11. A tax paid for items we buy is called a ________ tax. 14. A taxpayer must use the proper tax ________ when filing. 15. The month in which most taxpayers are required to file their return. 16. A percentage used to express the level of your tax. 17. A taxpayer may __________his taxes by either of two methods. 18. A taxpayer may claim up to three _______ exemptions if blind and over 65. 20. As a taxpayer you are entitled to a deduction for your ___ to a religious institution. 23. A net increase in income is a ____________. 25. Most taxpayers have their taxes________ by their employers. 26. Income received for the use of your property. 29. Receipts and bills of sales that must be kept by a taxpayer. 30. There is a ___________ method and an accrual method. 35. A citizen is required by _________ to pay his or her taxes.

9th Grade, Social Studies/Technology/Career Education

Page 33

The Solution

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Page 34

9th Grade, Social Studies/Technology/Career Education

School Skills/Career Skills

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will identify school skills that can transfer to careers.

Materials "School Skills/Career Skills" activity sheet (on the following page) Pen or pencil

Activity 1. Have students complete the "School Skills/Career Skills" activity sheet. 2. Discuss how skills learned in one situation are useful for future goals. Ask students how
particular skills are applicable to their chosen career.

Comments This activity can be used in conjunction with the Career Research activity. Once students understand through their research what particular skills are needed for their chosen career, they can more directly relate which school skills apply to their future plans. Consider having guest speakers who can talk to students about how what they learned in school has transferred to their own careers.

Performance Indicators The student will be able to 4.5 Describe the skills needed to adjust to changing occupational requirements. 4.8 Describe how aptitudes and abilities relate to broad occupational groups.

Evaluation Students have completed the "School Skills/Career Skills" activity sheet and identified how these skills are useful in multiple situations.

9th Grade, Social Studies/Technology/Career Education

Page 35

School Skills/Career Skills
Transferable skills
1. Meeting deadlines 2. Listening 3. Speaking 4. Writing 5. Remembering 6. Working independently 7. Taking notes 8. Organizing work tasks 9. Sharing information 10. Making decisions 11. Solving problems 12. Using constructive criticism 13. Being dependable 14. Being responsible 15. Working as part of a team 16. Planning ahead 17. Negotiating 18. Being motivated 19. Leading 20. Arriving on time

Situations when used in school

Situations when used in a career

Page 36

9th Grade, Social Studies/Technology/Career Education

What if...?

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning
Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles
Career Planning

Objective Students will describe the importance of reviewing the consequences of similar past decisions before making their final choice in the decision-making process.
Time One class period
Materials Two or three easels, timer, pens Two or three large pads of paper Timer Pens "What if..." statements
Activity 1. Divide the class into two or three groups. (Option: Select a panel of three judges to score
responses.) Have each group select a recorder. Have groups move as far away from each other as possible, so each group can work independently 2. Tell students you will read a question and each group will have two minutes to think of and write down all possible consequences of the statement. Each recorder will record all responses on paper. If easels and large paper pads are available, have recorders use them to write down responses so all students may see them when completed. 3. After two minutes have elapsed, stop the students and ask Group I to read one of its responses. Group II will follow by reading a different response it recorded. Group III will then have an opportunity to read one of its responses. The alternating continues until all responses have been read. 4. Scoring is done by giving two points for every response that meets two requirements:
It must be different from any response read earlier by either of the groups. It must be judged by the teacher (or a panel of three impartial judges) to be a legitimate
consequence of the "What if..." statement preceding it. 5. Stop the activity while interest is still high and thoughts are coming. Tabulate the scores and
declare the winner.

9th Grade, Math/Science

Page 37

Comments
Evaluation Students have discussed reasons for reviewing the consequences of past decisions they have made before making a present decision; discussed reasons for reviewing the consequences of past decisions others have made before making a present decision; and reviewed methods of gathering information.

Page 38

9th Grade, Math/Science

What If....

Rather than becoming deeply involved with theoretical implications in asking about mathematical or scientific relationships, questions have been structured to provoke students to think about the importance and implication of certain concepts. Where possible, you might want to create your own "What if..." statements that will relate specific concepts the students may be studying. Example: What if there were no negative numbers in our number system?

Math Science Math Science Science Math Math Math Math Math Math Science Math Math
Math Math/ Science Science
Science Science
Science
Science Science
Math Science Science Science

1. What if everything in the United States switched to the metric system? 2. What if the earth began rotating in a different direction around its axis? 3. What if no one knew how to compute the circumference of a circle? 4. What if the earth was perfectly round rather than elliptical? 5. What if the planets in our solar system did not have fixed orbits? 6. What if we switched our number system to base 12 rather than 10? 7. What if students did not learn any numbers until they were 12 years old? 8. What if a homemaker could not add or subtract? 9. What if there were no symbols for numbers C only words? 10. What if carpenters had no measuring devices? 11. What if clothes were not sized by number? 12. What if the earth rotated on its axis every 30 hours rather than every 24? 13. What if the post office did not charge by the ounce (or by measure of weight)? 14. What if the number of ounces was not put on packages and cans in the grocery
store? 15. What if there were no calculators?
16. What if there were no computers? 17. What if the daily temperature of the earth were lowered 10 degrees beginning
tomorrow morning and continuing for a year? 18. What if there were no alternative energy sources like nuclear or solar energy? 19. What if research scientists were competitive and refused to share their findings with
other scientists? 20. What if there were no numbers designating the power capabilities of electrical
outlets? 21. What if penicillin had not been discovered? 22. What if the growing season of this area were extended for two months longer than it
is now the case? 23. What if there were no standard measuring cups? 24. What if the force of gravity were reduced by half on the earth? 25. What if the United States had not entered the "space race"? 26. What if 50 percent of the plants on earth died today?

9th Grade, Math/Science

Page 39

Men, Women, and Math

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning
Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will analyze stereotypes that exist for them and how these stereotypes limit their choices.

Time One or two class periods

Materials Media center resources, Internet resources

Activity 1. Have the students research to find the names of famous women mathematicians. 2. Ask students why math has been a male-dominated field. 3. Have students research careers in mathematics, choose one, and discuss what interests them
about the career.

Comments Have a female math teacher come and speak to the class.

Evaluation Students have researched mathematics as a nontraditional field for females and identified interesting careers in mathematics.

Page 40

9th Grade, Math/Science

Science Career Name Game

National Career Development Guidelines

Self-Knowledge

Exploration

Positive Self-Concept Interaction Skills

Achievement Work and Learning

Growth and Change

Career Information

Job-Seeking Skills

Needs of Society

Objective

Students will identify skills necessary for jobs in science fields.

Career Planning Decision Making
Life Roles Occupational Roles Career Planning

Time One or two class periods

Materials Media center career resources, Internet resources Nametags Pens/pencils

Activity 1. Have students research occupations related to science fields to determine related skills. 2. Have students write a chosen job title on a name tag and place face down on a table. 3. Each student will choose a name tag from the pile, and without looking at it, have another
student place it on his or her back. 4. Students will then move about using skills information to greet each other. As students receive
hints about their occupations during conversations they should be able to guess the job title on their nametags.

Comments

Evaluation Students have researched skills related to careers.

9th Grade, Math/Science

Page 41

Producers and Products

National Career Development Guidelines

Self-Knowledge

Exploration

Positive Self-Concept Interaction Skills
Growth and Change

Achievement
Work and Learning Career Information

Job-Seeking Skills

Needs of Society

Objective

Students will discover career fields involved in various industries.

Career Planning Decision Making
Life Roles Occupational Roles Career Planning

Time One class period

Materials Large container Objects to place in container: rubber gloves, pencil, computer disk, CD-ROM, etc.

Activity 1. Place various objects in the container and divide the class into as many groups as you have
objects. 2. Have one student from each group select an object. 3. Once all objects have been selected, have students list as many careers as they can think of that
are involved in making that object. 5. Allow time for students to complete the activity and have them share their information with the
other groups. 6. Discuss their results with the entire class.

Comments

Evaluation Students have identified many career fields involved in industries.

Page 42

9th Grade, Math/Science

Career Information

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information
Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will obtain information about careers.

Time One class period

Materials Paper Pencil or pen Chalk/chalkboard

Activity 1. Have students name as many occupations as they can and record them on the chalkboard. 2. Have students identify some occupations they would like to know more about. 3. Have students develop an interview questionnaire to obtain information about the identified
occupations. 4. Have students distribute questionnaires or conduct interviews of people in occupations in
which they are interested. 5. Have students report their findings from the interviews back to the class.

Comments Students could make a collage/bulletin board of occupations to display in the classroom. Consider inviting the interviewees to speak to the class.

Evaluation Students will have listed several occupations, selected those they are most interested in, and gathered the information that they want about those occupations.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 43

Local Career Possibilities

National Career Development Guidelines

Self-Knowledge

Exploration

Career Planning

Positive Self-Concept Interaction Skills Growth and Change

Achievement Work and Learning Career Information

Decision Making Life Roles Occupational Roles

Job-Seeking Skills Needs of Society

Career Planning

Objective

Students will construct a graph representing the number of various business/industry

establishments in their community.

Time One class period

Materials Pencil or pen Graph materials Yellow Pages directories

Activity 1. Divide the class into eight groups. Provide each group with a Yellow Pages directory. 2. Assign each group to count the number of businesses represented by one of the following
categories: a. Construction b. Health Care c. Food Service d. Transportation e. Manufacturing f. Law g. Communication h. Agriculture/Agribusiness 3. Using the results, make a large graph showing the number of businesses in each category. Note which categories have the greatest and least number of businesses. 4. Have students find out if there are any internship, cooperative education, apprenticeship, or on-the-job training opportunities at any of the local businesses in their group.

Comments Invite representatives from one or more of these categories to speak about careers.

Evaluation Students will have investigated local business opportunities within their community.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Personal Inventory

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration
Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will complete a personality assessment

Time One class period

Materials "Checklist of Personalities" handout Pencils

Activity 1. Distribute the handout and have students complete the activity. 2. Once completed, ask students if there are areas they would like to improve. 3. Ask for volunteers to discuss improvement strategies.

Comments

Evaluation Students have completed a personality inventory and discussed improvement strategies.

10th Grade, Language Arts/Social Studies/Technology/Career Education

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Check all statements that apply to you.
Checklist of Personalities
1. Being on time is important to me. 2. I take pride in being a good student. 3. I get my assignments in on time. 4. The grades I=m making satisfy me. 5. I participate in class discussions. 6. I don=t hesitate to ask for help when needed. 7. I feel accepted by my classmates. 8. I feel my teachers like me. 9. I make an effort to think of the feelings of others. 10. I feel it is important to finish a job after it is started. 11. I work well in group situations. 12. I feel my abilities are recognized by others. 13. I cooperate with teachers and other students. 14. I set a definite time to work and a definite time to play. 15. I am absent from school for reasons other than illness. 16. When I promise to do something, I carry out my promise. 17. I feel cheating is all right if I don=t get caught. 18. I fail to see the value of school. 19. I follow directions. 20. I follow directions carefully. 21. I seek out additional work when scheduled tasks are completed. 22. I feel that I have many friends. 23. I would rather work alone than in a group. 24. I am a joiner of organizations. 25. I feel that it is important to make good grades. 26. I like my appearance. 27. I feel that I have a good relationship with my parents. 28. I have trouble spending an afternoon alone. 29. I feel that the other fellow gets the "breaks." 30. I am eager to be out on my own.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Our Town

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will research community organizations.

Time One or two class periods

Materials Pencil or pen Telephone, books, city directory

Activity

1. Explain that people volunteer their time to action groups. Ask students to think about social

change they would like to have occur. Have them share their responses in small groups.

2. Have the students list all the community=s organizations. Then have each student select an

organization that interests him/her and compile a report. The report on each should include

Accurate name of organization

Address

Telephone number

Purpose of organization

Services of organization

Support

Territory served

Management

Why this group interests student

3. Have students present their reports to the class.

Comments Invite representatives from one or more of these categories to speak about their careers.

Evaluation Students will have investigated local volunteer opportunities within their community.

10th Grade, Language Arts/Social Studies/Technology/Career Education

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Business Sense

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will investigate the match between job requirements and personal attributes.

Time Two or three class periods

Materials Two guest speakers Interview personality handout Characteristics sheet Questions

Activity 1. Have the students assume that they are planning to start their own businesses. Each student
needs ten employees. Have them list ten people from the community whom they would want to employ. Assemble the students in small groups to read their lists and tell why each was chosen. 2. Tell the class that job success and the personal well-being of the worker depend upon how the worker and his/her work environment match. In other words, all we have been talking about up to this point (personal attributes, values, job characteristics, etc.) must blend harmoniously for an end result of employer-employee satisfaction. 3. Review with students the ways we examine personalities (John Holland=s six personality types: realistic, investigative, social, conventional, enterprising, and artistic) and the ways we examine levels of worker involvement with data, people, and things (Dictionary of Occupational Titles [DOT]). 4. Distribute copies of the "Personality Descriptions" activity sheet. Explain that this combines Holland's Personality Types with the DOT descriptions of level of involvement. Provide enough time for the students to look over the handout and ask any questions or make any comments they might have. Be sure and mention that charts, especially this one, that offer personality descriptions are arbitrary and do not provide for the thousands of exceptions to the rule. However, it is useful and fun as well to deliberate about how we do or do not appear somewhere in the chart's outline. 5. Post the information on "Characteristics" activity sheet in a place where everyone can see it.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Read over the eleven points. These points are some of the basic factors that go into determining how compatible a worker's individual characteristics are with his/her work environment. 6. Distribute copies of the "Questionnaire" activity sheets. Tell the students to look over the questions. Notice they are grouped in the eleven categories discussed in the previous step. 7. Explain that during your next class meeting you plan to have two workers from the community come for an interview. This interview will be conducted by the class as a whole, but there will be one stipulation: The only questions that anyone can ask are those included on the Questionnaire you have just distributed. Therefore, the students should spend some time reading over and thinking about the questions they will be allowed to ask. 8. At your next class meeting, introduce your (first) guest worker by name only. 9. Remind the group that anyone may address questions to the guest but that they must be from the questionnaire. Suggest that as individuals ask something they first indicate the page and category of their inquiry so that everyone can jot down the "yes" or "no" answers. 10. When the guest's occupation is discovered (or the prescribed interview time has elapsed), allow the students to ask any additional questions they might have. 11. Tell the students to save their Questionnaire. They can use it as a guide when collecting information for making their own occupational decisions. The questions can also be used in learning about jobs held by family members or friends. 12. Both the chart on the activity page and the questionnaire are to be put in the personal portfolios.
Comments Review the questionnaire carefully when choosing a worker to invite as a guest to be interviewed. Don't forget to inform both guest and students that answers will be simply "yes" or "no." Since the students will begin by asking only those questions on the questionnaire, your guest's occupational role should be one that will enable him/her to answer with more than "no" to the majority of questions. If the guest has to answer "no" all the time, it will be an uncomfortable situation for everyone involved.
After you have chosen a guest worker, spend some time with your guest before class, explaining to him/her the interview process that will be used. You might want to have on hand a copy of the questionnaire for the guest to look over and think about.
Evaluation Students have investigated personality matches to careers and interviewed a worker.

10th Grade, Language Arts/Social Studies/Technology/Career Education

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Personality Type
Realistic Investigative
Social
Conventional Enterprising
Artistic

Personality Descriptions

DOT Levels of Involvement

Work and Leisure Activity Preferences

High preference for things Moderate preference for data Low preference for people

(Likes activities involving motor skills, things, and structure such as athletics, scouting, crafts, shop work)

High preference for data Moderate preference for things Low preference for people

(Prefers scientific vocations, theoretical tasks, reading, collecting, algebra, foreign language, and creative activities such as art, music, sculpture)

High preference for people Moderate preference for data Low preference for things

(Prefers educational, therapeutic, and religious vocations and such activities as religious organizations, government, community services, music, reading, dramatics, etc.)

High preference for data Moderate preference for people Low preference for things

(Prefers clerical and computational tasks, identifies with business people, puts a high value on economic matters)

High preference for people Moderate preference for things Low preference for data

(Prefers sales, supervisory, and leadership vocations and activities that satisfy need for dominance, verbal expression, recognition, and power)

High preference for things Moderate preference for people Low preference for data

(Prefers musical, artistic, literary, and dramatic vocations and activities that are creative in nature)

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10th Grade, Language Arts/Social Studies/Technology/Career Education

1. Risk 2. Visibility 3. Secrecy 4. Forecasting 5. Organizing 6. Dependency 7. Discovery 8. Accomplishment 9. Mobility 10. Relationships 11. Structure

Characteristics
Are you willing to take chances in order to find job satisfaction?
Are you one of those confident persons who will not hide when the going gets rough?
Can you keep a secret when others are screaming to get it out of you?
Can you make accurate predictions?
Are you efficient in figuring out how something is organized?
Is your personality one that is most comfortable in relationships where others are responsible for you?
Do you find a thrill in coming up with new insights of understandings?
Is it necessary for you to be reassured that you are getting somewhere in your work?
Can you sit still for long periods of time?
How important is it to you to have other persons around while you work?
Do you like to have boundaries and limits firmly established?

10th Grade, Language Arts/Social Studies/Technology/Career Education

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Interview Questions

Answer "Yes" or "No"

Yes

No

Risk

1. Does the job make you take a definite risk to your person (i.e., sleeping, not paying attention, not concentrating, etc., would cause an accident)? ......................................................................
2. Does your success depend on the performance of others (i.e., if they fail, you fail)? .......................................................................
3. Could the job have consequences to yourself or those important to you (i.e., a criminal might seek revenge on the policeman who arrested him by going after his family)? ........................................
4. Is the job so competitive that other persons who have more skills or are better informed would show you up? .................................
5. When you are finished with what you do, are the results recorded in some kind of win-loss column?.................................................

Visibility

6. While you do your work, do a lot of other people watch you do it? ................................................................................................
7. Do you have a title that a lot of people associate with you (i.e., would they recognize the title even if they wouldn=t know you)? .
8. Is it necessary that you wear a prescribed uniform or dress in a certain way to do your work? ......................................................
9. If you had to leave your work would it be necessary for someone to tell a lot of people where you are? ...........................................
10. Is what you put together or create highly visible, whereas you may not be?.........................................................................................
11. Would you receive a lot of praise or recognition because of the work that you do?........................................................................
12. Will the work that you do require that you be well dressed and carefully groomed? ......................................................................

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Secrecy

Yes

No

13. Is what you do private, in that it is to be seen, heard, or talked about only with people who have certain qualifications and credentials?..................................................................................
14. Do you have to have access to personal records to do your work? 15. Does your work involve the reputations and characters of other
people, in that you might have to evaluate, judge, or make other decisions based on those qualities?............................................... 16. When you talk about your work do you tend to avoid using the names of people and information about their personal lives?......... 17. Did you have to have a security check before you were accepted for employment?..........................................................................

Forecasting
18. Is your job such that you are required to predict that something will take place (i.e., a doctor gives you medicine; he/she predicts that because you take it you will feel much better)?......................
19. In your work do you frequently have to consider the alternatives (i.e., we try to do it this way, then we can expect this to happen, but if we went about it this other way, then it's much more likely this will take place)? ....................................................................
20. In your work are you responsible for outcomes (i.e., you must set up the correct procedure so that the desired result actually comes about)? .......................................................................................
21. When all the facts are known, is it your job to sort them out and then make a decision? ..................................................................
22. In your job do you know what is going on in the organization? (Some jobs are such that decisions are made, but you are not in on them even though they affect you directly; is it easy for you to work without having the inside knowledge?)................................

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Organizing

Yes

No

23. Is your job one that when you go to work you determine the order in which you will go about getting things done? ...........................
24. At the place where you work is the activity much like on an assembly line? (In this case, jobs are clearly defined and limited, with each person fully informed of his/her job responsibility.).......
25. In your work are your efforts directed primarily at finding where something has gone wrong (i.e., a service technician must go through the sequence of the machine and only by doing this can he/she tell you where it is not functioning? ...................................
26. Is your job one of getting the right things to the right people at the right time? ...................................................................................
27. In doing your work are you frequently interrupted?......................

Dependency

28. In your work are you responsible only to the person above you? .. 29. Can you get your work done only if other people cooperate? ....... 30. If you fail in your work can you put the blame on someone else?.. 31. Is your job the type where your first duty is to help somebody else
do his/her work? .......................................................................... 32. Do you get your job status from the person you work for (i.e.,
because he/she is important, you are important)?.......................... 33. Is what you do determined by what others tell you to do? ............ 34. In your work is it necessary for you to delegate authority in order
to get the job done? ..................................................................... 35. Do you have trouble with people trying to get you to do their
work for them? ............................................................................

Discovery

36. Are you responsible for innovations (i.e., trying out things that have never been tried before)?......................................................
37. In your work do you frequently come up with insights or new understandings that are inspiring to you?......................................
38. Does your job require that you investigate or put together the case histories of people? ......................................................................
39. Do you have to go to new place or great distances to get your work done?..................................................................................
40. In your work do you have the pleasure of meeting new people and learning about them?....................................................................

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Accomplishment

Yes

No

41. Is there a time in your work when you can say, "It is finished. I can do no more either now or later?" ...........................................
42. Can other people take with them the results of your work to enjoy many times thereafter? .................................................................
43. When people see the results of what you do, will they ask, "Who .........................................................................................
44. In your work do you create something that has personal satisfaction for you?.....................................................................
45. If you had to leave your work, could you come back later and would it still be there just like you left it? .....................................
46. When you got your present job, were you finally able to say, "I have arrived?" (You mean by this that you have no particular desire for advancement or promotion.).........................................

Mobility

47. Is your job one that requires you to be stationary (sit still) or does it permit you to move around? .....................................................
48. While doing your work, are you normally higher or lower than most of the other people working?...............................................
49. Must you have furniture to do your work or is equipment more important? ...................................................................................
50. Once you are on the job, does your work come to you or do you have to go after it?.......................................................................
51. Do you have to get inside, one top of, or under something in order to complete your work properly? .................................................
52. How much opportunity do you have to get up and walk and still be doing your job? .......................................................................
53. Once you go to your job, do you stay there in the room or the department all the time you are on the job? ..................................
54. Do you ever get a chance to leave the building or maybe even take a short road trip? .........................................................................
55. Do you work a definite shift? (Some jobs require swing shifts such as late afternoon and evening or the graveyard from 11 p.m. to 7 a.m.).....................................................................................

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Relationships

Yes

No

56. One the job are you the best prepared person (i.e., best trained, best educated, most experienced)? ...............................................
57. When working are you more involved with personalities in contrast to viewing people as agents of production? (Are you concerned with the welfare of people or only with their ability to perform and produce for profit?)..................................................
58. Is your relationship with others on the job a condescending relationship (i.e., must they look up to you for help or assistance with their problems)? ...................................................................
59. Would people respect your work or job no matter who was actually doing it?..........................................................................
60. Does you work require a lot of paper instead of people? .............. 61. Do you work with beautiful or otherwise desirable people?.......... 62. Is this a job where you get to talk with important people? ............ 63. As you carry on with your work, do you find that a certain amount
of time and thought must be given to competition with others? .... 64. Is promotion, salary increase, etc. determined by some kind of
evaluation, merit rating, or accountability that makes you competitive with people whom you must work with daily to get the job done? ...............................................................................

Structure
65. Is your work such that you know what is expected of you every day?.............................................................................................
66. In this job are things structured (i.e., things are set up by the clock, there are scheduled meetings, deadlines are firmly established, job descriptions are detailed, etc? ..............................
67. Do you punch a time card when you report for work?.................. 68. Is your success on the job determined not only by what the boss
thinks of you but also by what your subordinates at work think of you? ............................................................................................ 69. Is it necessary for you to communicate to others what you re doing and why you are doing it?................................................... 70. At work are you frequently confronted with situations that you could not have predicted or planned for?...................................... 71. In this job are things unstructured (i.e., you often have to deal with interruptions, crises, emergencies, unannounced meetings and closed door discussions. Also, you don=t have to punch a time clock, your telephone may ring at home, and you may have to work overtime without pay)? ....................................................... 72. Can you count on the opposition being predictable? .....................

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Controversial Work Behavior

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles
Career Planning

Objective Students will discuss the legal rights and responsibilities of producers and how these relate to them.

Time One or two class periods

Materials Copy of resource pages for each student

Activity 1. Hand out the questionnaire on controversial work behavior. Ask the students to complete
them individually in their seats. After the questionnaire is completed, discuss the concepts of legal rights and responsibilities of the producer. Have students share their opinions on the questionnaire. As these are discussed, have students point out how these fit into the categories of producer rights and responsibilities. Remind them that a producer can be an employee. Their responses should include such things as:

Rights Minimum wage Right to strike Rights to safe working conditions Hiring policy Determination of job standards Expectation of employees meeting the
contract agreement
Maternity/paternity leave Family leave

Responsibilities Meeting contract agreement Satisfactory job performance Responsible behavior and attendance Meeting contract concerning wages and
benefits
Safe working conditions Nondiscriminatory hiring policy with
regard to race, sex, creed, and age

2. Discuss which of these rights or responsibilities relate directly to them now or in the past. 3. File each student's lists in student portfolios and save for comparison with future lists.

Comments This activity can be repeated in 12th grade to see how goals can change.

10th Grade, Language Arts/Social Studies/Technology/Career Education

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Evaluation Students have described legal rights and responsibilities of producer-employee and of produceremployer.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Questionnaire on Controversial Work Behavior

Have the students complete, tally and discuss the Questionnaire

1. An office worker who is a very good and fast worker has the right to be a few minutes late to work in the mornings.............
2. The boss should not expect an employee to be polite to a customer who is very rude to the employee.............................
3. As long as a worker does his/her work properly, the boss should not be concerned with the employee=s grooming or dress .......................................................................................
4. As long as the work gets done on time, it is all right for the employee to make as many personal phone calls as he/she wants during the work day................................................................
5. An employee should discuss all serious personal problems with the boss since they may affect the employee=s work................
6. Employees should be allowed days off occasionally for such things as shopping and entertainment, as long as they catch up on their work when they return ...............................................
7. Employees should work through their coffee break to finish a rush job ..................................................................................
8. Employees should get promotions automatically ever so often 9. Minority groups do not get deserved promotions .................... 10. The amount of work an employee does is not too important as
long as the work that he/she does is excellent.......................... 11. Good appearance, grooming, and personality make up for a
lack of office skills .................................................................. 12. An office worker who has finished his/her work should not be
expected to help the slower workers who are behind in their work....................................................................................... 13. As long as a worker does not have a contagious disease, his/her health should be of no concern to the boss .............................. 14. Workers should not be polite to other workers in the office whom they do not like, for to do so is being two-faced ........... 15. It is all right for an employee to repeat things overheard in the office unless specifically told not to.........................................

Agree

Disagree

10th Grade, Language Arts/Social Studies/Technology/Career Education

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Goals for Life

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will name goals they would like to accomplish in their lifetime.

Time One class period

Materials Paper Pencil or pen

Activity 1. Have students list five or six things they would like to accomplish in their lifetimes that are
realistic. (Encourage a mix of long-term and short-term goals.) 2. Have students share ideas of "life goals" with other class members. 3. File each student's lists in student portfolios and save for comparison with future lists.

Comments This activity can be repeated in 12th grade to see how goals can change.

Evaluation Students will have identified at least five or six goals that they would like to accomplish in their lifetimes. When sharing their goals, students should recognize that people set different goals for different reasons.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Personal Inventory

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will synthesize the results of the following resources to formulate career goals--interest inventories, achievement tests, performance records, and standardized ability tests.

Time One class period

Materials Results from interest inventory, aptitude test, personality inventory, achievement test,
standardized ability test, student grades Test interpretation manuals (for tests used) "Personal Inventory" activity sheet (on the following page) Pencil or pen

Activity 1. Distribute "Personal Inventory" activity sheet and make available to the students the result of
their interest, achievement, and ability tests along with their grades. 2. Have students complete the "Personal Inventory" activity sheets. 3. Have students formulate possible career goals, based on this recorded information. 4. Conduct a group discussion so that students can share their own findings and learn from each
other's efforts. 5. File each student's inventory in student portfolios to save for comparison in grade 12.

Comments This activity can be used in preparation for the Planning Your Education activity. Repeat this activity in grade 12.

Evaluation Students will have completed the "Personal Inventory" activity sheet, discussed their results, and identified a possible tentative career goal that matches the synthesis of all the information they have about themselves.

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Personal Inventory
Name _____________________________ Date 1. Subjects taken and grades received while in high school: 2. My interest inventory revealed that: 3. The results of my achievement tests were: 4. Standardized ability test results showed that: 5. Aptitude test results showed that: 6. Personality inventory results indicate that: 7. Based on the above data, a possible career goal for me is:

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Career Considerations

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles Career Planning

Objective Students will explore various careers of interest by using resource materials available in the school.

Time One class period

Materials "Career Considerations" activity sheets (on the following pages) Resources for researching careers Pencil or pen

Activity 1. Give students a list of career resources available in the school. 2. Ask students to think about the reward of working. 3. Have student complete the "Career Considerations" activity sheets. 4. Have students select one of the two careers in which they are most interested from Part B of
the "Career Considerations" activity sheet. 5. Using resources provided, have students investigate the careers they selected.

Comments This activity can be used in preparation for the Planning Your Education activity.

Evaluation After having completed the "Career Considerations" activity sheets, students have selected one of the careers they are most interested in and examined it in relation to the rewards list, using the resource list provided by the teacher.

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Career Considerations
Directions: Study the left-hand column and then rate yourself in the next three columns as to how important each reward is to you. In the right-hand column (Typical Careers), list a typical career you think applies to each reward.

Rewards

Very Important

1. High Income (over $50,000/yr)

2. Middle Income ($20,000$40,000)

3. Moderate or low income (less than $20,000)

4. Security

5. Risk or adventure

6. Interesting, varied responsibility; chance to take initiative and make own decisions

7. Short hours

8. Vacations

9. High standing in community

10. Early retirement

11. Light, easy work

12. Outdoor work

13. Pleasant workplace

14. Variety of duties every day

15. Same duties every day

16. Chance to be creative

17. Chance to be alone

18. Chance to be with people

Moderately Not Important Important

Typical Careers

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Career Considerations
The following chart describes typical careers for the rewards listed. Do the careers listed here match the typical careers you have chosen for each reward?

Rewards

Typical Careers

1. High Income ($50,000+)

Some professions, large businesses and farms, high-level sales work, professional athletes, some jobs in entertainment.

2. Middle Income ($20,000$40,000)

Most professions and businesses, skilled trades, some sales and technical work, some in entertainment.

3. Low Income (>$20,000)

Clerical, some sales, farmers.

4. Security

Government work, jobs with large companies having employee benefit plans, jobs in unionized industries.

5. Risk or adventure

Some sales, jobs in advertising, entertainment, jobs abroad, starting a business or working for a new company.

6. Interesting, varied responsibility; take initiative; make decisions

Most professions, most businesses at management level, some outside sales.

7. Short hours

Most factory and routine office jobs.

8. Vacations

Teaching, government work of all kinds.

9. High standing in community Jobs requiring high degree of skill and education.

10. Early retirement

Police officers and fire fighters, armed forces, dangerous jobs (e.g., mining).

11. Light, easy work

Routine assembly jobs, light sales jobs, many clerical jobs.

12. Outdoor work

Surveying, some construction work, some home maintenance work; forestry, wildlife management; greenhouse, nursery, and landscape work; tree surgery, orchard, and farm work.

13. Pleasant workplace

Jobs in modern factories, offices, supermarkets, air-conditioned stores.

14. Variety of duties every day

Repair work, sales work, installation of machinery or appliances; some office jobs, especially in smaller companies; public relations work.

15. Same duties every day

Routine typing and filing jobs, assembly jobs, cashier jobs.

16. Chance to be creative

Tailoring and dressmaking, cabinetmaking and carpentry, creative jobs in commercial art, advertising, writing, interior decorating, entertainment.

17. Chance to be alone

Forestry; truck driving; some laboratory jobs; jobs as night security, nursery, or greenhouse worker; some research or library work.

18. Chance to be with people

Sales work; social service work; receptionist; legal, medical, and dental work, jobs as waiters; public relations work.

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Career Considerations, Part B
A. List below five typical careers that you marked as very important: 1. 2. 3. 4. 5.
B. List two careers in which you are most interested: 1. 2. ________________________________________________________________________

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Career Preparation

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will identify skills and educational preparation required for entry-level positions in a career.

Time One class period

Materials Military career guide college and postsecondary institute course catalogs "Career Groups" activity sheet (on the following page)

Activity 1. There are basically six training pathways one can take to prepare for a career: high
school/vocational courses, technical schools, apprenticeship, college, military, and on-the-job training. 2. Have students review the 15 career clusters and the various careers listed in each cluster. Have students choose four careers that interest them. 3. Have students research careers using the Dictionary of Occupational Titles and any other career information available in the school. 4. Have students report to the class the various training pathways for entering these careers.

Comments Using postsecondary institute and college catalogs and the military career index, let students plan how they might prepare themselves for a career. If college is a requirement, have students estimate the cost of their education, using GCIS materials. Have students estimate starting salaries using Occupations Handbook/Occupations Digest.

Evaluation Students will have outlined the training paths of four careers they have selected.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 67

Career Groups
Agribusiness and Natural Resources Dairy Farmer, Farm Equipment Mechanic, Agronomist, Veterinarian, Landscaper, Poultry Farmer, Horticulturist, Food Scientist, Floraculturist, Fruit Farmer, Rancher (horse/cattle), Forester, Logger, Fisher, Fish/Game Warden, Geologist, Petroleum Engineer, Ranger, Fire Lookout.
Business and Office Computer Operator/Programmer/Service/Systems Analyst, Office Equipment Technician, Office Supply Salesperson, Secretary, Bookkeeper, Cashier, Receptionist, File Clerk, Word Processing Specialist, Actuary, Accountant.
Communication and Media Telephone Operator, Newspaper Reporter, Television Reporter, Cable Installer, Magazine Editor, Satellite Technician, Broadcast Technician, Radio Programmer.
Construction Contractor, Carpenter, Architect, Brick Mason, Drafter, Surveyor, Heavy Equipment Operator, Cabinetmaker, Crane Operator, Electrician, Plumber, Glazier, Painter, Insulation Engineer, Air Conditioning/Heat Technician, Ironworker, Plasterer, Tilesetter.
Consumer and Homemaking Model, Interior Decorator, Tailor, Fashion Designer, Day Care Center Manager, Child Monitor, Dietitian, Cook/Chef, Meat Cutter, Cake Decorator, Caterer.
Environmental Meteorologist, Air Pollution Controller, Biologist, Urban Planner, Energy Conservation Technician, Cartographer, Surveyor, Sanitary Engineer.
Fine Arts and Humanities Artist, Performing Artist, Florist, Writer, Media Specialist, Piano Tuner, Organist, Display Designer, Interpreter, Poet, Jeweler.
Health Cytologist, Radiologic Technician, Anesthesiologist, Medical Records Technician, Hospital Administrator, Pharmacist, Laboratory Technologist, Optician, Optometrist, Surgical Technician, Podiatrist, Occupational Therapist, Biomedical Engineer, Speech Pathologist, Emergency Medical Technician, Respiratory Therapist, Psychologist, CAT Scan Technician.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Public Services School Personnel, Fire Fighter, Mayor, Law Enforcement Officer, FBI Agent, Security Guard, City Manager, Corrections Officer, Military Personnel, Garbage Collector.
Transportation Taxi Driver and Dispatcher, Truck/Bus Driver, Pilot, Ship Captain, Parking Lot Attendant, Car Designer, Flight Attendant, Auto Repair Technician, Motorcycle Mechanic, Air Traffic Controller, Railroad Personnel, Travel Agent.
Marketing and Distribution Salesperson, Advertising Copywriter, Shipping Clerk, Market Researcher, Retail Store Clerk.
Hospitality and Recreation Innkeeper, Hotel/Motel Clerk, Recreation Leader, Resort Employee, Bowling Alley Manager, Stable Worker, Professional Athlete, Tour Guide, Groundskeeper, Race Car Driver, Lifeguard, Jockey, Country Club Manager, Motorboat Mechanic.
Manufacturing Tool Designer, Metallurgical Engineer, Industrial Engineer, Robot Repairer, Machinist, Instrument Maker, Auto Assembler, Boilermaker, Welder, Patent Attorney, Tool Grinder, Sandblaster, Furniture Maker, Loom Changer, Cloth Grader, Assembler, Glass Cutter, Laser Technologist, Robot Programmer.
Marine Science Marine Biologist, Diver, Oceanographer, Researcher, Laboratory Technologist, Explorer.
Personal Services Waiter/Waitress, Undertaker, Private Household Worker, Cosmetologist and Barber, Pest Controller, Dry Cleaner, Counselor, Detective, Real Estate Agent, Cosmetician, Shoe Repairer, Spa Manager, Watch Repairer, Banker, Lawyer, Dog/Cat Groomer, Launderer, Paralegal Assistant, Social Worker, Mail Carrier.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 69

Linking Education and Career

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement
Work and Learning
Career Information Job-Seeking Skills
Needs of Society

Career Planning
Decision Making Life Roles
Occupational Roles Career Planning

Objective Students will identify different types of educational preparation required for various occupational clusters.

Time One class period

Materials Poster paper

Activity

1. Have students discuss the following open-end statements:

a. When I talk to my parents about career-related activities, they...

b. When I talk to my friends about career-related activities, they...

c. In my opinion, the difference between work and play is...

d. Things that make me feel important are...

e. Things that are important to my teachers are...

2. Have students construct a bulletin board classification chart showing the amount of training

needed by workers in such areas as mathematics.

For example:

No math

Some math

A lot of math

a.

a.

a.

b.

b.

b.

c.

c.

c.

3. Have students poll occupations and people in their community and relate these occupations to

actual educational preparation.

Comments This activity can also be used to note the level of science or computer skills or communication skills needed in different occupations.

Evaluation Students will identify several occupations and determine the amount of math needed for each.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Planning Your Education

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will reevaluate their program of study--courses, graduation requirements, extracurricular activities, postsecondary training--and current career interests.

Time One class period

Materials Each student's educational plan records from previous years "Educational Planning Sheet" (on the following page) Local school publication of courses offered and graduation requirements Military, postsecondary institute, and college course materials

Activity 1. Provide students with their educational plan records. 2. Review records with the students. Consider the following questions:
a. Does the plan meet graduation requirements? b. Does the plan incorporate student interests? c. Does the plan reflect information from achievement tests? d. Does the plan reflect information from aptitude tests? e. Does the plan lead to a current career interest? 3. Have students review file with parent(s) or guardian(s). 4. Have students make any adjustments needed.

Comments This activity should be repeated in grades 11 and 12.

Evaluation Students updated and completed their educational plan. It has been checked to see if students are satisfied with it and that it meets graduation requirements and current career interests.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 71

Educational Planning Sheet

Name ___________________________ Career Choice

List below the courses that will help you enter this field. List all courses for past, present, and future. Remember: Some grades have certain requirements; you must have certain courses to graduate. Include any options (Tech Prep, Youth Apprenticeship, AP courses) that apply.

9th grade

10th grade

11th grade

12th grade

Total credits____ Total credits____ Total credits ____ Total credits ____

POSTSECONDARY EDUCATION/TRAINING (tech school, specialty school, 2-yr, 4-yr.)

13th

14th

15th

16th

Total credits____ Total credits____ Total credits____ Total credits ____

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10th Grade, Language Arts/Social Studies/Technology/Career Education

All About You

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize abilities and how they relate to life tasks.

Time One class period

Materials "All About You" activity sheet (on the following pages) Pencil or pen

Activity 1. Have students fill out the "All About You" activity sheet. 2. After the inventory is completed, divide into small groups and discuss abilities discovered. 3. After the discussion is finished, place the inventories in student portfolio for reevaluation at a
later date.

Comments This activity should be repeated in the 11th and 12th grades so students can compare their responses.

Evaluation Students will have completed the "All About You activity sheet and discussed these abilities in small groups.

10th Grade, Language Arts/Social Studies/Technology/Career Education

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All About You
Name _______________________________ Date
Here is a series of questions intended to help you discover yourself. If you respond "yes" more often than "no" for any group of questions, you may assume that this area is probably one in which you are likely to shine--or at least one you should investigate further.

Intelligence 1. Do you learn rapidly? 2. Do you reason things out for yourself? 3. Do you see relationships between what you learn and what you have
previously learned? 4. Do you remember what you heard or read without much effort? 5. Do you have a large vocabulary that you are able to use easily and
accurately? 6. Do you have the ability to solve difficult mental problems? 7. Do you ask intelligent questions? 8. Do you have a wide range of interests or hobbies? 9. Do you figure out original ways of doing things? 10. Do you know about a particular field far in advance of your classmates?
11. Are you alert, observant, and quick to respond to new situations?

Yes ____ ____
____ ____
____ ____ ____ ____ ____
____ ____

No ____ ____
____ ____
____ ____ ____ ____ ____
____ ____

Science Ability
Because science plays such a big role in the world today and there is a renewed emphasis on scientific subjects in schools, ability in this area is becoming increasingly important for academic success.

1. Do you understand mathematics better than most people do in your class?
2. Do you have a clear understanding of logical relationships?
3. Do you have especially good hand-eye coordination?
4. Do you spend time far beyond that required for an assignment on a subject of special interest to you?
5. Do you have the ability to continue working on a project or experiment in spite of repeated failures?
6. Do you want to know the causes and reasons for why things happen?

____ ____ ____
____
____ ____

____ ____ ____
____
____ ____

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10th Grade, Language Arts/Social Studies/Technology/Career Education

7. Do you spend a great deal of time on special projects, such as constructing a radio or robot or making a telescope?

Yes ____

8. Do you read scientific literature and find satisfaction in thinking about and discussing scientific inventions, discoveries, or events?

____

No ____
____

General Creative Ability

Some people are endowed with the ability to think creatively. They are the ones responsible for varied aspects of our progress--social, scientific, and cultural. They are the "idea" people, and the fruits of their creativity may blossom in industry, science, art, writing, drama, or music. The creative person may invent something entirely new, design a building, or paint a masterpiece. Leonardo da Vinci did all three. But he was unusual. Most of us would be glad to excel in one area. Answer the questions below to see whether you may be hiding some creative talents.

1. Are you the kind of person who is likely to have new ideas on many subjects?

____

____

2. Are you the kind of person who invents things or creates?

____

____

3. Are you the kind of person who can use materials, words, or ideas in original

ways?

____

____

4. Are you the kind of person who sees flaws in methods or procedures and can

suggest better ways of doing things?

____

____

5. Are you the kind of person who experiments with new methods or ideas?

____

____

6. Are you the kind of person who is flexible and open-minded, who changes his or her mind if necessary, and who is not afraid of new ideas?

____

____

Artistic Talent 1. Do you enjoy drawing or painting?
2. Do you usually choose a subject, technique, or composition different from those most students select?
3. Do you have some kind of artistic performance as a hobby?
4. Do you use art as a means of expressing you feelings or reactions?
5. Do you have an interest in other people's artwork? Do you appreciate, criticize, and learn from it?
6. Do you like to model clay, carve, or produce other kinds of threedimensional art?
7. Do you produce pictures, designs, or objects that other people admire?

____
____ ____ ____
____
____ ____

____
____ ____ ____
____
____ ____

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 75

Dramatic Talent
1. Are you able to use your speaking voice to effectively reflect changes in mood or action?
2. Are you able to shift into the personality of the character you are trying to represent?
3. Are you able to produce a desired effect on an audience and elicit their applause and appreciation?
4. Are you able to communicate feelings by means of facial expression, gestures, and movement?
5. Are you able to dramatize your feelings and experiences?
6. Are you able to mimic or imitate others successfully?
7. Are you able to win the praise of competent judges of dramatic performance?

Yes ____ ____ ____ ____ ____ ____ ____

No ____ ____ ____ ____ ____ ____ ____

Musical Talent 1. Do you have an exceptionally good voice? Do other people regularly ask
you to sing, and do they express enjoyment when they hear you? 2. Do you have advanced training in singing or playing a musical instrument?
3. Do you perform in an organized musical group? 4. Are you very interested in musical performance--vocal or instrumental?
5. Are you willing to practice intensively in order to perfect the talent you have?
6. Have you, in the opinion of a competent judge, musical talent far above that of most persons?

____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____

Persuasive Ability

Another ability may be called "the power of persuasion." Physical, mental, and personality traits can enable certain people to perform successfully as courtroom lawyers, political debaters, or sales people. Persuasive ability is measured by how effective one is in selling a product or an idea to other people.

1. Are you good at selling things?

____

____

2. Are you good at making your points in a discussion? 3. Are you good at debating?

____ ____

____ ____

4. Are you good at persuading others to do something?

____

____

5. Are you good at committee work or group projects?

____

____

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Physical Skills

Yes

No

These skills are represented by your ability to do things requiring strength, coordination, and endurance. Physical ability is usually evident in physical education class or on the playing field or pool. You usually know when you are good, and it is no secret to your class members either. Answer these questions to verify what you know about your physical skills.

1. Do you have a great deal of energy and require considerable exercise to be happy?

____

2. Do you enjoy participating in highly competitive games?

____

3. Do you have a reputation as an outstanding performer in one or more competitive sports?

____

4. Do you like outdoor sports, hiking, and camping?

____

5. Do you usually win races in which you compete?

____

6. Do you have unusually good physical coordination?

____

7. Do you spend a lot of time swimming or playing basketball, tennis, football,

or baseball?

____

____ ____
____ ____ ____ ____
____

Manual Dexterity

Manual dexterity is another skill that shows up only indirectly in your school activities. It involves the coordination of the movements of your arms, hands, and fingers in doing various tasks. In one test measuring this skill, for example, test takers must insert pegs in two columns of holes, first with one hand, then with the other, then using both hands together; then they must assemble pins, washers, and collars and insert them in the holes. The number of tasks they complete during a certain time period indicates the dexterity with which they can use their arms, hands, and fingers.

Manual dexterity is important in many semiskilled factory jobs, such as those done by various types of packers and assemblers. It is also important in many mechanical, professional, and clerical jobs. The surgeon, auto mechanic, and data processor would not be very successful at their jobs if they were "all thumbs."

1. Are you good at putting things together, such as puzzles or objects with several parts?

____

____

2. Are you good at craft projects where you must work with delicate materials

or tiny parts?

____

____

3. Are you good at video games or pinball? 4. Are you good at working with mechanical gadgets, such as motors?

____ ____

____ ____

5. Do you like assembling objects with many small parts, such as model ships

or planes?

____

____

6. Do you like to build things that require painstaking work?

____

____

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 77

Roles in Group Communication

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will develop listening and speaking skills to enhance communication in daily life.

Time One class period

Materials "Roles in Group Communication" activities (on the following pages) Chalkboard Chalk

Activity 1. Discuss the meaning of the four communication roles identified. 2. Write each role on the chalkboard. As discussion progresses, write the behaviors on the
"Roles in Group Communication" sheet under each role. 3. Have students give examples of situations that would identify each of the four roles. 4. Have students role-play the situations on the following pages, with students being assigned the
roles identified on those sheets. 5. Discuss how these roles enhance or inhibit interaction and problem solving in the group. 6. Discuss how people develop into these roles in group situations where they are not assigned
but are assumed by the participants.

Comments

Evaluation The students will have described the four major roles that develop during group interaction-- leader, listener, gatekeeper, and advocate.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Directions for Roles in Group Communication Activity
Photocopy the "Roles in Group Communication" from the following page for each student. Tell the students you need nine volunteers to role-play a discussion group. Each volunteer may choose a role. The rest of the class can sit in a circle of chairs around the role players or in their seats.
Have the leader begin by reading the problem and describing his or her feelings. Then have the other members proceed to help the leader solve the problem. They are to play the roles as described on their activity sheets. Tell them the role-play will last for about five minutes.
After five minutes, have a discussion. Ask those students who did not participate in the role-play activity:
Who played the role of Leader?
How do you know?
Who played the role of Listener?
How do you know?
Who played the role of Advocate who supports behaviors that help group discussions?
How do you know?
Who played the role of Advocate who expresses feelings about unhelpful group behaviors?
How do you know?
Who played the role of Gatekeeper?
How do you know?
Explain that these are roles that help group discussion. One person can have a single role or more than one role at the same time.
Sometimes discussion groups encounter problems. Group members should ask themselves what role is missing and then try to perform that role to help the group reach acceptance and understanding.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 79

Roles in Group Communication
Leader
Speak up You have something to say and it is important; say it so that everyone can hear it.
Risk Everyone gets scared about speaking up some of the time because they get the feeling that others will laugh at them or think that what they say is dumb. So you must take the risk because the more ideas people hear, however unimportant they may seem, the more informed they will be, which will help them make better decisions.
Tell how you feel and why When you speak, tell how you feel and why you feel that way. There is a lot of difference between saying, "I hate baseball because I can't play well" and saying, "Baseball is a stupid game." In the first statement, you give a personal reason for your feelings. In the second, you make it sound as if everyone should feel the same way.
Listener
Look at the speaker Looking at the speaker helps him or her knows we are listening.
Repeat how the other person feels and why It is important that people know you are listening to them, but it is also important that they know you understand them. You can do this by repeating in your own words how the speaker feels and why.
Gatekeeper
Be an observer The gatekeeper opens the gate and helps others come into the conversation.
Show concern The gatekeeper must first be an observer, seeing who is being left out and showing concern. The gatekeeper must welcome that person by opening the gate and inviting her or him to come in.
Tell how you feel when others are left out and why To do this, the gatekeeper should tell the person being left out, "I'm worried about you because you haven't said anything. I wonder what you're thinking about."
Advocate
Support the group An advocate is someone who speaks up in support of the group. She or he wants the discussion to be a good one and will speak up when someone is disruptive by playing, whispering, or not showing concern. An advocate gives feedback by telling others how he or she feels and also speaks up when people do things that help the group and show concern.
Give feedback (tell how you feel and why)

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Roles in Group Communication: Razzing

Leader

You start the discussion. You have a problem you want to risk talking about. It concerns the razzing that goes on when you play ball. You are really mad at some of your friends because they are always name-calling and picking on others. They think it's funny and don't see any harm in it.

SPEAK UP RISK TELL HOW YOU FEEL

Listener Look at the speaker. Repeat how the speaker feels and why.
Gatekeeper Be an observer. Show concern. Tell how you feel when others are left out and why.

Listener Look at the speaker. Repeat how the speaker feels and why.
Advocate Support the group. Give feedback (when you see behaviors that help).

Advocate Support the group. Give feedback (when you see behaviors that don't help).

Distracter Whisper your feelings to the person next to you instead of saying them out loud.

Nontalker Be shy.

Distracter Whisper your feelings to the person next to you instead of saying them out loud.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 81

Roles in Group Communication: Friends Being Two-Faced

Leader

You start the discussion. You have a problem you want to risk talking about. You have two friends who act nice to your face but aren't so nice when talking to others. You've heard some of their remarks from other people, and you don't know what to do.

SPEAK UP RISK TELL HOW YOU FEEL

Listener Look at the speaker. Repeat how the speaker feels and why.
Gatekeeper Be an observer. Show concern. Tell how you feel when others are left out and why.

Listener Look at the speaker. Repeat how the speaker feels and why.
Advocate Support the group. Give feedback (when you see behaviors that help).

Advocate Support the group. Give feedback (when you see behaviors that don't help).

Distracter Whisper your feelings to the person next to you instead of saying them out loud.

Nontalker Be shy.

Distracter Whisper your feelings to the person next to you instead of saying them out loud.

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10th Grade, Language Arts/Social Studies/Technology/Career Education

Roles in Group Communication: What's Your Problem?

Leader

Choose a problem you'd like to talk about and start the discussion.

SPEAK UP RISK TELL HOW YOU FEEL

Listener Look at the speaker. Repeat how the speaker feels and why.
Gatekeeper Be an observer. Show concern. Tell how you feel when others are left out and why.

Listener Look at the speaker. Repeat how the speaker feels and why.
Advocate Support the group. Give feedback (when you see behaviors that help).

Advocate Support the group Give feedback (when you see behaviors that don't help)

Distracter Whisper your feelings to the person next to you instead of saying them out loud.

Nontalker Be shy.

Distracter Whisper your feelings to the person next to you instead of saying them out loud.

10th Grade, Language Arts/Social Studies/Technology/Career Education

Page 83

Page 84

10th Grade, Language Arts/Social Studies/Technology/Career Education

Community Workers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information
Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will interview a worker whose job is science related.

Time Two or three class periods

Materials "Interview Question" handout

Activity 1. Discuss workers in the community whose jobs are science related. 2. Tell students to think of someone in a science-related field to interview. 3. Distribute the "Interview Questions" handout and ask students to follow this format. 4. Have students present the results of their interviews to the class.

Comments Students could use Internet resources to research careers in science.

Evaluation Students researched careers in science and discussed them.

10th Grade, Math/Science

Page 85

Interview Questions
Suggested interview questions:
1. Name the occupation. 2. Job title. 3. How long have you worked there? 4. Exactly what do you do? 5. What was the first thing you did this morning? Next thing? Throughout the day? 6. Do you do the same things each day? 7. Of all your duties, which one takes the most time? 8. What do you like best about your job? 9. What tools or equipment do you use? Do you wear a uniform? 10. What training or education was needed? 11. Are there special requirements as to age, height, build, personality, licensing, etc.? 12. Are the working conditions pleasant and healthful? 13. What are the working hours? 14. Is the work dangerous and to what extent? 15. Is the work steady? 16. How do you feel about working alone on the job or just with things and not people?
Would you rather be working with a lot of people? 17. What social relation to the community does the work have? 18. Does the job require a high school education? 19. What particular aptitudes or skills should one have for this job? 20. What are the opportunities for advancement? 21. What are some related jobs? 22. What interests, hobbies, and abilities of a student might relate to this job? 23. Is the field in this area overcrowded? 24. Will there be time left for recreation, or is there a lot of overtime work and travel? 25. Is the occupation likely to change because of technology? 26. Can a change be made to some related occupation if necessary? Which one? 27. How can one get a job in this field? 28. What satisfaction or rewards are derived other than those of a financial nature? 29. Does this occupation require living in a certain locality? 30. Do you recommend it as an occupation that high school students should consider? 31. How do my school courses relate to your work? .

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10th Grade, Math/Science

Careers in Mathematics

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills
Growth and Change

Exploration Achievement
Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles Career Planning

Objective Students will identify skills necessary for careers in math-related fields.

Time One or two class periods

Materials Media center career resources, Internet resources Nametags Pens/pencils

Activity 1. Have students research occupations related to math fields to determine related skills. 2. Have students write a chosen job title on a name tag and place face down on a table. 3. Each student will choose a name tag from the pile, and without looking at it, have another
student place it on his or her back. 4. Students will then move about, using skills information to greet each other. As students
receive hints about their occupations during conversations, they should be able to guess the job title on their nametags.

Comments Students could use Internet resources to research careers in math.

Evaluation Students researched careers in math and discussed them.

10th Grade, Math/Science

Page 87

More Careers in Mathematics

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills
Growth and Change

Exploration Achievement
Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles Career Planning

Objective Students will research job and skill requirements in math-related careers.

Time One or two class periods

Materials Media center career resources, Internet resources Newspaper want ads Pens/pencils

Activity 1. Have students research occupations related to math fields. Have them collect educational
requirements, skill levels, salary, and work environments. 2. Divide class into small groups and have them share their information. Working together as a
group, have them choose an occupation and write a want ad. Have students use newspaper want ads to determine the format.

Comments Students could use Internet resources to research careers in math.

Evaluation Students researched careers in math and discussed them.

Page 88

10th Grade, Math/Science

Careers in Science

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will compare salary, education requirements, and demand for science careers in contrast to other careers.

Time One class period

Materials Newspaper want ads Scissors

Activity 1. Have students review want ads and cut out ten for jobs in science fields and ten in other fields. 2. Have students list the skills, experience, and salaries of the science careers and the other
careers and write an essay comparing and contrasting them.

Comments Students could use Internet resources to research careers in science.

Evaluation Students researched careers in science and written an essay about them.

10th Grade, Math/Science

Page 89

Page 90

10th Grade, Math/Science

Evaluating Personal Characteristics

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize personal characteristics.

Time One class period

Materials "Personal Characteristics Form" activity sheet (on the following page) Pen or pencil

Activity 1. Have students fill out the self-evaluation form according to how they see themselves. Collect
the forms from the students. 2. Have students fill out another self-evaluation form according to how they think others see
them. Collect these forms. 3. Have students fill out another self-evaluation form according to how they would like to be. 4. Pass back the other two forms. Allow students time to look over the three forms. 5. Have students form small groups and discuss results of the activity.

Comments Self-evaluations could be kept in students' files and reviewed at a later date.

Evaluation Students will have completed the self-evaluation forms, which they have filled out from three different points of view, compared the similarities and differences, and discussed insights they have gained.

11th Grade, Language Arts/Social Studies/Technology/Career Education

Page 91

Personal Characteristics Form
Name _________________________________ Date _________________________________

Trait
1. Dependability 2. Self-confidence 3. Friendliness 4. Cheerfulness 5. Patience 6. Ability to work under difficult conditions 7. Sense of humor 8. Honesty 9. Responsibility 10. Loyalty 11. Ability to sense another's feelings 12. Sincerity 13. Ambition to succeed on the job 14. Courage to do the right thing 15. Willingness to work hard 16. Ability to cooperate with other people 17. Ability to be enthusiastic 18. Willingness to consider other views 19. Initiative, being a self-starter 20. Courtesy 21. Ability to lead others 22. Ability to work without supervision 23. Promptness 24. Orderliness
Beyond Stereotypes

strong above average below weak

average

average

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11th Grade, Language Arts/Social Studies/Technology/Career Education

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning
Decision Making Life Roles Occupational Roles Career Planning

Objective Students will explore nontraditional careers to see what skills, talents, and adjustments are required.

Time One class period

Materials None

Activity 1. Have students volunteer to work a couple of hours a day in a nontraditional work setting.
a. Female students could volunteer two hours daily or one day a week to work at a gas station, on a farm, or with their fathers, who may be in a traditionally male occupation.
b. Male students could volunteer two hours daily or one day a week to work in a nursing home, in a hospital, in a day care center, or in their home doing housework.
2. Have students identify the skills and abilities that are important in doing their jobs. 3. After all students have spent some time at a nontraditional job, ask them to share their
experiences with the class. Use the following questions as a guide for the discussion: a. How did you feel while you were working on the nontraditional job? b. What skills and abilities do you possess to perform the job? c. What additional skills and abilities do you feel you need? d. Are the skills needed for the job things you think you could learn? e. Why do you think the job you chose is considered traditionally male or female? Is this
justified? Why or why not?

Comments The information students have gained from their volunteer work experience may be shared through group discussions, group projects, newspaper articles, or bulletin boards.

Evaluation Students will have gained some experience by working in a nontraditional job and discussed their experiences.

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Making Changes

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning
Career Information

Career Planning Decision Making Life Roles Occupational Roles

Job-Seeking Skills Needs of Society

Career Planning

Objective

Students will evaluate the need for flexibility in their roles and choices.

Time Two or three class periods

Materials "Anonymous Fill-In" "Change cards" as described in activity Paper and pencil

Activity 1. Explain to the students that you would like them to write down personal information, physical
characteristics--things that make them unique. Create an imaginary person by allowing the entire class to contribute examples from their lists. Get the class started by calling out some of the facts they may want to supply--name, age, birthday, height, weight, color of hair and eyes, brothers and/or sisters, parents, grade in school, special interests in classes and in leisure-time pursuits, outstanding abilities, etc. 2. Once everyone is content with the list he/she has drawn up, ask them to give some thought to the future of this imaginary being the class has created. Using this list of personal information as a basis, have each learner write out a description of the future of this imaginary student. 3. Once the lists are complete, they can be set aside for reference use during the next step of the activity. Concentrate now on the future. This time students should think about how they would like the next fifteen years of their own lives to go. 4 Hand out copies of the "Anonymous Fill-In" form. 5. Explain each of the form sections. (a) Three things I want to be doing 15 years from now: Thought should be given to work
role, leisure-time role, and family role. (b) Skills I will need: What kinds of skills will be required to carry out the three roles
described in (a)? List all skills, those that the student already possesses as well as those that need to be developed. (c) Skills I need to develop: Take these from the list given in (b). (d) Process for developing needed skills: What steps will be required during the process of preparing for the roles in (a)?

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11th Grade, Language Arts/Social Studies/Technology/Career Education

6. Ask the class to fill in the items on the form. Use list of personal information as a reference and certainly as a basis upon which to establish future roles.
7. Lead a discussion with the group concerning some of the things that are important in planning for the future and in outlining a process of preparing for future roles. How does the information outlined on the "Anonymous Fill-In" form draw from your list of personal information and vital statistics? How is your future dependent on what you are today? Is it easy to think about 15 years from now? In what ways is it difficult? How are the three items in section (a) of the form related? If you had any difficulty in describing the process of preparation for the future (d), how can you get answers to any questions you might have? Who are some people you could talk to? Is it necessary to know the information in section (a) of the form before you fill out any of the other sections? Could you, if necessary, describe several reasons for each of the three items you listed in (a)? What are some events that would lead to changes in any of the roles or choices? (The educator should list these on the board as they are contributed.)
8. For the next portion of the activity, the educator should make "change cards." Change cards are refinements of the events that the students have contributed. Examples include: You get married; you are called into active military service; one of your parents dies; your husband/wife/parent receives an excellent job offer in the Pacific Northwest; one of your cousin's children comes to live with you; World War III erupts; you win a contest and receive $20,000/year for 10 years; etc.
9. One at a time, the class members are called upon to draw a change card, read it aloud, and then explain how such a change would affect the future planned.
10. Use the change cards once, with the idea of the changes happening within the next five years. Then, when you use them again, vary the timing of the change to a decade from now. By switching the time when these events occur, the changes take on entirely different connotations.
11. Initiate a discussion of the need for flexibility in their roles and in their plans when needs are not met, interests change, or their original plans fail.
12. Have students look again at the "Anonymous Fill-In" sheet and analyze areas where they may need to be flexible and what an alternative action might be. The students will then write a paper, drawing information from the vital statistics sheet, the "Anonymous Fill discussion, the change-card situations, their analysis of alternatives, and past experiences concerning times when they needed to be flexible
Comments
Evaluation Students have discussed how needs and interests change and the need for flexibility in roles.

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a) Three things I want to be doing 15 years from today
1. Work role

Anonymous Fill-In
b) Skills I will need c) Skills I need to develop

d) Process for developing skills
Trade school

College

2. Leisure-time role
3. Family role

Apprenticeship
On-the-Job Training Other
Description of process:

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Getting Along with Other Workers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills
Growth and Change

Exploration
Achievement Work and Learning
Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles
Career Planning

Objective Students will determine the possible losses and gains resulting from using assertive behavior in various situations and decide if the risks and consequences warrant that system of behavior.

Time One or two class periods

Materials "Workplace Scenarios"

Activity 1. Discuss with the class assertive behavior. Be sure that everyone is clear what assertive
behavior requires and the difference between it and aggressive behavior. 2. Divide the class into small groups and read the following situations. 3. Let them discuss how they would react, paying attention to whether it is assertive,
nonassertive, or aggressive behavior. 4. Following the situations, have the class discuss some of the losses and gains that would occur
when the assertive behavior occurs. Discuss the risks and possible consequences to see if they would be acceptable to the students.

Comments

Evaluation Students have described situations where assertive behavior might be appropriate and determined possible losses and gains that might occur in those situations.

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Workplace Scenarios
Case 1 John is standing in line waiting to punch the time clock at the end of a long, hard day. Jack, one of the older workers, crowds in front of him saying, "Watch out, sonny, I belong at the head of the line!" What should John do?
Case 2 Joe, the driver of the truck, always plays the radio too loud and too often. Chuck decides to mention this to him. What should he say?
Case 3 Betty and Jane have just finished repairing a customer=s TV and are driving back to the warehouse. Betty wants to stop for a drink before clocking out. Jane does not think this is right. How can she convince Betty of this?
Case 4 As Art is pulling out of a customer=s drive, he scrapes the fender of a car parked on the street. Instead of stopping, he pretends it never happened. Bud, who is riding with Art, asks him to stop so they can find out whose car it was. Art replies, "Why ask for trouble?" What should Bud do?
Case 5 Bob is a secretary for the local credit bureau. He is responsible for keeping good will between the bureau and its customers. When he answered the telephone one day, a man's voice demanded to talk to the head of the office. Bob told him that he was not in the office and asked if he can be of any help. The man answered in a loud voice, using abusive language. Bob put the receiver down with a bang. The telephone rang, but he refused to answer. What might Bob have done that would have served the credit bureau in a better way?

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Snowstorm!

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills
Growth and Change

Exploration Achievement
Work and Learning
Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles
Career Planning

Objective Students will become familiar with the decision-making process and provide an example of their ability to carry out every step of the process.

Time One or two class periods

Materials Copies of the "The Decision-Making Process" handout and the "Snowstorm" handout

Activity 1. Give each student a copy of "The Decision-Making Process" handout. Explain that when an
important decision is to be made, many people have found it beneficial to look at the problem and proceed to a decision through a logical sequence of steps. The steps and their order are listed on this handout. 2. Review the steps with the students, asking questions such as the following to prompt discussion. Why is it necessary to identify the problem (gather information, determine priorities, etc.)? Should the step of setting priorities come before the step of gathering information? (or
similar question) What is the difference between the steps of generating and reviewing alternatives and of
reviewing possible consequences? What do you think would happen to the decision-making process if there were no way for
the person to gather information? Are problems and goals the same? 3. Work through the decision-making process as a class by using one problem or goal (such as poor grades or getting better grades), having students offer alternatives to each step. 4. Distribute copies of the "Snowstorm" handout. Allow time for students to complete the activity and ask volunteers to share their results. Discuss how the decisions were made. Allow as many students as possible to share their choices and their reasoning.

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Comments
Evaluation Students have discussed an important decision to be made and explained how they follow each step in the decision-making process.

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Scenario

Snowstorm!

During a snowstorm, an airplane in which you are a passenger crashes on a mountaintop. You are one member of the team who will choose who should try to get over the mountain wilderness for help. There is no chance of anyone knowing your position, as radio communication was out before the crash.

All of your lives depend on choosing the group of four who will have the best chance of getting through for help. Those who stay behind will have to survive for at least one week. The passenger list is as follows:

Body builder with one arm in a cast Construction worker with an injured toe Copilot Diabetic with a week=s supply of insulin (occupation: lawyer) Doctor who is an alcoholic Ex-convict with knowledge of astronomy Ex-Green Beret with schizophrenic tendencies Farmer Flight attendant Pilot with an injured leg Teacher U.S. diplomat with back problems You

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The Decision-Making Process
1. Identifying the problem or goal. 2. Gathering Information. 3. Determining priorities and resources. 4. Generating and reviewing alternatives. 5. Reviewing possible consequences. 6. Choosing one alternative over the others (making the decision). 7. Reevaluating options.

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Community Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles
Career Planning

Objective Students will explore a variety of career information to determine educational requirements

Time Two or three class periods

Materials GCIS materials, occupational resources

Activity 1. Tell the class that, once they have examined their skills and abilities and made their job
choices, they will need to compare the two. It is necessary to determine whether or not they can realistically expect to assume the desired work role. This can only be determined by finding out about the training (academic, vocational, apprentice) required. 2. Focus for a while on the great variety of occupations that exist today. Pose the following question to the students: "What would the world be like if we all ended up being what we as children had wanted to be when we grew up?" It could well be a world of firemen, nurses, ballerinas, and cowboys. 3. Stretch the idea further and ask each student to name one work role he/she would like to assume during the next ten years. As the jobs are called out, write them on the board. 4. When everyone has contributed his/her occupation, tell the class they are to imagine that they make up the total population of workers in an imaginary city. With that in mind, discuss what life in that city would be like. Is anyone involved in maintaining public welfare (safety, sanitation, etc.)? What kinds of products are available to citizens (food, clothing, automobile
fuel and parts, etc.)? In what respects are people able to obtain services (appliance repairs, medical care,
funerals)? Are there any recreational facilities (parks, theaters, bowling alleys)? How is home maintenance carried out (cleaning, child care, laundry)? 5. Now ask the class to suppose that a wedding is to take place in this imaginary city. Discuss the implications of planning and carrying out such an affair, with only the workers listed on the board available to help.

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Who will perform the ceremony? Are the bride and groom able to obtain preferred attire? Will there be a wedding cake? How about pictures? Where will the reception be held? 6. Talk with the class about the fact that every worker in the multifaceted world of work contributes to the whole. Though some occupations seemingly have little or no dignity, they all exist for a purpose. In thinking over their own future job possibilities, though it is necessary to narrow the field and study jobs grouped in a particular cluster, the students should try never to lose sight of the whole. 7. Explain to the class that you want them to again think about several occupations in which they are especially interested. Suggest that they refer back to their personal portfolios and review any relevant materials such as the USOE job cluster descriptions or notes concerning their specific skills. Ask everyone to list five jobs they feel are real possibilities as future work roles for themselves--those five occupations in which they are most interested. 8. The students are now to research their job selections and find out what training is required for the position they desire, where the training is available, and how long the training period lasts. Suggest that the class members seek out their answers from every possible source. Use materials on hand in the classroom, in the school library, or in the guidance center. Ask faculty/staff members in the school who may be involved in one of the jobs or in a
related area. Inquire among relatives and friends outside of school. Call firms in town (or visit them in person) or individuals who are involved in the work. Check for resources at the local library. Visit an employment office. Obtain pamphlets or descriptive brochures from the Department of Labor. Visit the career planning center of any local colleges or universities. Check for military information from local recruiting offices. 9. Ask students to make notes as they gather facts about the training required for their job choices. These notes will be valuable additions to their personal portfolios. It will also be useful to have the facts written down when sharing the information later with the rest of the class. 10. During a class meeting several days later, check with the group and be sure to offer suggestions (or elicit some from the other students) if anyone is having trouble finding information. Allow some time for the pupils to report and share what they have learned.
Comments Arouse their curiosity and interest by sending several students out of the class immediately to do research on the suggested sources above and then return to the class and report their finds.
Have one student call a local firm, another briefly interview an appropriate person in the school, and someone else check the books or kits in the library or guidance center.

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Evaluation Students have researched and discussed several careers.

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Page 105

Career Search

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles
Career Planning

Objective Students will analyze want ads for specific information

Time One or two class periods

Materials Want-ad sections from several newspapers, scissors, paste, paper, handout, occupational
resources

Activity 1. Allow students to examine the want ads and pick out one they like. Have them cut out the
want ad and mount it on a sheet of paper. 2. Distribute the handout and have students complete the activity. 3. Ask for volunteers to discuss their results.

Comments

Evaluation Students have chosen a want ad according to interest and analyzed it.

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Analysis of Want Ads
Supply the following information about your want ad:
A. Brief description of job opportunity.
B. Amount of experience required.
C. Other qualifications: education, skills or special abilities, age, personality factors, and physical requirements.
D. If you do not know very much about this job title, look it up in the Dictionary of Occupational Titles or Occupational Outlook Handbook. Write out what you have learned about it on paper.
E. Write out what questions you would like answered about this job--what you need to know in order to decide whether to take the job or even look into it.
F. Pretend you are going to call this company or write a letter in response to the ads. Write out your telephone conversation or prepare a letter of application.
G. Is this a personnel agency or a company? How can you tell?

11th Grade, Language Arts/Social Studies/Technology/Career Education

Page 107

Career Quest

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles
Career Planning

Objective Students will examine the abilities, training, and lifestyles required for various jobs.

Time One class period

Materials "Career Quest Quiz" and "Career Quest Questionnaire" (on the following pages)

Activity 1. Have students select one of the careers they have identified as of interest to them through a
career interest assessment and complete the "Career Quest Quiz." 2. Have students complete the "Career Quest Questionnaire" and compare it to the "Career Quest

3. After completing the "Career Quest Questionnaire," have students discuss their findings, using the following questions as a guide: a. Were you surprised about some of the information you found? b. Do you think you might like to work in any of these areas? Why or why not? c. If more than 50 percent of the workers were male, would you still consider the job area? Why or why not? d. If more than 50 percent of the workers were female, would you consider the job area? Why or why not?

Comments Students may collect additional information about the careers they are interested in by writing related professional organizations or unions for information and by interviewing people in the identified careers.

Evaluation Students will have completed the "Career Quest Quiz" and the "Career Quest Questionnaire," compared their responses, and discussed information regarding those careers.

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Career Quest Quiz
Job Title ________________________________________
1. The educational background needed to work in the above career is: a. High school education only. b. Apprenticeship or technical training. c. Two or more years of postsecondary education. d. More than four years of college. e. I don't know the education requirements.
2. The future employment trends in this career for the next ten years are that: a. Most people will be hired primarily to replace those who retire. b. There will be a slow, gradual growth pattern of employment. c. There will be a fairly large demand for people to enter this field. d. There will be a great demand for people to enter this field. e. I don't know what the future employment trends are.
3. Currently the percentage of women employed in this career is: a. More than 50 percent. b. Between 25 and 50 percent. c. Between 10 and 25 percent. d. Less than 10 percent. e. I don't know the percentage of women employed.
4. The number of people employed in this career in the U.S. is: a. Less than 10,000. b. From 10,000 to 50,000. c. From 50,000 to 100,000. d. Over 100,000. e. I don't know how many people are employed.
5. The average annual salary or wages paid to qualified individuals for this career is: a. Less than $10,000 per year. b. Between $10,000 and $15,000 per year. c. Between $15,000 and $25,000 per year. d. Over $25,000. e. I don't know the average annual salary or wages.
6. I think 50 percent or more of those employed in the above career are: a. Self-employed or a member of a partnership. b. Employed by a college or university. c. Employed by local, state, or federal government. d. Employed by private business or industry. e. I don't know where people in this career are employed.

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Career Quest Questionnaire
Name _____________________________ Career/Job Title ____________________________ 1. Describe the work environment (include conditions such as dusty, noisy, hot, cold, inside,
outside, people-oriented, paperwork oriented, coworkers, etc.).
2. What special skills (e.g., math, reading, writing, speaking, fine motor, social) are necessary?
3. What education or training is required? Where can you get this training or education? What high school courses may be helpful?

4. What physical abilities (e.g., minimum or maximum height or weight, color vision, good hearing, 20/20 vision) are necessary?
5. What are the personal traits of people who are successful in this job (e.g., able to follow directions, able to take responsibility, like to work at routine tasks, like to work with people, like to work alone)?

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11th Grade, Language Arts/Social Studies/Technology/Career Education

6. What are the opportunities for advancement? To what job? For what pay? How do people advance (by seniority, merit, additional education or training, etc.)?
7. How many hours and how many days a week does this job require? Is there overtime involved? What is the normal working day? What is the normal working week? Is the work schedule constant or changing? Is the work schedule flexible according to the worker's needs?
8. What is the average starting salary for this job? What is the average salary for a person who has worked in the job for two years? How is the worker paid (hourly, salary, piecework rate, salary plus commission, commission only, etc.)?
9. What are the fringe benefits (vacations, insurance, sick leave, travel expenses, car, uniform, profit sharing plan, etc.) of the job?
10. What are some of the hazards or disadvantages (health risks, moving to other locations for advancement, temporary of seasonal employment) of the job?

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11. What is the potential of this job in the future? Will the need increase, decrease, stay the same, be eliminated?
12. In what sections of the country are these jobs located? Are the jobs located in rural and/or urban areas? Are there job opportunities in the area where you live?
13. Where can you find work in this job (hospitals, factories, state government, school systems, etc.)?
14. Are most of the workers in this field either male or female? Would this make a difference to you in choosing this career? Why or why not?
15. What is your reaction to this job? Would you consider it? Why or why not?

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11th Grade, Language Arts/Social Studies/Technology/Career Education

Planning Your Education

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will re-evaluate their educational plan--courses, graduation requirements, and extracurricular activities--and current career interests.

Time One class period

Materials Each student's educational plan records from previous years "Educational Planning Sheet" (on the following page) Local school publication of courses offered and graduation requirements Military, postsecondary institute, and college course materials

Activity 1. Provide students with their educational plan records. 2. Review records with the students. Consider the following questions:
a. Does the plan meet graduation requirements? b. Does the plan incorporate student interests? c. Does the plan reflect information from achievement tests? d. Does the plan reflect information from aptitude tests? e. Does the plan reflect any information from other sources (e.g., parents, teachers, people for
whom you have done babysitting or other jobs)? 3. Have students review file with parent(s) or guardian(s). 4. Have students make any adjustments needed.

Comments This activity should be repeated in grade 12.

Evaluation Students updated and completed their educational plan. It has been checked to see if students are satisfied with it and that it meets graduation requirements and current career interests.

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Educational Planning Sheet

Name _______________________________ Career Choice ________________________

List below the courses that will help you enter this field. List all courses for past, present, and future. Remember: Some grades have certain requirements; you must have certain courses to graduate. Include any options (Tech Prep, Youth Apprenticeship, AP courses) that apply.

9th grade

10th grade

11th grade

12th grade

Total credits____ Total credits____ Total credits ____ Total credits ____

POSTSECONDARY EDUCATION/TRAINING (tech school, specialty school, 2-yr, 4-yr.)

13th

14th

15th

16th

Total credits____ Total credits____ Total credits____ Total credits ____

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11th Grade, Language Arts/Social Studies/Technology/Career Education

All About You

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize abilities and how they relate to life tasks.

Time One class period

Materials "All About You" activity sheet (on the following pages) Pencil or pen

Activity 1. Have students fill out the "All About You" activity sheet. 2. After the inventory is completed, hand out previously completed "All About You"
questionnaire from grade 10 and have students compare their former and current inventories. 3. Divide students into small groups and discuss changes discovered in comparing the two
inventories. 3. After the discussion is finished, place the inventories in student portfolio for reevaluation at a
later date.

Comments This activity should be repeated in the 12th grade so students can compare their responses.

Evaluation Students will have completed the "All About You" activity sheet and discussed these abilities in small groups.

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All About You
Name ____________________________________ Date ________________________________
Here is a series of questions intended to help you discover yourself. If you respond "yes" more often than "no" for any group of questions, you may assume that this area is probably one in which you are likely to shine--or at least one you should investigate further.

Intelligence 1. Do you learn rapidly? 2. Do you reason things out for yourself? 3. Do you see relationships between what you learn and what you have
previously learned? 4. Do you remember what you heard or read without much effort? 5. Do you have a large vocabulary that you are able to use easily and
accurately? 6. Do you have the ability to solve difficult mental problems? 7. Do you ask intelligent questions? 8. Do you have a wide range of interests or hobbies? 9. Do you figure out original ways of doing things? 10. Do you know about a particular field far in advance of your classmates?
11. Are you alert, observant, and quick to respond to new situations?

Yes ____ ____
____ ____
____ ____ ____ ____ ____
____ ____

No ____ ____
____ ____
____ ____ ____ ____ ____
____ ____

Science Ability
Because science plays such a big role in the world today and there is a renewed emphasis on scientific subjects in schools, ability in this area is becoming increasingly important for academic success.

1. Do you understand mathematics better than most people do in your class?
2. Do you have a clear understanding of logical relationships?
3. Do you have especially good hand-eye coordination?
4. Do you spend time far beyond that required for an assignment on a subject of special interest to you?
5. Do you have the ability to continue working on a project or experiment in spite of repeated failures?
6. Do you want to know the causes and reasons for why things happen?

____ ____ ____
____
____ ____

____ ____ ____
____
____ ____

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7. Do you spend a great deal of time on special projects, such as constructing a radio or robot or making a telescope?
8. Do you read scientific literature and find satisfaction in thinking about and discussing scientific inventions, discoveries, or events?

Yes ____
____

No ____
____

General Creative Ability

Some people are endowed with the ability to think creatively. They are the ones responsible for varied aspects of our progress--social, scientific, and cultural. They are the "idea" people, and the fruits of their creativity may blossom in industry, science, art, writing, drama, or music. The creative person may invent something entirely new, design a building, or paint a masterpiece. Leonardo da Vinci did all three. But he was unusual. Most of us would be glad to excel in one area. Answer the questions below to see whether you may be hiding some creative talents.

1. Are you the kind of person who is likely to have new ideas on many subjects?

____

____

2. Are you the kind of person who invents things or creates?

____

____

3. Are you the kind of person who can use materials, words, or ideas in original ways?

____

____

4. Are you the kind of person who sees flaws in methods or procedures and can suggest better ways of doing things?
5. Are you the kind of person who experiments with new methods or ideas?

____ ____

____ ____

6. Are you the kind of person who is flexible and open-minded, who changes his or her mind if necessary, and who is not afraid of new ideas?

____

____

Artistic Talent 1. Do you enjoy drawing or painting?
2. Do you usually choose a subject, technique, or composition different from those most students select?
3. Do you have some kind of artistic performance as a hobby?
4. Do you use art as a means of expressing you feelings or reactions?
5. Do you have an interest in other people's artwork? Do you appreciate, criticize, and learn from it?
6. Do you like to model clay, carve, or produce other kinds of threedimensional art?
7. Do you produce pictures, designs, or objects that other people admire?

____
____ ____ ____
____
____ ____

____
____ ____ ____
____
____ ____

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Dramatic Talent
1. Are you able to use your speaking voice to effectively reflect changes in mood or action?
2. Are you able to shift into the personality of the character you are trying to represent?
3. Are you able to produce a desired effect on an audience and elicit their applause and appreciation?
4. Are you able to communicate feelings by means of facial expression, gestures, and movement?
5. Are you able to dramatize your feelings and experiences?
6. Are you able to mimic or imitate others successfully?
7. Are you able to win the praise of competent judges of dramatic performance?

Yes ____ ____ ____ ____ ____ ____ ____

No ____ ____ ____ ____ ____ ____ ____

Musical Talent

1. Do you have an exceptionally good voice? Do other people regularly ask you to sing, and do they express enjoyment when they hear you?

____

2. Do you have advanced training in singing or playing a musical instrument? ____

3. Do you perform in an organized musical group?

____

4. Are you very interested in musical performance--vocal or instrumental?

____

5. Are you willing to practice intensively in order to perfect the talent you have?

____

6. Have you, in the opinion of a competent judge, musical talent far above that

of most persons?

____

____ ____ ____ ____ ____ ____

Persuasive Ability

Another ability may be called "the power of persuasion." Physical, mental, and personality traits can enable certain people to perform successfully as courtroom lawyers, political debaters, or sales people. Persuasive ability is measured by how effective one is in selling a product or an idea to other people.

1. Are you good at selling things?

____

____

2. Are you good at making your points in a discussion?

____

____

3. Are you good at debating?

____

____

4. Are you good at persuading others to do something?

____

____

5. Are you good at committee work or group projects?

____

____

Page 118

11th Grade, Language Arts/Social Studies/Technology/Career Education

Physical Skills

These skills are represented by your ability to do things requiring strength, coordination, and endurance. Physical ability is usually evident in physical education class or on the playing field or pool. You usually know when you are good, and it is no secret to your class members either. Answer these questions to verify what you know about your physical skills.

Yes

No

1. Do you have a great deal of energy and require considerable exercise to be

happy?

____

____

2. Do you enjoy participating in highly competitive games?

____

____

3. Do you have a reputation as an outstanding performer in one or more competitive sports?

____

____

4. Do you like outdoor sports, hiking, and camping? 5. Do you usually win races in which you compete?

____ ____

____ ____

6. Do you have unusually good physical coordination?

____

____

7. Do you spend a lot of time swimming or playing basketball, tennis, football,

or baseball?

____

____

Manual Dexterity

Manual dexterity is another skill that shows up only indirectly in your school activities. It involves the coordination of the movements of your arms, hands, and fingers in doing various tasks. In one test measuring this skill, for example, test takers must insert pegs in two columns of holes, first with one hand, then with the other, then using both hands together; then they must assemble pins, washers, and collars and insert them in the holes. The number of tasks they complete during a certain time period indicates the dexterity with which they can use their arms, hands, and fingers.

Manual dexterity is important in many semiskilled factory jobs, such as those done by various types of packers and assemblers. It is also important in many mechanical, professional, and clerical jobs. The surgeon, the auto mechanic, and the data processor, for example, would not be very successful at their jobs if they were "all thumbs."

1. Are you good at putting things together, such as puzzles or objects with several parts?

____

____

2. Are you good at craft projects where you must work with delicate materials

or tiny parts?

____

3. Are you good at video games or pinball?

____

____ ____

4. Are you good at working with mechanical gadgets such as motors?

____

____

5. Do you like assembling objects with many small parts, such as model ships

or planes?

____

6. Do you like to build things that require painstaking work?

____

____ ____

11th Grade, Language Arts/Social Studies/Technology/Career Education

Page 119

Attitude Checkup

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize how attitudes influence relationships, behavior, appearance, and emotional status.

Time One class period

Materials "Attitude Checklist" (on the following page) Pencil Paper

Activity 1. Have students complete the "Attitude Checklist," keeping in mind that they are giving only
general answers because all persons are a mix of fluctuating feelings and attitudes. 2. After the checklists are completed, have students choose one statement from each of the six
areas and use the statements as a basis for writing a paper describing "How I See Myself." Students should address both positive and negative aspects of their behavior. 3. Ask students to discuss their papers. 4. Discuss the importance of self-assessment and the need for periodic self-assessment throughout life.

Comments Emphasize that students should be honest and realistic with themselves. Everyone has strengths and, likewise, everyone has weaknesses.

Evaluation Students will have completed the "Attitude Checklist," written papers describing how they see themselves, and discussed the importance of honest and realistic self-assessments.

Page 120

11th Grade, Language Arts/Social Studies/Technology/Career Education

Attitude Checklist
General Appearance 1. I am happy with my looks. 2. I am happy with my physical health. 3. I am happy with my height. 4. I am happy with my weight. 5. I am neat in appearance. Emotional Characteristics 1. I "act up" when things do not go my way. 2. I easily feel "down." 3. I get sulky or angry when I lose a game. 4. I easily feel sorry for myself. 5. I cry or get angry over small things. 6. I swear at others or call them names. Manners 1. I am courteous to others. 2. I am considerate of the feelings of others. 3. I am courteous to members of my family. 4. I listen when others are talking and do not interrupt. Parental Relationships 1. I talk with my parents. 2. I listen when my parents talk. 3. My parents listen to my point of view. General Style of Behavior 1. I am shy. 2. I have a need to seek attention. 3. I am the "bossy" type. 4. I let others push me around. 5. I daydream when I am supposed to be paying attention. 6. I enjoy teasing and upsetting others. Character Traits 1. I am reliable and follow up on my promises. 2. I am honest. 3. I respect the opinions and beliefs of others. 4. I respect the property of others. 5. I take the initiative to make new friends. 6. I expect to be treated with respect by others. 7. I take responsibility for my actions.

No Sometimes Yes

____ ____ ____ ____ ____

____ ____ ____ ____ ____

____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

____ ____ ____

____ ____ ____

____ ____ ____

____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____ ____

11th Grade, Language Arts/Social Studies/Technology/Career Education

Page 121

Page 122

11th Grade, Language Arts/Social Studies/Technology/Career Education

Careers in Science

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will examine the requirements for a career in science.

Time One class period

Materials "Do You Have What It Takes?" handout

Activity 1. Distribute handout and allow students to complete them. 2. Ask for volunteers to discuss their results 3. Help interested students find more information about careers in science. 4. Ask the students to work in small groups to research careers in science they might consider
pursuing. 5. Have student groups present their findings to other groups.

Comments Invite a person whose career is in science to speak to your class.

Evaluation Students have completed the self-evaluation, researched science careers, and shared their results with the class.

11th Grade, Math/Science

Page 123

Do You Have What It Takes?

Do You Have What It Takes?

Yes

No

1. Do you earn excellent grades in school, especially in science and mathematics courses?
2. Do you like working with abstract ideas? 3. Are you patient, thorough, and methodical in your
work? 4. Can you spend four to seven years in college
preparing for your occupation? 5. Do you want an occupation in physical science? 6. Are you near the top of your class scholastically? 7. Are you keenly interested in science and
mathematics? 8. Do you like working mathematical problems? 9. Are you objective in your work? 10. Are you interested in the scientific aspects of life? 11. Are you careful and accurate with your work? 12. Can you devote a great deal of time to a single
project without becoming discouraged? 13. Are you curious about how and why things grow? 14. Are you mutually dexterous and well
coordinated? 15. Do you enjoy conducting experiments and
handling delicate equipment?

Page 124

11th Grade, Math/Science

Science and Weather

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning
Career Information
Job-Seeking Skills
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles Career Planning

Objective Students will produce and present a weather report.

Time Several class periods throughout the year
Materials U.S. map Internet resources Sign up calendar
Activity 1. Pass around the sign-up calendar and have students choose one day. Tell them they must
include three states in their report and give five different weather conditions. 2. Arrange for students to have access to Internet sites to compile their reports. 3. On report days, have a large U.S. map available. 4. Ensure that students use minimal notes during presentation.

Comments
Evaluation Students have researched weather conditions and presented them to the class.

11th Grade, Math/Science

Page 125

Exploring Careers in Mathematics

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills Growth and Change

Exploration
Achievement Work and Learning Career Information Job-Seeking Skills
Needs of Society

Career Planning
Decision Making Life Roles Occupational Roles
Career Planning

Objective Students will describe influences that hobbies have on career choices.

Time One or two class periods

Materials Pen and paper

Activity 1. Have students discuss hobbies and leisure time activities that may influence career choices in
math areas. 2. Have students interview someone in a math-area career. 3. Have students present information to the class.

Comments
Evaluation Students have researched careers in mathematics.

Page 126

11th Grade, Math/Science

Career Rewards and Sacrifices

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept
Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will recognize that careers bring both rewards and sacrifices.

Time Two or three class periods

Materials Interview handout
Activity 1. Distribute handout to each student. 2. Discuss with students the interview process. 4. Have students interview two people over the age of 30. 5. Have students share the results of their interview with the class.

Comments

Evaluation Students have researched positive and negative aspects of careers.

11th Grade, Math/Science

Page 127

Interview Questions
Name Occupation Length of time in occupation How did you choose your occupation? Are you satisfied with your financial means? If not, why not and what can you do about it? What rewards have you experienced? What sacrifices have you made? What are the requirements for this career?
Education? Energy? If you had it to do over again, would you choose this career? Why or why not?

Page 128

11th Grade, Math/Science

Career Rewards and Sacrifices

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept
Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Objective Students will relate science to real life.

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Time One class period

Materials Posters/markers Internet and career resources

Activity 1. Have students interview science teachers to find out how they relate their subject to students'
lives. 2. Discuss with students the interview process. 6. Divide the class into small groups and have them pool their information to create posters on
the information they have gathered.

Comments
Evaluation Students have researched science careers.

11th Grade, Math/Science

Page 129

Page 130

11th Grade, Math/Science

Goals for Life

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will name goals they would like to accomplish in their lifetime.

Time One class period

Materials Paper Pencil or pen

Activity 1 Have students list five or six things they would like to accomplish in their lifetimes that are
realistic. (Encourage a mix of long-term and short-term goals.) 2. Hand out students' lists from 10th grade "Life Goals" activity and have them compare former
and current lists. 2. Have students share ideas of "life goals" and how theirs may have changed with other class
members.

Comments This activity can be compared to 10th grade results to see how goals can change.

Evaluation Students will have identified at least five or six goals they would like to accomplish in their lifetimes and have seen that their own goals can change. When sharing their goals, students should recognize that people set different goals and for different reasons.

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 131

Personal Inventory

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will synthesize the results of the following resources to formulate career goals: interest inventories, achievement tests, performance records, and standardized ability tests.

Time One class period

Materials Results from: interest inventory, aptitude test, personality inventory, achievement test,
standardized ability test, student grades Test interpretation manuals (for tests used) "Personal Inventory" activity sheet (on the following page) Pencil or pen

Activity 1. Distribute "Personal Inventory" activity sheet and make available to the students the result of
their interest, achievement, and ability tests along with their grades. 2. Have students complete the "Personal Inventory" activity sheets. Hand out 10th grade
inventories and have students compare their results. 3. Have students reformulate/revise possible career goals based on this information. 4. Conduct a group discussion so that students can share their own findings and learn from each
other's efforts.

Comments This activity should be compared to results from 10th grade inventory.

Evaluation Students will have completed the "Personal Inventory" activity sheet, compared current results with former results, discussed their findings, and refined a career goal that matches the synthesis of all the information they have about themselves.

Page 132

12th Grade, Language Arts/Social Studies/Technology/Career Education

Personal Inventory
Name ______________________________ Date _______________________________ 1. Subjects taken and grades received while in high school: 2. My interest inventory revealed that: 3. The results of my achievement tests were: 4. Standardized ability test results showed that: 5. Aptitude test results showed that: 6. Personality inventory results indicate that: 7. Based on the above data, a possible career goal for me is:

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 133

Career Day Research

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles Career Planning

Objective Students will interact with women and men who are employed in a variety of traditional and nontraditional career areas.

Time One class period

Materials "Career Day Research Paper" (on the following page)

Activity 1. Invite a number of men and women who work in various careers to the school to speak to the
students about the benefits, satisfactions, and responsibilities of their jobs. 2. Provide students with the "Career Day Research Paper." 3. Ask students to participate in the Career Day activities by asking questions and researching
careers.

Comments This is a good activity for parent involvement. Parents may be invited to share information about their jobs, and all parents may be invited to participate in the activity.

Evaluation Students will have completed "Career Day Research Paper" to evaluate the information they received from each session. The Career Day activities may be further evaluated through followup activities and discussions.

Page 134

12th Grade, Language Arts/Social Studies/Technology/Career Education

Career Day Research Paper
1. What were the factors that influenced the speaker's choice?
2. Did the speaker integrate his or her values, interests, and abilities into his/her career choices?
3. What did the speaker give as the range of earning and benefits?
4. What did the speakers give as satisfactions or dissatisfactions that exist for them in this career?
5. What is the nature of the career on a day-to-day basis?
6. How is the speaker's lifestyle affected by career choice?
7. What is the occupational outlook for careers in this speaker's field?
8. What did you learn from this speaker that will have an effect on your career choice?
9. What things did the speaker say about the career that attracted your interest?
10. What things about this career did you not like?

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 135

Work Skills Checklist

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills
Growth and Change

Exploration Achievement
Work and Learning Career Information
Job-Seeking Skills
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will examine their knowledge of employability skills.

Time One class period

Materials "Work Skills Checklist" (on the following pages) Pencil or pen

Activity 1. Have students complete the "Work Skills Checklist." (The checklist is designed to help
students focus on areas that are important for employment.) 2. Have students read through the items and place checks in the columns to the right of each
question. If students can already do the task, mark "yes." If they do not think they can do the task, mark "no." If they are not sure, mark "not sure." 3. Upon completion, have students indicate areas of deficiency.

Comments When areas are marked "no" or "not sure," these items can be looked upon as indicators where the individual student needs help. Referrals can be made to teachers with expertise in these areas. Also units or activities can be developed for those areas needing attention.

Evaluation Students will have completed the "Work Skills Checklist" and have identified areas in which they need additional help.

Page 136

12th Grade, Language Arts/Social Studies/Technology/Career Education

Work Skills Checklist

Do you/Can you...

Yes No

1. List in order the careers you are most interested in? 2. List three career clusters that match your career interests? 3. List general education requirements for three career clusters that
match your career interests? 4. List things that influence your lifestyle and how these things
affect career choices? 5. See how your opinion of yourself influences your ability to be
good at your job? 6. Describe how risk taking affects your career choices? 7. Tell the kinds of and how many job risks you are willing to take
in the career you choose? 8 Describe what you most hope to get from your job (e.g., money,
power, pride)? 9. Describe, in general, what is required in three career clusters
related to your career interests? 10. Describe the physical conditions you would be willing to work in
(e.g., loud or quiet, outdoors or indoors)? 11. Describe the work hours you would agree to work? 12. Describe where you prefer to work (in the city, out in the
country, close to home)? 13. Clearly define problems or decisions you have to make? 14. Find different ways to solve your problems or make decisions? 15. Tell how and where to find information to help you make
decisions? 16. Understand and use information you collect? 17. Make a decision and then figure out a plan to meet your goals or
solve your problems? 18. Review and update your plans regularly? 19. List/describe ways to find out where job openings are?

Not Sure

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 137

Do you/Can you...

Yes No

20. Use employment guides to find work or job openings? 21. Choose three jobs you might want that match your abilities,
interests, education, and experience? 22. Find and use information that will help you predict how many
jobs there will be (in which you are interested) at the local, state, and national level? 23. Know where and how to find information on getting money for education and training? 24. Know organizations that allow you to gain work experience skills? 25. Write a letter or application for a job? 26. Fill out a job application? 27. Write a resume? 28. Know the steps to follow in applying for a job? 29. Complete a W-4 tax form? 30. Describe how to get a Social Security number? 31. Describe how to get a work permit? 32. Describe some ways work hours are assigned by businesses? 33. Describe the correct steps to take when you are too ill to report to work or when you get sick at work? 34. Describe the correct steps to take to apply for vacation or annual leave? 35. Describe how bosses in different jobs and businesses expect you to act toward your work or behave on the job? 36. Describe what you should do when you have a work problem on the job? 37. Explain how to handle problems with other employees on the job? 38. Describe how your own habits, behaviors, and feelings affect others? 39. Describe why you need to be willing to make changes and to adjust in a work situation? 40. Describe what the safety rules are in a work situation? 41. Describe what steps to take if there are unsafe working conditions at a job site?

Not Sure

Page 138

12th Grade, Language Arts/Social Studies/Technology/Career Education

Do you/Can you...

Yes No

42. Know about employee rights and unfair discrimination practices in terms of sex, race, and age?
43. Explain what you should do if you feel you have been unfairly treated on the job because of sex, race, or age?
44. Describe what union or professional group matches specific job areas?
45. Read and understand a pay statement or pay stub?
46. Describe how overtime pay is calculated?
47. Use your basic math skills to calculate the exact amount of overtime pay you should receive?
48. Tell what compensatory time means?
49. Name three jobs that match you career interests?
50. List the education you need for three jobs that match your career interests?
51. List the tasks and duties of three jobs that match your career interests?
52. Describe three jobs of interest to you that have similar education and experience requirements?
53. Describe specific requirements for three jobs that match your career interests?
54. Describe types of extra benefits you want in a job (e.g., retirement fund or paid vacation)?
55. Describe the future need for three specific jobs that interest you?
56. Describe the things you would consider in choosing the area (part of town/section of the country) where you want to work?
57. Clearly state problems or decisions you have to make?
58. Find different ways of solving your problems or making decisions?
59. Tell how and where to get information to help you make decisions?
60. Understand information you collected?
61. Decide to do something and make a plan to meet your goals or solve your problem?

Not Sure

Do you/Can you...

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 139

Yes No Not Sure
62. Review and update your plans regularly?
63. Describe an occupation (job) ladder for your career that shows steps or levels for moving up (e.g., stocker, sales clerk, floor manager, store manager, vice president)?
64. Write a plan for getting any education, training, or experience you need for a specific job?
65. Find one job to enter as a first step in your career?
66. List the pros and cons of different job-finding sources (e.g., private employment agency--helps you find a job quicker, but charges you a high fee)?
67. Choose the best sources for finding the type of work in which you are interested?
68. List regional or geographic areas where you might find the job you are looking for?
69. Describe any union or professional group that you would have to join to get the specific job you want?
70. Tell how to become a member of a professional group or union related to your specific job?
71. Describe how to set up an appointment for a job interview?
72. Describe the way you should dress for a job interview?
73. Describe the way you should act during a job interview?
74. Respond appropriately to questions during a job interview?
75. List questions that would be proper to ask during a job interview?
76. Describe state and national laws and regulations about labor or taxes that might affect jobs (e.g., Worker's Compensation, Social Security)?
77. Tell when you would be eligible to receive the federal (national) minimum wage?
78. Describe how to file a complaint in a specific work situation?
79. Describe how salary or wages are figured for a specific job?
80. Figure out the amount of sick leave you have earned in a given situation?
81. Describe how fringe benefits are figured for a specific job?
82. Describe how to find out about new job openings?

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12th Grade, Language Arts/Social Studies/Technology/Career Education

Do you/Can you...

Yes No

83. Add the number of vacation days you have earned in a given work situation?
84. Give reasons employers promote employees and give them raises (e.g., "seniority" or number of years with the company, experience, attitude)?
85. Describe how to apply for a promotion in a work situation?
86. Describe how to apply for overtime in a work situation?
87. Explain how to ask for a raise in pay in a specific work situation?
88. Describe how businesses regularly evaluate employees in a specific work situation?
89. Describe what types of additional education, training, and experience are needed for growth in a specific work situation?
90. Describe how to avoid being unhappy with your job (work alienation)?
91. Identify reasons that people want or are forced to change jobs?

Not Sure

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 141

Planning Your Education

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will reevaluate their educational plan--courses, graduation requirements, and extracurricular activities--and current career interest.

Time One class period

Materials Each student's educational plan records from previous years "Educational Planning Sheet" (on the following page) Local school publication of courses offered and graduation requirements Military and postsecondary materials (catalogs or computer software) on programs of study

Activity 1. Hand out new "Educational Planning Sheet" and former educational plan records. 2. Review records with the students. Consider the following questions:
a. Does the plan meet graduation requirements? b. Does the plan incorporate student interests? c. Does the plan reflect information from achievement tests? d. Does the plan reflect information from aptitude tests? e. Does the plan lead to a current career interest? 3. Have students review file with parent(s) or guardian(s). 4. Have students make any adjustments needed.

Comments This activity should be compared to the previous year's results.

Evaluation Students have updated and completed their educational plan. It has been checked to see if students are satisfied with it and that it meets graduation requirements and current career interests.

Page 142

12th Grade, Language Arts/Social Studies/Technology/Career Education

Educational Planning Sheet

Name ______________________________ Career Choice ________________________

List below the courses that will help you enter this field. List all courses for past, present, and future. Remember: Some grades have certain requirements; you must have certain courses to graduate. Include any options (Tech Prep, Youth Apprenticeship, AP courses) that apply.

9th grade

10th grade

11th grade

12th grade

Total credits____ Total credits____ Total credits ____ Total credits ____

POSTSECONDARY EDUCATION/TRAINING (tech school, specialty school, 2-yr, 4-yr.)

13th

14th

15th

16th

Total credits____ Total credits____ Total credits____ Total credits ____ 12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 143

Evaluating Personal Characteristics

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize personal characteristics.

Time One class period

Materials "Personal Characteristics Form" (on the following page) Pen or pencil

Activity 1. Have students fill out the self-evaluation form according to how they see themselves. Collect
the forms from the students. 2. Have students fill out another self-evaluation form according to how they think others see
them. Collect these forms. 3. Have students fill out another self-evaluation form according to how they would like to be. 4. Pass back the other two forms. Allow students time to look over the three forms. 5. Hand out the "Personal Characteristics Forms" filled out in the 11th grade and have students
compare their current and former results. 5. Have students form small groups and discuss results of the activity.

Comments Self-evaluations should be compared to 11th grade results.

Evaluation Students will have completed the self-evaluation forms that they have filled out from three different points of view, compared the similarities and differences, compared their former and current evaluations, and discussed insights they have gained.

Page 144

12th Grade, Language Arts/Social Studies/Technology/Career Education

Personal Characteristics Form
Name __________________________________ Date ________________________________

Trait
1. Dependability 2. Self-confidence 3. Friendliness 4. Cheerfulness 5. Patience 6. Ability to work under difficult conditions 7. Sense of humor 8. Honesty 9. Responsibility 10. Loyalty 11. Ability to sense another's feelings 12. Sincerity 13. Ambition to succeed on the job 14. Courage to do the right thing 15. Willingness to work hard 16. Ability to cooperate with other people 17. Ability to be enthusiastic 18. Willingness to consider other views 19. Initiative, being a self-starter 20. Courtesy 21. Ability to lead others 22. Ability to work without supervision 23. Promptness 24. Orderliness

strong above average below Weak

average

average

12th Grade, Language Arts/Social Studies/Technology/Career Education

Page 145

Conflicts and Choices

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will examine conflicts when making decisions about lifestyles.

Time One class period

Materials None

Activity 1. Present the following dilemma to the students:
"You are engaged to be married and you and your fianc have just graduated from high school. You want to marry now, but your parents have encouraged you to wait. You both are interested in managing you own business some day and feel a college education would be helpful. Your parents have encouraged both of you to attend a university and will finance it if you wait to marry. If you marry now, one of you will have to work at least the four years needed until graduation. It will probably be difficult for that person to start college after waiting four years." What do you do? 2. Divide the class into groups of four to six students, making sure that some male and female students are in each group. 3. Ask the groups to arrive at a solution to the problem presented. 4. Discuss with the class: a. What alternatives are available? b. What are the immediate educational plans for each? c. What are the immediate career plans for each? d. What assumptions did you make about male and female roles? e. Ultimately, how did it work out for both?

Comments A male and female student could role-play this situation.

Evaluation Students will have identified several options, discussed each one, and selected alternatives.

Page 146

12th Grade, Language Arts/Social Studies/Technology/Career Education

Decisions! Decisions! Decisions!

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will analyze how the decision-making process can be used effectively by themselves and others

Time Two or three class periods

Materials "You Be the Judge" and "My Decision" "Decisions-Outcomes-Feelings"

Activity 1. Discuss with students the methods they use in making decisions. Have their methods changed
with time? If so, how? Review the decision-making process. Give students the handout "You Be the Judge." Go over responses when finished and discuss how priorities, personal needs, etc. play a part in the decision-making process. 2. Ask students to think about past decisions, results, and outcomes. Give them the handout "Decisions-Outcomes-Feelings." Share responses. 3. Have students take one decision from previous worksheets to use for final handout, "My

Comments

Evaluation Students have reviewed the decision-making process, described feelings and outcomes that indicate whether or not the decision-making process is effective, and analyzed their own decisionmaking process.
You Be the Judge
Read the following situations. Underline the decision that was made, then indicate with a plus (+) a decision that appears to be effective and put a minus (-) if the decision appears to be ineffective.

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Explain why each decision is effective or ineffective. 1. Jim met a man he had never seen before. This young man asked Jim to loan him $1 and promised he would pay Jim back $2 the next day. Jim loaned him a dollar.
2. Shelly=s mother gave her $27 to buy a new pair of shoes. Shelly found a pair on sale for $20 that were a little tight. If she bought them, she would have enough money left to buy the new tape she has been wanting. Shelly decided not to buy the sale shoes.
3. Marvin=s typing teacher praises his accuracy and speed and then says he is recommending Marvin to another teacher who is looking for a typist and is willing to pay $5 an hour. Marvin could use the money but is having trouble keeping up in his other class work. Marvin takes the job.
4. Lisa is one of the leading math students in her school and has been asked by several classmates to tutor them the night before a test. Her father comes home from work with two tickets to that night=s baseball game. Since they have few opportunities to get together, he wants Lisa to go with him. Lisa declines the invitation.
5. Bob=s job at the supermarket is to accept deliveries, check them against the store=s order, and stock the goods on the shelves. One of the delivery people offers Bob $1,000 to let him withhold one or two boxes from each shipment. Bob takes the money.

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6. Gary, a single parent, gets up in the morning to go to work and discovers that his five-year-old son is sick and needs a doctor. Gary calls the doctor and then waits two hours so he can call the office as soon as it opens to tell them what happened and to promise to let them know how soon he can get to work.

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Decisions-Outcomes-Feelings
Discuss four decisions you or someone you know has made in the past. Tell the outcome and how the decision maker felt.

Decision 1.

Outcome

Feeling

2.

3.

4.

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My Decision
Everyone makes decisions--some important, others routine. Think back over the last couple of years and select a decision that was important to you.
1. Describe the decision.
2. What were the alternatives?
3. Describe briefly how you made the decision.
Explain how the following factors influenced your decision. 1. Information 2. Past experience in making similar decision 3. Personal needs and desires 4. Effect on long-range goals 5. Risk of success or failure 6. Influence of what your friends might think 7. Objectivity in considering the alternatives 8. Opinions and ideas of adults
Shertzer, B. Career exploration and planning [Student Workbook]. Boston: Houghton Mifflin, 1973.

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Job Entry Tools

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles
Occupational Roles
Career Planning

Objective Students will complete the major steps for job entry

Time Two or three class periods

Materials "High School Record" "Health" handout "Employment Record" "Personal Data" handout "References" handout "Decisions-Outcomes-Feelings"

Activity 1. Tell the class they are going to look at and try out the major steps leading to job entry. At
least once and probably several times during the course of their future lives, they will have need of the skills involved in successful completion of these job entry procedures. 2. Review the importance of maintaining a personal portfolio. Ask the students to check the contents of their collection of personal data and then talk together about what they have thus far put into their portfolios.
If one of your friends were to find your portfolio and it lacked any direct reference to your identity, such as your name, would he/she know you were the owner of it?
If a stranger found it, would it act as an adequate introduction to you? How do you feel about this collection of personal data? Is it complete in your
estimation? What would you like to add? 3. Explain to the class that maintaining a personal portfolio such as they have begun to assemble
can be very helpful as they take steps to enter a job or postsecondary training and/or study. They will be called upon to provide information about themselves in an up-to-date resume, job or school applications, interviews, and letters of application. Keeping such information current and together close at hand will not only help them maintain self-awareness but also save them time in the future when searching for school records, transcripts, and license forms (such as teaching certificates). It is, as a matter of fact, these latter records that may be

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lacking in their portfolio now, unless they have already added such data on their own. Tell the students you are going to spend some time now concentrating on these kinds of portfolio additions. 4. Distribute copies of "High School Record" to each class member. Introduce this school record form and allow students some time to fill in the information. Remind the class that in the future, as they train and otherwise prepare for specific occupations, they will be adding training records and/or college transcripts to their portfolios. Completed sheets are to be added to the portfolios. 5. Personal data is another necessary component in a complete file of self-information. Distribute copies of the activity pages and again provide time for completion of the sheets before they are placed into the portfolios. 6. Answer any questions the students might have about the "Personal Data" form. If they need to gather additional information outside of the class (such as health insurance coverage), urge them to remember to do so. Seeking out these answers now will save them time later when they may need quick access to such information. 7. Introduce the class to the personal document known as the "resume." A resume, similar to a personal data sheet but more compact, should ideally be limited to a single page that will offer a prospective employer an informative introduction to the applicant. An individual's resume should be typed on good quality paper (no mistakes or careless erasures) and the format should be tidy and easy to read. A copy of all resumes should always be retained; however, copies should never be submitted when applying for a job. A resume should be written with a specific job in mind and, therefore, slanted accordingly. (Employers know and expect this--duplicated resumes just do not make a good impression!) 8. Ask everyone in the class to write their resumes. They should keep the following points in mind:
The purpose of the resume is to make a memorable impression. It may well initiate an interview and serve as a reminder afterwards.
Keep the recipient of the resume in mind. (Be sure and briefly state how or why you will be an asset to the organization.)
Identify key personal data facts (name, address, phone, marital status), educational and employment background, special qualifications, and references. (Be sure to notify and obtain permission from whomever you list as a reference.) Check over finished resumes with students. These should go into the portfolio.
9. Ask the students to choose a local firm or organization in which they would be interested in working.
10. With this work setting in mind, they are to compose a letter of application to the prospective employer. The letter format should be proper (your business education or typing teacher can provide a sample form if necessary); and the body of the letter should be brief and to the point (state reason for writing; mention outstanding qualifications; note enclosure of resume; state request for an application form or interview). Letters (just like resumes) are to be typed neatly on good quality paper and a copy should always be saved.
11. After the letters are written, check over them with the students. These completed samples are to be kept in the portfolios and will be handy examples for future reference. If any of the students are currently seeking employment and want to mail their letters, urge them to do so. If they are willing, ask them to report later on the results.

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12. Talk about the importance of filling out a job application form. This particular job entry step can be a crucial one, since in a number of cases companies refer to completed application forms when comparing large numbers of applicants. Hiring choices are sometimes based primarily, if not solely, on the basis of these forms.
13. Ask the students to call or write to the local firm or organization they chose in the preceding activity step (6) and request a job application form. When they receive the form they are to read it over in its entirety and then neatly and accurately fill it out (print or type) following the directions carefully. Check over the completed forms and then ask the students to file them in their portfolios. Again, ask any students who choose to send in their applications to share the resulting experience with the class.
14. Spend some time dealing with another important step in securing a job--the interview. Open the time to a class discussion and ask the students what they think are important things to keep in mind when interviewing for a position. The following points should be covered during the discussion: Appearance says a lot about the interviewee--he/she should be neat, clean, and simply attired. Be courteous. Remembering and correctly pronouncing the interviewer's name, arriving on time, shaking hands, speaking clearly, and refraining from smoking unless invited to do so are all common courtesies that, of course, become magnified in the job interview. Be alert and perceptive. Listen to the questions, think through the answers, and state them briefly but adequately. This is not a one-sided affair with the interviewee standing trial. Do not be afraid to ask questions of your own. Do not dominate the interview in this respect, but a few questions on the part of the interviewee indicate interest.
15. Give the students a chance to get some insight and a feel for the job interview experience by role-playing the situation. One pupil should take the part of the interviewer and another pupil should assume the role of interviewee. The remainder of the class will observe and then comment.
Comments
Evaluation Students have reviewed and completed the job-entry tools.

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High School Record

School Name

Principal's Name _______________________________

Address __________________________________________________________________________________

Graduation _

Grade 9

Total Credits Earned

Course Title

Credit

Grade

Required Elective

Grade 10 Course Title

Total Credits Earned

Credit

Grade

Required Elective

Grade 11 Course Title

Total Credits Earned

Credit

Grade

Required Elective

Grade 12 Course Title

Total Credits Earned

Credit

Grade

Required Elective

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Personal Data

Date

Name ________________________________________________________________________________

(Last)

(First)

(Middle)

Social Security Number _________________________________________________________________

Place of Birth _________________________________________________________________________ (City, State, Zip Code)

Father's Name _________________________________________________________________________

(Last)

(First)

(Middle)

Father's Occupation ____________________________________________________________________

________________________________________________________________________

(Last)

(First)

(Middle)

Mother's Occupation ___________________________________________________________________

Brothers and Sisters

Name

Occupation

__________________________________________________________________________

__________________________________________________________________________

______________________________________________________________ __

Education

School Name

Location

Grades Attended

Dates

Hobbies/Interests
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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12th Grade, Language Arts/Social Studies/Technology/Career Education

Blood Type Allergies

Health
Eye Prescription

Type of Immunizations

Date Received

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Type of Major Illnesses ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________

Insurance Coverage ____________________________________________________________________________

Employment Record

1. (Employer)

(Address)

(Name of immediate supervisor)

(His/her position)

________________________________________________________________________

(Your position)

(Wage)

(Dates employed)

Description of duties

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Employment Record (cont=d)

2. (Employer)
(Name of Immediate Supervisor)

(Address) (His/her Position)

(Your Position) Description of Duties

(Wage)

(Dates Employed)

3. (Employer)

(Name of Immediate Supervisor)

(Your Position) Description of Duties

(Wage)

(Address) (His/her Position)
(Dates Employed)

Other Work Experiences and Skills

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12th Grade, Language Arts/Social Studies/Technology/Career Education

References (People other than relatives who know you well)

1. (Name)

(Address)

(Business Address)

(Business Phone)

(Profession or Position)
2. (Name)

(Relationship to You) (Address)

(Business Address)

(Business Phone)

(Profession or Position)
3. (Name)

(Relationship to You) (Address)

(Business Address)

(Business Phone)

(Profession or Position)

(Relationship to You)

Extracurricular Activities
Hobbies and/or favorite pastime

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Careers Requiring Foreign Languages

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement
Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will use the decision-making process to explore career choices.

Time One class period

Materials "Occupations" handout "Occupational Interests" handout

Activity

1. Tell the students the study of foreign language can facilitate study of a whole culture. This

can accommodate one=s interest in a country=s

Architecture

Health Care

Arts Clothing

Industry Literature

Education

Music

Foods

Religion

Government

Social Customs

2. Have each student tear 12 small scraps of paper. On each scrap, he/she writes one of the 12

interests listed above, then arranges all the slips in order from most interesting (on top) to

least interesting (on the bottom). Have the students explain their rank orders to each other in

small groups. Explain that in this strategy we put our choices in rank order from first choice

to second and so forth.

3. Distribute copies of the list of occupations related to interest and ability in foreign language.

4. Have the students code each occupation according to their interest in it.

5. Distribute the "Occupational Interests" handout and have students list the occupations under

the appropriate heading on the chart provided.

6. Ask them to look at the occupations they have listed under the various headings. Ask them if

they can see any patterns. Have the students make "I learned . . ." statements about this

activity.

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12th Grade, Language Arts/Social Studies/Technology/Career Education

Comments
Evaluation Students have used the decision-making process to explore career choices.

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Code each occupation according to your interest in it.
N = Not Interested S = Slightly Interested M = Moderately Interested H = Highly Interested
Occupations
Actress/Actor Anthropologist Composer Customs Examiner Diplomat Drama Coach Essayist or Author Export Clerk FBI Agent Flight Attendant Foreign Clerk Foreign Correspondent Foreign Exchange Clerk Foreign News Interpreter Historian Immigration Inspector Information Clerk Lawyer Librarian Medical Assistant Messenger Missionary Musician Physician Receptionist Sales Representative Social Worker Stenographer Teacher Translator Travel Agent Travel Guide Tutor

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12th Grade, Language Arts/Social Studies/Technology/Career Education

Not Interested

Occupational Interests

Slightly Interested

Moderately Interested

Highly Interested

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Careers in Design

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills

Exploration Achievement Work and Learning

Career Planning Decision Making Life Roles

Growth and Change

Career Information

Occupational Roles

Job-Seeking Skills

Career Planning

Needs of Society

Objective

Students will explore a variety of career information to determine educational requirements and

opportunities.

Time Two or three class periods

Materials "Fine Arts" handout Postsecondary education materials Career resources

Activity 1. Have each student choose his or her favorite of all the fine arts--the one in which he or she
could be completely involved. Have students research that area carefully and then research three related occupations that would provide employment while getting established in the preferred activity. 2. Have the students prepare a list of all the art schools in the state. They can use telephone directories and material from the counselor's office. Have them prepare letters to the schools in their preferred geographical areas to find out about tuition, requirements, and courses of study. 3. Have a few volunteers (maybe those budding rock stars) contact a musicians' union for information on membership. Have them present this information to the class. 4. Distribute the "Fine Arts" handout. Have the students work in pairs to provide examples of specific tasks using fine arts skills in each of the occupations.

Comments

Evaluation Students have researched and discussed career options.

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12th Grade, Language Arts/Social Studies/Technology/Career Education

Fine Arts

Educational Level
High School
Specialty Training College or Graduate School

Occupation
1. Landscape gardener 2. Gift wrapper 3. Sign painter 4. Wood engraver 5. Model 6. Upholsterer
1. Illustrator 2. Draftsperson 3. Choreographer 4. Advertising layout person 5. Artist 6. Cartoonist 7. Commercial photographer 8. Interior designer 9. Beautician 10. Jeweler
1. Auto designer 2. Curator 3. Industrial designer 4. Architect 5. Medical Illustrator 6. Dentist 7. Teacher

A specific task in which fine arts skills are used.
1. 2. 3. 4. 5. 6.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 2. 3. 4. 5. 6. 7.

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Self-Assessment

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will assess their abilities.

Time One class period

Materials "Self Assessment" handout Pencil or pen

Activity 1 Distribute the handout to students and allow time for them to finish Part I and Part II. 2. Discuss their answers to Part II and why they chose certain aptitudes for certain occupations. 3. Ask students to reexamine their answers in Part I. What were their strongest attributes? Ask
them to suggest occupations in which they might use these attributes.

Comments This activity can be compared to 10th grade results to see how goals can change.

Evaluation Students completed a self-assessment and discussed their strengths.

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Self-Assessment

Part I Rank from highest to lowest your opinion of the general vocational aptitudes you have. Put a "1" in front of the aptitude you think is your highest. Put a "2" in front of the aptitude you think is your second highest. Continue until you have ranked all the aptitudes.

____ 1. Verbal ability (ability to use words and ideas expressed in words). ____ 2. Numerical ability (ability to use numbers and ideas expressed in
quantities). ____ 3. Visual perception (ability to see details in two or three dimensions). ____ 4. Physical coordination or dexterity (ability to engage in physical exertion). ____ 5. Social ability (ability to get along with others). ____ 6. Creativity (ability to develop or produce something new). ____ 7. Physical stamina or strength (ability to engage in physical exertion). ____ 8. Empathy (ability to accompany other people in their thinking and feeling). ____ 9. Organizational ability (ability to bring together different elements to
accomplish a goal).

Part II Match Column B with Column A. Write the letter beside the occupation in Column B in the space beside the aptitude in Column A that you think the aptitude best fits.

Column A

Column B

____ 1. Verbal ability ____ 2. Numerical ability ____ 3. Visual perception ____ 4. Physical coordination or dexterity ____ 5. Social ability ____ 6. Creativity ____ 7. Physical stamina or strength ____ 8. Empathy ____ 9. Organizational ability

a. Cement-mason helper b. Counselor c. Proofreader d. Receptionist e. Technical writer f. Programmer g. Restaurant manager h. Cartoonist I. Athlete

Job Entry Expectations
National Career Development Guidelines

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12th Grade, Science/Math

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize the value of maintaining effective friendships with peers and adults throughout life in today=s interdependent society.

Time One class period

Materials "Personality Types" handout Tangrams Scissors Envelopes

Activity 1 Duplicate one tangram for each group. Before class, determine how many possible groups
there will be. Run off one copy of the "Personality Types" activity sheet for each group. Cut apart the personality descriptions and put in a separate envelope. Outline each of the shapes provided on the left of the tangram figures on separate sheets of paper and title the sheets with the names of the shapes. The tangram pieces can be most easily assembled into the prescribed shape if the outline measurements match those of the tangram pieces. The task becomes harder if you simply copy the shape in the size provided on the activity sheet. 2. Tell the class that once a job has been obtained there are still important initial steps to be taken. The work environment--people, activities, and the physical layout--must be learned. The newcomer must acclimate to the environment, and the environment in turn changes to accommodate the newcomer. In other words, it isn't enough to have sought out and been awarded that position for which you are so well trained. Job entry also includes getting to know the reality, the ins and outs and ups and downs, of the work environment. 3. Divide the class into groups of five or preferably six members each. Explain that each group is to imagine itself working as a team in a large organization. The teams are going to be given a task to complete, and each team will be timed in an effort to determine which group will be selected by the president of the organization to carry out an important future assignment. 4. Before assigning the tasks to the various groups, ask the students to be particularly sensitive to how they and their team members work together in order to complete the job. After the group work, you will all discuss the dynamics of working with other people toward a common goal. 5. Explain to the class that in any situation where people work together, a number of personality types emerges. Since you will later discuss the interrelationships of people working together,

12th Grade, Science/Math

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it would be interesting to note how different personality types contribute to a team effort. Therefore, you will assign each student a personality type to act out in his/her group while the task is being completed. 6. Distribute to each individual within each group a copy of one personality type description provided on the activity resource page. 7. Ask the pupils not to tell each other which type of individual they will be acting out. Provide some time for everyone to read their slips and think of how they will assume the described roles. 8. Distribute one tangram (Activity Sheet: A Tangram) to each group. Allow enough time for a group member to cut the square into seven tangram pieces. Care should be taken in cutting along the lines. The pieces will then fit back together more precisely. 9. Explain that you are going to give a "shape design" to each item into which they will shape their tangram pieces. That is what their task will be, and they will be timed on how long it takes them to do it. 10. Now that they know what their task is to be, they should assume their assigned personalities and talk about the job for a few minutes while you prepare to distribute their assignments. 11. Distribute to each team the name and outline of the shape they are to form (Activity Sheet: Tangram Figures) with their tangram pieces. Tell them to begin working. 12. After the teams have finished the task at hand, use the figures on the right side of the Activity Sheet: Tangram Figures to check the results. Announce that the president of the imaginary organization will award the future assignment to the team completing their project in the shortest time. Tell the students to continue in their assigned personality roles and talk in their teams about the method in which the president went about making this important decision. 13. Reassemble the class into a single group and talk about what they have done. Read the description of each assigned personality type. Ask the pupils to identify which role they played in their teams. How many team members recognized the kinds of roles emerging within the group as they
were working on the tangrams? Identify the strong and the weak points inherent within the roles. If you had been a newcomer on the job the day the task was assigned, which team member
would have put you most at ease? Who would have been most helpful to you as an individual? Most inspiring? Most challenging? Who might have caused you to have second thoughts about the job? 14. Talk about the expectations and the realities of entering a job. One of the job features often overlooked by young people investigating a particular position is the interpersonal dynamics within the environment in which they will be working. What will working with a variety of coworkers be like? How will I relate to my immediate superior and to the "big boss"? Will I fit well into the scheme of things? Even in the case of workers in jobs that entail little involvement with people, these factors need to be considered. Fitting into the "people environment" is part of the entry into a job. 15. Brainstorm and discuss some other job entry considerations. Salary: How will you spend it? How will you save or invest any part of it?

Work Setting: Will you need privacy and be willing to ask for it? How will you make your workplace your own?

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Benefit Plans: Which ones are offered? On what basis will you decide whether or not to participate in them?
Job Responsibilities: Are they in actuality the same as those that are described to you when applying for the job? If not, will you clarify your work role with your superior?
Leisure Time: Will you be able to leave your work at the office and enjoy your free time? Which leisure activities will be most satisfying? Will you realistically have the time and energy to enjoy them? Will they complement your work activities and vice versa?
Comments
Evaluation Students completed a self-assessment and discussed their strengths.

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Aspirant Expert Pusher Jolly Good Fellow Compensator
Overseer

Personality Types
You are actually qualified for a different kind of work and are aspiring to bigger and better times. Tell everyone about these plans and explain that you joined this group because it was the only position currently available. Contribute to the team effort in such a way as to not let anyone forget this fact.
You feel you are the authority since you have had the longest experience in this area. Act like an expert.
You want to get this task completed and see it done on time. Use your coercive nature and move the group along by being threatening.
You like the folks in your group and they like you. Your personality is a big asset. Offer help in the form of confidence, enthusiasm, and empathy and make it catching.
You feel that the best way to get through this task is to work toward a reward. Make some promises to group members; give them some incentive.
You have been left in charge of this project during the absence of the boss. Tell the others that you are responsible for the work they do. Remind them of this as you oversee their method of working and reaching the goal.

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A Tangram

Shulman, D. The Family Creative Workshop, vol. 13. New York: Plenary, 1976.

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Monk

Tangram Figures

Fish Chicken

Arrow

Giraffe

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(Shulman, 1976, pp. 1660, 1664.)
12th Grade, Science/Math

Personal Inventory

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will synthesize the results of the following resources to formulate career goals: interest inventories, achievement tests, performance records, and standardized ability tests.

Time One class period

Materials Results from: interest inventory, aptitude test, personality inventory, achievement test,
standardized ability test, student grades Test interpretation manuals (for tests used) "Personal Inventory" activity sheet (on the following page) Pencil or pen

Activity 1. Distribute "Personal Inventory" activity sheet and make available to the students the result of
their interest, achievement, and ability tests along with their grades. 2. Have students complete the "Personal Inventory" activity sheets. Hand out 10th grade
inventories and have students compare their results. 3. Have students reformulate/revise possible career goals based on this information. 4. Conduct a group discussion so that students can share their own findings and learn from each
other's efforts.

Comments This activity should be compared to results from 10th grade inventory.

Evaluation Students will have completed the "Personal Inventory" activity sheet and compared current results with the inventories they completed previously.

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Commodities and Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will investigate careers in science.

Time One class period

Materials Science display

Activity

1. Set up a student display of science-related hobbies. Include such things as:

Aquariums

Pets

Astronomy

Plant propagation

Fossils

Pottery

Insects

Terrariums

Rocks

2. Divide the students into nine small groups. Assign one of the above categories to each group.

Have the group brainstorm a list of occupations related to that category of science-based

hobbies.

3. Have groups share their results with the rest of the class.

Comments

Evaluation Students have completed brainstorming about science-based careers.

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12th Grade, Science/Math

Careers in the Natural World

National Career Development Guidelines

Self-Knowledge Positive Self-Concept
Interaction Skills
Growth and Change

Exploration Achievement Work and Learning Career Information
Job-Seeking Skills Needs of Society

Career Planning Decision Making
Life Roles
Occupational Roles Career Planning

Objective Students will compile information on a variety of careers in science.

Time Two or three class periods

Materials Guest speaker Mural paper Handouts

Activity 1. Have the students work in pairs to complete the following worksheet. 2. Use the completed worksheets as the outline for a discussion in either small or large groups. 3. Have groups share their results with the rest of the class.

Comments

Evaluation Students have completed brainstorming about science-based careers.

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Ecology

1. Write the names of jobs that you think are associated with ecology.

a.

f.

b.

g.

c.

h.

d.

i.

e.

j.

2. Is there any particular dress, talk, or physical appearance associated with the jobs you

listed above?

a.

f.

b.

g.

c.

h.

d.

i.

e.

j.

3. Can you list a specific task of a worker in each of the above jobs?

a.

f.

b.

g.

c.

h.

d.

i.

e.

j.

4. What do you feel would be an advantage of each of these jobs?

a.

f.

b.

g.

c.

h.

d.

i.

e.

j.

5. What would be a disadvantage of each of these jobs?

a.

f.

b.

g.

c.

h.

d.

i.

e.

j.

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12th Grade, Science/Math