Career Education Guide:(K-2)

DOCUMENT RESUME

ED 130 008 08 CE 008 124

, AUTHOR Peterson, Marla; And Others TITLE Career EdncatiOn Guide: (K-2). INSTITUTION Eastern Illinois Univ., Charleston. Center for Educational Studies. SPONS AGENCY Bureau of Adult, Vocational, and TechnicalEducatio (DHEW/OE), Washington, D.C. PUB DATE 75 , CONTRACT. OEC-0-72-4626 NOTE 699p.s; For related documentssee CE 008 124-126 EDRS PRICE MF-$1.33 HC-$36.83 Plus Postage. DESCRIPTORS *Career Education; Curriculum; Curriculum Guides; Elementary School Mathematics; ElementarySchool Science; *Fused Curriculum; Grade 1;Grade 2; Kindergarten; Language Arts; *LessOn Plans; Occupational Information; Occupations; Primary Education; Social Studies; Teaching Guides;*Units of Study. (Subject Fields); *Vocational Development ABSTRACT One of a series of three K-6 guides developed under the K-6 Teacher and Counselor Competenciesin Career Education Program, this guide contains a section for eachof the K-2 levelS (Readiness, First Experience Level, andSecond Experience Level)', each encompassing the twocareer education components: Subject Matter Areas (to reinforce science, language arts,math, and social sudies concepts), and the Career Development Areas (with both developiental and interacting dimensions). Each' experiencelevel section co*tains eight infusion strategies (teaching unitswhich fuse 6areer development and subject matter concepts) basedon the career developmental dimensions: Coping behaviors(two strategies), decision making (two strategies), lifestfle (onestrategy), and self development (three strategies). (Separate teachinguhits are not included for the interacting dimensions;they are integrated into the suggested activities for the developmentaldimensions). Each infusion strategy contains career development concepts,teacher goals, vocabulary, performance objectives, listingsof subject matter concepts used, preplanning suggestions, studentactivities, student pages, references to related materials, and job descriptionsof the occupations presented. Cross indexing isprovided so that infusion strategies-may be located by occupationaltheme, subject matter topic, or career developmentarea.(3T)

*********************************************************************** Documents acquired by ERIC includemany informal unpublished *,materials not available from othersources. ERIC makes every effort * * to obtain the best copy available.Nevertheless, items 'of marginal * * reproducibility are often encounteredand this affects the quality * .* of the.microfiche ahd hardcopyreproductions ERIC makes available * * via the ERIC Document Reproduction Service(EDRS). EDRS is not * * responsible for the quality of the originaldocument. Reproductions * * supplied by EDRS are the best thatcan be made from the original. *********************************************************************** CAREER EDUCATION GUIDE (K-2)

Marla Peterson Ann Jackson Carl Tausid

Janet Sutherland . .U.S DEPARTMENT OF HEALTH, Judith Bariord EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS 00CUMENT HAs BEEN"REPRO OUCEO EXACTLY AS RECEIVEO FROM THE PERSON OR ORGANIZATION ORIGIN ATING I,T POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTEOF EOUCATION POSITION OR POLICY

-FL eeis. %No Sune 1974

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Published pursuant to aogrant by theBureau of Adult, Vocational and Technical Education, U.S. Office of Education, Department of Health, Education,and Welfare. The opinions expressed hereindo not necessarily reflect the position policy of the Office of Education or and no official endorsement by theOffice of Education should be inferred.

Contract I OEC-0-72-4626 This guide is one of a series of three K-6 guides: Career Education Guide (K-2) Career Education Guide (3-4) Career Education Guide (5-6)

Cover design bY Buzzard Laboratory School First Grade .Students:

Scott Jordan ,Becky Paris -.Karla Weidner

r Art by Marky Turrell Hinson and Phillip Settle

Project Monitor, Elizabeth Simpson United States Office of Education t

Discrirhination Prohibited-Title VI of the Civil Rights Act of 1964states: "No person in the United States, shall, on the ground of race, color,or national origin, be ex- cluded Von, Participation, in, be denied the benefits of,or be subjected to discrimination under any Program or activity receiving federal financialassistance." Therefore, the Enrichment of Teacher and .Counselor Cornoetenciesin. Career Education Project, like all other programs or activities receivingfinancial assistance from the Department of Heahh. Education, and Welfare,must be operated in compliance with this law.

Copyright forthdse'mate1-ials iclairfied only during the period of development,test, and evaluation and during /he further period of commercialpublication. For the = status of copyright claim, contact either the copyright proprietoror the U.S. Office of Education. . CONTENTS

Page National 'Advisory Committee 5 Validation Task Force 6 Preface , 7

Orientation To The Guide

READINESS LEVEL 25

Master Index of Infusion StrategyContents-- Readiness Level 27 Moving And Changing (CppingBehaviors) Do As I Do (Coping Behavior ...... ;...... -81 As I See.It (Decision Making)' -.. , 55 Knowing Where To Go (Decision 8.1 Making) -113 Specials For Customers (Lifestyle) 145 The Family Likes It (Self-Development) Play Is Work (Self-Development) 173 This is Home (Self-Developmet) 193 211

1 . FIRST EXPERIENCE LEVEL , .2! -231 .7 ;ii :,;, Master Indexi of InfusionStrategy Contents-- First Ex0erience Level 233 I Protect You,(Coping Behaviors) 237 Going Belowl(Coping Behaviors) . . .-. . . .,.,.:t ._...i,.....,i.,,4..271 Things Look)Uifferent (Decision Making). . . , ...4 . .--.,. 303 Things Are Getting Better (Decision Making) 335 . Coming Attr4ctions (L1festyle) All The World (Self-Development), 369 At Your Service (Self-DevelObMent) - 405 431 Handy Interests (Self-Devel-opment).--... .----.- . 459 SECOND EXPERIENCE LEVEL...... 479

. . . . Mastet Index o-e InfusionStrategy.Contents.-- Second Experience Level. . .. ,:.,.',-.., ... .. '-.. -. 'What's The Number (Coping Behaviors) 481 -485 .0ne Thing Leads To Another(Coping Behavibrs) Try It This Way (DeriSion Making) 517 549 More Power To You (Decision Making) . ... , That's Living .(Lifestyle)...... '.... . Made To Measure (Self-Develppmént).. .. . ,. , ...,- Climatic Customs (SelfDeVe1opment)' ....-: 645 667 May I Help You? (Self-Development) 691 4

3 Page APPENDICES .713 Appendix A - Career Development Major Concepts. 715 Appendix B = Developmental Dimensions-- Scope a.nd Sequence 716 Appendix C- Interacting Dimensions-- Scope and Sequence 718

5 NATIONAL ADVISORY COMMITTEE

FRANK BURTNETT, Director, NationalCareer Information Center, American Personnel and GuidanceAssociation, Washington, D.C.

DONNA CHILES, Past President,American Personnel End 'Guidance Association, Washington, D.C.

RUPERT EVANS, Professor ofVocational and Technical Education, University of Illinois, Urbana,Illinois

WINIFRED FRENCH, DuSable CareerEducation Project, Chicago Public Schools, Chicago, Illinois

JOHN JAROLIMEK, Past President,National Council fdr the Social Studies, University of Washington,Seattle, Washington

RONALD McCAGE, Coordinator,Research and Development Unit, Illinois Division of Vocationaland Technical Education, Springfield, Illinois

FERMAN B. MOODY, PennsylvaniaDepartment of Education, Harrisburg, .

Pennsylvania .

ROMAN PUCINSKI, Author of The Courage -0 Change and Alderman,Chicago, Illinois

6 5 VALIDATION TASK FORCE

LARRY BLASCH, IBM Corporation, Springfield,Illinois SANDY BOLL, Classroom Teacher,Sullivan Public Illinois Schools, Sullivan,

FRANCES FALEN, Classroom Teacher,Buzzard Laboratory Eastern Illinois School, University, Charleston,Illinois MARLYS HANSON,Career Education Project Director,Soccorro Public Schools, Soccorro,New Mexico

'ROBERT JERVIS,Career Education Project Director,Anne Arundel County Schools,Annapolis, Maryland

DOROTHY LAWSON,Career Education Project Director,Cumberland County Schools,,Greenup, Illinois WILLIAM REYNOLDS, Coordinator, Professionaland Curriculum Development Unit, Illinois Divisionof Vocational Technical Education, and Springfield, Illinois JOEL SMITH,Director, Cobb County Occupationaland Development Program, Marietta,Georgia

MICHAEL ZOCKLE,Director, Career Education Project,Warren Public Schools, Warren,Ohio

6 PREFACE

Materials of the project stress parallelsbetween the/lives of children and the lives of all other humans. The process of decision Taking is learned through making decisions whether one is a child in school or' an adult ina specific occupation. So too are other career development cOnceptslearned. One learns coping behaviors by being ableto cope wih situations in the here and now. Children at school are involved inan occupation, that of "school child" just as an adult may be inthe occupation.of tai),Oror chemist.

Visits were made to career educationproject Otes, career edUcation curriculum guides and career development theory were/reviewed, commercialmate- rials were examined, and people invarious occupations were interviewed. Out of all these-activities emerged theeleven career development major concepts and the seventy-six sUbconcepts aroundwhich the Enriohmentof Teacher and Counselor 4 Competencies in Career Education materialsare built. Certainly more career development concepts.exist. However, some priorities had to be established. With the help of a validation taskforce the staff was able to reduce thecon- cepts to a manageable number.

Five textbook serieswere reviewed and concepts commonly presented at each experience level were identified forlanguage arts, mathematics, science, . and social studies. Once both career development and subjectmatter concepts were identified, teaching strategies were.developedwhichinfused the two types of concepts.

Teaching-learning activities have to havea "jumping-off" point. The project staff has chosen touse occupations selected from the fifteen USOE clusters of occupations as the agent to bring together career developmentand subject matter concepts. It is the philosophy of the proiectstaff that at the K-6 level, in general, it does notmatter which occupationsare chosen. In fact, occupations do not have to beused. However, occupations are highly motivational in nature andserve as an excellent means to help students acquire career development and subject matterprocesses ind content.

An honest attempt his been madeto avoid sex and minoritygroup stereotyping. Illustrations and text were reviewed byminority group members and representatives of women's groups. Some illustrations were redrawn andsome text was rewritten. The authors invite allusers who find any illustrations or wording that contain stereotypingto modify the materials. It was impossible for the staff to determine whetherpublications listed in the bibliographies contained stereotyping. ,The user should be alert to thispossibility and review all materials listed in thebibliographies.

Throughout the development of this guide,students and teachers at Buzzard Laboratory School offeredsuggestions for improvement f che materials. Many children's suggestions areincorporatedinto this publication.

.The vastness of the populationfor whom this publication is intended made it difficult to produce a document that would fit the needs of theentire population. Therefore,.the staff expects thatmany adaptations will occur. This may be highly desirable becausethe professional classroom teacher is very adept at auapting.

8 --The Project Staff

7 ORIENTATION TO THE GUIDE

Dear Teacher

You are about to be introducedto a promising innovation.in K-6 curriculum--career education.

Put aside any pat ideasyou may have.

Career educatiOn isn't just learningabout jobs.

Career education,isn't steeringchildren into certaincareers.

Career education doesn'tforce chi1dr$4n to ask, "What do I wantto be?"

You don't have to adda new class period calledcareer education.

You don't have to buynew. materials.

You don't have to change useful teaching methods.

9 INFUSION is the Master ofCeremonies for career education.

Career education has twocomponents.

I. The Subject Matter Areas

These are the building blocksof every K-6 curriculum. The activities in this-guide will reinforce Science, LanguageArts, Mathematics, and Social Studies concepts.

II. The Career Development Areas

A. The Developmental Dimensions

Under!..tanding and skills in career development C-67-N-ka---BEHAVIoRs guarantee personal satis- DEcisioN faction and success in the several MAKIN& adult careers (parent, citizen, LE worker, etc.) which each childwill DEVELOPMEN7 `-a-sume as an adult. -Understanding and skills incareer development help children to know themselves. Areas such as Coping Behaviors,Decision Making, Lifestyle, and-Self-Development have been labeTed thedevelopmental dimensions of career development.

B. The Interacting Dimens4ons

Children think of themselvesas workers. They are interested in knowing, trying out, and'comparingo the characteristics of adulttasks. Children wonder, "What toolsdo you use? Can I do it? How long does it take you to learnyour job?Are you ever in danger? Bored?Do you make enough money?" Areas such as Occupational Information, Educational Awareness, and Attitudes and Apprecia- tions have beep labeled theinteracting dimensions of career development.

When\these componentsare INFUSED into a, single teaching/learning activity, career education happens 100 Concepts

Subject mattarconcepts for the activities in this bookwere adapted from major textbookseries.

Concepts for the developmental dimensionsof career developmentare identified by one tothree major conc,)pts. Each major concept hasK-6 subconcepts sequencedby increasing detail'and experience level. difficulty according to

Concepts for theinteractiog dimensions of more general and are the career developmnt are same at each exporience levelin thi's series.

Teacher Goals

The career conceptslend themselves to beyond the a spectrum of teachingactivities scope of those offered inthis book. so that you may preview and Teacher goals are provided scan the teachability ofa concept. The teacher goals willalert you to many ways to reinforcecareer concepts throughout the schoolday.

Czzs. Objectives

You are correct if you assume that each career educationactivity has more than one objective. Me. activities have objectiiresfrom the two ureerefication components--subjectmatter and career development.

There is a reasonablebalance between

the cognitive,

affective, ------

and psychomotor

objectives.

Objectives appear in thediscussion of an activity likethis. PPO means Pupil PerformanceObjective.

Lifestyles Within a community . . compile a lie-. ofways differ. to find out names and addresses Lifestyle, of local nurseries. PPO

Use the yellow pages of thetelephone directory as.onesource for locating nurseries ih the immediatearea.

The career Concept toward which the objective was written isbeside it in the left hand column.

12 Evaluation

The evaluation of pupilachievement after'an infusion strategy (teaching unit) has been completedmust depend primarily upon the sensitivity and judgment of the classroomteacher;The intelligent selection of means of evaluation hasa. direct relationship to the 'actual learners involved and the local conditions. For example, the classroom teacher is the best qualified person to decidewhether a certain child should demonstrate a given knowledge "orally"or "in writing." Theame consideration may be applied to the amount of knowledgeor skill required.

Rather than presCribea posttest, the present materials suggest that the pupil performance objectives for the infusion strategy activitiesbe used as bases for the individualteacher's evaluation of pupil achievement. With these objectives and theircorresponding activities as starting points, the teacher may decide to designate:

A CERTAIN NUMBER OF REQUIREDACTIVITIES TO BE PERFORMED BY ALL PUPILS;

or, A CERTAIN NUMBER OF ACTIVITIES WHICH MAYBE TREATED AS ELECTIVES BY THE CHILDREN;

Ori A COMBINATION OF REQUIRED ANDELECTIVE ACTIVITIES;

or, A WRITTEN, ORAL, OR PERFORMANCE TEST CONSTRUCTED ACCORDING TO THE CONTENT AND ACTIVITIESACTUALLY EXPERIENCED BY THE CHILDREN. , ORGANIZATION OF THE GUIDE

You are probably very familiar with the content of thesubject matter areas--mathematics, science, social studies, and languagearts. However, career development content may be new to you and you may needto become familiar with careet development concepts. For this reason, within each grade or experience level the guide is organizedaround the developmental dimensions--CopingBehaviors, Decision Making, Lifestyle, and Self-Development. Infusion strategies (teaching units)have been prepared which focuson a career development concept.

In case you are wondering what happened to the otherthree dimensions of career.development, you will recall that they were'calledthe interacting dimensions and they do just that--interact with the fourdevelopmental dimensions listed above. Separate teaching units havenot been written for the interacting dimensions concepts. Interacting dimensions concepts have been integrated into the suggested activities forthe developmental dimensions.

Each experience level has beentabbed so that youcan quickly find the experience level(s) that are appropriate for your students. Within each experience level you will find eight infusion strategies. The infusion strategies follow thesame pattern for experience levels:

Coping Behaviors- 2 infusion strategies

Decision Making - 2 infusion strategies

Lifestyle -1 infusion strategy

Self-Development- 3 infusion strategies

1 4 This book is organized so that you can use it in differentways. INDEX is your key. The

Suppose you wanted to teach about an ock.upation becauseit was of high interest in your geographicarea or of special interest to thechildren. Choose an infusion strategyby occupational theme.

Dimension Infusion Strategy Activity Subject Matter

CB Going Below Diver Why Dive? Describe. fiki similarities and differences LS Coming Attractions Theater Alike and Describe, find similarities Manager Different and differences SD At Your Sers;ice Deliveryman Try This One Categorizations

Perhaps you wish to transform a math period into career education. Select your specific math topic anduse that activity.

MATHEMATICS

(Facts and Operations)

CB I Protect You Policeman It Has to Ge . Counting Written

, CB I Protect You Policeman Help Me Find It Cardinal numbers DM Things Look Different Pilot Listen to Cardinals to 100 Ground Control

1. 5 15 br maybe you feelyour children need Work im,one of the-C-areer development areas. Choose activitfes from that sectionand teach theM.

What..s the Number? Telephone Long Distance One-step problems Operator Calling

Try It This Way Home Service More or Less One-step problems Representative

That's Living Nurseryman People or Plants One-step problems That's Living Nurseryman Gardens One-step erealems Made to Measure Upholsterer Measured tm Fit Solve nuaber stories

16 In this guide you will find teaching materials in the form ofteach- ing units called infusion strategies. Each strategy contains thefollowing:

Career development concepts 2. Teacher goals -3._ Vocabulary 4.--Perfeema,nce objectives 5. Listrngs-of subject matterconcepts used 6. Preplanning suggestions 7. Student activities 8. Student pages (REACT pages)- 9. References to related materials 10. Job descriptions of the occupationspresented

Within each infusion strategy there are 3-5 teaching activities. Be selective. Choose those that fityou and your. students.

REACT Pages

Student materials are offered foreach activity in the form of ReinforcementActivity (REACT) pages. The REACT page is an activitysup- plement to be used at the discretionof the teacher. Directions for using the REACT pages are at the end ofeach activity.

1 7

17 Maybe it's timeto-start--

You may now feel thatyou are ready to start using this you need not read the material guide. If so, below. However, if you need additional view of guide contents pre- and additional suggestionsfor getting started,

LET'S TAKE A WALK THROUGH THE GUIDES. -

IMAGINE YOU ARE A FIRST GRADE TEACHER who has decidedto correlate some social studies concepts and career developmentconcepts. The steps described below will assis.tyou.

IT IS IMPORTANT THAT YOU FOLLOW EACH STEP EXACTLYAND TIIRN TO EACH PAGE NUMBER GIVEN WHEN YOU AREINSTRUCTED TO DO SO.

18 . Using the Master Index of Infusion StrategyContent

Step I Turn to the master index at theback of.this guide. Note the code at the top. Look for the heading titled First ExperienceLevel. Master Index

Step 2Under this level, -note thetitles of each column, then look to thecolumn titled "Subject Matter."Moving down the column, go through all four areas, language arts, Column in. the mathematics, science, and socialstudies. Master Index Match the concepts whichyou see here with the.subject matter conceptsyou are now teaching. You may find that thereare many concepts listed whichyou are now using or have used inyour classroom.

,Step 3 Let's say you have been workingwith the sodial studies concept "dependenceupon others" and you find severalstrategies which deal with that.conceptsuch as "I Protect You"- Policeman, "Going Below" - Diver, "All the WOrld"- Attor, etc. Further suppose that therehas been a current event focusing theattention of the children in your class on the policeman. Concept to be Therefore, you decide to teachthe "I taught "3 'Protect You" infusion strategywhich presents the OccUpation of the policeman. You are now ready to find that strategyso that you can become familiar enough withit to begin your planning. The strategy beginson p. in the Coping Dimension Guide. You can determine in which guide thestrategy is located by looking at the"Dimension" column'.

Using the Introductory Materialin.an Infusion Strategy, Using the Job Description, andUsing the References to Related Materials

A Word About Infusion Strategies--

'Infusion strategiesare samples of how to infuse career developmentconcepts and-subject matter concepts.. Occupationsserve as the vehicle to accomplish theinfusion process. In all cases there is no attempt to steer children Infusion Strategy into specific occupational emphases. The Information intention, rather, is-to providea survey of a Wide range of occupationalareas from which an individual could begin to corlsiderhis own potentialitiesand to capitalizeupon the excellent motivation thatoccupations can provide. Each infusion 5trategy containsthree- five teaching activities.

19 1 9 Step 4 Examine the introductorypage of the infusion strategy (page I. Note that thecareer development dimension isCoping Behaviors. (Perhaps you feelthat you needmore information about the CopingBehaviors Dimension. If so, turn to thebeginning.'of the Coping Behaviors section (pages through ) Inftision and look over thismaterial for background information.) I strategy Be sure to read thesubconcept and major concept introductory which are also foundon this introductory page page,. Note that theoccupation dealt with isthe policeman and the occupational cluster is Public Services. If Job at this time,you want to know more about what description a policeman does, turnto the end of the infusion strategy (page ) and read the job description, Police Officers.

Step 5As you turn to the next page (page ), you will find Teacher Teacher goais Goals and a listing ofthe titles of the four activities presented in Vocabulary this infusionstrategy. The next page shows the vocabulary list. Simply familiarizeyour- self with the informationon these pages. Step 6 If you were in theprocess of preparing to teach this infusion strategy, now would be ReZated a good time to lookover the list of related naterials materials foundnear the end of the strategy (page ) so that planscould be made for obtain7li them.

Using the ActivitieSWhich Involve the Children

Step 7Turn to the firstactivity in the infusion strategy which is titled Performance "Watch Out" (page ). objectives Here you find theperformance objectives which are for thecareer development concepts.

A word about perfOrManceobjectives--

Care has been taken to provide objectives Perform,Ace at different levels ofdifficulty withincog- nitive, affective, and objectives psychomotor domains. information Step 8Look at the listing of subject matter concepts Subject matter used in this activityand the preplanning concepts suggestions for the teacher (page ). TPreplanning suggestions

2 0

20 Step 9 The next fewpages through contain the activities which involvethe students. Each page is dividedinto two columns. In the left column,you find the dimension subconcepts and the names of the dimensions Student which are being used in these particular activities activities. (For more informationabout the three InteractingDimensions, turn to pages through .) The right column gives a description of theactivities which involve the children. The pupil perfcrmance objectives (PPO) are initalics and are followed by sug.gestionsfor infusing the dimension concept With classactivities and the child's life.

'Using The.REACTPages

Step 10 In the right columnon page (at the end of the student activities),you find the teacher directions for usingthe REACT pages. Following the iirections you find Teacher directions a code and the REACT page title. The code for REACT pages used to identify the REACTpage includes the initials of the careerdevelopment dimension, experience level, and thenumber of the REACT page as it appears insequence. For example:

CB/Level 1/1 REACTpage code "Safety First"

Coping Behaviors/Level1/REACT page 1

The same code alsoappears on the REACT'pages (pages and ).

A word about REACTpages--

The.REACT pages are not intendedfor passive enjoyment. REACT pages ask children REACT page to do things that are based on a child's own information individual interests andneeds.

Examining Other Activities

Step 11 Now turn to page . You will find a second activity titled "It Had ToBe Written."This activity is the second of four activities Other written for this infusion strategy. You may activities examine this activity, andthe two following it in the samemanner as you examined the first (Steps 8 through 11). Using Other Strategies

Step 12 Having looked at all fOuractivities in the infusion strategy, you havecompleted your exaMinatiow of an entire strategy. Once you Examination understand the steps involved in using one completed strategy, you will find iteasy to use any of the others.

22 IV' timeto start--

The infusion strategies are byno means an exhaustive list of the ways that career education conceptscan be infused with all subject matter concepts. Sample infusion strategies have been prepared to show how career concepts can be integrated with concepts inmathematics, language arts,-social studies, and science. However, the door is open for you to devise additional infusion strategies for subjectmatter,concepts that are not included in the sample 'strategies. You'll understand how to develop some infusion strategiesonce you have tried several of

. the samples.

The community is at your doorstep. Use it!

Parents are available to assist. Invite them in!

Hands-on materials earl' e obtained. Get them or make them!

Infusion strategies remain to be devised. Create some!

23 MASTER INDEX OF INFUSION STRATEGY CONTENTS

C8 - COPING BEHAVIORS LS - LIFESTYLE

DM DECISION MAKING SD - SELF-DEVELOPMENT

Readiness Level

LANGUAGE ARTS

Dimension Infusion Strategy Occuoation Activity Sub ect Matter ' (Grammar and Usage) !En

CM As I See It Cemmercial I Can Guess Uses of language: Artist express 100 feelings, describe, inquire LS Soecials for Customers Grocer Because There Informal awareness tf sentence 148 Are Peoole oatterns LS Special; for Customers Grocer That's Why I Proper forms and usage Do It 158

(Listening and Speaking)

...... ci C8 Moving and Changing ,r. Construction Following Listening comprehension Machine Operator ' Directions 34 C8 Do As I Do Teacher Read the Story CM 'Listening comprehension Knowing Where to Go 63 Fireman Wha Is a Goal? Listening omcprehension Lel Knowing Where to Go 116 Fireman ;. \ smearing Goals L'istening comprehension SO Play Is Work 132 Athlete Breathe\ nd Show and tell activities Balance 196 SO Play Is Work . Athlete Time Out Listening for comprehension 200 (ReadingL

CS Nosing and Changing Construction Outdoors Machine Ooerator Rend labels 42 C8 Do As1 Do leacher What Odes the Left-to-rIght orientation Teacher Do? 58 Letter name knowledge CB Do As I Do Teacher Read the Story Picture reading CM As I See It 63 Commercial Look at Me Artist Audio and visuel discrimination 95 CIN Knowing Where to GO Fireman What Is a Goal? Sound-letter relationshio CM Knowing Where to Go 116 Fireman Cremating Goals Tell story from picture LS 132 Soecials for Customers Grocer Because There Left.to-right orientation Are. Ptoole 148 Visual discrimination 50. 7he Family Likes :t Landscaoer Tree or Flower Picture dictionary SO Play Is Work ' 184 Athlete Time Out Left-to-right orientation SO This Is Home 200 Homemaker I'm Hungry Patterns of organization 219 Cause-effect. sequence (Writing Skills)

CB Do As I Do Teacher What Does the Print own name, simple words Teacher Do? se CB Do AsI Do Teacher One for the Word labels for objects In roan looks 67

Readiness Level

MATHEMATICS

(Facts end Operations)

CB Moving and Changing Construction Marl Than One COunting Machine Operator Toy 38 ON As I See It Commercial What a Shaoe Artist Counting members of a sat 64 Eouivalente

27 Dimension --11.1:.-9"a",Binf"i'm .9.E.c=19.5 Sub ect Aatter 'LS !siltLLE . Specials for Customers Grocer They Depend Counting members of a set on Me 151

(Figural)

LS Specials for Customers Grocer They Depend Rea4bar and picture graphs po Me 153 SD Play Is Work Athlete, Rules and 84r.draphs Penalties 204

(Geometry)

DM --AsI See It Commercial What a Shaoe Artist Recognition of simple shapes 84 DM As.I See. It ;,ortiesmmrttial I Can Guess Recognition of simple shapes 100 SO , The Family Likes It iandstaper . Sizes Manipulation Of basic solids aid planes 176 SO The Family likes It , Landscaper Planning ManiPulation of baiic solids and planes 180

(Measurement) . C8 .Moving and Chinging Confiruction How Big Is , Distinguish short-tall. heavy- Macfilte Operator It7 46 . light, least-most. wide-narrow S8 Do As I Do Teacher . One.for the -Calendar BOoks 67 LS Specials for Customers Grocer Thats' Why I DistInguilsh short-tall. heavy- Do It 158 light.least-mst. wide-narrow SD The. Family Likes It Landscaper Sizes OistingUiSh short-tall, heavy- 176 light, least-most, wide-narrow (Problem Solving)

C8 Moving and Changing. Construction How Big Is Simnle oral problems Machine Operator It? 46 Counting for classroom needs CB DO As I Do 'Teacher One for the Simple oral problems Books 67 . Counting for classroom needs

Readiness Levq1

SCIENCE

(Biology) -J SD The Family Likes It landscaper Tree or Flower Growing plants and their care 184 (Earth and Sky)

C8 moving and Chancii,3 Construction Outdoors Machine Guerator Local weather conditions 42

(Phssics)

OM Ac I See it Commercial ArtiSl Looking and Functions of Shape Seeing 90

(Scientific MetivA/

DM ' As I See It Commercial Artist what a Shane Use of senses to gather data 84 Categorizations DM As I See It Commercial Artist Looking and, Use' of senses to gather data Seeing ID DR As I See It Commercial Artist I Can Guess Use of senses to gather data 100 Categorizations Om As I See It Commercial Artist Look at Me Textures ° Again 104 LS Specials for:Customers Grocer That's Why I Categorizations Do It 158 SD the Family likes It Landscaper Sizes Categorizations SO The Famiry Likes It 176 landscaper Tree-or Flower Categorizations SD This is Mome 184 momemaker The Family categorizations Cares 224

7:5

28 Readiness Level

SOCIAL STUDICS

Dimension ----... Occupation ti.t. !ill:at (IconomIcs) [111911.111.1aL i CB Moving and Changing Construction Following Machine Operator Division of labor in home. Directions 34 school, and community Knowing Where to Go Fireman Whet Is a Goal? Division of labar in home. 116 school, and community 014 Knowing Where to Go Fireman Now and Future LS Specie 1 s for 'Customers Diviiion of labor in a group 128 Grocer They Depend on Me Differences between goods and 15, services 1.'.; Specials for customers Family needs and wants Grocer _...... __.... Working to Help Family needs and wants 163 SD 'The Family Likes It . . Landscaper Tree or Flowt.r SD This is Home Division of labor in a family. 184 Homemaker I'm. Hungry Differences between goods and 219 SD This Is Nome services Homemaker. The Family Division of labor in home Cares 224

(GeogrePhy)

Dii Knowing Where.to Go Fireman How to Set to the Fire Map represents surface of the 123 earth, Use of symbols (History)

CB Moving and Changing Constructtun Following Personal memories. Machine Operator., Directions 34 CD Moving and Ch..,r4im7 Construction How Bio Is It? Personal memorieS machine Operator 46

(Political Science)

CB Moving and Changing Construction More Than machine Operator One Toy Authority in school and home 38 CO moving and Changing Classroom and bui1dini rules Construction Outdoors machine Operator Classroom and building rules 47 C5 Moving and Changing Authority in school and home Construction mow Big Is Machine Operator . Authority in sehoo1 and home It? ' 46 DM As I See It. Commercial Look at Me Artist Authority in school and home 95 DM As I See It Commercial LOOk at Me Artist Again Authority in s.chool and home 104 SO Play Is Work Athlete Rules and Classroom and building rules Penalties 204

(SOciology-Anthroc017,10

CB moving aria (nanging Construction Outdoors machine Operator Individuality and responsibility 42 CB moono and Changini e Construction Mow Rig Is Care of enuioment macnire Operator It? 46 C9 Do AsI Do

TnaCher This Is %pm . 1 m Membership In a grOuD 73 Om . . as ISem It Individuality and responsibility 'Commercial 'Looking and Artist Individuality and responsibility Seeing 90 311 As I See It Commercial Look at Me Artist Again Individuality and responsibility DM 104 1010.org'Where to Go , Fineman What Is a Individuality and resoonsibility Goal, . OM 116 '. Knowing Where to Go Firemvn No. and Future Membershio in a grouP nowing Siiiere to Go. .,' tireman 171, I Can Do It Myself membershin in a group . 136 '..; Individuality and iesponsibility tO Specials for Customers . Grocer Because There. Memtership,in a group Are People 148 .... LS Specials fnr Customers . reocer That's Why I Individuality end responsibility Do It 1.58 LS Soecials For Customers Leocer workimg to Individuality and responsibility 163 SO The Family.Likes it lands'Aaer Oltiing Membership in a group 160 2 6

29 ...

Dimension Activity 12fusior=.1t--"Iat Occt.--1.0..U21 Sub ect Hatter (Sociology-Anthropology Cont'd) ,

SD This Is Home Homewaker Pitch In Membership in group 214 Individuality end responsibility SD Iliis Is Howe Homemaker I'm Hungry Contact with others is needed. 219 o

2 7

30 43 MOVING AND CHANGING ea . 0 READINESS LEVELIINFUSION STRATEGY LI L.

CAREER DEVELOPMENT. FOCUS An individual should learn to cope with authority a). exercised by others. OCCUPATIONAL FOCUS: Construction Machine Operator a

ACTIVITIES ... - IN-THIS INFUSION STRATEGY 0 a) 1. Following Directions a)

2. More Than One Toy a 3. Outdoors a 4. How Big Is It?

,Ni ...... 1- \ \ > .' '--- \\\0) 46 C3

,.., co , ! ,...., i\ A 0) i, ; , C I,/ Ill ...... ?1 11; 0- i 'UN. ,. i f AN , i.ii 0 illithilli ,41111111/11111/?' kit/111(6/V k..) f i 1;.

N.N 0 1V_-r 4e L. C)

. ; :o... C3 31 f: a) 28 Teacher Goals

Teacher goals of this strategy coMbinea Coping Behaviors Dimension subconcept with subconcepts from Attitudesand Appreciations, Career Informa- tion, and Educational Awareness, and subject getter concepts forthe occupation of the Construction Machine Operator.-In th;s perspective the teacher's goals are to:

Provide an opportunity for childrento have the responsibility of authority.

Help children developan understanding of the need for authority.

Lead children to an understandingthat construction machine operators have rules andguidelines to follow.

Set up situations to simulate workingconditions of a machine operator.

32 33 30 FOLLOWING DIRECTIONS

Readiness Level Activity

PerformanceObjectiZ71

Coping Behaviors Dimension

. . identify the authority that specified the task to becom- pleted by the constructionmachineoperatoi.

Attitudes and-Appreciations Dimension

. . . identify one contributionto society made by a construction machine operator.

Career Information Dimension

. . . name one kind of construction machine;

Subject'Matter Concepts

Social Studies Language Arts Economics Listening and Speaking Division of labor in Listening comprehension home, school, and community History Personal memories

Preplanning Suggestions

Story to read aloud.abouta constructiOn machinery operator Materials for a.vocabulary chart

Pictures of construction machinery ' Magazines and catalogs for cut andpaste activities

3 1

34 FOLLOWINGDIRECTIONS

Construction machineryoperators are usually.not self-employed.This means that they must learnto cope with authority of thosefor whom they work.

Read to children storiesabout construction workers. The story about the steam shoveloperator is familiar to most teachers in earlyChildhood education.

An individual should . identify the authority learn to that specified the cope .with authority exercised task'to be by others. completed by the construction machinery operator. PPO Coping Behaviori

From stories developa Vocabulary chkrt with pictures thatidentify several different kindsof power- driven constructionmachinery.

Completion of a worthwhile . . identify one contribution task has value for theworker and for society. to society-made bya construction machine operator. PPO, Attitudes and Appreciations

Children are usuallyable to identify ,some kinds of machinery becausecon- struction and demolitionis so wide- spread.

Occupations require theuse of . . . name one kind of construe- specific materials and equip- tion machine. ment. PPO

Career Information Provide magazines andcatalogs which have pictures of thevarious machines.

Develop a bulletin boardwith pictures 'children have cutout and mounted and children's drawings ofconstruction machines.

35 22 The REACT,page shows a sandwich. Ask the children to talk about whomight have made the sandwich. Lead the discussion into who provides foodfor each child. Include the wage earner and the person who cooks food. Lead children to explore the ideathat the wage earner and the cook are really respcnding to the authority of the human's need for food. Children need to learn that thereare many kinds of authority. The personal direction giver is exercising only one kind.of authority.

Discuss how each childgoes about% asking for special thingsat home. What happens when a childverbally demands something?How do children recognize when the parent has finally reached the end of tolerance?

CB/Level R/1

"This Is From Us"

.3 REACT Page 37 CB/Level R/1 34 MORE THAR ONE TOY"

Readiness Level Activity

Ferformance Ob3ectives

Coping Behaviors Dimension

. . . give directions to other children ina game.

. . . describe and explain the necessityfbr one kind oobedience on a school field trip.

tareer Information Dimension

. . . name two situations in whicha crane operator is needed.

Subject Matter Concepts

Social Studies Mathematics Political Science Facts and Operations Authority inschool and Counting home Classroom and building rules,

Preplanning Suggestions

Stick, string,.paper clips, and constructionpaper. "Fish" (about.5 jnches long) "Fish pond" Pictures of e crane

38 MORE THAN ONE 'TOY

Construction machinery operatorsneed a variety of skills. One special skill for the crane operatoris good eye-hand-foot coordination.

Use any game or activity inwhich. coordination is needed. A simple and familiar game uses,a rod, string, and, magnet to "fish." The "fish" usually have an attachedpaper clip to attract the magnet. Emphasis of the activity is learningto cope with the authority of others.

An individual shouldlearn to . give directions to other cope with authority exercised children in a game. by others. PPO

Coping Behaviors As an example of givipgdirections, one child is "boss;" the other children are workers. The "boss" points to the "fish" the other childis to pick up. A limit is set either in number of tries or in amountof time allowed to "fish." Any other fish caught must be returned tothe "pool."

Occupations require theuse of . name two situations in specific materials and equip- which a crane operator is ement. needed. PPO Career Information

Show pictures of,acrane operator. Help^children see the relationship between their game of "fish".andthe crane operatoesattempt to pickup a specific item. Select pictures of cranes in operation in many different situations such as excavating

and moving scrap material. -

An individual should learn to . . describe and =Plain the cope with authority exercised necessity for one kind of by others. obedience on a school field trip. Coping Behaviors PPO Undoubtedly during the year there will be a crane in operationsome- where near the school.. Plan a visit to the location wherea crane is being used.

Make ample preparation for the field trip. Follow suggestions of the school. Suggestions for field trips appear in other professional materials for this projeCt. Stress the idea of obedience for safety sakein relation to the crane.operatoron the job and the childon the field trip.

The REACT page showsan excavation site with a sign thatsays "Keep Away." Discuss with children who might have put up the sign. Why is a sign like this needed at a construction site? Is the sign "Keep Away" something children should respect?

Lead children into talkingabout when they have had to respect theauthority of an absent person. "My mother doesn't want me to play'on theway home," is an acknowledgment ofauthor- ity exercised even though\theparent isn't present. \

CB/Level R/2

"Keep Away" REACt Pade 38 41 CB/Level R/2

- OUTDOORS

Readiness Level Activity

Performance Objectives /

,--Copin-g'Behaviors.Difiiensidn

. shOwgátwthe to cooperate zn carryzng outa particular classroom activity.

Career Information.DimensiOn

. . give a reason why outdoor workmight be pleasantor unpleasant.

Subject.Matter Concepts.

Social Studies Science Political Science Earth and Sky Classroom and building Local weather conditions

rules . Authority in school and Language Arts hone , Reading Skills Sociology-Anthropology Read labels Individuality and responsibility

Preplanning.Suggestions ) ./ /t 'Play equipmentto simulate cOtruction machinery Materials to make a sign

3 9

42 0 OUTDOORS

Construction machineryoperators haVe seatonal work. Most construction work is out-of-doors. Some workers;,_ must be mobile. ,Theirwbrk sites change as the locationwork changes:

The individual wbrkermay find himself working undermany different conditions. He musit be able toadapt toithe job and the authority of the ' person who is directing,thejob.

An individual shouldlearn to . cope with authority exercised show by action the 'by others. ability to cooperate incar- rying out a particularclass- room activity. Coping Bohaviors PPO :

Plan an area in theroom as a construction site. In the area place equipment.children use inpretend- ing they 6.1' construction machinery' operators. 'Establish rulesfor play that are consiStentwith the ordinary rules of the,classroom. Discuss the outdoor nature ofspnstruction workers,' jabs. With help-from theclass make a Sign to be put on theconstructio play area.

BDWEATHER NO WORK TODAY,

Develop somecagreementWiththe 0,ass about who is to plaCethesjcn on-the play area. Define when thesign

be used. -

You.may wish to visit onlywhen weather outdoors is bad. This really creates problems for the class because the'4, days children needto stay indoors they also needa variety of activit;ies.' The best solutionis to have the sign appear at an unexpected time.'

4 0 43 The individual worker deter- . . give a reason why out- mines which aspects of an door work might be pleasantor occupation may be pleasantor unpleasant. PPO unpleasant..

Career Information Children must respect the sign. Some- time when the sign is being used, meet with the group to discuss-howan outside force affectsplans. Have- children give experiences fromtheir own lives about plans changed because of weather. You might wish to list such situations.

No.picnics No swimming No fireworks No baseball No play in the park No golf

Ask children to tell howthey feel and what they o when plans .are changed. Relatthis feeling to the many workers whos \jobs are dependent on weather.

WORKERSWHODEPENDON WEATHER

Farmer Construction Worker Painter Gardener Athlete

The REACT page showsa child looking out the window which is coveredwith raindrops. When the picture is shown ask children how they feelin the same-situation. Ask for suggestions for activities whichcan be substi- tuted 'for planned outdoor activities.

Fncourage children to recalltimes adults were restless becauseweather changed the adults' plans.

CB/Level R/3

"What Can I Do?"

. REACT Page 45 CB/Level R 3 42 - _HOW BIG IS IT?

Readiness Level Activity

Performance Objectives

Coping Behaviors Dimension

. . tell how the size ofa crane limits Ole crane operator's ability to perfbrma job.

Career Information Dimension

. . identify estimating a load as a skill needed bya crane operator.

. identif eye-hand coordinationas a skill needed by acrane operator.

Subject Matter Concepts

Mathematics Social Studies Measurement History , Distinguish heavy-light, Personal memories wi8e-narrow, etc. Political Science Problem Solving Authority in -school and Simple oral problems home Counting for classroom Sociology-Anthropology needs Care of equipment

Preplanning Suggestions

Bucket or boxes for carryingsmall blocks or toys Tweezers,-ice tongs, etc. forpicking up objects

4 3

46 HOW BIG.IS IT?

The operator of a crane needs to estimate proper load size.

Knowledge and skills in sub- . . identify estimating a ject matter areas are helpful Zoad as a skiZZ needed bya in occupational competence. crane operator. PPO Educational Awareness

The size of the bucket of thecrane remains constant. The load to be picked up varies in size and in kind of material to be moved. A load of earth, a pile of bricks,a- heavy metal beam, anda stack of scrap metal are examples of the kinds of things to be moved by a crane.

An individual should learn . teZZ how the size ofa to cope with authorityexer7 crane Zimits the crane oper- .cised by others. atorrs ability to performa job. Coping Behaviors ppo

A small crane willmove smaller loads. The number of loads will increase as size Of load decreases.

Plan classroom activity directly related to size of load andnumber of of loads. Each child in the activity is to be a crane. Children involved are to estimate how much they-can pick up, carry, and depositsuccess- fully. Make a stack of books, blocks, paper, crayons or any familiar classroom supplies. Have the materials moved to another location in the room. Have different childrenmove the materials. Each time keep track of: (1) the amount of timeto move the materials, and (2) numberof trips involved.

An entirely differentaspect is if the child couldmove the materials without dropping them. You might decide to.pretend the objectsto be moved are highly breakable.Any dropped article somehowmakes the operator less efficilnt. 47 44 Ask children to recallsituations when they neededa special physical skill. Riding a two wheeler, learning to tie shoelaces,and using scissorsare only a beginning in a long list ofthings children try to learnat this age level.

Cdmpare the babylearning to.feed himself with.thecrane operator. Can the baby ute aspoon to pick up food?Can the baby get thefood AD it's mouth withoutany spill?-

Knowledge and skills insub- . . identify eye-hand ject matterareas are helpful coordination as.a skin in occupationalcompetence. needed by acrane operator. Educat ional Awareness PPO

Try to astemble foruse in the classroom tweezers, sugar tongs,pliers, meat tongs, ice tongs, andany other similiar householdequipment. Put these pieces of equipmentin a work area. Have children assemblemany different kinds of objectsto be picked up.

Encourage children touse the tools to pick up the objects. Experience will help theircoordination. Help children learn thatworkers must learn to do their jobs. Compare the child's learningtasks to the workers'learning tasks.

The REACT page hasa picture of a hard hat. The construction worker may need to wear specialprotective clothes on his job. Talk about why the hard hat andother protective clothing is needed.

48 45 Ask who probablymade the decision that the construction worker needed a hard hat. Help children recognize that authority ofothers influences most situations. In some cases the authority isa group who are interested in safetyof individuals. Could the worker be on the job without the hat?

CB/Level R/4

"I'll Use It"

49 46 REACT Page . 50 CB/Level R/4

4 7 RELATED MATERIALS

7 Beginning Responsibility: Learning to Follow Instructions (Film,Color, 11-min.) Coronet InstructionalFilms, Coronet Building, 65East South Water Street, Chicago,Illinois 60601, 1970.

Beginning Responsibility: RuTes at School (Film, Color,11-min.) Coronet Instructional Films, Coronet Building,65 East South Water Street, Chicago, Illinois 60601, 1964.

Big Book of Building and Wrecking Machines, The (Book) George Zaffo. Grosset and Dunlap, Inc., 51 Madison Avenue, New York, New York10010, 1965.

Build-A-Road Construction Puzzle(Puzzle) Educational ReadingService, 320 Route 17, Mahwah, New Jersey07430, 1969.

Dickie Builds a Truck (Film, Color,. 12-min.) EncyclopaediaBritannica Educa- 0 tional Films, Inc., 425 NorthMithigan Avenue, Chicago, Illinois 60611, 1967.

Field Trips Out of the Ordinary (Sound Filmstrip) Eye GateHouse, Inc., 146-01 Archer Avenue, Jamaica,New York 11435, 1970.

Girls Can Be Anything (Book) Norma Klein. E. P. Dutton and Co., Inc., 201 Park Avenue"South, New York,New York 10003, 1973.

Kingdom of Could Be You, The: Careers in Construction (Film,Color, 4-min.) Encyclopaedia Britann4ca EducationalFilms, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611,1973.

Mike Mulligan and His Steam Shovel (Book) Virginia LeeBurton. Houghton Mifflin Company, 2 Park Street, Boston, Massachusetts 02107,1939. Seaport (Film, Color, 17-min.) Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue,Chicago, Illinois 60611, 1973.

Story of Building a House, The (Filmstrip)Eye Gate House, Inc., 146-01 Archer Avenue, Jamaica, New York11435, 1970.

What Does Your Dad Do? (Sound Filmstrip)Carlton Films, Box 56, Beloit, Wisconsin 53511, 1971. CONSTRUCTIONMACHINERY OPERATORS

Operating'engineers operateand maintain various types ofpower- driven construction machinery. These machines includepower shovels, cranes, derricks, hoists, pile drivers, concrete mixers, paving machines,trench excavators, bulldozers, tractors, and pumps. Operating engineers oftenare identified by the types of machines they operate or the type ofwork they perform--for example, craneman, bOldozer uperator, derrickoperator, or heavy equipment mechanic. These craftsmen havea wide range of skills because they work with many different types of machines--some complexand others relatively simple. The range of skillsmay be illustrated by describing the work performed by an engineer who operates a crane andone who operates an earth-boring machine.

The f:rane operator manipulatesvarious pedals and levers to rotate the vcdne on its chassis and to raise and lower the crane boom and theloadline. The operator also manipulatesa number of different atta:hments to boom for various construction the crane purposes. For example, he manipulates buckets for excavation work; pile drivers to drive steel beams,wood, and concrete piling into the ground; and wrecking balls for demolitionwork. Good eye- hand-foot coordination, skill in precision handling ofileavy equipment, and judgment in estimating proper load size are among the essentialaptitudes needed to do the crane operator's lob. In contrast, the operation ofearth- boring machines that digholes for polesor posts is one of the less skilled tasks performed by operating engineers. The operator sets theproper auger (drill) in the spindle, stalts the machine, and stops itwhen the auger has penetrated to the correct depth.

Although the skills required ofan operating engineer vary, there is an increasing trend toward more versatility in this field, andan individual who desires steady employment, particularly in construction, shouldknow how to operate several different types of equipment.Operators prefer to workon the more complex types of machines because they are paid higherwage rates for operating such machines.

The majority of operating engineers Work on constructionprojects. Most of the construction machineryoperators are employed by contractors engaged in highway, dam, airport, and other large-scale engineeringprojects. On building projects, they are employed in excavating, grading,landscaping and in hoisting concrete, steel, and other building materials.Others are employed by utility companies, manufacturers, and other businessfirms that do their own construction work, as well as by state and local publicworks And highway departments. Relatively few ,operating engineersare self- employed. Those who are self-employed are,usuallyowner-operators of construction equipment, such as bulldozers, small cranes, andbackhoes. In addition to employment in construction work, operatingengineers operate cranes, hoists, and otherpower-driven machinery in factories mines. and In some cases, the duties ofoperating engineers in nonconstruction jobs are about the same as those in construction work. For example, operation of a crane to unload cars of coal at a factory isvery similar to operation of a crane to unload barges of sand and gravel fora street paving job.

4 9 On the other hand, the work ofa steel. pourer (Craneman) in a steel mill :differs considerably from that ofa crane operator in the constructiOn industry.

Construction machinery operatorsare employed in every section of te country. Their work, however,may often take them to remote locations where highways and heavy engineering projects,such as dams, are being built.

'ost training authorities recommendthe completion of a 3-yearappren- ticeship as the best way to qualify forjourneyman status as an operating engiineer. Many men having mechanical aptitude,however, enter this occupation by obtaining jobs as oilers (operatirig engineer's assistants)or as helpers to heavy equipment repairmen. Workers on these jobs gaina knowledge of the machinery, how to keep it in goodworking order, and how to make repairs. .0ilers and helpers must perform their work well and demonstrateinitiative before they are given the-instruction from experienced operatorsthat is necessary for advancement. They also mult demonstrate interestin and ability to learn the correct methods of handling equipment and be able torecognize hazards that must be avoided.

Sdme men having mechanical experience, such as that obtained fromoper- ating farm.equipment, may get jobs operating the simpler constructionmachines. Operating knowledge of a broad range of related equipment and attachments,however, is ordinarily necessary to obtain continUousemployment. This all- round knowledge is obtained best through a formal apprenticeshipprogram or by working as an oiler or helper, usually for a much longer period of timethan it takes to completeen apprenticeship.

Apprenticeship standards provide trainingin the operation of each of the following types of equipment: (1) universal equipment (hoists,shovels, cranes, and related equipment), (2) grading andpaving equipment, and (3) plant equipment (such as material mixing and crushing machines). Thes standards also provide for the training of heavy-dutyconstruction machinery repairmen. The apprenticeship program for each trainingclassification consists of at least 6,000 hours (3 years) ofon-the-job training. Training is given either by a lead engineer, a journeyman, or a master mechanic. In a typical universal equipment training program, the apprentice learns, among otherthings, to use, maintain, and handle safely the equipmentand tools used in the trade; set grade stakes; and read plans andinstructions. He also learns to use welding and cutting equipment and the different types of greases and oils. In addition to on-the-job training, theapprenticeship program includesa minimum of 144 hours a year of related classroom instruction in subjects suchas reading of grade plans, elements of electricity, physics, welding, andauto- motive maintenance.

Apprenticeship applicants'generally mustbe between 18 and 25 and must be physically able to perform thework of the trade. A high school education or its equivalent is required to completesatisfactorily the related theoretical instruction. Applicants also must demonstrate theability and aptitude necessary to master the rudiments of the trade.

The rapid rise in employment of operatingengineers will occur mainly because of the anticipated growth inconstruction activity. The grow:ng

53 50 volume of hlghwayconstruction, resulting from the federalgovernment's long- range multi011ion dollarhighway development important in providing program, will be especially thousands of jobopportunities for operating Job opportunitiesalso will result engineers. from the need to thaintainand repair the nation's exfiandinghighway system.

The trend toward the increasing.useof construction every indication of machinery shows continuing. More specialized and particularly those used more complex machines, in earth-moving,as well as smaller machines for small construction suitable projects, are being developed expected to be Ised continually andare to a greater extent.The increasing rials movement infactories and mines mechanization of mate- also should resultin growing employment of operating engin:ersoutside of construction..

Technological improvements are expected to limitsomewhat the growth in employment ofconstruction machinery bperators. For example, theincreased size, speed, mobility,and durability of construction machineshas expanded operators' work efftciency. Mobile truck 125 tons to cranes are now inuse that can lift a height of 330 feet(equivalent to mobile cranes a -story building). These can travel over highwaysat speeds up to 35 in use thatcan scoop up and m.p.h. Scrapers are carry from 75 to 150 tonsof dirt inone load. Earth-moving machinesnow move many times the be moved by the amount of material thatcould largest machine inuse a few years ago. has reduced breakdowns Redesign of equipment and improved maintenanceefficiency.

In additionto-improvements in conventional machinery, many typesof -laborsaving equipment.developed in recent year's use in the next decade. are expected togainwidespread Frequently, these machines several conventional combine the functionsof machines. One example is the vibrates, forms, and slipform paver thatspreads, finishes concretepaving in one continuous slipform paverreplaces at least four operation. The paving. other machines formerlyused in concrete A pipelaying machinedigs a trench, lowers and fills the trench the,pipe into the trench, after the pipesare connected. controls on construction In addition, electronic equipment are being used the use of electronic increasingly. For example., grade controlson highway paving equipment smoother pavements and results in greater efficiency ofthe paving operation.

The operating engineer'swork is performed usually works steadily outdoors; consequently,he during thewarmer months and experiences during the coldermonths. slow periods The work is activeand sometimes operation ofsome machines, particularly strenuous. The bulldozers andsome types of scrapers, is physically tiringbecause the constant jolts the operator. movement of the machineshakes or

2 A large proportion of operating engineersare members of the Inter- national Union ofOperating Engineers.

Adapted from: Occupational Outlook Handbook,1970-71 edition. U. S. Department of Labor, Washington,D. C. pp. 392-395. 5 1

54 DO AS I DO

IREADINESS_LEVEL(INFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Different skills are required for different tasks. a)

OCCUPATIONAL FOCUS: Teacher

ACTIVITIES

IN THIS INFUSION STRATEGY

1. What Does the Teacher Do?

2. Read the Story

3. One For the Books

4. This Is New

55 Teacher Goals

Teacher goals of thisstrategy combine a Coping Behaviors subconcept with subconcepts Dimension from Attitudes and Appreciations,CareerInforma- tion, and Educational Awareness,and subject matter concepts tion of Teacher. for the occupa- In this perspective theteacher's goals are to:

Provide opportuntiesfor children to takepart in teacher tasks.

Offer activities in whichchildren can identifya skill or knowledge.

Plan situations in whichchildren will use old skills in new ways.

Develop challenging-situations which give childrena chance to practice skills.

Direct attention to thevariety 6f skills used in daily life.

53 56 57: 54 WHAT DOES THE TEACHER DO?

Readiness Level Activity

Performance Objectives

Coping Behaviors Dimension

. . name two different tasks at home that require theuge of one particular.skin.

Educational Awareness Dimension

. . identify two adults who hat2e_diffe2

Subje5_Matter Concepts

Language Arts Reading Left-to-right orientatiorr- Letter name knowledge Writing Skills Print own name, simple words

Preplanning Suggestions

Chart paper and materials for recordingwriting charts Materials for school tasks, suchas painting supplies, library books, or any other child-orientedmaterials used in the classroom Materials for preparing a bulletin boardby the class Materials for making l.abels, for children'swork

58 WHAT DOES THE TEACHER DO?

Introduce the idea of different skills for different tasks by helpingchildren identify tasks they have at schooland' at home. Tasks include all activities in which children take part. Eating, watching television, and playingare all to be consideredas tasks.

Record tasks at school in a chart . form. Help children recognize left-. to-right movement 6f writing usedin reading the names,of taSks.

Different skillsare required for . name two different tasks different tasks. at,home that require theuse pf one particulcr skill. Coping Behaviors PPO

Have children select a)task;then dramatize the actions. Have children ide\ tify the skills used in thetask.

Painting includes puttingon a paint apron, dipping brushes in paint, applying paint where it is wanted,and making a picture. Help children relate these skills to othertasks.. Rut- ting on a paint smock is reallydressing oneself. Applying paint is a hand-eye coordination skill used inmany activities.

Look for thegross identifiable skills. Holding the brush could include bending fingers properly and balancingthe brush in the hand. These need not and probably should not be identified;however, some children may be able to trace skills to fundamentals. Recognize any individuals who have theseunderstand- ings and work with themindividually.

Ask children to makea list of tasks the teacher performs. Record the list for your own information. Children identify some tasks as the teacher's which, aecause of ease of doing,really could be shared with children. Tasks such as separating beans frommacaroni could be too difficult' for children in the sense that it is tootime ton- suming and tedious.

Several teacher tasks have beenselected for development in thisstrategy. They may be similar to thosein your' class.

Getting things ready wasone suggested task. Preparing a bulletin board has been used as the activity.

Plan with children a bulletinboard display of children's pictures. Dis- cuss what is needed for the bulletin board other than pictures. Record what children suggest is neededfor the bulletin board.

1. Cut out letters for the title.

2. Mount children's pictures.

3. Write children'snames for identifying pictures.

4. Put things on the bulletin board.

Learning achievement dependsupon . . identify two aduZts who effort and ability. have different levels ofability in the same skill Educational Awareness or knowledge area. PPO

Develop each of the activitiesat a different time with children'sassis- tance.

Point out skills used and helpchildren recognize that five year oldsare still developing the skills andare not expected to do as wellas an adult. De- velop the fdea of practiceas one way to learn or developa skill. Empha- size persistenceas a quality related to growth in ability toaccomplish a task:

.5 7 Making lettering includes theskill of drawing the lettersor tracing around patterns and cuttingout the letters. The skill of spelling is also needed but might beignored in this situation. Lettering uses. the . eye-hand coordination skillswhich ar'e not usually Welldeveloped at this age.

Mounting pictures.includesskill and 'knowledge in selectingappropriate colors and sizeS.and pastingthe picture and the mountingtogether. One- to-one match-N-1'g and makingmountings the correct sizeare other tasks that require specific, knowledgeor skill.

Printing children'snames on labels uses skills of reading and Writing. The infinite numberof skills used in reading cannot bepointed out to children at this time. Writing re- quire5 hand-eye coordinationskills in addition tosome types of reading skills.

Putting the itemson the bulletin board includes planningPlacement. A sketch could be madeto show the class how to plan the design. Other skills are selecting the items correctlyand actually securing the itemson the bulletin board. When the board iscompleted, review all thetasks involved and the different skillsor knowledge needed for each task.

The REACT page isa picture of a bulletin board. Ask the class to discuss the variety of skillsor knowledge involved in planning andmaking the bulletin board.

CB/Level R/5

"How To Do This" 111/7////WIMINIMI111111111 07/7R/MILIIMW

REACT Page 62 CB/Level R/5 59 READ THE STORY

Readiness Level Activity

Ferformance Objectives

Coping Behaviors Dimension

. . discuss What skiZZmay be important to the task of,selecting and reading alouda book.

describe how to learn to showPictures that accompanya record or a story.

Educational Awareness Dimension

. . . name at.least.one worker other thana teacher who might choose a bookYto read aloud.

Subject,Matter Concepts

Language Arts

. .Reading. . Picture reading Listening and Speaking LiStening comprehension

IPreplanning Suggestions

Read aloud library books. Materials for making a chartstory Visit to 4,library to'choose books (Room or school librariesare suggested.) Clock or timer READ THE STORY

Teachers read to childrenas part of every day's activity. Focus attention on selecting the book andreading alotid.

Children cannot be expectedto identify the skills involved inreading. If the situation is "right," theteacher can identify left-to-rightprogressioh, recognizing sounds of letters,understanding, giving meaningto a group of letters called a word,or any other of the many readinvskills.

Different skillsare required for . . discuss what skill different tasks. may be important to thetask of Co Ping Behaviors selecting and reading aload a book. .PPO.

To develop recognitionof skills needed for selecting a bdok,present the prob- lento the group. What skill does the teacher need in order to l'ead aloud to ° the class?Record or itefilize insome way the variety of tasks andskills. dhildren will beable to identify with smaller units which makeup selecting a book.

The book must be selected. The reason for selectinga book is related to ongoing class activitiesor for entertain- ment. The skill would beknowing how to find a book relatedto the subject or finding where a certain bookis. Reading aloud obviouslyimplies knowing all the silent readingskills. Less easily recognized skillsare using Your voice for interpretationand telling time to know how long 4twill take to read the book.

Knowledge and skills in subject name at least one worker matter areas are helpful in other than a teacher who occupational competence. might , choose a-book to read aloud. PPO Educational Awareness

Ask children to identifyother workers who might be expected tochoose books 64 6 1 for reading aloud. Actual,Teading to the class also involves skillin showing pictures at the correct timesand so all children cansee them. Keeping children's attentioncan be mentioned as a separate skill.

Have children identifya topic for a book. Either take the class toa library or show them howto find a book or story in a collection. Read the story to the class atan unaccustomed story time. Call attention to the time before starting and aftercompleting the reading. Discuss how to know when to start the story if it istp be reread during a regular "read aloud" time. Reread the story on a laterday indicating that thegroup had identified how long the storywould take.

Different skillsare required . describe how to learnto for 'different tasks., show pictures thataccompany a record or story, Coping Behaviors PPO

Have childrezi show pictureswhich accompany records learn about the skill of showing picturesas the story is read. Elicit fromchildren how they have learned to do this. Some children will have had previousexperi- ence; others will have learned by observation. Any explanation will have as the basic ingredient the abilityto listen.

The REACT page isa picture of an adult reading to a child. Elicit from children what has happenedbefore this picture, what is happeningnow, and what may happen next.

CB/Level R/6

"Tell About It" . A

REACT Page 66 CB/Level 63 R/6 .r ONE FOR THE BOOKS

Readiness Level Activity

Performance Objectives I

Coping Behaviors Dimension

, . identify..a teacheras a.person w4o knowe how to keep efficient records.

Attitudes and AppreciationsDimension

. . explain how keeping suppZiesavailable is ofvalue to other individuals.

, . describe keeping supplies availablefbr class workas a responsibility of the teacher.

Educational Awareness Dimension'

. . identify abilityto count and keep recordsas helpful to the teacher.

Subjct Matter Concepts

Language Arts , Mathematics Writing Skills . Problem Solving Word labels for objects in Counting for classroom needs room Measurement \ Calendar

Preplanning Suggestions

Teacher and school report forms: attendance, bus list, etc. Materials to keep a record of the use of school suppliessuch as . colored constructionpaper used in the room, etc. Calendars or lists of holidays / List of children's birthdays ONE FOR THE BOOKS

Children are aware that teacherswork at a desk and have.recordsto keep.

Different skills are required for identify a teacheras a different tasks. person who knows how to keep Coping Behaviors efficient records. PPO

The attendance record,milk record, and bus recordare daily records and are probably planned with children.

Eook fora different kind of report that can be adapted touse with children.

This strategy is selectedto illustrate keeping a record of coloredconstruction paper in theroom. The record is kept in order to knowhow much to use, what colors are used most, andhow much to order at the:next orderperiod.

Completion of a worthwhile task , explain how'keeping sup- has valuejor the worker and plies available is of for. society. value to other individuals. PPO Attitudes and Appreciations

Ask children what happensto their activities at homeor school when supplies arc Missing'. Cereal or bread are probably used daily by mostchil- dren. Have children tell howtheir parent knows when suppliesare low. Ask how the itemsare secured if the family has run out of theitem.

Work involves tiie-acceptance . describe keeping suppZies responsibility for a task.. available for ctass workas a Attitudes and Appreciations responsibility of the teacher. PPO

Point out that-schoolsusually do.not allow teachers,themoney to go to a store to buy what is needed. Rather, teachers,must plan aheathfora year to estimate what will beneeded. The skills and knowledge neededfor keeping supplies on hand need,to beidentified.

Lead children to figureout some of the thinos that the teacherneeds to know before orderingconstruction paper.

. How many children?

2. IsvPapera holiday'color?

3. Is the paper a colormost children like?

4. ,Is the colorone that is used often asa backgrouhd color?

Take tasks one ata time to identify skills. Children can count thenumber of class members. The skills of counting and readingnames are involved.

Study the calendar tolook for holidays that occur durfngthe school year. Record the holidays andcolors associated with them. Halloween calls for black, orange, and yellow. Christmas decorations use red andgreen. Valen- tine's Day needs red,pink, and white paper.

Skills involvedare using a calendar and identifying holidays. A different kind of knowledge isknowing what colors are associated witheach holiday.

Knowledge and skills fn subject . . matter areas are helpful in identify ability tocount and keep records occupatiopal competence. as helpful to the teacher.. PPO . Educational Awareness

Display the coloredpaper on hand. If it is convenient, havepaper where the .class can'count fullpackages and count '-or estimate the numberof loose sheets.

69 66 It may.bemore suitable to selectone 'or two colors for theclass to inven- tOry. Make a chart with thecolor*and aMount of thepaper. Keep a running -inventory as paper is used. Date the chart and use satplesOf paper rather than the name of thecolor.

Each timepaper of a particular color is used change theinventory. Discuss with the,class whatcolor paper can be used most frequently. Relate this to the idea of budgetingany commodity or budgeting money.

Try to continue theactivity until the end of the schoolyear or until the next ordering period.

Skills include counting,writing, knowing names of colors,and record keeping.

Any simple recordkeeping can be used. If parent conferenu.".;are planned, children Can helpschedule times and record any changes thatoccur. Health records pertain to childrenand are suitable for havihgchildren help plan procedures of recording.

The idea that recordkeeping requires' persisence is of extremeimportance.

The pictureon the REACT page fndicates a type of record that isalmost universal. The state requiresthat births be. registered. Schba-entrance is based on chronologicalage. Contribute to the discussion byeither suggestingor. by eliciting fromchtldren all theways that birthdate is usedin our society.

70 67 Further activitiescan be developed by visits to the placea birth is recorded or by looking at birth certificatesand related activities.

CULdvel R/7

"This Is a Record"

68 REACT'Page 72 CB/Level R/7 THIS IS NEW

Readiness Level Activity

Fe-rformanceObjectives

Coping Behaviors Dimension

. participate in a game which requiresvarying types of body movements.

. identify teaching physical activiiesas one of a teacher's

Career Information Dimension

. . . describe three personaZ characteristics neededby a teacher.

Educational Awareness Dimension

. . . tell how continued effort and practiceheZped develop a

. physical skill.

Subject Matter Concepts

Social Studies

. Sociology-Anthropology Membership in a group Individuality and responsibility

Preplanning Suggestions

Select an active game new to most children. Materials for making listsor charts of skills

7 0

73 THIS IS NEW:

Plan to teach a new or differentac- .tive game to thegroup. Select a personal favorite that the children haveri't learned or look fora game that is new to the teacher andstudents.

JOifferent skills are required for . participate in a game different taskswhich requires varying types of body movements. Coping Behaviors PPO

Start by analyzing agame children play now. Have children dramatize playing the game. At each change in activity, record the skill. If the game is dodgeball, the skills could be listedas:

Making a ,circle Throwing a ball Jumping Running

Other skills would be keepingtrack of turns and watching to see that rules are followed.

'Different skills are requiredfor . identify teaching physical different tasks. activitieS as one ofa teacher's skills. PPO Coping Behaviors

When the.new game is introduced,have children identify skills theteacher uses in teaching the game.

Learning achievement dependsupon . . tell how continued effort effort and ability. and practice helped developa Educational Awareness physical skill. PPO

Ask children to identify skillsthat are new to them. Let other children who-have expertise in the skill help and advise the learners.

Occupatiohs require s'pecial . . describe three personal personal characteristics. characteristics needed bya Career Information teacher. PPO 74 7 1 Point out that eachperson often has the opportunity to bea teacher. Dis- cuss personal characteristics teacher needs. Children will probably identify patience and knowledge abouta topic as the tdo foremost requirements. Lead the discussion into otherareas which seem appropriate. Good health, ability to work independently and withothers, ability to meet demands of time,and the need for interest inkeeping up with researchare all facets of teaching that childrencan understand.

As each characteristic ismentioned, elicit information abouta behavior that shows the characteristic. Chil- dren can explain using eitheran adult or a child as an example.

The REACT page picturesa child walking a balance beam. As the picture is shown, ask individual children if theycan do this, too. Lead into demonstrating and practicing walking the beam. Discuss where such a skill might be used.

Ask how one learns to walkon a balance beam or a similar piece of equipment.

CB/Level R/8

"Keep Trying" REACT_ Page 76 CB/Level R/8 7 3 RELATED MATERIALS

Come With Me to Nursery School (Book) Edith ThacherHurd. Coward-McCann, Inc., 200 Madisdn Avenu'!, New York,New York 10016, 1970. Cooperation, Sharing, and Living Together (Multi-Media)Educational Projections Corporation, 1911 Pickwick Avenue, Glenview, Illinois 60025, 1971. Field Trips Out of the Ordinary (Sound Filmstrip)Eye Gate House, Inc., 146-01 Archer Avenue, Jamaica,New York 11435, 1970. I Want To Be (Sound Filmstrip) Carlton Films, Box 56, Beloit, Wisconsin 53511, 1971.

I Want To Be (Books) Childrens Press, Inc., 1224West Van Buren Street, Chicago, Illinois 60607, 1969.

Kingdom of Could Be You, The: Careers in Public Services (Film,Color, 4-min.) Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611, 1973.

Let's Meet the Teacher (Tape) Mincom Division, 3M Company, 3MCenter, St. Paul, Minnesota 55101, 1971.

Little School At Cottonwood Corners, The (Book) Eleanor Schick. Harper and Row, 49 East 33rd Street,New York, New York 10016, 1965. School and School Helpers (Pictures and Resource Sheets) DavidC. Cook Texas Educational ffids, 4725 MainStreet, Houston, Texas 77002, 1970. There's Nothing to Do, So Let Me Be You (Book) JeanHarton Berg. Westminister Press, Room 908, Witherspoon Building, Walnut and JuniperStreets, Philadelphia, Pennsylvania 19107, 1966. We Go to School (Film) Coronet Instructional Films,Coronet Building, 65 East South Water Street, Chicago,Illinois 60601, 1970.

7 4 TEACHERS

Teaching is the largestof t e professions. Men and womenare full- time teachers in thenation's elementary schools, secondary schools, andcolleges and universities. In addition, thousands are many scientists, teach part time. Among theR physicians, accountants,members of other professions, and graduate students. Similarly, large numbers time in vocational of craftsmen instructpart schools. Many other people teach recreation Programs. in adult education and

No other professionoffers so many employment Women teachers far opportnnities for women. outnumber men in kindergartmand elementary schools and hold almost half theteaching positions in schools. secondary .(junior and seniorhigh) However, only aboutone-fourth of all college of all college and . university teachersare women.

Kindergarten teachersconduct a program of dren. education for young chil- Most frequently,they divide the school day between two differentgroups, teaching a morning andan afternoon class. group all dayt Some, however, may workwith one They provide the childrenwith experiences in play, work, stories, and music,.art poetry and introduce themto science, numbers, language, and social studies. In a variety of ways, kindergarten teachers helpto develop children's curiosityand zeal for learning, ability to think. as well as to stimulate their After school hours,kindergarten teachers day's work, may plan the next prepare the children's schoolrecords, confer with fessional personnel parents or pro- . concerning individual children,participate in teachers' in-service activities,and locate and bec,Npe 0 familiar with teachingresources. Elementary school teachers usuall.;!. wor.K withone group of pupils during the entire school day,teaching several ubjc. and supervising variousac- tivities such as lunchand play periods. ln se school systems,however, teachers in theupper elementary graw:::i may tcmch one or two subjectsto several, groups of children. Many.school f4steRs also give instruction and employ special teachers to to assist classrcomteach2,s in certain subjects art, music, physical such as education, industrial foreign languages, and making. Teachers in schools which home- have only, few students; largely in rural areas, may be required to teach all suhjcct; in severalgrades. Programed instruction, includingteaching machine- and "talking increasing use of teacher afds typewriters," and-the are new.dEvelopments thatare freeing growing numbers of elementaryschool and kindergarten allowing them to.give teachers- from routine dutiesand more in6ividual attention totheir students.

Among the most importantpersonal qualifications teaching are an enjoyment for elementary school and'understanding of children. Teachers must be patient and self-disciplineda.nd have high standards of personal conduct. A broad knowledge andappreciation of the arts, sciences, history, andliterature also are valuable. Civic, social, and recreational activitiesof.teachers may be influenced, andsometimes.are restricted, by their community. the customs and attitudesof

Although the average time spent in the classroom (lessthan six hours) usually is.less than theaverage work day in most other mentary school teacher occupations, the ele- must spend ddditional tiny_each day giving individual 78 7 5 help, planning Work, preparing instructional ',34terials, developingtests, checking papers, making out reports, and keepAng records. Conferences with parents, meetings with school supervisors, a/id other professionalactiVities also frequentlyoccur after classroom hour3i

Secondary school teachers--thoseeMployed in junior and senior high schools--usually specialize ina particlilar subject. They teach several classes every day, either in their, main subject, in relatedsubjects, or both. The Most frequent combinations are-English and historyor other social sciences; mathematics and general science; Jnd chemistry and biologyor general science. Teachers in some fields, suchas home economics, agriculture,com- Mercial subjects, driver education, awic, art,and industrial arts, less frequently/ conduct.classes in other subjects. The teaching methodmay vary from formal° lectures to free diStussions, dependingon the subject and the students' needs and aptitudes. The choice of method usually isleft to the teacher.

Besides giving classroominstrt4tion, secondary school and develop teaching teachers plan materials, deve7op andcorrerc tc:sts, keep records and make out reports, consult with parnt, supervisestudy halls, and perform other duties. The growing use of teafhingmachines, programed.instruction, and teacher aids relieves the teacher of many m:litinetasks. Many teachers supervise student activities, such as clubs and socialaffairs-,sometimes after regular school hours. Maintaining good vrOations withparents and the community is an importantaspect of job.

Probably the most important personyl qualifications forsecondary School teaching are an appreciation and unc..xtanding ofadolescent children. Patience and self-discipline are desirable traits,.as are high standardsof personal conduct. In addition to an enthusiasmfor the subjects they teach, a broad knowledge and appreciation of the arts, sciences, history,and litera- ture also are desirable. Civic, social, and recreationalactivities of teachers may be influenced, and sometime:::restricted, by the customs and of their community. attitudes

According to a recent survey, the average work week of secondaryschool teachers is about 46 hours a weck, of which 231/2 hoursare spent in classroom instruction and the remainder in out-of-class instruction and otherduties. All states require that teachers in the public schoolshave a certificate. Several states require certification for teachers in parochialand other private elementary school's.

Teacher certification in moststates also requires professional tion courses. educa- Eighteen states require thatteachers work towarda fifth year or haster's degree within a cert.:in number of years. Some school systems have higher educational requirementsthan those for state certification.

In nearly all states, certificates are issued bystate departments of ediwation on the basis of transcripts of credits andrecom.,n4ations from approved colleges and universities. Certificates may be issLdd toteachers from other states if the prescribed Rrograms havebeen completed at accredited colleges or if the teachers meet the academic and otherrequirements of the state to which they are applying. Under certain condftions usuallyrelated to a shortage of qualified teachers, most states will issueemergency or temporary certificates to partially prepared teachers. However, these certificates must be renewed annually%

79 7 6 All states have certain additionarrequirements for public teaching. For example, they school may require a health certificate,evidence of citizenship, or an oath ofallegiance. The prospective teachershould inquire about the specificrequirements of the area in which he plans to workby writing to the statedepartment of education school system. or the superintendent of thelocal

Most institutions ofhigher education offer a four-year teache--pr(2oaration teacher preparation. In curriculum, prospective teachers spend a:icut elementary school one-fourth of the time inprofessional courses--learning about children,la. plce of the school in the community, andmaterials and methods ofinstructoo--including student tion; the remainder teaching in an actual schoolsitua- of their time isdevoted to liberal arts study of the'process subjects. Some of learning and humanbehavior usually is included.

Since most schoolsare in session less than twelve teachers often take months a year, courses for professional growthor work at other jobs during thesummer. Some school systems, however, are extendingthe teachers' working Year to twelvemonths, including a one-month vacation in thesummer. Teachers *often addto their incomes by _working as teaching in summer school, camp and4recreational counselors,or doing other work: ers supplement their incomes Some teach- during the regular schoolyear. They may teach in adult or eveningclasses, work part-time for publication. in.business or industry,or write

Employment in teaching issteady and usually is in business conditions. not affected by changes Tenure provisionsprotect teachers from arbitrary dismissal. PenSion and sick leave plans arecommon, and a growing number of school systems grantother types of leave with pay. An increasing number of teachers are beingrepresented by professional that bargain teacher associationsor by unions collectively.for themon wages, hours, and other employment. conditions of

Adapted from: Occupational Outlook Handbook,1970-71 edition. U. S. Department of Labor,Washington, D. C. pp. 196-203.

7 7

80 AS I SEE IT

'READINESS LEVEL1INFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Choice means "makingup one's mind" : and there are certain situations where one can make choiCes.

OCCUPATIONAL FOCUS: Commercial Artist

ACTIVITIES

IN THIS INFUSION STRATEGY

1. What a-Shape

2. Looking and Seeing

3. Look At Me

4. I Can Guess

5. Look At .Me Again

.v44. 2

'AZ

81 0 OMB 78 4111 .Teacher Goals

Teacher goals of this strategycombine a Decision Making Dimension subconcept with subconcepts from Attitudes and Appreciations,Career Informa- tion, and Educational Awareness, and subject matter concepts forthe occupation of Commercial Artist. In this perspective the teacher'sgoals are to:

Structure experiences for childrento make individual decisiOns in whichdivergent thinking is encouraged.

Help children understand thatproducts are packaged or designed to appeal to theuser.

Help children realize thata commercial artist must be aware of the world around him.

Lead children to understand the kindsof situations in which divergent or convergentthinking may be used.

Provide experiences which makechildren aware of the world around them.

Point out the opportunities in dailylife for making choices.

7 9

82 83 80 WHAT A SHAPE

Readiness Level Activity

Performance Objectives

a Decision Making Dimension

. state a choice availableto an individual in teacher- structured situations.

co-operate with classma.es indetermining hqw to pZanan activity in a teacher-structuredsituation.

Attitudes.and AppreciationsDimension

. . explain why a school hasa time for starting and dismissing.

. . describe keeping the attendance recordas a.responsibility to oneself and others.

Educational Awareness Dimension

. identify a knowledge used byd commercial artiston his job.

Subject Matter Concepts

Science Mathematics Scientific Method Geometry Use of senses to gather . Recognition of simple shapes. data Facts and Operations ..." Categorizations Counting minbers of,(set Equivalence

Preplanning Suggestions

Bulletin board area childrencan reach Square, circle, triangle, or rectangle to use for recordingthe name of each child Box for storing labels Pins or thumbtacks Extra shapes for recordingattendance totals

8 1 , WHAT A SHAPE

To.welcome each child to theclassroom en school days, assignan individual activity for whicheach child must assume responsibility.

Most occupations includecom- . explain why a school mon expectations, such aspunc- has atite for starting tuality, dependability,,and and' dismissing. PPO,. avoidance of excessiveabsence. Attitudes and Appreciations Ilse a bulletin boardarea for recording attendances. Each child will .have his own name toattach"to the bulletin board to show thatthe child is "present" for that day.-

Provide pieces ofpaper of cloth cut in shapes ofsquares., cirtles, triangles, and rectangles.

Choice means "makingup one't . state=a choice avail- mind" and there are certain able to an individual.in situations where one can make . teacher-structured situations. choices. PPO Decision Making

Let each child selecta shape on which his name is to bewritten. As children select a)shape,repeat the child's name and'Ihename of the shape selected. "Judy picked a circle;" "Carl has a rectangle."

the.choice ofspace to be used for the bulletin boardmay create the need for a'whole seriesof class decisions. The area needs to be low enough for each child to reach. At , this age how high ,onecan reach might be a statuS'5Ymbol. Try to 'design classrooriNctiKities to preventem- phasis On any brticularphysical characteristic,. \

Help children sélecl\a suitableti- tle for the displayarea. Remind children that thename chosen must be related to the aCtivity. Children might be encouraged to makedecisions about color of the backgroundin relation to the colors availablefor the shapes. ,

Discuss "contrast," "bright,""9.) well together," "light," and".nrk" in referring to the colorsae cf,i- binations. Ask children if an,y;3c,r- ticular worker might needto know these kinds of things.

Knowledge and skills in subject . . identify a knowledge matter areas are helpful in used by a commercie, artist occupational competence. on his job. PPO Educational Awareness

As soon as the hulletinboard and name tags are completed, meet with the group to place thenames on the board.

Choice means "makingup one's , . cooperate with class- mind" aLi there are certain ° mates in determining how to' situations where one can make plan ag activity ina teacher- choices. . structured situation.. PPO Decision Making

Ask what should be done ifa child is absent. Lead children to decide that name tags should bekept in a box near the bulletin board. Each morning a child will put hi own label on the board; ifa child is absent, hlis name label OMremain in the box.. Work involves the acceptance . . . describe keeping the of responsibMty fora task. attendance recordas a re- Attitudes and AOpreciations sponsibility to oneself and others. PPO

Point put the-need for removingname tags each evening. This can become a classroom task assigned toa child. Discuss what would happen ifnames were not removed each day. Mathe- matical possibilitiesare almost endless. Each child matches his label on a one to one basis. .

Counting how many childrenare present and absent and then countingcor- respOnding labels providesan opportunity for counting and theneed for a beginning'understanding of addition. Those absent plus thosepresent should total the fall class enrollment. Rec- ognizing shapes and usingjle correct name should become a matter of habit in the group. Suggest that children- form groups accordingto the shape of their name tag. Record the names of each dhild ina group and the total number in thegroup.

Who Chose?

Triangle Circle Square

. Tom, Jan 2. 0 Judy 1 7

Rectangle

Lead children to understandthat'the total number of eachgroup of chil- Area should equal the totalnumber of shapes of a particularsize.

Career-ariented,learning may . idenfy a knowledge take place in-school or out used.by a commercial artist of sdhotl. on,his job. PRO Educational Awareness

87 As children learn the shapenames, lead into discussions of shapesin the world of nature and the world of man-made things. Help children actually see the world aroundthem. Lead children to reallyfocus attention on what theysee.

The REACT page presentsshapes used in different ways. Help children identify the object and theshape. Lead children into identifyingand designing theirown pictures using squares, triangles, rectangles, and circles.

DM/Level R/1

"That Shape Is Right"

88 85 1: krACT Page 89 DM/Level R/1 86 LOOKING AND SEEING

Readiness Level Activity

Performance Objectives

Decision- Making Dimension

. . . describe a situation in whichan opinion was changed or confirmed.

. cooperate with one or more, classmatesto design a package for a product.

Educational Awareness Dimension

. tell where one learned to identifya specific product.

identify one skill needed bya commercial artist.

Subject. Matter concepts

Science Social Studies Scientific Method Sociology-Anthropology Use of senses to gather Individuality and responsibility data - Physics Functions of shape

Preplanning Suggestions

Assemble a supply of empty containersof familiar products. (Those in a grocery store playarea would be suitable.) Several sets of identical boxes: shoeboxes, crayon boxes, etc. A collection of classroom materialsto use in playing a matching game (matching object to container)

tift

8 7 _

90 . LOOKING AND SEEING

Children need to have experiences in making observationsabout the world in which they live. Many activities in a child's lifemay have a relationship that the child1-as ne4er observed.

Career-oriented learningmay . tcll where one learned take place in school or out to i-,qtify a specific of school. product. Educational Awareness Have on dis! . variety of packages and cont, ,c. ;sif products familiar to cWorz:Tt, Pork with large or dcvelOp the activity Point out "che display, then askOP2or more children totell what theysee. AcJsnowledge. any comments a child makes. Listen for any reference thatindicates that a child has identifieda product because,of the packaging.

.Knlwledge andl'skills insubject . . . identify one skill matter areas are helpful in .needed by a'comTercialart- occupational competence. ist. PPO Educational Awareness

Compliment the child for beingso observant. This type comment usually is enough to lead otherchildren to similar observations. "I like that cereal in the purple box,"or "I bought r/ new shoes in thatsame kind of box," are remarks whichindicate children are looking ina way that associates past experience withthe present.

Point out that thedesignerof-the package made in such -t!ay that the-package would be readilyasso- ciated with the product.

Show objer:tsor packages and encourage children to LAmpare theshape, color, size, and decorations 4tYle package with the saMe charactaisticsof the product.

91 Choice means "makingup one's . describe a situation_in. mind" and there are certain which an op':.nionwas changed situations where onecan make or confirmed. PPO choices.

Decision Making /A< children if theyever look at people and let the outsideappear- ance influence the way they feel about the person. Encourage children to tell what happenedto that opinion after a closer relationship developed.

The same attitude oftenoccurs with new foods. A child rejects a food before tasting. Ask children for examples from theirown lifo. Ask if parents insist that.a'childtaste each new food. "Would:red mashed potatoes taste.as good as white ones?" "Would chocolate milk tasteas good if it were blue?" "Would a square hot dog be as good as the shapewe know?' Hold up a package. Ask if chillren like it or if they would make a change. Then select an ob- jec7 for which a child isto design a package.

Choice means "makingup one's . cooperate with one or mind" and there are certain more cZassmates to designa situations where one can make package for a product. PPO choices.

Decision Making Ask questions which help children tl'ink about making the packagesuit- able to the age of theconsumer and appropriate for the use of the rod- uct. ,ompare the child's desigl with, -nose of similar commerciEidesign. Have materials available for either . two or three dimensionaldesigns.

.Devise a game in which twoidentical boxes are shown. Show also three or four items which could be put in the boxes.

Have one child, "It,"leave the group. Have other children putone item in each box and put the unuseditems out of sight. Call the child who is "It" back to the group. The object of the game is to determine what has been put in each box. Encourage children to lift, shake, and estimateweight before guessing.

Allow about twoguesses for each box before stopping the child andhaving him look in,each box.

Call attention to goodreasons for guessing. The child who says, "The feather is in it because the boxis very light," is reasoning well. "The box is sort of light and haslots of rattl6s; it must be thecrayon," is also good reasoning.

Continue the game varyingthe objects, used.

The REACT page is to stimulateideas about what appeals toan individual. A second purpose of thepage is to introduce the idea of formfollows function. This idea has been used in many designs fromhomes to combs.

Use the page to elicit ideasabout appeal of products and practicality of design.

DM/Level R/2

"Does It Fit?"

93 90 REACT Page ANL r1M/1 nitetl /i) NOVAT ME

Readiness Level Activity

Performance Objectives

Decision Making Dimerision

. . differentiate between choiceof cZothes to one has. wear from those

. . describe a preference fbr an article of clothing,sensitivity or "feeling" for the clothing. .

. . . state choices available inteacherdetermined activities..

Career Information Dimension

. . specify clothing appropriatefor school.

Fbject Matter Concepts

Language Arts ,- Social Studies Reading Political Science Audio and visual discrim- Authority in school and ination home

FP-replanningSuggestions

A place in the room to use as a hidingarea for a child Several media for Makingpictures by children Chart materials for recording information about children'spictures

9 2 LOOKAT ME

In all suggesced activitiesuse classroom routine and supplies normally available. Meet with the group to discover what each child iswearing. Start the activity byselecting one child to accompanyyou to a place in the room where the childcan hide. Return to the group -and ask thename of the child who ismissing.

After the child is named,ask, "What is she wearing?" Acknowledge each response without pressing for details,- When children have describedthe clothing to their satisfaction, ca,11--he . -hidden child. Point outthe' major features of her clothing, "Agreen dress with white,dots, whitesocks, and brown shoes.

ContinUe the activitychoosingseveral Wldren. Each time a child returns, "-look formore details in the clothing.

Choice.means "making uicLones . . . differentiate between Mind" and there a;.-'0,certain choice of.clothes towear from situations where.one can. Make those one has. PPO chbices.

DecisionMaking At some point, aska child who decided what he wouldwear for that day. Lead the discussion into the difference between selectingclothes to-wear from among thoseone owns and selecting clothes tobe bought in a store.

Choice means "making up one's . . . describe a preference mind" and there are certain for.an article of clothing, situations where one'can make sensitivity or "feeling" for chOices. the clothing. .PPO Decision Making

Encourage children to talk aboutwhy they chose to wear certainclothes. Lead thildren intoresponses such as, "I like blue;" "The soft maierial feels 0od;" "I always havea good time when T wear these socks."

96 ---

9 3 Occupations may have certain . . specify clothing dress requirements. appropriate for school. PPO Career, Iniormation

Ask if a parent has designatedcer- tain clothing as appropriatefor specific activities.Are some clothes for school, others for play,and still others for very specialoccasions. Elicit reasons childrenunderstand if clothing is deemed appropriateor in- appropriate.

Choice means. "makingup one's . state choices available mind" and thereare certain in teacher-determinedactivities. situations whereone can make ppo choices.

Decision Making . Complete the activity by suggesting that'each child makea picture showing how she is dressed atthat moment. Encourage children touse any media available. Point out to children the choices of media availableto them fc,r pictures--paint,crayonso chalk, cut and paste, andany other materials available.

Observe the children todiscover how each selects hisown activity. Watch for those who change theirminds or are undecided as well as those who go directly to the activity.

When the pictures havebeen completed, meet with the group to show.the pictures. Ask each child why hechose the media he used. Accept Any respon-se without further questioning.--

Display the pictureson a display area familiar to the class. Keep the pictures to be usedlater. Make a record of what media the child used and recordany particularly de- s.criPtivereasonsforthe choice.

The REACT page for .6isactivity is the picture to showand discuss witti, a child or with a group of children. Lead children to discusscomfort in thn articles of clothing thechild in the picture is wearing. Looking for details in pictures isa reading activity. Ask children to find similarities'and.differences between the .clothes in the pictures andtheir own clothing.

Lead the comments into thearea of ffek'ing choicesin clothing and why one would or would not want tohave the articles in the pictureon the REACT page. Elicit comments about places where the-Clothing couldbe worn. Accept any suygestions; the children are representing theirown opinions as they have beendeveloped in their family life.

DM/Level R/3

"What I See"

98 9 5 REACT Page . 99

DM/Level R/3 . 9 I CAN GUESS

Readiness Level Activity

Performance Objectives

Decision Making Dimension

. describe whu More thanone of the five senses may be-needed to identify an object

-Educational Awareness. Dimension

. . name .a characteriStic which helped identifyan object.

Subject Matter Concepts

Mathematics Language.Arts

Geometry . Grammar and'Usage Recognition of simple G'? UseS.of language: express shapes feelingsdescribe, inquire Science Scientific Method Use of senses to gather data Categorizations

Preplanning Suggestions

Objects ina variety of shapes and for a variety ofuses

9 7

100 CAN GUESS

Play a game In which an object is described by shape and color, size and numerical relationships. Choose familiar objects with characteristics that are easily identified. "I see something in this room that is red and has four legs."

A chair

"I am thinking of something round that has two hands and has numerals written on it."

A clock

"What is it that is tall, brown and green in spring and summer and the green changes to other colors in the fall?"

A tree

Choice means "makfg up one's . - describewhy more than mind" and there ar4cert,ain one of.the five senses may be I. situations where one can`make needed to identify an object,- choices. .PPO p,sior Making When size,_color, shape, and number characteristics do not.provide for identification, add other clues which children will recognize. "I am thinking of something small, white, soft, and round like a can is round.d, Well, reader, what is it?

Learning achievement depends . . name a characteristic upon effort and ability. which helped identify an object. PPO Educational Awareness 98

Et 101 Discuss the sense that was used when the description was verbal. In each case the child listened, but they imagined texture, size, and other tharacteristics because of earlier experience.

Help children identify certain characteristics that help one classify an object. Comparisons to known objects are frequently used by children to identify or describe something; "It is taller than this house,"or "I know it is softer thanmy teddy bear."

Re6der, did you think ofa marshmal- low?

The REACT page, "Here Is A Clue," presents a box of common cube shapes wrapped as a gift. Elicit as many suggestions as possible for what could be'in the box. Help children set up parameters for guessing. Per- haps the box is for an adult on his birthday or a baby that has just been born. In any case help children decide whether or not the contents would be suitable, the right size, and if it is something they would have selected,

DM/Level .R/4

"Here Is A Clue"

102 9 9

LOOK AT ME AGAIN

Readiness Level Activity

Performance Objectives

Decision Making Dimension

. . take a situation in which he is permittedto make a choice.

Educational Awareness Dimension

. . . identify where one has learnedto use various art media.

. describe how one feels toward usinga specific art material.

Subject Matter Concepts

Social Studies Science Political Science Scientific Method Authority in school Textures and home Sociology-Anthropology Individuality and responsibility

Freplanning Suggestions

Materials for charts to record media childrenuse in making pictures. (See LOOK AT ME activity tocompare with an earlier experience..)

1 0 1

104 LOOK AT ME AGAIN

Meet with cnildren in a group. Close your eyes and describe clothing one child is wearing. Ask that child to stand. Open your eyes; hope the correct child is standing. If there are more children standing than the one whose clothes you described or if that child has not responded, repeat the description. Help the children understand who it is you are describing.

You.may wish to have children play an identification game to focus their attention on detaiTs.

Remind children that earlier they have made illustrations of what they were wearing. Suggest they make another picture of themselves showing what they are wearing today.

Choice means "making up one's . . . take.a situation in mind" and there are certain which he is permitted to make situations where one can make a. choice. PPO.. choices.

Decision Making. When the pictures are completed, have each child show his picture and tell why he chose to use the particular media.

Keep a class record of the media each child chose.

What I Used for a-Picture of M self Paint Crayon , Chalk

, .john Bob Joe

. Jean B40 Jenny

Count the number .of children in each category and the nameS on t4e Compare the number of names in each' categOry using:the-terms "less" and: :1more."- "More childrer(used chalk than trayons." "Less children used crayons.than thalk."

105 Distribute the first set of pictures drawn by the children. Ask children if the media that was used in both pictures is the same or different.

What Media I Used for Pictures.of Myself

Same Different

Mary .Joe Jan Carl Phil.

Career-oriented learning may . identify where one has take place in school or out learned to use various art of school. media. PPO Edzicational Awareness

If possible, have children write 0 their own umes; Discuss why children selepfed the media thatwas used. Atch for and recordresponses which indicate: (1) influence of peers, "I like Mary's picture," (2) influence of previousexperiences "I don't like to cut and paste,"or "I just like to use crayons," and (3) influence of home, "Idon't want to get my shirt dirty,"or "Mother likes my paint pictures." By listening to children'sreasons, one can understand why behaviorsappear.

Learning achievement depends . . describe how one feeZs upon effort and ability. toward using a specific art Educational Awareness mats,riat. PPO

Teachers can then help childrenad- just ta situations. Point out that learning at school includes trying things one might notever have tried before. Learning also includes the practice effect, trying thingsone does not do well in urder tobecome more skillful.

The teacher who works with small children needs to stress thatan artist sees the world and communicates

106 103 his feelings and understandings through art.

The REACT page presents a picture of several art media for children. Lead children to describe the one that wpuld be most suitable for a project they have in mind.

DM/Level R/5

"This Seems Best"

107 104 REACT Page DM/Levta,12/5 -RELATED MATERIALS

Adventures of the Lollipop Dragon (Sound Filmstrip) Society forVisual Educa- tion, 1345 Diversey Parkway, Chicago, Illinois 60614, 1970..

Come to Work With Us (Books) Sextant Systems, Inc., 3048North 34th Street, Milwaukee, Wisconsin 53210, 1970.

Feeling Blue (Boo;) RobertJay Woolf. Charles Scribnerts Sons, 597 Fifth Avenue, Pew York, New York 10017, 1968.

Ideas, Images and I (Book) Franco, et. al. American Book Company, 300 Pike Street, Cincinnati, Ohio 45202, 1970.

The Kingdom of Could Be You: Careers in Fine Arts (FilmColor, 4-min.) Encyclopaedia Brittanica Educational Films, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611:

Paint All Kinds of Pictures (Book) Arnold Spilka. Henry Z. Walck, Inc., 19 Union.Square West, Nuw York, New.York 10003.

Rainbow of My Own, A (Book) Don Freeman. The Viking PreSs,'Inc., 625.Madison Avenue, New York, New York 10022, 1966.

Start to Draw (Book) Ann Campbell. Franklin 'Watts, Inc., 565 Lexington Avenue, New York, New York 10022, 1968.

This Is Yellow, This Is Red (Book) Robert Allen. Platt & Munk, 1055 Bronx River Avenue, Bronx, New York 10472.

What Could I Be? (Book) Walter Lifton. Science Research Associates, 259 East Erie Street, Chicago-, Illtnois 60611. COMMERCIAL ARTIST

jhe art work appearing in oewspaper and magazine advertisements,on billboaOrd posters, brochures, catalogs, and television commercialsoften is created by a team of commercialartists.

In a small office, the art director may pe.rform the layout andboard- work himself with the aid of apprentices. In a 1,c-ge office, hemay be responsible for developing concelpts with the copy writer; settingstandards; dealing with clients; and purchasing needed photographs,illustrations, lettering, and other art work fromfree-lancers or artserw,ces. Much of the advertising artists' work is :n creating the conceptand art work for a wide variety of promotional items ov "collateralmaterial" (including direct mail advertising, booklets, folders, brochures,catalogs, counter displays, etc.) used to supplement newspaper and magazine adsor television and commercials. They also may prepare slides, filmstrips,and other visual aids.

Commercial artists also create theformats of magazines and other publications, designing or laying out the editorial pages and featuresand producing or purchasing the necessary illustrations or art work. Some commercial artists specialize in fashion illustrations, greeting cards,book illustrations, or in technical drawingsfor industry.

Most commercial artistsare employed as staff artists on a regular salaried basis by advertising agencies, commercial art studios,advertising departments of large companies, printing and Publishing firms,textile companies, television and motion picture studios, department stores, signshops, mail-order houses, greeting cardcompanies, and a variety of other business organizations. Many work as free-lance artists,selling their art work to any available cutomers--chiefly to thesame kinds of organizations that,employ salaried artists. Some salaried commercial artistsalso do free-lance work in their spare time. A number of commercial artistswork for Federal agencies, principally in theDefense Department. A few teach in art schools on a regularor part-time basis.

Artistic ability and good tasteare the most important qualifications- for success in the field of commercial art, but it isessential that these qualities be developed by specializedtraining in the techniques of commercial and applied art. In addition, extensive educationin the fine arts--painting, sculpture, or architecture--and inacademic studies providesa job foundation for obtaining employment in commercial art and is essential for promotionto higher level jobs.

The most widely accepted trainingfor commercial art is the instruction given in art schools or institutes that specialize in commercialand applied art. To enter art school, a high schooleducation usually, but not always, is required. Some schools admit only thoseapplicants who demonstrate talent by submitting acceptable work samples. The course of study, whichmay include some academic work, generally takes two or three.years; anda certificate is awarded on graduation. A growing nueler of art schools,particularly those in or connected with universities,require four years or more of study

110. tO7 and confer a bacheldr's degree--commonly the bachelor of fine arts (B.F.A.). \In these schools, commercial art instructionis supplemented by liberal arts courses, such as English and history. Limited training in commercial art also may be obtained through public vocational high schools, privatehome- study schools, and practical experienceon the job, but supplemental training usually is needed for advancement.

The first year in art school.may be devoted rimarily to the study of fundamentals--perspective, design, color harmony,composition--and to the use of pencil, crayon, pen and ink, and otherart media. Subsequent study, generally more specialized, includes drawing from life,advertising design, graphic design; lettering, typography, illustrations, and othercourses in the student's particular field of interest. Artistic judgment, imagination, and ability to visualize ideas onpaper are basic requirements for a successful career in commercial art. lhe various specialties, however, differ in some of the specific abilities required. For example, letterers and retouchers must be able to do precise and detailed work requiring excellent coordination, whereas Illustrators and designers'heed imagination,a distinctive art style, and, in most cases, the abilitito draw well. Some experience with photog- raphy is useful to those interested in art directionor design. For commercial artists engaged in free-lance work, the ability to sell both ideas and finished work to clients is important. A knowledge of type specifications and printing'prOduction is very helpful. Also, a business sense and responsibility in meeting deadlines are assets.Art directors need a strong educational background not only,in art and business practices but alsoin the liberal arts. P.2vertising art directors require a special kind of creativity-- the ability to conceive ideas that will stimulate the sale of the clients' products or.services.

Beginning Commercial artists usually needsome on-the,job training before they can qualify for other than strictly routine work. Advancement is based largely on the individual's artistic talent, creative ability, and education. After considerable experience, many commercial artists leave salaried employment for free-lance work. Most illustrators are free-lancers;, many of them have an agent, or artist's representative.

Commercial artists usually assemble their.best art work intoa folder, or "portfolio," to use in displaying their work. A good portfolio is ess....n- tial in obtaining initial employment and free-lance assignmentsas well as in changing jobs. 0

Employment and advancement opportunities-for talehted-and well-trained commercial artists in most kinds of work are expected to be good through the 1970's. Young people having only average ability and little specialized

training, hOwever, will encounter competition for beginning jobs and will . have limited opportunity for advancement.

The demand for commercial artists will continue to Vary wfth the kind of specialization. For example; demand for paste-up and mechanical artists is expected to increase but jobs for designers, art directors, and layoutmen are fewer, much sought after, and open only to experienced, highly talented, and creative artists. 108

111 Among the factors underlying an expected slow-increase inemployment of commercial artists through the 1970's is the upwardtrend in business ex- penditures for all kinds of visual advertising. Demand for television graph- ics, packaging design, poster and window displays,and greeting cards will create some increase in the employment ofcommercial artlsts. In addition, the growing field of industrial design isexpected to require the services of more artists who are qualified to perform three dimensional*workwith engineering concepts.

Women having exceptional aftistic talent willcontinue to find employment in all aspects of commercial art work, butparticularly in the textile industry and as fashion illustrators in departmentstores.

The earnings of free-lance artists havean especially wide range since they are affected by such factorsas the nature of the art work he performs, the range'of his board skills, the amount ofart work, he sells, and the price he receives.

.Salaried commercial artists generally workthirty-five to forty hours a week, but sometimes they must work additional hours and undera considerable amount of pressure in order to meet deadlines. Free-lance artists usually have irregular working hours.

Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, Washington, D. C.

pp. 173-175. .

109.

112 f

0 KNOWING WHERE TO GO c.) a) 'READINESS LEVEL]INFUSIONiSIRATEGY

0' CAREER DEVELOPMENT FOCUS: An indi%;idual should recognize what "a;goal" is and learn how to set one's own goals.

OCCUPATIONAL FOCUS: Fireperson

ACTIVITIES

IN THIS INFUSION STRATEGY .

1. What Is a Goal? 0 2.: How to Get to the Fire

; 3. Now and Future a), 4. Comparing Goals 0)- 5. I Can Do It Myself Teacher Goals

Teacher goals of this strategy combinea Decision Making Dimension subconcept with subconcepts from Attitudesand Appreciations, Career Informa- tion, and Educational Awareness, andsubject matter concepts for theoccupation of Fireman. In this perspective the teacher'sgoals are to:

Lead children to identify goals ofworkers that might be different than the obviousones.

Help children learn that theyare workers in the school situation.

Expand pupils' awareness of goals-a fireman has.

Help pupils understand a. fireman uSesmany facts in his work.

6 111 114

WHAT IS A. GOAL?

Readiness Level Activity

kerformance Objectives

Decision Making Dimension

identify and teZZ a goal fbr two workers.

. . . explain why selecting a worker to visit the cZass isa goaZ.

Attitudes and Appreciations Dimension

. . identify a task one assumed voluntarily.

. . identify asking an assigned question at an interviewas a responsibility to others.

Career Information Dimension

. . identify the occupations of two workers in uniform and name one work activity of each.

Educational Awareness Dimension

. . tell where you Zearned to identify the occupation of each of two workers..

. give an example of one's own experience When trying to Zearn did 'not result in achievement.

Subject Matter Concepts

Language Arts Social Studies - Listening and Speaking Economics Listening comprehension Division of labor, Reading home, school, com- Sound-letter relationships munity Sociology-Anthropology Individuality and responsibility 113

116 Preplanning Suggestions

!k display of workers whowear familiar uniforMs--police, sailors, nurses, etc. Materials for recording chart stories of children Plan a classroom vitit bya worker who wears a uniform familiar to children (the schoolnurse, cook, janitor). A tape recorder for the interview WHAT IS A 60AL?

Have available pictures of workers in uniform whose occupationsare known to children.

Occupations may have certain . . identify the occupations dress requirements. of two workers in uniform and Career .Intormation name one work activity of-each. PPO

. tell where you learned Career-oriented learning may to id ntify the occupations of take place in school or out each o \wo workers. PPO of school.

Educational Awareness Record theOccupation of each worker (fireman, astronaut, policeman, nurse) under or by the picture of the worker.

Children can becomeaware that a word they say can be recorded in symbols

which represent the word and that the . symbols, in turn, can be read to make -the original word:

An individual should recognize . . identify and teZZ a goaZ what a -"goal" is and learn, how for two workers. PPO to set one's am goals,

Decision Making As each worker is identified byoccu- pation, have children tell-what they think is the major §oal of work for a person in the oocupation.

Suggest to the class havingone or more of the workers visit the school.

An individual should recognize . explain why selmcting a what ."goal" is and learn how worker to visit the class isa to set one's own goals. goaZ. PPO Decision Making Lead children to understand that their immediate goal is to selectone worker they wish to meet.

118 t15 Ask for suggestions about how to choose the worker. Select the one most suitable for the group. Con- tinue to help children identify goals in all activities.

After the worker has been selected by the group, discuss things children would like to find out about the worker in the occupation.

Learning achievement depends . give an example of one's upon effort and ability. own experience when trying to Educational Awareness learn did not result in achievement. PPO

Learning a physical skill takes more than willingness. Help children identify the roles of physical readiness and practice in a learning situation.

Help children understand that a verbal response cannot always provide adequate information to the listener.

Tape record a group discussion so that the free interchange remains free. -An alternative would be to record each child's remarks.

Try to elicit questions.that pertain to the human in the occupation.

Help children understand that by planning questions ahead of time the class is leading to the,goal of finding out what they really want to know about the worker.

Explain that you will send the questions to the person to be interviewed to help that person be prepared to ansWer questions or bring materials.

Post the questions that children have

decided upon. Assign a question to 1> a child, explaining that confusion is reduced when each person has a specific responsibility.

116 Plan a practice interview so that each child has a chance to become familiar with an interview technique.

To avoid too much confusion about planning and inviting the person to be interviewed, the teacher should assume the responsibility for making arrangements for the interview.

Work involves the acceptance . . identify atask one of responsibility for a task. assumed voluntari4. PPO Attitudes and Appreciations Elicit from children why you are assuming the task. Ask children,to give examples of when they have voluntarily assumed a responsibility.

Post im'ormation about the time, date, name of person, and any other pertinent information regarding the interview. Stress to the children the importance of knowing the name of the person and that workers also have a personal identity.

Work.involves the. acceptance . . identify asking an assigned of responsibility for a task.. question at an interview as.a re- -:sponsihility to others. PPO. Attitudes and Appreciations

At the time of the interview, help children to be successful. Lead children to respect each other's responsibility for assigned roles.

Following the interview have children send either pictures or a class note to thank the person for coming.

The REACT page is to emphasize listening activities. Show the picture to a group of.children, Ask children to tell a story about the picture. Several options are available for a story. The scene might be at a fire with the fireman telling the child what to do. The picture might show 1 7

120 an interview at school or at the fire station. The fireman might be the child's father returning from Work.

DM/Level R/6

P '"What Is the Suggestion?" REACT Page 122 DM/Level R/6

7 119 .HOW TO GET TO THE FIRE

Readiness Level Activity

Performance Objectives

Decision Making Dimension

. . explain a map of the classroom by identifying real objects with the symbol on the map.

Educational Awareness Dimension

. . describe how a piture is a symbol ona map.,

[SubjectMatter Concepts

Social Studies

Geography , Map represents surface of the earth. Use of symbols

[-P7e-p.lanningSuggestions

A supply of roadmaps, building maps, maps used in children's games, etc. Materials to make a classroom map including larger objects

123 4.1P HOW TO GET TO THE FIRE

Recall through a story or class discussion thata goal of the fireman is to get to the scene of the fire i'quickly and with. proper equipment.

For the fireman, getting from the fire station to the fire by going the fastest route is essential. Em- phasize that this might not always be the shortest route.

An individual should recognize . . explain a map of the . what a "goal" is and learn how clacsroom by identifying reaZ to set one's own goals. -44 - objects with the symbol on the map. .PPO De6ision Making

Ask children if anyone knows how people learn to go from their home or work station to a new location. Children may suggest asking people, or some children will insist they know eyery place. Elicit using a map. Remind children of trips that a family has had when maps were used.

.Discuss with.the c1as1, any information they may have. Suggest making a map of the classroom.

Use the floor as a work area so that the directions will be correct. Vake the map large enough to include de- , tails of the room.

In the classroom show a large simple map of the classroom without any furniture. 1 f

124 121 Point to any spot on the map and ask a child to trace a line to any exit.

Relate this to a fireman going to a fire if he could drive anywhere without regard to streets.

Elicit the idea that the room has objects that prevent getting directly to an exit. Have children show or name objects which would be obstruc- tions. )-

On-the map of the empty room have , the children sketch simple pictures which represent objects in the room. Small objects may be placed on the map rather than using drawings.

Career-oriented learning toy . . describe how a picture take place in school or out is a symbot on a map. PPO of school.

Educat ions! Awareness As different small pictures are placed on the room mai), point to a spot and ask a child to trace a line to any exit.

Then place a child in the Actual spot In the room to move as suggested.

l'his activity relates to the-fireman who must know maps of the community and recognize symbols so that the route chosen to a fire is satisfactory.

The REACT page should be used with .one or twq children. The map of a community has symbols which indicate structures and natural features. %A. Children are to identify symbols on

, the map.

DM/Level R/7

"That's What It Is"

126

123 1. ,,a,49r:ictr*reffew/ -"virrAwit,ItOWVat/ NpWAND FUTURE

Readiness Level Activity

FerformanceObjective7-1

Decic-ion Mking Dimension

. . identify as a "goa&"-one aCtivity that has become routine for the class.

. . . ieintify one personal goal.for a given time period.

. . identify a group goal that; the clasa has reaclied.

Attitudes and Appreciations Dimension

. discus's the feeling one has when a task iicompleted.

Subject Matter Concepts

Social Studies Sociology-Anthropology Membership in a group Economics

Division of labor in .a group 4

Preplanning Suggestions

Display any materials which are related to the interview of the worker who visited the class. Plan activities which children can perform as part of the daily class routine. Calendar Materials for charts for record keeping

a/ 125

128 NOW AND FUTURE

Recall the meeting with the worker who visited the classroom for an interview. Elicit "goals" for the worker in that eccupation.

Generalize about "goals."Ask children to suggest'why they are going to school. Accept all comments children make, then try to elicit from the group one or two statements which seem to.summarize all sugges, tiOns. "To learn to read," "To get smart," "To learn how to act," exem- plify general goals.

Young children have little awareness of time in the future; however, they can verbalize what they see as ultimate objectives for themselves.

An individual should recognize . . identify as a "goal" what a "goal" is and learn how one activity that has become toset one's oWn goals. routine for the class. PPO Decision Making The most familiar routine is probably having assigned duties that one must fulfill: taking attendance records to the office, distributing milk and the accompanying essentials. En- courage children toitell what happens the child responsible does not or cannot do his share.

An individual should.Tecognize . . identify one personal what a "goal" is and learn how goaZ for a given time period. PPO to set one's own goals.

'Decision Making. Routines are necessary to the smooth operation of the class. Within the routines children have options. Each day try to meet with individuals to help, establish a personal goal to accomplish during the day. An individual should recognize . . identify a group goaZ what a "goal" is and learn how that the class has reached. PPO to.set. one's own goals.

Decnsion Making Next,. discuss more immediate goals a etry to establish with the group specific activity for the group to accomplish. For example, decorate a bulletin board with information or pictures about a-worker.

Help children plan and complete the activity.

Completion of a worthwhile has . . discuss the feeling one value for the worker and for has when a task is completed. PPO society.

Attitudes and Appreciations When the task is completed, 'discuss with children the idea that members of the group have helped each other and themselves. Ask children to tell abouct other times they have set and completed a goal.

Identify the project with a sign or story which tells the starting and completion date.

Help children express the idea 'that each goal set and completed helps one feel good now and leads to a feeling of assurance and a feeling of being able to Set one's own goals.

The REACT page picture for discussion is about helping others. Help children verbalize the idea of delaying one's own play time to help someone.

DM/Level R/8

"I Can Wait"

130 127 , ,or ., 1 Ullimidassaii.------H i 1.:i0Y I 1 COMPARING GOALS

Readiness Level Activity

Performance Objectives

Decision Making Dimension

. . . identify a goal of the worker in the story.

EduCational Awareness Dimension

. . . compare goals of two-workers in the same.occ4ation.

!Subject Matter Concepts

Language Arts Listening and Speaking Listening comprehension Reading Tell a story from a pfcture.

Preplannjng Suggestion§

Storybooks about workers who have roles familiarto children, particularly the worker who was interviewed Materials to record chart stories by the class

*129-

;132 COMPARING GOALS

Following the interview with a mrk- er, select a story to read aloud that is about a worker in the same occupation.

An individual should recognize . . . identify a goaZ of the what a "goal" is and learn how , worker in the story about the to set one's own goals. fireman. PPO Decision Making Remind children that the person interviewed and the character in the story have the same occupation.Ask for a'definition of a goal in terms of the children's ability to define, then ask children to listen to the story to determine the goal of the worker in the story. Explain that the goal may not be related to the work, After the story, review goals of the person who was interviewed to determine if the person in the story and the worker who visited had similar goals.

Following the story Tecord the goals of the character that are suggested by the children.

Learning achievement depends . compare goals of two upon effort and ability. workers in the same occupation. PPO Educational Awareness

Ask children if any of the goals of the worker they met in class are the same as the goals of the'worker in the story. Help children draw conclusions about why or why not.

Elicit information that prior knowledge was necessary to make comparisons.

130 133 The REACT page relatessto the decision making subconcept of making a choice. The picture shows two toys. After discussion of the picture, the teacher should ask these questions:

1. Which toy would you want for yourself?,,,Why?

. Which toyNould you give to a_younger child as a present?Why?

3.,'Wkichitoy wouldyou give

. to 'an,older child as a present?Why?

DM/Level R/9

"Which One?"

134 131 REACT Page 135 Ill/Level R/9. 132 I CAN DO IT MYSELF

Readiness Level Activity

Performance Objectives

'Decision Making Dimension

. . . set a goat for putting on and fastening a coat.

Attitudes and Appreciations Dimension

. . . identify one way to heZp a peer reacha goaZ.

Subject Matter Concepts

Social Studies Sociology-Anthropology Membershtp in a group Individuality and responsibility

Preplanning Suggestions

Plan to adapt a worker's role to the role of the child in the classroom. Build an attitude of wanting to practice activities until they aise successfully completed.

133

136

3 . I CAN DO ,IT MYSELF

- This example uses the fireman. Use any worker familiar to children and

adapt the activity. .

Recall goals of the fireman; then dramatize the way firemen could get ready for a fire.

An individual should recognize a al for puttihg what a "goal" is and learn how on and fastening a coat. PPO to set one's own goals.

Decision Making As part of the preparation, firemen are supposed to put on protective clothing before going-to the fire. Let the room be the fire station, children's wraps the firemen's uniforms, and some spot in the classroom the fire truck. At a signal, the children in the dramatization put on and fasten,their own wrap, thWgo to the fire truck.

Work involves the acceptance . . . identify one way to help of responsibility for a task. a peer reach a goal. PPO Attitudes and APpreciatiOns If any child has difficulty with a, coat,,,encourage others to help at the momtnt of dramatization.

Watch for'jndividuals who have difficulty dressing themselves. Plan to have them Rnactice putting on their coats during free time. Be sure to help children where there is need rather than.penalize for inability to function:,.

Ihe REACTpage presents a child playing the role of a fireman. The child is involved in areal-life Work situation of his own. Fastening boots or overshoes.is usually a rather difficult task for the young child.

134 137 Show the picture with the idea of eliciting remarks which indicate the immediate work goal of the child, . putting on overshoes. Help children develop an understanding of themany small goals that are part ofa larger goal.

DM/Level R/l0,

"This Comes First"

138 135.

RELATED MATERIALS

Community Worker Series (Films) Carlton Fillfis, Box.56,Beloit, Wisconsin 53511, 1971.

irehouse Dog (Film) Bailey Film Associates, 2211 MichiganAvenue, Santa Monica, California 90404, 1972.,

Fireman, The (2nd Ed.) (Film) EncyclopaediaBritannica Educational Films, Inc., 425 North Michigan Avdnue, Chicago, Illinois60611, 1970..

Fireman and His Work, The (Tape),Mincom.Division,3-M Company, 3-M Center, St. Paul, Minnesota 55101, 1971. - .

Girls Can Be Anything (Book)NOrma Klein. E. P. Dutton and Company, Inc., 201= Park Ayenue South, New York, New York 10003, 1973.

Helpful Little Fireman (Film) Coronet Instructional_Films', Coronet Building, 65 East South Water Street, ChicaRo, Illinois 60601.

Job Puzzles (Picture Puzzles) DevelopmentalLearning,Materials,7440 North Natches Amenue, Niles, Illinois 60648, 1973.

The Kingdom of Could Be You: Careers in Public-Services (Film,'Color, 4- min..) Encyclopaedia Brittanica Educational Films, Inc., 425North Michigan Avenue, Chicago, Illinois 60611.

Policemen and Firemen (Filmstrip) Childrens Press,Society for Visual Educa- tion, 1224 West Van Buren Street, Chicago., Illinois60607, 1968.

Why People Have Special Jobi (Film, Color, 7-min.)Learning Corporation of &erica, 711 Fifth Avenue, New York, New York 10022, 1972.

137

140 FIREFIGHTERS

Firefighters help protect us from a hazard that costs thousands of lives and millions of dollars in property damage each year. Without their services, the loss of life and property from fires would be even greater. This statement gives information about firefighters who are full-time, paid employees of city and town fire departments. It does not cover part-time volunteer firemen and others who serve only when the alarm signals that they are needed at a fire. -

During their hours on duty at the fire station, firefighters must be prepared at a moment's notice to rush to a fire and handie any emergency that occurs. Because firefighting is dangerous and complicated, it requires team- work and must be well organized. At every fire, firefighters perform specific jobs assigned to them by a commanding officer; they may connect hose lines to hydrants, operate a pressure pump, position ladders, or perform some other duty. Furthermore, depending on the judgment of the officer in charge, the 4 assigned duties of individual firefighters may be changed several times while the company is in action. Under emergency conditions firefighters are often called on to use their own initiative and judgmenL Firefighters, therefore, must be proficient in many different kinds of firefighting activities, as well as being capable of helping people to safety; administering first aid, and taking care of other emergencies.

Fire Prevention is another important responsibility of city fire departments. Specially trained personnel inspect factories, theaters, and other public buildings for conditions that might cause a fire and for compliance with local regulations relating to fire estapes, fire doors, storage of flammable materials, and other possible hazards. Educating the public about fire prevention and safety measures is also a part of the firefighter's job. Frequently, they speak on this subject before school assemblies and'civic groups. In many communities, they regularly. inspect private homes, at the owner's request, in an effort to prevent fires by pointing out possible hazards to home owners.

Between alarmS, firefighters spend considerable time at their local stations, improving their knowledge of firefighting and doing maintenance work. They also participate in praCtice drills, clean and lubricate firefighting equipment, stretch hoses to dry, stand watch at fire alarm instruments, and verify and record alarms.

To become eligible for an appointment As a firefighter, an applicant must pass a written intelligence test, a medical examination, and tests of strength, physical stamina, and agility, as specified by local civil service regulations. In nist communities, these examinations are open only to men who are at least 21 years of age, Meet certain height and weight requirementS, and have a high school education. The men who receive the highest grades on their examinations have the best chances for appointment:Extra credit usually is given for military service. Experience gained as a volunteer fireman or through firefighting training in the Armed Fortes also may improve an applicant's chances for appointment. 138 -0

141 As a rule, beginners in large fire departments'are given training for several weeks at the city's fire school. Through classroom instruction and practice drills, the recruits,study such fundamentalsas firefighting tech-- niques, local building codes; fire prevention, and first aid, and learn about the use of axes, chemical extinguishers, ladders, and other firefighting equipment. Upon completion of this training, they are assigned to local firecom- panies. Opportunities for promotion are good in most fire departments. As firefighters gain experience, they may be advanced,to progressively higher ratings,, and, after 5 to 10years or more of service, become eligible for promotion to the grade of lieutenant. The lihe of further promotion is usually to'captain, then battalion chief, assistant chief, and finallyto chief. Chances for advancement generally dependupon each candidate's position on the promotion list as determined by his ratingon a written examination, his work as a fireman, and his seniority. Throughout their service, many firefighters continue to study fire prevention and relatedsubjects to improve their performance on the job and prepare'for promotional examinations. Pro- . grams conducted by many state governments and city fire departments throughout the country provide training of this kind fortens of thousands of 'firefighters each year. Some universities offer courses in fire engineering.

Among the important personal qualities of firefightersare mental alertness, courage, mechanical aptitude, and endurance. Initiative and good . judgment are extremely important, because firefighters often must makequick decisions as situations change while companiesare in action. Leadership qualities are.valuable assets for officers, who have theresponsibility for establishing and maintaining a high degree of discipline and efficiency,as well as planning and,directing the activities of the.firefighters in their companies. , 0

The number of firefighters is expected to increase,rapidly to meet the needs for fire protection in growing urban communities.As cities become more crowded, however, officials will give more emphasis to activities associated with fire prevention, and many firefighters will spenda greater amount of their time inspecting buildings for compliance with fire regulations and

participating in fire prevention campaigns. .

Practically all fire departments furnish pay allowances for protective firefighting clothing (helmets, boots, and rubber coats) andmany provide dress uniforms.

In some cities, firemen are on duty for a 24-hour shift, then off for 24 hours, and receive an extra day off at intervals. In other cities, the day shift is 10 hours and the night shift is 14 hours, and firemenro- tate shifts at frequent intervals. Firemen's scheduled hours range from 40 hours a week in some cities to 60 hours in others; the nationalaverage workweek is about 56 hours. The scheduled workweek in metropolitan centers having large fire departments tends to be considerably shorter than in smallcom- munities, but recent developments in collective bargaining have resulted in a-general trend toward reducing the workweek of the firefighter. Some metropolitan areas are already recording 487hour workweeks and others havework- weeks as low as 40 hours. Scheduled hours on duty usually include some time when firemen are free to read, study, or pursbe other personal interests.

139.

142 In addition to their scheduled hours, firefighters must work as many extra hours as necessary to bring a fire under control.

The job of.a firefighter involves risk of life or injury from sudden. cave-ins-of floors or toppling walls, as wellas haards associated with ex- posure to flames, smoke, and bad weather. In fighting fires in industrial establishments, firefighters may come in contact with-poisonous, flammable, and explosive gases and chemicals.

Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor,.Washington, D. C. pp. 338-340.

140

143 SPECIALS FOR CUSTOMERS

'READINESS LEVELIINFUSIONSTRATEGY

CAREER DEVELOPMENT FOCUS: Most people work and there are many reasons why pePple work.

OCCUPATIONAL FOCUS: Grocer

ACTIVITIES

IN THIS,INFUSION STRATEGY

1. Because There Are People.

2. They .Cepend On Me

3. That's Why I Do It

4' 4. Working To Help

145

141.. Teacher Goals

Teacher goals of this strategy combinea Lifestyle Dimension subconcept with subconcepts from Attitudes'and Appreciations,Career Information, and Educational Awareness, and subject matterconcepts for the occupation of Grocer. In this perspective the teacher's goals are to:

Help children identify their ownreasons for choosing an activity.

Develop the understanding that adults havea variety of reasons for working in a certain occupation.

Lead children to distinguish differences in theway family members contribute to family life.

Make children aware of task similarities between their own activities and those.of a grocer.

142

146 143 147 BECAUSE THERE ARE-PEOPLE

Readiness Level Activity

Frformance Objectives

Lifestyle Dimension

. . cite one example of why thegrocer needs to get along with people.

. identify liking to be with peopleor liking to be aldne as a reason for choosing a particular classroom task.

Career Information Dimension

. . define three-fourths of the terms in the vocabulary list.

. . give one reason for likingor not liking an activity of one's own.

Subject Matter Coneepts

Language Arts Social Studies Reading Sociology-Anthropology Left to right orientation Membership in a group Visual discrimination Grammar and Usage Informal awareness of sentence patterns

Preplanning Suggestions

Materials for a vocabulary chart' Audio-visual materialS of the grocer Individual cards for each vocabulary word Field trip to grocer's or clasi interview witha grocer

144

148 BECAUSE THERE ARE PEOPLE

The grocer likes people and enjoys working in a situation where he can meet many kinds of people face-to- face.

Occupations have their own . define three-fourths of vocabularies. the terms.in the vocabulary list. PPO Career Information

The grocer learns many special words' sand their meanings. Plan to develop with children a vocabulary list. Use language arts lessons whichuse the vocabulary terms. Those s4gested in the list accompanying this strat-- egy may be useable. Other terms which children suggest need to be included.

As the discussion of words develops, emphasize the idea that without people there would be no need forgm- cers. ,

Most people work and there are* . . cite one example of why many reasons why people work. the grocer needs to get along with people. Lifestyle PPO

Ask why people continue to return to the same place to shop. Lead children to understand that the people who work in a-stoi-e make the store appealing. Friendliness to customers.and care in making the merchandise attractiveare qualities that please other people.

,The individdal worker-determines . . give one'reason for which aspects of an occupation liking or not liking anac- may be pleasant or unpleasant. tiVity oPOres own. PPO Career Information

Ask children in the group what kinds , of activities they like to do best.

145 149 Most people work and-there are . . identify liking to be many reasons why people work, with people or liking to be Lifestyle alone as a reason for choosing a partidular classroom task. PPo

As each child tells hat it ishe enjoys doing, mention Whetheror not.it is an activity which involves others. Lead children into commentingon activities which involve: (1) working alone, (2) working with other people.

Show a'filmstrip or pictures ofa ,grocery store to introduce,the idea of a vocabulary list. Follow the filmstcip with a discussion asking, "What is a grocer?". Then ask other questions which lead children into discussion of Words aboutgrocers which need to,be defined.. Write each word on a chalkboard and lateron a large word card. Make a large chart with all the words.

rgro cer I I store

Develop words the children suggest and include the wordsnecessary. to develop the idea of the.work ofa grocer., Jhe list should be short to grocer customer store money "b

prevent words f.rom _overpowering this age child. The measurement of understanding word meaning is a child's ability to use a word correctly ina spoken sentence.

After the vocabulary is developed, help children find or make pictures

150 146 which illustrate the concept of the word.

Mature children may be able to match the word on a word card with the,same word on the vocabulary chart.

Use reading readiness activities which promote left to rightprogres- sion, association of written symbols with a spoken word, and visual discrimination. If the situation is practical, plan a field trip to,agrocery store. Pre-plan the trip carefully with the grocer and with children. If a field trip is not feasible, plan an interview with a grocer. In either ease, the emphasis should beon an occupation in which getting along with people is necessary.

The REACT page should starta discussion of the kinds of people an individual likes to know.The picture uses posture to portray attitude. Lead children to discuss the characteristics of individuals whoare well- liked. Try to avoid using any child's, name in the discuision. Ask individual children to assume thispose. Ask others how they think the child in-the pose feels. Is he angry, upcset, in a hurry, scared?

LS/Level R/1

"We Can Play,with You"

151 147

THEY DEPEND ON ME

Readiness Level Activity

[PerformanceObjeCtives

Lifestyle Dimension

identify liking to help peopleas a reason for working.

Attiv.udes and Appreciations Dimension

. . identify by.name at least thive caupationswhich supply goods or services needed in the child's dailyclife. ;

Subject Matter Concepts

Mathematics Social Studies. s. Facts and Operations Econoecs Counting members of a Differences between goods . set and services 3 Figural Family needs and wants Read bar and picture graphs.

PreplanningSuggesti-on.si

Chart materials to record favorite foods of classmembers Materials to make signs for each of the favoritefoods Counters or markers Chart ol snack time supplies needed for the classroom

149

153 THEY DEPEND ON ME

This activity is to create the idea of the grocer's serviceas supplier to the community. The service idea of the work appeals tosome people as a reason for selecting work. Ask thlldren to name a favorite foodpre- pared in their home. Record the formation to use later.

Hambtirgers 111 French Fries 154.1 11 Lemon Pie 11 Pancakes 111 Hot Dogs 1111

Teach the use of tally marks -fbrre- :cording how many. Make signs for the favorite foods.and give children coUnt- ers to represent their food.

The beginning of graphwork is to un- *stand one-to-one matching. Start with.objects that each childcan handle.- Have children place their marker above the sign showing a favorite food. When the activity is completed, count children and markers in each category to show the Sameness of the number of object and number of people.

"One, two, three markers for hamburg- ers, Marla, Carl, Sharon, one, two,

three children. Three markers and f three children." Later experignces can be the use of paste-on markers on shets of large' plain paper.

Each Child has his name on a marker ,which is. pasted On a chart in a col- ,' umn labeled with the kind of drink the child will have. This can be used at drink time to help children whose task it is to get the drinks.

Most-people work and.there are . . . identify Ziking to many reasons why people work. heZp people as a reason for , working. PPO Lifestyle

Discuss what happens if the.children responsible for getting the snack supplies do mit get enough or *get too much. Ask children who it is that must keep supplies of foodstuff ready

, for the community. Discuss the grocer as a middleman who tries to provide what people want and'need. By stocking certain food, he also may try to lead people into good food habits and away from poor eating habits.

Point out how important it is to a ; grocer to be able to estiMate what people will want to buy. There are two aspects to the necessity for aCcuracy in determining demand that ,children will understand. The grocer wants to serve people and make a living for himself and his family.

'Adapt a gaMe of London Bridge. One 'part of the bridge could be a favorite food and the other side a little known food.. The.child who is caught chooses-the side_he likes best..

Let,children who play the-role of a bridge span choose.their own foods.

Keep.the purpose of the game in mind. The grocer, or any other supplier, must be alert to demand if he is to serve his clientele.

155 Specialized occupations result . . identify by rame at in an interdependent society. least three occ4ations which Attitudes and Appreciations supply woods or services needed in the child's daily Zife. PPO

Ask children to name supplierson whom children rely in daily-life. Children will include suppliers of physical objects such as the .grocer, the paper boy, and the clothier. Be sure that children include the suppliers of electricity, heat, water, police protection, fire protection, health serviceS, and similar services.

The REACT page is to stimulatea dis- --r cussion about responsibility family members have to each other. thildren have discussed interdependent societies. Now discuss the interdependence of family members: The picture should prompt a discussion of the adult' response to torn clothing.

The girl who has on her, old play clothes isn't worried about a tear. The boy is wearing his good clothes. tead.the discussion into how parents would react to tears in good clothes. Help children verbalize the idea that good clothes do cost money. Children have a responsibility to take care of them. Discuss the difference between an accident in good clothes and deliberately playing in good clothes.

LS/Level R/2

"I Try To Be Careful"

156 112 REACT .Page LS/Level R/2 3 _THAT'SWHY I DO IT

Readiness Level Activity

[PerformanceObjectives

Lifestyle Dimension

. identify doing a task successfialyas a reason for selecting an activity of one'S own,.

Attitudes and Appreciation§ Dimension

. . . descrily how he feels when he completesa task.

Educational Awareness Dimension

. . . identify how one uses classification in his own daily life.

. identify an activity of a grocer in which classification is

used. ,

Subject MatterConceptsj

Mathematics Language Arts Measurement Grammar and Usage Distinguish short-tall,. Proper.forms and usage heavy-light, least-most, wide-narrow Social StudieS Sociology-Anthropology Science Individuality and Scientific Method responsibility Categorizations

replanning Suggestions

Supplies for a "grocery store" in the classroom Unopened containers or supplies of a variety of weights, for example, 1lb. or 3 lb. cans of coffee Plan for classroom job assignments on a regular basis.

154

158, THAT`SWHY I DO IT

People select tasks because they feel competent when doing the work that iS involved.

Most people work and there are . . identify doing a task many reasons why people work. sUccessfully as'a reason for Lifestyle selecting an activity of one's own. PPO

Ask children if they ever chooseac- tivities because'the activity is one in which they feel comfortable and competent. Suggest activities in which certain children do well. Watch to see if those children like to do those activities. Lead children to verbalize the idea of liking to do what one does well.

Ask children to name activities of a grocer. As children respond, ask if any of them like similar activities.

Follow by suggesting a play grocery store in the classroOm. Children-can bring supplies for the store from home. Empty containers and plastic produce can be found in most homes.

As children bring supplies, havespace available for storing the containers.

Knowledge and skills in subject . . . identify how one uses matter areas are helpful in classification in his own occupational competence: daily life. PPO, Edaca t lona l Awareness

Suggest that similar products be kept together. Use terms such as "short," "tall," "large," "small," "heavy," and "light" in helping-plan arrangements.

Relate the idea of classification to the way a child puts play thingsaway. The heavy, non-breakable items and light, fragile items are stored with reference to the characteristics of

159

.1:50 the item. Classroom storage.can be studied tvdetermine why certain objects are placed as theyare.

Arrange children in thegroup in various ways. Put two rows of tall children in front of the smallerchildren. Discuss the disadvantage to theSmall- er children. Then place in groups all children whose firstnames begin with the same letter. Name a product; children whose names begin withthe same sound should respond: -"Marshmallows." "That4s good Mike, Martha, andMary." Point out the variety ofways to classify any group.

Bring to the class containers which have not been opened. One and three pound cans of coffeecan be compared for weight. The concept of lioht- heavy and large-small will have real meaning with actual materials.

Children at this age are probably still in the intuitive stage ofcon- cept development and should not be expected to do more than have theex-, periences of comparing weight and size. The terms -"heavier," "lighter," "larger," and "smaller" should be teacher talk. Children need to become accustomed to hearing correct terminology before they cah use it.-

Knowledge and skills in subjec\t . . . identify an,activity matter areas are helpful in of a grocer in which class- occupational Competence. ification is used. PPO Educational Awareness Encourage children to draw parallels between arranging and comparing the grocery stock and other activities. Do children who paint or build with blocks enjoy arranginggrocery stock?

Completion of a worthwhile task . . describe hoo he feels has value for the worker and when he completesa task. PPO for society.

Attitudes and Appreciations Help children understand that work may be chosen because one enjoys the

160 15 6 kinds of tasks involved. An equally important reason may be the feeling of security one has in doing things that one knows are done well.

The REACT page is to starta discussion of the similarity between children's play and adult's work. Ask children to discuss what the childis looktng at in the grocer's window. Lead into the idea that peoplechoose work they enjoy doing.

What has the child done in playthat the grocer does in his work? Suggest that children try to stack their blocks like the cans or fruit in the window.

LS/Level R/3

."Lobk at That"

161 157 158.

REACT Page . LS/Level R/3 162 WORKING TO HELP

Reaciiness Level Activity

Performance Objectivesj

Lifestyle Dimension

. . state.the difference between working in the,cicidsstore when one is assigned and where one chooses.

Attitudes and Appreciations Dimensiop

. . show responsibility by following an assigned scheale.

. . describe how a worker might fcelon the, job if he left home angrY.

. . compliment a classmate for.being in the store and beinga

good helper. .

Career information Dimension

. identify the grocer as a worker who hasa scheduled work time.

. . identify earning,a living as a purpose fbr working.

Subject Matter Concepts

Sodial Studies

Sociology-Anthropology - Individuality,and responsibility Economics Family needs and wants

Preplanning Suggestions

-Area, prepared, as a "grocery store." Chart materials to establish a class schedule of responsfbilities in the store 159

163 WORKING TO HELP

Use an-area of the room to havea grocerY store. Plan role playtng activities and encourage free play ttme in the grocery storearea.

Develop understanding of the grocer

, as a man who has a family to be con7. sidered.as he plans his work time. Using the store in the room, setup a schedule of times when the store will be open'for business.

Most occupations i:nclude com- . . identify the groceras mon expectations, such as punc- a worker who has a scheduZed tuality, dependability, and work timer PPO avoidance of excessive absence.

. . state the difference Career Inforp.lation between working in the cZass store when one is assioied Most people work and thereare and where one chooses. PPO many reasons why peOple work.

Lifesiyle These tiMes would be assigped to students as classroom.jobs. .Obviously, the work periods Would be short_'All chtldren would not need to work.asgrocers.

SCHEDULE

Grocer Class

Joe, Helen 9:00: 9:30Free Time Jane, Bob

Bill, Marla 9:30- 9:50Read Aloud

Carl, Judy 9:50-10:10Milk

Store Closed 10:10-10:30 Rest

Customers can come and go in the role playipg.activity.

164 160 Work involves the acceptance . . show.responsibility by of responsibility for a task. falowing an assigned sched, ule. ppo Attitudes and Appreciations

Wbrkers must -agree on who Will be in the store at the assigned time period. One or more children could work at a time, but it is the task of all to be responsible for having soMeone in the store at all times.

Earnings vary with occupations. . . . identify earning a liv- Careor Information ing as a purpose for working. PPO

The purpose of the activity is to lead children to understand that althoUgh a worker chooses work for many reasons,: one reason is usuallSi. to support a family.

tpecial dramatizationscan show the grocer's family telling him about something that they need. "We must have a new kitchen stove." The grocer, male or female, Will respond in a way that indicates awareness of the relationship between earninga living by work and buying necessities for 6 family. Suggest the responsibility to help the wageearner get to work on time and in a good frame of mind.

Work involves the acceptance . . describe how - worker of responsibility for a task. might feel on the job if he left home angry. Attitudes and Appreciations PPO

Discuss how children feel whenothers pay little or no attention to what the child feels proud of doing. Ask children to _give::examples of how good it is to have someone acknowledge that thechild has accomplishedsome kind of work.

165 ,161 Completion of a worthwhile task . compliment a classmate has value for the worker and for- for being in the store and society. being a good heZper. -PPO Attitudes and Appreciations Oescribe a pleasantor unpleasant situation at home. Then ask the child how he would feel after he left the situation:

"The alarm didn't go oFf. When the family finally woke up, everyone . had to hurry andeveryone got cross. People were arguing about who didn't set the clock. Everyone left home for school or work without break-

fast." 1

"This morning we hadeveryone together at breakfast and we each had our favorite cereal. We.planned for a special.picnic we will have this evening."

Be sure that children whoare assigned to work in the store understand that when there are no customers the workers are to straighten the store, redesign displays, make signs to decorate the store, or advertise products.

Watch'for opportunities to praise children who are responsible and have' creative ideas. 0 The REACT page presentsa turbulent, stormy scene in nature. Have children describe how a stormy day affects them. Being out in the Storm is dangerous to life and even though it might be stimulating, being in the storm creates feelings of tension. Have children recall the claSs -discussion about leaving home afteran upsetting situation. Compare,being angry and upset to a stormy day. The child becomes exhausted from all the tension in an unhappy emotional situation.

166 '162 Lead children to explain calm and happy.scenes. The feeling of se-. curity-develops when one has a degree of certainty,about what will happen. Children might.make an illustration of a calm, happy outdoor picture.

LS/Level R/4

"Feelings'

167 1.6 3 164 REACT Page 168 LS/Level R/4 RELATED MATERIALS

Arithmetic in the'Food Store (Film, Color, 11-min.)Coronet Instructional Films, Coronet Building, 65 E. South Water Street,.Chicago, Illinois 60601, 1969. ea

Beginning Responsibility: Being a Good Sport (Film, Color,.11-min.) Coronet Instructional Films, Coronet Building, 65 E.'SouthWater Street, Chicago, Illinois 60601, 1969.

Come to Work With Us (Books) Sextant Systems, Inc., 3048North 34th Street, Milwaukee, Wisconsin 53210, 1970.

Hello, Henry (Book) I1se-MExgret Vogel. Parents Magazine Enterprises; Inc., 52 Vanderbuilt,fivenue, New York, New York 10017, 1965.

Kingdom of Could Be You, The: Careers in Marketing and Distribution (Film, Color, 4-min.) Encyclopaedia Britannica Films, Inc., 425 North 'Michigan Avenue; Chicago, Illinois 60611, 1963.

Mike and Steve Visit the Shopping Center (Film, Color, 14-min.) Encyclopaedia Britannica Edudational Films, 425 North Michigan Avenue, Chicago, Illinois 60611, 1969.

My Community (Pictures and Resource Sheets) David C. CookTexas Educational Aids, 4725 Main Street, Houston, Texas 77002, 1970.

People Who Help Our COMmunity (Transparencies) Troll Associates, East 64 .Midland Avenue, Paramus, New Jersey 07652, 1970.

Pop Corn and Ma Goodness (Book) Edna Mitchell Preston. The Viking Press, Inc., 625 Madison Avenue, New York, New York 10022, 1969.

School Problems: Getting Along With Others (Film, Color, 12-min.) Bailey Film

. Associates, 11559 Santa Monica Boulevard, Los Angeles, California . 90025, 1972.

Supermarket Puzzle (Puzzle) Educational Reading Service, 320 Route 17,

Mahwah, New Jersey 07430, 1969. .

165

169

, GROCERS

The grocer is typical of an individual who operates his own store. Running one's own business appeals to individuals who value independence. Running one's own business involves-taking risks. Capital is needed to buy stock and equipment and to meet the organizing expenses forwages and rent, Enough 'capital must be available to see the grocer through slack periods when expenses are heavier than income.

The 'grocer needs a location that is in an area which is conv2nient for customers. The location must be in an area which does not have too much competition from similar stores. The.grocer, like other entrepreneurs, needs to unde.,tand the needs of people in the area. Quality and quantity of merchandise and.service vary in relation to the clientele. The grocer needs to be able to keep a friendly attitude in order to please people and maintain their patronage. The independent merchant need§ a background in accounting, selling, advertising, business management, and personnel relations.

The grocer needs to develop a working relationship with wholesalers of foodstuffs. Fresh fruits, vegetables, Meats, and dairy productS may be handled by specialists in or near a city.The grocer in a city may be able to select his own fresh produce. Grocers who are located at a distance from the wholesale .markets will have to depend on the salesmen representing the wholesale firms. Retailers may depend on wholesale salesmen to check the .

store's stock and prepare orders for items which will .be needed before the . salesman's next visit. The grocer will depend on the wholesaler for informa-

. tion about new 'products, advertising displays, and prices to charge for products.

The size of the store will determine the number of employees. The grocer, as store owner, needs to understand the work of each employee. The grocery checker accepts money, makes change, and gives some kind of receipt to. customers. He also keeps records of the amount of money involved so that cash accounts can be balanced at the end of the day. Cashiers may prepare cash for depoSit, write checks, or pay out cash for purchases. °In grocery stores, cashiers often bag customers' purchases and during slack periods may perform other work. Cashiers meet the public and must be able to maintain a friendly manner no matter what the provocation from customek.

Cashiers use some business.machines; a background in high school busf- ness .courses is helpful. To perform duties efficiently, cashiers should be able to deal with figures accurately and have'finger dexterity and good eye- hand coordination.

Stock clerks may keep records of incoming shipments.and merchandise in stock. They must keep the shelves of the store filledwith merchand;se in a way that is attractive to customers. Stock clerks are the workers who are frequently asked to help customers locate special items.The stock clerk must be friend4 and cooperative with the public they serve.

166

170 Meat cutters in retail foodstores set up counter displays andwait on customers.The meat cutter may divide retail cuts into individualpor- tions. He mus.t know cuts of meat and may need to understandmeat buying and grading and record keeping. Training in mathematics is helpful"because the meat cutter must weigh and-price meats. Health certificates may be required in some communities.

The-retail grocer may need many employeesor few employees depending on the size ot.. the store. Competent, well-trained help who havea pleasant manner with customers can make.the difference betweena successful store and a failure.

167 171 u)

0a a) a) THE FAMILY LIKES IT

READINESS LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Awareness of oneself-within the context of the family structure is important._

OCCUPATIONAL FOCUS: Landscaper

ACTIVITIES a a) IN THIS INFUSION STRATEGY 0a 1. Sizes a) 2. Planning 0:1

3. Tree or Flower

0 a), >. IV 1

168

173 0PL Teacher Goals

Teacher goals of this strategy combinea Self-Development Dimension subconcept with subconcepts from Attitudesand Appreciations, CareerInforma- tion, and Educational Awar'eness, and subject matter concepts for theoccupation of Landscaper. In this perspective the teacher'sgoals are to:

Encourage children to describe membersof their own families.

Develop experiences to-help childrenunderstand that each family member contributes to family life.

Give pupils an understanding ofhow family life affectsa landscaper at work.

Help children understand thatpeers may live in a different family structure.

19 175 170 SIZES

Readiness Level Activity

Performance Objectives

Self-Development Dimension

. . describe members ofone's pmily accordingto relati,e height.

Educational Awareness' Dimension

. identify arranging objects in proportionas a skill needed-. by a landscaper.

Subject Matter Concepts

Mathematics Science Measurement Scientific Method Distinguish short-tall, ;.;tegorizations heavy-light, least-most, wide-narrow Geometry Manipulation of basic solids and planes

Preplanning Suggestions

Classroom furniture and materials to be placedin a variety of arrangements. Space for making arrangements Paper for drawings of family Play house or play.area with toy shrubs, trees,and other landscaping materials SIZES

A landscaper is concerned with size of plantings in relation to each other and to the area to be landscaped.

Knowledge and skills in subject . -1,dentify arranging .objects, matter areas are helpful in zn proportion'as a skill needed occupational competence. by a tmndscaper, PPO Educ.fst ional Awareness

This hrd of relationship can be developed through classroom arrangements. Place a large chair and two small chairs togeth?r in several ways. Have children discuss the arrangements in teins of the ot?server. When the larcvl chair is in Front of the smaller chairs, they are hidden from view. Suggest a rearrangement.

Developing AixtiaI relationships is important. havc children view arrangements from ell sides. Point out that the size of the area and the location of items influences the arrangement.

Ask children to visualize an arrangement from different heights. Would an adult get the same view as a child? D'.)es a baby see physical items the same as a five-year-old?

Awareness of oneself within the . . describe members of one's context ef the family structure family according to relative is important. height. PPO

Self-Development Have children describe their immediate family-in terms of size. Who is tallest, shortest, and how do the in-betweens rank in size?Children should draw pictures of their families with the idea of size. Suggest that Ather the tallest or shortest ba drawn .irst. Other members can be.drawn in relation to the first figure. Have the child

identify himself in the picture in , some special way.

177 1.72 Set up a play area to be "landscaped." The purpose is to providean opportunity to rearrange objects ina variety of ways. Provide plastic plants or use any various sizedobjects to be arranged in special order.

If a playhouse is available, it could be included in the landscape design. Remind children to arrange objects so that proportion is pleasing to the eye.

The picture on the REACTpage, "I Can Reach It," relates to knowing and accepting your size in a world of adult furniture. Children are often expected to have good tablemanners when the situation is almost impos-

, sible for them. The size of table- ware and furniture is usually scaled to the adult. Ask children if theyare willing to use cushionsor a high chair of any kind. Help children understand and accept being the size theyare.

Many similar instances arise in which the child is at a real disadvantage.

Shopping in most st6res is difficult because counters are ateye level. The child reaches for somethingto help himself really see it and he is told, "Don't touch."

Ask children to give other examples and explain what they do to adjust.

SD/Level R/1

"I Can Reach It"

178 173 ,) . PLANNING

Readiness Level Activity

[PerformanceObjectives

Self-Development Dimension

. . tell how each member ofa family might influencea fam!.ly decision.

. . . take part in a dramatization which showshow a family can make plans.

Attitudes and Appreciations Dimension

. . . show overt appreciation fbr work of others.

Subject Matter Concepts

Mathematics Social Studies Geometry Sociology-Anthropology Manipulation of basic Membership in a group solids and planes

Preplanning Suggestions

Drawing paper, paste, and small pieces of coloredconstruction paper identical in size and shape Chart or story of a classroom planning situation

175

180 .PLANNiNG

The landscaper plans with the people concerned before making final plantings. Several plans may be made to present to the people who will make the final decision.The landscaper sees a variety of ways to use materials. Develop understanding of using the same materials in many ways.

Completion of a worthwhfle task . show overt appreciation has value for the worker and for for work of others. PPO society.

Attitudes and AppreCiations Give each person in the class a large piece of drawing paper. Distribute many smallidentical pieces of colored construction paper to each child. Have each child,paste the small pieces to the drawing paper. Talk about the resulting picture as a "design." Com- pare designs. Show approval and appreciation of each design.

Compare these to the variety of designs a landscaper might make.

Awareness of oneself within the- . telt how each member Of context of the family structure a family might influence a is important. Amity decisian. PPO Self-Development Ask if the family makes plans before entering into activities. Lead children to tell when particular family, members have the most influence in planning. If a trip to a play area is planned, the small children may influence the choice. Buying a major item such as a car probably will be planned by the person with the money. However, if the purchase is for the family, the needs of the family will be a major consideration.

Elicit examples of how families include each other in planning. Since family structures are different, the examples will vary.

181 176 Awareness of oneself within the . ..take part in a dramati- context of the family structure zation'which shows howa family is important. can make pZans. PPO Self-Develormieht

Select several situations cited by children to be dramatized. Help children from diverse backgroundscome to a working relationship.

These strategies emphasize development of awareness of one's self in family structure. At the same time children can learn thatpeers may have different roles in their families.

The REACT page, "Who Decides?1, should cause a discussion of who selects the television programs in their homes. Lead children to discussany formal plans or patterns thatare established. Is Father or Big Brother always able to watch his favorite shows? What are the children's times to choosepro- grams?

Lead into a discussion of Other kindsof 4 family planning.

SD/Level R/2

"Who Decides?"

177 182 #frAtgarn//zzimfixtrArit2lifil1 1411 Zii///:11/%140.1.11/610:ertfartp71/122/1.121ZeizZe SD/Level R/2 TREE OR FLOWER

Readiness Level A0Vity

[-Pe-r#ormanceObjectives

Self-Development Dimension

. name.other,members of the family and teZZ the specialzays one depends on.each of them.

Career Information Dimension

. . . define three-fburths Of the items ina vocabulary list of landscaper's terms-.

Educational Awareness Dimension

. . identifksdiencesas a subject matter needed bya landscaper.

Subject'Matter Concepts

Science Social Studies Biology , .Economics Growing plants and their Division of labor in a care family Scientific Method Crtegorizations

Language Arts 6 Reading Picture dictionary

Preplanning Suggestions

Pictures of plants comMion to the geographicalarea. Visualsof tools used in caring for'plants Scrapbook for making a picture dictionary Nursery catalogs to be asource of pictures for the picture dictionary Nursery catalOgs-and visuals bf plants fromother geographical areas Terrarium or planter and plants to be used inthg classroom .179 184 j TREE OR FLOWER

Landscapers must know which plants will give a desired effect.

Knowledge and skills in subject . . identify science as a matter areas are helpful in gubject matter needed by a occupational competence. Zandscaper. PPO Educational Awareness

He must know blooming seasons, rate of growth, soil and food requirements of 'plants, and the scientific knowledge required to maintain a successful landscape.

Occupations have their own . . . define three-fourths af vocabularies. the items in a vocabulary list of Zandscaperis terms. PPO Career Information

A landscaper's vocabulary is sOecial- ized. Plants have common names and botanical names. Tools for designing and tools for actually preparing the landscape have special names.

Develop with children a picture vocabulary of plants familiar to the geographical area. The first big classification might be tre..e, bushes, or flowers. Other categaries would be just as suitable:.

Walk around the immediate neighbdrhood of the school to identify plants in the big classifications. Look to see if plants are used,for other than decvative purposes. Trees provide shade;-bushes and flowers may cover otherwise unsightly areas. All plants help keep the soil in place.

Awareness of oneself Within the . .- name other members of the . context of the family structure family and tell the special ways is important. one depends on each of them. PPO

Self-Development

-74

-1 .180 185 Ir the Classroom lead children to understand that, although plants may be similar, each plant makes a special contribution.

Compare this to a family. Ask children how each depends on other family members. An older brother may walk to school with a child; another sib- ling may be a baby-sitter. Sometimes a child depends on a particular family member for understanding.

To develop the picture dictionary,

provide plant catalogs. Children can . cut pictures of specimens from the catalog to use in the picture dictionary.

Widen children's horizons by including a section in the dictionary of plants from other geographical locations. Desert plants and jungle plants would be unusual in many areas of the country.

Plant several unlike plants in the same planter. Give all plants the Same treatment. Watch to see which survive best. Notice differences in growth rate, color changes, and any other outstandingdeatures.

At some point, compare treatments of plants with different treatments of children. In any family each child is an individual and will need special attention. Older chfldren can stay up later than younger ones. One child may have glasses; another child may need special foods. Emotional needs are equally individual. Children must learn to respeCt the individual differences in a family. Each child should be aware of his own special treatment in the familyand recognize why he is special;

The large tree on the REACT page, "We Work Together," 5hould prompt a discussion of how trees are used in the child's life. Elicit from children

CP 181 186 ways trees contribute to the community or area. Discuss the depen- dency the tree has on care from humans. Ask children if they have observed trees that have been trimmed to permit power lines to go over the tree. Lead children to discuss the relationship of plants and humans.

-SD/Leyel R/3

"We Work Together" C7

REACT Page , 188 SD/Level R/3 .183 RELATED MATERIALS

Building Work Habits Series (Filmstrips) McGraw-HillBook Company, 1221 Avenue of the Americas, New York, New York 10020, 1967.

Come to Work with Us (Books) Childrens Press, Inc., 1224West. Van Buren Street, Chicago, Illinois 60607, 1971.

Community Keeps House, A (Film, Color, 11-min.)Bailey Film Associates, 2211 Michigan Avenue, Santa Monica.Califonia 91201, 1972.

Conservation for Beginners (Film, Color, 11-min.)Coronet -1structiona1 Films, Coronet Building, 65 East South Water.Street, Chica,Illinois 60601, 1970.

; Kingdom of Could Be You, The:. Careei. in Agrf=Business (Film, Cc, 4-min.) Encyclopaedia Britannica Educc.,,;Indl Films, Inc., 425Nr.t Avenue, Chicago, Illinois 60611, 1973:

Let's Visita Tree Farm (Film, Color,.11-mm.)Coronet Instrw:1;on:11 Films, Coronet Building,.65 East South Water :::t.reet, Chicw, Illinois60601, 1969.

School. and School HelElers (Pietures and. Resrce Sheets)David C. Cook Texas Educational Aids, 4725 Main Street, Houston, Texas 77002,1970.

Small Lot, A (Book) Eros Keith. Brad6ury Press, Inc., Englewood Cliffs,New Jersey 07632. .

Walk in the City, A (Book) Rosemary Dawson and Richard.Dawson. The Viking Press, Inc., 625 Madison Avenue, New York; New York 10022.

189 184 LANDSCAPERS

The field of landscaping includes Workers at a variety oflevels of tral..ing. The professionals are landscapearchitects. Other workers are landscape contractors, landscape designers,landscape nu.serymen, and landscape maintenance contractors.

The movement to beautify America,the rapid growth of suburbs, the trend to landscape industrial plants, and the extensive buildingof parkways and highways with planting, as an inteval part, all required theuse of landscapers.

Landscape architectsare needed by government agencies, private and individuals. business, The architects are needed in thedepartments of public works, on planning commissions, in highway, park and recreation departments, andother agencies. Landscape architects areon the staffs of private corporations nd organizations. Some landscape architectsare specialists in conservation; others are experts in the layout and planning of subdivisionsand design of cities; others deal with airports, schools, hospitals, and recreationcompanies. A landscape architect needstalent and aptitude asvellas training.

The landscape architect isan engineer, a scientist, andan artist. _As an enoineer, the landscape architect mUst be good in mathematics. Training in architecture,,surveying, andland measurements are studiedas preparation for the profession. He must know about the design andposition of roads, terraces, and walks. He must uniderstand drainage andgrading. Nluch of his work is in the- field of mathematics"and draftsmanship.,

Training of a.landscape architectincludes many science courSes. Geology is studied to know,how the earth's surface vp..s forrrd. Suil structure and its relation to plant growth is studied. Course:, in botany, plant classification, identification, and propagationare essential because the landscape architect will be.working with plants. Some basic studies in insects andthe disvar,es common to nursery plants and how to controlthem will be necessary.

The landscape architect mustunderstand desi9n and proportion. He must be able to visualize how a setting can be impro4ed. Landscape architect: must be creative and have insight andsensitivity.

In many states, a landscapearchitect mus ,-. have a college degree in landscaping and must be licensed bythe state. Some states require a specific period of experience beforea license is granted.

A landscape architect must beable to communicate clearly: He must inform and educate those whoseek his services. A professional landscape architect's work includes aiving advice, drawing plans, writingreports :,nd specifications, and directing the workof contractors to car.ry out landscaping projects.

A planting plan indicates the location, size, and names of allplants 185

190 anu instructions for planting. Final drawings give construction details for walls, paving, walks, steps, sprinkling systems, drain lines anddrain inlets, and lighting.

Specifications give instructions on how the work is to be done. All zoning laws and regulations must be met.

A. landscape contractor is able to do big jobs forindustries, hotels, schools, and housing developers. Landscape architects use a landscapecon- tractor:to carry out their plans. A landscape contractor might employ -a landscape designer for projects which do not requireservices of a landscape architect.

A landscape designer isone who has college training but either works for a degree or has not receiveda license. These designers work as consultants and design landscaping for homes, cemeteries,golf courses, parks, and buildings.

A landscape nurseryman does not needa degree or license. His training usually limits him to planning for small businessesand homes. He usually buys his stock from wholesalers as he needs plants forspecific jobs.

The need for competent landscape roaintenancecontractors outstrips the supply. Contractors assume responsibility for landscape upkeep. These persons can work on any scale from maintaining private gardens tocare of large public areas. Some knowledge of plant care is needed by contractors whoalso supply muscle needed for landscapecare.

As the country develops understanding of ecology ofthe environment, landscapers-will be in great demand.

Adapted from:,Occupational tlutlook Handbook, 1970-71 edition., U. S. Department of Labor, Washington, FL C. pp. 228-230. PLAY IS WORK

READINESS LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: An individual is influenced by other people.

OCCUPATIONAL FOCUS: Athlete

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Breathe and Balance

2. Time Out

3. Rules and Penalties

187 193 Teacher Goals

Teacher goals of this strategy combinea Self-Development Dimension subconcept with subconcepts from Attitudes.and Appreciations,Career Informa- tion, and Educational Awareness, and subjectmatter concepts for the occupation of Athlete. In this perspective the teacher's goalsare to:

Call attention to the ways in whichan -athlete cooperates with other people.

Help children recognize the meys in which they adjustto other people.

Lead children to understand that they,.themselves, influence other:.

Develop an appreciation for feelings of other people.

1.88 189 195 BREATHE AND BALANCE

Readiness Level Activity

Performance Objectives

Self-Development Dimension

. . teZZ why an ath/ete isa favorite person.

. . name television as one medium for learning to identifyan athlete.

. . . work aZone at a balance aetiviiy.

Educational Awareness Dimension

. . . identify outdbor eercise as one kind of activity for an athlete.

. . identify bo4 balance asa skiZZ ofan athlete.

Subject Matter ConcepfS

Language Arts Listening and Speaking Show and tell activities

Preplanning Suggestions

Bulletin board display of a variety of workers Filmstrips, movies, and visuals of children at play Balance beam (Use a chalk lineor painted.strip.)

190

196 . BREATHE AND BALANCE

Children admire the athlete with little or no understanding of anything except the final display of ability.

Physical fitness is demanded,of athletes. The President's physical fitness program has suggestions for children. Several suggestions relate directly to preparation of professional athletes. A sound heart and healthy breathing system and body balance and coordination are two areas which are particularly appropriate for early childhood.

An individual is influenced by . . . tett why an athlete is a .other people. favorite person. PPO Self-Development Plan a sharing time when children can tell what they want to be when they grow up. Encourage each childto tell why he has selected a particular occupation.

Plan a bulletin board of-pictures which show favorite occupatjons or favorite people in occupations. Pic- tures from magazines, newspapers, and children's drawings can all lbe used.

An individual is influenced by . . . name television as one other people. Medium far learning to identify an athlete. PPO Self-Development

Select an athlete for particular study-. -either one that is shown on the bulletin board or one that chjldren mention in .their

Knowledge and skills in subject . . identify outdoor c.-42,0Lse matter areas.are helpful in as one kind of activity far an occupational competence. athlete. PPO.

Educational Awareness Mention to tbe group that an. athlete needs A reasonable Amount of.outdoor 191' 197 exercise all Ouring theyear.

C, Show filmstrips and moviesof.children at play."\ Remind childrenin class that their play periodsout of doors are the same as-theoutdoor exercite of the'athlete.

On the playground commentfavorably on children who are involved inactive. play. Call attention to theway breathing changes afterparticularly

:strenuous play. ,

Knowledge and skills in subject . . identify body balance matter areas are helpful in as a 8kill of an athlete. ' PPO occupational competence.

Educational Awareness . . work alone at a baZance activity. PPO.

An individual is influencedby other people. Balance beams are one type ofequip- Self-Development ment which carLbe used to developbody balance that Will 'appealto.children as a "real exercise."When individual children are involved inany activities related to body balance, callattention to their ability.

The REACT,page, "Who Is This?.,"shows an adult. Show the page. Encourage children to discuts adult&who have influence on the child.

Give a generic name suchas mother, uncle, doctor, orgrocer to the picture. Ask children how that particular individual influences the child'slife.

SD/Level R/4

"Who Is This?"

9 REACT Page 199 SD/Level R/4 193 TIME OUT

Readiness Level Activity

Ferformance Objectives

Self-Development Dimension

tell who reminds about bedtimeand what happenswhen that person is qway.

. give an example ofhow another person influences hisor ,he own behavior at school.

Career Information Dimension

. . . identify regular rest periodsas anecessity fbr athletes.

Subject Matter Concepts

Language Arts Reading Left-to-right discrimination Listening and Speaking Listening for comprehension

Preplanning Suggestions-

..Materials for making r a chart listing of spurts orgames , Story or poems aboutrest or sleep as necessary for health Demonstration clocks

194

200, TIME OUT

Regular rest is good for smallchildren.

Ca'reer development includespro- - .identify regular rest gression through stages of periods as a necessity for educational and occupational athZetes. PPO training.

Career Information Athletes also must haverestt As children take their rest periods,comment that athletes also take regularrest breaks. Asl children to namegames in which there is a break in theaction. Football and basketball have half time periods, boxing has timebetween rounds, and baseball providesalternat- ing times for players torest.

Record on a chartor chalkboard the sports children list. The left-to, right action of writing shouldbe called to the attention of thechildren.

An individualis_influenced . . teZZ who remindsabout by other people. bedtime and what happens when Self-Development that person is away. PPO

Mention to children that ifsports provide for time out fora rest, then rest must be pretty important.

Read a story orpoem about rest and sleep. Ask who reminds the childto go to bed at night. If any child mentions a'regular bedtime, reCord the information.

Abelard/goes-to bed at 8:00p.m. Rowena/goes to bed at 7:00p.m.

Remind children to watchleft-to-right movement as you write. Matching names with individual name cardsand setting clocks at the hour are bothnatural outgrowths of the activity.

195 201 An individual is influenced by . . give an example of how other people. another persOn influences his or her own behavior-at school. Self-Development PPO

Children are restless at rest time. Some children find itvery difficult to relax. Recall the planned rest periods in sports. Compliment and call attention to children whodo rest at times other than that specified by routine.

The REACT page is supposed toprompt discussion about resting whenone is playing by oneself. Ask children why the child is sitting. Among the many reasons children will give, stress the ones that mention rest.

SD/Level R/5

"Rest"

:11

202' 196 REACT Page 203 SD/Level R/5 197 RULES AND PENALTIES

Readiness Level Activity

Performance Objectivesj

Self-Development Dimension

. . identify all classmates byname.

. . identify how members ofa group can affect each other.

Attitudes and Appreciations Dimension

. . identify one game played at homeor school and tell the rules.

. . desdribe how following rulescan affect the players in a game.

,,Edudational Awareness Dimension

. . . identify learning to count-as essentialto a scorekeeper.

Subject -Matter Concepts

Mathematics Social Studies Figural Political Science Bar graphs Classroom and building rules

Preplanning Suggestions

Tally marks, counting, or otherways of scorekeeping for children's games Markers, counters, large size graphpaper, blocks-

198

204 RULES AND PENALTIES

Athletes keep in goodphysical condition. Athletes must also know the rules and proceduresof their sport,

A given work setting requires identify one.game played certain policies and'procedures. . at home or school and teZZthe Attitudes and Appreciations rules. PPO

Start a'game of "Simon Says." Make the rules and actions simpleenough for all children to besuccessful most of the time. Ask the class to help decide "Ifa person makes a mistake, should he missone turn?" Be sure to keepany exclusion very. brief. After all, it is the child who missed who needs theopportunity to Play. Children may decideon a better "forfeit" thanmissing a turn.

Aiyindividual i 'influenced by . . ther people. identify.an classmates by name. PPO Self-Developmmnt describe how following rules can affect the players Work involves the acceptance in of a game. ,PPO responsibility for a tatk.

Attitudes and Appreciations When games are played,have children review.any rules that mustbe followed. Encourage flexibility inplanning rules but be sure thatonce made the rules are enforced. If-the rules seem unfair, call a halt to thegame and help children alter the rules.

If children have attendedany sports activities or watched sportson television, they should beable to recognize referees, umpires,and scorers as necessary to the games.

Lead children to discuss theidea that each child should be hisor her own referee.

199 205 Knowledge and skills in subject . . identify learning to count matter areas are helpful in as essential to a Scorekeeper. occupational competence: PPO Educational Awareness

Scorekeeping can be done informallyor formally.

Use several approaches to recording . scores. Some outdoOr gamesmay require counting and remembering. Other games may be scored by using tally marks after a child's name.

An excellent way to keepscore is for each child to use markers. For each point-a marker is added toa personal stack. The use of counters is suggested at this stage.

Children who can use markers withunder- standing can progress to simplebar graphing. Squared paper should bepro- vided. For each score or pcinta block is colored or marked. Numbering is at lines. Children should understand the line shows the top of that blockor square.

Stacking block counters thesame size as the paper squares will help children see the relationship between objects' and their representations.

An individual is influencedby . . identify how members of other people. a group can affect each other. PPO Self-Development

Children sometimes get involved ina feeling of having to win. Find out, if possible, where thispressure has developed. Probably attendance at professional and high school activities has been the behavior guide. Sometimes family members hava Lcf.en the influence.

Playing a game for fun and intrinsic value is great and highlyrecommended. The desire to do well is alsoto be recommended.

Point out that at physical %;ontestsit

206 200 is usually the spectators',not the players, who are loud andwho show their feelings. Athletes or players are too engrossed in the game to spend energy on tempertantrums or poor sportsmanship.

The REACT page, "How WouldYou Use It?," is to prompt discussion ofthe many different ways to play miththe same toy. Emphasize the differencesbetween games one plays alone and thegames one plays with others.

Lead children intoa discussion of playing with children ofmany ages and the differences in theleadership of the games.

SD/Level /6

"How Would You Use It?"

207. 201 REACT Page 208 SD/Level R/6 202 RELATED MATERIALS

Beginning Responsibllity: Being a Good Sport (Film,Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 East South WaterStreet, , Chicago, Illinois 60601, 1969.

Hop-Run-Jump: We Exercise with Our Thildren \. (Book) Rosa Demeter. The John Day Company, 62 West 45th St,-eet, New York, New York10036, 1968. I Can Do It (Worktexts and-Actt,ity Sheets) George A.Pflaum, 38 West Fifth Street, Dayton, Ohio45402,1971.

Job Puzzles (Picture puzzles) Deve7.opmenta1 Learning Materials,7440 North Natchez Avenue, Niles, Illinois60648, 1973.

Kingdom of Could Be You,The: Careers in Recreation (Film, Color, 4-min.)En- cyclopaedia Britannica Educational-Films, Inc., 425 NorthMichigan Aveilue, Chicago, Illinois,0611,1973. Ma Tall and Ma Small (Book) Barbara Brenner. Young Scott Books, Reading, Massachusetts 01867, 1966.

Mothers Work, Too (Filmstrip) Educational Reading Service,320 Route 17, Mahwah, New Jersey.07430,1972,

) School Problems: Getting Along With (*hers . (Film, Color, 12-min.) BaileyFilm Associates, 11559 Santa MonicdBoulevard, Los Angeles, California 90025, 1972. ATHLETES

Physical fitness is demanded of the athlete. To do his !)estan athlete needs.a reasonableamount of exercise in,the Adult athletes have open air all the year around. trainers:and coaches toshow them how touse their energy to the best advantage. Athletes need help in learning to overcome faultsand ' in developing.wind andendurance.

During a trainingseason an athlete gets about eight sleep every night. to nine hours After exercise an ..thlete.takesa warm shower and rubdown. These.are both excellentfor getting muscles relaxed.

Nutritional conditioningaffects size, stamina, and learn which foo&groups strength. Athletes provide their hut-itionalneeds. A first step-in paring for.sportscompetition is regular pre---.:- meals daily. Watching body weight-end good nutritional habitsare year-round activities. --- Athletes have a coMpetitive attitude. The desire to 1.4rt-1s serious athlete's akeup. part of the Athletes need to be ableto perfofM well.under pressure. The player who can be at the top of abilitydoringcompetition is best suited forprofessionalsports.

Practice and self-confidence go hand inl-'iand in developing letes: Ability,tO play determinedly expert ath- and -tip"repare mentallyis a must forsuc- csful competitors. Good athleteS have,4 f_racticing when determination that-keeps them , a less determined person would tiebeyond his level of enduranoe:'--I Good sportsmanship inqudes keeping one'stemper. The cot:stdiiarguer is unpopular withboth the)eam and crowd.

-- --ERerciSe andelittlepractice are all the preWation children. needed by little SeriousAraining Will domore harm thagood to little children.

A Council on YouthFitness.has beem-Called the United States to'study.fitness together by the Presidentof andurge Americansto do daily exercise,. Physical fitness tests for youth are=suggested.by the Council. ments.for physical fitness General require= include'.abilityto fight illness; sound healthy breathing heart and. systems; strong muscles;speed; agility; flexibility; of movement; body balance;-and accuracy coordination. ,

204

210 THIS IS HOME

READINESS LEVELINFUSION STRATEGY'

CAREER DEVELOPMENT FOCUS:, Anindividual §hould beaware of the tasks that he performs and begin to determine his interests in these tasks.

OCCUPATIONAL FOCUS: Homemaker

-ACTIVITIES

IN THIS INFUSION STRATEGY

1. Pit.ch In

2. I'm Hungry

3. The Family Cares. Teacher Goals

Teacher goals ofthis strategycombine a Self-Development Dimension subconcept with subconcepts from Attitudes and Appreciations,Career information, and Educational Awareness,and subject matter concepts for of Homemaker. the occupation In this perspective the teacher'sgoals are to:

Focus children's attentionon similarity of tasks at home and at school.

Encourage children:to trya wide variety of tasks.

Show th'e necessity of.performingtasks which are uninteresting.

206

212 207 213 PITCH IN

Readiness Level Activity

iyerformance Objectives

Self-Development Dimension

. discuss and compare feelings thataccompany interesting and non-interesting tasks related to homemaking.

_Attitudes and Appreciations Dimensioh

. . describe tne.effectsupon oneself when another person,failed :to perform a task and vice versa.

. . identify homemaking tasks that normallyinvolve men or women and discuss whether that expectation is valid.

. . . report on one's Own responsibilities fortasks at home.

Subject Matter Concepts

Social Studies Sociology-Anthropology. Membership in a group , Individuality and responsibillty

Preplanning Suggestions

Materials for making a class record oftasks at home and at.school Bulletin board space to be completed bychildren's work Magazines and drawing matertal

208

214 PITCH.IN

Heavy cleaning is beyond thelimits of children's abilities. However, children can domany less fatiguing tasks at home. The 5ame attitude should be adopted at school. Daily tasks of housekeePingcertainly need to be done by 'children. One day at school deliberately omit doinga routine housekeeping task which is neededto make activities run smoothly. Or, if the trauma is too much, leavesome personal possessions where they db not.belong. The teacher's sweater drapedover the easel would be a real switch (maybe). .Watch to see what children doabout the uncompleted "teacher's work."

An individual should be aware.of . discuss and compare feel- the tasks that.he performs and begin ings that accompany interesting to determine his interests in these and non-interesting tasks tasks. related to homemaking. PPO Self-Development . . . descYibe the effectsupon oneseZf when anotherperson Work involves the acceptance of failed to perfbrma task and responsibility for a task. vice versa. PPO Attitudes and Appieciitions

When the omitted task becomesapparent to children, remark thatyou just didn't feel like doing whatever itwas that needed doing. Perhaps no paint has been mixed, the projectorhasn't been ordered, or strawsor graham crackers haven't been replenished.

Elicit from children suggestionsabout what should be done. Avoid apologizing. Lead Children intoa discussion of who was inconvenienced and what theconsequences are to the class. Lead the discussion into suggestions forsolving the immediate classroom problem.

Later plan a discussion of hometasks assigned to children. Record the kinds of tasks actually assignedfor future use.

209 215 As each task is discussed getthe children's reactions. Point out that children do not agree on,whatthey like to do. Some children like to help in the kitchen; others prefer outdoor work and so on.

A great many taskscan be performed . . identify homemaking tasks by men or women. that normally'involvemen or Attitudes and Appreciations women and discuss whether that

. expectation is valid. PPO

As a home task is named ask whodoes the task with or nstead of thechild. If, in general, the wo,rk ismale or female in practice, try'\to havethe children decide why it is so.described.

Look for similar tasks in theclassroom and try to have both boys and girls volunteer to do thetask. Point out that tall children might beable to hang up coats of smaller children f the hooks are difficultto reach. Counting supplies can be the job ofa pair of children--one of whomcan count and one who needs practice.

Avoid assigning tasks With theaccompany- ing remarks, "Let the boys do that"or "That_is a job for girls." Teacher attitude will havean effect on the attitude of a .child.

Work involves the acceptance, report on one's own responsi- of responsibility for a task. bilities for tasks at home. PRO Attitudes and Appreciations

Post the list of home tasks childrenhad mentioned as assigned. During the school day try to ask each childif he completed the task the day before. Attach no value judgment. Let that be the_task of the child.

Develop a bulletin board "Work ILike To Do" or with a similarchild-selected title. Have children draw or paint pictures or cut pictures frommagazines. 4 to show the kinds and varieties oftasks

216 210 that appeal to them. Point out similarities to homemaking tasksif pictures are non-homemaking.

Lead children into understandingthat theiwork setting ofteninfluences whether or nota task is appealing.

Emphasize the necessity forcontinual effott needed to accomplishsuccess- ful Komemaking. Be particularly demanding.ibout the accomplishmentof assigned and unassigned work donein the classroom.- Be certain to praiseaccomplish= ment rather than condemning failure.

The REACT page, "Where DoThey Belong?," shows a child's possessionsobviously out of place. Lead children to 'discuss their responsibility aboutcare of their own things.

Point out that familiesoperate in different ways. Try to help children understand that -Merest ina task can develop alon-g7075-the respectone has for others. The interest in being cooperative and helpful toassociates can be reflected in the interestone shows in work,

SD/Level R/7

"Where Do They Belong?"

217 2 1 1 o

SD/Level R/7 218 I'M HUNGRY

Readiness Level Activity

Performarice Objectives

Self-Development Dimension

. . . report involvement in any tasks reZated to meaZtime at home.

Attitudes and Appreciations Dimension

. . cite helping mith food preparationand service as suitable fbr either men or women.

Educational Awareness Dimension

. . identify observation aea way to learn about table settings and service.

. . cite, plahning, shopping, and fbodpreparation as prerequisites to serving a meaZ.

'Subject Matter Concepts

Language Arts Social Studies Reading Sociology-Anthropology Patterns of organization: Contact with others is cause-effect, sequence needed. Economics Differences between goods and services

Preplanning Suggestions I

Copies of home tasks listed by children Materials for a written chart offood-related tasks performed by children

213

219 I'M HUNGRY

Food continues to bea magnet that attracts all lOily members. Each individual expresses opinionseither vocally or in the behaviorexhibited_ by eating or not eating.

The homemaker goes througha series of activities which culminatein meals and snacks. Children can be involved to some degree in each of theactivities.

-Shopping, preparation, and servingpre- sent obvious sequence to children. Less apparent to childrenare budgeting, knowing what foodsare in the home, how many people will e eating,personal likes and dislikes, storage andcare of cooked and uncooked food,and nutrition.

Remind children that all theroom tasks are shared by boys and girls. So, too, can-all food preparation tasksof-any homemaker be shared bywomen and men.

Review the food related tasks children have listed as doing. Read them to the group, then suggest putting the tasks in a sequential order. To introduce the idea of sequence giveexamples other than the food-related tasks. For fun ,ask children to tellyou what is wrong with stories you will tell.

"This morning I atebreakfast then I woke up."

"I came to schoolon the bus this morring then I gotup and dressed."

Have children make.upa series of ridiculously seqUenced paragraphs.

'An individual should beaware of . . . report involvement inany the tasks that he performs and tasks related to mealtimeat home. begin to determine his interests PPO in these tasks.

Self-Development Ask children to tell abouttasks they have at home whichare related to mealtimes or snack times.

Make a 'written list ofthe tasks children talk about. Probable tasks are set the table, go to thestore, and help with dishes.

Career-oriented learning, may . take place in school . identify observationas or out of a way to'learn about table school. settings dnd service. PPO Educational Awareness

Remind children thatmany of these same tasks are done at school for snack time. Children place napkins and milk in one-to-onetable settings. When supplies are low childrencan go to the central supplyarea. After snack time someone checksthe clean- up activities.

A great many taskscan be . . cite helping with food performed by Menor women. preparation and serviceas Attitudesjand Appreciations suitable for eithermen or :women. PPO Learning achievement depends . . . cite planning, shopping, upon effort ane ability. and food preparationas pre- Educational Awareness requisites to servinga meal. PPO

Use the sequentialaspects of preparing meals as a basis fordramatizations. Lead children to recognizethat interaction with other people isa constant, regardless of the activity.

Discuss which part of thewhole sequential process children enjoy. Some children' like.being able to sulgestfoods to be served. Other childrenmay like going to the store while stillothers enjoy helping with acival foodpreparation.

The REACT page, "How DidIt Get Here?," shows food. The questions to ask children should lead totracing products in the pie. As products are traced, include the idea of workersinvolved. The cherry piemay be made by mother or the baker. Other people picked

221 215 cherries from trees,°planted trees, and so on.

SD/Level R/8. .

"How Did It Get Here?" 4

216 222 REACT Page 223 SD/Level R/8 THE FAMILY CARES

Readiness Level Activity

Performance Objectives

Self-Development Dimension

. . discuss and comPare feelings thataccompany interesting and non-interesting tasks relatedto daily living.

. . . describe a home task in whichthe individual is interested.

Attitddes and AppreciationsDimension

. . . dezIcribe a homemaking.taskas an acceptan:e of responsibility to 1ers. . .

Subject Matter Concepts

Science Social Studies Scie0-iftc Method 'Economics Categorization Division of labor in home

'Preplanning Suggestions

Film or filmstrip that childrenmight enfoy An uncompleted classroom task Art materials for children'swork

218

224 THE FAMILY CARES.

The homemaker canencompass any range oractivities. The term is used in these activities in the broadestsense.

An individual should beaware . . discuss.and compare feel- of the tasks that he performs ings that accompany interesting and begin to determine his and non-interesting tasks related interests in these tasks. to daily living. PPO Self-Development

family care includes all theaspects of homemaking and family living. In this strategy attention.is focused on' recreation.t

- Adults in the family needto plan their time so that each individualassumes -k her or his share of responsibilities. The places and times of employmentof each person must 6e considered. Individuals must also be considered by recognizing which tasks;ire interesting or non-interesting to the individual:

Choose any activity childrenenjoy. Follow the procedure suggestedhere. Showa film or filmgtrip thatis particularly appealing to children. Just before the film ask ifanyone would "straighten up the bookshelf while the rest ofus watch the film." Any other task would do as well. Proceed with the film whether or not thereare volunteers.

Work involves the acceptanceof . . . describe a homemaking task responSibility for a task. as an acCeptance of reeponsibility to others. Attitudesand Appreciations PPO

After the film activitiesare completed, ask why therewere or weren't volunteers to "straighten the bookson the shelf." Lead children to understandthat the same thtng happens at home. ,5ometimes tasks need to be done andsomeone Must do the task at theexpense of jofning a group activity or family recreation. 219 225 /- Ask if one perPon could "straighten the books"' faster alone or with help.. Draw parallels between this taskand home.tasks.

Elicit from children what tasksseem interesting and what tasksseem uninteresting to them. Recall that children and adults look at things froma different point oF view.

An individual should be aware . . describe a home task of the tasks that he performs in which the indit)idual is and begin to determine his interested. PPO interests in these tasks.

Solf-Development Ask children to illustrate the homemaking task that appeals most to the individual. Compare children's ideas. Discuss other possibilities for tasks for children.

The REACT page, "Feedinga Pet," is related to the necessity of regularcare for pets. The same task may vary from uninteresting to exciqng.

SD/Level R/9

"Feeding a Pet"

226 220 REACT.Page SD/Level R/9 227. : 221 RELATED MATERIALS

About Family Helpers (Book).Elaine Hoffman and Jane Hefflefinger. Melmont Publishers, Inc., 1224 West Van BurenStreet, Chicago, Illinois 60607, 1967.

-Career Mothers (Sound Filmstrip) Valiant,Inc., 237 Washington Avenue, Hacken- sack, New:Jersey 07602, 1972.

Home. Series, The (Filmstrip) Long FilmSlide Service, 7505 Fairmount Avenue, El Cerrito, California 94530, 1970.

I Want to.Be a Homemaker (Book) CarlaGreene.-Childrens-Press, Inc., 1224 West Van Buren Street, Chicago, Illinois60607, 1961.

If I Were a Mother (Book) Kazul MiZumura.Thomas Y. Crowell Company, 201 Park Avenue South, New.York, New York 10003.

Kingdom of 'Could Be You, The: Careersin Consumer Services (Film, Color, 4-min.) 'Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611, 1973.

Mothers--What.They Do (Film),Curtis.AudioVisual' Materials, Curtis Publishing Company, Independence Square, Philadelphia,Pennsylvania 19105, 1968..

Mothers Work, Too (Filmstrip) EducationalReading Service, 320 Route 17, Mahwah, New Jersey 07430, 1972. .

.Sam (Book) Ann Herbert Scott. McGraw-Hill Book Company, Inc., 1221 Avenueof . the Americas, New York; New York 10020, 1968.

Things We Do and Use Around the House (YransparencieS)Western Tublishing Edu- cation, 1220 Mound kenue, Racine, Wisconsin53404, 1967.,

222

228 HOMEMAKER

At one time, a woman's jobwas generally home-based. Today, many women combine marriage with work outside the,home. What reasons are behind the woman's new rolc in the worldof work?Among the most important is the availability of many labor-saving devicesin the home. Too, many women find fulfillment in working roles,as well as in the roles as wives and mothers. The need for extra income also sends many women into the labor force. With the wife working outside the home, husbands are assuminga greater share of homemaking responsibility. The day-to-day activities of thehomemaker are in the province of alljersons wholive in the home.

The main job of the homemanager is to keep the family, happy during the continual adjustments whichthe family must make. Planning is an essential part of management. Values must be determined and decisionsmade almost minute by minute. Knowledge used wisely in making.on-the-spotdecisions, or the appli- cation of common sense, ha'sa tendency to make for happy family living.

Home management is involved inevery aspect of family living.The abilities of family members o get along together or to Adjust tonew situations aremanagement concerns. The day-in-day-out concern thatfamily members be fed regularly is also a part of homemanagement. So too is the problem of providing- suitable clothing for every family' member. When to paint, what equipmentto buy, and whereto live--these are matters of management. To keep the home warm during the winter, comfortably cool during the summer, and drythroughout the year calls for management. Too, the well-managed home, whilekept neat enough for health and safety, is also plannedfor comfort, convenience, and privacy.

Providing for the health and safetyof all family-members isa management problem. If family membersare to remain healthy, certain needs must be met. Food and clothing must be provided. Adequate housing isnecessary. The- housing must provide proper heating andventilation. It must also provide for proper disposal of.wastes. For good health,-there must beprotection against pests. Finally, there must be provision forthe emotional health of the family. The emotionally happy family will enjoybeing together whether theyare sharing necessary work or enjoying leisure time.

Regular visits to a clinicor the family doctor willinsure family Members of receiving neeild innoculations atthe proper time. Regular medical and dental checkups also-Allow thespecialists to notice and treat health problems which could become majordifficulties if allowed togo untended. During regular health checkups, themedical specialistscan also help the family plan to improve their general healthpractices.

The families.will be better preparedto take care of home emergencies if plans have been made before emergenciesarise. A well-stocked medicine cabinet will enable them to treat the minor cuts and burns that occur frequently. A knowledge of proper first-aid treatment will help them to know whatto do and when to do it. Such knowledge may prevent minoremergencies from becoming major ones.

223 229 The task of preparing meals is made easier when foodand utensils.are properly stoPed. Canned foods, staples,fresh produce, and meats, should away as soon as they.are brought into be.put the house. Only in this waycan food successfullyretain the nutritive value it held at the time itwas purchased. Meals can'be prepared with a minimum of effort when each pot andpan and each type of food is alWays storedin a given'place.

It is easy to keepa bathroom in good order if each checks its condition person who uses it and tidies it after each'use. At least once each day one must check a bathroom for'other some- needs. The wastebasket must be emptied regularlyi Paper goods must be replenished. There may be a clothes containing damp clothes hamper which should be taken tothe laundry area. PerhapS fresh towels ora clean bath mat is needed. The mirror needs to be cheCkedfor soap.splashes and shined ifnecessary.

The general living areas of the home requirestraightening each day. In order.to have a well-cared-for home, eachroom must be cleaned regularly. Just how often' a thoroughcleaning is required for each on how the room is used, what room depends type of dirt buildsup in the room, and how much danger to general family health..results from failureto clean the room. The walls and ceilings of a room gradually buildup a film of dirt which- canNcause the whole roomto look worn out. This dirt is often noticeable arouridNthe heating outlets or'the windows. At least once ayear, a check of each room is\needed to see if specialcleaning is required.

Furnaces, water.heaters, air conditioners, and similar appliancesneed special cleaning and servicing. Refrigerators and freezers and thorough cleaning. may need defrosting Follow the manufacturer'sinstructions or check with the utility companies in order to learn whatcare is needed to keep each piece of equipment in goodworking order.

A clean,, well-cared-for approach to a home is pleasingto friends and neighbors as they come to call. Too, the outside of a home givesstrangers their first impression ofa family. Even the young children inthe family can learn to keep the sidewalks and hallways neat. Stray papers and trash PiCked up and discarded can be whenever they are noticed. Tools and toyscan be placed where they belong. Those who pass are quick torecognize homes and neighborhoods where people are concerned with theappearance of their home. Neatness outside the home involves more than pickingup as one goes along. Plants in yards or window boxes require routinecare. Plant trimmings, scattered blossoms and leaves, andgrass cuttings must be swept discarded. or raked up and Sidewalks may need to beswept and washed insummer or kept clear of ice and snow in winter.

'Homemaking i'becoming lesssex-oriented. Men now take on of the hoMemaker's role. some aspects Joint planning bya family can make each'family a homeMaker. member

224

230 MASTER INDEX OF IARSION STRATEGY CONTENTS

Cil - 6letmG BEHAVIORS LS - lIFISTYLE

CM - DECISION,MAKING SO - SELF-DEVELOPMENT

First Experience Level

LANGUAGEARTS

Infusion.Stratecif gica.vslon Activity Sub ect Matter (Grammar and Usage) Page

DM Things look Different Pilot Listen to Building sentences about 306 Ground Control cause or condition SD All the World Atter As 1Clo It Uses of language; express 4131 feelings, describe

(Listening and Speaking)

CB I Protect You Policeman it Has to be Noting and remembering details Written 247 DM Things Look Different Pilot Listen to Choose right word meaning in 306 Grourd Control oral.exercises "Let's talk" lessons Listening to note details DM Things Look Different Pilot Plotting A Listening for information 316 Course listen to note details DM Things Are Getting Licensed Prat. Better I Like People Listen to interpret feelings ticai Nurse 346 "Let's talk" lessons DM Things Are Getting Licensed Prac- Where I Work Better Noting and remembering details tical Nurse 361 Choose correct word meanings in oral sentences. LS ComingAttractions Theater Alike.and Manager Choosing correct word meaning 389 Different Listening comorehension

(Reading)

CB I PrOtect You Policeman Watch Out Understanding sentences CB I Protect You 239 Policeman Help Me Find Main ideas and details It 253 al Going Below Diver Why Dive? Picture -eading 287 Picture dictionary. OH Things took Different Pilot Places to Understanding sentences Work 321 OM Things Are Getting Better Licensed Prat- Whore I wort, Main ideas tical Nurse 361 Understanding sentences Visual discriminatirn SD All the World Actor As I Do It Patterns of organization J. 408 Understanding sentences SD All the World ACtor The Show Must Understanding sentences GO,On 413 " (Writing Skills',

CB 1 Protect You Policeman it Has te Be Beginning manuscript writing Written 247

Protect You r-,iremAri Help .e Finl 1. Beginning manuscript writing CB Going Below 253 Diver Senses Vocabulary building . SD : At Your ServiCe 274 Deliveryman How,Much or Print name, simple words' How Many? 434

First Experience Level

MATHEMATICS

(Facts and Operations)

CB I Protect You Policeman It Has to Be Counting Written 247 CB I Protect You Policeman Help He Find It Cardinal numbers OM Things Look Different 253' Pilot Listen to Cal:clinals to 100 Ground Control 306 OM Things LookDifferent Pilot Pilots Use Cardinals to 100 Dials U5t.of74 326 OM Things Are Getting licensed Prat- Better How Many Today tical NUrse Sums through 10 Cardinals to 100 338 Counting by 2's DM Things Are Getting Licensed Prac. How MUch or Better Counting by I's. 2's tical Nurse Now Many? 350 SD All the World Actor Only One Counting members of a set SD At Your Service 419 Deliveryman How Much or Counting How Many? 434 -SO At Your Service Deliveryman i. Convenience Cardinal numbers 447 . Counting

225 233 Dimeniion Infugion Stretegie Occupation Activity. Sub ect Matter

(Geometry)

Del Things Look Different Pilot Pilots Use Dials Number line; identify number 326 order

(Measurement)

CB I Protect You Policeman Watch Out Tim'e 239 CB .. I Protect You Policeman It Has to Time 247 Be Written

CB Going Below Diver Skills and Time 281 Tasks r DM Things Are Getting Licensed Prac- Knowing When Time 338 Better tical Nurse and How Many . . DII Things Are Getting Licensed Prat- How Long Do Time 356 Better . tical Nurse I Work?

LS Coming Attractions Theater Wage Earners Time 377 Manager Money

LS Coming Attractions Theater Now Playing Time 396 Manager

SD. At Your. Service Deliveryman How Much nr Weight 434 How Many?

(Problem Solving)

DM Things Are Getting Licensed Prac- . How Many Today Combining groups in oral stories 350 Better tical Nurse

SD All the World Actor Only One . Combining and seprating groups 419 SD At'Your Service Deliveryman How Much or Dne-steo problems 434 How Many?

First Experience Level

SCIENiE

(Biology)

SD Handy Interests Ranch Hand All Kinds nf Animals are different in size. 462 Ranches Structure Living things grow.

(Scientific Method)

CB Going Below. Diver Senses We observe with ovr senses. 274 CB Going Below Diver Skills and Describe, find similarities 281 Tasks and differences .CB Going Below Diver Why Dive? DesCripe, find similarities 287 and differences

LS Coming Attractions Theater Alike and Destfibe. find similarities 389 manager Different and differences .

SD At. Your Service Deliverman Try Thil One Categorizations 441

First Experience Level

SOCIAL STUDIES

(EconomicS)

CB Going Below Diver TTieuning to Work is a basis for role 294 differentiation.

DM Things look Different. Pilot Places to Work is a L.asis for role 321 Work differentiation.

IS Coming Attractions Theater Wage Earners Work is a basis for role 377 Manager differentiation. Earning money

LS Coming Attractions ! Theater Hello. Good-By Earning money 382 Manager PrOduction of goods and services

LS Coming Attractions 'Theater Al:ke and Work is a basis for role 389 manager Different differentiation. Division of labor

SD At Your Service Deliveryman Try This Dne. Needs and wants 441

SD Handy !Iter,cts Ranch Hand What Would You Division of labor Like to Do? Production of goods and services 467

22,6 Dimension Infusion Strategy. Activity, Subject 1.:112L (Geography)

DM Things Look Different Pilot Plotting' a Trace routes.on simple may. Course Use of symbols

(Political Science)

CB I Protect You Policenan Watch Out Community rights and require- 239 ments CB I Protect You -.Policeman .....,Who Decided Laws regulate behaVior. 259 That? Community rights and requirements Individual rights Family' and school rules SC1 At Your Service Deliverynmn Convenience Laws regulate behavior. 447 SD Handy Interests Ranch Hand What Would You Individual rights 467 Like to On? : (Sociology-Anthronology)

CB I Protect You Policeman Watch Out Values and purposes in behavior 239 Dependence unon others CB I Protect You Policeman. Heln ve Find Dependence unon others 252 It CB Going Below Tugging to Tell Dependence upon others 294

DM Things Look Different .:ii: . LiCtco lu Values and Purooses in behavior 306 ground Contrrl DM Things Are getting Licensed Proc. Knowing When Better Dependence unon others 338 tied! Nurse and How Many . . Values and purposes in behavior OM- Things Are Getting Licensed Prac- I Like Peonle Individual characteristics .346 Better tical Nurse DM Things Are Getting Licensed Prac- yhere l' Work Individual characteristics 361 'Better tical Nurse LS Coming Attractions Theater ZecrOw 4ust Dependence upon others 372 Manager Family as basic social unit Values and purnoses'in behavior. LS Coming Attractions Theater Wage Earners family as basic social unit. 377 Manager LS Coming Attractions Theater Hello, Good-By Lifestyles differ with time 382 Manager and niece.

Frmilv as basic social unit . LS Coming Attractinns Theater Now Playing li:Jividuil characteristics 396 'tanager: SO . All the World Actor T7:0,,Show Must Membership in a group 413 Dependence upon others Values and purposesir. behavior SD All the World .Actbr Only Onc individual characteristics 419 SO At Your Service r',1,1iverymrp Try This One Values and purposes in behavior 4°1 SD. .',.t Your Service Deliveryman Convenience Values and porposeS in behavior 447 SD Windy Interests Ranch Hand rold% Show, or Lifestyles differ with time And 472 glace. Values and curooses in behavior

227

235 I PROTECT YOU

'FIRST EXPERIENCE LEVEL'INFUSLON STRATEGY

CAREER DEVELOPMENT FOCUS: An individual should learn to cbpe with the rights and feelings of others.

OCCUPATIONAL FOCUS: Policeperson

ACTIVITIES

IN THIS INFUSION STRATEGY,

1. Watch Out

2. It Has ToJie Written

3. Help Me Find It ,

4. Who Decided That?

237 228 Teacher Goals

Teacher goals.of this strategy combine a Coping BehaviorsDimension subconcept with subconcepts fromAttitudes and Appreciations, tion, and Educational Career Informa- Awareness, and subject matterconcepts for the occupation af Policeman, In this perspective theteacher's goalsare to:

Represent policemen as humanswho are responsible for helping society follow thelaws that society has established.

Help children uhderstandthat children and adults have an effect,on each other.

Lead a child to recognizethat the rights and feelings of others must bea concern of each individual.

Help children understand thata policeman must keep written records.

229

238 230 MATCH OUT

First Experience Level Activity

Performance Objectives

Coping Behaviors Dimension

. . describe a situation wherehe was put in danger because someone was unfair in traffic.

. . Cite an example of a traffic ruZe which shows respectfbr others.

. . describe how people shouldact when the policeman stops them for a-traffic violation.

Career Information Dimension

. . , name workers in three different occupationsthat are concerned about traffic safety.

. describe a situation in which.atraffic policeman would be needed.

. describe two kinds of trafficproblems whicha policeman watches.

Educational Awareness1Dimension

. . . identify where he-learned about traffic safety.

Subject Matter Concepts

Social Studies /Language Arts

Political Science . /. Reading , Community rights and Understanding sentences requirements Sociology7Anthropology Mathematics Values and purposes in 'Measurement behavior . Time 'Dependence upon others

231

239 f."

Preplanning Suggestions

Materials for a chartor poster Copy of state highway traffic laws from the Driver's LicenseDivision Traffic signs (STOP, GO, SLOW, etc.) .

-232

240 WATCH OUT

Safety is encouraged, almostdictated, )Dy adults who know theconsequences /of unsafe practices. Small children simply have not yet livedlong enough to do more than verbalizemost safety concepts. Police ar intimately related to traffi safety.

Career'-oriented,learning.may. idtify where he learned take place in schoolor pdt about affic safety. PPO of school.. /' // Educational Awareness 0.7 Mos children understand thata rela- tiOnship existsbetween police and traffic safety. The suggestions in this infusion strategycombine the idea of enforcement oftraffic safety as part of a policeman's rolealong with consideration ofthoughts and feelings of others.

Knowedge and skills in subject , name workers in three matterareas are helpful in different occupations that .oCcupational competence. are - Concerned about traffic safety. Educational Awareness,

People in many otheroccupations are also concerned withtraffic safety. Drivers of commercialvehicles, state drivers license examiners, insurance underwriters, andauto manufacturers are all involved-in traffic safety. The strategy can be adopted for a variety ofoccupations.

An individual shouldlearn to . . describe a situation cope with the rights and feel- where he was put in danger .ings of others. becaUse someonewas unfair Coping Behaviors in traffic. PPO

Ask the class forsuggestions about traffic safety rules childrenshould know and use. Discuss the idea that traffic safety really involvesbeing *.courteous to other people. Doing something becauseyou are "right" sometimes can cause accidents. One has to recognize that unfairnessis really very dangerous in regard totraffic 241 233. safety. Children can cite instances where they .gave away their-urights" because of safety. Make a chart story or poster-of traffic rules children suggest,

TRAFFIC SAFETY

Walk on sidewalks. Walk on streets and roadson the left, facing cars. Cross streets at cornersor at marked crossings. Look both ways before crossinga street. Play away from streets and roads:

Have acopy of state traffic laws and city traffic laws so that children understand that a code of lawsreally' exists. 0 A traffic "policeman might beavailable for an interview ormay be willing to be a resource person. State and local police will provide co6ies ofa variet,j, of publications about traffic safety.

After the chart story has beencompleted and used for heading lessons review, each statement and developthe reason the rule is needed.

An individual_ shOuld learn . . . cite an example of a to cope with the rights and traffic rule which show_ feelings of others respect for others. PPO Coping Behaviors Point out that you Obey ruls of society if you are really Concerned about the eights and feelingsof others, Review again each traffic rule on.the chart.

Occupations have theirown . . describe a.situation in work settings. - which a traffic policemanwould be needed. ,Career Information PPO

242 234 This time emphasize that certain times of day or certain locations require, more than an individual's watchfulness. List times and places about whicha traffic policeman must be particularly concerned--school crossings at 8:00, 12:00, 1:00, and 3:30 andany major intersections at 7:30 in the morning and.5:00 in the evening. Areas near sports stadiums or fairs have seasonal traffic problems which require police to direct traffic.

Dramatize traffic jams. Choose a policeman from the group. Some children can be trucks orcars; other diildren can be pedestrians.

Establish an area as an intersection. Teach the policeman signals forstop- ping and moving traffic and pedestrians.

Occupations have their own work . describe two kinds of settings. traffic problems whicha Career Infprmation policeman watches. PPO

Other traffic situations that need attention are parking too longor in a "No Parking" zone, speeding, reck- less driving, and jay walking. Bicycle riding safety is particularly important to the police.

Have children dramatizeas many situations as are reasonable for thegroup.

In each dramatization stress thatcon- sideration for the rights and feelings of others is the concern ofeveryone. The policeman-11as been selectedby society to enforce those rulesthat society has made.

An individual should learn to cope . . describe how people should with the rights and feelings.of act when the policeman stops others. them for a traffic violation. PPO Coping Behaviors

243 235 The policeman probabljr talksto the person involved to explain why the traffic rule was broken. The policeman and the traffic offender must try to understand each other. Anger toward the police isunwarranted when an individual has broken a law.

Relate this to how the chifdreacts when a parent diScovers thechild has broken a family rule.

The REACT pages show situationsin which one individual is following a safety rule. A second individual is shown breakinga safety rule Discus§ each-incidenton the page. Suggest that children placea mark on the individual who is breaking a safety rule.

Suggest that children makepictures of 'similar situations.

CB/Level 1/1.

"Safety FiTst"

236 244 SAFETY FIRST

Which one is safe?

REACT Page 245 CB/Level 1/1 237 '438 REAtT Page 246_ CB/Level 1/1 IT HAS TO BE WRITTEN

First Experience Level Activity

Performance Objectives [- 0

Coping Behaviors Dimension

. . describe two waYs people showfeelings of irritation.

. . identify one way to help classmates.

. . expZain why people should be willingto help a policemar,i complete records.

/. Career Information Dimension

. . . eXplain one way to learn to Zookfor details which were learned at school.

Educational Awareness Dimension

. . . identify one reason why a policeman needs to keep records.

Subject Matter Concepts

language Arts Mathematics Listening and Speaking Facts and Operations Noting and remembering Counting details Measurement Writing Skills' Time Beginning manuscript writing

Preplanning Suggestions

Materials to print first names of all children Lightweight classroom objects to be-usedin a game Drawing paper

247 239 IT HAS TO BE WRITTEN

.Record keeping takesa large amount of the policeman's time. The policeman must make a record of information at the time of the incident.

An individual'should 1 learn . describe two ways people _to cope with the rights and 'show feelings of irritation: feelings of others. pro Coping Behaviors

This too can be annoyingto the parti- cipants involvedeven though it is for their own protection. Ask children to discuss how people mightact while they are being questioned. Discuss also theway the policeman might feel and act. Develop a clasS- room activity which involves noting details pertinent to thesituation.

Career-oriented learning . . explain one way to learns may take place in.school or to Zook for details which out of school. were Zearned at school. PPO Educational Awareness'

Children should know whatdetails they are to look for beforethe activity. Police have been taught to know what to look for when uSing record sheets which ask forspecific information. The suggested activity could continueover a long period of time and be used in odd momentsof the day as wellas during a planned time.

Place'five children ina row before the class. Tell children to remember the name of the first childin the row. Have the five childrenreturn to their regular classroomlocations; then ask several children'thename of the firstperson in the row.

This activity should beeasy for .the class and should be repeatedonly\ once or twice.

248 240 Continue the activity, each lime specifying one more person to be named,the first and third persons; then first, third, and last. Continue until all five children are to be named bythe observers.

As each new arrangement is made,the task of remembering becomesmore difficult. The teacher records the infor- madon each time to insureaccuracy.

Knowledge- and skills in subject . identify one reason why matter areas are helpful in a policeMan needs. to keep. occupational competence. records. PPO Educational Awareness

At some point, many children willbe- gin to have diff:culty remembering. This is the appropriate timeto sug gest the idea of record keeping. Let several children helpyou keep the record each timc thegroup chufges. Point out the relationshipbetween these records and those the police must keep.

An individual should learn to cope . . identify one way to with the rights and feelings of heZp classmates. PPO others.

Coping Behaviors Discuss with the class the ideaof writing names each time before the group is seated. Children may not be able to write thenames of classmates without help. At least once, have the class record the firstnames of all children in therow to be remem- bered. The child whosename is being recorded should spell the firstname letter .by letter for thegroup.

M-A-R-Y J70-E P-A-T

During the time namesare being recorded, point out the tediousnessof the task, the feeling ofimpatience by those children who finishthe task

249 241 quickly, and the feelingof frustration by those whoare having difficulty.

Encourage children to recallinci- dents in theirown daily lives when frustration and tediousnessare a result of necessary recordkeeping. Mtlk time, lunch count, andattendance are school activities whichare routine and time-consuming. Special records, picture money, insurance money, and bus routes can be related to the idea of recordkeeping that the police must do.

An individual shouldlearn to . explain why people should cope with the rights and feel- be willing to helP ings of others. a policeman complete records. PPO Coping Behav iors

Help children draw theconclusion that the records by policeare for the protection of theparticipants of an incident. Ask, "Do you think the policeman-really wantsto record all the information toannoy people?" "What would happen tothe policeman's job if he failed to 'keeprecords?"

Children need to-learn thatthere are many routines which are as anncying to adults as to Children. However, we must learn to accept the routine and understand that theperson in charge is not-theone to blame for the routine.

Many games whichcan be played to note details can be usedto relate to the record keeping usedby police.

'Put five unrelatedobjects in arow. Have children use largesize art paper to draw the objects in that same order. Reaftange the objects and have children studythe order. Remove the objects. Ask children to put a one under theobject that appeared first, two underthe second object, continuingthrough all five

objects, . Replace the objects

250 242 in the_Order that theyappeared;. then hae children.checktheir own papers. Continue the activity by letting childrenrearrange objects;. then record and check.

The REACT page hpa picture of a minor traffic accident. Children are to completea simplified.version of a policeman's reporton the accident.

The time of the accidentshould be recorded as the time showingon the clock. If some childrenargue the point reasoning thatthe accident occurred before the timethat is now shown, these children wouldbe correct. Discuss about howmany minutes may have elapsed '-9fore the policemanarrived. Ute the time suggestedby the children.

CB/Level 1/2

"Crash"

-251 243 CRASH

Mr. Blue was driv.ingthe truck.

Mrs. Greenwas driving the car.

Accident Report

Time of accident

Place of accident

Location of stop sign

Names of drivers

el 24 4 REACT Page 252 CB/Level 1/2 HELP ME FIND IT

First Experience Level Activity

Performance Objectives [-

Coping Behaviors Dimension

identify one kind ofheine_shoyMbe willing to give police.

\ Educational Awareness Dimension

. . . expZain parents' instructionsabout What to teZZ police when one is lost.

Subject Matter Concepts

Language Arts , Mathematics Writing Skills Facts and Operations Beginning manuscript Cardinal numbers writing Reading Social Studies Main ideas and details Sociology-Anthropology Dependence upon others

Preplanning Suggestions

Home address and phonenumbers for each.child Height and weight of each childfrom permanent records Story about a lost child beingfound.by.police Classroom objects to be describedorally-

245

253 HELP ME FIND1' IT

Most childrenare familiar with the° idea of the lost-child beingfound and cared for by thepolice.

Career.;oriented learningmay . .0xplain parents' instruc-- take place in schoolor out of school. ti:ons about what to teZZthe .poliee when one is Zost. PPO ' Educational Awareness

Teaching the Proceduresto use when lost are-usually definedby the home. Teachers of young childrencan plan dramatizations with childrenin the roles of the police, thelost child, and the parent. Specific information the child should haveusuallyincludes name, address, parent'sname, and, if possible, a telephonenumber.

Develop lessons aroundthe address of a child. Early writing and arithmetic lessons can be indi'vidualizedby assiohing to each childthe task of learning to write andrepeat orally his own address.

Games played in classcan have the teacher use the addressesinstead of names of children. "Will 3372 Oal Street please bringme a blue crayan?" "739 Thomas pleasetake the,waste basket to the teacher'sdesk."

Later, the teacheror a child can say any number from 0 to 9. Any child hal:ping that numberin his address would stand, then when calledon would give his address.

Tell a story in whicha child is lost then returned to theparents through. the he:p of the police. Use a local situatiun in telling thestory. The scene and action should spit thelocal community. Following the story, plana game in whicn a "parent" describeship "child" to the police. The "policeman" should not know whichthild in class is being described. The "child" should be out of sight ofboth the "parent"

254 246 ::' and "policeman." The "policeman" can ask questions to discover what he needs to know in looking for the "child." At any time he thinks he knows who the &Iild is, hecan ask using the child's name. Allow two or three guesses or limit time to about two minutes. Produce the "child" and discuss what clueswere good ones or what descriptionswere not accurate.

.A similar game, "Lost Child," isa good classroom activity. Select one child as "it," who is placed so he cannot see the class. Select one person as the "lost child," who is put inan area where he will be,out of sight. All other children exchange places. "It"-is called to thegroup and must name the "lost Usually one or two minutes and three guesses should el be allowe'd before calling the "lost child' from his hiding place.

Police are expected to help people find missing material objects. The description should beas accurate as possible in order to help police identify the object. Games which describe the object are fun forchildren and help develop ability tonote details.

*Police must operate on the information given to them. Help children realize that what may appear to beexcessive questioning by police is usuallybecause the police aretrying to haveas much information as possible.

Through games children can developan awareness of how important'descriptions can be.

An individual should learnto cope identify one kind of help with the rights and feelings of one should be willing to give others. police. ,PPO Coping Behaviors

255 247 Children can also becomeaware of the patience needed by police in dealing with upset People. Police'must adjust to the individuals whoare involved in a sttuation and at the same tittle secure necessary information to help resolve the situation. Children need to learn when an offerto help an authority is really an offer-to help everyone in a situation.

The REACT pages are a simple version of a missing person's report. Each child is to .:omplete.the report with information abOut himtelf. Clothing description shoUld be that which the child is wearing at the time he is aking the report.

Use permanent record informationto help children with birth date, height and weight, address, and phonenumber.

The picture, Missing Person ReportII, is to be completed with clothinga described, missing teeth marked, hair style of child, and eyes the correct color.

CB/Level 1/3

"Missing Person-Report I"

CB/Level 1/4

"Missing Person Report II"

248 256 MISSING PERSON REPORTI

L. NAME

AD DRES

BOY AGE

GIRL HE IGHT

.1 WE IGHT

PARENT S NATE

PARENT'S NUMBER TO CALL

OTHER INF ORMAT ION

REACT Page 249 CB/Level 1/3 257 MISSING PERSON REPORT II

Complete the picture.

250 REACT Page CB/Level 1/4 258 WHO TECIDED THAT?

First Experience Level Activity

PerfOrmance Objective's 1

Coping Behaviors Dimension

. . axplain why failing to assume one's own responsibilityis being unfdir to others.

. idntify a way to investigatea broken Zaw or ruZe without offending innocent people.

Attitudes and AppreciationsDimension

. . . give one reason whya policeman must enfbrce

Educational Awareness. Dimension'

. . . explain how a change ina Zaw can affect'a poZiceman.

*I Subject. Matter Concepts

Social Studies Political Science Laws regulate behavior. , Community rights and requirements Individual rights Family and school rules

Preplanning Suggestions

Materials for a., chart WHO DECIDED THAT?

Policemen try to. enforce laws made by the people or their representatives. Children must learn that the police

are representatives of society and . the policeman's own opinion ofa rule has nothing .to do with whether or not the rule is a good one.

Completion of a worthwhile . give one reason whya task has value for the policeman must enforcea law. worker and for society. PPO Attitudes and Appreciations

Ask the class to think ofsome small classroom rule that affects theongoing routine of the,room. One such rule would be to return materials to the proper place. If scissors, rulers, or erasers are provided by the school, they would be excellent subjects for the activity.

Have the class select twoor three children who are to.be responsible for acco nting for the materials. Discuss tith the class each child's responsib lity to return materials to the common supply. Compare'this role to the role of the policeman.

Count the number of pairs of scissors in a box a'nd record that numberon the scissors box. Compare police responsibility with the responsibilities of these persons whoaccount for scissors.

An individual should learn to .*. explain why failing to cope with the rights and feel- assume one's own responsi- ings of others. bility is being Unfair to Coping Behaviors other's. PPO

Draw up some rules for using the scissors. All children should have the freedom to use scissorswhen needed and the responsibilityto return the scissors-when theyare no longer needed.

260 252 Help the class makesome rules for accounting for scissors. The persons who check the number of scissors must do so at certain specified times. Make this a time convenient for the class--perhaps milkbreak in the afternoon. Decide what is to be done if the number ofscissors is not the same as the nUmber thatshould be in the box. .

An individual should learn to . . identify a way to investi-. cope with the rights and feel- gate a broken Law or rule without ings of others. offending innocent people. 13130 Coping Behaviors

Several alternativesare possible. In each case the "police"should be considerate of all the peopleinvolved. Each child could search hisown desk and return any scissorsvoluntarily. Those children responsiblefor counting scissors could stand 5yeach desk while the occupant searches.

Learning is a lifelongprocess. . explain how a change in.a law can affeót Educational Awareness a poZiceman. PPO

This is an opportunetime to discuss laws which protectindividuals from indiscriminate search andseizure.

Children who are responsiblefor finding scissors may notlook in another child's desk without thatchild's knowledge and the consentof the teacher. Laws must be respected bycitizens. Police only enforcecurrent laws and must be very careful aboutthe rights of others.

Lead the class intosome decision about what to do if themissing sci-ssors aren't found. Perhaps a record is made of the dateand number of pairs lost. The record could be put on a bulletin boardor attached to the scissors box.

Point out the inconvenienceto everyone when people misuse things.-Rules

261 253 and laws are necessa6, forgroups to live in harmony. If rules are broken or ignored, someone has to protect society. This is the role of the policeman,

Rules the children make forthe class-' room sometimes need to be changed because the rules simply aren't practical. Compare this to changes in laws of society. Stress how imper- ative it is thata policeman know about each change. The education of a policeman is never completed.

The first REACTpage has pictures whichsshow adults and childrenin the same kind of situation. .Both adults and children take interestani concern for property they have caredfor. To destroy another's propertyis to ignore the rights and feelings ofthatperson.

Neve children discussthe pictures and mice suggestions about howthe situa- ticn"should be handled. What.should .the lady do about thechildren running through her flower beds? What could children do when a parentattempts to straightenup the child's room and throws aWay a Alectionof rocks or other small items whichare simply dumped on a.table?

The second REACTpage asks children to indicate what happenswhen they are late getting home.The emphasis is on the feelings ofthe person who is at home waiting. Stress the idea of concern that is feltwhen a parent is waiting fora child. Encourage children to verbalizesome of the worries one feels whena person is quite late'for an appointment.

The parent hasa right to set limits for young children. If children

262 254 respect those rights, the parent will be inclined to give thechild a greater degree of freedom.

CB/Level 1/5

°I Like Those"

CB/Level 1/6

"Rights and Feelings"

263 255 I LI KE THOSE

What could the owners do?

REACTPag'e . CB/Level 1/5 264 RIGHTS AND FERINGS

II /0 tother saidto be home at 4:00.

Ring the bestanswers.

How would Mother feel?

sad. angry vmrried

Is the child beingkind to Mother?

yes no

If you did this, whatwould happen whenyou got home?

REACT Page 257 265 CB/Level 1/6 RELATED MATERIALS

Beginning'Responsibility: Being On. Time.(Film, Color, 11-min.)Coronet Instructional Films, Coronet Building,65E. South Water Street, Chicago, Illinois 60601, 1969.

Girls Can Be Anything (Book) Norma Klein. E.P. Dutton and Company, Inc., 201 Park Avenue South, New York,New York.10003, 1973. Kingdom of Could Be You, The: Careers in Public Services (Film;Color, 4-min.) Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611;1973.

Policeman, The (Film, Color, 16-min.)Encyclopaedia Britannica.Educational Films, Inc., 425 North MichiganAvenile,'Chicago, Illinois 60611, 1970.

..Policemen and Firemen: What Do They Do? (Book) CarlaGreen. Harper and Row, 49 East 33rd Street,New York, New York 10016, 1971.

Policeman and His Work, The (Tape) Mincom Division, 3M Company,3M Center, St. Paul, Minnesota 55101, 1971.

Policeman Walt Learns His.Job (Film, Color, 11-min.)Bailey FilmAssociates, 2211 Michigan,Avenue, SantaMonica, California 90404, 1972, School and School Heloers (Pictures and Resource Sheets) David C.Cook Texas Educational Aids, 4725 MainStreet, Houston, Texas 77002,1970. What Does a Policeman. DO (Book) Johanna Johnston and Martin Harris. Dodd, Mead, and Company, Inc, 432 Park Avenue South, New York,New York 10017, 1969.

What Is a Policeman? (Film, Color, 12-min.).AV-ED Films,7934 Santa Monica Boulevard, Hollywood, California90046, 1971.

258

266 POLICE OFFICERS

r Policemen and policewomen--whether directingtraffic at busy intersections or'arresting dangerous'criminals--are helping to order. As local government 'preserve law and employees, their job isto prevent criminal activities, to investigatecrimes, and to apprehend and assist in theprose- cution of offenders. Whether on or off duty, they are expected toexercise their authority whenevernecessary.

The policeman who worksin a small community kinds of police duties. customarily handlesmany In the course ofa day's work, tie may direct at the scene ofa fire, investigate traffic a housebreaking, and give firstaid to an accident victim.. In a large police department, officers usuallyare assigned to a specific type ofpolice duty. Most policemen patrol or traffic duty; are detailed either to smaller numbersare assigned to special work, such as accident prevention or operating,communicationssystems. Some officers are detectives (plainclothesmen)assigned to criminal ere experts in chemical investigation; others and microscopic analysis,firearms identification, handwriting and fingerprintidentification, and other ties. investigative special- In very large cities,a few officers may be specially with mounted and motorcycle trained to work police, harbor patrols,helicopter patrols, canine corps, mobile rescue teams,youth aid and emergency units. service, or other special

An increasing number of city police departmentsinclude women on their police forces. Policewomen Usually are assigned cases Which involvewomen and young people. They may work with juvenile delinquents, try to locatelost chtldren and Tunaways,or search, question, book, prisoners. and fingerprintwomen Less frequently, theyaro assigned to detective work mainly on crimes squadswhere'they involving women. Policewomen rarely, fic duty. are assigned traf-

Most newly recruited policemen begin on patrol duty,which has become particularly importantas'a means of preventtng vices to the public. crime and providing otherser- Patrolmen may be assignedto congested business outlying residential districts, areas, or other sections ofa community. their beats alone They may cover or with other patrolmen, and theymay ride in a police vehicle or walk on "foot"patrol. In any case, they with conditions throughout become thoroughly familiar their area and, whileon patrol, remain alert for' anything unusual. They note suspicious circumstances, suchas open windows or lights in vacant buildings,as well as hazards td public safety out street lights such as burned- or fallen trees.' Patrolmen alsomay watch for stolen auto- mobiles and enforce traffic regulations. At regular intervals, police headquarters they report to through call boxes, by radio,or by walkie-talkie giving and receiving informationabout any situations which also prepare reports re-quire.action. They about their activities,and they may be called give testimony in upon to court when cases result inlegal action.

'. local civil service regulations govern theappointment of police officers in practically all large cities and inmany small dnes. Candidates must be U. S. citizens,usually at least 21 years of age, and be able tomeet certain height and weightstandards. Eligibility for appointment 259 also is 267 determined by the,candidates'performance on competitive physical and.personal examinations, their qualifications, and theireducation and experience. The physical examinationsoften include tests of 'strength and agility. Also, because personalcharacteristics such as'honesty, of responsibility good judgment, anda sense are especially important inpolice work, candidates are interviewedlpy a senior usUally officer at poliaeheadquarters,and their character traits and background-maybe investigated.

Some police departments 0 accept men who have lessthan a high school education as recruits, . particularly if they have hadwork'experience in a field related to lawenforce!. It. In large police departments,where most jobs are to be found,applicants usually must have at least a high'schooleducation. 'A few citiesxequire some college training and some hirelaw,enforce- mentostudents as policeinterns.

Police departmentsare placing increasing emphasis training in subjects on post-high school such as sociology,psychology, and minority tions. group rela- . Other courses--highschool as well as college--which helpful in preparing for are considered a'police career includeEnglish, American history, civics,and government,business law, and physics. sports activities Physical education and are especially helpful tomen in developing the physical stamina and agility needed for police work. College training is likelyto be required for policewomenbecause of their or experience in social work, specialized:Assignments. Training teaching, or nursing'isdesirable.

Young men who havecompleted high school and they are 21 do hot want to wait until years old,before entering policework can start in large'cititn by working some very as police cadets, or trainees,while still,in their teens. As paid civiliarcemployees . of the police department,they attend classes part of the time tolearn variou. ,, aspects of police science; they alsodo clerical and othernonenforcement work. When police cadetsor trainees reach the age of 21, andproviding they qualify in other respects, theymay be appointed to the policeforce.

0 Before being sent outon their first astignments, through a period of training. policemen usually go The instruction is Oveninformally in many small communities as.recruits work for a week orso with experienced officers. More'extensive training, suchas that provided in large city may extend over a period of'several'. police departments, weeks or a few months;this training includes classroom instructionia constitutional law and as"in state laws and local civil rights, As well ordinances, 4nd in theprocedures to be followed in accident investigation; patrol, traffic :ontrol,and other police work. -learn how to usea gun, defend themselves From Recruits deal with other emergencies. attack, administer firstq:d, and - Policemen and policewomengeneraIly become eligible completing specified periods for promotion after of service on the force. In a large department, promotion mayopen the way for an officer,to -of law enforcement specialize in one ofseveral.kinds activitieslaboratory work, traffic work with juveniles, and control, communications, many others. Promotions to the rank of lieutefiant, and captain sergeant, are ,..41arle according to eachcandidate's positionon a promotion list,as determinQI by his performance his work as a policc officer. on written examinations and Opportunities to advance generally numerous in large police departments are most where the'work is darriedon in separate

268 260 bureaus under the direction of administrative officers and theirassistants. Most top ranking positions are occupied by men. Opportunities for women to advance beyond the rank of'sergeantare mainly in the few police departments vihich have separate bureausfor women_and juveniles.

Many types of training are available to help police officersimprove theirpe'rformance on the job end prepare themselves foradvancement. trainfng given at police Through department academies, andat colleges and other institutions, officers may keep abreast of such variedsubjects as crowd- control techniques, civil defense, legal developmentswhich affect policemen, the interrogation bf suspects and witnesses, and theadvances in law enforcement equipment. Many police departmentsencourage officers to work toward tollege degrees, andsome pay all..or part of the tuition.

Employment opportunities forpolice officers are expectedto be very favorable through the 1970s. Many new positions will ariseas cities intrease the size of their police forces to meet the needs ofa growing population. Police officers usually retire at a somewhat y6ungerage than workers in most other occupations, and replacement.rates are relativelyhigh for this reason.

Police.employment is.expected to risemoderately during the next 10 years as population and,economic grokh create a need formore officers to protectlife and property, regulate traffic, and provideother police services. The police jobs that arise,in the future are likely to beaffected to a considerable degree by changes now occurring in police methods andequipment. Specialists are becomingmore and more essential in the'effective modern city police departmbnts. operation of, In an increasing number ofdepartments, for example, electronic data processing is being used to compileadministrative, criminal, and identificationrecords. There also is a greater need with specialized trainingsince for officers engineering techniquesnow are applied to traffic control, and social work techniques dre used in crimeprevention. At the same time, relatively fewer officersare required for such routine assignments as directing traffic because the use of automatic signal lights has reducedthe number of policemen neededfor this work.

MoSt policemen and policewomenreceive regular pay increases during the first few years of employment until a specifiedmaximum is reached. Ser- geants, lieutenants, and captainsare paid progressively higher basic .than patrolmen in the salaries same police departments. Top salaries are paid to olice chiefs or commissioners.

Police departments usually provideofficers with special allowances for uniforms- and furnish revolvers, night sticks, handcuffs,and other required equipment. .

The scheduled workweek for policeofficers is usually 40 hours and, localities where the workweek is in longer, weekly hoursare gradually being reduced. Police protection must be provided round the clock; therefore,in all but the very smallest communities, some officers usually are on dutyover weekends, on holidays, and at night. Policemen are subject to callat any time their services may be needed and, in emergencies, may work overtime. In some departments, overtime is paid at straight timeor at time and a half; in others, officers may be given an equal'amount of time offon another day of the week.

2 611 269 Rolice officers generallyare covered by liberal pension plans, . under which many are able to retire at half pay by the timethey reach age 55. Paid vacations, sick leave, andmedical, surgital, and life insuranceplans are among the other benefits frequently provided.

Policemen may be assigned to work outdoorsfor long periods in all kinds of weather. The injury rate is higher than inmany occupations and reflects the risks police officers take in pursuing speeding motorists,captur- ing lawbreakers, and dealing withdisorderly conduct cases.

Adapted from: Occupational Outlook Handbook, 1970-71edition. U. S. Department of Labor, Washington, D.C.

pp. 332-335, ,

270 / GOING BE LOW C.

FIRST EXPERIENCE LEVELINFUSION STRATEGY

0 MOM

CAREER DEVELOPMENT FOCUS: Several skills may be required to perform a given task.

OCCUPATIONAL FOCUS: Diver

ACTIVITIES 04 IN THIS INFUSION STRATEGY

1. Senses

2. Skills and Tasks

3. Why Dive? 4.

4. Tugging to Tell

col

EN.. C CD Ott

C3) "Coon , 4, (to. ,'i's I

. 263 _ 271. C ci cC1 Teacher Goals

Teacher goals of this strategycombine a Coping Behaviors Dimension subconcept with subconcepts from Attitudes and Appreciations, CareerInforma- tion, and Educational Awareness, and subject matter concepts forthe occupation of Diver. In this perspective the teacher's.goalsare to:

Help cnildren identify breathing,seeing, and moving as activities the diver must be ableto do simultaneously.

Lead children to understand thatmost tasks require:a combination of simple skills.

Have children develop abilityto identify several skills which make up a specific task.

Develop in children an appreciation of the many skillsa diver must have.

264

272 266 273 SENSES

First Experience Level Activity

Performance Objectives

Coping Behaviors Dimension

. . demonstrate hoZding one's breathfor 15 seconds:

Career Information Dimension

. . define three-fourths of thevocabulary terms associated with the study of divers.

. . explain the use ofa mask, fins, and snorkel or other breathing apparatus ofa diver.

EducatTonal Awareness Dimension

. . identify,where one learned thedifference in weight and resistance between water and'air.

Subject Matter Concepts

Science Language Arts Scientific Method Writing Skills We observe with oursenses. Vocabulary building

Preplanning Suggestions

Visual materials about divers, swimmingunder water, etc. Clock-or timer Drinking.straws, paper cups ofwater or milk cartons Snorkel diving equipment--eitherchildren's or a professional's, if available Rubber glove, insulation materials to protcct skin from hot and coldwater Scale to weigh a carton of airand a carton of water

274 266 SENSES

Divers are familiar tochildren who live near large bodies ofwater. However, many inland communitieshave divers who are used forsearching for accident victims small ponds and rivers. Most children haveseen divers on television programs andare at least familiar with the term.

One requirement fora diver would be ability to swil. A,k which children swim. Start a discussion abouthow swimmers breathe whenthey are swimming. Encourage children to givedemonstra- tions to the class. Use visual aids to demonstrate breathingunder water.

Several skills may be required . . to perform a given task. demonstrate holding one's breath for 15 seconds. PPO Coping Behaviors

Suggest that each childtry to hold his breath for fiveseconds. Watch the clock; say "Start,"then after five seconds, "Stop."Continue the breath= .Ic!ing activity fora ten-second.and fi.n-secnd period. Use your own jLid97,1ent about longerperiods of time.

DistHpute drinkingstraws to children,. Ask tem to place thestraws in their mot.,-th. When children have Strawsin their :,ouths, suggestthat all breathing :ouT,1 be done throughthe straws.

r.*Hcit. from the classtheir opinion of what would happen j. thefree end of the straw was in.oater. Some child will identify clinkionthrough a straw. Ask what happens k'ileny blow air through the straw t,t() a drink.

Ask how a di':er getsair. Later ask what Causes the bubblesat the.surface of the water above.thediver.

Occv7ations have theirown vocabularie. . define three-fourthsof the vocabularyterms associated wtth the study of divers. Career Information PPO

275 261 ,Occupations require the use. of . explain the Use ofa specific materials and equipment, mask, fins, and snorkeZor Career Information her breathing apparatusof a diver. PPO

Some children may havean inexpensive snorkel and mask to bringfor demonstration.

The diver needs tosee under water. Fish's eyes are made tofocus under water. Humans eyes focus only in air. A mask whichcovers the diver's eyes and nose permits the diver to see properly under water..

Ask chilifrer, to recalltimes they had something unusual in theireyes. Most childrc,r can recall theunpleasantness of having soap get in theft-eyes when their 1.air was washed.

Wute... might be uncomfortablycold for z Uver. "Wet" suits and "dry" suits been developed to protectthe diver. Bdth cover the swimmercom- pletely and fit closelyover the head like a bathingcap. The dry suit of thin rubber fits tightlyand is intended to keep water fromthe diver.

An activity which showsthe protection from water can be developedsimply. Have childrenwear a rubber glove on one hand. Have several bowls of water of different temperatures. Children place both hands inwater to judge if the rubber glove reallykeeps the water from the hand and offerspro- tection from thetemperature of the water.

A different activity couldshow insu- lating properties of materials. Have a piece of heavy plastic towrap brace- let fashion around theforearm of a child. The react', of the skin under the plastic will gi,aan idea of how a wet or dry suit keeps in warmth.

A wet suit fitsa swimmer more exactly than a dry suit. The wet suit is made

276 268 of foam rubber about .64of a centimeter or 1/4 inch thick. The suit ab- sorbs a little water whichis warmed by the wearer% skin. The layer of Water acts as insulation.

Have children explainthat coats and mittens act as insulatorsto protect the wearer from cold. In cold climates children can tell how colda bed might be when one first getsinto it. Later - the heat from the human's body warms the bed with covers actingas insula tors.

Swim fins areworn to help the diver swim faster an,d to giveadded strength to the swimmer% legmovements.

Have children look at thefins of fish which help propel.the fishthrough water. Humans wearing fins havetwo fins to help propelthem.

Career-oriented learningmay . . identify where take place in school one learned or out of the difference in weight school. and resistance betweenwater and air. PPO -5 Educational Awareness

Weigh a carton or jar ofair; then fill the container withwater and weigh it. Determine which is heavier--airor water. Ask children which wouldtake more strength to move, the container of air or the containerof water.

Have children pushone hand throughr the air, then throughwater to determine which has more resistance. Sug- gest that children tryto clap with their hands under water. Ask about.. the difference infeeling between clapping in air and clappingunder water.

Recall or introduce theidea that sound needs a carrier. Water is a carrier; therefore, soundcan travel through water.

Ask children if they rememberdivers in "wet" and "dry" suits,have their

277 269 ears covered by their cap. Would sound be as loud with thecap as without it?

Girls may have swimmingcaps which can be used at school to simulatedivers' caps.

Have ene child witha cap and one without a cap stand side byside with their backs to the class:.Make a noise. Ask the two "experimenters"to raise their hand or signal when theyfirst hear the noise.

Review how divers,protector use their senses of sight, sound, and touch.

The REACT page, "Use YourSenses," has illustrations which emphasizetheneed for use of sight, hearing,or feeling. Each picture could beanswered correctly with any or allsenses; however, one particular sense is mostobvious. En- courage childrem to discuss the idea that all sensesare usually in action at the same time. One sense is stressed in particular situations.

The REACT page, "Read andSpell," is to recall the vocabulary andequipment of a diver.

CB/Level 1/7-

"Use Your Senses"

CB/Level 1/8

"Read and Spell"

278 270 USE YOUR SENSES

See Hear Touch

Look-at the pictures.

Write thesense you might use.

//. (\r

REACT Page 279 - CB/Level 1/7 271 READ AND SPELL

Look at the pictures.

Writethe word that tellsabout the picture.

fins snorkel

mask

REACT Page 280 CB/Level 1/8 272 SKILLS AND TASKS

First Experience LevelActivity

Ferformance Objectives

Coping Behaviors Dimension

demonstrate two skillsa diver used that require dexterity. physical

. . identify 'two skills,user7to perform a specific.task.

'Educational AwarenessDimension '

. . . explain how a Change in equipment changed a diver's task.

Subject Matter Concepts

Science Mathematics Scientific Method Measurement Describe, find similarities Time and differences

[ PreplanningSuggestions

Pictures of divers anddiving equipment Clock or timer Box of gravel, sand,or other material in which is hidden one different object Jump rope or longpiece of cord or string

281 273 SKILLS AND IASKS

Early divers'held theirbreath during a dive. Later men developed.waysto provide oxygen to diversto allow pore time under water.

Learning isa lifelong process. a . . eXpiain'how a change.in Educational Awareness equ1:pment changeda diver's tasks. PPO

The tasks of diverschanged as equipment was developed. Many skills changed as equipmentchanged. Help children identify how theirtasks change as more and differentequipment is used. Children can identify s011s they use in reachingtheir own goals. Encourage having jobs donein a variety of ways.

In an early form ofdiving, a rope with a weight usedas an anchor was dropped in the water.The diver, using no apparatus, clungto the rope as a guide, then scoopedup whatever it was that hewas seeking..

Using this idea develop.asimple game. Set a time limit whichwould indicate about how longa diver could stayun- der Water. Arbitrarily decideon any time from ten secondsto three or four minutes.

Several skillsmay be required . to perform a given task. . . demonstrate two skills a diver used that requirephysicai dexterity. Coping Behaviors PPO

Prepare a box witha quantity of gravel, pebbles, bits of foamrubber, or any similar materials. Hide in the box of graveL a small objectsuch as a marble, z a piece of crayon, oran eraser.

Anchor a jumprope or'piece of string above and away fromthe box withone end in the box. This is the guide rope the diver folloWeth Ata "go" signal have the'childfollow the string - 282

2 7 to the box as a diver wouldfollow the rope from thewater surface to the level,of eOloration. When the ,child reaehes the box,have himhsearch !Or the' hidt object. When it is found, have.:t e childreturn to the starting plac4.\ The childmust "follow the repei" §sarchfor and find the object, and returnto place within the set time limit. -Asa variation, place many ob.4ects to be returnedto "sur- faCe" in-the box. Children make repeated trips to retrievethe objects. The child whocan make the fewest trips would be themoft suCcessful diver. Some childrenmay be ingenious enough to carrya sock or box in which to carry. themany small objec-..c. Re- ward the divergentthinker bi2,,, reAlize the game may loseits zest.

Ask children whatthey think was next ln the developmentof equipment. Elicit informationthat a way of getting air to the diverwas essential. This permitted thediver to stay for a longer time underwater.

Go back to playingthe diving game , but with no timelimit. Lead children to comment on theidea that by eliminating time factorswork can become more efficient. '

Help childrn makethe conclusion that inventions are made whensomeone sees a need to improve workefficiency.and that skills relatedto tasks change\

Several skillsmay be required :4entify two skills to perform a giventask. used to perform a specifictask. Coping Behaviors PPO .

Have chadren lookfor equipment in classrooms or inhomes that makes their work mire efficient.ddentify skills needed to,use theequipment toaccomplish a task. Then identify doingthe task without theequipment. Compare shArpening a pencil witha regular clasroom pencil'sharpener, a small hand sharpener, anda knife used by

283 275 the teacher. Discuss.the number of skills and different skillsinvolved in each sharpening procedure.

Use a different approach;tear two sheets of paper into smallpieces. Put about half of the piecesin each hand. Drop one handful in thewaste- paper basket., Drop the other handful on thejloor'.' Start to pickup the pieces of paper on the floor.toput in the wastebasket. Ask children co identify,the tasks involved. Help children understand thatwalking to the wastebasket and droppingthe paper involved two skills. Dropping the paper to the floor involved tasks of dropping, pickingup, and then walking to the wastebasket.

Elicit from childrentasks they have at home. Identify the skills needed for a variety of :tasks.

The REACT pages havepictures of people in an activity. Children are to select from a list the skills beingused. As in most instances,children may have a good reason foran offbeat response. Many skills other thanthose listed may be used in each situation.

CB/Level 1/9

"Moro. Than One Skill" MORE THAN ONE SKILL \ What skills were needed?

Read

Jump

Play

Saw Z'aint

Read Run

Hammer

Read

Run

Write

Jump

REACT Page 285 CB/lieve1 1/9 277 What 2 skills 7iou1dyou use?

Climb

Eat

Balance

Read

Cut

Paint

Hold Turn Sing

Talk

Drink

REACT Page 286 ,/ CB/Level 1/9 278 . WHYDIVEP

First Experience Level Activity

Performance Objectives

Coping Behaviors Dimension

. identify cutting, pasting, andrecognizing content of pictures as skiZZs needed to make a scrapbook.

. . narpe a skiZZ, 6ther than abili,T to bea diver, in a specified occupation. Name a non-diving skiZZ neededby a diver in a specified occupation.

Career Information Dimension

. . name one pleasant feature andone unpleasant feature of diving.

. . identify the work setting ofqdiver.

. explain Ohy one wouZd findmany people who are divers near the oceans.

. . define three-fourths of thevocabulary Zist for the occupation of diver.

SubjectMatter.ConcePtli

Language Arts Science Reading Scientific Method Picture reading Describe, find similarities Picture dictionary and differences

Preplanning Suggestions

Pictures of workers who work' in Water,on oil rigs, etc. Sctapbook, magazines,newspapers Books about workers whoare emplOyed in or near water

El 279

287 WHY DIVE?

Diving cui be recreationalor commercial. This is zal area in whicha hobby might lead toan occupation.

The individual workerdetermines . name one pleasant fcatupe which aspects ofan 'occupation and one unpleaSant featureof may be pleasant or unpleasant. diving. Ppo

. Career Information

One mus.--ecognize there are unpleasant aspects of ;s'ing asan occupation.

Occupations have theirown wr,(!' . . . the work setting settings. of a diver Career Information Obviously a ,,.vec should t3e ableto enjoy bein.;; in water. The physical environment or work setting would . appeal more to some people thanto others.

1 Divers may work at variousdepths, Equipment varies according:to the depth at'which the diver isworking'. Being able to swim and toexist in the.watertenvironment are not the' only qualifications for divingas an occupation. Goad health isnecessary as is an ability o-work ata variety of tasks similar to thoseon land.

Technological, econothic, social, . . . explain why one would and political i'actors influence find many people whoare diveY,2 supply and i:!mand of jobs. neap 1.he oceans. PPO Career Inernation

Interest and investjgation ofthe ocean has moved from science toindustry. The many ri,hes of mineralsin the ocean are still too expensive to "mine" in terms of .0'ofit. Ind..:try is .:n- vestigating possibilities and,as with oil, is producingsome materials from the ocea 1. The value of wa:..er itself is enormu.s. Hunting for buried trea- sure is anotner area to industry interested in salvage. he !'.nd:Ta Doria

288 280 lying at the bottom of theocean in- trigues the hunter.

Divers work:atrescue operations in almost every geographicalarea of the cntry. Firemen and other -ervice personnel may have in theircompany at least one person trainedto work under.water.

Several skills may be required . . identify cutting, pasting, to perform a given task. and recognizing content ofpic- Coping Behaviors tures as skills needed to 'make a scrapbook. PPO

As one activity have theclass develop a scrapbook of pictures at,out divers or any work which would involve divers. Use magazines andnewspapers as a source of supply.

Keep the scrapbook operationalfor a long period. Pictures might been- tered in any orderor a classification syst,m could be developed.

Several skills may be required . . name a skiU, other than to perform a given task. abity to bea diver, in a specified occupation. Coping Behaviors Name a non-diving skill needed bya diver in a specifi,:doccupation. PPO

Bridges, piers, and other structures would require divers who ',nowskills of cons:ruction workers. A different ser.tion would show salvatewerations. Workers would need diving skills and . the skills of salvagevorkers. Other' categories can be developed bythe class as needed.

Keep the interest in tile scrap000k alive by discussing ;1iLtureswhen they are selected. Include some simple class stories aboui: divers. Leave the book in a browsingarea for children to use in their free time.

2 8 289 Occupations. have therown . define three-fourths of vocabularies. the vocabulary list for the occupation of.diver. Career Information PPO

Vocabulary pages withnames by the pictures of diving equipmentcan be intriguing for ,hildren. Make a uic- ture dictionary of equipmentof many occupations.

Stress the idea that diversmust be able to manage theirequipment while carrying on another workactivity.

Select simple and familiarclassroom tasks which illustratethe idea that children frequentlyuse several skills in carrying outa task.

Bringing milk to the classincludes counting, carryinga loaded tray, and distributing drinkson a one-to-one basis.

Playing dodge ball requiresability to throw a ball, catcha ball, and perhaps jump from the pathof a thrown ball.

Eating involves holdinga fork, getting food on the fork, andmoving it to the mouth.

Have children identifya familiar task which requires at leasttwo skills and then present the skillsin pantomine or words. Other children canguess the task.

"I drew withcrayons and cut with scissors," is simplen words but acting out coloring andcutting is fun to do and fun toguess.

Other suggestions:

Getting food, putting itout, and calling the pet

Mixing paint and painting

Selecting rieces and putting them on .a flannel board

290 282 Holding a pencil ina pencil sharpener

Singing as one dramatizes the song

Climbing and slidingon a slide in the play yard

Throwing a ball.to anotherperson and shooting through a hoop in a basketball game

Sucking liquid througha straw and swallowing

Children will be ingeniousin thinking of many tasks that requiremore than one skill.

The REACT page, "Most Alike,"asks the child to use the idea ofsimilarities and differences.

All three picturesare related but two have more in common with eachother than with the third:- Helpchildren recognize that they must look formore than gross similarities anddifferences. All persons may notsee the most obvious response. Accept any reasonable divergent responses.

"In the Deep" asks childrento identify tasks directly relatedto the work of the diver.

CB/Level 1/10

"Most Alike"

CB/Level 1/11

"In the Deep"

291 283 ST ALIIE

Mark the two y.oqt Tell why,

,,...... /..Nss "*"

231 REACT Page 292 CB/Level 1/10 . IN THE DEEP

What would a diver do?

Mark "yes" or "no."

Yes Yes Yes

No No No

OCZ? EID

Yes Yes Yes

No No No

293 REACT Page CB/Level 1/11 2.85 TUGGING TO TELL

First Experience-LevelActivity

Performance Objectives

Copi6g.Behaviors Dimensign

take part-in developing-a code and usinga iifeline,idacom - munication system.

. . plan to change one group activity of the 0:la's's.

Attitudes and APpreciations2Mmension

. , identify one other worker onyWhoma diver might be dependent.

assume rrsponsibility, a school activity.

Career Information Dimension

. . . teZZ about how a tifeline.is, ured by a'diver forcommunication.

Educational Awareness Dimension

identify a physical skiZZneeded by a diver.

Subject Matter Concepts

Social Studies Sociology-Anthropology Dependence upon others Economics Work -Is a basis for roledifferentiation.

Preplanning Agge'stions

Materials to makea chart story Rope or string

286

294 TUGGING TO TELL

Divers may need tocommunicate with persons on the surface. Telephone , equipment is sometimes usedfor communication. A lifeline attachedto the diver to bring himto the surface may also be used asa means of communication.

Cccupations may require the . . tell how a lifeline is use of specific materials and used by a diver for coMmunica- equipment. tion. PPO Career Information

Suggest to the class theidea of developing a communicationsystem.using string or rope. Keep a chart of the "code" to be used.

I tug, "Help, help." 2 tugs, "Pull.me up." 3 tugs, "I am fine." 4 tugs, "This isa good place to work." 5 tugs, "Not much here. I am. going to look around."

Several skills may be required take part in developing to perform a given task. a code and using a lifeline in Coping Behaviors a communication system. PPO

Provide a stringor rope to extend between two children. Have one child tug and the other childread the message. After a few attempts,children may wish to change the code. Discuss, how to tell whena series of tugs is completed.

Speciali/ed occupations resultin . . . identify one other worker an interdependent society. on whom a diver might be depen-

Attitudes and Appreciations dent. . PPO

At this time ask atildrento identify skillt used by the diverand by thOse above the water whoare working with him.

295 287 Identify a physicalor artistic . identify a physical skiZZ skill used by a particular worker needed by a diver. PPO in his job.

. Educational Awareness The task of dtving Itselfincludes several skills. The work to be carried on by the diver willalso include a number of skills.

Add to-tilis the skillsneeded for communicating byrope. Counting and knowing the codesare two skills,. Be- fore the dive someone hadto fasten the lifeline which is,adifferent skill.

The person wcrking abovewater needs to understand anduse the tugging codes and watch tosee that too much,time does not elapse betweenthe time of the dive and surfacing. The watcher may need to start rescue operationsat any time.

Several skills may be required . . :plan to changeone group to perform a. given task. activity of the class. PPO Coping Behaviors

Suggest that the class developa series of "code" signals touse at certain. times. Chtldren can be wonderfully creative in developing codes.

Completion of a worthwhile task . assume responsibility has value for the worker andfor in a.school activity. society. PPO

Attitudes and Appreciations On the playground when timeto go in arrives, raiseyour hand high above, your head. The children whosee you raise their hands, scatterto notify friends, then followcustomary procedures returning to theclassroom.

Raising hands ismore fun than listening for a whistle. Running to signal to other children isa responsibility. The task of coming in ismore pleasant when one uses skills ofobserving a teacher, raisingan arm, running or walking to notify friends, andgetting .in position to returnto class:

296 Children respond well tocodes. As the .codes are developed,call attention to the skills involved.

The REACT page "Do It Alotle shows situations involving severalpeople. In some-cases the taskcould be completed by one person doingseveral tasks in succession.The other situations require several peopleperforming related tasks at thesame time. Chil- dren are to identifytasks, then mark the work which couldbe done by one person working alone.

The REACT page, "Code,"reinforces the game suggested in the activity. En- courage children to develop codingsys- tems of their own.

CB/Level 1/12

"Do.It Alone"

CB/Level 1/13

"Code"

289

297 DO IT ALONE

Mark the task oneperson could do alone.

REACT Page 298 L. CB/Level 1/12 f 290 CODE

Words have numerals notletters.

Write the letters- underthe numerals. What are the words?

3 6 7 8 9 e h s n t i u a

7 3 543 1

n o e .

61 9 6 2 7 3

2 4 8 3

291 REACT Page 299 CB/Level 1/13 _RELATED MATERIALS

Ideas, Images and I(Book) Franco, et. al. American Book Company, 300Pike Street, Cincinnati, Ohio 45202,1970.

I'm Going to theOcean (Book) Eleanor Schick. The Macmillan Company,866 Third Avenue, New York,_New York10022, 1966.

Kingdom of Could Be You, The: Careers inMarine Science Occupations 4-min. ncyc opae la (Film, Color, ritannica sucationa 1 ms, nc., 25 North 'Michigan Avenue, Chicago,Illinois 60601, 1973.

Ocean Is Many Things,The (Filmstrip) Hal Smith and Lisa van Deusen. Churchill Films/Imperial Films, 622North Robertson Blvd., Los 90069, 1969. Angeles, California

Seashell Towns (Book) PeterSauer. Coward-McCann; Inc., 200Madison Avenue, New York, New York 10006,1968.

Starfish (Book) Edith Hurd Thacher. Thomas Y. Crowell Company,201 Park Avenue South, New York,New York 10003, 1962.

Sunlit Sea, The (Book)Augusta Golden. Thomas Y. Crowell Company,201 Park Avenue South, New York,New York 10003, 1968.

Things I Like to Do (Book) Bowmar, 622 Rodier Drive,Glendale, California 91201, 1969.

Why Can't I? (Book)Jeanne Bendeck. McGraw-Hill Book Company,Inc., 750 Third Avenue, Nev York,-New York10036, 1969.

You Can Work (Bookis)Betty W. Dietz. Steck-Vaughn, P. O. Box 2028,Vaughn Building, Austin, TexaS 78767,1970.

292

300 DIVERS

Deep-sea divers are generally classified intotypes. (1) Commercial divers etther takepart in salvage operations or help to build or repaircon-' struction projects involvingunderwater conditions. at harvesting various (2) Open-sea diverswork' products from thesea, such as pearl and seaweed. oysters, sponges, (3) Research diversare most often involved in vestigations dealing with scientific in- biological, geological,and other oceanographic cerns. They may be particularly con- interested in searchingfor oil or other mercially valuableitems. com- (4) Milit4ry diverscarry out the defensive and offensive missions that may be called foP by wartimestrategies. Most professionaldivers use helmet with an air supply and equipment, which providesthem telephone communication. The large copper helmet bolted to thecopper breastplate of is a rubberized canvas suit,called a dress. Two outlets on theback-of the helmet prcvide attachments for the airhose ,and a combination lifeline andtelephone cable. he by the diver by amount of air can becontrolled means of an adjustment.valvein the helmet. about 60 pounds, and A helmet weighs further heaviness isachieved by shoes pounds each anda belt of about 80 pounds. weighing-some 20 a descent by climbing down Normally, this type ofdiver makes a ladder or being hoistedover the side of the sel from which heis operating. ves-

Skin diversuse self-tontained underwater breathing apparatus (SCUBA). This may involvean open-circuit apparatus, which allows air thatthe diver has breathed toescape, such as the aqualung. Military diversuse closed or semi-closed-circuit devicesto prevent bubbles from indicating theirpresence. Self-contained apparatus-allowsthe diver much deep-sq, equipment, but more mobility than the heavy the diver cannotstay under water deep. so long nor diveso

Diving may also be doneby using diving bells. open or closed, and These may be either are usually made of thicksteel. Open bells maintain working spaceas the air pressure in the a upper part of the bellbalances the water pressure from theoutside. Water does not enter 6 closed bell. The bathysphere and thebathyscaph are examples of closed divingbells. Any kind of extended underwater diving isdangerous. The "bends" disease can occur when a deep-seadiver rises too quickly to the surface. This is caused by excessivenitrogen released under the greaterpressure below, which must bevery gradually treated by decompression stages. Nitrogen narr cosis is a "drunken"feeling brought about by breathing airunder high sure-and is morecommon in shallow-water diving. pres- Dangers may also bemet in the forms of animal andplant life, extremes of failures in equipment. temperatures, or mechanical

requires,an exceptionally endure a numb& of different strong physque and theability to kinds of physicalstress. -also required to Technical Skillsare carry out the many tasks thatmay be assigned. cial diversare trained at the Coastal Most comMer- School of Deep SeaDiving jn Oakland, California and the U.S. Navy's Deep Sea Diving Schoolin-Washingtdn, D. C. 2 9 3 301 THINGS LOOK DIFFERENT

FIRST EXPERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Things change and these changes influence the choices and decisions one makes.

OCCUPATiONAL FOCUS: Pilot

ACTIVITIES

IN THIS INFUSION STRATEGY

1. tisten to Ground.Control

2. Plotttng a.CoUrse

3. Places o 1'4ork

4. Pilots Read-Dials

29 1

303 Teacher Goals

Teacher goals of this strategy .combinea Decision Making Dimension subconcept with subconceptsfrom Attitudes and tion, and Educational Appreciations, Career Informa- Awareness, and subjectmatter concepts for the tion of Pilot. In this perspective occupa- the teacher's goalsare to: Lead children to understand that planschange as an individual changes.

Help children recognize that a pilot must beable to relate to people and adapt to changingsituations. Provide situations in which children havean oppoistunity to learn that studying about a specificoccupation will increase knowledge about special facets ofmany 'occupations.

Emphasize that communication plays a vital rolein the career of a pilot.

293

304 1

"? destination

flight plan

296 305 LISTEN TO GROUND CONTROL

First Experience Level Activity

/ Performance Objectives [--

Decision Making Dimension

. . describe how a choice of one'sown was changed by having additional information,

. cite an example ofa change in personal behavior caused by weathei, (thange.

Attitudes and Appreciations*Dimension

. . - describe one effect on passengers if the piZot doesnot follow TWon dirpctions.

Career Information Dimension

identify threc-fourthsof the vocabulary termsdeveloped in the cZassroom.

. give.an example ofonereason why a pil6t.must.be able to Zisten.

Educational Awareness Dimnsion

. . . identify one example of how,helearneo&that an aircrafthasa piZot.

Fubject Matter Concepts

Langtiage Arts Mathematics . Listening and Speaking Facts and Operations .Choose right word meaning Cardinals to 100 in oral exercises. "Let's Talk" lessons Social Studies LiStening to note details Sociology-Anthropology Grammar and Usage Value's and purposes in \Buildingsentences about .behavior cause or condition

306 297 Preplanning Suggestions

Materials to developa vocabulary chart Chiles walkie-talkie to be used as d, two-wayradio Map'of an area where children frequently walk-the neighborhood, school', townmap, etc. \ An open areaforplaying a game MarLers for a'gameor cardboard for mounting page markers on RfACT Crayons

.41

2 98

307 LISTEN TO GROUND CONTROL

Develop the vocabulary 5uggestedby infusion strategy before developing this activity.

Occupations have theirown . . identify three-fourths vocabularies. of the vocabulary termsde-, Career. Information veloped in the cZassroom. PPO

Inquire of the class which children hive actually takena trip or ride in an aircraft. Then ask which children have seen the insideof an aircraft in picturesor on television.

Discuss with the group the-responsibility the pilot has fordirecting the plane.

Career-oriented learning may . . . give one example of how : take place in school or out he learned thatan aircraft of school. . has a pilot. PPO Educational Awareness

It is important that childrenunderstand that learningcan come from a variety of sources. Teachers have a responsibility to help children evaluate the reliability of thesource of the information. One child always insists, "because Isaw it."

Chadren need tolearn that even what they gee may not beas they interpret it. At times -one must acknowledge that another person may'havebetter information that should berespected.

Things change and thesechanges . . . describe how a choice. of influence the chdices and de- one's own was changed by having cisions one makes. additional information. PPO. Decision Making

Lead children to give examplesin their personal experience. A`child

308

9 9 may have thought he wanteda toy he saw advertised. When he played with the toy.ata friend's, the toy did not live up to hisexpectations. He no Ringer wanted the toy.'

Review the idea thata flight plan is made beforea plane leaves the airport. Present the idea that the pilot checks withground control before making a landingand at intervals in a flight.

Ckildren will probablyrespond with the informationthat a two-way radio is used. Encourage pupils to explain what is meant bytwo-way radio.

Ask if anyonecan suggest things that a pilot and ground controlmight need to talk about.

Listening is a vital abilityfor a pilot,

Occupations require special . . give an example of personal characteristics. one reason why a pilot must be Career Information able to Zisten. PPO

Develop the idea ofchecking with ground control forlanding instructions. Compare this to the child listening to specificdirections and following them. Many list.-aningac- tivities can be developeoby using taped instructions.

Elicit the informationthat at each ... airport the pilotreceives instructions for take-off andlanding and changing weather. A change in the plane's operation mightbe reason fur contact betweenpilot and ground control.

Th-lngs change andthese changes . . cite.an example:ofa influence the choices andde- cfSions one makes. change.in personalbehavior caused by'weatherchange. PPO Decision Making

309 300 Associate this,kind of decisionwith 7 those a child makes in school. For example, when a pupilgoes to school Yin the morning her.plansare to walk home; but a friend asks thechild to play after school. What will the pupil do before changing plansfor walking? An alternative problem wouldbe if for some reason one'sschool bus is not operating at schooldismissal time.

Work involves the acceOtanCeof . describe one effecton responsibility for a task. passengers if the piZot does Attitudes and Appreciations notTollow given directions. PPO

By asking questions, elicitthe information that a trained adultwho has the responsibility foran expensive plane, and in thecase of passenger planes, the lives of thepas- sengers, is willing to follow directions from ground contrco.

Ask children if when walkingto a familiar destination theystill have to listen to directions fromparents about what route to take.

Recall the hildhood impatienceat the need to delay becausean adult urges caution.lead children to express why even though a child might be anxious to beon his way he will yait for, the adult,tofinish giving advice. 'This Waitingis really a decision based on experience. A child knows that he Will beon his way only after listening to theadult. In some cases.the child does not listen and usually receivessome kind of punishment or threat.'

Help children understand thatthe goal for both piTbt and childis a safe trip and arrival.

Plan a listening activitywhich would simulate instructions fromground control to pilot. The conditions would

301 310 be discussed between pilot.and ground control with ground control responsi-

ble for final decisions. ,

. . Select an open area of the classroom as the terminal. Designate walk paths in the classroomas runways.

Establish a few positive rules: Encourage children to makesuggestions.

1. Only .one planeon a runway at a time.

2. Only one person speaking at a time.

3, Each plane would havean identification nameor number.

Directions might be, "Plane44 go around the holding patternthree times, then come inon runway 4." "Plane number 17 follow plane44, stay in the holding patternuntil plane 44 has landed. We will signal you."

Directions can beas imaginative as ground control wishes.

The REACT page, "Make the Move," continues the idea of foilowingdi- rections: Children may cut out the rectangles with planesor other markers. The rectangles numbered 1,.2, 3, 4 areto be mountedon cardboard and then cut apart. Cards are turned face doWn and thenrearranged. A player draws a card andmoves his marker the number ofspaces indicated by the numeral on the card. The card is replaced face down' andthe play- continues. Children probably have many similar games. The rules of those games can be adaptedto this REACT page game.

Tlelp children understandthat the, area they land on may be all that changes the order of play&s. If one lands in an area in which the child is told togo back, he may suddenly be changed fromleader to last.

.DM/Level 1/1

"Make the Move"

10% 303

312 MAKE THE MOVE

z'soo

Go back 3 spaces T to X Go ahead 2 spaces

, Bad weather Miss next turn

Start

304 REACT Page 313 DM/Level 1/1 The REACT page, "Where to Go Next," continues the idea of listening to directibbs. Give directions to small groups or to the entire class. Cau- tion children to listen to complete instructions before starting to mark.

Directions to be read: "Use a blue . .crayon to draw a line showing the way- you would walk from.start to the pet stOre, to the fish, then home."

"Use a red crayon to drawa line from home to the tree, to the ball,to the box, then back home."

Some children will want the directions repeated. Note who these childrenare and plan more activities of this kind.

The REACT page can be useda third time. Give directions: "Use a green crayon to draw a line from home to the tree, to the chair, to thepet store, then back home."

Lines must be drawn to show these- quence given in the directions.

DM/Level 1/2

"Where to Go Next"

314 30.5 Start WHERE TO GO NEXT

Home REACT Page. \: DM/Level 1/2 PLOTTING A COURSE

First Experience Level Activity

Performancelbjectives

Decision Making Dimension

. describe why a change inconditions can aZtera previously made decision.

explain why a pilot hasa special plan for landing if he cannot land 'in the usuaZ place.

Career Information Dimension

. . . define in his own words theterm "flight pZan."

Subject Matter Concepts

Social Studies Language Arts Geography _Listening and Speaking Trace routes on simplemaps. Listening for information Use of symbols Listen to note details

Preplanning Suggestions

Map of the neighborhoodor community Materials for road signs to bemade for the room. Large sheet of paper to makea map of the classroom. Signs for room: North, South, East., West

307.

316 PLOTTING A COURSE

Pilots file flight plans before making flights.

Occupations have their own . . . define in his own words vocabularies. the term "flight plan."PPO Career Information

Relate the idea ofa flight plan to the way a child walks from hometo a given destination.The idea of knowing ahead of time whatcourse one will follow is important. Most parents have children follow a"defi- nite route.

Develop an activity in whicha child describes a walk he will takein the classroom, describing his path before he starts the walk. Class members listen to the description andthen watch to see if it is followed.

Later, give directions for the route. Name the starting place andone or two stops en route toa final destination.

Things change and these changes . . describe why a change influence the choices and de- in conditionscan aZter a cisions one makes. previousZy made decision. .PPO 'Decision Making

After children become adeptat describing and followinga simple pattern, mak6-the game more difficult. Continue with thesame starting point and destination but adda variety of intermediate stops.

After following these directions,, change the game.

308 317 . Use "Detour" or "Road Closed" signs on a path the child is to take. Watch to see which children can adapt to the changed conditions. Watch for children who are able to makenew plans. Other children will be fol- lowers and either useor adopt an earlier plan. A third group of children may be unable to makeany de-. cision at all.

Continue to provide similar activities for those children whoare unable to make their own satisfactorydecisions. Children need help in developingself- reliance. Providing alternativescan help the insecure childor one who feels he must follow the letterof the law. Help children learn to make alternative decisions within given parameters.

Things change and thesechanges . explain why a pilot influence the choices and de- has a special plan for land- cisions one makes. ing if he cannot land in-the usuaZ place. PPO

Alternate plans help eliminatecon- fusion for many people. Encourage children to give examples.

Lead into the use ofa map to decide how to plan for alternatives. Using large sheets ofpaper, make a sketch of the classroom on the floor. Ask children to identify objects inthe 02020-- e-41 M021; MunnII 02 - 174 NAM=

.(_) roOm. place the symbols for those objects on the map being developed on the floor. De'.0op a legend on the map to tell what the symbols stand for.

318 309 Remember to place maps for children on the floor or flat desk topsso that north, south, east, andwest are in the correct posittons.

Recall-the directiens whichwere given for walking from place toplace in the game described earlier. Repeat

similar directions, but changethe - ch.ild's activity. Now have the child use a pointer as he fellows the described course on themap. Use cardinal directionnames in a natural way. The emphasis is on making and using a map.

The accompanying REACTpage, "Put It There," is a simplemap with a legend to describe the symbols used. Chil- dren are to put the correctsymbol where the word is shownon the map.

Children may wish to makemore cut and paste symbol§or simply draw in the correct symbol. Encourage color- ful symbols. Follow this page with more detailed but similarmaps of the school ground and.anyother local areas familiafi to children.

DM/Level 1/3

"Put It There" PUT IT THERE

Ho sp ital

0./../I110IN. Church Your House

School ALMA Park 311 REACT Page 320 DM/Level 1/3 PLACES TO WORK

First Experience LevelActivity.

PerformanceObjectives]

Decision Making Dimension

. . reZate the difference one feels toward identical tasksat home and at school.

. . . identify a task at home and an identical taskat school.

Attitudes and AppreciationsDimension

. . report on two task's at home for whichone is responsible.

Career Information Dimension

. , . identify too work settingsfamiliar to a pilot.

Sphject Matter Concepts

Social Studies Language Arts Economics Reading Work is a basis for role . Understanding sentences differentiation.

Feplanning Suggestions

Materials for a chart story to be used in theroom Materials for individualchart stories by children Materials for childrento make pictures

312

321 PLACES TO WORK

The pilot's task of flying a plane' is probably familiar to children, and the plane could be identified as 'the place a pilot works.

Introduce the concept of the airlitie terminal as a,place the pilot also 'works. The darlier activity in this strategy, "Listen to Ground Control," refers to a flight plan made befOre leaving the airport. The planning a pilot does before a flight is part of his work.

Occupations have their own . . . identify two work set- work settings. tings familiar to a piZot. PPO Career Information Ask children what they consider to be their own work setting. Distin- guish between home tasks and school tasks. Make the same kind of dis- tinction for pilots. The pilot has home tasks which are not related to his work as a pilot, yet in both Places he may perform the same duty.

Things change and these changes . . identify a task at home influence the-choices and de7 and an identical task at cisions one makes. school. 'PPO Decision Making Lead children to understand that hanging up.one's clothes at home and hanging up one's clothes 'at school are the..same activit.p. Encourage children to suggest other tasks which are common to home.and school.

Things change and these changes . . . relate the difftrence influence the choices and de- one ftels toward identica; cisions one makes. tasks at home and at schoOl: PPO

Decision Making Recall suggestions children have made about common home-school tasks. ii

322 313 ,

Ask in which place, homeor school, it seems easier to doa specific thing. Does t seem easier to hang up one's wrap at home or at school?

/ Work involves theacceptnce . . report on two tasks at of responsibility for a ;task. home for whichone is respon- Attitudes and Appreciations, sible. PPO

Make a liston tile chalkboard of home tasks for which 'childrenin the class are responsible. Use the phart asa reading lesson..

Work at Home

Feed the pets Set the table Hang up my clothes Put my toys away Empty the wastebasket

Put the children's pictureson the bulletin.board. Lead children to identify any responsibilitiesat school that are similarto tasks at home.

Recall that the pilothas two work 'settings which might becompared tc the child's schoolsetting. Both the child and the pilothave home tasks and both haveaway-from-home tasks.

Lead children to verbalizethe idea that even though thetask is the same, the work settingmay affect the attitude one has toward thetask

The accompanying REACTpage, "Find the Worker," continues theconcept that work is a basis forrole dif- felentiation.

The pictures on. the REACTpage show - children and adults in similarsituations. Discussion centers around

323 314 work and workers in general rather

, than around a specific worker. -

Chpdren's reasoningmay have a dif- ferOnt interpretation than thecon- ventional one. If the reasoning is Satisfactory, accept divergentre- sponses. The attitudes aboutcareer information that arenow being developed for the childmay be dif- Jerent than the attitudes hehas experienced in previous situations.

DM/Level 1/4

"Find the Worker''

315 . -.4 .324 , FIND THE WORKER

, ,

Ring the person whoIs working.

- .>. ,

FIRE

I I

. , 4,1i) if4xi 1

_ .. , i /- /0

, . /... Al.; tO. '/ I .' / /Th ,/iii..* ..:, I ,...... ,/ ,- '

.. _ , ,.., ..... -- V 316 REACT Page 325 DM/Level 1/4 PILOTS USE DIALS

First Experience LevelActivity

Performance Objectives

DecislonMaking Dimension

. . . state.how.a condition changed which madea pilot change altitude.

Career Information Dimension

. . . read one diaZ other than a clock thata piZot would use.

Educational AwarenessDimension

. . ,identify oneway a pilot uses numbers.

, Subject Matter Concepts

Mathematics Facts 'and Operations , Cardinals to 100 Use bf Geometry Number line, identifynumber order

Preplanning Suggestions. 0 0

Demonstration clock Collection of dialfaces (Magazines or catalogs of dial.faces.) may have samples Nisuals of controlpanels of airplanes Materials for "homemade"dial faces

317

326 PILOTS READ DIALS

Present a clock face set atany hour. After children have readthe,-clotk, have children discuss the deaof using numeralson other dials.

Occupations require theuse of . . read one dial other specific materials and equipment. than' a clock thata piZot Career Information would use. PPO

Children can identifyspeedometers and odometerson cars. Some radios and televisions have dialsfor selecting programs.

Mathematics offers opportunitiesfor children to reada dial and then tell whether a different settingcomes before or after the givensetting. The -number line can also be usedfor this activity.

Display a picture of thecontrol panel of an aircraft. LibraFy books frequently have picturesor visuals from posters or brochures. Discuss what purpose the variousdials serve for the pilot.

, Knowledge and-skills in subject . . identify one way a matter areas are helpful in piZot useS numbers. PPO occupational competence.

Educational Awareness Children will suggest mileage,altitude, and counting. . Be certatn that the concepts of size relateto numbers which a childcan understand.

Develop an.activity in whichchildren are pilots and'indicate how thenew reading on a dial wouldcompare to a former reading. These might involve

dramatizations between pilot and . ground control. Things change and thesechanges . state how a condition influence the choices and de- changed which made cisions one:makes. a pilot change altitude.. PPO Dedision Mnking

Present story problem; whichstate a reason for the pilot changinghis speed or altitude. "Altitude pointer at 6, change to 7." Would the altitude be greater than (7)or less than (2) the originalreading?

Elicit from pupils timeswhen the driver of.a car neededto slow down or speed up. Children will be able to create many problemsof their own.

The numeralsrepresent'units--perhaps in thousands of feetor miles--:but always relate the numberto a unit when developing-the ideaof a dial.

"Speed indicator at15, change to 13:" Is-13 greater thanor less than 15?

The accompanying REACTpage,""More or Less," eMphasizes theway a pilot uses mathematics. The child will bring to the activitiesa knowledge of dials in hisown life. The mathematical concept ofmore or less relates easily toan understanding of how to read a dial.

DM/Leve1.1/5

"More or.Less"

328 3 t 9 MORE OR LESS Make the proper sign. > < Make a problem.

Tell a story.

16 4

7 30 40 .19 20

6 70 6 31 13

REACT Page 329 DM/Level 1/5 320. RELATED'MATERIALS

Airport in the jet Age (Film, Color, 11-min.) EncyclopaediaBritannica Educa- tional Films, Inc., 425 North Michigan Avenue,Chicago, Illinois 60611, 1973.

Beginning Responsibility: Learning to Follow Instructions(Film, Color, 11- min.) Coronet Instructional Films, Coronet Building,65 East South Water Street, Chicago,olllinpis 60601, 1970. The Busy Airport (Film, Color, 11-min.) CoronetInstructional Films, Coronet Building, 65 East South Water Street, Chicago,Illinois 60601, 1970. Changes, Changes (Book) Pat Hutchins. The Macmillan Company, 866Third Avenue, New York, New York 10022, 1971.

Girls Can Be Anything (Book) Norma Klein. E. P. Dutton and Company, 201 Park Avenue South, Inc., New York, New York 10003, 1973. Have You Seen Roads (Book) Joanne Oppenheim. Young Scott Books, 333Avenue of the America, NewYork, New York 10014, 1969. Helicopter Helpers (Film) Bailey Film Associates,2211 Michigan.Avenue, Santa Monica, California 90404,.1969.

Ideas, Images and I(Book) Franco, et. al. American Book Company, 300Pike Street, Cincinnati, Ohio45202, 197.0.

The Kingdom of Could Be You: Careers in Transportation(Film, Color, 4-min.) Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Chicago, IllinOis 60611.

Transportation'(Filmstrip) Bailey Film Associates, 2211.MichiganAvenue, Santa Monica, California 90404, 1969.

321

330 PIpTS

The men who have the responsibility for flyinga multi-million dollar plane and transportingsafely as many as 200-passengers lot and the copilot. or more are the pi- The pilot (called"captain" by the airlines) the controls and operates performs other tasksnecessary for flying a plane, keeping -it on course, andlanding it safely. He supervises the copilot,flight engineer, and flight attendants. The copilot is second in the captain in command. He assists air-to-ground communications,monitoring flight and engine instruments, and operating the controls-ofthe plane.

Both captain and copilot must do a great deal of pibmningbefore their planemay take off. They confer with thecompany meteorologist about weather conditions and, in cooperation withthe airline dispatcher,they prepare a flight plan alonga route and at altitudes which and wind conditions offer the best weather so that a safe, fast, and smooth flightmay be possible. This flight plan must beapproved by Federal Aviation air traffic control Administration (FAA) personnel. The copilot plots thecourse to be flown and computes the flying time between various points.-Prior to takeoff, both check the operation of men each engine and thefunctioning of the plane's instruments, controls, many and electronic and mechanicalsystems. During the flight, the captain or copilot reportsby radio to ground control stations regardingtheir altitude, air speed, other flight details. weather conditions, and The captain also sppervisesthe navigation of the flight and keeps closewatch on the many instruments which indicate theplane's fuel load and thecondition of the engines, and landing gear. controls, electronic equipment, The copilot assists inthese duties.

Before landing, the captainor the copilot rechecks the operation the landing of gear and requests landing clearancefrom air traffic,control sonnel. per- If visibility is limitedwhen P. landing approach is captain may have to being made, the rely primarily on instrumentssuch as the altimeter, air speed indicator, artificial horizon, and gyrocompass and instrument landing system. ...Both men mustcomplete a flight report and file trip records inthe airline office whenthe flight is ended.

Some-pilots, employed by 'airlines as "check pilots,"make at least two flights a year witheach captain to observe to FAA flight regulations his proficiency and adherence and company policies. Airlines employ to fly planes leased some pilots to private corporations. Airlines also employ pilots as instructors to train bothnew and experienced pilots in the.use equipment. of new

Although pilots employed ingeneral aviation.usually fly than those used by.the planes smaller scheduled airlines, theirpre-flight and flight duties are similar to those of airline pilots. These pilots seldom havethe assis- tancP of flightcrews. In addition to flying, they may. perform minormainte- nance,and.replir work on their planes.

To do any type of commercial flying, pilots or copilotsmust :Je licensed by the FAA. Airline captains must havean "airline transport pilot's" / 322 331 license. Copilot§ and most pilots employed in general aviation must havea "commercial airplane pilot's" license. In addition, pilots whoare subject to FAA instrument flight regulations or who anticipate flyingon instruments when the weather is bad, must have an "instrument rating." Pilots and copilots also must have a rating for, the class of plane theycan fly (single- engine, multi-enYine, or seaplane), and for the specifictype of plane they can fly, such as DC-6 or Boeing707.

To qualify fora license as a commercial pilot, at least 18 applicants must be years old and have at least 200hours of flight experience. obtain an instrument To rating, applicants must haveat least 40 hours of instrument time, 20 hours of which must be in actual flight. Applicants for an airline transport pilot'slicense must be at least 23 of 1,200 hours of flight years old and have a total time during the previous8 years, including night flying and instrumentflying time.

Before a person may receive any license or..rating,he must pass a physical examination anda written test given by the FAA such as principles of covering subjects safe flight operations,Federal Aviation Regulations, navigation principles, radio operation, andmeterology. He also must sub- mit proof that he hascompleted the minimum flight-time in a practical test, requirements and, demonstrate flying skill andtechnical competence. certification as a professional His pilot remains in effectas long as he can pass an annual physical examination and the periodic tests_ofhis flying skills required byGovernment regulation. An airline transportpilot's license expires when the- pilot reacheshis 60th birthday.

A young man may obtain the knowledge, skills,and flight experience necessary to become a pilot throughmilitary service,or from ing school. a private fly- Graduation from flying schoolsapproved by th,,. FAA satisfies the flight experience requirements for licensing.Applicants who have appropriate military flight training and experienceare required to pass only the Federal Aviation, Regulations examination ifthey apply,for a license within a year afterleaving the service. Those trained.in-the.armedservices have the added opportunityto gain experience and accumulate flying timeon large aircraft similarto those used by the airlines.

. As a rule, applicants fora copilot job with the airlines tween 20 and 35 years old, although must bebe- preference is given to applicants between ages 21 and 28. who-are They must be 5 feet 6inches to 6 feet 4 inches tall; and weigh between 140 and210 pounds. All applicants must behigh school ' -graduates., some airlines require 2 years of collegeand prefer to hire college graduates. Physical requirements forpilots, especially, in scheduled employment, are very.high. airline 'They must have at least20/100 viston-corrected __to 20/20, good hearing, outstandingphysical stamina, and caps that would prevent quick no physical handi- reactions. Since flying/large aircraftplaces -:'eat responsibilitiesupon a pilot, the airlines useipsychological Cletermine tests to an applicant's alertness, emotionalstabiltty and maturity, and ability to assume responsibility, his command respect, and makequick decisions and accurate judgmentsunder pressure.

Men hired by the scheduled airlines (and by 'some of the largersup- plemental airlines) usuallystart as flight engineers, gin as copilots. although they may be- An applicant for a flightcrew meMber job with a scheduled airline often must havemore than the FAA minimum qualifications for commer;- cial pilot licensing. For example, although the FAA requiresonly 200 flying hours to qualify for such a license, the airlines generally require.from500 to 1,000 flying hours. Airlines also require.a "restricted"radio-telephone operator permit, issued by the FederalCommunications Commission, which allows the holder to operate the plane!sradio.

Pilots employed ifl business flyingare required to have a crmercial pilot's license. In addition, some employers'requiretheir pilots lo have-instrument ratings, and some require pilot applicants to have airtranport pilot ratings. Because of the close relationship-between,pilotsand their passengers, employers look for jobapplicants who have pleasant personalities.

All newly hired airline copilots go through company orientationcourses. In addition, some airlines give beginning copilotsor flight engineers. from 3 to 10 weeks- of training on company planes before. assigning themto a scheduled flight. Trainees also receive classroominstruction in subjects suchas flight theory, radio operation, meteorology, Federal -kiation Regulations, andair- line operations.,

The beginning copilot generallyis permitted only limited responsibility, such as, operating the flight controls in good weatherover a route that is easy to navigate. As he gains-experience and skill,his responsibilities are increased gradually, and he is proMoted to copiloton 'larger, more modern aircraft. When he has proved his skill,accumulated sufficient experience and seniority, and passed the test for an airline tranSport pilot'slicense, a copilot may advance to captainas openings arise. A minimum of 2 or 3 years service is required forpromotion but, in actual practice,advancement often takes at least 5 to10 years'or longer. The new c4tain works first on his airline's smaller I equipment and, as openings arise, heis advanced to larger, more modernaircraft.

Although larger, faster, andmore efficient jet planes are likely to be used in the' Years ahead, increased passenger and.cargo miles may exceed substantially the increase.in capacity realized from the.new equipment.. There- fore, employment of pilots is likely to increase to the extent thatincreased growth of traffic exceeds increasedcapacity.

Employment of pilots in general.aviationactivities is expected to continue to grow very rapidly, particularly in business flying,aerial appli- cation, air-taxi operations, and patrol and survey flying. Growth i0 these. areas will result from the greater use of aircraft to perform thesegeneral aviation activities.

Captains and copilotsare among the highest paid wageearners in the nation. The earnings of captains and copilotsdepend on factors suchas the type, size, and speed of the planes they, fly, the number' of hours andmiles flown, and their length of service. They receive additionalpay for night and international flights. Captains and airline copilots whohave at least 3 years of service are guaranteed minimum monthly earnings whichrepresent a substantial proportion of theirearning.

linder the Federal Aviation Act, airlinepilots cannot fly more than 85 hourS a month; some union-managementcontracts, however, provide for 75- hour a monn maximums. Though pilots and copilots, in practice,fly approximately 60 hours a month, their total dutyhours, including before-and-after 333 324 flight.activities and layovers before return flights, usuallyexceed 100 hours each month..

. Some pilots prefer shorter distanceflyinTusually associated with cal airlines and commercial lo- flying activities,,suchas air-taxi operations, because they are likely to spend less time away.frowtheirhome bases and fly mostly during the daytime. These pilots, however, havethe added strain of making more takeoffs andlandings daily.

Although flying does not involvemuch.physical effort, the pilot Hs subject to stress often because of his great responsibility. He must be constantly alert and prepare.d to make'decisions quickly. Poor weather conditions also can make his work awe difficult.

Adapted from: -OccupationalOutlook Handbook, 1970-71 edition. U. S. Departtent of Labor, Washington,D. C. pp. 693-697.

325

334 THINGS ARE GETTINGBETTER

['FIRST EXPERIENCELEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Problems which conflict withone's goals can be.identifiedand assessed.,

OCCUPATIONALFOCUS: Licensed Practical Nurse

ACTIVITIES

(IN THIS.INFUSION STRATEGY

1. Knowing When and flow Many

2. I Like People

3. How Many-Today?

4. How Long Do I Work?

5. Where I Work

326

335 Teacher Goals

Teacher goals of this strategy combine a DecisionMaking-Dimension subconcept with subconcepts . frowAttitudes andAppreciations, Career Informa- tion, and EducationalAwareness, and subject matter concepts for theoccupation of Licensed PracticalNurse: In this perspective are.to: the teacher's goals

Assist pupils in identifying a personalscheme for ,arriving at a decision.

Plan mathematicalactivities which provide nities to develop opportu- understanding of thecareer development dimensions.

Help children become aware of the-roles thiata licensed practical nurse playsin a cOmmunity.

Help children developan understanding of subject matter concepts in theongoing curriculum. Develop an inquiring attitude towardcareers by studying the tasks of a licensed practicalnurse.

327

:;. 336 3 2'8 337 A

KNOWING

First Experience LevelActivity

[Pe-rformanceObjectives

Decision Making Dimension

. distinguish between'problems which can be solvedwithout adult help and those which require help froman adult.

. state an instance of.how Zack Of informationcould prevent one from performinga task'in the classroom.

Attitudes and AppreciationsDimension

. ..describe the effect upon Oneself when another personwas unable to perform a task reZated to the classroom -.

. . cite an example of something an LPN does that'coiildbe done by eithermen or women.

. . expZain why a licensed practical nurse must beprompt,' accurate, and dependable.

. . discuss the feeling whichone has upon finishing_a specified task at schoolor at home,

. . . explain-how an LPN functionsas part of a working team.H

,Educational AwarenessDimension

. identify at least two skills,and facts needed bya licensed practical nurse.

. identify at Zeast two' specific skiZZsor facts that have been learned at school.

FST-JbjectMatter Concepts

Mathematics Social Stucife§ Facts and Operations SociologyAnthrOpology Sums through 10 Dependence upon others Cardinals to 100 329 Values and pur'poses'in .Counting by 2's behavior Measurement Time' 338 Preplanningsuggestions]

DemonstratTon clock Manipulatives to simulate pills andpaper cups to hold pills,spoons, and bottles for simulated liquid medicine (The schoolnurse would be a, help in suggesting materials.), Materials for making charts to listactivitie-s and times Nurse'clothing if possible fromparents or devised by children Record chart suggested in theactivity Assigned room chores listed

330

339 KNOWING WRENAND HOW MANY

Ask children if they haveever had to take medicine. As the children reply, lead them into describingthe schedule they had fortaking medicine.

Problems which conflict with ohe's goals can be ..distinguish between identified problems which can be solved and assessed. without adult help and:those Decision Making 'which require help froman aduZt. PPO

Elicit responses that 'showwhat problems made keepinga schedule difficult. Perhaps an adult forgotto give medicineor the child was away from the home andno medicine was , available.

Help children explain howthe problems could have beensolved. Respon- a sibility for remembering couldhave been shared, ora reminder note could have been posted. Perhaps the person :taking the medicinewas never told to help remember theschedule.

Inti-oduce a situation inwhich children will use manipulatives. Suggest that a nurse has fourpatients, each with a different orderfor medicine.

Medicine Order

Mary-Smith, Room 80- . One blue pill every hour

John Jones, Room 7.9 , Two green pillsevery hour

Jim Tall, Room 81

. . One red pillevery hour until 7 have been taken

Jill Jacks, ROOm 83 Two blue pillsevery hoUr

340 331 piscuss'what number activitiesare involvedknowing how to reada clock at least to thehour, counting, and reading numbers.

Use manipulatives to showthe way a nurse could have pills ready in small cups before taking medicineto each child. Stress theAmportanceof being accurate andplanning-ahead.

A great many taskscan be . . cite an example of performed by men or women. something an LPN does:that Attitudes and Appreciations couZd be'done by either' men or women. PPO

Stage a mini-dramatizationwith one child role playingnurse and other children role playingpatients. Em- phasize that nursecan be male or female by callingon boys as well as girls to play thenurse role.

Have children"practicepreparing medicine to be usedonce for each patient. When children understand and can prepare medicinefor each patient ask, "Howcan the LPN be sure she gave the ffedicineas many times as she was supposedto give it?"

Work'involves the acceptance , . descrae theeffect of responsibility for a task. upon oneself when another Attitudes and Appreciations person was. unable to perform a task related tothe classroom. PPO Knowledge and skills in subject matter areas are helpful in . . . identify at least two occupational competence. skills and facts neededby Educational Awareness a licensed practicalnurse. PPO

Lead children to suggestthat a chart could be used to keepa record. This record would help eachrAirse and the . doctor know exactly.howmuch medicine has been administeredand the effect

332 341 it is having on a patient. Lead children to give examples of what hashap- pened in school when directionshave been followed butbecause of some unusual circumstance"changes hadto be made.

Help set up-a chart for theclass to use.

Pojnt out that a nurse usuallyworks 8 hours. If there is room, the chart might well'be made for 24 hoursbut oneflurse could use only an 8-hour block.

Time 8 9 10 11 12 1

Mary 1

Jim 1

John 2 Jill 2

Choose a different child toadminis- ter medicine each hour. Help record the information on the bigchart.

As a child takesa turn, have the clock set at the proper hour.

Most occupations includecommon . . explain why a.licensed expectations, such as punctuality, practical nurse must beprompt, .dependability, and avoidance of _accurate, and dependable. PPO excessive absence.

Attitudes and Appreciations At intervals ask childrenif anyone is keeping a record of thenumber of pills Jim has had. Lead children to suggest that recordspaces for more than 7 places should beblocked off.

. . Jim

Continue recording the activityuntil all doses. for one 8-hour periodare recorded.

342 333 Lead children to understandthat .complete records must bekeptfor the health and well-being of the . patient.

Encourage children to discussany feelings of satisfactionor dissat- isfaction an LPN might haveknowing he is.caring forpatientscinhis working period.

Completion of a worthwhile task . ..discuss.the feeling has value for the Worker and for which one has society. upon finishing a specified task at school Attitudes and Appreciations or at home. PPO

Ask children how theyfeel when they finally turn in a schoollesson. Remind.children how, the familymay depend on certain tasks beingcom- pleted. Point out that praise is usually preferable to scolding.

Career-oriented learningmay . . identify at Zeast two take place in school or out specific skills or facts that of school. have been Zearned at school. PPO Educational Awareness

Point out to children thatmany mathematical concepts are involvedin something that appearsas simple as administering medicine. Review the activities: telling time, counting, and reading numbers. Ask where childrenmay have learned theseactivities.

An activity which flows directlyfrom the chart involves keepinga running count of the amount of each kindof medicine used by anurse during her block of time. This could be related to the idea of keepinga sufficient supply of medicine on inventory.

Problems which conflict with . . state an instance of how one's goals can be identified Lack of information couldpre- and assessed. vent one from performing pecision Making task in the classroom. PPO

334 343 Situations arise in classrooms when children need more informationto complete a tesk. Housekeeping chores and milk time activitiesare delayed when the chi1d assigned to thetask does not know where the suppliesare to be found. Children sometimes feel that one classmate haGan excessive number of opportunities to perform routine tasks. Often the child is selected simply because thatchild knows how to secure informationabout where and how to performa task.

Elicit from children theimportance of the person who keepsmedical supplies in a hospital. Help children understand that theperson keeping supplies depends oh others totell- him how much ofa particular drug is being used or is needed.

Specialized occupationsre ult . . . explain how an tPN rune-. 'al an interdependent society. tions as,part ofa working team. PPO Attitudes and Appreciations

The interdependence of peoplein the medical profession needsto be em- phasized.The doctor prescribes, the pharmacist secures, and thenurse ad- ministers medicine.

The accompanying REACTpage is adapted from the big chart developedby the class. Children use mathematicalcon- cepts of telling time andcounting. The page can be used individuallyby competent students, asa group activity, or as an individualizedactivity for students who need help.

DM/Level 1/6

"Keeping a Record"

335 344 KEEPING A RECORD

Mark the clocks.

Write the time.

Medicine Medicine Mary . Mary

0 1 0. 10 , john 0 9 5 a John .2 9. 5. 8 Jim 7 b __j_ \LE,.8 Jim 1

Jill Ji-11 .8 olclock. 9- o'clock 1 Mary 1 Mary 0 I 1 io 12I oli John' 2-' John 9 5! 2 .9 3' g 4. 7 65: Jim 1 8 .jim 7654. Jill 10 o'clock 1 Jill 1 . , 11 o ' clock Mary 1 Mary 1 1 if 12. 16 .w.2'11 John 2 .9 3. .9 3' Jim 8 1 ....._ jim 7 65,A. 1 Jill 1 12 o'clock 1 o '. clock Jill 1 ',..._ Mary 1 1112 ih, Mary '1 0 2 r 10 Z. John 2 10 John . .9 3. ,9 2 .8 Jim .8 7.6. 5.4, j. , Jim 1 7 6 Jill 1 Jill 2 o'clock 3 o'clock 1

8:00 to 3:00

Mary had pills. Jim had pills.

John had pills. Jill had pills.

336 REACT Page 345 DM/Level 1/6 1 LIKE PEOPLE

First Experience Level Acthfity

[17e.rformanceObjectives

Decision Making Dimension

. explain why a licensed practicaZnurse needs to know the patient's problems.in order toheZp the patient.

. cite a problem of one'sown which can be overcome anda proVem which cannot beovercome.

Career Information Dimension

. . . describe why a licensed practical/nurse needs to havethe. 'ability to listen and taZk top 6ple.

FS:17);ectMatter Concepts

Language Arts Social Studies Listening and Sp aking Sociology-Anthropology , Listen to interpret Individual characteristics feelings "Let's talk" lessons

Preplanning Suggestions 1

Plan activities which recallwhat a "goal" is. Plan role-playing situations;,preparepart of the room for a stage or role-playing area.

337

3 116 I LIKE PEOPLE

Ask children to recall times,they may have been frightenedor worried and what they did aboutresolving the difficulty.

The individu. Worker determines . . describe why a licensed which aspects ofan occupation . practical nurse needs to have may be pleasant° or unpleasant. the ability to Zisten andtaZk to people. PPO Career laormation

Lead children to understandthat sharing a problemmay ease the bur- den. As the discussionevolves, elicit the explanation thatsome persons have as part of their training an understanding of.howto help people by talking to themor listening to the patientor the patient's family.

Plan dramatizations-inwhich A nurse comforts patients. Follow with dramatizations in which theLPN talks to the family of the patient.

Stress the idea that helpingthe patient get well is the goalof the nurse. If there is any problemthe nurse can resolve for the patient, she is helping the patient.

Problems canrange from simple to complex. A patient might not likethe food or might findthe.room temperature uncomfortable. Other concerns might,be'centered aroundbeing lonely or feeling guilty about sicknessor an accident.

P.-cblems which conflict with . . explain why a Licensed one's goals can be identified prarttical nurse,n&eds to and assessed. know the patient's problems inorder Decision Making to help the patient. .PPO

338 , 347 Problems which conflict with . , cite.a problem.of one's one's goals n be:identified . own'which can beovercome and and assessed: . a problem which cannot beover7 Decision Making come. PPO

The REACT p4ge involvestelling or writing a story about eachpicture. The pictures are designed topresent. problems with possible.solutions. Children are to identify theprob- lems of any oneperson and suggest solutious.

DM/Level 1/7

"Who Can Do It?"

348 339 WHO CAN DO IT? Who needS help?

Who is helping?

. 1- / Tell why.

. . I_ _1 l 0i -1 , 2.....',.v.:.. Ciet 1 . i It . 4v/ . \

s / . \M \ fl .

0.( ...... -/ .

. .

. . . , N.. .. 40,..,-. 'r.,,,,

. ,

...., . . } ,

, .. .., . .- %. , , . . ..

. .,... . , _- % \

'f,--,

' 0

( ) ,----LI .

REACT Page 349 DM/Level 1/7

. 3 4 0 -HOW MANY TODAY

First Experience Level Activity

Performance Objectives

Decision Making Dimension

state one goal for an LPN and presenta simple goal-obstructing problem.

tell cne personal experiencewhere Zack of information made reaching a goaZ more time-consuming. Ki

.Educational AwarenesS Dimension

give an example of learningto count "how manythat couZd occur out of school.-

[SubjectMatter Concepts[

Mathematics 'e Facts and 06erations Counting by l's, 2's Problem Solving Combining groups in oral stories

Preplanning Suggestions.

Plan how the room can be best prepared for staginga dramatization of hospital activity in keepingtrack of patients ina series rooms. Plan to help childrenprepare charts for keeping a record of patients in rooms and supplies needed by patients.

341

350 HOW MANY TODAY

Nurses need to keep suppliesready for patients. An LPN in a hospital might be assigned tochange sheets on each bed for all patientsin rooms on one corridor of a hospital.

Problems which conflictwith . . state one goakfOr ione's goals can be an identified LPN and Present and assesed. a simple goal- obstructing problem. PPO Decision Making

-Elicit information thatthe number of patients may changefrom one working shift to another. The goal of the LPN will be more easily , reached if each timehe comes pn duty he_determines howmany beds wil need changing. Students may think of many otherexamples.

Arrange several groupingsof children in the classroomto represent areas of work. assigned toan LPN. Chairs can_repre-Sentbeds, children in the-thairs; patients. Select a child to be the LPN.

If each bed needstWo sheets, how many are needed today? Provide . counters of some kindto represent sheets. C

Present-the-p6Flemes one the LPN -is to solve thenext time he comes .on duty. The LPN will leave the area, the number of patientsmay or may not change, then the LPNreports back for duty.and solvesthe problem.

Children r2ed to understandthat problem solving includeschecking elements of the problem. Help the LPN by watching tosee if he checks number of patients beforedeciding on the number oF supplies toget.

Children cancompare this activity to placing place settingson the din- ner table. The child saves time by

35i 342 finding out how Many placesto set before carrying'silver to the table.

Careeroriented learningmay . give an ex:oriole of learn- take place in school or out ing to count "how many" that of school. . could occur out of school.. PPO Educational Awareness

Ask children about times in their own liyes when they have needed to have more informationor to check information in order to solvea problem.

Children frequentlystart on errands without checking where togo, or they may count out objects without knowing how many are needed.

Problems which conflict with . . tell one personaZex- one's goals can be identified perience where Zack of infor- and assessed. mation made reachinga goaZ more time-consuming. Decision Making PPO,

In a classroom, childrenare frequently responsible for distributing supplies. Help children develop the attitude of doing tasks quicklyand well.

, The first REACTpage stresses the fdea of matching. Two approaches are included in the activities. Children need to study eachactivity -to decide what they must do. In dis-

cussing this page-with children, - ,point out the differenceSbetween the ability to roount out andyinga given number of:objects and theability to create enough Objects to matcha given number.

The second REACT-page presents story problems with missinginformation. Read the pages with childrenand help" them verbalize the factthat is missing. The mi§sing informationmay be presented to the class as-a number .

352 343 for all children to.use. Each child 'may also make hisown problem. Stress reading for information.

DM/Level 1/8

."One For One"

DM/Level 1/9

"The Missino CTue" ONE FOR ONE r.

tkAdievs_ vl glasses

Make enoughor Ring enough

6 Patients

3 -Patients

5 Patients

9 Patients

345 REACT Page 354 DM/Level 1/8 THE MISSING CLUE

Part of each problem ismissing. You make Your awn problem.

Eaclr-patient needs 1 glass.

1,,00ded oz_ qste rday7C(S:Sej, , 4 glasses yesterday

rinp,7 ==0.2.2nLi

glasses,today

Each patient needs 1 glass.

,etf-anai7elv

1 new patient today ./

glasses today

346 .REACT Page 355 DM/Level 1/9 HOW LONG DO I WORK

First Experience LevelActivity

Performance Objectives

Decision Making Dimension

. distinguish between -acceptable.andnOn-acceptable reasons for not reaching a goaZ.

Attitudes and AppreciationsDimension

. . name the time school starts anddismisses.

. teZZ about a situation inwhich one voluntarilyassumed responsibility for a task.

. distinguish between jobs whichmust relate to specified amounts of time and those whichreZate to task performance.

Educational Awareness Dimension

. describe hoto being ableto teZZ time can heZpany worker.

Subject Matter Concepts

Mathematics Measurement Time

Preplanning Suggestions

Demonstration clocks Chart of school time activities assigned by the administrationor agents outside the control of theteacher 347

356 HOW LONG. DO I WORK?

A nurse in a hospitalprobably works an eight hour day with changesin shifts. Children can becomeaware that the working timeis prescribed by the hiring agent andthe worker accepts the assignment.

Most occupations includecommon . . name,the time school expectations, suchas punctuality, starts and disinisses. PPO dependability, and avoidanceof excessive absence.

Attitudes and Appreciations. Discuss with childrenthe hours of attendance at school. Compare those hours to the hours thata worker in any career has.

Knowledge and skills insubject . dqscribehow being able matter areas are helpful in time..-6an helpany occupational competence. worker. PPO Educational Awareness

Help children decidewhat time an LPN might 'report for workand then figure what time the LPNwill go bff duty.

Use the idea of the numberline, counting spaces betweennumerals. Remind tjie pupils that timeis measured for twelve hourperiods so that counting is: . . 11, 12, 1,

2, . .

Problems whichconflict with

distinguish between . one's goals can be identified acceptable and non-acceptable and assessed. reasons for.not 'reaching a goat. DeciSion Maitiny PPO

Emphasize 'the responsibilitythe LPN has for being on time. The responsibility is to patients andother workers as well as to himself.

357 348 Present the problem that facesan -LPN if it is time togo off duty and the replacement has not arrived.

Work involves the acceptance . . tell about a situation of responsibility fora task, -in which one voluntarilyas- Attitudes and Appreciations sumed responsibility fora task. PPO

When a child is absent, almostevery child will offer to do specialtasks assigned to the absent child. En- courage children to state a reason for willingness to doany specific task on a voluntary basis.

After children become proficientat counting eight-hour timeperiods, introduce the idea of twenty-four houf's of duty and help childrenre- cord the times.of the shifts. Vary starting times for the LPN.

Most occupations incTudecommon . . distinguish between jobs expectations, such as punctuality; which must relate to specified dependability, and avoidance of. amountS Of time and those which excessive absence. relate to task performance. PPO Attitudes and Appreciations

'Discuss how one-might figurebaby- sitting hours. rn many cases the hours of work dependon the task rather than on a set number ofhours.

Accompanying REACT pages continue activities which have beenintroduced. The first page reviews time;the second page should includea class discussion about times that variouswork- ers do work. Allow for divergent opinions.

DM/Level 1/10

"That Many Hours"

DM/Level 1/1.1

"Work HOurs"

358 349 THAT MANY HOURS

Start

Hdumany hours from 12 to 8?

sfart

How many hours from9 to 3? hours

Draw a clock.

Show the timeQ

How many hours from12 to 6? hours'

REACT Page DM/Level 1/10 359 350 WORK HOURS

Who might work 'thesame hours every day?

Who worksevery day?

Mark a picture. Tell a story aboutthe worker.

SCHOOL GIRL LIBRARIAN MOTHER

FARIER BABY SITTER SPORTS ANNOUNCER 35 1

REACT Page 360 DM/Level 1/11 WHERE I WORK.

First Experience Level Activity

Performance Objectives

Decision Making Dimension

. . identify a personal reason for choosing a particular work setting and a persoKalreason for avoiding a particular work setting.

Career Information Dimension

. . identify two ways in whichan LPIPs settings may differ from each other.

Subject Matter Concepts

Language Arts Social Studies Listening and Speaking - Sociology-Anthropology Noting and remembering Individual characteristics details Choose correct word meanings in oral exerc'ses. Reading Main ideas Understanding sentences Visual discrimination

Preplanning Suggestions

Chart materials for recordinga nurse's work settings. Drawing materials for.children

Materials for class chart stories ,

352

361 WHERE I WORK

Review the worksettings in which one might find a licensedpractical nurse. Record on the chalkboard each work settingthat is discussed.

Work Settings for LPN

Home Hospital Doctor's Office School

DiScuss the varietyof duties that are encountered in eachof the-work x. settings.

Occupations have theirown worksettings and . identify twoways in work.settings may which an LPN's include manyoccupatipns. settings may, differ from eachother. PPO Career Information

In a home, takingcare of one patient, the LPN wouldbe alone and responsible for allthe needs of .the patient: In a doctor'soffice or hospital, the ONwould,be around many people and might-havea specialized task to dofor rany patients.

Following thediscussion suggest that eath childselect, from the list on the chalkboard, the work setting he wouldchoOSe if hewere an LPN.

.Explain that-eachchild should be able to state'areason for hits choice and a-reason foravoiding a different work setting.

Ask each childto draw a pifture of the work settinghe would choose.

353 362 Problems which conflict with , identifp a perdonal, one's goals can be identified . reason for choosin'j a par- and assessed. ticular work setting anda DOision Making personal reason for avoiding a particular work setting PPO

Keep a class record by havingeach child make a tally mark afterthe place of His choiceas it,appears -'on the chalk board list.

Work Settings ,for LPN

Home 11-3 1 1 Hospital 114-1 111 Doctor's Office 11 School 1

When all choices have beentallied, have the children countthe tally marks. Select a child to write the numeral which indicates-howmany tally marks appear with eachwork setting.

Accept any reasons the childgives for choosing a work setting. If the reasons are unrealistic, continuea discussion with the childto help him evaluate his deciSion.

A child maysay, "I like to do things for people whoare sick." Point out that in all work settingsLPN's would probably be with people whoare sick. Lead the child toexpress a different kind of reason' §uchas: "I wouldn't want to stay in one-house allday." This negative reasoncan direct attention to settings thatprovide opportunity to be in amore gregarious setting.

Continue the discussion untila child can select one place that is most appealing to him.

354 363 Direct children's attentionto making decisions by usinga process of elimination.

On the child's picture,write the child's reason for his choiceof work setting. Later.make a class chart c,howing each ofthe reasons.

I would like to bean LPN in a home

It is nice to do thingsfor one person..

.I like to be sort ofalone.

Being home makes peopleget well easier.

The charts can beeomepart of the language artsprogram.

The REACT page providesan opportunity for the child toexpress an. opinion about his present,preference for a work setting.

DM/Level 1/12

."Places to Work" . PLACES 'TO WORK

Match words

Hospital Offic,

School Hospital

Office Home

Home' ,School

Write the wordor draw a picture ,

If I am a'nurse Iwant to work in:

REACT Page 365 DM/Level 1/12 356 RELATED MATERIALS

Beginning. Responsibility: Learning to Follow Instructions (Film,Color, 11- min.) Coronet Instructional Films, Coronet Building,65 East South Water Street, Chicago, Illinois 60601, 1970. Curious2George Goes to tiv Hospital (Book)Margret Rey. Houghton Mifflin Company,.2 Park Street, Boston,Massachusetts 02107,,1966, Doctors and Nurses: What Do They Do? (Book)Carla Green. Harper & Row, 49 East 33rd Street, New York,New York 10016, 1971. Going to the Doctor, Dentist, Hospital (Sound Filmstrip)Encyclopaedia Britan- nica Educational Films, Inc., 425 North Michigan Avenue,Chicago, Illinois 60611, 1973.

Job Puzzles (Picture Puzzles) Developmental Learning Muterials,7440 North Hatches Avenue, Niles, Illinois 60648, 1973.

The Kingdom of Could BeYou: Careers in Health Occupations(Film, Color, 4- min.) Encyclopaedia BrAtannica Educational Films, Inc., 425North Michigan Avenue, Chicagb,Illinois 60611.

Let's Meet the Nurse (Tape) Mincom Division, 3-M _Company,3-M Center, St. Paul, Minnesota 55101, 1971.

Sam ( ook) Ann Herbert Scott. McGraw-Hill Bcok Company, Inc.,1221 Avenue of the Americas, NeW York, NewYork 10020, 1968.

School and School Helpers (Pictures and Resource Sheets) DavidC. Cook Texas Educational Aids, 4725 Main Street, Houston, Texas '77002,1970.

357

366 IrICENSED PRACTICAL NURSE

Licensed practicalnurses assist in caring for medical 'patients, convalescents, and surgical handicapped people, and others Whoare physically or mentally ill'. Under the direction of physicians and registerednurses, they provide nursingcare which requires technical knowledge but not thepro- fessional training ofa registered nurse.

, In hospitals, licensedpractical nurses provide care needed by patients such much of the bedside as taking and recording temperatureEand blood pressures, changing dressings,administering certain prescribed and bathing bed patients medicines, and helping them in otherways with personal hygiene.

Other duties includeassisting physicians and exa' ,ning patients and in registered nurses in carrying out,complexnursing-procedures; assisting in the delivery,care, and feeding of ..infan-t-s-;7-11idhelping in recoveryrooms by reporting_any-a*erse registered nurses changes in-patients recovering from the effectsaranesthesia.

Licensed practicalnurses employed in'private homes patients whose day,to-day care mainly for care seldom involves highlytechnical procedures or complicated equipment. In addition to providing by physicians, they the nursing care ordered prepare patients' meals and performother tasks essential to patients' comfortand morale. Licensed practicalnurses also teach family members how td performsimple nursing tasks.

In doctors%, offices and in clinics, licensedpractical nurses help physicians by preparingpatients for examinations they make appointments and'treatments. In addition, and record informationabout patients. About one-half of all licensed practicalnurses are employed in hospitals. Most of the others work in nursing homes, clinics,doctors' offices, sanitariums, and otherlong-term care facilities. and welfare and religious Public health agencies organizations also employmany licensed practical nurses:Some work in thehomes of their patients.

All states and the Districtof Columbia regulate the licensing of practical preparation and nurses. Usually, licensesare issued only to those candidates who have completed a course of instruction inpractical nursing which has been approvedby the state board of a licensing examination. nursing, and whO have alsopassed

Young people seekingto enroll in state-approved usually must be at least training programs 17 or 18 years old andhave completed at least years of high school or its equivalent. 2 Physical examinationsare required and aptitude tests given. Some states accept only the eighth candidates who have,comrleted or ninth grade. Other states require high Many schools that do school graduation. not require completion ofhigh school nevertheless preference to graduates. give

358

367. In 1968, nearly 1,200 state-approvedprograms provided training'in practical nursing. Ma.e than one-halfwere offered by public schoolsas a part of vocational and adult 90 education programs. .0therprograms were available at junior colleges, or were sponsOred by local hospitals,health agencies, and private educational institutions, and were usually 1year in length. The training offered includes both classroom.studyand clinical prac-. tice. Clastroom inttruction covers nursing concepts and principlesand related su:-..jects.such as anatomy, physiology, medical-aurgicalnursing, administration oil drugs, nutrition, first aid, and community health. This work is supplemented by laboratory practice and by supervised workin hospitals where Students apply their skillsto actual nursing situations.

Essential,personal qualities neededin practical.nursing include tal alertness, patience, men- understanding, emotional stability,'and deperidability. Good health is extremelyimportant.

Licensed practical nurses are expected to-be in strongdemand during 'the years ahead. Employment is expected to continueto rise very.rapidly, .through the 1970's, and a large number of new jobs will haveto be filled each year as health facilities continue to expand. Factors contributing to increased employment are a greater need for health servicesbecause of growth in the population, the increasing,ability ofpersons to pay for health care, and the continuing,expansion of both public and privatehealth insurance plans. Also, greater utilization of licensed practical nurses-forwork which does not require the skills of a registered nurse is eXpected tocontinue to create many job opportunities. .

Many hospitals give licensed practical nurses periodicpay increases after specific periods of satisfactory service: Some hospitals also provide free laundering of uniforms; less frequently, meals andunlforms are furnished without charge. A few institutions provide freelodging. The scheduled workweek generally As 40 hours but often includessome work at.night and on weekends and holidays. Provisions for paid holidays,and vacations and for health insurance and pensionplans are common inmany hospitals.

Adapted from: U. S. Department of Labor. Occupational Outlook Handbook. 1970-71 edition. (Washington, D. C.: Government Printing Office), 1971. pp. 93-95.

359

368 COMING ATTRACTIONS

'FIRSTEXPERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Family members perform workthey are capable of performing, responsibilities are shared, and the family isan interdependent unit.

OCCUPATIONAL FOCUS: Theater Manager

ACTIVITIES

IN THIS INFUSION STRATEGY I.

1. The Show Must Go-On

_2. Wage Earners

3. Hello, Good-B:'

4. Alike and Different

5. Now Playing

Lopaidkl 4p. 369 '30 Teacher Goals

Teacher goals of this strategy combinea Lifestyle Dimension subconcept with subconceptsfrom Attitudes and Appreciations, and Educational Career Information, Awareness, and subjectmatter concepts for the Theater Manager. occupation\of In this perspective theteacher's goals are to: Help each child describe the variety of tasksof.a theater manager.

Lead children to understandthe influence of the work of the wage earners upon other members of thefamily. Develop respect for each individual's contributionto the family unit.

Give pupjls an opportunityto study the interdependence of workers and the effecteach person'ssuccess or failure has on others.

Develop an appreciation ofindividuality of workers.

Help children understand that with authorityone also has responsibility.

361

370 371 3 2 THE SHOW MUST GO ON

First E;xperience Level Activity

Performance Objectives

Lifestyle.Dimension

. . . describe the effecton the family whim onc parei..twors in the'evening.

Attitudes and AppreciationsDimension

. . expZain he resporsibility of a person ina manageriaZ position when an employeecannot be on the job.

. . deseribe the effect on the family ifone personcannot adjust to a change of plans dUeto a change ofwork hours.

Career Information Dimension

. . point out an unpleasant feature and a pleasant featureof the manager's job.

Subject Matier-Concepts

Social Studies Sociology-Anthropology Dependence upon others Family as a basic socialunit Values and purposes inbehavior

'Preplanning Suggestions

Calendar or list of days of theweeic Chart of class activitiesand responsibilities 363

372 THE SHOW MUST GO ON

The family of the theatermanager must adapt to his working schedule. This strategy is basedon the as- sunpton that the theater is ina suht;rb or small community andthe maragerssumes responsibility for the entire operation. He can select h1F own working time, whileassigning wwk time to his employee mightbe imonvenient.

FamilY members perform work . descrV.7r the effecton they are capable ofperforming, the family whcnone parent .responsibilities are shared, works in the evening. PPO and the family isan interdependent unit. Sugest thFq the theater Lifestyle manager must be at the iheatersome evenings.to obscve the worker's reactionto the behavioy of the audience..

The individual worker determines . . point out an unpleasant which aspects of an occupation feature and a pleasant feature may be pleasant or unpleasant. c:.;" the manager's job. PPO Cereer Information

Present a problem to the class. The theater manager is responsiblefor the operation of the theater. He has an assistant who works on Tuesday, Thursday, and Saturday nights. The manager works Mon,Oay, Wednesday, Fri- day, and Sunday nights. His family has planned a pleasure tripfor Sat- urday, Saturday night, andSunday.

Specialized occupationsresult . . . explain the responsi- in an interdependent society. bility of a person ina mana- Attitudes and Appreciations geriaZ position whenan em- pZoyee cannot beon the job. PPO

Saturday morning before the trip starts, the assistant calls.tosay he is sick and will not be ableto work until Monday evening. 364 373 c.

What will happen to the familytrip planned by the.manager'sfamily? In this case the responsibilityis unpleasant because the decisionmust be made by the manager andthe decision will havean effect on the family in any ease. If a substitute is unavailable, Fatherwill work; if a substitute is used, Father willbe able to go.

Lead children to plana dramatization of the situation. The size of the family and the locationof the trip must be determinedby the class. Obviously such a-short timeperiod for the trip implies goingto a nearby locality. Help children decide how a family will acceptthe news that the father isnow responsible for the theater on.Saturdaynight.

Work involves theacceptance . . describe the effect of responsibility for a task. on the family if one person Attitudes and Appreciations cannot. adjust toa change of plans due to a:changeof work hours. PPO

Alternative plans could be made: (1) Mother and the childrencould take the trip withoutFather; (2) Father could hunt fora substitute for his job on Saturday night; (3)the family could all stay homeand take the trip another time;or !4) another shorter day trip could beplanned.

As the dramatizationsare-presented, suggest that a variety ofsolutions should be used. Lead children to tell about times in theirown lives when family plans havehad to change because a worker in the familyhad to go to work unexpectedlyor some similar crisisarose. Comment favor- ably, on statements whichindicate that a child understandsthe interdependence of the family. Lead children to theorize abouthow the worker must feel knowing his familyis dis- appointed. Then ask what the family members could do to showthey understand the value of theworker's contribution to the family. Cheerful- ness is difficult.Help children make positive suggestionsabout how to show anotherperson you appreciate him.

The REACT page presentstwo picture stories which show childrenreacting to an adult andan adult reacting to children.

The children in the classare to study the picture, tella story, and mark the appropriate facefor the child or adult. There are no "right"or "wrong" reactions, but therecan be reactions which show appreciationfor others.

Describe the conditionsfor the work the childrenare to do. In the top picture the girl is askingher mother if she may go with herfriends. The mother's response is "no." How would the little girl lookat Mother after the mothersays "No?" Choose the face. Tell what happensnext.

The pictureon the lower part of the page shows a mother ready togo to a party. Her child comes to herhurt and crying. What kind of a face would the mother use? Choose the face and tell what happensnext.

A lifestyle which hasfamily members performing work theyare capable of performing includesaccepting one's social role in the family. Adults and children mustlearn to accept their family roles.

LS/Level 1/1

"How Do You,Feel?"

375

. 366 HOW DO YOU FEEL?

ts.,

367 REACT Page 376 LS/Level 1/1 WAGE EARNERS

First Experience LevelActivity

Performance Objectives

Lifestyle Dimension

. . identify occupations ofone's own familyas having usual or unusual working .hours comparedtO one's own school hours.

Attitudes and AppreciationsDimension

. . describe the responsibilitya theater manager has to the public and himseZf inscheduling films._

Career Information Dimension

. describe a physical, sopial,or intellectual ability for three jobs ina theter.

Subject Matter Concepts

Social Studies Mathematics Economics Measurement Work is a basis for Time role differentiations. Money Earning money Sociology-Anthropology Family as a basic social unit

FPreplanningSuggestions

Materials for a chart story Dime P.nd nickels for REACTpage Toy or r.iemonstration clocks

368

377 WAGE EARNERS

Identify the.kinds.of tasksassigned to the people who work forthe theater manager.

Ticket Seller Ticket Collector Concession Operator Projectionist Janitor Secretary

Occupations require special . describe a physical,so- personal characteristics. cial, or intellectual ability Career Information for three jobs ina theater. PPO

DiscLIFS the probableage and requirements of each wage earner. Children may know one or more of the workers. High school students might berespon- sible for tickets and concession. The projectionist and janitorcould be part-time employees; thesecretary could be any age but probably stiould be a full-time permanentemployee.

Plan to have children roleplay the Various jobs. Point out the difference between part-time and full-time occupations and the waya lifestyle could be best suitedto a part-time or full-time job.

Work involves the acceptance . . . describe the responsi7 of responsibility fora task. bility a theatermanager has Attitudes.and Appreciations to the pubZic and himseZf in 'scheduling films. PPO

As children discuss the needfor a theater,mana9erto follc a schedule, ask individuals aboutschedules someone in their family must follow.

378 369 Family Members performwork they are capable of identify occupationsof performipg, one's own famlly responsibilities as having are shared uoual or unusual Workirg and the family is hours an inter- compared to one's'o41 dependent.unit.. school hours. PPO Lifestyle

A child.who hasa brother or sister "Who'delivers papers willunderstand that "neithersnow, nor sleet ." .can keep the paper from beingde- livered.

Changing shifts ofone family member , can affect the entire'family..Some households must havevery quiet morn- ings because oneperson may be a day sleeper. Not all families have8:00 to 5:00 work days.

The REACT pages continuethe idea that a manager mustknow about each worker. A simple knowledge about money and telling timeare concepts which are used.

LS/Level 1/2

"Now Much?"

LS/Level. 1/3

"When?"

S170 379 HOW MUCH?

THEAIRE .Tickets are IhOVIIS Mark enouh cOinsineach box to buy one ticket.

Orts 4?(7 00 oP crIPliky IVvol. vt.2, 14- ota, shun

r co& 44.-VODo%

REACT Pa'ge 371. 380 LS/Level 1/2 WHEN?

I w(srk 4 hours a day.

The first clock shows v:hen Istart work.

The secondsclocX shows when Istop work. Make the missing hands. Write the time.

Start 6:00 Stop

Start 1:00 Stop

I. sio 10 -9 .9 5- 3- .8 .8 5.

Start 400 Stop P 372 REACT Page 381 tSiLevel 1/3 HELLO, WOD-BY

:" First Experience Level Activity

Performance Objectives

Lifestyle Dimension

. name three changes which wouldoccur in the manager's.own life if the family movedfrom its present community..

. identify two responsibilities ofa theater manager.

. . identiTh two tasks fbr which he isresponsible.

Attitudes and AppreciationsDimension

. . identify three behaviors alwaysexpected of school children.

discuss the relationship of one'sown tasks to the tasks of others in the famiZy.

[SubjectMatter Concepts

Social Studies Sociology-Anthropology Lifestyles differ with time and place. Family as a basic 'social unit Economics Earning money -.)rf)duction of goods and services

Preplanning Suggestions

Make plans to interviewa local theater manager. Materials for a chart which liststasks which remain unchangedeven when a family changes residences Tape recorder to tape interview

373

382 HELLO, GOOD-BY

Set the scene so that childrenunderstand the parameters of thesituation. The theater manager works fora corporation which owns-Inany theaters.

The manager has an opportunityto manage a larger theater but the family must move to a differentpart of the country.

Family members perform work . name three changes which they are capable of performing, wouLd occur in the manager's responsibilities are shared, own Zife if theofamay moved and the family is an inter- .from its present community. dependent unit. PPO Lifestyle

In earlier times families frequently were in a community for severalgen- erations. In the last quartercen- tury, the mobility of familieshas increased greatly. Undoubtedly some children in every classroomhave experienced a move.

Encourage children to tell theirown experiences or a friend'sexperiences when a family leavesone community for another.

Family, members perform work . . identify two responsi- they are capable of performin biliiies ofa theater manager. responsibilities are shared, PPO and the family, isan interdependent unit.

Lifestyle Interview the local theatermanager to discover tasks that remainun- changing even though hemay move from one location to another. Many times people are unable tocome for an interview. As an alternative ask the theater manager to makea tape recording of hisresponses to questions prepared by the class. The tape can be played many times inthe class for various listeningactivities.

374 383 Selecting filMS to be shown

Scheduling films for special audiences

Knowing how many adult tick-. ets and children's tickets are s-eld-

Keeping a record ofmoney earned and cost torun the theater

Hiring people to sell tickets, take tickets;run the projector, clean and repair the theater; sell and keep in stock all foods Sold in concessions

Advertise the.films innews- papers and on radio and television

Most occupations includecom- . identify three behaviors mon expectations, siloh as always expected of schoolchil- punctuality, dependability, dren. PPO , and evoidance of excessive absence.

Attkudes and .Appreciations Children who have moved from.oneschool to another cen identifycommonalities which are found in thevarious classrooms, such as punctuality, courtesy, dependability, andresponsiveness.

Family-members perform work . . . identify two tasks for they are capable of performing, which he is responsible. PPO responsibilities are shared, and the family isan interdependent unit. During the time childrenare waiting Lifestyle for the tapedresponse or the interview, suggest makinga list of tasks in ;the home that wouldremaiii the same for children regardless ofwhere they live.

384. 375 My task., Hang up my ciothes Empty the wastebasket

Compare the tasi. 's of the children in class-..

boes family sizeha -elation- . ship to the numherocts,!ids ef tasks?

Han a game in chiid dr:ma- ttzos a home task performs. Have. ot,r children try to identifythe. tzlsk.

Most occupations includecom- . . discuss the relation-i mon expectations, such as chip of one'sown tasks to punctuality, dependability, the tasks of others in the and avoidance of excessive famiZy. PPO absence.

Attitudes and Appreciations Lead children to concludethat the lifestyle in a family has certain constants. These routines help make homes familiar and comfortable. Name tasks at school whichchildren do that help make for smoo;hopera- tion of the classroom.

The pictures on the REACTpage present situations whicha child might encounter at home. A child's involvement with tasks willdepend on the family's lifcAyle. Tnere are as mau responses as thev-eare families. Expect children tc, give-ea- sons for any response that is ...1de.

The second REET page6developsth, idea that a.theatermanager might need to play.many ,oles. The responses of children should0,?. similar. In a few cases a child might 376

385 be able to givea reason for a seem- ingly unsuitableresponse.

LS/Level 1/4

"My Work at Home"

LS/Level 1/5

"Work to Do"

386 , 377 MY WORK AT HOME

Mark the work you could do.

Tell what else you coUld do.

REACT Page 387 Level 1/4 378 , WORK TO DO

. _ .1Nould a theater iLan2.:er doth17; at 1:.,ork? Eark the pictures that show7!hata theater manager mi;ht do at work. Tell why you think sc.

-.)Yoar Ticket z)2 please

40 . ..

..,: . i ill I IF 1 yes no maybe yes no maybe

PROJECTION ROOM , aef out (,,-/CI e \y,"1 .,,, 07Fterel , / , a \--/ Pr / 4%,

yj_ dff..... OP t / , 7fl- , .

.. yes no maybe yes no maybe

37 9 REACT Page 388 LS/Level 1/5 c) ALIKE Filib..:DIFFERENT

First Experience Level Activity

[ferformanceObjectives

Lifestyle Dimension

. . . name the occupations of most earnem in one's own family.

Attitudes and Appreciations Dimension

. . cite two occupations whichare similar because of tasks involved.

Career Information Dimension -

. . . name three different jobs available ina theater.

. . . express a task similarity between two occupations.

Subject Matter Concepts

Social Studies Science Economics Scientific Method Work is a basis for Describe, find similarities role differentiations. and differences Division of labor

Language Arts Listening and Speaking Choosing correct word meaning Listening comprehension

3 8.0

389 Preplanning Suggestions

List of the various jobsin a theater Sheets with dittoed headings which indicatee child is to asjc each wage earner in the family Whatjob the wage earner holds. on the pages will be: Headings (1) Name, (2) Relationship to Child, and (3) Name of Job.

381

390 ALIKE AND DIFFERENT

Family members pertorm work . . name the occupations of they are capable 'of performin most earners in one's own.fam- responsibilities are shared, ily. PPO and the family isan interdependent unit.

Lifestyle Prepare a sheet for each childto record ae informr.tion aboutthe occu- .pation of each wageearner in the family.

.My sister, Helen, isa baby sitter. My mother is a secretary. My brother, Jim, is abagger ina .supermarket. My father is a bi cle repairman. L.

Career development includes . . name three different progression through stages of jobs available ina theater. educational and occupational PPO training.

Career Information Develop with.the classa role-playing activity in whichone child is the theater manager whointerviews applicants for various jobs inhis theater.

Children need to know.thefundamental requirements for each position. The ticket seller and concessionmanager need to use mathematics. The projectionist should have simplemechanical skills. The ticket taker needs to'be able to handleany gate crashes or other minor problems. As each role is studied, the "interviewer"should be able to ask pertinentquestions. He will need to know thetime the theater opens, theltime theshow starts, and the length of showingtime. The common expectations of courtesy, dependability, and punctualityare also involved.

Discuss with each childor with groups the kind of skills needed by 382 workers 391 in a theater and thekind of skills .an attitudes of familymembers. Ask oWldren if the,projectionist'stasks w'óuld be most likea bicycle repair:- man's tasksor a secretary's tasks. Encourage children tosurmise which members of theirown families might be able to work ina theater. Chil- dren frequently haveamazingly accurate insights aboutcharacter traits of people.

The REACTpages provide an opportunity for childrento find similarities in occupations.

Occupations require special . . personal characteristics. express a task similar- i* between twooccupations. Career Information PPO

Each exerciseon the REACT pages shows three workers. Two of the occupations haveobvious similarities while the third isreally divergent. The pupil is to markthe two workers whose occupationsseem to have related skills.

Some childrenmay have a very gOod reason for selecting twoworkers whose tasksseem divergent. Listen to each child'sreasons, then with the help of otherchildren decide it the reasons are acceptable. In- sist that the likenessesare in task orientation only. Help childrenunderstand thatage, sex, or social differenceS are notvalid reasons.,

A great many taskscan be . . . cite two occupations performed by menor women. -which are similarbecause of - tasks involved: Attitudes and Appreciations PPO .

392 3 3 3 AlWays allow for the person who is . z diverOnt thinker.

carpenter 'electrician paperboy mailman. secretdry librarian

LS/Level 1/6

"How Are Jobs Alike"

393 3_81 HOW ARE JOBS ALIKE.

Eark the two in eachrow across whose jobs are most alike.

Tell why:

. 'O. i

, 0

.. / -,---, 1

. ,. z7 \sc. \- \

'"------:------)___,/-_, J )147

'Carpenter Electriclan Diver

\---- 1 e 1 <>

".., I. 1

Paper Boy Dancer Mailman 385 _ REACT Page 394 LS/Level 1/6 HOW 'ARE JOBS ALIKE

Mark the two in can rowacroas whose jobs are most alike.

Tell phy.

...... ,......

/I (

1 /

)

4011V ,

Nurse Sebretary Libr*ian

___

, ..---....

/0'77titi f , I fi' ftI "

Mechanic AnimalTrainer Waitress

386 REACT Page 395 LS/Level 1/6 NOW PLAYING

First Experience LevelActivity

IPerforMance Objectives

Lifestyle Dimension

. explain two skills neededto order a film.

Educational Awareness Dimen'sion

. . explain why.a theatermanager must have knowledge of What pictures have been shownrecently in the community.

Subject Matter Concepts

Mathematics Social Studies' Measurement, Sociology-Anthropology Time . Individual characteriStics

Preplanning Suggestions

Class schedule written Onchart or chalkboard A list of films or filmstrips which the classmay have for vtewing Chart materials to makea schedule for films to be shown Calendar

387

396 NOW PLAYING

Plan to show films or filmstripsto the class for recreationalviewing. Children are to play the roleof theater manager by selecting andsched- 'tiling films.

Write the class scheduleon the chalkboard. With the class determinethe best time to show the filmS. Optional times should he availablein every classroom..The opportunity to discuss and plan scheduling hasmany possibilities for class activities. Mathe- matics lessons on timecan be planned with this activity.

Small groups or individualswill select the film or filmstripsto be shown.

Family members perform work . explain two skilZs needed they are capable of performing,. to order a film. PPO responsibilities are shared, and the family isan interdependent unit.; Provide a list of available filmsand Ofesty le filmstrips, dates and timesfilms are to be shown, and lag timeneeded between ordering and viewing. Reading and writjng activitiescan be buil around the titles of thefilms.

C. Films at 2:00 p.m. 'Daily

January 6 Mary, Bob, Joe January 7 Pete, Tom, Jim January 8 Jan, Carl January 9 Shirley, Sharon, Ann January 10 Marla, Judy

.Reading, writing, andmathematical skills are needed forthis activity.

Learning achievement depends , . explain why a theater upon effert and ability. manager must have knowledge Educational Awareness of what pictures havebeen shown recently in thecommunity. PPO 397 .388 Children can selecta film or filmstrip for their assigned time. Help children understand the necessitifor providing a variety in films. Oilly the first personcan choose freely, others must consider the filmin relation to those already shown.*- -

Stress the idea that people'staste in films variesas much as taste in any other facet of their life. The theater manager will generallysc ed- ule films which appeal to thelar est group of theatergoers. I.

The REACT pages place emphasis o knowing how to use a calendaran, naming the days of the week. The directions for the calendarareito copy the dates of the current mothth.

The REACT page "Advertising" reluires knowledge of how to usea calen4lar. The dates for MonnyantFPid-a given. Other dates of the week/are needed. If children have difficulty, help by drawing a calendar forla week showing the Monday and Fridaydates. Have children complete theieejk1y calendar.

LS/Level1/7

"Starting Monday"

LS/Level 1/8

"Advertising" STARTING MONDAY

Write in the name of thismonth.

Number the days like thecalendar in yoUr classroom.

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 111111111 IM7111111MIM71/11I 11111111 T FIIIIIIIIIIthIIII, Ill11111111111

Date Red Ball 1st Monday

A Home for Sandy 2nd Monday

Look, Look, Look 3rd Monday

Little Boy Blue. 4th Monday

REACT Page 399 LS/Level 1/7 390 ADVERTISING

MARYSL AM3

showing for

5 days

Mondayl.June 5

through

Friday, June 9

What date is 1V.onday?

What day is June 5?

What day is June 7?

What date is Thursday?

391 LS/Level 1/8 REACT Page .400 RELATED MATERIALS

Come to Work. With Us (Books) Childrens Press, Inc., 1224 West Van BurenStreet, Chicago., Illinois 60607, 1971:

Communication: Motion Pictures (Filmstrip) McGraw-HillFilms, 330 West 42nd Street, New York, New.York 10036; 1968.

I Can Do It (Worktexts and Activity Sheets) George A..Pflaum, 38West 5th Street, Dayton, Ohio 45402, 1971. kingdom of CouldBe You, The: Careers in RecreatiOn (Film, Color, 4-min.) Encyclopaedia Britannica EducationalFilms, Inc., 42.5 N. Michigan Avenue, Chicago, Illinois 60601, 1963.

Let's Talk About Fun in the City (Filmstrip) Hudson PhotographicIndustries, Inc., Irvington On Hudson, NewYor':, New York 10533, 1968.

Martha the Movie Mouse (Book)Arnold Lobel. Harper and Row,.49 East 33rd Street, New York, New York 10016,1966.

P. P. Moves Away (Book) MyraBerry Brown. Golden Gate Junior Bc.2ks,ox 398, San Carlos, California 94070,1967.

Values Series (7 Filmg, Color, 11-min. each) Bailey Film Associktes,11559 Santa Monica Boulevard, Los Angeles,California.90025, 1972.

392 401 THEATER MANAGERS

Theater managers may work for a large chain oftheaters, a small chain, or managers may own theirown theaters. prise depends The success or failureof the.enter- on the way managers do theirjobs. direct or plan the Salaried managers primarily work of others. In some instances they makers. dre also policy

The theater manager has a responsibilityto the community for of films. If he is part of the choice a chain whose moviesare of one type, the will have littleor no choice in policy. manager A manager ofan independently owned theater has a widechoice of films to be.,shown, but hemay not have access to secret productionsas a chain might have.

The manager will probablyhave a staff that includes taker, projectionist, a cashier, ticket janitor, and office help. The size of the theater the number of employeesand their hours. affects In a small theaterwith only evening movies, the workersmight be part time or they may serve in dualcapacities. The cashier might alsobe tookkeeper and secretary while theprojectionist could be responsible forgeneral maintenance.

The projectionist is the importantbehind-the-scenesman in the motion picture theater. He operates the projection machines and audioequipment. He checks the equipment andthe film beforea showing. film, the projectionist Durillg the showing ofa must be able to repairany breaks in the film ment so that theshow may continue. or equip- Projectionists need tohave good eyesight, to have manualdexterity, and to be able to work alone in Smallquarters. The box office cashier or ticket seller acceptsmoney pald by cUstomers, .makes change; andissues tickets. They need to have goodarithmeti-eal ability, dexterity in using themechanical equipment which issues tickets,.anda pleasant attitude towardcustomers. The, cashier will'be expected to balancemoney taken fortickets with thenumberof tickets issued. The cashier is responsiblefor checking the age ofcustomers for difference set by censors in ticket prices andfor'limits on the ages ofpersons who can view the movie.

The theater managermust bear the ultimate responsibility

persons in.the theater. for permitting . The manager will designatewho has the final decision about a viewer if heis unable to be on the premises. Some local groups who, object to showing specificfilms hold the theater selections. manager responsible for film The manager may'findhimself the center of over, manners and morals. community controversy .

The physical appearance of the theater is importantin determining the type of clientele. Clean, well planned restrooms, attractive foyles,and comfortable seatsare part of appeal to customers. The concessions forfood are part of many theaters. Those theaters that have have greater cleaning snacks and drinks forsale andimaintenahce costs than food. theaters that do notserve 393

402 The ticket taker isresponsible for' checking to viewing a movie have see that all persons purchased a ticket, The ticket taker to screen patrons for may also be expected age. The cashiermay issue several tickets to chaser. one p.p.- The ticket taker looksat each person to determine in terms of agai limits. their suitability

The 'th4-ter manager plans advertising,schedules times for films, on special promotional features works with the community, andoperates a busiress which must appealto the public.

391

403 I > ALL THE WORLD 0

FIRST EXPERIENCE LEVEL,INFUSION STRATEGY

"sE

CAREER DEVELOPMENT FOCUS:- E. An individual experiencesvarious roles--friehd, student,group member, etc. a)

OCCUPATIONAL FOCUS: Actor a)

ACtIVITIES

IN THIS INFUSION-STRATEGY.

lTAs I Do It .

2. The ShOw Must Go-On a) 3. Only.One

a) ci)

ci)

ci a 0 rn 0

Teacher Goals

, Teacher goaltof thisstrategy combine a Self-Development subconcept with subconcepts Dimension from Attitudes and Appreciatibns,Career Informa- tion, and EducationalAwareness, and subject matter tion of Actor. concepts for the occupa- In this perspective theteacher's goalsare to: Lead pupils to appreciate the actor's understandftigof social relationships.

Help children appreciatethe interaction betWeen and others. themselves

Structure situations in whichchildren can "act oue roles of others:

Encourage children to observethe effect of the behavior of other people:

396

_406 part

407 9y AS I DO IT

First Experience Level Activity

Fer formance Objectives

1.:Se1f-Deve1opment Dimension

. . in ddramatization play thepart of any character in a familiar story.

. .. dramatize behavior of other kinds ofpeople in a given situation. ..

Attitudes and Appreciations Dimension

. . interpret a rale without regard taany sex role identification..

Career Information Dimension

. . identify one characteristic ofanactor as the ability to portray the reactions of other human beings.

Subject Matter Concepts

Language Arts Grammar and Usage Uses of language: express feelings,'describe Reading Patterns of organization Understanding sentences

[PreplanningSug;gestions

Select a story to be read aloud withp1ps for dramatizations. Situations.to be-dramatized from homeand school experiences 398

408 AS I DO IT

Use creative dramatics,improvised drama, to help childrenexpress their'real inner feelings.

An individualexperiences various . in a dramatization play roles--friend, student,group the part of member, etc. any character in a familiar story. PPO Self-Development

The actors share storiesand ideas with others throughdramatizations. Creative dramatics providefor children an opportunityto develop respect for others as wellas increased respect for oneself.

A great many taskscan be per- . . interpret a role without formed by, menor women. regard to anysex role identi-. Attitudes and Appreciations fication. PPO

Select any story whichchildren enjoy. or an incident whichcan be developed as the basis of action forcreative dramatics. Watch for' expressions and words which indicatechildren are really interpreting theirparts in their own ways.

Guide thinking throUghstimulating questions.

The teacher is guide,never director. The play will bechanged each time it is presented. Dialogue is free, the child's words and actionsgive the story and play its flavor.

Occupations require special . . identify one character- personal characteristics. istic of an actoras the ability Career. Information to portray the reactionsof' other human beings. PPO

Call attention to thevariety of ways a certain character isportrayed. ,By

399 409 asking questions, lead childrento differentiate among interpretations of the same role. Ask if each actor shows the character in thesame way.

Ask children if they each respond the same in a given situation.

An individual experiences various . .-dramatize behavior of roles--friend, student,group other kinds of people in a. member, etc. given-situation. ITO SelfDevelopment

Suggest dramatizing a situation in which one rlhild is asked torun an errand. Keep changing the role of the person asking the childto run the errand. Have the person asking be:

parent older slster or brother younger sister or brother

adult neighbor . grandparent

Encourage free.comments about the different ways a child respondsto others.,

The REACT page, "One of Them," requires understanding the sentence. The child is to choose thepicture that is described in thesentence.

"Yes, No, Maybe," involves reading for understanding. The page is concerned with the roles the childplays in the lives of others. This self- development dimension subconcept should enable teacher and child.to express the idea that different people can have different associations with others.

SD/Level 1/1

"One of Them"

SD/Level 1/2

"Yes, No, Maybe"

410

0 0 ONE OF THEM

Rin?; ne actor the wordstell about.

The actor said, Al hal(L a ball."

This actor haSa book.

have a crown,"

said the actor.

This actor is being

very sad.°

401 REACT Page 411 SD/Level 1/1 11 YES, NO, MAYBE

Could

'your sister be your friend? yes no maybe

your, mother be your brother? yes no maybe .

you be your own sister? yes *no maybe

your teacher'be a friend? _yes no maybe

your friend be your brother? yes no maybe

a pet be your sister? yes no maybe

a friend .te older than you? yes no maybe

a younger child be your friend? yes no maybe

a woman be.an aunt? yes no maybe

a man be an aunt? yes no maybe

a man be an uncle?' yes no maybe

a woman be an uncle? yes no maybe

402 REACT Page 412 SD/Level 1/2 THE SHOW MUST GO ON

First Experience Level Activity

Performance ObjeCtives

Self-Development Dimension

. . define roles played by individuals.in.a television showor

. a motion picture.

Attitudes and Appreciations Dimension

. . describe the effect3 upon others ifan actor failed to appear far a perfornance.

. . explain how.workers in too otheroccupations depend upon actors.

Educational Awareness Dimension

identify viewing televisionprograms as one way to watch actors.

Subject Mattar Concepts

Language Arts Social Studies Reading Sociolow-Anthropology Understanding sentences Membership in a group *Dependence upon others Values and purposes in behavior

[preplanningSuggestions

Bulletin board area for a display ofdrawings Materials for children's drawingsor paintings Listing of television programs availableto the area Paper and writing materials for chartsto be teacher made

403

413 THE SHOW MUST GO ON

Actors in televisionhave become as familiar to childrenas the children's own families.

Career-oriented learningmay . . . take place in schoolor out identify viewing tele- of school. vision programsas one way to watch actors. PPO Educational Awareness

Ekourage'children todiscuss and , dramatize favoritetelevision shows or movies.

Plan a bulletinboard display of children's drawings oftelevision show or actors.

An individual experiencesvarious . . define roles playedby roles--friend, student,group member, etc'. individuals ina television show or a motionpicture. PPO Self-Development

Suggest watchinga television program for the purpose oflearning any family or friendshiproles of a particular character:

Some c'hildren mightbe able to identify an actor in several roles. The roles could be identifiedas similar or different in character.

Work involves theacceptance of . describe the effects responsibility fora task. upon others if an actorfailed to Attitudes and Appreciations appearibr, a performance. PFO

The idea of "the showmust go on" is familiar to adults. Lead children into a discussion ofthe phrase. Name as many effects as possible,even into the realm of fantasy.

If an actor didnot appear,

other actors wouldbe out of work;

people who paidto see the show would want theirmoney back; 414 404 all people working in the

- theater Would be out of work;

people who couldn't watch the show wouldn't have anything to do and might get into trouble.

The list could be endless.

Specialized occupations result . . explain how workers ih in an interdependent society. two other occupations depend Attitudes and Appreciations on actors.PPO

Ask children to name otherswho would be without work ifan actor failed to appear. Other actors, directors, stagehands, janitors, andelectricians are a few morkers intimately related to a play.

Make a list of thosepersons suggested who are necessary tosUpport the actor in the play.

Use the list as a basis forcasting an imaginary production. Help each person define his relationship to the play. Plan the story line with only the "actors" playingthe role of actors. As the play is ready tostart, have one "actor" drop outbecause of illness or accident. Encourage the group to make 6 decision about what will happen_to eachperson in the cast.

The REACT page, "Words,Words, Words," is a sentence completionpage with'a choice of words. Encourage readers to try all optional words in thesentence.

"Not,Here,.Now What?" is concernedwith values and purposes in behavior. The page requires the student to evaluatea faMiliar situatiorG then decidewhat action would be appropriate. There are no "right" answers. Children should be'

*415 405 able to select more thanone answer if they wish.

SD/Level 1/3

.."Words, Words; Words"

SD/Level 1/4

"Not Here, Now What?"

406 416 WORDS, WORDS, WORDS

The actor said, "I workon a

rage page stage

An actor's part in a play i a co

role sole hole

A play tells a

3tore story stock

Actors like to act in a

play clay say

An actOr learns to speak

worms words -works

407 REACT Page 417 SD/Level 1/3 NOT HERE, NOW WHAT?

Ring what they cuuld donow. Tell why.

Show how to do it

go to the store

o without ice cream

get angry

buy a new balloon

cry and scream

play with something else

408 REACT Page SD/Level /4 418 . ONLY ONE

First Experience Level Activity

Perforivance Objectives

Self-Development Dimension .

. . expZain how it pelf, to Zosein a competitive situation.

Career Information Dimension

. name a game one likes or does not liketo play because of the competitive aspect of thegame.

. . . identify competitionas one aspect of an actors life.

Educational Awareness Dimension

. . . tell of one instance in whichone practiced.to improve a skill. ,

Subject Matter Concepts

Mathematics Social Studies _Problem Solving Sodology-AnthropolOgy Combining and.separating" Individual characteristics groups Facts.and Operations Counting members of a set

Preplanning Suggestions

Time for playing familiargames Games or activities which call fordifferent skills

409

419

7 ONLY ONE

A prospective actor needsto realize the tremendous amount ofcompetition for the acting rolesthat are available.

An individual experiencesvarious . explain how it Pels roles--friend, student,group to Zose in a competitive member,'etc. -situation. PPO Self-Development

Help children developan understanding of an actor's situationby using games. Games involvea kind of competition that societyseems to approve for children.Talk with the class abput games they like to play. Elicits information about why thesegames are popular.

// The individual worker determines . whidh aspectS of.an . . name a game one lle_kies or occupation does not Zike to play may be pleasant or unpleasant. because of the competitiveaspect of Career Information the game. PPO s,

Lead children to verbalizeabout one person winning in a game. Discuss how losers might feel.

Ask children how eachone prepares for a particulargame or activity. If Aodgeball is to be playedsuccessfully, is throwinga ball important? Could one practice. throwing a ballto become more adept at the game of dodgeball?

Relate this idea to theactionsSOMO people take toprepare for any competitive situation.

Learning achievement depends . uPon effort and ability. tenof one instahcp in which one practicedto improve Educational Awar.eness a skin. PPO

Help children understandthat even trYing and practicingdoesn't always bring success. Actors maY be of equaL

420 410 ability, but onlyone can have a

role. , In a. child's life, the experience of constantly tryingand never winning can be disastrous.

Try to be the kind ofteacher uho comments on a child'ssuccesses rather than a child's failures;

The fndividual workerdetermines . . . identify competition which aspects of as an occupation one aspect of an actor's ":ife. may be pleasant or unpleasant. PPO Career Information

Lead children to understandthat not all people can be first-orbest. Actors may choose to docertain roles because they need workmore than because they like the part.

Ask children what kindsof things each' one likes to do,.Lead children to an understanding-thatnot all people function wel) incompetitive situations; otherpersons are uneasy in fierce competition. Children can identify times- in their°ownlives that have been full of stress.

Lead children into situationsin which success is within theirgrasp.

The REACT page, "What DoYou Like?," focuses attention on individual , characteristics related toactivity choices. Children may like to domany things but some things do havemore appeal for individuals. Ask children if the`person theyare with makes a difference-in how a task is performed. Would one sing thesame way with a .peer'as with ayounger child?

The REACT page, "Counting,"asks for a count of siblings. Adapt the page to fit the situation. Children will ask about half sisters andhalf brothers, sister-in-law andbrother- in-law relationships, anda multitude

41 1.

421 of other persons mit clearly"brother" or "sister."

SD/Level 1/5

"What Do You Like?"

'.SD/Level 1/6 .

"Countingu WHAT DO YOULIKE?

Yark what you like to dobest. Tell why you like it.

'4"1,14,14, to read to run

pE TS

o paint to sing

Draw somethingyou like to do. ,Tell why.

I aike to

REACT Page 423 SD/Level 1/5 413 COUNTING

How many do you have?

older brothers

older sisters

younger brothers

younger sisters eMININ awralliI10

How many brothers and sistersdo you have?

How many children inyour family?

You will have a Party.

Each child.in your family willbe at the party. Each person will have 1 balloon. You have 2 balloons.

How many more balloons balloonsdo you need?

414

JREACT Page 424 SD/Lovel 1/6 RELATED MATERIALS

Beginning Responsibilitv: Doing Things for Ourselves in School(Film, Color, 11-min.) Coronet instructional Films, Coronet Building, 65 E.South Water Street, Chicago; Illinois 60601, 1963. .

Cooperation, Sharing, and Living Together (Multi-Media) EducationalProjections Corporation, 1911 Pickick Avenue,Glenview, Illinois 60025, 1971.

Developing Basic Values (Sound Filmstrip)Society for Visual Education, Inc., 1345 Diversey,Parkway, Chicago, Illinois60614, 1972.

Kingdom of Could Be You, The: Careers in Fine Arts (Film, Color, 4-min.) Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Cnicago; Illinois 60611, 1973.

Mother, Mother, I Feel Sick, Send for the Doctor Quick, Quick, Quick.(Picture Book and Shadow Play) Remy Charlipand Burton Supree. Parents Magazine Enterprises, Inc., 52 VanderbuiltAvenue, New York, New York 10017, 1966.

Schools and Planning: The Puppet Show Caper (Film)McGraw-Hill Book Company, Text-Film Dept., 330 W. 42nd Street, New York, New York 10036, 1967.

Talking Without Words (Book)Marie Hallets. The Viking Press., Inc., 625 Madison Avenue, New York, NewYork 10022, 1968.

Voices of Men at Work (Multi-Media)Sydney M. LaRue and William T. LaRue. Leswing Communications, Inc., 750Adrian Way, San Rafael, California 94903, 1972.

4.1 5

425 ACTORS

-Making a character come to life before an audience isa job that has great glamour and fascination. It is also hard and demanding workthat requires special talent and involvesmany difficulties and uncertainties.

Only a few of the approximately 14,000 actors in the United Statesin 1968 have achieved recognition as stars--on the stage, in motion pictures,or on television or radio. A somewhat larger numberare well-known, experienced performers, who frequently are cast in supporting roles. However, most are 'struggling for a toehold in theprofession and are glad to pickup small parts wherever they can.

New actors _generally start in "bit"parts, where they speak onlya few lines. If successful; they may progress to larger, supporting roles, ofwhich there are several in most stage, television, andscreen productions. Actors who have minor parts instage productions also mayserve as understudies for the Orincipals. If a leading player missesa performance, the understudy' has a chance to demonstratehis acting ability.

?Actors who prepare for roleseither on the stage, in television,or in the movies spendmany hours in rehearsal. They also must memorize theirlines and know their cues. Radio actors typically read theirparts. They have to be especially skilled in expressing character and emotion through thevoice, since this is their solemeans of creating-an impersonation for their I. audience. In addition to the actors with speaking parts, "extras," who haveno ines to deliver, are used in almost every motion picture andmany television s ows. In spectacular productions,a large number of extras take part in crowd s enes.

Some actors find jobs as dramatic coaches or become directors ofstage, television, radio, or motion pictureproductions. A few teach in schools of acting or in the drama departmentsof colleges and universities.

Stage plays, motion pictures,(includingfilms Made especially for television), and commercials are the largest fields of employment foractors, although some are employed by "live"television and radio.

In the winter, most employment -opportunities on the stageare in New York and other large cities. In the summer months, stockcompanies in suburban and resort areas throughout the nation provide many opportunities foremployment. In addition, many cities now have "little" theaters which provideopportunities forlocal talent as well as for professional actors andactresses from New York and other centers. Plays that go "on the road," movingfrbm city to city, are normally produced in New York with casts selected there. -

Although employment opportunities in motion pictures and filmtelevision are centered in Hollywood, a few studiosare in-Long Island, New York, .Miami, Florida, and other parts of the country. In addition, many filmsare shot on location, providing employment for"extras" who live in thearea. In live television and 'radio, most opportunities for actors are at the headquartersof the main networks- -in New york, Los Angeles, and, to a lesserextent, Chicago. A few local television and radiostations occationally employactors.

*426 416 Young people aspiring to acting careers shouldget as much acting experience aS possible by taking part in high schooland college plays, working with little theaters or and other actinggroups in their.home towns.

Formal training inactingis increasingly necessary. Such trainingcan be obtained at specialschools of the dramatic arts, located chiefly inNew York, and in over 500colleges .and universities. riculums usually include Because college dramacur- courses in liberal arts, speech,pantomime, play production, and the historyof the drama, as well ing, the student develops as practical courses in act- an appreciation of the greatplays and a greater understanding of the roleshe may be calledon to play. the fine arts Graduate degrees in or in drama are necessary forcollege teaching positions.

Outstanding talent for,actingand great interest and essential for success determination are in the theater. Ability to memorize, voice, good health, and a good speaking the physical staminato work long hoursare necessary. Ability to sing and danceis also an asset for those who seek an actingcareer. In all media, whether the stage, motion pictures,radio, or television, the best way to startis to use local opportunities of such experience. and to build on the basis Many actors whoare successful in local.dramatic tions eventually try produc- to appear on the New YorfNqage. Inexperienced actors usually find it extremelydifficult to obtain employment wood. in New York or Holly- The motion pictures fieldis especially difficult ment often results from to enter, and employ- previous e4erienceon Broadway.

To become a movie extra,one must usually be listed by Central a no-fee agency wbich works Casting, with the Screen ExtrasGuild and supplies all extras to the major moviestudios in Hollywood. when the number of people Applicants are accepted only of a particular typeon the list--for example, athletic young men, old ladies, or small children--isbelow the foreseeable need. In recent years, only a very,small proportion of thetotal number of applicants have succeededin being listed. EXtras have very little,if any, opportunity to advance tospeaking roles in the movies.

The length of an actor'sworking life depends largely versatility. on his skill and Great actors and actressescan work almost indefinitely. other hand, employment On the Dpportunities become increasinglylimited by middle age, especially for those who become typed in romantic,youthful roles.

The overcrowding that hasexisted in the acting field expected to persist. for many years is In the legitimate theaterand also in motion pictures, radio, and television, job applicants outnumber bymany times the jobs available. Moreover, many actorsare employed in their profession part of the year. for only a small

The development of motion pictures, radio, and-TVhas greatly reduced employment Opportunities for at-tors in the theater. Although a motion picture production may use a--very large nuMber of actors, theyare employed only during

417

427,, filming and the,films are widely distributed_andmay be used for years. uses few actors. Radio The number of filmed TV.dramasand commercials using actors is increasing, butnot enough to offset the decline in other media. More- N over, television stations often broadcast "taped" dramas ratherthan live productions, and, like motion picture films, these tapesmay be widely distributed and used many times.

One possibility for future growth in the legitimatetheater lies in the establishment of year-round professional acting companies inmore cities. number of communities with The such acting.groups is growing. The recent growth of summer stock companies:and dinnertheaters also has increased employment. increases are likely also Further in the employment of actorson television. In the acting field as a whole, howeier, employment opportunities-,:are expectedto change little through the 1970's. The number of new entrantsto the profession is expected to outnumber employment opportunities. Even highly talentedyoung people are likely to facestiff competition and economic profession. difficulties in the

Actors and actresses ftployedin the legitimate theater belong Actors' Equity Association. to the If employed in motion pictures,including tele- visiop films, they belong to the Screen Actors Guild,Inc. If employed in televWon or radio, theybelong to the American Federation Radio Artists. of Television and These unions and the showproducers sign basic collectivebar- gaining agreements which set minmum salaries, hours ofwork, and other ditions of employment. con- In addition, each actorenters into a separate contract which may provide for higher salaries than thosespecified in the basic ment. agree-

To encouragemore stable employment on radio and TV, for those actors with minimum guarantees, contracts for a series ofprograms are sometimes dis- counted below the single programguaranteed fee. Because of the frequent periods of unemployment characteristic of this profession,annual earnings may 'be low for many of the lesser known performers. In all fields,many well-known actors and actresses have salary rates above the minimums. Salaries of the few top stars are very high.

Eight performances amountto a week's work on the legitimate and any additional performances stage, are paid for as overtime. The bas.:c workweek after the opening of a show is 36 hours, including limitedtime for rehearsals. Before the Opentng, however,the workweek usually is longer time for rehearsals. to allow enough Evening work is, ofcourse, a regular part ofa stage actor's life. Rehearsals may-be held lateat night and on weekendsand holidays. Traveling over the weekend often is necessary when playsare on the road. Most attors are covered by a pension fund and a growing numberhave hospitalization insurance to whichtheir employers contribute. All Equity members have paid vacations and sick leave. Most stage actors get little if any unemployment compensation since they seldom have enoughemployment in any state to meet the eligibility requirements. Consequently, when a show closes, 418 they often have to take any casual work obtainable while waiting foranother rale.

Adapted from: Occupational Outlook Handbook,1970-71 edition. U. S. Department of Labor,Washington, D. C. pp. 162-163.

ad,

411) 429 AT YOUR SERVICE

"FIRSTEXPERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: The school can providean opportunity to enhance self- development.

OCCUPATIONAL FOCUS: Deliveryperson

ACTIVITIES

IN THIS INFUSION.STRATEGY

1. How Much or How Many? _

2. Try This One

3. Convenience

420

431

(1) Teacher Goals

Teacher goals of thisstrategy combine a Self-Development subconcept with subconcepts Dimension from Attitudes andAppreciations, Career Informa- tion, and EducationalAwareness, and subject matter tion of Deliveryman. concepts for theoccupa- In this perspective theteacher's goalsare to:

Develop ability to learnhow to relate tomany pdople and groups.

Strengthen understanding about the variety of rolesand services of a deliveryman.

Provide opportunities forchildren to meetsuccess in school activities.

Help children learn to tackle with enthusiasmactivities that are chosen andactivities that are assigned.

421

432 -

422 433. . HOW MUCH OR HOW MANY?

First Experience LevelActivity

Performance Objectives

Self-Development Dimension

erciSe a- choiceamong alternative classroom tasks.

A itudes and AppreciationsDimension

. identify the iveryffan as an occupationthat normally involves only men d discuss whether the expectationis valid.

Career Information Dimension

. . describe moving Supplies fromtruck to store asa physiCal need fbr a deliveryperson.

Educational Awareness'5imension'

. . . identify arithMetic as a subject matter area used bya. delivery person.

Subject Matter Concepts

Mathematics Language Arts Facts and Operations Writing Skills , Counting Print name, simple words Problem Solving One-step problems

Measurement . Weight

423

434 PreplanningSuggestiOns-1

Display area for containers of one kind of product deliveredto a grocer (egg cartons, milk cartons, etc.) Large chart to record howmany articles should-be on hand and other information about making deliveries Receipt slips mimeographed with place for recordingdate, number of items, and cost. Samples from stores could beused as guides and for a bulletin boarddisplay. Visuals of deliverypersons Scale similar toa kitchen scale

424

435 a HOW MUtH OR HOW MANY?

Some delivery persons deliverto Stores. These people learn fromsomeone in the stores how much or howmany of a product should be on hand. The deliveryman will have supplies in a truck to complete orders for the stores.

Help children set up a displayarea in the classroom. Empty milk cartons or empty egg cartons could be used by the person who delivers toa grocery store.

Establish how many containersare to be in stock when the delivery iscompleted. The class might decide thata store sells sixteen cartons ofeggs a day. The delivery person wouldcome to the store about the same time each day. The cartons of eggson hand would be counted, then enough added to the stock to make sixteen: During the day children from class couldremove cartons according to any plan worked out bythe class.

Knowledge and skills in subject . . identify arithmeticas a matter areas are helpful in subject matter area used bya occupational coMpetence. delivery person. PPO Educational Awareness

The deliverY person will makea record of date, how many, 'and cost.ofitems delivered. He will leave one copy at the store and keep onecopy for himself.

Develop with the class receiptssuit- able to their level of ability. Samples could be secured from most deliverymen.

The school can providean oppor- . . . exercise a choice among tunity to enhance self-development. alternative classroom tasks. PPO Self-Development

A more meaningful situationcould be developed in which any regularlyused

436 425 class supplies are.countedand placed out for .use. If the school supplies writing paper, one child couldbe responsible for beingsure that enough paper is on hand for the day.

Encourage children to volunteerfor activities similar to this. Self- development is enhancedwhen individuals know that theyare success-7 ful in a meaningful activity,

One help for children wouldbe a bulletin board sign with informationabout, supplies. Children would havea point of reference when jobschange.

Absent children would beregarded as "out of tcwn" or "no deliverytoday" to the deliverymen.

Occupations require special ... describe moving supplies personal characteristics. . ,from truck to storeas a physical Career Information need fbr a deliveryperson. PPO

,The delivery person willmove supplies from truck to store andmay set up arrangbments of merchandisein the store. Most merchandise is packed in easily handled loads. Equipment is available for moving cartonsor crates from truft to store. Care in handling, such as attentionto breakable items, needs to beexercised.

A great many taskscan be performed . , identify the deliveryman by men or women. as an occupation that normally Attitudes and Appreciations involves onlymen and.discuse whether the expectation.is valid. PPO

LOok at pictures ofdeliverymen or identify any individualsin the community who are in theoccupation. One reason whichmay be given for not using women is the liftingand carrying involved. Ask children who usually carries the 'infantor toddler in their family. Suggest that children 426

437 . start observing families to findout who llfts and carries small children and infants.

Have a small kitchen scaleon which children can place objects to be weighed. Help children understand that often itis size andshape which make an object difficultto lift; weight may not bean important factor.

As other delivery activitiesdevelop, call attention toany attributes that make the job more suitablefor either sex.

The first REATpage involves counting and simple'arithmetic problems. Do the pages with thegroup then develop.other problems from thefacts.

The second REACT page is relatedto packaging and moving products. Elicit from children the ideasthey might have for making the deliveryof products more efficient.

SD/Level 1/7

"Stock Shelf"

SD/Level 1/8

"Carry This"

427 438 STOCK 8HELF

7_4

"..s, 4 , - .,:tctz.ri 52. I-) ;'-'s- f-e,w I-- 5

I PeARS iI PEM5 IPE

JONES STORE

Room for 15 canS

On hand 12 cans

-Need cans to make 15

SMITH STORE

Room for 20 cans

On hand 10 cans

Need, f, cans to make 20

GREEN STORE

Room for 25 cans

On hand 23 cans

Need cans to make 25.

I sold cans tOday..

428 REACT. Page SD/Level 1/7 439' CARRY tHIS

Mark the things thatare hard to carry in your hands. Tell why.

1 real 35

42 7

14 real live

Can you think of somethingelse that is hard to carry? Draw a picture.

REACT Page_ SD/Level 1/8 440 429 TRY THIS ONE

First Experience Level Activity

Performance Objectives

Self-Development Dimension

. describe makingan oral presentation f9 classmatesas pleasant or unpleasant.

. participate in a smallgroup sitUation.

. . . cooperate with a small group to developa planof action.

Career Information Dimension

. . . identify selling a product or service as an activityone likes or dislikes.

identify the tiitity to makejudgments about oneselfand others czá a characteristic ofa salesman.

Subject Matter Concepts

Social Studies Science Sociology-Anthropology Scientific Method Values and purposes in Categorizations behavior. Economics Needs and wants

Preplanning Suggestions

Display area for products andpictures Chart (See activity for format.) Class schedule with timesof activities

430 441 4.

TRY .THIS ONE

One part of the deliveryman'sjob is 'that of salesman. He must increase sales to existing customers andfind new customers.

Propose that each child think ofa product or service that appealsto that child. The task of each pupil is to write one or tworeasons why that product or service is appealing. Children can either bring the product to school or draw pictures of the product or service.

The individual worker determines , . identify selling a which aspects of an occupation product or serviceas an may beHpleasant-or unpleasant. activity one likesor dislikes. Career Information PPO

Encourage each child to becomea salesman and demonstrate theirchoice of product or service tothe class. The demonstrator shouldstate reasons why the object would appealto individuals in the class.

The school can providean . . describe making an oral opportunity to enhance self- presentation to classmatesas development. pleasant or unpleasant. PPO Self-Development

Discuss with the class whetheror not individuals seem to enjoy theactivity. Avoid any attempt to determinehow many. sales an individual could make.

Have children record whetherproducts or services were offered and howmany of each.

Services Products

Ann Don Bob Eliza Cathy Frank

4 3 1 442 Have-the class categorize products and .services to determine howmany are similar..

Compare this class activityto that

. of.a salesman or deliveryman.

The school can providean . . participatd ina small opportunity to enhance self-. group situation. PPO development.

Self-Development Use small groups to developsuggestions for class activities. Suggest a time of day when the classcan choose an activity. Winter recess times and noon hours might be appropriate times for new activities.

The schoolcan provide an . cooperate with a small opportunity to enhance self- group to ddvelop a plan of development. action.. PPO Self-Development

Each small group shouldprepare a planlor an activity. They should also develop a "sales pitdh." Let two or three groups present theirplan for an activity time, then let theclass . thoose the one that theywant to do..

Occupations require special . . 4_identify the ability to personal characteristics. make judgments about oneseZf Career Information and others asa characteristic of a salesman. PPO

Discuss with the class whatactivities are chosen most frequently. Determine why one activity ismore popular than others. Have the groups revise their plans or dropan activity and select another.

Point out the parallels betweenreasons for-choosing activities inclass and choosing productsor services.

Ask children if their familieshave changed any productsor services lately. Discuss reasons why.changes. or additions were made. 432 443 The REACT pages continue theidea of making choices and givingreasons for the choices. Children should be able to understand thatreasons for their choices are often related tosuccess- ful performance. A different reason for choice is that the chooser"feels good" or enjoys the activity.

SD/Level 1/9

"The Choice Is Yours"

SD/Level 1/10

"Tell Why"

7444 433 THE CHOICE IS YOURS

Which would you:chooseto do?

Draw a line under whatyou would_choOse..

Wou..d you choose differentthings at different times

Tell why.

read a book OR play a sit-down game

work in the yard OR work in the house

go on an errand OR stay at home

dress like your friends OR dress differently than your friends

be with children OR be-with grown-up

go to a friend's house -OR have a friend come to to play play wIthyou

434 REACT Page 445 SD/Level 1/9 tpy TELL WHY

Give one Teason for wantingeach product or Service.

Compare your reasons withyour classmates' reasons.

A book

Pie for supper

An umbrella

School on Saturdays

A pair of scissors

4 3 5 REACT Page 446 SD/Level 1 /10 CONVENIENCE

First Experience Level Activity

Performance Objectives

Self-Development Dimension

discuss the need fbrcooperation, with others to accomplish tasks both in school andout of School.

Attitudes and Appreciations.Dimension

. . know that the truck driverneeds a special driving Zicense from the state.

Career Information Dimension

. . ..nametwo deliverymen who wear unifbrms.

. . . nametwo,reasons why deliverymen wear uniforms.

Subject Matter Concepts

Social Studies Mathematics Political Science Facts and Operations Laws regulate behaviors. Cardinal numbers Sociology-Anthropology Counting Values and purposes in behaviors

Preplanning Suggestions.

Materials for listing deliverypersons in the area Visuals of delivery persons Common road signs, information abouttruck driver's license (See ,the driver's license bureau.) Interview a safety worker. Names of family members who delivernewspapers and the routines that must be followed. Interview children's brothers and sisters who deliver ppers. 436 447 .CONVENIENCE

, The deliveryman who delivers to homes has a variety of responsibilities. He must pick up supplies, deliver the right articles to the right address, have a schedule, collect, avoid aggressive dogs, and above all remain pleasant.

Ask the class to name any deliverymen that come to their home. Some com- mUnities may not have'deliverymen. Ih this case draw upon television and books for information. Make a. list pf the deliverymen named and stress the idea of the human involved rather than the product.

Occupations may have certain deliverymen who dress requirements. _ wear uniforms':- PPO Career Information . . name two reasons why deliverymen weartunifOrms. Occupations may have eertain PPO dress requirements.

Career Information Secure as many pictures as poSsible of cbmmunity deliverymen. Children could prepare a bulletin board of deliverymen. Trucks and uniforMs might be included in the pictures. Ask children why uniforms are worn by the workers. Identification of workers who come to the home is important. Other obvious reasons 'such as sturdy fabrics, and expense illustrate the economic reasons.

A givemWork setting requires . . . know that the trfick driver 'certain policies and procedures. needs a special driving license from the state. PPO Attitudes and Appreciations

Driving a truck is usually. required of a deliveryman. Most states require a chauffeur's license for truck operators. The license is more difficult .to obtain than a regular driver's license.

448 437 Children should be ableto identify the common signs of the road. A book of rules fromthe.driver's license station will beinteresting to children.

Have children identify signsthat children must obey. Suggest that children who walk to schoolmake a list of all the roadsigns'and the kinds of signs between schooland home.

Ask a deliverymarrora person from the driver's license bureauto come to school for an interview. Include safety information aboutpedestrians and bicycle riders.

Be sure to relatedeliverymen Who drive trucks to deliverymenwho might deliver in some other.way. Children will have brothersor sisters who deliverpapers and facemany of the same problems as the deliveryman. Plan to interviewany brothers or sisters of children in theclass.if they deliver papers..Paper deliveries are made morning and evening. Each person wants a paper promptly andat 'a consistent time. Many people expect the paper to-be deliveredin a certain way. The paper deliveryperspn picks up the papers at a centrdl'point,getS the correct number, thendelivers the papers. Collecting payment 'alsomay be part of the deliveryperson's task.

The school can providean . . discuss the need for opportunity to enhance self- co- operation with others development. to,accomplish tasks both.in'school andout of Self-Development school. PPO

Help children recognizehow much of their min daily life isrelated to the people who deliverproducts.

The REACT page, "Papers,"is related to organizing. A two-street,one- block map has numberedhouses. Chil- dren are to make theiciest efftcient 438

449 delivery route. The house numbers where deliveries are to be wadeare Put of sequence. Di'scuss why it is more efficient.to make the route planrbefore delivery.

The second REACT .page is.identification of road signs. Encourage children "to tell why.everyone, drivers and walkerss.should use road signs.

SD/Level 1/11

"Papers" .

SD/Level 1/12

"Road Signs"

1:1

450 -439 00D .41 0.4 .. nzli CQ r-1 .. c14 0 Le) r-1 CI) .., --.4'' cC , 0 ND w rn cL 0 , .1 ND qtI4 < a) 0 , r-1 L4t1 CL 4-3 ... sil '(\1 o a) 0 .. f--, to ,.1' Lo o 0 0 ,-.. .., ,j-.. --1 -P (3) 0 0 -P 0 .41 0 ,--I 4-) 0 r--1 a) (-- (1) ) 0 4-3 q1:-. ho ai Cn , ,21 cd co S-1 0 .., ---:.. o r-1 s--1 cz, r). cl. o S-1 cd p. ,c-4, ra r), =4 0 ROAD SIGNS ,

Match the sign with thewords.

Bike Crossing

No U Turn

Stop

School Crossing

Railroad

Farm Machinery

='? Two-way Traffic

ICrossroad

REACT' Page 441 SD/Level 1/12 452 RELATED MATERIALS

'Beginning Responsibility: Being on Time (Film,Color, 11-min.) Coronet In- structi-EFITNms, Coronet Building, 65 East South WaterStreet, Chicago, Illinois 60601, 1969. - Helpers Who Com to Our House (Film, Color, 11-min.)Coronet -Instructional Films, Coronet Building, 65 East South Water Street,Chicago, IllinOis 60601, 1970.

If I Drove a Truck (Book) Miriam Young. Lothrop, Lee and Shepard Inc., 419 Park.Avenue Company, South, New'York, New York.10016, 1967.

Kinodom Of Could Be You,The: Careers in Marketing andDistribution (Film, ColOr, 4-min.) Encyclopaedia Britannica Educational Films, North Michigan Avenue, Inc., 425 Chicago; Illinois 60611,1973. Transportation (Fllmstrip) Bailey Film Associates, 2211Michigan Avenue, Santa Mmica, California91201, 1969.

Truck Driver, The,(Film,Color or B/W, 16-min.) Encyclo-paedia BritannicaEdu- cational Films, Inc., 425North Michigan Avenue, 60611, 1973. ChicagO,_Illinois

Truck Drivers: What Do They Do? -(Book) Carla GreeneHarper and Row, 49 East 33rd Street, New York,New York 10016,1971. Trucks in Our Neighborhood: A First Film (Film,,Color,12-min.) Bailey Film Associates, 2211 Michigan Avenue, Santa Monica,California 90404, 1972. Wonderful World of Work (Filmstrip) Denoyer-Geppert,5235 Ravenswood Avenue, Chicago, Illinois 60640,1971.

Workers in Our Neighborhood (Study Print) LouiseBinder Scoll. Book Company, 330 West McGraw-Hill 42nd Street,:New York,New York 10036, 1967.

442

453 DELIVERYMEN K----

Deliverymen are as much 'salesmenas they are drivers. In fact, they are sometimes knoWn as driver-salesmen or route-salesmen. They must, through their selling ability, increase sales to existing customersand obtain new business by canvassing potential customers within their territories. Delivery.- men drive panel'or light trucksover an assigned route, selling and delivering goods, orproviding services, such as collecting and deliveringlaundry and dry cleaning, to retail establishments (wholesale deliverymen)or directly to the public (retail deliverymen). Wholesale deliverymen usually drive heavier trucks. These trucks are refrigeratedwhen.dairy productsor frozen foods are carried."

Before starting on his dailyroute, the deliveryman loadsor supervises the loading of his truck. The amount of merchandise inhis truck generally is checked by another employee. Some deliverymen delivermerchandise previously ordered and obtain orders for future delivery. Others make immediate sales from the stock in the truck. In either case, they mustcollect payments and keep records of their transactions. When they check in at the plantafter completing their routes, they empty their trucks and turn intheir tollections to the cashier. The retail deliverymen servinghomes make from 5 to 10 times as many stops as the wholesale deliverymenwho serve stores and other business establishments.

Deliverymen's work varies according to the industry in which theyare employed, the type of,routes they have (retail or wholesale), andthe company employing them. Some specific examples, however,may describe in a general way what most deliverymen do. A typical day for a dry-cleaningdeliveryman begins when he picks up cleaned garments at the processing plantand loads his truck, which is equipped with carrying racks. He delivers the garmentsto homes or, business establishments and picks up soiled clothing. He marks the soiled articles so that they may be identified at the plant. Sometimes, he makes notes of the type of stains or of special processes to be used suchas waterproofing. Each cleaned garment hasan itemized bill attached so that he can collect the amount of money due.

Although all deliverymen must be ableto get along well with people, it is particularly important for the dry-cleaning and laundrydeliveryman. His reaction to complaints and requests for special servicesmay be the difference between increasing business or losing customers. Periodically, he calls at homes and business establishments along his route whichare not using his company's services to try to get theirtrade.

A wholesale deliveryman, for example, may deliver bakeryproducts to grocery stores. His truck is loaded the nightbefore or early.in the morning, and he checks to see whether he has the proper variety andquantity of products before starting on his route. He stops at from 10 to 50grocery stores. At -each stop, he brings the orders of bread and other bakery products;into the store and arranges them on the displayracks, in the best possible display space he can secure. Together with the storeowner or manager, he checks the merchandise he has delivered. He also credits the store forthe value of the stale bread and cakes leftover from the previous delivery.

454 443 The deliveryman prepares a list of.products he plans to deliverthe next day. This'represents his estimate of theamount of bakery products that will be sold by the grocery stores. From time to time, he callson grocers along his route who are not his customers and tries to getorders from them.

Although the vending machinedeliveryman merchandises his products through machines, he.. like otherdeliverymen, must try to anticipatecustomers' needs. for service and preferencesfor merchandise. In his continuing-effort to find profitable. locations for the vending machines he services,the deliveryman discusses with managers of commercial and other business establishmentsthe placement and relocatlon of machines. He caters to customer demand bynoting their preferences for merchandise sold at each machine location and stocks the machines with,itemsthat sell best.

The vending machine deliveryman also must make certain that hismachines are adequately supplied with merchandise, that they function properly,and are clean and attractive. At each location, the deliveryManchecks the items remaining in the mathihe and themoney deposited in the"cash box to determine that what-has been sold is accountedfor. He tests stock delivery and change- making mechanisms to make sure that items and change are dispensedproperly when coins are ihserted, and he may make minor adjustMentsto machines that are not working properly. He:cleans the machine, removingwaste, spillage, and accumulated dust, and then replaces depleted stock. The deliveryman keeps an exact record of the Merchandise thatgoes into each.machine and a precise accOunt of how much'moneyis.removed. :- Since most deliyerymen are employed by companies which distributefood products or Provide personal services, they work in smalltowns as well as in large cities throughout the country. The greatest concentration ofemploy- ment,,however, is in dairies, bakeries, food,and beverage distributors,and dry- cleaning plants in the largecities.

Some are engaged in wholesale distribution of goods andservices to storet and other business.establishments,although the majority distribute goods and services to homeowners and apartment dwellers. Many companies employ both wholesale and retaildeliVerymen.

In addition-to beinga good driver, a deliveryman must have sales ability. To induce people to buy, hemust have a thorough knowledge ofthe product.or service he is selling and a persuasive personality. Other important sales qualifications are a pleasant-voice, ability to speak well,and a neat appearance. He also:needs to have self-confidence,initiative, and.tact.

He must beable to'work withoutdirect supervision, do simple and write legibly. arithmetic,. In most states, a deliverymanis required to havea chauffeur's license, which is acommercial driving permit.

Applicants for jobs as Vending machinedeliverymen should have soMe mechanical'ability. Deliverymen are expected to-check theoperation of automatic dispensing devices and make necessary adjustments and minor repairs. In case of major malfunctions in equipment,they should be able to report the of thetrouble. nature 444

155 Most employers require their deliverymen to be high schoolgraduates, preferably 25 years ofage or older.. Many large companies give applicants aptitude and other psychological tests to determine whether they willmake good salesmen and safe drivers. Those who handle a great deal ofmoney may be required bY employersto be bonded.

High school courses in salesManship, public speaking,driver-training, bookkeeping and business arithmetic, and school-workprograms, in retail and wholesale merchandisingare helpful to a per'son interested in occupation. entering this Immediately following high school,valuable experience obtained as a sales clerk may be in a store or insome other type of selling job.

Another method of entering thisoccupation is to geta job as a deliveryman heloer. For this job, employers usuallyhire boys 18,years of'age or over who have,a driver's license. Helpers are not likely to be dairy or vending machine used in the industries,,however. Still another' way of becoming deliveryman is to get a a job (plant or office) ina bakery, dairy, laundry, or dry-cleaning establishment. After learning something aboutthe business, a young man may get a job as a deliverymanwhen an openingoccurs, Most companies give their deliverymen on-the-job trainingwhich varies in length and thoroughness. Many large companies'haveclasses in salesmanship. Some companies assign newly hired deliverymen for briefperiods to jobs in the different departments of theplant to familiarize them withall the processing operations so that theycan answer customers' questions intelligently better salesmen. and be

Deliverymen may be promoted.toroute foreman or sales supervisor, these jobs are relatively but scarce. Advancement usually is limitedto moving from a retail toa wholesale route, where-earnings aregenerally higher. How- ever, some deliverymen obtain better paying sales jops asa result of the experience gained in.route selling.

The total number of deliverymenis expected to increase slowly.in 1970's, although job the opportunities will vary,among different types of..employers.

The convenience of home delivery, to'suburban families consuminglarge quantities of milk and dairy products makes such servicepopular, despite the growth of local shopping centers. For laundry and dry-cleaningretail deliverymen, the outlook is foran increase in employment, in line with tion growth, especially in popula- areas with a large concentration ofapartment houses. The increasing number of marriedwomen working outside the home will also result in more laundryor cleaning work being done commercially.

Employment of wholesale deliverymenprobably will remain at about ent levels or rise slightly. ores-, Although large supermarketshave been replacing small neighborhood stores, more supermarkets are being built inthe suburban areas. The number of deliverymenwill not increase correspondingly, There has been however. a growing trend toward larger deliverytrucks. recent years, some manufacturers Moreover, in and wholesale food companieshave replaced their deliverymen with salesmen who cover assignedterritories by automobile, and truck drivers who makethe deliveries.

In the long run, population expansion, higher family incomes,and the

456 445 growing tendency for housewives to take outside employment willcreate a continuing need for the door-to-door services of retail deliverymen. The demand for wholesale deliverymen wW increase because of larger:salesof traditional products and theintroduction f new items, New lines of frozen foods, for example, often are introduced and marketed by wholesaledeliverymen.

Opportunities.for employmentas vending machine deliyerymen will be excellent through the 1970's because of the-expected rapidincrease-in the Volume of machine-yended merchandise. Some of the factors expected industry's growth to stimulate the are the development of new and improvedmachines and the greater use of automatic food service in industrial plants,'schools,hospitals, department stores, and otherhigh-traffic areas.

Most deliverymen receivea minimum salary plus a pereentage of the they make. sales Thus, the earnings of deliverymenare determined largely by their selling ability and initiative.

Wholesale deliverymen usuallyearn more than retail deliverymen because they sell much larger quantities of products. However, they receivea lower commission on each .sale.

The'number of hours workedby,deliverymen anies, Some work only about 30 hours a week; others. may work as Many as 60 hours ormore a week, depending upon whether the individual has a well-establishedroute or whether he is trying to build up a new one;; whether he hal. a retailor a wholesale route; and how ambitious heis. For some, the hours of work limited by union-management generally are contract.'In other cases, thecontratt specified merely the earliest hour that work ma begdn and the latestquitting time. The hours may also vary according to seasonal peaks and lows. During the spring cleaning season, for example, e -cleaning deliverymenmay ork about 60 flours a Week; in the winter, they fl,j work less than 30hours a week. Many companies require deliverymen to wear uniforms. Some employers pay for the uniforms and for keeping.themc)ean.

Most deliverymen receive paidvacations, genet'ally ranging from1 to 4 weeks, depending upon length of service, and 6 paid holidaysor more a year. Many employers provide hospitalization and medical benefits;some have.pension plans.-

The deliveryman is on his own to a great extent. He does not work under strict supervision and, within certain broad limits,may decide how fast he will work and where and when he will have his lunchor rest period. This freedom of action and the daily meeting and dealing with peopleon the route appeal to many young men. On the other hand,a retail deliveryman has to make deliveries in bad weather and do a great de-al of lifting, carrying, andwalking up and down stairs. He also may have to work unusual hours.- For-example,retail deliverymen delivering milk generally work in thevery early morning hours.

Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor,Washington, D. C. pp. 422-425. 4 46

457 HANDY INTERESTS

.IFIRST EXPERIENCELEVELIINFUSION 'STRATEGY

4E-

CAREER DEVELOPMENT FOCUS: AnindividUal's ,interests, aptitudes, values, and achievementsare not a always the same as those of hispeers.

OCCUPATIONAL FOCUS: Ranch Hand a)

L4-

ACTIVITIES

IN THIS INFUSION STRATEGY 'a 1. All Kinds of Ranches a) 2. What Would You Like To Do? a) 3. Sale, Show, or Rodeo

E. 0

a) 4 a)

a) 459' 447 Teacher Goals

Teacher goals of this strategy combine a Self-DevelopmentDimension subconcept with subconcepts from Attitudes and Appreciations, CareerInforma- tion, and Educational Awareness, and subject matter concepts forthe occupation of Ranch Hand. In this perspective the teacher'sgoals are to:

Broaden pupil understanding ofthe variety of work a ranch hand does.

Establish a classroom atmospherethat respects andper- mits individual differences.

Structure .experiences to simulate thework of a ranch hand.

Encourage children to appreciate differencesof individuals in the class,room.

448

460 461 ALL KINDS OF RANCHES

Experience Level Activity

Performance Objectives

Self-Development Dimension

. . . draw a picture representingone's ideaofan aerial view ofa ranch.

identify classmatesdrawingsofa ranch as most or least* Similar to his awn.

Career Information Dimension

. . define "ranch."

. . identify ranch house,barn, fences, and pastureas parts ofthe ranch..

. . tell why'ranchesare not in cities.

Educational Awareness Dimension

. . . categorize three differenttypesofcattle and three different typesofsheep.:

Subject Matter. Concepts

Science Biology Animals are different in size,structure. Living things grow.

.Preplanning Suggestions

Library books about ranchers andranching Drawinq paper andcrayons or paints .Visuals of ranches 450

462 ALL XINDS OF RANCHES

Occupations have theirown . . . define "ranch."PPO vocabularies.

Career Infosotation . . identify ranch house, barn, fences5 and pastureas parts of the ranch. PPO Occupations have their own work settings. . ten why ranches are.not in cities. Career Information PPO

Technological, economic, social, During a time whenyou would usually and political factors influence read to the children, choosean ;infor- supply and demand of jobs. mative and well-illustratedbook about Career Information ranching. An example of sucha book is The Cowboyon the Ranch, Louise and.Richard Floethe, CharlesScribner's Sons, New York, New York,1959. After the story, help the-childrento describe the various physical aspectsof the ranch. Explain that most ranches raise either cattle or sheep plusthe food for these animals.

An individual's interests, aptitud6, . . . draw a picture repre- values, and .achievements are not senting one's idea ofan aeriaZ always the.same as those of his view of a ranah.- PPO peers..

SeIf:DeveIopment Ask the children to imaginethemselves' riding in a helicopterover,a fine ranch where they might workas ranch hands. In fact, this is theway modern cowboys inspect their land andherds. Provide each child witila large piece of drawing paper. Suggest that they draw everything they couldsee on this helicopter ride. Remind the children that the rancher needsa house. 'Ranch hands need a bunkhouse. There wo-uld be a. barn,.a silo, and big fenced pastures. They may see some machinery-- a truck, tractor, and largewagon, etc. ,

Children could cut one type'ofcattle or sheep out of the REACT pages to paste in one of their-pasturesor corrals. If.the proportions are not suitable for cut and paste,suggest that children draw animals in thepastures or corrals.

463 451 An individual's interests, . . 'identify classmates' draw- aptitudes, values, and achieve- ings of a'ranchas most or least ments are not always the same as similar to hisown. .PPO those of his peerl.

Self-Development When the Octuresare finished, spend time sharing and_ comparingthem. Stress individual differencesand praise them.

'KnovIledge anthskills insubject . categorize three different matter areas are..helpful in types of cattle and three dif- occilpati onal competence. ferent types of sheep; PPO Educational Awareness

The first REACT pageshows Hereford, Angus, and Brahma cattle. The second REACT page shows Cheviot,'DottetHorn, and Oxford sheep. Have chilOen use crayons to ring animals_of th'esame breed. Use a different color: for each.breed. 1

SD/Level 1/13

"Cattle"

SD/Level 1114

"Sheepl;

wq-

464. 452 REACT Page SD/Level 1/13 465 4 5 3 SHEEP

REACT Page 454 466 SD/Level 1/14 WHAT WOULD YOU LIKE TO DO?

First Experience Level Activity

IPerformalce Objectives

Self-Development Dimension

. . . Zist andcompare different-kinds of ranch work.

count how many classmates showan interest in certain ranch. activitie-s.

Attitudes and Appreciations Dimension

. . . tell why each ranch hand's workis important.

. . . name two different kinds of thingswe gdt from beef cattle.

Educational.Awareness Dimension

. . tell how one''S attitude towardranch work may affect effort.

Subject Matter Conceptsc;

Social Studies. Economics Division of labor Production of goods and services

Political Science , Individual rights

Preplanning Suggestions

large picture of a ranchor a model ranch Materials for listing ranching tasks Samples of materials made from leather (belts, shoes, etc.) Chart of letters in manuscript

4 55

467 WHAT WOULD YOU LIKE TO DO?

An individual's interests, aptitudes, . . Zist and compare different . values, and achievements are not kinds of ranch work. PPO always the same as those of his peers.

,Self-Development Provide a large picture or constructa model of a ranch in the classroom. Invite the children to suggest themany different kinds of jobs which would be necessary to keep the ranch going.

Make a simple list of these tasksas the children suggest them. Included might be:

herding on horseback fixing the fences planting

harvesting . feeding the animals doctoring the animals branding choosing animals to sell making inspections watering and salting the animals

Learriing achievement depends upon . . teZZ how one's attirude effort and ability. tooard ranch work may affect ejfort. Educational Awareness PPO

. . count how many classmates An individual's interests, aptitudes, show an interest in certain values, and achievementsare not ranch activities. PPO always the same as those of hispeers. . . teZZ why each ranch hand's work is important. Self-Development PPO

Specialized occupations result in Be sure'that the children understand an interdependent society. what is involved in each task and how the work changes with the seasons. Attitudes and Appre.ciations Ask them to choose a job which they would like to do at the ranch. According to the choices, have the children work in small groups for a few minutes to develop props and a pantomime for the ranch job. Share the pantomimes with the class. Discuss different choices and the children's reasons for theM.

468 456 Explain that on may rapches allthe work.is. done.by the rancher'sfamily. They are the ranch hands.'They save th cost of hiring extra help.

Completion of a worthwhile task . . name two different kinds : . has value for the worker and for. of things we get from beef society. cattle. Attitudes and Appreciations

Before giving the children theREACT page, shpw them a piece .of leather. Perhaps you have a footballor baseball mitt made of leatherin the school. Lots of shoes are still made of leather. Ask the children from what part of the cow leathercomes.

The first REACT page showssome beef products. The purpose of the.page is to find out how childrencategorize the products into thingsto eat,.things to use, things towear, or things for play. Expect and encourage differences of opinion. A baseball to a professional ball player would be for work. A child might use it for play. Children may count the number of productswhich they perceive to be in eachcategory.

The second REACTpage suggests that the children designa brand which they might use on theirown cattle. Ranchers often make a brand from theirinitials. The brand might also be thename of the ranch. If two children have the same initials, it will be important that each have hisown design. Chil- dren may wish touse an idea other than initials in theirdesign for the brand.

SD/Level 1/15

"From Beef Cattle"

SD/Level 1/16

"Brands"

4 57 469 FROM BEEF CATTLE

The piCtures show products made fromcattle. Count how,many'l;hings tnereare of eaph kinth

things to eat things to wear

thinp;s to use things for play

458 REACT Page 470 SD/Level 1/15 BRANDS XIT\H" TEN IN TEXASROCKING H LAZY NINE SEVEN UP

.MY BRAND Make your own brand.

Name the1prand.

Thename 'of the brandis the .name of the ranch.

lIthe arrow points towhere the brand wouldbe placed. Put your brandonthese calves.

459 REACT Pdge 471 SD/Level 1/16 SALE, SHOW,'OR RODEO.

First Experience Level Activity.

PerformanceObjectilTes--1

Self-Development Dimension

7 explain w74 a ranch hand mighttake his best cattle to the county fair.

display.th6 work, treasures,... andgames of different classmates.

Career Informally? Dimension

. . tell about three differentways :ianch 7mids usd their animals.

Subject Patter Concepts

Social Studies Sociology-Anthropology Lifestyles differ with timo and place. Values and purposes in beldaviov

Preplanning Suggestions 1

Books or films about rodvos Table or other displayarea for children's displays listed in the activity Materials to make signs for displays

460

472 SALE, SHOW, OR RODEO

An individual's interests,apti- . - explain why a ranch hand tudes, values, and achievecnts might take his best cattleto are.not always the sameas those the county fair. .PPO of his peers..

SeIf-Dmmlo7rmt . . tell about three different

ways ranch hands use their - animals. PPO Occupations require specialper- sonal characteristics.

Carom: Information Ranch hands do interesting thingswith their animals besides fatten themfor. sale. Some cattle and sheepare entered in showsat fairs. Here they are judged. Offspring of prize animals are valuable and prize animals may be sold at higherprices.

Also, ranch hands like to playgames with their animals. These games are rough and dangerous. They are called rodeos. Lots of people come tosee them. Describe rodeo events for the children. Help the children tosumma- rize that ranchersmay choose to sell, show, or take their animals to the rodeo.

An individual's interests,apti- . . display the work, treasures, tudes, values, and achievements and games of differentclassmates. are not always the same as those PPO of his peers.

Self-Development Relate these categories to thechild's life. Set up spaces in therooms for children to display things tosell, things to prize, and thingsto play with. If possible, the "things to sell" display can include items representing parents' work. Other displays can be personal possessions. Discuss that things can have manyuses depending on the owner's preferences.

The two REACT pages ask childrento pick out the cowboy's fancyparade out- fit and compare it to issturdy work clothes. As children look at the clothes, discuss different interests

461 473 - and achievements of individuals. Have children tell thereasons cowboys might have for choosingone activity over the other.

SD/Level 1/17

"Parade or Working Day" PARADE OR WORKIN,G DAY

Put arin arouna thecowboy's parade clOthee.

Put a squaro arounathe cowboy's work ciothes.

Tell why you decidedif the clothesare for work or play.

463 REACT Page 475 saLeve1 1/17 REACT Page 464 476 SD/Level 1/17 RELATED MATERIALS

About Farm Helpers (Book)Evelyn PaYton. Melmont* Publishers, Inc.,1224 West Van Buren'Street, Chicago,Illinois 60607, 1967. All About the Wild West (Record) EducationalRecording Services, 5922 Abernathy Drive, Los Angeles, California90025, 1967.

Big Cowboy Western (Book)Ann Herbert Scott: Lothrop, Lee and ShepardCom- pany, Inc., 419 Park Avenue South, New York, New York-10016,1965. Cowboy on the Ranch., The (Book) Louise Floethe'and RichardFloethe.. Charles Schriuner's Sons, 597 Fifth Avenue, New York, New York10017, 1959. Crowd of Cows, A (Book) Feodor Rojankovsky. Harcourt, Brace and World, 767 Third Avenue, New Inc:, York, New York. 10017,1968.. Farm Fathers (Filmstrip) Long Film Slide Service,7505 Fairmount Avenue, Ei Cerrito, Caifornia 94530,1970.

Kingdom of Could Be You,The: Careers in Agri-ksiness (Film,Color, 4-min.) Encyclopaedia,Britannica Educational Films; Inc., 425 NorthMichigan Avenue, Chicago, Illinois60611, 1973.

Let's Find Out About Tools (Book) Eleanor Wiesenthal. F. Franklin Watts, Inc., 575 Lexington'AvenUe, NewYork, New York 10022, 1969.

Old Barn, The (Book) CarolCarrick and Donald Carrick. Inc., 4300 West 62nd Bobbs-Merrill Company, Street, Indianapolis,. Indiana44268, 1966. Our Changing Way of Life--Cattleman, A Rancher'sStory (Film, Color, 22-min.) Encyclopaedia Britannica Educational Films, Inc., 425North Michigan Avenue, Chicago, Illinois60611, 1973.

Story of Cattle Ranching, The (Book) Oren Arnold. Harvey House, Inc., Irvihgton-co-Hudson, New York, NeWYork, 1968.

We Live in.the Country (Book)Lois Lenski. J.P. Lippincott Company,East Washington Square, Philadelphia,Pennsylvania 19105, 1960.

White Horse, The (Book)Edith Thacher Hurd. Harper and Row, 49 East33rd Street, New York, New York 10016,1970. Why Fathers Work (Film, Color,* 14-min.) EncyclopaediaBritannica Educational Films, Inc., 425 North Michigan Avenue, ChicagO,Illinois 60611; 1969.

465

477 RANCH HAND

, "Rancher" usually refersto that livestock-farmer cattle or sheep. who .ra;ses,beef The rancher breeds andraises young animals. sellscalves or lambs 'Frequently he to-another, livestock farmerwhose work is basically feed and fatten them to to market size. This rancher generally corn'and hay so raises his own as to reduce his feeding costs. The rancher and his hired hands know diseases of - cattle or sheep and howto guard against them. know proper feeding They methods. They allow largeareas of fenced pasture for the animals and adequate shelter for them in badweather. Some ranchers buy _grazing rightson government owned ranch lands.

No special educational requirements accrue to ranchi6g. However, success depends upon knowledgeof soil preparation and control, machinery cultivation, disease maintenance, business practicesand bookkeeping. -workers often come from Ranch ranchers' families. Essentially, they need affection for animals, a basic pleasure in outdoor work,and excellent health. Few people enter ranching as a full-timeoccupation unless they have grown up-around the ranch. Entering ranching without'a possible via agricultural family connection is colleges. Ranch hands.often work seasonal operations. part-time during

Often, liv:stock farmers start by renting property andmaybe even animals, sharing profi.tswith the owner. Loans are available forthose wish- ing to start on theirown. These may be as highas half-the estimated value of lands, buildings,and animals.

The forecast is thatnumbers of persons working hands will decrease, as ranchers and ranch bc:ing replaced by largecorporate concerns. Ranching entails many risks such as weather, disease,and market conditions. Ranch workers need thefortitude and ability after setbacks. to start again

466

478 MASTER II1DEX OF INFUSION STRATEGY CONTENTS

CB - CCM% BEN/MOWS LS - LIFtSIVIC

OM - DECISION MAKING 50 SlIF-OCVELOPMFNT

Second Experience Level \ \

LANGUAGE ARTS .

Dimension Struteo 95..".Laitat Activity Sub ect Matter (Grammar and Usage) ait

DM Try It This Way Home'Service I'll Show You WWII:\ 565 Regresentailve How UM Try It This Way Home Service Keeping a File Proper corms and usage, c pepresentative 13'Iding sentences about 570 cause and condition LS That's Living Nurseryman Beginning dictionary usage 612 rfralf'llt: or LS 4 That's Living Nurseryman What Words Mean . Uses of language; describe 624

(Listening And Sneaking)

C8 What's the Number? Telep6one PBX nr Telephone Listening for'infunmation 488 Operator Comoany CB What's the Number? Telephone Sit lin Straight Listening for information Operator Asking Pertinent questions C8 One 7hing Leads to e Clergy. How to Say It Another Talking and listening less.as c32

DM n-y It This Way Mow Service Asking About the Listening for information Representative l'.! Community Asking Pertinent questions DM Try It This Way Hone Service --101 Show You Asking pertinent questions Representative 565 Listening to details Choosing right word meaning LS That's Living Nurseryman What Words Mean Choose right word meaning 624 . SD Made fp. Measure dpholsterer Measured to Fit Listening for information . AAR SO Climatic Customs Meteorologist Wind Indicators . Discussion skills .875 Noting and remembering details SO Climatic Customs .Meteorologist So They Say Discussion skills rRO Noting and rtwnembering detail, Listening for infor/nation SD Mav f Melo You? Secretary Correct Form Asking pertinent questions 694 Listening for information .* SD May I Help You? c Secretary Who Is Listening for information 699 Calling?

(Reading)

, CB one Thing Leads to Clergy iirite It Now Another Reading for information, other 526 purposes CB One Thing 'Leads to Clergy How to Say It Another Reading for information, other 532 purposes OM Try It rhis Way Home Service More or Less .ReadInfilor information Representative 561 OM Morrr Power to You Electrician Read All Judgments of stories, characters Phoutit 589 ik . Reading foe informatien, other . -noses 'T LS That's living Nurseryman People nr Reading . ... information 612 Plants \ LS That's 1 lv:ng Nurseryman Home Styles ° Reaffirm for information, nther 61;. purposes LS That's thing Nursev/man What Words Content clues to word meaning 624 Mean Li That's Living Nurseryman Gardens Reading for information, other ,635 purposes SO Made to Measure Upholsterer Measured to Reading for meaning Fit 6AB . . . SO Climatic Customs . . Meteorologist c So They Say Beginning vowel and consonant 680 sounds Y Judgements of storces, characters Cause-effect organization SO .ftlyI Help You? Secretary Correct Form Judgment\ of storie's,characters 694 Oictionar'y .... SO' -. l46, I melt You? Secretary'. Here It IS Reading fm\r. information 705

(Writing Skills) . , CB What's the Number' Telephone PBX or Tele- Wr'iting short stOv:es 488 Operator Phone Company CB What's the Number? ,, TeleDhone Sit.pp Straight ,Wriiing short stories ". 502 Oderatorl

'1 / /. 4 6

481 Dimension . Infusion Stratf 1 Drcunation Sub net Matter CILIIILL 1.`..a.:. (Writing Skills Cont 0,

CB One Thing Lead, to c Clergy What Do Ynu Writing short storie% 520 Another ThinS? , CB One Thing Leads to Clergy Write It Haw Writing short stories 52C Another c LS That's Living Nurseryman People or Plants Writing.a letter or

LS . That's Living Nursensmah Home Styles Short stories, poems 619 . LS That's Living Nurseryman What Words Mean Print simole words 624 LS That's Living . Nurseryman Summer, Winter, Vowels and consonants 630 Snring, and ' Fall

LS That's Living Nurseryman Gardens Writing letters, short stories 635 SD Made to Measure '' Uoholsterer Measured to Fit Writing letters 648 sn elimatic Custom; Meteorologist Wind Indicators Short answers 675 SD Climatic Customs Meteorologist So They Say Spelling words grouced by ideas 680 SD May i Heln You? Secretary Correct-Form . Spelling words 6.94 Writing a letter . SD May I Help You? Secretary Who Is-Calling? Write topic sentences 69g

SD May I Melo You? Secretary Here It Is Alohabetical urder 705 Soelling words.

Second Experience Level

MATHEMATICS'

(Facts and Onerationsl

CB Ahat's the Number? Telenhone PBY or Tel !- Cardinal numbers 488 bnerator rihnno romnany

CB What's the Number? Telennrne Lone Distance Cardinal numbers 495 Operator :allinn Additioh facts . Concept ni fractional parts CB What's the Number? Telephone '1u,th... Please Cardinal numbers 517 Operaur

DM Try It This Way Home Service more nr Loss COncent of one-halt 561 Pereesentative Droducts thrOugh 18

SD made to measure .jnholstorer -Muer and Under. Counting 654

IFI4ural1

SD Cli,atic "eteorologist weather measures Grohs 673 Man; end fiar,s

llon,etry)

SD "e0 to "eal.ure JvnHt7erer _The Designinn maninulation of plane figures 659 Unholarrer Pecognizinq congruent figure;

(mmearerentl

Wh,t'c thm %enter:. Telepoone tnne Tistanrn Time 4(15 nrere.er (Ailing

n'l 'nre Pn.e, to fnu ,imrr,,c,an ,lann.Ing 4hvad 611 Sn Mine to Ima,ore .n31olormr ',matured tn Fit Length 648

SD "al.. to '!easueo ,Ohnlsf,..o. :Ivor and Under length 654 sD vtir,rn inq i St Weather Measures 7emnerature Calctdar tiO

(POnlem',Olvinq) .

a , thm Numboo Tolon'IOne Lung Dist/or,' Ont.-step Pronlems 495 flpe,'atOr Cal :'ng

Dm ley It In, day lin' T''rolly Mere rr Less Ono-ster penhlems 561 Imnr:mntdtivm

LS Thatfs 16,0,1 NurseryrW, Pe001r nr Plants One-tep Problems. 61?

That', Lio,,: Nurseryman 1ardens . : .One-stfo Prob)ems ' 615

5.) 'lade to "easur Uhnoistorer . Measured to Fit Solve number stories .648

438

482 Second Expb.ience Level

SCIENCE Dimension ...11.1.211C.,11=.T. °"'.....M.,tIM Activity Sub ect Matter (Biology),

. . LS. That's Living. Nurseryman Home Styles Living things change as they 610 ,. grow. LS That's Living fh.rseryman Summer, Winter, Living things adjust to Seasons. Spring, and 630 0 Fall LS That's Living ,Hurseryman Gardens Arowing olants.and their care 635 (Earth and Sky)

SD Climatic Customs Meteorologist Weather Measures Local weather conditions 670 Water and air together ° Weather moos SD Climatic Customs Meteorologist Wind Indicators Local weather conditions 675 SD Climatic Customs Meteorologist So They Sav Local weather conditions Use thermometer, study clouds, 680 mile, sunshine. wind (Physics)

'CR What's the Number? Telephone PBX or Tele. Onerator Electricity moves through 488 nhone Comoany a conductor in a Circuit. Q DM Try It This Way Home Service I'll Show You Force moves things. Representative How 565 DM more Power to You Electrician Comnleting a Electricity moves through 582 Circuit a conductor in a circuit. Dm more Power to You Electrician What Is a Electricity moves through 593 Conductor? a conductor in a circuit.

(Scientific i.ethed)

DM Try It This Wav Home Service Kee3inq 4 Categorizations Reoresentative File 570 DM More Power to You Electrician . hhat Is a Investigative and-evaluative 503 Conductor? techniques SD Made to Measure Upholsterer Over and Under Things can be comoared by 654 measuring. SD Climatic Customs "eteorologist Wind Indicators Use of senses to gather data . 675 Investigative and evaluative techniques vary. SO Climatic Customs Meteorolog st So They Sav Investigative and evaluative 680 techniques vary. Use of senses to gather data Special instruments help us , observe. iD .ayI Heln You? Secretary mereit Is Categorizing 705

Second Experience Level

SOCIAL STUDIES

(Econolfsl

OM Try It Thic 44V HOme Service Asking About the COmmunitv workers . Representative 552 Community Stores OM Try It This Way Home Service . I'll Show You Stores Renreseotative How 565. CM .More Power to You Electrician Make a Chart Community workers. D. ,10re Power to You 917 Electrician Planning Ahead Community workers LS That's Living 601 S Nurseryman Summer, Winter, Earning money Spring,' and 630 Fall

reo;rauny) -

CR What's the Number? Telephone Long Distance Understanding scale Calling 405

469

483 Dimension Strategv Detonation !LaILL1 Sub ect Matter (0engranhy Cont'd)

154 Try lt This Way Home Service Asking About the Needs differ according to climate Representative Community and resources. IS That's living Nurseryman People nr Plants SPecidl ourome maps 61? LS That's Living Nurseryman Home Styles Special purpose mans GI9 LS That's Living Nurseryman Summer, Winter. Needs differ according to 630 Spring, end climate and seasons. Fall

. (Political Science)

LS Thpit's Living Nurseryman Home Stylei ...--Governments helI3 Deople meet 619 some needs. (Sociology-Anthropology)

CS What's the Number? Teleohone Sit 0n Straight Roerator Values and ourposes in behavior 502

CR One Thing Leads to Clergy What Ro fou Another Contact with others is needed. 520 Think? COmmunity reflects assumptions and values. CD One Thing Leads to Clergy Another Executive qembershio in a 9,0un Secretary nenendence unon others DM Try It This Way Home Service Asking About Communhtv needs a variety of Renresentative 552 the Ccernunftv . services. Contacts with others are needed. try It Th,s Way Home Service I'll Shnw Renresentative Community reflects assumptions 565 You HOw and values. DM try It This Way Home Service Keening a File eenresentative Technology oroduces changes in 579 ways of living. Religious and cultural diversity LS That's Living Nurseryman 190me Styles Community reflects assumptions 619 and values. LS That's living Nurserown Summer, Winter, Lifestyles differ witn time and 630 Winn, and olace. Fall 50 MayI Help You? Secretor, Who Is Calling? Individual characteristics 699 manners

470

OHS '" _c

WHAT'S THE NUMBER 0

[SECONDEXPERIENCE LEVEIJINFUSIONSTRATEGY

....

CAREER DEVELOPMENT FOCUS: An individual should learnhow to give and take criticism. a) cc) OCCUPATIONAL FOCUS: Telephone Operator , 1

(1)

ACTIVITIES

IN THIS INFUSION STRATEGY -S:

(1.) 1. nxor Telephone Company

2. Long Distance Calling

3: Sit Up'Straight

4. Number Please

CJ)

sa)

a 0

S- 0

485

cca Te6cher Goals.

Teacher goals of this strE4: combine a Coping E3Pn'..r- nimen- sion subconcapt with subconcepts fru, A7titudes andAppreciai..or., Ureer Information,.and Educational Awareness lnd subject matterconS. cti for the occupation of Telephone Operator. In . perspective the t.ac.,:.r's are to:

Help children simulate workuperiences ofa telephne operator- .

Help children developan understanding of the need to accept criticism.

Help children learnto accept the behavior of others.

Help children developan awareness that some workers must learn to take unjust criticism.

472

486 - .. , ......

. . .: . . .

. .1- VOCABULARY

..:

posture :

fs:

- '!'

473 487 PBX OR TELEPHONE COMPANY

Second Experience Level Activity

Ferformance Objectives 11.

Coping Behaviors Dimension

. . describe why a telephone.operatorneeds to be able to take criticism.

. .state one reason why the teZephoneoperator must be able to .acknowledge. mistakes.

Career Information Dimension

. . . name personaZ abilities nc:ded bya telephone operator.

Educational Awareness Dimension

. . . identify an arithmetic skill neededby a teZephone operator.

Subject Matter Concepts

Mathematics Science Facts and OperationS Physics Cardinal numbers Electricity,moves through a circuit. Language Arts Writirg Skiils Wr ting short stories Listening and Speaking Listening for information

_Preplanning Suggestions

'Materials for charts

. Local telephone book D-y cell battery, insulatedcopper wire, 2 demonstration-sockets; and bulbs (See REACT page.)

488 PBX OR TELEPHONE COMPANY

Tclephone service iscommon to almost dil,communities. In towns and cities r.any firms have theirown switchboard for oonvenience and speed inhandling calls for employees.

In the community where thismaterial is being used, childrenshould contact firms to find whichones have PBX (private branch exhange). Plan interviews aniffieldtrips.

Knowledge and skills insub- . . identify an arithmetic ject matter areas are helpful .skiZZ needed by in occupational a teZephone competence. operator. PPO Educational Awareness

The operatoron a PBX prcbably continues to use a manualsilitchboard. 'This involves the abilityto read numbers. The numbers will customarily have four digitson a PBX board. When you takeyour receiver off the hook a little light glowsover a small hole, or jack, whichhas your number beside it. Other numbers are beside many other jackson the switchboard.

Inside each jack are..twowires which rur from the jack to your phone.

Other ja.cks have two wireswhich lead to the telephonewhose number is beside the jack.

The operator putsa pencil-shaped plug into the jackover whic.b the light glows. This coñneqtsyour phone to the operator's hone. She asks what numberyop are çalling, then joins the wires int at jack with the wires in your jack. Xhis is done by placing plugs joinedb a 'wire in 'the jacks of eachnumber. ce your jack was "plugged in"when you gave the operator the number,she now places the plug at theopposite end of the cord into thenumber you have 475 489 requesed::'The plugs and wires in the cord connect the wiresfrom your phone to the phone youare calling in order to complete the electricalcircuit. The operator pressesa little bell to notify the personyou are calling that a connection hasbeen made. N An indiVidual should learn . . describe why a telephone bow to giveandtakecriticism.' operator needs to be ableto Coping,Sehaviors take criticism. PPO

The operator respends tomany calls a day. Some callers.will beimpatient and perhaps rude -Lb theoperator. The operator must be ableto respond- graciously and help thecaller complete the.call.

An ndividual should_learn . . state one reason why.the how to give and take criticism. telephone operator must beable

. to acknowledge mistakes. Coping.,Beltaviors PPO

The.operator will makesome errors. She must be able toassume responsibility for thoseerrors. She is a representative 'of a Company andmust .consider that covany'simage.

Occupations require special . . name personal abilities aptitudes. needed by a tet6p12oneoperator.PPO Information

Ask children to makea list of abilities needed bya telephone operator. After the list is completed,plan dramatizations in which the"operator" demonstratesone of the abilities listed. Encourage children to watch for abilities andcharacter- istics to add to theirlist.

TELEPHONE OPERATORS

Must be courteous' Must learn to.take criticism Must be able to sit fora long time Must be prompt Must like people .

s190 47 Children could make a class phonelist with information about how to reach emergency numbers. fle telephone operator has a special telephone book to use which includcs telephonenumbers for fire department, ambulance service, police, hospital, civil defense, and doctors. The class could decide on the numbers to be included on the list.

The first REACT page hasa simple picture of a small switchboard. The operator's hands are shownconnecting tWo jacks. Number 5368 called number 5373.

This discussion page is to be followed by an electricity experimentwhich uses a batte-ry and demonstration sockets to complete a circuit. The telephone operator completesan electrical circuit when two jacksare connected by wires.

The to0 of the second REACTpage provides an opportunity for childrento recognize and recall numbersrepeated in a sequence. The teacher is to read the number calling,pause long enough for children to find thefour digit number, and then theteacher says the number to be called. Chil- dren will draw a line between'numbers. Any combinationmay be used. We suggest:

Caller Called one, three, eight, two, six, seven, seven eight 1,3,8,5 2,5,7,8 2,7,6,7 1,3,9,0 1,3,8,6 2,6,7,7

The bottoffof the REACTpage asks. for "busy numbers." Permit children to

491 477 discover for themselvesthe"busy numbers" are thosenow connected with a line.

CB/Level 2/1

"Making A connection"

CB. Level 2/2

"What Number Are YouCalling?"

492 478 MAKING A CONNECTION

There are wires from eachjack to the home that has that phone number.

When the jacks are . connected'to each other by theplugs and wire a ciftuit is completed.

Complete a.circuit usinga battery and wires. Use a licent ora bell to show the circuit is complete.

REACT Page 493 6/Leve1 2/1 479: \ WHAT NUMBER MEYOU CALLING?

1384 2763

1385 2764

1386 2765

1387 2766

1388 2767

1389 2768

1390 2769

Look at the numbersabove. Which numbersare busy?

4 8.0 REACT Page. 494 CB/Level'2/2 .- LONG DISTANCE CALLING

Second Experience Level Activity

Performance Objectiyes

Coping Behaviors Dimension

. . . demonstrate how a telephoneoperator could ask a caller to give more infbrmation.

Attitudes and Appreciations Dimension

. . . name one responsibility of a telephoneoperator. rSectubj Matter Concepts

Mathematics Social Studies Problem Solving Geography One-step problems Understand scale Facts and Operations Cardinal numbers Addition facts Concept of fractional parts Measurement Tiue

Preplanning Suggestions.

Telephone books for childrento use in class

481 495 LONG DISTANCE CALLING

Operators Are needed for special calls. Assemble as many telephone booksas possible to use as reference booksin the classroom':

Teachers may wish to reproduce pages' at the front of the telephonebook which give information about howto call long distance usinga special operator.

Discuss and dramatize with the class how to place a long distance call using an operator. The telephone company recommends direct distance dialing (DDD) when possiE)e. FEWever, there are times when assistance is needed.

An individual should learn how demonstrate.howa teZe- to give and take criticism. phone operator cOuld, aska caller to give 4nore infbrma- Coping Behaviors tion. PPO

Suggest children give examples of times when callers mightbe-upset and need extra help:froman operator. The operator needs to be ableto ask for More complete informationwithout 'antagonizing customers.

The operator needs informationabout: (1) who is calling, (2)from what number the call is made, and (3)the person or number being called. This information is recorded for billingpur- poses.

At the front of each telephone book there usually is a list of pricesor tolls charged for three-minutetele- phone calls. Different prices appear for different times of day.

Plan arithmetic and geographylessons which use the toll charges. Compare prices of calls from the localarea to a variety, of cities. Use fractional parts of three-minute calls whenfrac- tions are introduced in arithmetic class.

496 482 Person to xj Day Evening Night Person Chicago .70 .45 .40 1.45

Boston 1.05 .65 .50 2.40

A multitude of problemscan be developed. How much more? How much less?Which city is farthest from here? What is evening?What is night?

Work involves theacceptance of . . name one responsibility responsibility for a task. of a telephone operator. PPO Attitudes and Appreciations

The telephone directoryprovides the information; however, the longdis- tance operator must be ableto figure rates quickly.Calls from pay telephones require the caller topay at the time of the call. The toll is announced by the operator whomust keep a record of minutestalked which is the basis for thecost of the call.

Time is important fortelephone companies. The times are given here. Help children understand.howthe time is figured.

The first REACTpage has clocks marked to show whena call started 'and when it stopped. Children are to record the time oftwo clocks, and then figure thelength of the'call. in minutes.

The segond REACTpage shows lists of numbers as theyappear on an operator's toll card. The numerals are marked out to identifya telephone number. The example shows how children are to marknumbers in each box. Have children read thenumbers' aloud as telephonenumbers.

The third REACTpage includes more infomtion to be puton the card. \:elp children find theproper place

497 4.8 3 on the card form to.record the i mation which is given just below form.

CB/Level 2/3

"How Long?"

CB/Level 2/4

"Say the Telephone Number"

CB/Level 2/5

"Complete the Record" HOW LONG? ,

Complete the clocks. .Write how long the calllasted.

Start d call ,Stopped call How many minutes did the call. last?

1 ri /0 . q 3 q 5 1:5 1:45 10 minutes

ra. 1 11 1. N,41 q 6 5

Draw the minute hand.

. 10 minutes 485 REACT Page 499 CB/Level 2/3 SAY THE TELEPHONE NUMBER

Read the number in each box. Mark t4e numbers. in the.rows.

1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 X4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5

1435 I 1243 2145

6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8 8 8 8 8

9 9 9 9 9 9 9 9 9 9 9 9

0 0 0 0 0 0 0 0 0 0 0 0

7860 I 806 6097

1 1 1 1 6 6 6 6 1 1 1 1 r 2 2 2 2 7 7 7 2 2 2 2 3 3 3 3 8 8 8 8 3 3 3 3 4 4 4 4 9 g 9 9 4 4 4 4

5 5 5 5 0 0 0 0 5 5 5 5

2153 7809 5312

REACT Page 500 CB/Level 2/4 483 COMPLETE THE RECORD

Number called' Number called from Time started 0 0 -0-0 0 0 0 0 Hours Minutes 1 1 1 1 1 1 1 1

2 2 2 2 Time stopped 2 2 2 2 3 3 3 3 Hours MinUtes '3 3 3 3

4 4 4 4 4 4 4 4 Time talked 5 5 5 5 Hours Minutes 5 5 5 5 6 6 6 6 6 6 6 6. Caller s Name 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8

9 9 9 9. 9 9 9 9

Number called Number called from 2471 5816

Use this information to complete the card:

Caller: Yrs. Talk

Time started: 1:30

Time stopped: .1:39

REACT Page 501 CB/Level 2/5 487 SIT UP STRAIGHT

Second Experience Level Activity

Performance Objectives

Cr:ping Behaviors Dimension

. . . recognize when d teachercomment is positive criticism.

Career Information Dimension

. . . Zist at least three occupations which have chairsor seats designed for useover Zong periods of time.

Subject Matter Concepts

Language Arts Social Studies Writing Skills Sociology-Anthropology Writing short stories Values and purposes in Listening and Speaking . behavior Asking pertinent questions Listening for information

Preplanning Suggestions

Materials for a chart story Posters, movies, etc. of goodposture Secretarial chair

488

502 SIT UP STRAIGHT

The telephone or PBX operatorwill spend much of the working dayseated in a chair.. Using theswitchboard will involve reaching todifferent heights.

Good posture anda good chair are essential for an operator. Children like to-sprawl in their chairsand like to be able tomove around freely. A child's body developmentis different framan adult's. However, adults also find it difficultto sit quietly in one position forany length of time.

Ask children to assumea comfortable posture in their chair. Tell the children they will be expectedto sit that exactway for one minute. Give a start and stop signal. Ask if anyone hadany discomfort in a particular position. Repeat the activity '*SeAreral times. Each time discuss any posture childrenfound comfortable or uncomfortable.

A similar activity wouldhave one child assume a eated posture and all other.children would sit inthe same position. Limit each activity toa short time period in orderto prevent any actual discomfort.

By discussion lead childrento make conclusions about the mostcomfort- able posture to have ifone is to sit for a long peribd. Make a chart story with some good posturesuggestions.

Posture Chart

Feet should touch the floor. Sit with your back againstthe chair.

489 503 Use potture charts, movies,and film-. strips which suggest goodpostwe for children.

An individual should learn'how . rscognize when a teacher to gi've and take criticism. comment is positive riticism. PPO Coping Behaviors

During the day wAch for and comment ,,, on_good osture of children. Use names of children who consistently follow rules of goodposture. `IT there is a -.:,tcretary in thebuilding, select a committee to discusswith the secretary the kind ofchair that is being used. Measurements and adjustments to make the chairfit the individual are usually providedfor persons who must remain seated for long periods o time.

Have children listas many occupations as they can think of that require being 'ieated for longperiods. Chil- dren Ca)1 be encouragedto talk to parents and friends to get suggestions for the list.

Occupations require theuse of . list at Zeast three occu- specific materials and equip:- pations which have.chairsor ment. seats dedigned for useover long Career Informstion _periods of time. PPO

Pilot Telephone Operator Bus Driver Truck Driver. Secretary Watch Repairman

It might be possible forsmall groups to.work together on separatelists. Allow several days forchildren to add to the list. At.a set.time have the lists presented by eachgroup. Look for duplications andunusual occupations. There may be some celtro- versy over whether being seatec a requirement of an occupation.

504 .490 children to be prepared toprove their point. Resource people who are in the occupation could be askedor article§. ; and stories could be used,

The REACT page showsa movie theater, a television set at home, and-a familY In an automobile. Discuss each picture wtth emphasison the difficulty in sitting quietly for longperiods of time. Television at name allowsone to move about. In a/Movie theaterone , can leave one's seat when restless. Id a car one iyiseallyconfined to a small area and, dependingon the attitude, moving is limited.

Have children discuss howthey feel in each case. What provision doesa family make for long tripsin a car? Remind children of the telephone operator who must stay inone position foMong periods of time.

EmphasAze the kinds of reactionschil- dren and adults have whenchildren become restless in a situation.

CB/Level 2/6

"When I Can Sit Still"

491505 REACT I;age. 506 CB/Level 2/6 492 NUMBER PLEASE

Second Experience Level Activity

Performance Objectives

Coping Behaviors Dimension

describe one's own feelings whenbeing criticized fora mistake.

Educational kareneSs Dimension

. . . identify one waya telephone operator uses nurthers.

Subject Matter Concepts

Mathematics Facts and Operations Cardinal numbers

Preplanning. Suggestions

Class list of student telephonenumbers Local emergency telephone numbers Construction paper touse as game board Markers fOr game board

493 507 NUMBER PLEASE

Telephone operatorsare used for special kinds of calls. Machines have taken over the jobs ofswitch- ing'(completing a circuit)for most calls for commercial telephone systems.

Knowledge and skills in subject ....identify one way -patter areas are helpful in a tele- .hone operatoruses numbers. occupational competence. PPO Educational Awareness

Operators who handle specialcalls need to be able torecognize a sequence of from four toseven numbers that makeup a "telephone number."

Practice with four- toseven-place numbers can be agame of remembering numbers insequence rather than "reading" the number. Five, four, seven, eight, two (5-4782) is the way a telephone number is stated and "read.

Ask children to learn theirown telephone number if they haveone. Pro- vide a record sheeton which a child can record the information. Include the local numbers to callfor emergency telp. Police and fire numbers are usually listed separately inthe front nf the telephonebook.

TELEPHONE NUMBERS

Po'lice 5-2144 Fire 8-2131 Marj, 5-6437 Joe 5-3850 Jim 8-1278

508 49 IPlay a game similar to Bingo. Pro- vide plain paper thatcan be folded or marked into 25 blocks.oruse 9- blocks for vsmaller board.

5-2144

5-3850 872131

8-1278

Put an 0 in the middle blockfor Operator. Children can write, in any block in random order,any of the phone numbers on the classlist. If not enough numbersare available from the class, use telephonenumbers of the school and well-known business firms in thearea.

Have a separate set of all numbers for the caller. Each player will have a card and counters. The game will proceed as for Bingo. Chil- dren might prefer tosay "Buzz" or some word appropriate to a telephone rather than "Bingo."

As the gameprogresses, the caller may make errors in "reading" .numbers or children may think they havewon only to discover thata marker was placed on a "wrong number."When situations of this kind arise, help children settle the immediateargu- ment.

An individual should learn howto . . describe one's own feeZ-. give and take criticism. ings when being criticizedfor Coping Behav iors a mistake. PPO

Following the game, recall theargu- ment and how it was settled. Lead a discussion of hew to avoid hurt feelings. Help children acknowledge their own errors in othersituations and how it feels to be "right"or "wrong."

509

4 9F-;. The REACT page showspictures of an adult and.a child inthe same situation.

Children will be ableto give examples of other situations whena child really cannot do what an adultcan do. Encourage remarks whichillustrate how children cope withcriticism in such situations. Ask children what would happen in theirsituation if the child criticized the adultthe way an adult critize(ia child.

Have children tellabout similar instances which have happenedto them.

CB/Level 2/7

"Who Can Do It?"

496 510 WHO CAN DO IT?

Lool.c at the pictures. Can you think of more?

How old are you?

REACT Page 511 CB/Level 2/7 4 97 RELATED MATE.RIALS

Beginning Responsibility: Learning to Follow Instructions (Film, Color, 11-min.) Coronet Instructional Films,Coronet Building, 65 E. South Water Street, Chicago, Illinois 60601, 1970.

Kikdom of'Could Be You, The: Careers in Communications (Film, Color, 4-min.) Encyclopaedia Britannica Educational Films,Inc., 425 North Michigan Avenue, Chicago, Illinois 60611, 1973.

Let's Explore Our Neighborhood (Book)Educational Reading Service, 320 Route 17, Mahwah, New Jersey 07430, 1969.

Let's Find Out About Telephones (Book) DavidC. Knight. F. Franklin Watts, Inc., 575 Lexington Avenue, New York, New York10022, 1967.

School Problems: Getting Along With Others (Film, Color, 12-min.)Bailey 'Film Associates, 11559 Santa Monica Boulevard,Los Angeles, California 90025, 1972.

Telephone, The (Book) Henry Brenton. The John Day Company, 62 West 45th Street, New York, New York 10036, 1962.

Telephones (Book) Bernice Kohn. G. P. Putnam and Sons, 200 Madison Avenue, New York, New York 10016, 1966.

Telephones (Book) Raymond Sacks. G. R. Putnam and Sons, 200 Madison Avenue, New York, New York 10016, 1965.

Telephone Books, The (Book) JosephKaufman. Wetern Publishing Company, 850 Third Avenue, New York, New York 10022,T968.

What Makes It Go? (BOok). Joseph Kaufman. Western Publishing Company, 850 Third. Avenue, New York, New York 07602,1971.

Why Fathers Work (Film, Color, 14-min.)Encyclopaedia Britannica Educational Films, Inc., 425 North Michigan Avenue,Chicago, Illinois 60611, 1969.

Wonderful World of Work (Filmstrip)Denoyer-Geppert, 5235 Ravenswood Avenue, Chicago, Illinois 60640, 1971.

498

512 TELEPHONE OPERATORS

Although millions of telephonecalls are dialed each day assistance of a telephone without the operator, prdcticallyevery telephone user sbme- times makes a call that cannot be completed withoutthe operator's help. Often the operator is asked to reverse chargeson a long distance call, locate a particular individual, or provide informationabout the cost of the -call. Frequently, the caller needs help because he does not havethe correct telephone number.The operator's services also may be needed to call . the police in an emergency, assist a blindperson who is unable to dial for himself, or arrange a conference telephone call which willenable business executives in several different locations to conferby telephone.

-These and many other servicesare provided by two groups of telephone operators--those who work at the switchboardsin central offices of telephone companies and operators or attendantswho work at private branch exchange (PBX) switchboardsin other types of enterprises. in both groups Usually, workers operate their equipment byinserting and removing plugs attached to cords, by manipulating keys and dials,and by listening and speaking into their headsets. Some switchboardsare of the keyboard type and are operated bypushbuttons and dials.

Central .office operatorsare usually contacted only when assistance. callers need Because assistance is mostfrequently sought for long calls, most central office distance operators are long distanceoperators. TheY obtain from each caller the information needed tocomplete the call, make the necessary connections with the party being called,and record the details of each call for billing purposes. Many information operatorsalso work in telephone companies; theyprovide callers and long telephone numbers by distance operators with searching in telephone directoriesand other records for addresses, numbers of new subscribers, and other information. Central office supervisorsare responsible for training newly also aid operators in hired operators; they completing especially difficultcalls. office, all operators In each central work under the directionof a chief operator, who is responsible for the overalloperation of the office.

PBX operators operate switchboards whichserve groups oF telephone users in business offices and otherestablishments, and which with telephone are connected company lines. In additiol tomaking connections for offide inter- or house calls, theyanswer and relay to the from the outside, assist proper parties the calls other company employees inmaking outgoing calls, supply information to callei.s, and record charges forthe calls which go through their switchboards. Many operators work atlarge PBX boards which serve dial telephones; their dutiesare very much the same as those of central office operators. In many small establishments,howeyer, PBX operators work at switchboards which serve onlya limited number of telephones, and, when notbusy at their switchboards, office work such these operators do other as typing or sorting mail. Many act as receptionists information clerks. or

4 9 9

513 Although PBX operators worked inestablishments of all kinds,a particularly large numberwere employed in manufacturing plants, hospitals, schools, and department stores. Jobs for both central office andPBX operators tend to be concentrated in heavily populated areas. Nearly one4ifth of the total operators were employed in the New York, Chicago, andLos Angeles metropolitanarea. Practically all operatorswere women.

In hiring beginners, employersprefer young people who have at least a high school education. Courses in English and business arithmeticprovide good preparation. Since many PBX operator positionscombine switchboard duties with other office work, courses-in typing and other commercialsub- jects also may be helpful.

Although brief courses inswitchboard operation are availableat a limited number of private and public schools, practicallyall newly hired operators receive some on-the-job training to familiarize themselveswith- the eruipment they willuse, the kinds of records to be kept, and tional any addi- duties for which they willbe responsible. In telephone company central offices, operators first learn the various proceduresused in handling calls. They then put through practicecalls. Following this period of instruction and practice--whichusually lasts from 1 to 3 weeks--they are assigned to the regular operating force in a central office wherethey receive further nstruction in handling special types of callsnot included in their initial training.

Many PBX operators handle comparatively routine calls and,therefore, their period of trainingmay be somewhat shorter than that of central office operators. In a large business, trainingoften is given by a train- ng supervisor in the company's employor by an instructor who works for the local telephone company. In a small establishment, anotheremployee who is experienced in switchboard operation usually does the training. The telephone operator's job is becoming less repetitive, largelybecause of the increasing use of direct dialing. Thus, public contacts makeup an increasing proportion of their work. Operators must be tactful andcourteous. In providing the services requested by telephone users, they oftenmust exercise initiative as well as patienceand persistence. A pleasing telephone voice with no noticeable speech mpediment is important. A high degree of eye- hand coord4natlin and normal eyesight and hearing alsoare helpful. Most telephone companies and many large business firms require applicantsto pass physical examinations and generalintelligence tests.Ability to type and other clerical skillsmay be required for some PBX positions.

An experienced central officeoperator may be promoted to central office supervisor and, eventually, to chief operator. Promction also may be to a clerical job or some other position within the telephonecompany at a higher salary. Similar opportunities existfor PBX operators in large firms; in small businesses, however, opportunities for advancementare limited. Many thousands of job openings become available annually inthis large occupation. Most openings--an estimated 21,000each year--will be to replace central office and PBX operators who retire or stop workingfor other reasons. Turnover is high, particularly because most telephone operatorsare young

.5.3j 514 women who work for only a few years and then leave tocare for their families. Additional operators alsoare needed to replace.workers who types of employment. transfer to other

Direct dialing and otherchanges have been under in telephone way for some years company offices and have tendedto restrict growth in office operator employment. central Technological change probably At the same time, will continue. however, further increasesare anticipated in the volume of calls handled by telephonecompanies. Consequently, only a small-growthin the employment of centraloffice operators is expected.

The number of PBX operators, on the other hand,is 'expected to rise at a more rapidpace. Employment in most PBX be relatively unaffected installations is expectedto, by further technologicalchange. Some large PBX installations may installmodern laborsaving effect on employment equipment, but its limiting should be more than offsetby the number ofnew jobs created as more businessesrequire PBX services.

Pay scales established by contracts betweenunions and telephone companies generally provide for periodic salaryincreases to operators. Central office operatorsusually receive extra Sundays, and holidays. pay for work on evenings,

Earnings varied accordingto the industry in which employed and the section PBX operatorswere of the country. Average earnings public utilities and were highest in lowest in retail trade andservices. By geographic areas, earnings were highest in the West and lowest inthe South.

. The workweek formost central office between 35 to 40 hours. and.PBX'operators averaged Often, their scheduledhours are approximately same as those of other clerical the workers in the.businesscommunity. phone companies, however, In tele- and in hospitals, hotels,and other establishments where telephone service is maintained on a 24-hourbasis, operators usually work on shifts andon holidays and aeekends. Some central officeoperators work split shifts--thatis, they are on duty during the peak callingperiods which occur in the latemorning and.early evening, these two periods. and have time off between

Operators in most telephone companies and other largeestablishments usually work in well-lightedand pleasant surroundings.. often are provided for Attractive lounges relaxation during "breaks"in their scheduled hours. Insurance and pension, paid holidays, and vacationsare much the same as those for other types ofclerical employees.

Many operators employed by telephone companiesare members of the Communications Workers ofAmerica and the Alliance Unions. of Independent Telephone

Adapted from: Occupational Outlook Handbook,1970-71 edition. U. S. Department of Labor, Washington D. C.,1971. pp. 290-293. 501 515 ONE THING LEADS TO ANOTHER. a FicFID EXPERIENCE.LEVELIINFUSIONSTRATEGY (_)

L- (3

CAREER DEVELOPMENT FOCUS: Some skills can be transferred from one job to another. a)

OCCUPATIONAL FOCUS : Cl ergy CD a

ACTIVITIES

IN THIS INFUSION STRATEGY

1. What Do You Think?

2. Write It Now

3. How lo Say It

4. Executive Secretary Teacher Goals

Teacher goals of this strategy combine a Coping BehaviorsDimension subconcept with subconcepts from Attitudes and Appreciations,Career Informa- tion, and Educational Awareness, and subject matter conceptsfor the occupation of Clergyman. In this perspective theteacher's goals are to:

Help children focus attentionupon skills common to several occupations.

Lead children to investigatethe kinds of skills usedby clergy that can be transferredto other occupations.

HOp children understand thatthe same skillsare used in a variety of children's activities.

Provide an opportunity forchildren to becomeaware of times they have transferred skillsfrom ore task to another.

503

518 i

504 519 WHAT DO YOU THINK?

Second Experience Level Activity

0 'PerformanceObjettZ-71

Coping Behaviors Dimension -

. identify at Zeast two jobs thatinclude helping people.

'Career Information Dimension

. . . describe one personaZ quality neededby persons who heZp others.

Subject Matter Concepts

Social Studies Language Arts Sociology-Anthropology Writing Skills Contact with others is needed. Writing short stories Community reflects assumptions and values.

Preplanning Suggestions

List of clergymen in thearea Puppets or material for makingpuppets Puppet stage

505

520 WHAT 60 YOU THINK?

Clergymen are calledupon in times of trouble. Individuals who have problems will oftengo to their-minister for advice. Ministers must be able to relate tomany different kinds of individuals. Ministers have a set of bellefs to upholdand must work within that framework.

Some,skills can betransferred from one job to another. . . identify at least two jobs that includehelping Coping Behaviors people. PPO

Deciding to helpother human beings is part of thereason people enter the. ministry.

Occupations require special . . describe one personal personal characteristics. quality needed bypersons who Career Information help others. PPO

The desire to helpothers.is basic to many other jobs. Teachers, social workers, and counselorsare the most obvious of those jobsrelated to helping people. In many ways, otherjobs may also be re.lated to helpingothers. Authors, politicians,community workers, researchers, and doctors. have occupations closely relatedto people.

Develop some role-playingactivities which involve givingadvice and help. Children will be hesitantif role playing occurs withoutsome general class participation.

Pose some problemsituations for children to help solve. Ask, "What shall I do when my parentinsists I eat something I don't like?"or "Should I tell' my parents that my friendpicked a neighbor's flower?"

As children respond,discuss whether or not the solution ispractical for everyohe. Watch for childrenwho seem

521 to hafe,the best responses. Watch-to see if these are the,same children who are the real problem solverS. of the class.

* Let class discussionlead into socio- .dramas with children playing different roles. Continue to offer suggestions for problems, butencourage children. to think of their own.

Try to have children summarizequali-. ties needed by persons whoare in the Melping people' jabs. Ability to 'listen quietly, 'ability toaccept Other people. without showNnegative criticism, and ability to lead.people to the solution of problemsare at leastAhree common characteristicsf people in helping jobs.

U.it is possible, this would,bea good time for children to listclergy in the community Orneighborhood. In-

formal meetingsmith clergy,are ad- ' visable. Bring clergy to the classroom for career diScussions. Ask 1 ministers what they would like todo if they could no longer be miniSters.

Make puppets to ta"ke p,art in role-.. playing activities. Children can use the puppets,as adors in socio-dramas. Conversations are easier whenone is talking through a puppet:

The REACT page, "What to Do,"relates to the minister's role.as.a counselor. Lead children.to discuss what andwhy certain behaviors are best forindi- viduals. Children may verbalize the responses society expects. Remind children that their actions.speak louder'than words. The stories suggested for this page could beindi- vidual, small group,or a class story.

"I Could Do That" gives childrenan oppOrtunity to identify job taskswhich are needed-by workers.All workers

522 507 probably need taihnow how toadd rum- bers'however, th'e skillis more essential to success inspecific occupations.

CB/Level 2/8.

"What to Do"

CB/Level 2/9

"1 Could Do That"

523, .508 WHAT TO DO

What should the childdo? Tell why.

Write the storyon your own paper.

111)1- 4 3\ ' /3 4

Is fighting the best way? Tell why.

Write the storyon your own paper.

509 REACT Page 524 CB/Level 2/8 I COULD DO THAT

Mark the names oftwo workers for eachsentence. Tell why you pickedthose two.

For my job, I needto know how to addquickly.

waitress salesclerk dancer librarian

For my job, I needto know how to spellvery well.

farmer- reporter secretary pilot

For my job, I needto like to 'be with'people.

nurse electrician minister truck driver

For my job, I needto like workingoutdoors.

teacher construction machinery paperboy operator 4 baker

For mY b, I need to be ableto stand or walk for time. a long

beauty parlor mail operator telephone deliveryman operator truck driver

What things doyou like t6 do? add be with people work outdoors spell stand or walk 510

REACT Page 525 CB/Level 2/9 WRITE IT NOW

Secopd/Experierice LevelActivity ": <

FerformanceObjectives

Coping Behaviors Dimension

describe a situation in hisown life that required him to write a letter.

identify at least three jobswhich require abilityto write articles or speeches.

. Career information Dimension

. . . identify how havinga sermon to write can be pleasant Or :unpleasant.

Educational Awareness Dimension

. . . identify the ability to write ideas as a requirementof a minister.

Subject Matter Conceptt

Language Arts Writing Skills Writing short stories Reading Reading for information, otherpurposes

Preplanning Suggestions

Materials for writing a class chart story or individualchart stories Materials for mimeographingindividual stories

511

526 WRITE IT.NOW

Clergy are probably most commonly thought of as ministeringto a congregation. The image that arises is one of church attendance witha sermon by the minister. This is only one of his many tasks, buta very important one because itmay be his only contact with many of hiscor*egation.

Knowledge and skills insubject . identify the ability to matter areas are helpful in write ideas asa requirement occupational competence. of a.minister. PPO Educetional Awareness

The minister must havethe ability to express his thoughts clearly. Writing sermons is a task which requiresa background of knowledge. Further, sermons must be written to reach all levels of people. Chojce of topics may be left to the minister. The choice of topicsmay be suggested in a yearly outline submitted by the church organization.

Some children in the classwill have had the experience ofattending church services. Discuss with thegroup what it is that thegroup sees as the work of the clergy.

After a discussion, leadchildren into understanding the difficultyof preparing a sermon each week. Books of sermons are available. However, the p. .sermons must be adapted to thestyle of the minister andthe interests and needs of the-congregation.

Some skills,can betransferred from one job to4another. describe.a situation in his own Zife thatrequired him Coping Behaviors to write a Zetter. PPO

Several activitiescan be developed ,depending on the level ofthe class. The basic idea is developingan article about a selected topic. 512 527 Select a topic that is relatedto all children. The relationship may be only an awareness that sucha thing exists. Suggestions for topics are: Fire Drills; Getting Along on the Playground; Meaningin The Three Bears; What is PTA?;Do You -rid'rrTyiTte71.

The individual workerdetermines . identify how havinga which aspects of an occupation .sermon to write can be pleasant' may be pleasant or unpleasant. or unpleasant. PPO Career Information

Point out to children that thetopic may not appeal to anyone, yet the writer must write it in such.away that the audience will listen. The congregation's reactionmay reward the difficulty of writing. Have each child write one suggestionabout something that should be includedin the story. Use your own ideas of theway the suggestions should bewritten.

Several plans may be used. Divide the class in ,groups with aboutfive in a group. Have each group developa story, or article by using eachof the individual suggestions of the.group members.

A different procedure would beto make a list of all suggestions. They could be writterOon a chalkboardor dittoed for use at the next class period. The group would look for duplicate ideas. Reduce the list eliminatingduplicate ideas then writea chart story using c all the suggestions.

Following,either plan, the smallgroup stories or the one chart story,help children learn to criticize thewritten materials. Look for: (1) Does the story really interest the class? (2) Are there too many differentideas?- (3) Did you learn anythingyou didn't know? Add any other criticismsthat have meaning for your class.

528 513 The mechanics of writingmay be so difficult for this level thatthe thart story may be the only practical system.

Help children realize thatministers may need to do research for an article. The topic may not appeal to(theminister either. The sermon must bewritten and presentedon time.

Some skills can be transferred . . identify at Zeast three from one job to another. jobs which require abilityto Coping Behaviors write articZes or speeches. PPO

Relate these ideas to other writers. Newspapers come out with regularity. and articles must appear. Comic strips are not always funny, but they do appear regularly. Writers for television shows must have materialready on time. Some children will have parents or friends who must makeout weekly or monthly reports. Certainly politicians must be able to writeor have a "ghost writer:"Stress the idea that communicating ideasin writing is common to many jobs.

The REACT page "Who Could Do It?"relates to the transfer'of skillsfrom one job to another. The choice of occupations for each pictureleaves decisions for correctresponses up to the child. Be sure to ask whya child made a particularresponse.

"What's in a Name?" requiresselecting a title for a story. Discuss each title with-the class to helpchildren ,understand.why "Many ThingsTo Do" is the best. Each of the other titles suits only part of the story. Lead children to think of other titlesthat could be used.

CB/Level 2/10

"Who Could Do It?"

CB/Level 2/11

"What's in a Name?"

529 514 WHO COULD DO IT?

Who could do the work?

Ring the name of the workers.

Tell why.

painter nurseryman

school child school child

father construction worker

music teachei:

school child school child

reporter mother. 515 REACTPage 530 CB/Level 2/10 WHAT'S IN A NAME?,

John Smith's fatherwas a farmer.Mr. Smith knew about

animals. He knew how to fix machineson the farm.

One day Mr. Smith said, want-to stop working ona farm.

I want to live in town." John didn't know what hisfather

would do in town. He asked his mother whatkind of Work .his father would do in town.Mrs. Smith said, "He could

. work in a pet store. He could work in agarage and repair machinery."

Joe asked his mother ifshe would work in town. Mrs. Smith said, "Yes,I will cook, and sewl.andclean house for people Who need help in their home."

Joe said, "Maybe Ican be a paperboy. Or maybe I could

run errands for people." Joe began to think itwould be' fun to live in a town.

The family would bevery busy,

Ring the best title for the story,

A'HAPPY DAY MANY THINGS TO DO

ANIMALS ON A FARM COOKING IS FUN

Can you think of a different title?

I b REACTPage. 531 CB/Level 2/11 HOW TO SAY IT

Second Experience LevelActivity

Performance Objectives

. Coping Behaviors Dimension

. identify tOci jobs that requirespeaki,ng to groups of people.

Career Information Dimension

. . . demonstrate why a clergymanneeds to havea good voice.

Educational Awa'reness Dimension

describe how listening to a tape recording of one'sown oraZ reading can affect change inoraZ reading skiZZs.

Subject Matter'ConCepts

Language Arts Listening and Speaking Talking and listeninglessons Reading Reading for information,other purposes

Preplanning Suggestions

Simple materials for oralreading by chIldren Tape recorder or cassettesto record children's voices

5 1 7

532 HOW TO SAY IT

Miniiters speakto people in a personal way and in a public way. Ministers must be able to relate toone person or to a large group. One skill needed is the ability to speak clearlyand in a way that is effective at themoment.

Prepare or find a simpleparagraph which can be easily read byall children in the class. A paragraph might be: "Mr. Jones, weare sorry, you are leaving. This present is to thank you for all the help yougave us." A different paragraph might be: "The rain is really falling. I guess we ,can't go 6n the trip thisafternoon." Encourage children to read thematerial to each other until each childis Cer- tain to know the words andcan read fluently. The paragraph may bemem- orized through many 'readings. If this is the case, childrencan complete the rest of the activityby saying the words rather thanreading.

After all children know thematerial, develop situations in whichthe child will read or say the paragraph. In one case have the child talk toone other child. In another, situation have a child say the samewords to the whole class.

Occupations require' special . . . demonstrate why a clergy personal characteristics. - Man needs to havea good voice. Career Information PPO

Help children understandthat voices are different when speaking toa group than in a one-to-onerelationship even though words are thesame. Posture is more of a factor when speaking to a . group than to individuals.

"I like candy,"can have many different voice inflections. Children can practice saying the wordsto represent a variety of feelings. "I like candy," can be said in response toa question

-533 518 about favorite things. In a different way, "I like candy," can be said ln defiance to someone who advodateS doing without candy to keepteeth' healthy.

Children can draw from their own ex7 periences examples of howtone of voice or body posturemeans as much. as words. Ask children to tell how they recognize when it istime to obey an authority. Young children may say, "When they use my whole name;" "When theysay, this is the last time I am going to tellyou;". or "When they start yelling."

Refer to the person ina job who is trying to help people. Lead childre to draw some conclusions aboutthe importance of the wayone speaks to others as wellas the words one spta

Learning achievement dependsupon . . describe how listening effort and ability. to a tape recording of one's Educational Awareness own oral reading can affect change in oral reading skills. . PPo 1

Children enjoy listening to theT4elves on tapes. If a tape,recOder,i's available, have chtldren ltapiconver, sations they haye4After the novelty of hearing themselves hasworn off, encourage children to read aloud to the tape recorder then listento the tape's to judge if the readingwas well done. If changes need to be made,encourage children to discover theirown needs.

The minister must alsojudge himself for effectiveness. His relationship with people will tell himsomething about his own effectiveness. The clergyman who findsan increased load of tal-king togroups and individuals can .pretty well determine that heis Coing a satisfactory job.

534 519 Some skills can be transferred . . from one job to another. identify two jobs' that require'speaking to groups,of, \ Coping Behaviors Teople. PPO.

Relate the job of the clergyto teachers, playground supervisors,or any other individuals whomust work with groups and individuals. Do these individuals need to speakin such a way that one listens to them?

A storris.told ofa famous codple who.frequently appearedtogether in public. To keep anappearance of interest and alertness thecouple tried to look as though theywere carrying on a conversation. The woman reported that at timesno topic appeared and . at such times the husbandand wife simply said the alphabetto each other.

Children could find joyin role-playing situations using thealphabet or counting for conversatiOn.

Have children practiceemphasizing, or saying strongest,one word in a sentence to see how theMeaning of a sentence changes.

Which way wouldyou respond to someone who said he has the mumps? ( No,[you can't have tirm. No, you can't havethem. (Stress the word thatis under- lined.)

Or have childrensay one word in dif.- ferent tones to'showdifferent feelings. Say, "Mother," to showlove, to show, embarrassment, and to showfear. Call a pet, "Here, Spot."Give a pet a bone, "Here, Spot."

Have children findsentences in their readers that can bechanged in meaning simply by emphasizingdifferent words or using different tones.

"It's How You Say It"is concerned with emphasizing words asone speaks.or reads. Meaning'of a sentencecan change

535 520 1

if different*words are stressedor if tone of voice changes. A picture matches each sentence. Each picture might be used several times butreally fits one sentence best.

"What If?" providesan opportunity for children to,visualize situationsthat Would be ridiculous when thewrong word is used.Visual scrutiny of words is necessary if thesentences are to have aby meaning.

e, CB/Level 2/12

0 "It's How You Say It"

CB/Level 2/13

"What If?"

536 521 IT'S HOW YOU SAY IT

Read the sentence.

$tresothe word with the lineunder it.

Which picture matcheseach sentence best? .Write the numeral in the bOx.

I like my hat. 3. I like my new hat.

I like my new hat.

522 REACT Page 537 CB/Level 2/12 WHAT IF?

What'll' theperson heard it this way?

The waitress thoughtthey said "soap" insteado soup.11

The oy, thought Nothersaid "Get.a chaircu " instead of "Get a hair cut."

The grocer thought thewoman said "mice" instead of "rice."

The clerk senta "bat" instead of a "hat."

The father thought hisson said he wanted a "log" instead of a "dog."

The sailor thought he heard "Geton the goat" instead of ."Get on the boat."

(over)

5 3

REACT Page 538 CB/Level 2/13 Draw a picture forone sentence.

You make sorne funnysentences.

524

REACT Page 539 CB/Level 2/13 EXECUTIVE SECRETARY

Second Experience Eevel Activity

Performance Objectives [--

Coping Behaviors Dimension

. . describe a situation where 'he:zelped another without letting anyone know.

, . identify three oacupations whichrequire the ahility to help people.

Attitudes and AppreciationsDimension

. . tell about a time whenone assumed responsiby:Zity fbr completing another person's task.

. . compliment a cleissmate fOr,a taskwell done.

Subject Matter Concepts

Social Studies Sociology-Anthropology Membership in a group Dependence upon others

[preplanningSuggestions

Materials for making classcharts or lists of helpers

526

540 ^ EXECUTIVE SECRETARY

Communities have organizations for many purposes. The most successful organizations usually havestrong leadership.

In many organizations theexecutive secretary is a paid position. That person works with non-paid officers to provide leadership.

Clergy in a churchare expected to know about the operation ofeach church committe. Members of the congregation provide volunteer leadershipbut the -minister, using the utmosttact, must be able to fill in the omissions. .

Some skills can be transferred describea situation from one job to another. where he helped another with- Coping Behaviors out letting anyone know. PPO

. : . tell about a time when Work involves the acceptance of one assumed responsibility for responsibility for a task. completing another person's task. PPO . Attitudes and Appreciations

Children often are able to andwilling to help others without beingasked. lead children into,a discussionof times they saw a need andmet it. Such situations might bebringing mother clean clothing forthe baby before mother noticed shehad forgotten it; pickingup something that had been droppedon the floor by someone else; or putting a toyor book down for someone elseto use.

Have children watch duringthe day. for times they Or othershave been helPers in a quietway. At rest time ask children to tell about someone . else.they observed beinga helper.

Completion of a worthwhiletask has value for the worker and . . compliment a classmate for for a task well done. society. PPO

Attitudes and Appreciations If there are job tasks assigned in the room, discuss the responsibility for each Job.._Does the person passing out the drig get any kind of help from the other children? Does a smile or thank you make the taskmore pleasant?

What happens when sopeone doesn'tget a drink because the worker miscounted? Does the forgotten one quietlyget his own drink or, ina quiet way, tell the person with the job?Perhaps the forgotten one yells, "I didn'tget my milk:" Which is really the easiest on the entire class?

Encourage children to recognizethat the person who "backs up"everyone is the person who seems to be ableto fit in many situations. The skill of getting along with others without need of personal attention is reallya sign of maturity. Have children recall the times they have been ata church. Ask if they remember seeing theminister. Has-he always been a leaderor has he been a helper to others?

Some skills can be transferred . . identify three Occupa- from one occupation to another. tions which require the ability to heZp pbpie. Coping Behaviors PPO

Make a list of other occupationswhich involve the helping attitude.

PERSONS IN HELPING JOBS

Teachers Soctal Workers Librarians Parents Secretaries -Nurses

The list couldencompass almost any -occupation.

The .REACT page "Thtngs To Do"is planned to help childrendevelop understanding of responsibility. Any response could be correct. Discuss

542 .527- each statement 'flith the class. Lead children to point out tasks theynow do that are similar to theones in the statements. Point out how skills can be transferred from one situation to another.

"Clubs" will help childrenunderstand how many people areinvolvedin helping others. Encourage children to : list any other clubs and.teamleaders related to the schoolor ttie life of the child.

CB/Level 2/14

"Things To Do"

CB/Level 2/15

"Clubs"

543 528 THINGS TO DO

You are having a birthdayparty. Who does the work?

Markthe-best answer foryour own party. n'Plansthe food

parent child parent and child

Buys the food

parent child parent and child

Plans the games

parent child parent and child

Serves the food

parent child. parent and child

'Washes the dishesafter the party-

parent child parent and child

Puts the house in order

parent child parent and child

529 REACT Page t) 544 CB/Level 2/14 CLUBS

Are there any clubs inyour school? Are there anyclubs in your:town?

Who .lakes plans for the clubs?

Find out. 'Write thenames Of the eaders.

Cub Scouts

Brownies

Girl Scouts

Boy Scouts

P.T.A.

Room mother

530

REACT Page 545 CB/Level 2/15 RELATED MATERIALS

Adventures of the Lollipop'Dragon (Sound'Filmstrip) Society tion, 1345 Diversey for Visual Educa- Parkway, Chicago, Illinois60614, 1970. Beginning Responsibility: Doing Things forOurselves in School (Film, ll-min.) Coronet rnstructional Color Films, Coronet Building,65 East South Water Street,Chtcago, Illinois 60601, 1963. . Beginning R:ponsibility': Rules at School (Film,Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 East SouthWater Street, -Chicago, Illinois60601, 1964.

Kingdom of Could BeYou, The: Careers in PersonalServices (Film, Color, 4-min.) EncyclopaediaBritannica Educational .Michigan Avenue, Films, Inc., 425 North Chicago, Illinois 60611,1973.

Meet Martin LutherKing, Jr. (Book) James DeKay. Random House, Inc., Madison Avenue, New 457 York, New York 10002,1970.

Such Is the Way ofthe, World (Book) Benjamin Elkin. Parents Magazine.Enter- prises, Inc., 52Vanderbilt venue, New York, New York 10017,1968. To Church We Go (Book) Robbie Trent.--Follett'PublishingCompany, 1010 West Washington Blvd., Chicago,Illinois 60607, 1964.

, What Do People DoAll Uay?-(Book) Richard Scarry. Random House, Inc., 457 Madison Avenue, New York, New York 10022,1968. What to Do about Upset Feelings (Film) Coi-onetInstructional Films, Coronet Building, 65 East South Water Street, Chicago,Illinois 60601, 1970. Why People Have SpecialJobs (Film, Color, 7-min.) America, 711 Fifth Learning Corporation of Avenue, New York, NewYork 10022, 1972.

531

546 CLERGYMEN

The choice of the ministry, priesthood, or rabbinateas one's lifework involves considerations that do not influence, to thesame degree, the seec- tion oF a career inmost other occupations. When young ,peoPle decideto become clergymen, they doso primarily because of their sire to help others. religious faith and their de- Nevertheless, it is importantfor them to know as much as possible about the profession a and how to prepare for it,the kind of life it offers,, and its needs for personnel. fty also should understandthat the civic, social, and recreational activities of clergymenare often influenced, and sometimes restricted, by the customs and attitudesof their community. The number of clergymen needed is broadly relatedto the size and geo- .graphic distribution of the nation's populationand.participation in organized religious groups. These factors affect thenumber of churches and that are established and, synagogues thus, the number of pulpitsto be filled. to the clergy who In addition serve congregations, many othersteach in seminaries and other educational institutions, serve as missionaries, and perform various duties. other

Young people considering a career as a clergyman shouldseek the '.:oun- sel of? religious leader-oftheir faith to aid them in cdtions for the evaluating their qualifi- profession. Besides a desire toserve the spiritual needs of others and to lead them in religious activities, clergymenneed a broad background of knowledge and the ability to speak and writeclearly. Emotional stability isnecessary since a clergyman must be able of stress. to help others in times Furthermore, young people shouldknow that clergymenare expected to be examples of high moralcharacter.

The amount of income clergymen receive depends, toa great extent, on the size and financial status of the congregation theyserve and usually is highest in large cities or in prosperpus suburbanareas. Earnings of clergymen, as of other professionalgroups, usually rise with increased all(' responsibility. experience Most Protestant churches anda number of Jewish congregations provide,their spiritual leaders with housing. Roman Catholic priests ordinarily live in the rectory of a parish churchor are provided lodging by the religious order to which they belong. Many clergymen receive allowances for transportation and otherexpenses necessary in their work. ceive gifts or fees for Clergymen re- officiating at special ceremoniessuch as weddings and funerals. In some cases, these gifts or fees are an importantsource of additional income; however, they frequently are donatedto charity by the clergymen. Some churches establisha uniform fee for these services which goes directly into the churchtreasury.

532

547 \\, 0 TRY IT THIS WAY t4 a) SECOND EXPERIENCE LEVELINFUSION STRATEGY

a CAREER DEVELOPMENT FOCUS: An individual's decisions affect himself and others.

. OCCUPATIONAL'FOCUS: Home Service.Representative

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Asking About the Community

2. More or Less

3. I'll Show You How

4. Keeping a File

549 533 e Teacher Goals

.Teacher goals of this strategy combine a Decision MakingDimension subconcept with subconcepts from Attitudes and Appreciations, CareerInforma- tion, and Educational Awareness,and subject matter doncepts for tion of Home Service the occupa- Representative. In this perspective the teacher's are to: goals

Provide situations in whicha child can experience'the . effects of his choicesupon himself and others.

Plan opportunities for'pupilsto develop responsibility for c)loosing and carryingout learning tasks.

Developawareness of a home service representative's ability to help otherscomplete tasks.

Develop.mathematical skills needed byindividuals in home services occupations.

Interest pupils in theinterdependence of community workers.

5 3 4

550 535 551 ASKING ABOUT THE COMMUNITY

Second Experience LevelActivity

Performance Objectives c.

DeciSion MakingDimension

. locate one school helper's work area cnd tell whythat location might have beenselected.

. give an example of an individual's behaviorin a group and the effect the behaviorwould haveon the group activity.

Attitudes and AppreciationsDimension

. . . describe the effect on others when a person fbilsto perform a task.

. . . cite an exconple of a teacher or pupil complimentinga child for a task well done.

. . . identify a contribution madeto society by at least two different workers.

Career Information Dimension

. . state one geographicalreason fbr the Vocation of the office of the area's hdineservice representative.

. . describe two work settings of a home servicerepresentative.

Educational Awareness Dimension

. . identify two skills or areas of knowledge used bya home service representative.

536

552 Subject Matter Concepts

Social Studies Language.Arts Economics Listening and Speaking Community workers Listening for information Stores Asking pertinent questions Sociology-Anthropology Community needsa variety of services. Contacts with others is needed. Geography Needs differ according to climate andresources A,

Preplanning Suggestions

; Contact home servicerepresentative for an interview. Map or floor plan of schoolwith service area locations Audio-visuals, including books,for information abouta home service representative Materials for a chart record City directory, telephoneyellow pages, etc., for service representatives or workers

537

553 ASKING ABOUT THE.COMMUNITY

Plan an interview with the homeservice representative for thearea. The local utilitiescompany will supply information about howto contact the representative.

The interview shouldstress the variety of services thecommunity requests of the home servicerepresentative.

TechnolOgical, economic, social, . .,state one geographical and political factors influence reason for the tocation,of the supply and demand of jobs. office of the area's home-ser- Career Information vice representative. PPO

Children can learn thediverse.needs of the community. Humans of all ages look for help from eachother. The home service representativewill be located within easyaccess of all people in the area to beserved:

An individual's decisionsaffect . . locate one school help- himself and others. er's work area and teZZ why Decision Making that location might havebeen selected. PPO

Help children discoverthat school helpers are situated foreasy access to all pupils. The nurse, library, and food facilities,ofa school are usually selectedso that the greatest number of peoplecan be served easily. Discuss how the locationof,each area affects everyone'in theschool. Con- tinue the discussion toinclude other decisions that involveschool helpers.

An individual's decisionsaffect . ..give an example of himself and others. an individual's behavior ina group and the effect the be- Decision'Making , havior would haveon the group activity. PPO 538 554 Lead children to express,otherideas about how a decision byone person can affect many.people. Classroom behavior is one subjectwhich should be approached froma positive point of view. The child who is always alert and works hardis really helping everyone because he is notinterfering with others in theclass.

Let this discussion leadinto suggested behavior duringan interview in the classroom.

Knowledge and skills insubject . . . identify two skills or matter areas are helpful im areas qt knowledge needed by occupational competence. a home service representative. PPO Educational ilmateneas

Before the interviewprovide some background Informationabout the work and education ofthe home service representative. Use library books, film strips, andthe teacher material accompanying thisinfusion strategy.

Use this backgroundmaterial as a basis for planning theinterview. Stress that questionsshould be related to community needs. Have the class preparea list of questions or topics that relate tothe local situation as wellas the general area in which the hohle servicerepresentative is working.

Some suggested ideasare:

What service is demandedmost often? Do both men andwomen a'sk for advice and help? What business firms inthe community ask for your services? Do you get paid by theoffice in the town? To whom doyou report what you do in your work? Why is there a homeservice representative here? Do other home servicerepresen- tatives do about whatyou do? 539 555 Would a community largeror smaller require thesame kinds of help? How do you learn about the community? Why does a companypay a home service representative to help people?

Send the questions to theperson to be interviewed along witharrange- ments for the date and hour ofthe interview.

Before tne.interview takesplace, discuss with the class howthe questioning and recording willbe handled at the time of the interview.

Work involves the acceptance . describe the effecton of responsibilfty fora task. others when aperson fails to 'Attitudes and Appreciations perform a task. PPO

Lead the class toexpress the need for many persons to be involvedin the interview. _Help childrende- scribe the effect thata child's absence from school mighthave if that child is the onlyperson in a position of re,sponsibility.

Lead children to discussthe community's need for,sharingresponsibility. Children can cite examples ofwhat might happen to specifia localbusi- nesses if only one_person isresponsible in each business. The school and home can be discussedin terms of shared responsibility.

At the time of the interviewprovide support to children involved inthe interviewing technique. Make the interview a successful-experience.

Completion of a worthwhiletask . . cite an xample of a has value for the worker and teacher or pupil complimenting for society. a child for a task well done. PPO Attitudes and Appreciations

556 --- 540 Remember to teach by example. Com- ment on the success of the interview. Lead children to evaluate the best points of the interview to be used as guides in future interviews.

After the critique of the interview, develop a chart which lists theactivities of the home servicerepresentative.

Appliance demonstrations in stores Talks to clubs 'Consultation for home lighting School demonstrations Home calls Distribution of recipes and menus

Occupations have theirown . . describe two work set- work settings. tings of a home servicerepresentative. PPO Career Information

Lead children to dtscuss thedifference between working in one place all the time and working inmany' places. ,Children may be ableto express their feelings about Work settings when asked to performa school task in' a home settingor a home task in a school setting.

Lead a discussion concerningfeelings of security in familiar settings.

Lead a discussion of the degree of security one feels in familiarset- tings versus the degree ofinsecurity .one feels in unfamiliar settings.

Children who behave ina quiet comfortable way at home become.self- conscious and noisy when askedto do the same activity inan unfamiliar setting. Parents are sometimes unable to explain the behavior ofa child

557 541 when all that is reallyhappening is the changed environment.

Use the yellowpages of the telephone directory,newspapers, and radio or television commercials todetermine who else in the communityprovides a service similar toany of the services of the home servicerepresentative. Lead children to drawconclusions about why their communityneeds any particular service and,whatservices would be needed by othercommunities.

Completion of a worthwhiletask . . identify'a contribution has value for the worker and 'made to society by at for society: /east two different workers. .Y.P0 Attitudes and Appreciations

Children can identify workerswho are essential to each child'swell being. Encourage attention toa wide range of occupations. A list of parent or familyoccupations Might be a starting point.

The accompanying REACTpage allows for some decision makingon the part of each individual child.

-He% 1p childrendetermine which occupations are essentialto each community and which might-beneeded only part of the timeor not at all.

Encourage children tostatea reason for their responses'. Encourage diversity of opinion if thereasoning leading to the opinionis sound.

How do the decisionsthese workers make affect the life ofthe community? How, do the decisions theseworkers' make affect theirown lives?

OM/Level 2/1

"Which Ones Are Needed?"

542 55a WHICH ONES ARE NEEDED?

Mark the pictures otthe workers whoare needed in every town.

fireman clown doctor

scientist mailman grocer

543 REACT Page 559 DM/Level 2/1 Think of two workers whoare needed and one worker Who is not needed inevery town.

Draw a picture of theworker.

Write the name of theoccupation.

Needed Needed

Not Needed

560 REACT Page DM/Level 2/1 41 MORE OR LESS

Second Experience Level Activity

Performance Objectives

Decision Making Dimension

. . report hie own feeling of enjoymentor displeasure when he learns the result of hisresponse to a problem.

Educational Awareness Dimension

. . cite one emmple ofa mathematical skill used bya home service representative.

Subject Matter Concepts

Mathematics , Language Arts Facts and OperaiOns Reading Cokept of one-half Reading for information Products through eighteen

Problem Solving . One-step problems

Preplanning Suggestions-

Simple recipe in which amountsare easily converted Interview with the school cookto be made with agroup or in the class (In Some communities parents participate inor- ganizations which plan largesuppers or cater for large groups.)

561 545 hiORE ORLESS

IChoose a,very simple recipein which the amount of ingredientstan be easily changed.

Knowledge and skills in subject . . cite one example ofa matter areas are helpful in mathematióal skiZZ used by occupational competence. a home service 'representative.PPO iducational Awareness

Remind pupils that the homeservice representative providesinformation about quantity cooking. That involves being able to adjustamounts in recipes. Use any multiple or fraction which is beingdeveloped to demonstrate howa recipe could be changed.

Help children rewriterecipes in either larger or smallerquantities. Follow this by having childrense- lect recipes and decidewhether it is practical to put in one-halfor one-third or any other chosenfrac- tion.

An individual's decisions affect report his own fteling himSelf and others. of enjoyment or displeaiure Decision Making when he Zearns the resultof his response toa problem. PPO

Encourage children to discusswhy they arrived at the amountof change they considered practical. Any recipe with,oneegg would be difficult to cut. Some recipes have quantities that are notpractical to use at this grade level.

This activity could beused with homemakers or cooks whoare in- volv,ed with quantitycooking. Other related occupationalareas would be those where ordering ofsupplies is necessary.

The accompanying REACTpage presents a simple cookie recipe. Children

562 546 can read and discuss the difficulties in following directibns. An additional worksheet providesspace for halving or doubling...ibtrecipe.

DM/Level 2/2

"Cookies, Cookies, Cookies"

547 563 COOKIES, COOKIES, COOKIES COOK 120 Cookies 240 Cookies

1 cup`brown sugar cup brown sugar

. cap'white surar cup white sugar

cup butter cup.butter eggsCo eggs 2 cups peanut butter cups peanut butter

1 teaspoon salt teaspoon salt

1 teaspoon soda teaspoon soda

3 cups flour cups floUr

1 teaspoon Vanilla teaspoon vanilla

60 Cookies 180 Cookies

cup brown .sugar cup brown sugar 0 cup white sugar cup-white sugar cup butter MNIN=WWMMINI.M. cup butter

eggs 'eggs

cups peanut butter cups peanut butter

teaspoon salt teaspoon salt

teaspoon soda teaspoon soda

cups,flour cups flour

teaspoon vmilla teaspoon vanilla

REACT Page 548 564 . DM/Level 2/2, 'I'LL SHOW YOU HOW

.Second Experience Level Activity

Performance Objectivek

Decision Making Dimension

. . . name one new tOy-or game he chose and teZZ if hevas Pleasedor displeased with the choice.

Attitudes arid Appreciations Dimension

. . . cite an applianae that wouldbe ouitable fbr men arwomen.

Educatlonal Awareness Dimension

. . . name 'one appiianoc now available that is newor different to the child.

Subject Matter Concepts

Language Arts Social Studies Speaking and Listening Economics Asking °pertinent qUestions Stores Listening to details Sociology-Anthropology Choosing right word meaning Community reflets Grammar and Usage assumptions and values. Spelling

Science . Physics Force moves things.

Preplanning Suggestions

Materials to compilea list of home appliances. Catalogs might be used to.picture appliances. Toys, appliances, tools, etc., to bebrought by children for demonstration

549

. 565 I'LL SHOW YOU HOW

Demonstrating an appliance inan adequate way requires preparation. Re- call with the class thatdemonstrating the use and care ofappliances is one job of a home servicerepresentative.

Help the class compile alistof home appliances that are familiaror are used in most homs. Include power tools as well as television,radio, mixers, and other kitchenappliances.

Compile a parallel listof places in the community where suchappliances might be available.

A great many taskscan be . . cite.an applianoe that performed by menor women. would be,suitable formen or Attitudes and Appreciations women. PPO

Discuss who can use a specificappli- ance. Safety would be one factorin limiting the use ofan appliance to adults. The size of the appliance could prevent children fromreaching controls.

Cite examples in the homeof appliances that both women andmen use. Televisions, toasters, wash:!rs,power mowers, and many other modern dayap- pliances are used withoutany dis- tinction betweensexes.

Discuss with pupils which appliances each child has usedsuccessfully. Include the idea of the kindof power needed to operate the appliance. Help childrenexpress the idea that new appliances are frequentlyon the market and learning to use"themmight be difficult.

Learning is a lifelong process. name one applicince now Educational Awareness available that ionew or-different to the child. PPO

566 550 a

Children watch television,which pre- septs most new products for thehome. SoMe presentatjons pointout the dif- fetences and similaritiesbetween appliances.

individual's decisions affect'. . , name one new toy or game himself and others. he chose and teZZ if hewas Decision IVIaling pleased or displeasedwith the choice. PPO

Ask children to tell whatnew kinds of play things are available..Help each child recall somethingthat had to be learned beforethe toy could be used to bestadvantage.

Lead children toexpress their pleasure or unhappiness whena new toy they asked for didor did not live up to expeCtations. Determine if knowing how to usea toy makes having the toy more fun.

Suggest that each child selectfor demonstration some appliance,tool, or toy of his own. Provide several objects in the room whichcan be demonstrated by children whohave nothing available from home. Guide the class in establishinga few essentials for a gooddemonstration.

The REACT pagesare related to the appliances used inmany homes. Chil- dren could use thesepages independently or the pages couldbe used as a group activity.

DM/Level 2/3

"What Appliances to Use"

567 551 .. 'WHAT APPLIANCES TOUSE

Write below eachpicture thename of the appliance.

6=2'

_ .

. 1 . N------

. s- E)) 1 \ ailii*Ar --e64.

ile_2101, . .:,...,...... ,

c, e

552 REACT Page .564' DM/Level 2/3 Fill in the missingword 1n-each sentence. Appliance names are at the bottom of thepage. The letters in the words are out of order. If you have trouble,look at the page with the pictures of theappliances.

To cut a log To shave- use a , use a

To mix a cake To scrub the teeth use a Use a

To cut thegrass To listen use a use a

To listen and watch To keep a record use a use a

wormwalen ventiloise zarro

dairo rimex teap dreercor shootburth swa

553

REACT Page 569 DM/Level2/3 KEEPING A FILE

Second Experience Level Activity

Performance Objectives

Decision Making Dimension

. participate in a cZass discussionof how the food selected for a meal can affect the enjoymentof the meal.

. - . name one way a group. Can.arrive ata decision.

Educational Awareness Dimension

. . . identify at Zeastone fact or skiZZ needed by a homeser- viCe representative thatcould be Zearned at}lomeor at -school.

. cite an example ofa change in technology, science,or the environment that requireda home service representative to add new knowledge or'skiZZ.

Subject Matter Concepts

Language Arts Social Studies Grammar and Usage' Sociology-Anthropology Proper forms and usage . Technology produces Building sentences about changes in ways of cause or condition living. Religious and cultural Science diversity Scientific Method Categorizations

Preplanning Suggestions

Materials for making small signsfor meal courses Box to be used as a recipe file;a notebook might be used rather than a file box. A variety of cookbooks

5rti 1

570 KEEPING A FILE

Suggest that class members write the name of a favorite foodserved in their homes. Children might wish to make an illustration of thefood or the way it is served.

Employ the sharing activitymost suited to the class to discussthe foods suggested.

An individual's decisionsaffect . participate in a class hiMself.and others. discussion of how the food Decision Making selected for a meatcan affect the enjoyment of the meat. 170

Elicit information aboutwho chooses the foods served at home. Continue by asking whatoccurs when a new dish or food is servedor when a child will not eata food.

Suggest She children establishcate- gories for their foods. Many differ- int arrangementsare possible. The commalt would probably be: meat, vtletable, salad, dessert. After c4:4egories are determined, havechil- d!-NI group themselves accordingto torir suggested food.

Dessert

[ Vegetable:7) L__ Salad,

Career-oriented learningmay . . ..:dentify at least take place in school one or out fact or skill needed by of school. a home service representativethat Educational Awareness could be Zearned at homeor at school.PPO

571 555 Children may not know thespecific Ingredients of their suggesteddish. However, each child should knowin which general category hissuggested dish falls0.5- After childrenare grouped into general categories, ask them tocompare their foods with-

, in each category.

Elicit the information thatwithin each category there couldbe many sub-categories. Encourage each group to arrive at a decisionabout whether sub-grouping is needed.

An individuars decisicins 0 affect name'one way a group himself and others. can arrive at a decision. PPO . Decision Malrhg

Erexurage each group to solveits ow,i problem in its own style. When c'Itegorizing has beencompleted, record the decisions of thegroup. Soggest- that each child bringa copy of the recipe orway to prepare the suggested food. Plan to have a notebook or file box in theclassroom for the recipes. Provide standard sized paper or cards for each recipe.

Learning is a lifelong process. . . cite an example Educational Awarorwras change in technologY,sCience, or the environmSnt thatrequired the home servicerepresentative, to addnew knowledge'or ski14. PPO

Some recipes are handeddown in families; others are from oldcook- books and may have incompleteinfor- mation by current cookbookstandards. Point out that modernelectronic ovens cook differently than standard gas And electriovens. Freezing has taken the of home canning in many instances. Help children identify other changes. Help children feel pride inany family or ethnic recipes thatare contributed.

556 572 Have cookbooks available for children who might not have any opportunityto

bring a recipe. '

The REACT page providesan opportunity for each child toexpress his own feelings. Discuss the page and emphasize that thereare no "right answers." Encourage children to mark the answer that reallyrepresents a true feeling.-

Discuss the page with individualsor a group.' Be surg to accepta child's response.

DM/Level 1/4

"Making a Choice"

573 MAKING A CHOICE

Would you rather?

Ring the sentenceyou choose. Tell why.

Play a.gameyou play well

Learn to playa new game

Play a game you playpoorly or

Learn to playa new game

Would you rather?

Wear old clothes when.you go when yougo visit- to school ing withgrownups

Wear new clothes when you go when yougo visit - to school ing withgrownups

Eat food you have at home when you are eaten before visiting

Eat food you have at home when you are never had visiting

0 REACT Page 574 DM/Level 2/4 558 RELATED MATERIALS

Adventures of the Lollipop Dragon (Sound Filmstrip) Society for Visual Educa- tion, 1345 Diversey Parkway,Chicago, Illinois 60614, 1970. Amelia Bedelia (Book) Peggy Parish. Harper & Row, 49 East 33rdStreet, New York, New York 10016, 1963.

Beginning Responsibility: Beihg On. Time (Film, Color, 11-min.) Coronet Instructional Films, CoronetBuilding, 65 East South WaterStreet, Chicago, Illinois 60601, 1969.

Come to Work With Us _(Books) Sextant Systems, Inc., 3048 North34th Street, Milwaukee, Wisconsin 53210, 1970.

Consideration for Others (Sound Filmstrip) Society for VisualEducation, Inc., 1345 Diversey Parkway, Chicago,Illinois 60614. Food and Food Helpers (Multi-Media Kit) Society for VisualEducation, Inc., 1345 Diversey Parkway,Chicago, Illinois60614, 1970. Helping Is a Good Thing (Record) Society for Visual Education,Inc., 1345 Diversey Parkway, Chicago,Illinois 60614, 1970. TheKingdom of Could Be You: Careers in Consumer Services (Film,Color, 4- min.) Encyclopaedia BrittanicaEducational Films, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611.

Let's Find Out About Tools (Book) Eleanor Wiesenthal. F. Franklin Watts, Inc., 575 Lexington Avenue, New York,New York 10022, 1969. My Learn to Sew Book (Book) Janet Barber. Western Publishing Co., 850 Third Avenue, New York, New York 10022, 1971.

Why People Have Special Jobs (Film, Color, 7-min.) LearningCorporation of America, 711 Fifth Avenue, New York,New York10022, 1972.

575 559 HOME ECONOMISTS.

Private business firms andtrade associations employ to promote the development, home economists use, and care of specific homeproducts. These home economists may studyand test products; lets '. with instructional prepare advertisements and book- materials; plan,prepare, and present radio and television; programs for serve as consultants; givelectures and demonstrations before the public; andconduct classes for such ance servicemen. workers as salesmen andappli- They also may studyconsumer needs and help manufacturers translate these needsinto useful products.

Home economists employed by utility companiesoften give adviceon household problems, inaddition to describing the operation and benefitsof products and services. Home economists employed and laundry equipment by manufacturers ofkitchen may work with engineerson product development. engaged in communications Those work for magazines,newspapers, radio and television stations, advertisingand public relations agencies, trade associations,and other organizations. They usually prepare articles, advertisements,and speeches about home productsand services. Their work may includeproduct testing and analysisand the study of consumer buying habits. Still other home economists work fordress-pattern companies, design studios, and department stores, interior other business firmsthat design, manufacture, products for the home. and sell A small number of homeeconomists are employed in financial institutions,giving customers advice geting. on spending, saving, and bud-

Although home economicsis generally considered growing number of a woman's field, a men are employed in home economicspositions. specialize in foods and Most men institution management,though some are in the relations and child family development field, appliedarts, and otherareas.

A master's or doctor'sdegree is required for research and supervisory college teaching, for positions, for workas an extension specialistor supervisor, and forsome jobs in the nutrition field.

The undergraduate curriculum in home economicsgives students a strong background in science andliberal arts and also the areas of home includes courses in eachof - economics. Students majoring in home ize in various subject economics may special- matter areas. Advanced courses in tion are important chemistry and nutri- for work in foods andnutriticn; science and for research work; and statistics journalism for advertising,public relations work, and all other work in thecommunications field.

Home economists must beable to work with people standards and backgrounds of various living and should havea capacity for leadership, an including to inspire cooperation. Good grooming, poise, people also are essential, and an interest in particularly when dealingwith the public. home economists are expected to havevery good employment opportunities through the 1970's. Many business establishmentsare becoming increasingly aware of the contributions that can be made by professionallytrained home economists and probablywill hire more of them to promote home productsand to

576 560 act as consultants to customers. The increased national focuson the needs of low-income families maralso increase the demand for homeeconomists. In addition, the need for more home economists in research is expectedto increase because of the continued interest in improving home products andservices.

Many home economists work aregular 40-hour weekor less. Those in teaching and extension positions, however', frequently work longerhours as they are expected to be available for evening lectures,demonstrations, and other work falling outside the regularly scheduled hours. Most home economists receive fringe benefits, such as paid vacation, sick leave,retirement pay, and insurance benefits.

Adapted from: Occupational Outlook Handbook,1970-71 euition. U. S. Department of Labor,Washington, D. C. pp. 225-228. MORE POWER 'R YOU

1SECOND EXPERIENCE LEVEL INFUSIONSTRATEGY

CAREER DEVELOPMENTFOCUS: An individual should consider alternative ways to reacha given goal. 0 OCCUPATIONALFOCUS: Electrician

Q) CI1

ACTIVITIES

IN'THIS INFUSION STRATEGY 0

1. Completing a Circuit 0 2. Read All About It

3. What is a Conductor?

4. Make a Chart

5. Planning Ahead

LC2 562

579

MOM Teacher Goals

'Teacher goals of this strategy combine a DecisionMaking Dimension subconcept'with subconcepts from Attitudes and Appreciations,Caree..- 71forme- tion, and EducationalAwareness, and subject of Electrician. matter.concepts for V1.:: occupation In. this perspective theteacher's goalsare to: Plan science activities which provide opportunitiesto develop understanding of dfeerdevelopment dimensions. Help children develop understanding of concepts ofelec- tricity which are presented in the ongoing sciencepro- gram of the school.

Help children becomeaware of the role of an electrician and his contributionto their individual situation.

Encourage individuals tobecome aware of themany projects and businesses in the community which haveused the services ofan electrician.

Develop with childrenan inquiring attitude toward the relevance of _formal education.tothe work of an dlec- trician..

Help pupils predict problems whirA might beencountered in reaching a simplegroup goal..

503

580 581 9 564 0 COMPLETING A CIRCUIT

Second Experience Level Activity

!PerformanceObjectives

Decision Making Dimension

. . describe at least two.differentways.he triedto reacha parti,cular goal.

Sr& point out two differentways to carry out a particular school activity.

.Attitudes and AppreciationsDimension

. . . cite an example of onetsown contribution to a class endeavor.

Career Information Dimension

. . name three kin6 of toolsor equipment'used by an electrician.

. . name a worker in an occupation, differentthan an electrician, who uses one toolan electrician uses.

. . , describe at Zeast one physical skill needed byan electrician.

. . . identilV three-fourths of thevocabulary terms used in studying the occupation of theelectrician.

Educational Awareness.Dimension

. . . identify one skillor knowledge every worker shouZd have.

. . . name one skill or knowledge about electricityZearned at school.

. . repeat aZone or with others at leastone sci6nce.activity which has been introdUced. \.

Subject Matter Concepts

Science Physics Electricity moves througha conductor in a circuit.

582 , 565 Preplanning Suggestions

Have in the room 11/2 volt dry cells, demonstrationsockets and bulbs, pliers, insulated wire, smallscrewdrivers. Audio-visual materials aboutelectricity and electricians Materials for.class vocabularycharts

583 0 566. COMPLETING A CIRCUIT

Ask the class ifanyone knows what the words "completinga circuit" mean. Discuss how the children could find out. Elicit suggestions for looking in a book, seeinga film or filmstrip, or askingsome- one.

An individual should consider . . . describe at Zeast two alternative ways to reacha different ways he tried to given goal. reach a particular goaZ. PPO Decision Making

As children suggestways to solve the problem, ask individuals how each of them have solved problems for themselves. Discuss whether one can always find a solutionon the first try and howone should decide if information isaccurate.

Put on display a 11/2 volt dry cell, a demonstration socket and bulb, pieces of insulated wire, pliers, scissors, and a screwdriver.

Occupations require theuse af . . name three kinds of tooZs specific materials and equip7 or eqUipment used by an elec- ment.. trician. PPO Career Information

Say the nines of the itemsor ask children to name them. Ask what worker uses this equipment in his occupation?

Occupations require theuse of . . name a worker in an occu- specific materials and equip- pation, different thanan elec- ment. trician, who Usesone tool an Career Information electrician uses. PPO

584 567 Ask for suggesdonsabout using 'the tools and equipment. Some children may be familiar with theexperiment or have ideas about how touse the components.

As the experimentprogresser, include children in each step. It may be necessary to help childrenremove insulation from ends of thepieces of wire. Make suggestions whichlead childv.n to success.

An individual shouldconsider . pu.e out two different alternative ways to reacha given goal. ways to :.!,-A-J! out a particular school ac., PPO Decision Making

Use the tt.y11. ":1su-latio:l." Discuss safety fact:rs in cuttingand removing insulation. Ask for suggestions aboutdifferentways to remove the insulation.Encourage children to tell what similarsituations they have enco4ntered andhow the situa- Mons were resolved.

Lead children tosuggest putting the wires around the polesof the battery and the screws of thesocket, Elicit information that the wiresmust be bent. Help bend the wiresif children have difficulty.

Occupations require special . describe al: least aptitudes. one physicaZ skill neededby an Career Information elc!;rician. PPO

Encourage children tosecure the wires tightly. If the wiresare not secured, the pathcr circuit will not becom- pleted. If the bu l;-. doesnot light, have the children check1:1 see if each wire is connected andsil,urely fastened.

As this is being done,ask ,Alildren whIch tools seem mosthelpful.

585

568 \ Work involves the acceptance . . pite an example of one's of responsibility fora task. , own contribution to a class en- Attitudes and App-etciations deavor. PPO

When the circuit is completedand the bulb lights, help children realize that each person whoworked on the experiment had a responsibility for doing his work.

Knowledge and skills in subject . identify one skiZZor matter areas are helpful in knowledge every worker should occupational competence. have. PPO Educational Awareness

Remind children that an electrician needs to be careful about eachde- tail of.his work. He must be careful to see that each thinghe does is done correctly and well. Help children generalize thatall workers have the same responsibilityto complete tasks carefully. Watch how children use tools. Help them hold tilt: tools properlyso they will be successful.

::.tery worker needs to understand how to use his tools in orderto use them effectively.

Career-oriented learningmay . name one skill or know- take place in schoolor out ledge about electricity learned of school. at school. PPO Educational Awareness

'And children to ixplain tbatelec- tricity is flowirg fromore pole of the dry cell thr,ugh the wires and . bulb back to the otherterminal of the dry cell. 'Aectricity flows when there is a completed path fifcircuit.

Occupations have their own . . idettify three-fourths vocabularies. of the vocabuary termsused Career Information in studying the occ:vationof the electrician. PPO

586 Experiment by releasingone end of either wire. Have children explain that the circuit has beendisrupted or broken. Emphasize the terms, "circuit," "broken circuit,""insulation," "pole," and "wire."

Have children dismantle the experiment so it can be repeated.

Knowledge and skills in subject . repeat a4one or with matter areas are helpful in others at leasttone science occdpational competence. activity which has been intro-. duced. PPO Educational Awareness

The accompanying REACTpage is planned to help children think ofalternative ways to get information before making a decision. Use of the page will depend on the teacher's decisionsabout the needs of individuals. Suggestions are for a general class discussion, then either individualized work,or independent small group work,or individualized development. There are many correct responses dependingon the reasoning used by theresponder.

DM/Level-2/S

"Ways to Find Out" WAYS CO FIND OUT

ALLAr3oUr ELECTRICITY

watch an watch a movie electrician at work Name or draw ways to find aut about whatelectricians do,

REACT Page 588 DM/Level'2/5 5.71 REAbAiL ABOUT

Second Experience Level Activity

Frformance Objecti ves

Decision Making Dimension

. . point out two differentways to develop a classroom library.

. . predict two courses thata character in a story might take to reach a goaZ.

Career Information Dimension

. . . name at Zeast one risk electriCiansencounter as they work.

Education'al AwarenessDimension

. . . name one way an:electrician'can tearn thespecial knowledge he needs.

Subject Matter Concepts

Language Arts Reading . Making judgments of Stories,characters Reading for information, otherpurposes

Preplanning Suggestioni

Classroom library of materials aboutelectricity and electriCians Area in the classrpomfora special library collection

589 572 READ ALL ABOUT IT

Have volunteers developa. classroom library with many kinds of books about electricity and electricians.

An individual should consider . . . point out two different alternative ways to reacha wqys to'develop a classroom given goal. library. PPO Decision Making

Help children understandthat they must plan how to divide laborin choosing books and settingup the library. Discuss problems which may arise from too many people. Elicit several plans forcompleting the activity.

Plan ways to move the materialsfrom the library to theroom with the least amount of disturbanceto others.

Career-oriented learningmay . naMe one way an elec- take place in school or out triCian can learn the special of school. knowledge he needs. PPO Educational Awareness . . name at least one risk electricians encbunteras they The individual worker determines 'work.PPO which aspects ofan occupation NNN,Imaybe pleasant or unpleasant.

Career Information Book.repOrts could bepresented by any member of the class. Everyone should be encouraged to readaloud from these books to the class.

An individual should consider . . . predict two courses that alternative ways to reacb a a character in a story might given goal. take to reacha goal. PPO ,Decision Making

As children give thebook reports, ask how characters choseto resolve a difficulty in order to reacha goal. Ask if there could have been other solutions. As you read aloud

(573. 590 to the class, lead childrento understand that they shouldthink of possible solutions toenable a character to reacha goal.

Developing a library aboutelectri- cians involves cooperativedecision making to achieyea common goal. The accompanying REACTpage presents a problIm situation for cooperative action. The page can-be used in many ways. Teachers will need to make the decision aboutwhich way is best sutted to individualsin the group.

DM/Level 2/6

"More Than One Way"

5 4

591 MORE THAN ONE WAY

-MOM .1 0 0'0 0

.BOYS,I NEED MORE wiLL BE0VE 8RIcirs., re44, ("A 5Q-;, lOcta c A n the Wa W I 901 - uvo e c" .qo1. wo Ihe /c,ts .\\1'4 ( 11'1:1 azionarxx

0 Tell a 'differentway__ 1 will load. 1 will pull 1 will unload

REACT Page 592 DMhevel 2/5 7 5 WHAT IS.AZONDUCTOR?

Second Experience LevelActivity

Ierformance Objectives

,Decision Making Diffension

. . . experiment with changingone procedure or rule of an activity.

Educational AwarenessaDimension

. . . cite a knowledgeor skill needed to conduct the experiment about conductors.

Subject- Matter Concepts

Science Physics ElectricitY moves througha conductor in a circuit. Scientific Method Investigative and evaluativetechniques vary.

Preplanning Suggestions

Dry cell batteries, demonstration.socketsand bulbs (See 'Tompleting

a Circuit.") , Many kjnds of smallobjects tr:,Hbe used inan experiment about conductors: felt, pins, Oaper,,paper, clips,cloth, etc.. WHAT IS A CONDUCTOR?

Have the experiment for completing a circuit repeated.

Have a child remove an end ofone wire from one of thescrews on the socket and attach a third wire to that screw.

Hold a paper clip between the ends of the loose wires. Ask why the bulb lighted. Continue by having

. the children use a variety of objects between the ends of the wires.

,An individual should consider . . . experiment with changing alternative ways to reacha one procedure or rUle.of an . given goal. activity. PRO Decision Making

EnCourage individuals totry a variety of objects. Watch for children who continually select what has already been tried and "worked." Help these children understand that the important.part of the experiment is being willing to try somethingnew and different.

Introduce the term "conductor." Lead children to a definition of theterm: A conductor transmits electricity.

Learning achievement depends . . . cite a knowZedge or on effort and ability. skill needed to conduct the Educational Awareness experiment abdut conductors. PPO

577 594 Help children understandwhy the term."conductor" hasmore meaning noW than it would have hadbefore the.experiment was made. Lead to the idea thatone fact i-s needed before learning another.

The REACT page presentsthe idea that certain learningsare needed before new experiencesare developed. Choices on the REACT page . need to be discussedto help children develop ability to'seeperti- nent relationships.

DM/Level 2/7

"What Happens Before?"

595 518 WHAT HAPPENS BEFORE?

How do uou gat-that W.) toUgh+ up ? Tha circuit is compictad

Ring the bestanswer.

Before you test fora conductor you need to know: What a conductor does

How conductor is spelled

Before you can makea telephone call you need toknow: How to spell your'name How to read numerals

Before you playa game you need to know: Who made the game

Rules of the game

REACT Page 579 DM/Level 2/7 596 MAKE A CHART

Second Experience Level Activity

Performance Objet6ves

Decision Making Dimension

. . . discuss possible difficuZtiet thatmay arise in developing a tooZ chart fbr the cZass.

describe a satisfactory solutionused when confronted with a similar problem.

Career Information Dimension

. . . froth picturesor a coZZection of a wide variety of tooZs and equipment frommany occupations, identify three -fburths of the tools and special equipmentused by electricians.

[SubjectMatter Concepts

SOal Studies Economics

I. Community workers

Preplanrling Suggestions

Catalogs and magazines of tools and equipment Used bymany kinds of workers Materials to develop achart of tools and vocabulary Kinds of tools used bymany community workers

580 597 MAKE A CHART

Provide catalogs andmagazines in which pictures of tools andequipment used by workers cah be found. Have a chart Made with picturesand the name of the item.

Occupations require theuse of . . from pictures or a col- specific materials and equipment. lection of a wide varietyof Career Information tools and equipment frommany occupations, identify three- fourths of the tools andspe- cial equipment used byan electrician. PPO

As pictures of tools andequipment are added to a chart help children identify occupations in whichthe items are used. At some time in the study, separate chartscould be developed for a variety ofoccupations.

An individual should consider . . discuss posSible diffi- alternative ways o reach a culties that may arise in de- given goal. veloping d tool chart forthe Decision Making class: PPO

As a continutng activityhave children develop the chart. Help them understand that many childrenmay choose the same pictureg. Predict problemsthat may result ifeveryone mounts pictures they select.

An individual should consider . describe a satisfactory alternative ways to reacha solution used when confronted given goal. with a similar problem. PPO DeciSion Making

Help children arrive ata workable solution to the problem.

5 8 I 598 Workers may have highly individualized tools to use for theiroccupa- tion while also using toolscommon to all occupations. The accompanying REACT page providesan opportunity for children to identify toolsor special equipment used bycommunity workers.

DM/Level 2/8

"Who Needs This?" WHO NEEDS THIS? Ring the word

Painter Carpenter Electriciart Electrician

Write the title of the worker who would use the tool. 0 0

RETURN Books 1-11;TrilF1.e. HERE

REACT Page 600 DM/Level 2/8 583 PLANNING AHEAD

Second Experience LevelActivity

Ferformance Objectives

Decision Making Dimension

. identify two different plansfor placement of electrical outlets in a specifiedarea.

Attitudes and AppreciationsDimension

. . . name at least three differentways electricity is used by the plApil and his family.

. . . explain why an electrician might need to control hisown working time.

Subject MatterConceptd

Aathematics Social Studies Measurement Economics Time Community wor:.qrs

PreplanningSuggesti.o-r7s]

Cardboard box or boxes torepresent rooms in a home Contact an electrician foran interview about planning the wiring for a home. Pictures from magazines ofswitches and electrical appliances which might be used indifferent rooms of a home

601 58 4 PLANNING AHEAD

Provide a sturdy cardboard box from which one side has.been cut. Use this as an example of One-roomin a house: Have children suggest Where and give the reason why electrical . outlets woJld be needed.

An individual should consider . . identify twoAifferent . alternative ways to reacha- plans for placement of elec.-. given goal. trical outlets ina specified Decision Making area. PPO

Many arrangementsare possible. Lead children to one general agreementor provide enough boxes to allow for several plans.Mark the places children select. Include switches, ceiling fixtures, and wall outlets.

Specialized occupations result . . . name dt leaSt-hree dif- in an:interdependent society. ____ferent ways electricity isused - Attitudes and Appreciations ki the pUpil and his family. PPO

Dramatize an interviewa prospective client would have withan electrician to discuss making arrangementsfor planning the wiring ofa house.

Most occupations include common . . explain Why an electriCian expectations, such as punctuality, might need to control hisown dependability, and avoidance of working Ome. PPO excessive-absence.

Attitudes and Appreciations Listen to questions and repliesto learn what information aboutelectricity or electricians is needed or what information is known. StreSs

5.85 602 with the 'class settingup an appoirt- merit time convenient for bothriaWes for the meeting. Lead children .L show what would happen ifone vrion t's late.

The REACT page accompanyincthe class activity eMphasizes the needto plan and thus the needto know how to tell time. The page can be used fordis- cussion and for indioidualwork, The convenience of others mustbe included as well as specific time by the clock.

DM/Le4el 2/9

"When You Do It"

586. .603 VTHEN YOU DO IT

I getuP

I go,to school

I come home

I eat supper

I go to bed

Then do you have timefree for yourown plans?

Before school Before bed time After school 587 REACT Page ( DM/Level 2/9 604 RELATED,MATERIALS

Adventures of the Lollipop Dragon (Sound Filnrtrip)Society for Visual Educa- tion, 1345 Diversey 15-ii'5'ay, Chicago, Illinois 60614, 1970. Developing Understanding of Self and Others (Multi-MediaKit) American Guidance Seryices, Publishers' Building, Circle Pines,Minnesota 55014, 1970. Economics: Wcrkers Who. Build Houses (Film) Bailey FilmAssociates, 2211 Michigan AvenueSantaMonica, California 00404, 1972. Girls Can Be Anything (Book) Norma Klein. E. P. Dutton and Company, 201.Park Avenue South, Inc., New York, New York 10003, 1973.

The Kingdom of CouldBe You: Careers in Construction (Film,Color, 4-min.) Encyclopaedia Britannica Educational Films, Inc.,425 North Michigan Avenue, Chicago, Illinois 60611. L t's Find Out About.Tools (Book) EleanorWiesenthal. Inc., 575 Lexington F. Franklin Watts, Avenue, New York, NewYork 10022, 1969.. Our Community Utilities (Sound Filmstrip)Coronet Instructional Films, Building, 65 East South Coronet Water Street, Chicago,Illinois 60601, 1972. Pen,le Who Work in Factories, People Who Workin Offices, People WhoWorkin Stores (Films, Color,-11-min. each) Coronet

Instructional Mills, , 'Coronet Building, 65 East South Water Street,Chicago, Illinois 1972. 60601, ,

Safety With Electricity(Film) Encyclopaedi-a-Britannica :nc., 425 North Michigan Educational Fil-nis; Avenue, Chicago, Illinois 60E11, 1962.' Wonderful World of Work (Filmstrip) Denoyer-Geppert,5235 Ravenswood Avnue, Chicago, Illinois 60640, 1971.

588

605 ELECTRICIAN

. Construction electricians lay out, assemble, install,and test electrical. fixtures, apparatus, and wiring usedin electrical systems. These systems.provide heat, light, poWer, airconditioning, and refrigeration in residences, affice buildings, factories,hospitals, schools,'and other struttures. Construction electricians also installand.connect electrical machinery, electronic equipment,controls,.and signal and communications systems.

Construction electricians usually followblueprints and specifications when installing electricalcomponents. The electrician installs interior circuits and outlets accordingtt the amount of electrical current expected.to be .used in the various sections.ofthe building.. He also installs fuses pr circuit breakers of theroper rating in the incoming and interior circuits to prevent overloading,which causes overheating of wires, appliances,.and motors. The construction electrician must knowand follow National Electrical Code regulations and, in addition, must fulfillstate, county, and minicipal regulations.

When installing wiring, the constructionelectrician uses a mechanical or hydraulic bender to shape conduit(pipe or tubing). The conduit usually must fit inside partitions, walls,concealed areas of the ce4":ng,or within other narrow and inaccessiblespaces. He pulls insulated wiresor cables through the conduit to complete the circuitbetween the electrical outlet and the switch. Next, he connects the wiresor cables to circuit breakers, switch-gear motors, transformers,or other components. Wires are spliced (joined) by soldering or mechanical means. When thesesoperations arecom- pleted, the electrician tests the electricalcircuits to make sure that the entire system is properly grounded, the connectionsproperly made, and the circuits do not carry excessive current.

The elettrician furnishes hisown handtools, such as pliers, screwdrivers, brace and bits, knives, and hacksaws. rhe employer furnishes test meters and heavier tools and equipment, suchas pipe threaders, conduit benders, chain hoists, electric drills,power fasteners, and ladders. In residential construction, heavier toolsare not usually required.

Most constructiOn electricians work forelectrical contractors. Sub- stantial numbers are self-employed. Others work for government agenciesor business establishments that do theirown electrical work. Construction electricians usually work fora large number of different employers during their work life because of the intermittentneeds of individual contractors. During a single year,a construction electrician may work foran electrical contractor in the construction ofnew homes or office buildings, for amanu- facturing firmiin remodeling its plantor offices, or he may do electrical repairs for homeownersor business firms.

Most training authorities recommend thecompletion of a 4-year apprenticeship program as the bestway to learn all aspects of the electrical trade. However, in the past, some constructionelectricians have acquired 589

606 skill's of the trade informally by working formany years as helpers, observing or being taught by experienced craftsmen. Many of thesepersons have gained additional knowledge of the trade by taking tradeschool or correspondence courses, or through special training when in the ArmedForces. Apprenticeship applicants generally are requiredto be between 18 and 24, but exceptionsmay be made for veterans. A high school educationis required; courses inmathematics and physics are desirable. Applicants are usually required totake tests to determine

The apprenticeshipprogram usually requires 4 trainin years of on-the-job 9, in addition to a minimum of144 hours of related tion each year. classroom instruc- In a typical 4-yeartraining program, the among other things, to apprentice learns, use, care for, and handle safelythe tools, equipment, and materials commonlyused in the trade; do industrial electrical residential, commercial, and installatidns; and maintainand repair installations. In addition, hereceives related classroom instruction in such subjectsas electrical layout, blueprintreading, mathematics, and including electronics. electrical theory, Many electricians enrollin courses, which advanced.electronics, to may include keep abreast of the latestdevelopments in this rapidly changingoccupation.

An experienced construction electrician whohas learned all theaspects of the craft throughapprenticeship can transfer of electrical work. readily to other types Many take jobsas maintenance eledtricians or in commercial establishments, in factories some work as electricians in and aircraft ship-building manufacturing, andsome are self employed.

Because improperlyinstalled electriCal work require elercricians is hazardous, most cities to be licensed. To obtain a license, must pass an-examination the electrician which requires a thorough knowledge f the craftand of State and localbuilding codes.

Employment of constructionelectricians is expected through the 1970's. to increase rapidly In addition to thegrowth that is anticipated trade, many thousands in the of job opportunitieswill result from the journeymen who transfer, replacement of to other types of-electricalwork, leave the trade for other reasons, retile.,or die.

The increase inemployment of electricians is expected mainlybecause of the anticipatedlarge expansion in construction activity. Other factors expected to contributeto the growth of this trade are greaterrequirements for electric outlets,switches, and wiring in homes to accommodatethe increasing use of appliancesand air-conditioning systems; and the extensivewiring systems needed for theinstallation of electronic data-processing equipment and electrical controldevices being used increasingly in commerce'andindustry. Technological developmentsare expected to limit the of this trade. A major technological employment growth development increasingthe efficiency of electricianS is theprefabrication of electrical equipment. Switch boxes and switchboards, which formerlyhad to be wired the factory. on site, are now preassembledat Also availableare "packaged" (preassembled units, which the and prewired) ceiling electrician connectsto the power need to wire the source, eliminating the complete system andinstall the fixtures. 5 9

607 Improved tools and equipment being used increasingly by electricians include more efficient conduit benders; multiple spindle drills;cordless electric drills, saws, and other tools; and "kits" of splicing materialsthat

have reduced the time needed to do field insulation ofcable splices.,

Hourly wage rates of construction electriciansare among-ihe highest in the skilled building trades. Furthermore, because the seasonal nature of construction worleaffectz electricians less thanmost other construction workers, their annual earnings generallyare among the highest in the building trades.

The work of the construction electrician, likethat of other building trades, is active but does not require great physicalstrength. Frequently, the construction electrician stands for prolongedperiods; sometimes he works in cramped quarters. Because most of his work is indoors, the construction electrician is less exposed to unfavorable weatherconditions than most other skilled building trades workers. Electricians risk falls from ladders and scaffolds, cuts and sharp tools, electrical shock,blows from falling objects, and burns from "live" wires. However, safety practice learned duringappren- ticeship and other types of training have helpedto reduce'the injury rate for these workers.

Adapted from: U. S. Department of Labor. Occupational Outlook Handbook, 1970-71 edition. (Washington, D.C.: Government Printing Office), 1971. pp. 376-379.

591

608 THAT'S LIVING

'SECOND EXPERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: 'Lifestyleswithin a community differ.

OCCUPATIONALFOCUS: Nurseryman.

ACTIVITIES

IN THIS INFUSION STRATEGY

1. People ar Plants

2., Hore Styles

3. 'What Words Mean

4. Summer, Winter,Spring,-and Fall

5. Gardens,

.11111,/i 01' Pit,OfilIto', 1

i.,1 i r trOV16 411'40004' ' / , 1- 1.;, !Alaiteqlfi4i1o4 c1iirt-7.7- . '

592 609 Teacher Goals

Teacher goals of this strategycombine a Lifestyle Dimension cept with subconcepts from subcon- Attitudes and Appreciations,Career Infcrmation, and Educational Awareness, and subject matterconcepts for the occupation of Nurseryman. In this perspective theteacher's goals are to:

Offer studentsan opportunity to explorea lifestyle -that depends on the forcesof nature-

Provide opportunities to understand how subjectmatter concepts learned at schoolcan be used in an occupation.

Develop an understanding offorces which createa need for a variety of lifestyles.

Elicit information from pupilswhich will help them view their own lifestyles.

593

.3 *\.

610 611 594 PEOPLE OR PLANTS

Second Experience Level Activity

[-PerformanceObjectives

Lifestyle Dimension

compile a list ofways to find outnames and addreeses of local 'nurseries.

. explain why nurseriesare used by persons in new housing developments:

Attitudes and Appreciations Dimension

describe the effects on the class studyof nurseries if letters to nurserymenare not addressedproperly.

'Career InforMation Dimension.

7 define the term 1!nursery.'

. describe a difference in occupationalsettings ofnurseries fbr Children and nurseries fbr plants.

Subject Matter. Concepts

Language Arts Social Studies Writing Skills Geography Writing a letter Special purpose ffaps Grammar and Usage Beginning.dictionary Mathematics usage Problem Solving Reading One-step problems Reading for information

[preplanning SuggestiOnsi

Materials for a vocabulary chart Dictionaries suitable to the level Bulletin board materials for nurseries Telephone.directory, city directory Newspaper advertising of local nurseriesto be brought by class members Map of immediate-coMmunity 612 595 PEOPLE OR PLANTS

Use the term "nursery4as a basis 'for word study and dictionaryprac- tice.

Occupations have their own . define the term "nur- vocabularies. sery." PPO Career Information

A "nursery" canmean a place for the young of the human speciesas well as a place for the young of plant and tree species.The dictionary definition ofnurseryman leaves no doubt about thatoccupation. Help children discover thatwords have more than one meaning and thatword study can be fun.

Occupations have their own describe a difference work settings. in occupational settingsof Career Information nurseries for children ar,d nurseries for plants. PPO

As the idea ofa word study develops,' help children identifya meaning with a particular lifestyle;use "nursery" as an example. "Nursery" would be familiar to familieswith working parents andyoung children in the sense of childcare.

"Nursery" as a place whereplants are grown would be more familiarto people who have all outdoorarea. around their home.

Follow this word study withthe suggestion for studying nurseries \t' which growplants. If the class wishes to study both kinds of nurseries'and the project seems-possible,plan to use both ideas for career education. There are many similaritiesin'the relationships of nurseries to lifestyle of the community. With children's help, developa bulletin board that will serveas a reference area for information about nurseriesand nurserymen.

613 596 NURSERY

Names

Addresses

1. Lifestyles within a community . compite a list of differ. ways /to find outnames and addresses Lifestyle of local nurseries. PPO

Use the yellowpages of the telephone directory as onesource for locating nurseries in the immediatearea. Since some nurserymen choosenot to advertise in the yellowpages, have the children sugOest howto discover the names and add-ressesof other nurseries. Suggested avenues of dis- covery could be advertising in the local newspapers, television andra- .dio.commercials, and people in the area who know of nurseries. A city directory will have listings ofthe community.

Lead children to suggest writinglet- ters to nurserymen in thearea for information about supplies,plants, and services that are'availableto customers. Discuss the idea of using one form letter to ask for information. Help children understand that a form letter used thisway will help the sender save time and assdrethat the request is exactly thesame to each person. Each letter should be written individually bya child in the class. Point out to children the lack'of appeal a printedor mimeo-

, graphed letter has.

597 614 .Dear Mr. Spruce,

We are studying about

. nurserymen at Oak School.

We would like to have yoUr catalog and any special information about what help you provide your customers.

We will appreciateany help you-give us.

Love,

Mary Birch

Work involves the acceptance . describe the effects on of responsibility fora task. the class study of nurseries if letters to Attitudes and Appreciations nurserymen are not addreSsed properZy. PPO

Use the school address fora return address. On,the bulletfn board post the names of the childrenwho wrote letters and to whom the lettercwere written.When the responsescome, post 1.!le material on the bulletin board. Keep a table or desk nearby for materials unsuitable forposting.

Prepare a class thank-you letterto be written at the time materialcomes. Post the name of the writerand to whom the letter was written.

Some children will have catalogsat home which can be added-tothe collection of materials.

.Nurseries are usually locatednear- developing populationcenters. Mount a city map.on which locations of each nursery can be narked.

538 615 NURS ERYMEN

Letters Locafion

Lifestyles within a community . . explain why nurseries differ.

are used by persons in new . Lifestylo .,housing developments. PPO

Help children understand thatpeople in new housing areas needmany supplies and plants fromnurseries.

Families whose lifestyles include. liying in a newarea away from the central city have showna need for yards by the decision tomove.

The.first REACT page presentsnumber problems related to purchasesat a nursery. Children could bring advertisements from:local nurseriesto develop many more realisticproblems.

The second REACT page presentsa thankyou letter to be rewrittenby students. The words are scrambled, and punctuation and capitalshave been omitted.

When children copy_the letter,encourage .the use of the forth for letters taught in the localsituation.

LS/Level 2/1

"Special"

LS/Level 2/2

"Where It-Goes"

599 616 SPECIAL

SPECIAL SALE

cOs (Tax included in,price.)

Rose Bushes $, 2.00 each

1 meter Trees $10.00 each

LilaC Bushes $ 5.00 each

Seed 350 a package

A familybought 3 'rosebushes. How Much did theyspend on rose bushes?

Rosemary bought two packagesof seeds. liow much did she spend on-seeds?

How much would it-be?'

) . One tree and 1 lilac tush $10.00 + $5.00 = $15.00 One rose bush and 1

11=1. package of seeds + ow= Two trees

REACT Page LS/Level 2/1 617 600 WHERE IT GOES

Rewrite thisletter.

Use your .ownpaper.

oak dear mr

you thank catalog the for

we are charts making picture classroom our for Ci

love,

miss elm's class

601

REACT Page 618 LS/tevel 2/2 ROME STYLES

Second Experience Level Activity.

Performance Objectives

Lifestyle Dimension

. . desciibe three different kindsof housing in the conmunity.

. . namq two kinds of recreationalareas in the community,.

Subject MatterConcepts

Language k't", Science Reading Biology Reading for information, Living things change as other purposes . they grow. Writing Skil.ls Short stories,. poems

Social Studies Sociology-Anthropology Com-munity reflects assumptions' and values. Political Science Governments help peOple meet some needs. Geography Special purposemaps

Preplanning Suggestions

Boxes to design styles.ofhomes Nursery catalogs Notebook or album to be developedby children Snapshots of the neighborhood,or school, or parks, etc.

602 0 619 7

HOME STYLES

Suggest that each child drawa picture of the outside of the structure in which he lives. Emphasize the necessity for includingany plants which are part of the home environment. Snapshots of homes for display on the bulletin board could besug- gested for some classes.

Lifestyles withina community . describe three differ- differ. ent kinds-.of housing in the Lifestyle commurity. PPO.

The effort to discuss types ofhomes ffmst not raise-any idea of value. The study of lifestyle shouldshow how people live in differentways.

Classify homes ina way that is natural for the group. Encourage chil-s dren to make the conclusicn thatclass- ification is based oncommon characteristics. Homesr'Imight be trailers, apartments, one-family dwellings,'or any of many:other types. Within each category are subclasses. A suburban school might haVe children whose homes are all .of one family yet have differences of some kindas in plantings, color, or style.

Develop a display which illustrates the variety of homes in the total community. Children and their families can watch for types ofdwellings other than those in which classmembers live.

Three dimensional homescan be made from boxes of various kinds. As far

620 603 as is practicable, simulate the yard and plantings of each type ofdwell- ing. Look in nursery catalogs for plants that are like thosefound in the area. Keep a class notebook of pictures and names of plants that have been identified.

Call attention to the sizeof plant- jngs. Help children investigate the size limitations in movingplants. An individual or smallgroup of chil dren could interviewa nurseryman to learn about the care of plantsat the nursery and after planting ina permanent location.

Lifestyles within communities . name two kinds of recre- differ. ational areas in the community. L if esty le ppo

In areas of high-riseapartments look for parks or outdoorareas which have been planned for residents ofthe area.

Help children realize that insome lifestyles individuals providethe work time and planning fortheir environment. The nurseryman isan individual with whoma good working relationship isnecessary.

Some lifestyles are such thatthere is no direct contact withnurserymen. People who live'in the citymay realize that parks and otherrecreation- al areas have been developedby groups that have used.the servicesof the nurseryman.

Locate park areason the map of the city. Look for recreational facilities in the parks. Include in the study of the nurseryman ideas ofconserva- tion and respect for plantingswhether privately or publicly owned.

The REACT page is related to thecareer development concept. Each child is to write or tell tworeasons why 604 621 he would or would not likebeing in an apartment,_a mobile home, or a singlefamiV dwel 1 ing.

Children's directions to writea reason could be individualized or small group activities. Children working togethercan help each other with creative ideas and withthe mechanics of spelling andwriting.

LS/Level 2/3

"That's Where"

605 622 THAPS WHERE

Which place wouldyou like to live?

Mark the home you wouldlike best.

Cr ;..rfo

Write why you would liketo live the placeyou marked.

REACTPage LS/Level 2/3 WHAT WORDS MEAN .

Second Experience Level Activity.

Performance Objectives

Lifestyle Dimension .

. . describe too lifestyles n terms of activities.asdescribed by specifiC vocabulary.

Career Information Dimension,

. . . identify four words used bya kUrseryinan that are also u8ed in a different occupation.

'Subject Matter Concepts

Language Arts Grammar and Usage Uses of language: describe Writing Skills Print simple words Listening and Speaking Choose right word meaning in oraPexercises. Reading Context as clue to word meaning,

preplanning SuggestionS

Paper materials for a class or for individuafdictionaries of terms Magazines with pictures to be added to dictionary

607,.

624 WHAT WORDS MEAN'

An individual or group dictionary activity can develop fromthis word study exercise.

Occupations have their own . identify four words vocabularies. used by anurseryman that Career Information are also used in a different occupation.. PPO

Words selected from thenurseryman's vocabulary have other meaningsto persons in a different occupation or situation. Some words will be familiar to the childrenbecause their lifestyle includesactivities which use the words ina different way. Pronounce a word and ask for the nurseryman's meaning. Then'ask for a different meaningand, the oc- ,cupation in which it might beused.

Field

Nursery Baseball place to place to plant play or catch a ball

Earth

Nurseryman Astronaut soil for the planet planting

Words for nurserymenare: plant _stem field soil earth pot bark ground

Lifestyles within a community differ. . . describe two lifestyles in terms of activitiesas de- Lifestyle scribed by specific vocabulary.; PPO 6 0 8 625 Children could make ltsts of words which apply to a variety of life- syles and occupations.

fly - pilot, ballplayer, externiinator

run - trackman, ballplayer, sinus doctor

stock - cattleman, inventory clerk

hose - gardener, retail clerk

plane- pilot, carpenter

glasses - optometrist, ta-

. tileware clerk

suit -.tailor, lawyer

Encourage children to,work at home on some activities too.

Many occupationsuse words in ways unfamiliar to those outside theoccupation. Involve families in helping children present unusual word usage or vocabularies pertinent to a specific occupation.

The REACT pages relate tovocabulary associated with thingsor. activities. Some words are directly relatedto an occupation; other terms indicate a kind of lifestyle.

Havp children say the word inthe box. The sample shows a picture of a ball player taking a Swing.The sentence by the picture describes the picture.

The right side of the frame hasa picture or a sentence to be completed using the word in the box. The sample shows the sentence: "I sit in A ." The child is to write tn the word "swing" and drawa picture of a swing withsomeone in it.

626 609 Each frame follows thesame directions.

LS/Level 2/4

"Alike and Different"

610 627 ALIKE AND DIFFERENT

Look at each picture. Read each sentence. Finish the,sentence. Draw a different.picture.

4i1I take a awing.

I sit in a

bat

I am a

"This isa baseball

bed

This is a flower sleep in a

611 REA T Page 628 LS/Level 2/4 bank

This is a riirer I work in. a

train

.This is a I can my dog.

spoke

The- is broken. to Mother.

watch

Here is my new

612 REACT Page 629 LS/Level 2/4 SUMMER, WINTER, SPRING, AND FALL

Second Experience Level ActiOty

Performance Objectives

Lifestyle Dimension

discuss lifestifle ofa nurseryman in terMS of seasonal work demarAds.

Attitudes and APpreciationsDimension

. tell how a nurseryman's occupationcontrols his work time.

'Career Information Dimension

. . . describe how the occupational settingof a nurseryman differs from one other occupationaVsetting.

. . point out the relationship betweenearnings of anurseryman and weather conditions.

. distinguish between outdoor andindoor activitieS in terms of your oWn persona'preference.

Subject Matter Concepts/

Social Studies Language Arts Geography Writing Skills Needs differ accorCng Vowels and consonants in to climate and seasons. greater variety Economics Earning money Science Sociology-Anthropology Biology Lifestyles differ with Living things adjust to time and place. seasons.

PreplanningSuggestiond

Pictures of seasonal changeson the lasndscape Chart materials for making lists ofoccupations

630 613 . SUMMER, WINTER, SPRING, ANDFALL

Nur;serymen havea lifestyle of their own. The seasonal work of,most nurserymen varies.

0 Lifestyles within a community differ. . . discuss lifestyle of a nUrseryman in terms ofsea- Lifestyle sonal work dethands. PPO

The climate of thearea dictates the' time for planting, workingwith customers, or doingany of the variety of jobs anurseryman has.

_Occupations have theirown work settings. . dqscribe how the occupational setting ofa nur- Career Information seryman differs from ona other occupational setting. PPO

If the nursery is small:thebusy season may mean the entire family must stay home to work. Larger nurseries'will need part-timehelp. Discuss the idea oftaking a vacation in cold weather ratherthan in the summer vacation time. Children might not be able toaccompany parents,in winter.

Most occupations include comMon . . . telt howa Nurseryman's, expectations, such'as punctUality, occupation controls his,work dependability, and,amoidanceof time.' PPO excessive absence.

AttitUdes and Appreciations The nurseryman must knowthe weather of the local-area. He plans his lifestyle around the weather. His work is also planned aroundthe climate. An unusual springor summer can make a change in the nurseryman'sincome.

Earilings vary.with occupations. point out the relation- Career Information shipbetween earnings ofa nurseryman and weather conditions:PPO

631. 614 Compare the lifestyle ofa family whose income remains constantand is unaffected by seasonalchanges.

The hours and time of bankemployees, office workers, teachers,and professional people are usuallyunaffected by weather.

Many people who workoutside as nurserymen do find that their income may change.with weather changesor that their work time isvery different even though the taskremains the same.

Lead into a discussionof outdoor work. Have children prepare a_list of occupations whichwould be pri- maryly outdoor occupationsand a list 0. of indoor occupations.

Outdoor Jobs

CaterOillarOperator Football Coach Nurseryman NighWay Malptenante'Worker Garbage Collector Traffic Policeman Mail Carrier Filling Station Worker

-- Indoor Jobs k., Fostal Clerk

1 Receptionist Dentist Watch Repairman ...Judge Clerk TV Announcer Janitor

The individual worker determines . which aspects.of . distinguish between out- an occupatton door and indoor activities may be pleasant or unpleasant. in terms of your own peosonal Career Information _preference. PPO

632 6 1 5 Help children draw conclusions/about their 'own personalpreferences xe- lated to indooror outdoor activities. At playtime watch forchildren who avoid outdoor play periods. Help.- children becomeaware of the relationship between attitude'stoward school activities and attitudestoward similar work experiences.

The REACT page continuesidentifica- tion Of indoor and outdooroccupations that are affectedby work. The 'Ian- guage arts activityuses, visual discrimination related toindividual letters. The child identifiesthe complete word and thenwrites in the vowels.

LS/Level 2/5

"Weather Watchers"

633 616 WEATHER WATCHERS

Use the correct vowel.

Weather affects how I work i Weather does not affeci-, how I work

ck y cr ry

rm r br r

rs rym

sh rm n

rm ch 111101 r

1 r tr.. ss

cowtoy nurseryman actor secretary

doorman jockey baker teacher

farmer sailor, librarian waitress fisherman nurse

617 REACT Page-' 634 LS/Level-2/5 .GARDENS

Second Experience Level Activity

Performance Objectives

Lifestyle Dimension

. . discuss the idea of lifestylein terms of family needs.

. . name one want, need, or resource thatchanges lifestyleas climatic conditions change.

Educational Awareness Dimension

. . identify too kinds of knowledgeabout plants and theircare that a nurseryman would need.

Subject Matter Concepts

Language Arts Mathematics Reading Problem Solving Reading for information, One-step problems other purposes Writing Skills Science Writing letters, short Biology stories .Growing plants and their care

Preplanning Suggestions

Science books and pictures ofplants of many varieties Plan'ts to be cared for inthe room Plastic Containers to.maketerrariums for each child Oak tag to back three REACTpages for each child

618

635 GARDENS

Lifestyle implies that people live in different environmentseven though their needs are similar.

Lifestyles within a community . . discuss the idea of differ. lifestyle in terms of fam'-- ily needs. PPO Lifestyle

By analogy, study plants which adapt to different environments although the basic structure,and needs are . similar.

Knowledge.and skills-in subject . . . identify two kinds of matter areas are helpful in knowledge about plants and occupational competence. their care thata nurseryman would need. PPO Educational Awareness

Instigate a science study of water or pond plants, desert plants, and land plants that are found in home gardens of other areas. Other ideas for different gardenscan be included.

Almost any library or scienCe book has information about the special needs of plants. Each kind of garden can be either elaborateor sim- 'pie.

Frequently children enjoy contributing items for school activities. Plastic containers, jars,or aquariums can be acquired. Nurserymen may be willing to provide plantsor help develop each garden.

As the gardens are developed and studied for plant lifestyle, bring into focus the way people adapt lifestyle to climate.

Lifestyles within a community . . name one want, need, or differ. resource-that changes lifestyle Lifestyle as climatic conditions change. PPO 619 636 Write stories about eachgarden. In- clude the names of allplants and the planting medium. Develop a chart with instructions forcaring for each garden. Permit children to signup for responsibility forthe various tasks necessary to keepthe gardens healthy.

Encourage children to makeindividual terrariums which can be takenhome.

The REACT pagesare related to the identification of differingenviron- ments for plants. Three jigsaw puzzles with pieces of identicalshape have indoor gardensas subjects. Pictures for the puzzlesare a desert garden, a wateror pond garden, and a land garden. The puzzles require noting details'ofpictures.

After children have workedthe puzzles several times,suggest that the pieces of all three puzzlesbe mixed. Children should try toassemble all three puzzles from themixed pieces.

LS/Level 2/6

"Desert Garden"

LS/Level 2/7

"Land Garden"

LS/Level .2/8

"Water Garden"

,637 620 DESERT GARDEN

Color the garden.

Paste the picture on heavypaper or cardboard. Cut on the dotted lines.

. REAC1 Page 638 LS/Level 2/6

6 2 1 LAND GARDEN

Color the garden.

Paste the pictureon heavy paper or cardboard. Cut on the dotted lines.

REACT Page 639 LS/Level 2/7 622 WATER GARDEN

Color the garden.

Paste the picture on heavy paper or cardboard.

Cut on the dotted lines.

623 REACT Page' 640 LS/Level 2/8 RELATED MATERIALS

Adventures of the Lollipop Dragon (SoundFilmstrip) Society for Visual Education, 1345.Diversey Parkway,Chicago, Illinois 60614, 1970. Beginning Responsibility: Being On Time (Film, Color, 11-min.)Coronet Instructional Films, Coronet Building,65 E. Sduth Water Street, Chicago, Illinois 60601, 1969.

Beginning Responsibility: Doing Things for Ourselves in School (Film, Color, , 11-min.) Coronet InstructionalFilms, Coronet Buildin, 65 E. South Water Street, Chicago, Illinois60601, 1963.

Cindy's Snowdroos (Book) Doris Orgel. Alfred A. Knopf, Inc., 33 W. 60thStreet, New York, New York 10022, 1966.

City Is My Home, The (Book) Nancy O'Brien Schueler, Mark Feldstein,and Stanley Becker. The John Day Company, 62 West 45thStreet, New York, New York 10036, 1966.

Community Helper Series (Sound Filmstrip)McGraw-Hill Book Company, 1221 Avenue of the Americas, New York,New York 10020, 1970.

Evan's Corner (Book) ElizabethStarr Hill. Holt, Rinehart, and Winston, 383 Madison Avenue, New.York,New York 10017, 1967. .

It's Time Now (Book) Roger Devoisen. Lothrop, Lee, and ShepardCompany, Inc., 419 Park Avenue South, New York, NewYork 10016, 1969.

Kingdom of Could Be You, The: Careers in Agri-Business (Film, Color, 4-min.) ,Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611,1973.

United States Regional Geography Series (Filmstrip) Bailey FilmAssociates, 2211 Michigan Avenue, Santa Monica,California 90404, 1972.

We Like Bugs (Book) GladysConklen. Holiday House, 8 West 13th Street, New York, New York 10011, 1962.

What Is A Neighborheod? (Film) Coronet Instructional Films, CoronetBuilding, 65 E. South Water Street, Chicago,Illinois 60601, 1969.

624

641 NURSERYMEN

The practice of growing nursery stock dates as far backas 6,000 years when the Egyptians were already cultivating and irrigating gardens. Mankind through the years has been interested in keeping his surroundingsbeautiful by cultivating gardens and developingnursery skills. The first big commercial nursery in the New World was the Prince Nursery, established in 1730. It was considered so important that both the British and Colonialtroops in the ReV- olutionary War agreed to avoidharming it.

Today the nursery industryis r:oughly divided into the retail businesses. wholesale and The wholesalenursery grows plant stock for distribution to retail nurseries, landscape contractors, and largegrowers of all kinds. Some specialize in one or more kinds bf plants (ornamentalshrubs, roses); others grow all varieties. The climate dictates tosome extent-the-kind of plants grown; thus one is apt to find more rock garden plantssold in New Mexico and more orange trees in Florida. Since nursery Eteck is and therefore more difficult perishable to ship long distances,one is also apt to find more wholesale nurseries near the large metropolitan areas whichhave many retail outlets nearby.

The person who wishesto set up a wholesale amount of capital. nursery must have a large Wholesale nurseriesare large operations which require land, special equipmentfor planting and transportation,, greenhouses,storage buildings, and offices. Once the nursery is setup, the owner still cannot expect any returns on his investment until the firstcrop is grown. But the wholesale nursery itself offers many goodcareers for both men and women. The productionmanager has the responsible position of all the growing operations. supervising This includes makingsure that the soil is mixed in the proper proportions of sand, peat moss, andcertain chemicals andsuper- vising all sterilizing operations, which usually involvesteam-heating the soil and its containers. He must also see thatno diseases are spread by,the workmen as they walk near and handle the plants. In all these operations, he must be able to manage a large sstaff of workers and shouldtherefore have good management skills. Growing plants in containers insteadof the ground, for instance, reduces the problems of shipping and disease control,but it also requires more eeficient organizationof labor and equipment.

The plant propagator of,a nursery reproduces the plants whichare later turned over to the productionstaff. He sees that the ground is soft enough to allow the young seedlings to surface and thatonce above ground they' are well ventilated to protect them fromfungi and well protected against much sun, wind, or frost. too At a certain time, he andhis staff transplant the seedlings into two-and-one-quarter-inch peat pot liners, whichare laterplanted in pots or the ground. Piants grown in thismanner are usually the most hardy, but since they are not always perfect specimens, the propagatormust know how to propagate by other methods as well. He must know when and howto take cuttings from adult plants and plant them in the soilso that they will take root. He is also skilled in methods of propagation like grafting, inwhich a part of one plant, or "scion," is grown onto another-plant which has beengrown from seed. 625 642 Most nurseries need a stock man to keep a record ofhow many,plants are in stock. The stock man also keeps traCk of all ordersreceived and filled. He must work closelywith the other workers'in at all times. order to know what is goingon

Finally, any larlje wholesale nursery hasa sales manager. Salesmen are as important in thenursery business as in jobs.here for every other, and thereare good anyone with imagination and goodtraining in sales techniques. The sales manager travelsa good deal finding with the nursery's new markets and keeping intouch regular retail outletsand other customers.

The retailnursery, or garden center, also offers many jobs. The, manager"of the retailnursery spends most of his time the merchandise that makiflg sure that he has will attract customersor fill the needs of his particular area. In addition to plants, therefore, he stocks othergardening items such as tools, fertilizers,and furniture.

Retail nurseries always need good salesmen, fornot only do these salesmen have to attractcustomers but also they must to answer the miscellaneous be knowledgeable enough questions on plantcare that customers and amateur gardeners inyariablybring to them. When they are notwaiting on customers, most retail salesmenhelp in the other duties of the nursery suchas watering and keeping the plantsin order.

Mail-order nurseries are usually found in ruralareak. nursery offers many of the This kind of same jobs, but its salesman,or atalog man, is something of a differentbreed. It is his responsibility attractive a form to lay out inas as possible the catalog thatis mailed to customers. must arrive at a good He price for each item, writea description of it, and choose appealing picturesfor his feature plants. This is an expensivepro- duction and must be donewell,.

Anyone wanting to go into nursery work mustfirst Of all love plants and enjoy working withthem, often out-of-doors. this business, To be truly successfultn one must also have good taste;an instinct for the beautiful and the attractive. As in many other businesses, one must be able to deal with the public. Notleast of all, nursery work requires a greatdeal of patience and long, hardwork.

4 Students interested in a nursery career can begintraining by working for nurseries in thesummers. But although thison-the-job training is able, one is most likelyto get a job with invalu- a good college education. There are good horticultureprograms in large and small try. colleges throughout thecoun-

Perhaps the most importantthing to be considered own nursery is the location. in setting up one's Most nurseries thrivein the suburbs of cities wherenew homes with yards are large constantly bein§ built. The average tomer is a marriedwoman in her thirties with cus- a moderate income anda moder- ately priced home. An especially good way to attract her attentionis to set up a nursery businessnear a shopping center.

Today the demand for nurseries and people trainedin nursery work is high. People in the- suburbs spend much of their increasingleisure time in

643 626 amateur gardOing, and the inner.cityis becoming more and moreaware of the need for goOd.landscaping andgardening.- Of the nursery related vocations, . thatty lAndscape:Maintenancecontractor is most in demand. These men are hired-by companiesnd institutionsto supervise.the upkeep of their grounds. Often a retail nursery also offers landscaping service and4civice. The recent campaign to .keep America beautiful has made thenursery business one of the most important in thenation.

6 2 7 644 MADE TO kASURE

1SECONDEXPERIENCETETE].INFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: There are certain physical,social, and emotional characteristicswhich make an individual unique.

OCCUPATIONALFOCUS: Upholsterer

ACTIVITIES

IN THIS INFUSIONSTRATEGY

1. Measured toFit

2. Over and Under " 3. The Designing Upholsterer 9 u4-

$11(I 1111

8 Ti!h.P.9 628 a)

645 Teacher Goals

Telacher\goals of thisstrategy combine a Self-DeVelopmont Dimension sub oncept with tibconcepts from Attitudes and Appreciatiens,Career Informa- tion, and Educational Awareness, and subjectmatter concepts for the occupation of Upholsterer. In this perspective the teather's goals are to: ,

Develop an attitude of appreciation fdrthe individual characteristics of people.

Become aware of the upholsterer's contributionto every- day life.

Develop an unaerstanding of self that recognizesstrengths and weaknesses in social characteristics.

Become aware of ways to develop one'sown individual characteristics.

629

646 630 647 MEASURED TO FIT

Second Experience Level Activity

'4 PerforMance'Objectiv:s--1

Self-Development Dimension

- . identify classmates who enjoyworking alone and classmates who enjoy working ingroups.

. . distingui.Sh which c7?ildrenare more physically adept in .working on an upholstery project.

Educational Awareftess.Dimension

.-identify heZpingor watching a parent as one way to learn a skin: 0

SUbject MatterConcepts

Mathematics Language Arts Measureuent -Re.ading Length Reading for meaning Problem So;ving.- A Listening and Speaking , Solve number stories t. Listening for information Writing Skills Writing letters

Preplanning Suggestions

Telephone directories with yellow page sections . Local newspapers Plans for a field trip .Local parent or upholsterer willingto visit.the'classrocm Boxes and paper or cloth forupholstering One simple item to upholster asa class project (See the activity description.)

648 631 MEASURED TO FIT

Upholsterers are usuallythought of in furniture buildingand repair. Call.attention to the upholstery work in cars, airliners,trains, buses, and boats.

Use the yellowpages of the telephone directory to find out how'many uphol-7 sterers are listed for thecommunity. If advertisingappears, have individual childrenor small groups reproduce the adyertisementsfor a 1..ulletin loard display. If no automobile upholstery repair shopsare listed, plan to haveone or more children get information from dealersabout where to contact automobiloupholsterers.

Have children,write letters to dealers, for the information.

A field trip toan upholsterer 'would be of value tosee working cond tions. The work of upholsteringis so slow and painstaking thatthe class would not be able to understandthe time involved..

Career-oriented learningmay take . identify helping place in.Schoolor out'of school. or watching a parentas one Way to learn Educational Awarenes'a a ski-U. PPO

Having an upholstereror a parent experienced in homeupholstering come to class might bea more valuable experience thana field trip. The resource person might be ableto bring a piece ofupholstery to work on in the classroom.

Furniture dealers andautomobile agencies frequently havesamples which show the constructionof furniture.

632 649 There are certain physical, social, . identify classmates who and emotional characteristics which., enjoy working alone and class- make an individual unique. 'mates who enjoy working in Self -Development groups. PPO

Plan a class project in upholsteryas well as individual projects. Start by having each childcover a box with fabric. Any of a number ofuses for a box can be pThnned. A box for storage at school or home or red valentine boxeS for each child could be made. Boxes are more easily covered with fabric than with:paper.

Incluc meas1.1-ring activitiesneeded for making thecovers.

There are certain physical, social, . . distinguish which chil- - and emotional characteristicswhich dren are more physically adept make an individual unique. in working onan uphoZstery Self-Development project. PPO

Plan the class project which ismore difficult than simply coveringan object. Springs and cushioning require pulling fabric taut. Secure:

pieces of 3/8" to 1" plywood

pieces of -rum rubber tocut the size of the piywood

fabric to cover the foam rubber and to be tacked to the plywood

tacks and hammers

Be sure to tack the materialto the board in the middle of each side first. Corners can be treated in several. ways.. We suggest one easy way. Have children look at.thecor- ners of textbook bindings..

650 633 After step one and two, havethe sides of fabric folded andtacked to the board.

Encourage children to.be neatwith the idea that purchasers,expect neatly made products.

The board can be usedas the top part of a footstoolor as a pillow for use on the classroomfloor.

"Re-Do,".the REACTpage, involves reading simple story problems. Before doing thepage, have children actually plan how tocover a seat. The planning-will be relatedto covering the foam and'plywood pad 'suggested as a group activity.

"To Measure or Not" hassome simple optical illusions. Ask children to select the object they thinkis correct. Encourage discussion. Have children measure all objectsbefore marking the page. All objeCts are the same size.

SD'/Level 2/1

"Re-Do"

SD/Level 2/2'

"To Measureor Not"

651 634 RE-DO

A chair seat is to.he recovered.

The seat is 30 units wide ant 40units long.'

Ybre taterial is needed tofold over the _sides.

Add 2 units for each side of the seat.

How many units wide willthe material need to be?

'units wide paFgV4M:::.4; 0; 54 How many units, long will the ,4,..4.....3 material need to. be? & .0 YO C -4- -17 -- A

r .g a- units long 1.211 .1444

An upholsterer needs a piece of material.

The piece must be 36 units wide and52 units long.

Unit sizes of pieces of materialare:

36 by 40 40 by 50

.48.by.52- 38 by 60

32 by 54 42 by 48

Ring the pieces the upholsterercould use..

REACT Page 635 652 SD/Level 2/1 TO MEASURE OR NOT

Use a ruler. If objectn are thesame do not make a mark.

Mark the line thatis loner. < > >

Mark the picture of the tallestchild.

Mark the taller bead_holder

REACT Page 653 SO/Level 2/2 636 OVER AND UNDER

Second Experience Level Activity

Ferformance Objectives

Self-Development Dimension

. . hoZd and usea pencil, scissors, or specified hand tool.

. . identify classmates who enjoy tasksthat involve working with their hands.

Educational AWareneSs Dimension

. . . identify manual dexterity as dskillused by an upholsterer.

. . . identify using a ruler.for.measurement as a knowledge us!:d by an upholsterer.

. . . relate manuaZ dexterityas a skiZZ needed by workers in three different occupations.

Subject Matter ConCepts

Mathematics SCience Measurement Scientific M,?.thod Length Things.can be compared Facts and Operations by measuring. .Counting

Preplanning Suggestions

Sample of webbing_suchas on a lawn chair . Construction paper to be used for'makingwoven mats Rulers with centimeter and inchmarkings . Visuals of workers who need manualdexterity (upholsterers, secretaries, athletes, etc.)

637

654 OVER AND UNDER

Upholsterers need manualskills. They tack, stretchfabric,,glue, tie, rip, andsew. The list isas varied as the pieceson which an upholsterer works.

There are certainphysical, social, . . . hold anduse a pencil, and emotionalcharacteristics which make an individual scissors, or specifiedhand ui,.'nue. tool. PPO Self-Development

Children have theopportunity of using their handsin many-classroom activities. Making wovenpaper mats is a simple activitywhich involve!: measuring, marking,and cutting which are all activitiesof an upholsterer.

Knowledge,and skills inSubject . . . identify manual matter areasare helpful in dexterity as a skill used by occupational competence; an upholsterer. PPO Educational Awareness . . . identify usinga ruler far

. measurement as Knowledge and.skillsin subject a knowledge used . by an upholsterer. matter areas ire helpfulin PPO occupational competence. Have a sample of Educational Awareness . webbing for children to see. Yard furniturefrequently has a light.aluminumframe with woven strips for the backand seat.

Children canmeasure in inches or centimeters for.stripsand for the piece of paperused as the base for webbing. Accuracy is importantfor measuring, cutting,and the under- over pattern of weaving.

Have children lookfor examples of webbing in the.objectsthat are used in daily life. Screens on windows, fabrits, and the lawnfurniture are .very evident samples.

.655 638 There are certain physical, social, . . identify classmates who and emotiJnal characteristics enjoy,tasks that involve work- which make an individual unique. ing with their hands.. PPO EelfDovolopment

After children have completeda weaving activity, lead a discussion about enjoying or not enjoying the activity. Point out that many people work with their hands at very important tasks.

Provide continued practice using rulers, scissors, and pencils for children who need practice in the skills.

Help children identify otheroccupations in which manual dexterity is necessary.

Knowledge and skills in subject . . relate manual dexterity matter areas are helpful in as a skillneeded by workers occupational competence. in three different occupations. PPO Educational Awareness

Provide a bUlletin board.area with space. for mounting pictures of workers who are shown uting their hands in their work.

The first REACT page requires the use of a ruler marked with inches and with centimeters. Avoid any idea about converting frominches to centimeters.

Measures are approximate because the tools '-r this age levelare less than exact.

The second REACT page. isa coloring page to show a woven design. Have two colors used alternately,as in the activity children did inclass. Simple counting is used to check the number of coloredsquares.

SD/Level 20

"Length"

SD/Level 2/4 6 39 "Webbing" 656 LENGTH

'Use a ruler.

Measure in inches.

Measure in centimeters..

'about inches,-

about centimeters

about inches about inches

about centimeters about centirgeters

my crayon box is about inches long.

my shoe is about Inches long.

This sheet Of paper is about centimeters long.

This sheet of paper is about centimeters wide.

640 REACT Page 657 SD/Level 2/3 WEBBING

, IJtwd 'colors.- Make a woven design: No- touchlngsquares may be the same colOr.

What color's didyou use?

Are there the same numberof squares of each color?

How manysquares of each color?

REACT Page 658 SD/Level 2/4 641 \ THE DESIGNING 'UPHOLSTERER

Second Experience Level Activity

Performance Objectives

Self-Development Dimei.:ion

. . . identify classmates who persist until-aproblem is solved.

Career Information Dimension

. . identify two tools an upholstereruses.

. . . identify two cZassroom activities thatare pleasant for some classmates and unpleasant for other classmates.

Educational Awareness'Dimension

. . identifV using pattern piecesas an actiVity of the upholsterer.

Subject Matter Concepts

-- Mathematics Geometry Manipulation-of-plane,figures Recognizing congruent figures

Preplanning Suggestion's

Scrapbook or materials for makinga scrapbook Magazines and catalogs which show upholsterersat work Visuals of Upholsterer's tools_ Square construction paper piecefor each child, about 25 centimeters or 9 inches Scissors

642

659 THE DESIGNING UPtI0LSTERER

Oholsterers re frequently called upon to make iñiv4dual designs: One cause for individual workis repair of torn and-damagedfabrics. Other reasons are orders forspecial designs or fabrics.'

Occupations require.fheuse . . identify two toolsan of specific materials and -upholsterer uses. PPO equipment.

Career Information Suggest making a scrapbook forthe "Upholsterer.1! Children could bring any snapshots or pictures they find in magazines which showan upholste,rer at work. One section of thescrap- book could have pictureswhich show the variety of objectsan upholsterer works on. A different section of the book could show toolsan upholsterer uses.

Knowledge and.skills-in subject , . identify using pattern matter areas are helpful in., pieces asan activity of the occupational competence. upholsterer. PPO Educational Awareness

Use the scrapbook picturesto intro-. duce the idea that upholsterersmust be able to cut materialsto fit certain -areas. Point out the similarity between working puzzlesand putting pieces of a pattern together. -

Children usually enjoy puzzlesand games if there is a chance ofarriving at a solution. ,

A simple class activityi to give each child a piece ofsquare paper. Colored caastructionpaper in 9-inch squares is easiest for the teacherto cut and a good size for childrento use. Have paper foldedcorner to corner so that four trianglesare formed. The four trianglesare then cut apart.

660 643 Use the vocabulary terms"triangle," "rectangle," and "square"as you talk about the pieces. Have children reassemble the fOur pieces ina variety of ways. Avoid rigidity in specifying what shape isto be made. Rather, admire'a shapeone child has made in the hope of encouragingothers to try for thesame shape. Fitting patterns on fabric is reallya.sort of puzzle for the upholsterer. There is really no correctsolution. Several ways of placing the patternmay be n,equally successful.

There are certain physical, social, . . . identf,fy classmates who and emotional characteristics which persist until a problemis make an individual unique. solved.

Self-Development" . . . identify twb classroom activities thatare pleasant The individual workerdetermines for some classmates andunpleas- whith aspects of 4n occupation ant for other classmates. maybe pleasant or unpleasant. PPO

Career Information Have,the class lookat the "free time" materials that are availablein the classroom. Discuss which onesare preferred by individual children. Indicate the puzzles andgames which might be related to theidea of making and using'patternsor designs.

The first REACTpge, "Shapes Change," requires two square piecesof paper cut the same size. Colored construction paper would be best. Children are to set pieces of paper intospecific shapes.

"Comparing"Identifiessome character-* istics of a child andone classmate. Encourage children to pickuntil everyone is chosen. This'should be doneon jndividual basis unless classmates work as teams.

SD/Level 2/5

1 "Shapes Change"

SD/Level 2/6 .

"Comparing"'

661 ,644 SHAPES CHANGE

Square Triangle Rectangle

Have two squares of paper thesame size.

Fold like this FOld like this ----> : Cut on the folds Cut on the folds

1. Use all 8 pieces to make 1 bigsquare.

2,t Use 4 triangles to make l'rectanole.

3. Use 2 *squares and 2 triangles to make this

shape. 4. Use 2 triangles to make this shape. /

5. Use all 8 pieces to make 1 big rectangle.

Use the thangles, squares, and rectangles to make

other shapes.

643 REACT Page 662 ,SD/Level 2/5 COMPARING

Pick a classmate.

Answer questions about that classmateand'you.

Your name

Classmate's name

What is the color ofyour eyes?

What is the color ofyour classmat&s eyes?

What is the color ofyour hair?-

, What is the color ofyour classmatds'hair?

Who is taller?

Who is shorter?

What is your favorite fobci?

What is your classmate's favoritefood?

What iS your favorite color?

What is your classmate'sfavorite color?

646 REACT Page 663 SD/Level 2/6 RELATED MATERIALS.

Beginning'Responsibility: Rules a.t School (Film,Color, 11-min.) Coronet Instruttional Films, Coronet Building,)55East South Water Street, Chicago, Illinois 60601, 1964.

CoMe to Work with Us (Set of Books) SextantSystems, Inc., 3048 North 34th Street, MilwaukeeWisconsin53210, 1970.

Factory, The: How a Product Is Made (Film,Color, 14-min.) Bailey Film Associates, 2211 Michigan . Avenue, Santa Monica, California90404, 1972.

ilow Things Are Made (Sound Filmstrip) Eye Gate House,Inc., 146-01 Archer Avenue, Jamaica, New York 11435,1973.

Kingdom of Could Be You, The: Careers in Manufacturing (Film,Color, 4-min.) Encyclopaedia Britannica Educational Films, Inc., 425 NorthMichigan Avenue, Chicago, Illinois60611, 1973.

People Who Work in Factories, People Who Work.in Offices,People Who Work in Stores (Film, Color, 11-min. each) Coronet.InstructionalFilms, Coronet Building, 65 East SouthWater Street, Chicago, Illinois 1972. 60601,

Values Series (7 Films, Color, 11-min.) Bailey FilmAssociates, 11559 Santa Monica Boulevard,.Los Angeles,California 90025, 1972.

What Does' Your Dad Do? (SoundFilmstrip) Carlton Films,Box 56, Beloit, Wisconsin 53511, 1971.

647

664 UPHOLSTERERS

Upholstered furniture that hasbecome old and 'worn is reconditioned by furniture upholstere'rs. These craftsmen replaceworn furniture fabric, repair broken frames, or replace or repair bent springs, webbing,and other worn parts of furniture. The upholsterer usually placesthe piece of furniture on padded wooden horses so that he Tay work at a convenient level. Using a tack puller or 'chisel and mallet, he pulls out the tacks that hold thefabric in place and removes the fabric. He also may remove padding andburlap that cover the springs. He examines the springs andremoves the broken or bent ones. If the webbing that holds the springs in place is worn, all ofthe springs and the webbing may be ripped out. The upholsterer then repairsthe frame by regluing loose sections and refinishing worn woodenarms.

To reupholster the furniture, the upholsterer first tacksstrips of webbing to the frames. Next, he sews new springs to thewebbing and ties 'each spring to the adjoiningones, securing the outside springs to the He then uses burlap, filling, frame. and padding to cover the springsand sews the padding to the burlap. Finally, after covering the paddingwith muslin and new fabric, he attaches these materials to the frame and makessure that they are smooth and tight. He completes the job by sewingor tacking on fringe, buttons,sor other ornaments orderedby the customer.

Upholsterers use a variety of handtools in their work, includingtack and staple removers, pliers, hammers, and shears. They also use special tools such as webbing stretchers and upholstery needles. Upholsterers who work in small shops lay out patterns anduse hand shears or machines to dut the upholstery fabric. They also operate sewing machinesto form new upholstery covers. In large shops, however, seamstressesusually perform these tasks. ,Sometimes upholsterers pick up and deliver furniture. Those who own their own shops order supplies and equipment, keep business records, and performother managerial and administrativetasks.

More than one-half of about 32,000 furniture upholsterers employedin 1968 worked in small shops, frequently having fewer than eightemployees. Many uphOlsterers also were employed by furniture stores, anda few worked for organizations--movie theaters, hotels,motels, and others--that maintaintheir own furniture. Almost one-half the upholsterers employed in 1968 worked inNew York, California, Pennsylvania,Texas, Illinois,'and'Ohio.

The most common way to learn this trade is complete informalon-the-job training in an upholstery shop. Prospective upholsterersare hired as helpers to perform simple jobs, such as removing old fabric, paddings, andsprings from furniture. As they gain experience, theyperform more complex tasks, such as installing webbing and springs and sewing on upholsteryfabric and trimming: Inexperienced helpers may become skilled upholsterersafter about three years of on-the-jobtraining.

Upholsterers can learn their skillswhile employed as plant workers -in furniture factories by performing a variety of plantjobs that are closely related to furniture upholstering. They also may learn throughvocational or high school courses that include chair caning,furniture making, textile 648

665 fabrics, and. upholstery repair. However, on-the-job training is required before these workers qualifyas journeymen.

Young people interested in ;;E:wingfurniture upholsterers should have good manual and finger dex-CerItyar.:: be able to do occasional heavy lifting.- An eye for detail, aFtlitv to distinguish betweencolors, and a flair for creative workare helpful.

- Hourly rates for upholsterers depend on factors suchas level of skill, the length of time they have been employed, and the type andgeographic location of the establishment in which they work. Rates in'the South, in 1968, were generally lower-than those in theNorth and West.

Upholstery shops oftenare spacious, adequately lighted, and well ventilated and heated. However, dust from padding and stuffingometimes is present. Upholsterers stand while they work anddo a considerable amount of stooping and bending. They.may work from awkward positionsfor short periods of time. Upholstery work is generally safe,although minor cuts from sharp tools and back strain from lifting and moving heavy.furnitureare not uncommon. Automobile trimmers are skilled upholsterers who custom makecoverings for automobile seats, floors, and door panels; convertibletops; and other itms. They determine the dimensionsof each piece of vinyl, leatherette, broadcloth, or other material to be used and mark he materialfor cutting. Automobile upholsterers also repair upholstery that has been torn,cut, burned, or damaged. Trimmers and installationmen use a variety of hand tools including shears, knives, screwdrivers, special pliers, various types ofwrenches, tack hammers, mallets, andtape Measures. They also use heavy-duty sewing machines and power tools.

Adapted from: Occupational Outlook Handbook, 1970-71edition. U. S. Department of Labor,Washington, D. C. pp. 521, 533-535.

6 4 9

666 CLIMATIC CUSTOMS

SECOND EXPERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS:. Anindividual's.feelings and the feelings of others relate to commonlY held beliefs and customs.

OCCUPATIONAL FOCUS: Meteorologist

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Weather Measures

2. Wind Indicators

3. So They Say Teacher Goais

Teacher goals of this strategycombine a Self-Development Dimension subconcept with subconcepts from Attitudes and Appreciations, Careerinforma- tion, and Educational Awareness, and subject matter concepts forthe occupation of Meteorologist. In this perspective the teacher'sgoals are to:

Structure experiences in which childrencan consider different beliefs and customs.

Guide pupils inawareness of the informative role of the weatherman.

Help children apply theirown to tabks performed by a weatherman.

Draw attention to legendarystc:.i..2: idea._ about the weather.

651

668 :" -' - .

VOC A "t3U I ,P,..RY

saying o

., Z..

thermometer

rainfall

10 . . .32:7' 107 0:77:777 .

652 669 WEATHER MEASURES

Second Experience Level Activity

['Performance Objec:ves I

Self-Development Dimension .

. discuss weather reportsas examples of individual'andgroup needs.

Attitudes and Appreciations DimenSion

identift at leastone contpibution made to society bya meteorologist.

Career Infomation Dimension

. . . use properly in conversation a given numberof vocabulary terms connected with a weatherman'swork.

Educational Awareness Dimension

. . identfy at least two weatherfacts that one has learned in school.

Subject Matter Concepts

Mathematfcs Science Figural Earth and Sky Graphs Local weather conditions Maps and charts Water and ail- together Measurement Weather maps Temperature Calendar

PreplannfngSuggestioTs]

Weather reports for at leasta week Thermometers Weather maps from newspapers forbulletin board Graph paper for showingcomparative data

670 653 WEATHER MEASURES

This activity involves collecting weather data and recordingit on graphs. Use a regularly appearing national weather reportas a source for data. This could be the standard weather map froma newspaper, the television weather report, or a radio weather report.

Career-oriented learningmay take . . identify at least two plate in school or out,of.school. weather facts thatone has Educational Awareness learne,d in school. PPO

. . use properly in con- OccupatiOns have their own versation a given number of vocabularies. vocabulary terms connected Career Information with a weatherman's work. PPO

Whatever the source for the data, guide children in identifyingand organizing the measurementschosen for collection. Choose one or two locations in addition toyour own city and keep weather recordsfor several consecutive days. Figures dealing with temperatures couldbe a minimum consideration for most pupils. More capable individuals may want to consider items suchas rainfall or wind velocityas well.

Individual collections ofweather maps and/or accumulative bulletin board display can provide ready references for data. Likewise, numbers for particulartemperatures, etc. may be jotted downas they are broadcast or telecast. Help children apply their collectionsof data to graph forms.

An individual's feelings andthe . . discuss weather reports feelings of others relate to com- as examples of individual and monly held beliefs and customs. group needs. PPO Sclf.Development ComPletion of a worthwhile task has . . identify at least one - value for the worker and for society. contribution made to sOciety by 'a meteorologist. Attitudes and Appreciations PPO

Discuss with children how the meteorologist helps people to plan certain activities and to understand their environment. What kinds of information does the meteorologist provide?What other workers are especially concerned with weather reports and forecasts? How does the weather forecast affect each of us?

Aim for eventual awareness of the work of the meteorologistas concern for the conditions of the air--in terms of heat, moisture, and,movement. Spectacular events such as thunderstorms, hurricanes, etc. might be understood as excesses of one or more of these considerations. ,

The REACT pages direct the pupils to measure temperature changes. The first page has exercises which the child reads and records information on a thermometer. The second exercise requires the child to mark the thermometer to showa given temperature.

The second REACT page involvesa class activity. Place a thermometer in a place children select. Decide what.times the temperature should be read. After temperature is determined each child can recud the information on his REACTpage.

,SD/Level 2/7

%eat for a Day"

SD/Level 2/8

"Heat Today"

655. 672 HEAT FOR A DAY

Temperture is Measuredwith a thermometer.

Color the th6rmometer to What teMperature is shown? show the temperature.

0 tor too tor qr- lot) 95 9s 9r 90 90 90 90 85- 85 86 80' So 80 75' 80 75 75 7 7o 70 6S :165 6.5" bo 60 60 SS =I55 SY SO- 55 50 50 50 115 ,1 yr yr 1/0 iio- leo yo 35 35" 35. 35 3o 3o- 30 30 25 25 ac C 20 20-- .20 20 15 /5 10 /0 /0 /0 5 5 5 5 0 0 ; o 0 5 5 10 /0 10 ! 15" C)

L.221_

Which temperature is hottest?

Which temperature is col:lest?

REACT Page 673 SD/Level 2/7 65 HEAT TODAY

Keep track oftemperature at'school. Ftnd a place tc P'ata tharnometer. .Mark the therrf:cneterson this pae. Choose a differenttire.for each thermometer. Date

Time

4-\ /05° os° /ofe 100 100 /oo 95 95 95 go 90 90 4 85 85 85 80 so go 75 9 75 73" 70 70 65 65 7 65 60 60 60 -7. 55 55 5-0 50 50

- 110 40 35- 35 35 30 30 30 25 25 25 20 20 20 15 /5 15 10 /0 10 5 .5" 0 5 5 10 10 15" 15

Degrees

6 5 REACT Page SD/Level g/8 674 WINDINDICATORS

, Second Experience LevelActivity

Performance Objectives [---

.Sel f-Devel opment Dimens i on

. . . describe at leastone Zegendary belief about the wind.

Career Jnformation Dimension

. . . tell how a weather vaneworks.

Educational Awareness Dimension

. . . identify at least one lact aboutwi,ndmeasuremnt learned outside Of school'.

SUbject,Matter Concepts

Science Language Arts Earth and Sky Listening and Speaking Local weather conditions Discussion skills Scienti,fio Method Noting and remembering Use of senses to gather details data Writing Skills Investigatiye and evaluative Short ansti4ers techniques_vary..

Preplanning Suggestions

Yisuals of weather vanes (Physicalmodels might be available.) Stories,poems, and books2about the effect of wind

658

675 WIND INDICATORS \

'ThisNactivity deals with the tWo majorfeatures of airmovement-- direction and velocity.

Occupations require. theuse of . . tell .how a weather specific materials and equipment. van,' works. PPO Caroor Information . . . ,identify at least one, fact about ,wind measul,ement Career-oriented learhjng may take Uarned outside of school.. place in school. or out ofschool. PPO Educational Awareness

Start the idea of windobsLevat'ons with a discussion of weathec Have pictures available for tration. Some children may know about the special wind direction equipment used by airports.

Encourage pupils to think of other Ways to check the wind'sdirection. What can'we see from theclassroom window that shows movements ofthe wind (e.g., smoke, flags, litter)? How can a flag.or other objectshow both direction and velocityof wind?

Take childreh outside toexperiment with different methods forchecking wind movements (e.g., dropa handful of blades ofgrass, hold a ribbon at one end, observe illovements of clothing). Help children\notice that wind direction varies. A flag flaps rather than blowingstralght in one direction. The general velocity can be determinedby the movement of the flag.

uss how the movements of theair affect workers in differentoccupa- tionS--airline pilots,baseball or football players, farmers,fisher- men, construction workers, etc.

659. 676 An individi.M's feelings.andthe . . describe at Zeast feelings cf others relate one to com-. legendary belief about the monly held belie-Fs andcustoms. wind. PPO SeiC Developmcmt

Study of the wind can.offeroppor- tunity for fictional stories about the winds and/or beliefs thatother people may have had about the wind.

Read poetry and stories aboutthe wind.

Ask children o tell about personal experiences they have had withthe wind. Suggest.that each child draw apictUre ofhow wind has affected him at some time.

The first REACT pagepresents a series of questions'aboUt howwind might affect particulargames children play. Help children anticipate the questions by reViewingbriefly the ideas discussed aboutdifferent occupations as they.might be affected by the wind. The written responses in the bottom section couldbe the activities distussed in theupper section of the page.

The Second REACTpage has pictures to mark. Children .are to decide which. objetts would. need windto make the nbject useful. Encourage children to explain theiranswers.

SD/Level 2/9

"When.the Wind Blows".

SD/Level 2/10

"We Need Wind"

. 680

677. , WHEN THE WIND BLOWS

How does the windmake a difference whenyou playbaseball?

How does the wind malzea difference when you play dodgeball?

How does the wind make adifference whenyou run: in a race?

Hew does the wind makea difference when you play checkers?

How does the wind makea difference when you go swimming?

, How does the wind makea difference when you ridea bicycle?

.What miuld you not want to play on a windy day? Tell. why.

What would you especiallylike o play on a windy day? Tell why.

661 REACT Page - 678 SD/Level 2/9 Mark the pictxres thatneed wind to make themuseful.

REACT Page 662 679 SD/Level 2/10 SO THEY SAY

Second Experience Level Activity

FPerformance Objectives

Self-Development Dimension

. . state one's own feelings regarding at Zeastone saying about the weather.

Attitudes and Appreciations Dimension

relate the services of a-meteorologistto comuon sayings about the weather.

Career InformatiOn DimenSion

. . . list a given number of materials andequipment used by a meteorologist.

Educational Awareness Dimension

. . identify. at Zeast one saying.about theweather learned at school.

Subject Matter Concepts

Language Arts . Science Listening and Speaking Scientific Method Discussion skills InveStigative and Noting and remembering evaluative techniques details vary. Use of senses to gather Listening for informa- data tion Special instruments Reading _help us observe. Beginning vuwel and Earth and Sky consonant sounds Local weather conditions Judgments of stories, Use thermometer, study characters' clouds, rain, sunshine, Cause-effect organization wind Writing Skills Spelling words grouped iv ideas 663

. 680 Preplanning Suggestions

Resource people to vi'sitthe class to.discuss weather Books with weather sayings A bulletin board displayarea Resource materials about thetools nf the meteorologist--books, films, etc. SO THEY SAY

This activity seeks to relate sayings and beliefs about the ..iather to modern methods of observation and forecasting.

Invite a panel of three or four adults from the community to visit the classroom and discuss thoughts about the weather. It would be good if at least one of these persons can be someone'working in some phase of meteorology or weather reporting. Brief these people ahead of time about what you want themto cover and how to go about it,

An individual's feelings and the . . state one's own feelings feelings of others relate to Com- regarding at least One saying monly held beliefs and customs. about the weather. PPO Self-Development Have the panel members use sayings or !;tories about the weather to get things started. For example:

Red sky at night,'sailors delight. Red sky at morning, sailorstake warning.

When clouds move dnal and turn dark gray, A rainy spell is on theway.

A ring around the sun ormoon Brings rain or snowupon you soon.

"Tr's going to rain. T feel it in my bones."

Groundhog Day tradition

Discuss these and any other guests or children .:ht know from the viewpoint of validity andpos- sible basis for origination. Imagine how primitive pec;Ileirly have thought about various weather phenomena (e.g., Thor, the thunder god of the Vikings; Indian rain dances; etc.).

02 665 Career-oriented learning may take . . . . identify at.least one . place in school or out of school. saying about the weather Educational Awasreness Zearned at school. PPO

. . . relate the services of' Specialized occupations result in a meteorologist to cominon an interdependent society. sayings about the weather. PPO 'Attitudes and Appreciations . . Zist a given number of materials and equipment used Occupations require the use of by,a meteorologist. PPO specific materials and equipment.

Career Information A second phase of the discussion should compare the specific tasks of the modern methods of anticipat- ing the weather and its effects on human activities. How does the meteorologist collect and organize data?What instruments does he use? How do different people depend upon his information?

The REACT page lists five simple 'statements. The pupil is to indicate whether or not he believes each statement. Assign groups of .three or four to share andcompare their individualresponses. Help-- them to discuss the normilitg of diff0Ing4 customs and beliefs.

The secend REACT4age adcs for . weather words.' The lettersat the bottom of the paware to suggest words. Each lettèr.i§ a beginning letter of a weathe'r word. ,

cold 7sl'eet hot .S.tOrm Cloud dng wet het

. snow ,APg SD/Level 2/11

"YesoyAo" ./ SD/Level2/12

"Name the Kind"

683

. YES OR NO

Here is a list of statements.

If you believea statement, draT a ring around YES.

If you do not believea statement, draw a ring aroundNO.

The 9arth is flat. YES NO

The sky is blue. YES NO

Cereal'is to eat atbreakfast. YES NO

Rainy days are not nice, YES NO

50 Arithmetic is easier than spelling. YES NO

Match your answers withthose of sme ofyour friends.

Which ones do all ofyou agree on?

Which ones sho1 differentfeelihgs?'

Why are some 1eelinsdifferent?

667

REACTPage

684 SD/Level '2/11 t Think ofl as 1Tany,differentweather words asyou can.

Hint: The letters beloware at the beginning ofsome weather words.

668 REACT-Page 685 SD/Level 2/12 RELATED MATERIALS

Adventures of the Lollipop Dra9on (Sound Filmstrip) Society for VisualEduca- tion, 1345 Diversey Parkway,Chicago, Illinois 60614, 1970. .Families and Weather: What's the Weather Like? (Film) McGraw-Hill BookCom- pany, Inc., 330 West 42nd Street,New York, New York.10036, 1967. I Like Weather (Book) Janina Domanska. Thomas Y. Crowell Company, 201 Park .Avenue South, New York, NewYork 10003, 1963.

Kingdom of Could Be You, The: Careers in Environmental Protection (Film,Color, 4-min.) Encyclopaedia BritannicaEducati-OTEPPilms., Inc 425 North Michigan Avenue, Chicago, Illinois60611, 1973. Let's Find Out About the Weather (Book) David C. Knight. F. Franklin Watts, Inc., 575 Lexington Avenue,.NewYork, New York 10022, 1967. Our Working World (Multi-Media) Lawrence Senesh. Science Research Associates, 259 East Erie Street,Chicago, Illinois 60611, 1972.

Science for Beginners (Film, Color, 11-min.) Coronet InstructionalFilms, Coronet Building, 65 East SouthWater Street, Chicago, Illinois 60601, 1970.

See the First Star (Book) Norma Simon. Albert Whitman and Company, 560West Lake'.Street, Chicago, Illinois-60606,1968.

Way the Sun Disappeared, The (Book)John HamUurger. W. W. Norton and Company, Inc., 55 Fifth Avenue, NewYork, New York 10003, 1964.

Weather Station (Film, B/W, 11-min.) McGraw-Hill Films, 330 West 42ndStreet,, New York, New York 10036, 1969.

What Does the Tide Do? (Book) Jean Kinney.. Young Scott Books,Reading, Massachusetts 01867, 1966.

6thi

686 METEOROLOGISTS

Meteorology is the studyof atmospheric but of all celestial phenomena--not only of theearth, bodies. Netedrologists attempt stand the atmosphere's to describe and under- constituents, motions,processes, and influences. knowledge helps-'solve Their many practical problems inagriculture, transpertation, communications,'health, defense,and business.

Meteorologists usuallyspecialiZe in one branch of the science. *leather,: forecasters knownprofessionally as synoptic group of specialists. meteorologists, are the largest They interpret currentweather iiiriiRlation (such pressure, temperature, humidity., as air wind velocity) reportedby observers inmany parts of the world and'byradiosondes and weather ahd Yong-range satellites to make short- forecasts:for specificregions. records on Wind,-rainfair, Climatologists analyzepast sunshine, temperature, a specific area to determine and other weather datafor the general pattern ofweather which makes up the area's climate. Dynamic meteorologists investigate the physicallaws governing atmosphericmotions: Physical meteorologists.studythe physical nature of the atmosphere,including its chemical acoustical, and optical composition and electrical, properties; the effect ofthe atmosphereon the trans- mission of, light, sound,and radio waves; and the factors affectingthe formation of clouds,precipitation, and other weather phenomena. Meteorological instrumentWon_spe_cialists . develop the devices thatmeasure, record, and evaluate dataon atmospheric processes. Specialists 'in .appliedmeteorology, soMetimes calledindustrial meteorologists, study the relationshipbetween weather and specifichuman activities, biological and industrial processes, and agricultural operations. For example, they make individual companies, weather forecasts for attempt to induce rainor snow in a given area, and on problems such as smoke work control and air pollutionabatement. Approximately one-third of all civilian meteorologistsperform research on ways tc modifyweather, weather conditions of forest fires, and other affecting the behavior problems. Another one-third are in weather forecasting engaged primarily and about one-fourthmanage or administer forecasting and researchprograms. -In both weather forecastingand research, meteorologists use electronic computers toprocess large amount of data.

A number of meteorologiststeach or do researchfrequently the two activities--in combining universities or colleges. In colleges without departments.of meteorology, separate they may teach geography,.mathematics, physics, chemistry, or geology,as well as meteorology.

More than 4,000civilian.meteorologists States in 1968; only about were employed in the United 3 percent werewomen. The EnvironMental Science Services Administration (ESSA), which includes theWeather Bureau, employed. by far the largestnumber of civilian meteorologists-nearly 2,000at300 stations in all parts ofthe United States, the Wake Island, and other polar regions, PuertoRico, Paciffc'area sites. A-few worked for other .government agencies. federal The Armed.Forces employedabout 300 civilian 'meteorologists. professional 670

687 Nearly 700 meteorologists.worked forprivate industry. Commercial airlines employed several hundred to forecast:weather along flightroutes and to brief.pilots on atmospheriC conditions. Others worked for private weather consulting firms, which provided special weather,information fora fee, fur companies that desinod and manufactured meteorological instruMents,-and for large firms in aerospace, insurance,utilities, and other industries..

Colleges and universities employed about,800 meteorologistsin research and teaching. .Several hundred others worked forstate and local governements and for nonprofit organizations.

In addition to these civilian meteorologists, more than 3,000officers and 1,500 enlisted members Of the Armed.Forces were engaged in,forecasting and other meteorological work in 1968. About four-fifths werecn active duty in the Air Force.

1 A bachelor's degree witha major in meteorology is the usUal minimum educational requirement for beginningmeteorologists ill weather forecasting,- However, a. bachelor's degree ina related science or in engineering is acceptable for many positions, provided the applicant has credit forcourses in meteorology.

For research and teaChing and formany top-level positions in other meteorological activities an advanced degree is essential, preferablyin meteorology., although persons having graduate degrees in other sciencesals0 may qualify if they have taken advanced meteorology,'physics,mathematics, and chemistry.

The employment outloOk forcivilian meteorologists isexpected to be favorable through the 1970's.

Meteorologists having advanced degreeswill be in demand to conduct research, teach in colleges and universities, and engage inmanagement and consulting work. The advent of weather satellites,manned spacecraft, world circling weather balloons, new international cooperativeprograms, and the use of electronic computers to make weather forecasts have expandedgreatly the boundaries of meteorolQgy and opened new fields of activityin the study of weather on a global scale. Meteorologists will be in demandto develop and improve instruments used tocollect and process weatherdata.

EMployment opportunities formeteorologists with commercialairlines, weather conSulting services, and otherprivate companies alsoare expected to increase, as the value of weather information to all segmentsof our econ- omy receives further recogrition. This recognition alsomay create opportu,ities in research positions with private research organizations andcolleges and universities. The number of teaching positions for meteorologists alsoshould rise, primarily because of anticipated increases in totalcollege enrollments and in meteorologyprograms.

In addition, there will bea continuing demand for meteorologists work in existing to programs, Such as weather measurementsand forecasts, storm and flood-forecasts, and research on the problems ofsevere storms, turbulence, and air pollution, 671 688 Jobs in weather stationswhich are operated on basis often involvezight a 24-hour, 7-day veek work and rotating shifts. Most stations are at airports or at placed in or near c;ties; some are in isolatedand remote areas.

Adapted from:- Occupational .OutlookHandboOk, 1970-71 edition. . U. S. 0,2partMent ofLabor, Washington,

pp. 139-141.. .

£3

,6112. LI

689. MAY I HELP YOU?

SECOND EXPERIENCE LEVEL.INFUSION EGY Da)

CAREER DEVELOPMENT FOCUS: An individual has social,physical, and intellectual aptitudesfor various tasks.

OCCUPATIONAL FOCUS: Secretary

(/)

ACTIVITIES

IN THIS INFUSION STRATEGY a 1. Correct form

2. Who Is Calling? a) . Here It Is

691 673 Teacher Goals

Teacher goals of this strategy combine a Self-DevelopmentDimension subconcept with subconcepts from Attitudes and Appreciations,Career Informa- tion, and Educational Awareness,and subject matter concepts of Secretary. for the occupation In this perspective theteacher's goals are to:

Stimulate pupil interest inthe variety of things they do that relate to thework,of a secretary.

Establish understandingthat aptitude might not be related to interest.

Provide opportunities to developbehaviors,for whichone has interest but not aptitude.

Expand understanding ofopportunitieS to participate in many icinds of activities.

674

-692 675 693 CORRECT FORM

Second Experience Level Activity

Performance Objectives

Self-Development Dimension

. . . identify one or more tasks ofa Secretary that matches one's own aptitudes.

Attitudes and Appreciations Dimension

. deecribe how and whyone- should assume responsibili.ty for one's Own spelling,

Educational Awareness Dimension

. . . describe basic educationalresuirements fbr a Secretary.

Subject Matter]Concepts

A Language Arts Readir0 Making dudgments of stories andcharacters Di tionary .Liste ing and Speaking As ing pertinent questions Listening for information Writing Skills Spelling words Writing a letter

[PreplanningSuggestions

Secretaries to interview in .class Dictionaries, spelling lists 676

694 CORRECT FORM

The secretary. ina small office has a variety of tasks. In a large office a secretary may have onlyone or two tasks. The general qualifications. remain pretty much.thesame.

Knowledge and skills insubject . . describe basic educational matter areas are helpful in requirements for a secretary. occupational competence. PPO

Educational Awareness

Ask the school secretary andSecretaries from several businessesor professional offices to come to tlass fora puel interview. Encourage children to have questions prepared abouteducational requirements. Plan to find out which subject matter skillsare needed and how a secretaryuses those skills.

Typin§ is one skill thatis usually required. There is.probablyno typewriter available for the class;how- 'ever, children probablycan identify

a typewriter by sight. . Children might be interested in knowingthat rhythm is impOrtant toa typist. Have children practice moving theirfingers in time to rhythmic records. Perhaps a business teacher Can meetwith the class to disc,uss how. typingis taught.

Ability to spell and touse a dictionary are requirements for most secretarfes.

Set up a letter formatfor children to use. Find reasOns for the classor individuals to write letters.

Work involves the acceptanceof . . describe how arid whyone responsibility for a task. shouZd assume responsibility Attitudes and Appreciations for one's own spelling. PPO

Spelling and dictionaryskills should be taught in referenceto secretaries. Children should be taughtto look- back over theirown written work for 677 695 spelling errors. Avoid exercises which are devoted to findingerrors. Children at this level shouldsee the correct form rather thanlooking for incorrect forms.

An individual has social, physical, . . identify one or more and intellectual aptitudesfor tasks of a secretary that various tasks. matches one's ow6 aptitudes. PPO Self -Development

Elicit from individuals thingsthey like to do that a secretary does. Indoor, quiet activitiesare probably more related to secretarial tasks than rough outdoor play.

The first REACT page asks fora child to selcct from given acLiVitiesthe one that that child does bestand the one that is easiest.

The second REACT page, requireschil- dren to express What:they'liketo do at different times'.

Both pages are relatedto the subconcept 'for Self-Development.

SD/I_evel 2/13

"Easy, Easier, Easiest"

SD/Level 2/14

"Alone Together"

GIS 696 EASY, EASIER, EASIEST

Look at the 'pictures.

Put a line under what Youdo best.

Rill; what you liketo do best.

Tell. why.

6.60h k

A ocpg- CI

679 REACT Page 697 SD/Level 2/13 -ALONE OR 'TOGETHER

Draw a Picture.

Write a sentence.

What do you like to do alone?

What do you like to do withsomeone else-?

680

REACT Page. 698 SD/Level 2/14 WHO IS ALLING?

Second Level Activity

Performance Objectives 1

Self-Development Dimension

. identify meeting new people as an activityono enjoys or finds difficult.

. identify liking to work-withothers as a social aptitude one hasor does not have.

. identify listening and spellingas abilities needed for taking accuratemessages.

Career Information Dimension

. identify ability to interactwith people asone job of a secretary.

Educational Awareness Dimension

. . identify practiceas an effbrt to learn.

Subject Matter. Concepts

Language Arts Social Studies Listening and Speaking Sociology-Anthropology Listening for information IndividuaLcharacteristics Manners Writing Skills Write topic sentences

Preplanning Suggestions,

Toy telephone Appointment Calendar . Short stories or'-paragraphs to read to children(See REACT page.) Tapes with messageNfromwhich children can-take notes . Mimeographed nOte pacts-Nforeach child (See activity for format.). 681 699 'WHO IS CALLING?

A setretary meets callersand answers .phone calls as part of herjob. Develop skills and understanding ofhow'to answer a telephone fr a.business.

Occupations require speclal per- . sonal characteristics, u.bility to interact o.f.t:h peopl,:e-asone Career Information task of a sccretary, PPO

_Dramatize situationsin which asecre- -tary would be a receptionist. The secretary would meet people, take ,,Jressages, and keep the appointment calendar for the office. Plan the dramatizations so that thesecre- taries show the acceptableand unaccept- a....e behaviors when talking to people.

An individual has soaL physical, . . . identify meetingnew and intellectual .aptitudes ,or people as an activity various tasks. one enjoys or finds difficult. PPO Self-Development

Plan to have a hostess brhost in the classroom to greet visitors. Plan hpw involved the hOstshould be in talking to visitors. At any school party or activity whereparents or vtsitors are involved, havecommittees of childrenassume responsibilities for the actual activity.

Taidng messages.is.oneparticular task that involves'interactingwith others. Help children developan understanding of listening toa speaker for certainpurposes. To listen-for deliveringa message, one should note (1) thename of the person leaving the message, (2) the message, and .(3) any response required and how to reach the caller.

An individual has social,physical, . . . identify Ziking to work and intellectual aptitudes with for others as a social aptitude :various tasks. one has or does not have. PPO Sid If-Development 682

700 Read several conversationsto children which ihvolve specificinforma- tion. Before the selection isread,- set the purposeas listening for information about time,place, or any other reason related to the' selection. After children have developed the ability tolisten for information, develop the abilityto take a message.

Learning achievementdepends apon effort and ability. . identify practice ag dn effort to Zeorn. PPO. Educational Awareness

Prepare tapes with me'ssagesfrom which childrenare to record information. Encourage children touse the tapes irdividually untilthe messages can be taken accurately.

Develop note padswhich-have information required formessages.

Name of Caller

Date

Time

Message

Ask children to tellhow messagesare taken care of in.theirown homes.

An individual has social, physical, . and intellectual . . identify listening and aptitudes.for _ spelling as abilities various tasks. ' needed for taking accuratemessages. PPO Self-Development

Elicit from childrenstories about errors that have been made intaking messages and the effect on the caller and the person called. Perhaps a 6 3

701 parent forgot to tella child that a friend called. Handwriting may have been poor and amessage or phone number could not be read. /

Two REACT pages comprise/o activity. Children are to read thefirst page' knowing that theyare to take a message on that form. The Second,page isa story to read. Children are to complete the note form with fnformationfrom the story.

SD/Level 2/15

"Makf a Note" MAKE A NOTE

This page shows a formon which td take a message.

On-the back of thispage is a story to read. Complete this note par4o from informationon.the story page.'

John wrote this note.

Call for:

Caller:

Number:

Message

What:

Where:

When:

Other information:

685

REACT Page 703 SD/Level 2/15 Read about the telephoneconversation.

The telephonerang at the Smith home. "Hello," said John.

The caller said, "Ilvantto speak to Es. Smith."

John said, "Motheris not here now.. May I take a -message?"

,"Oh,. yes,"Answered the caller. "Tell her Betty

Black will havea PTA planning meeting at herhouse.

The meeting will be nextTuesday at 7:30p.m. trillyou

have your-mother callto tell me if shecan come?This is Betty Black 'andmytelePhone number is 364-7825."

John said, "Thankyou Ms. Black. .1,w1ll giveher a .note."

!!Good-by John andthank you," said Ms. Black.

"Good-by," answeredJohn.

686

REACT Page 704 SD/Level 2/15 HERE IT IS

Second Experience Level Activity

Performance Objectives

Self-Development Dimension

. . identify readingas a skill needed to carry out the-task of filing.

Career Information Dimension

. . identify several occupationsthat require some of thesame skills needed bya secretary.

Educational Awareness Dimension

. . . cite alphabetizingas a skill which is prerequisite to filing.

Subject MatterConcepts]

Language Arts Science Writing Skills Scientific Method Alphabetical order Categorizing Spelling words Reading Reading for information

[PreplanningSuggestions

A display of the alphabet, like thoseused for handwriting Boxes to be used as files withcardboard for dividr.:rs Books or files that might actuallybe used in the schoolor home (recipe files, encyclopedias,dictionaries)

687

.705 ..HERF.gT IS

Filing As one task of a secretary that involves several language arts skills.

Learning achievement depends upon . cite alphabetizingas effort and ability. a skill which'is aprerequisite to'fning. PPO Educational .Awareness

Alphabetizing is a fundamental requirement of filing. Develop classroom activities that require children to bocome familiar with the sequence of letters in the alphabet.

An individual has social, physical, . . identify readingas a .and intellectual aptitudes for needed to carry out the various tasks. task of filing. PPO Self-DevelownmA

Plan to assign classroom jobs by .alphabetical order of lastnames. Children quickly learn the skill when they are personally involved.

Some classes use vocabulary"cards which can be kept in order by children.

As soon as children can handle the task of alphabetizing, developmore difficult filing activities.

The secretary needs to be able to read information ina letter or report and then plebe it so that it can be located easily.

Prepare a series of paragraphs about three or fopr topics. Have small groups or individuals read the paragraphs for the purpose of identifying the main idea. Help children identify the categories, then assign each paragraph to that categoryor topic.

688 706 Make dividers to setup a file'in the classroom. A cardboard boxcan be the file drawer. Construction paper can be used for dividers.

Occupations require special personal identify Several characteristics. occupations that requiresome of the Career Informajon .same skills needed by a secretary. PPO

Ask children to think ofoccupations other than secretaries inoffices that use the idea of filingand alphabetizing or categorizing. The post office, library, bank, andtelephone company all are concerned with orderly arrangements of materials.

Develop activities whichrequire the use of the file. Children's papers might be "handed in" tobe filed. The teacher would findit easier to check whose papers havebeen returned. Exercises could be returnedto the file instead of directly'tochildren.

Discuss how papersare kept at home so they are easily found. Have children look forways that parents use filing at home. Recipes are frequently kept in file boxes. Lead into the idea 9f "a place foreverything and everything in its place." Discuss the advantdges or disadvantagesof being orderly.

The REACT pagesare designed to present school activities whichrelate to secretarial activities.

SD/Level 2/16

"ABC"

SD/Level 2/ 17

"Spelling"

689 707 ABC

Write these words in thecorrect-alphabetical order.

too so

to sow

two sew

reading this

reader thin

. reads thick

red . blue

read blew

sometime

something

somewhere

66t)

REACT Page, 708 SD/Level 2/16 SPELLING

Write the missing words.

A robin is a ammo w.

The day Monday is Tuesday.

"Hello there,"_ the girl.

The first month isJanuary.

The month is February.

Pork and beefare kinds of 1181 Immo Immo OM*,

The President livesin the

The wind hard in a storm.

Tricycles have three

Start a letter like this: _ Mother,

REACT Page 709 SD/Level 2/17 RELATED MATERIALS

Beginning Res onsibility: Learning to Follow Instructions (Film,Color, 11- min. Coronet instructiona Fi ms, Coronet Buil-ding, 65 East South Water Street, Chicago, Illinois 60601, 1970.

Busy Office, Busy People (BOok) JeneBarr. Albert Whitman and Company, 560 West Lake Street, Chicago, Illinois 60606,1967.

Come to Work with Us (Books) SextantSystems, Inc., 3048 North 34th Street, Milwaukee,.Wisconsin 53210, 1970.

Friday Night Is Papa Night (Book) RuthSonneborn. The Viking Press, Inc., 625 Madison Avenue, New York,New York 10022.

Kingdom of Could Be You, The: Careers in Business and OfficeAccupations (Kin,. Color, 4-min.) EncyclopaediaBrifannica Educational Films, Irc., 425 North Michigan Avenue,Chicago, Illinois 60611,1973.

People Who Work in Offices (Film,Color, 11-min.) Coronet Instructional Films, CEFOnet Building, 65 East SouthWater Street, Chicago, Illinois 60601, 1972.

Why Fathers Work (Film, Color, 14-min.)Encyclopaedia Britannica Educational Films, Inc., 425 North MichiganAvenue, Chicago, Illinois 60611, 1969.

692

710 '12

STENOGRAPHERS AND SECRETARIES

Practhally all stenographersand secretaries transcribe it on a typewriter. take'dictation and They usually have additionalduties related to the nature of theiremployer's business; they titles whi:h reflect their sometimes have specialjob skill levels or workspecialities.

Stenographers take dictationfromOne or more transcribe their notes persons and then on a typewriter. Most stenographers in shorthand; record their notes some usc machines which printsymbols as different keys pressed. In addition to taking are and transcribing dictation;many stenographers also do other kinds oftyping, answer telephones, office machines, and operate various types of perform other clericalduties.

Secretaries, in additionto their stenographic work, eljeve employers of their, numerous routine duties andoften handle a variety details on their of business own initiative. Duties vary, depending 'employer's business actiyities on the nature of the and also on the secretary'sown experience and capabilities. Secretarices often handle tasks such>as schedulingappoint- ments for their employers,arranging for airline tickets taking care of and hotel, reservations, some kinds of correspondence,and handling private,0 dential records. confi- Sometimes they alsosupervise other clerical secretaries, like peronnel. 'SOme stenographers, specializein legal, medical,or other technical work. Others, who are social secretaries, make arrangementsfor social functijns and attendto other personal and social matters for theiremployers.

Stenographers and setretariesare employed by public and private organizations of practicallyevery size and type. graphers and some reporting A few--chiefly publicsteno- stenographers--are self-employed.

Particularly large numbersof stenographers and manufacturing firms, secretaries work for government agencies, scHoolsand colleges, insurance companies, banks, andhospitals. Many, including technicalstenographers and secretaries, are employedin the offices of professional people. physicians, attorneys, andother Stenographic and secretarialjobs for men tend to be concentrated in educationaland other professional ing and public administration. services and in manufactur- Many of the nearly 15;000stenographers who specialize in shorthandreporting are men.>

Adequate performance as a stenographer or secretaryrequires a good basic educationas well as technical training. Graduation from high school is essential for practicallyall positions. Graduates whose highschool courses have included shorthand,typing, and other business the requirements of subjects meet many employers. Some employers prefer academic high school a backvound of subjects, supplementedby technical training graduation. taken after

Daytime and evening courses that prepare st,.:Ientsfor stenographic and secretarial workare offered by hundreds of public'schools, privatebusiness

693

711 schoolS,. and colleges throughoutthe country. In connection with high school courses in business subjects, some public schools conduct cooperativepros- grams which enable students to acquire practical work experiencesundertrained' supervision. Associate degrees in the field ofsecretarial studies arecon- ferred by a great'number of junior'and community colleges. Bachelor's . dlgrees in the field of executive secretary are conferred by theschools of business and commerce in many universities; a few confer the master'sdegree.

Good hearing and a workingknowledge of spelling, punctuation, grammar, and vocabulary are essential instenographic and secretarfal positions. Employers seek workers who are poised, alert, and have pleasantpersonalities. .Discretion, good judgment, and initiative are also impdrtant,particularly for the more responsiblesecretarial positions.

Cap'able and well-trained stenographers aild secretaries haveexcellent opportunities for a6ancemert. Many stenographers advanceto better-paying positions -as secretaries; others,who acquired the necessry sOeed through experience or additional training, may become reporting stenographers. Both----- stenographers and'secretaries may eventually be promoted to jobs suchas administrative assistant, office supervisor, executive secretary,or some other responsible position requiringspecialized knowledge of the or business. employer's industry

As modern businesses continue to expand in size and complexity,the increased paperwork will lead to a rapid expansion in theemployment of secretaries and stenographers. The increasing use of dictating,duplicating, and other office machines will undoubtedly continue, buttechnological changes of this kind are not expectedto greatly dftect the growth of these occupations. employment in

Adapted from: Occupational OutlookHand000k, 1970-71 U. S. Department edition. of Labor,- Washington,D. C. pp. 286-288.

6 9 i

712 Appendix A

CAREER DEVELOPMENT MAJORCONCEPTS

Attitudes and Appreciations

Society is dependent upon the productive work ofindividuals. Career Information

Basic career informationwill aid in making career-related decisions. Coping Behaviors

'Certain identifiable attitudes, values, andbehaviors enableone to obtain, hold, and advancein a career.

Individuals can learnto perform adequately in a variety ofoccupations and occupationalenvironments. Decision Makingp

Life involves a series of choices leadingto career commitments. . Basic components of the4eision-making process can be appliedto the establishing_of-personal goals and the making ofcareer-related decisions. Edtcational Awareness

Educational skills andexperiences are related career goals. to the achieveme t of -

Lifestyle

Work affetTs an individual's way of life, in thata person is a social being, an economicbeing, a family being, being. a leisure being, anda moral

. Self-Development

An understanding and acceptance of self isimportant.

Social, economic,educational, and cultural development. forces influence self-

Individuals differ intheir interests, ments. aptitudes, values, andachieve-/

693

715 DEVELOPMENTAL DIMENSIONS .Appendix B SUBCONCEPTS SCOPEFOR EXPERIENCE AND SEQUENCE LEVELS READINESS THROUGH SIXTH DIMENSION MAJOR CONCEPT READINESS LEVEL FIRST LEVEL SECOND LEVEL THIRD LEVEL FOURTH LEVEL FIFTH LEVEL SIXTH LEVEL _ behaviorsattitudes,Certainto obtain, identifiable enable values, hold, one aadand coppshOuldAn ityindividual with exercisedlearn author- to by copeAn rightsshouldindiVidual with andlearnthe feel- to takehowshouldAn individual tocriticism. givelearn and demonstratingcanA contributio...to be'made group effortby settings.CerZaintoare specific appropriate behaviors job versalityTherefeelings is aof uni-and as- sonalTheretive relatiohsare lnterper7 effec- advance in a career. 'others. ings of others. enceexercisecompromiseability in achieve- influ- toand both nationality,/appearance,lesspeople--regard-pirations of physical of all instructions.orskills evaluating for giving goals.ment of group . ethniccreed, background.sex,lor pationstoIndividu'als inperform a varietyand adequately occupa-can oflearn occu- differentareDifferent-skills required tasks. for maySeveralgivento be perform required skillstask. a beSome another.fromtransferred skills one jobcan to thearequirementsPerformance job work vary setting. with for witharegarements jobPerfOrmarice time. may change for be th,,.transitionforItable isa topersonimportant make to differentiateacteristicsThere are char- which tional environments. another.from one job to betweenwithinfamilies.betweentions--both andjob occupa- careerLifeof involveschoices commitments. leadinga series to aremind""makingChoice certain and means up there one'ssit- choicesinfluenceandThings these and change thechanges others.decisionsAn himselfindividual's affectand choicesinfluencethesePeople changesand change the ,and Decisioninvolves making risks. chaincanDecision reactions.precipitate making gratifications,ions,Previous peers, decis- choices.oneuations can wtiersmake makes.decisions one makes.'decisions one mationfuturepresentandneeds, careerinfluence decisions. interests,and infor- toprocesstheBasic the decision-making componentsestablishing can be applied of of andwhatshouldAn individuallearn "a recognize goal' how tois beone's conflictProblemsidentified goals whichwithcan toalternativeAn shouldreachindividual aconsider given ways immediatetheplaysDecision setting a role makingand of in setcanmakingThe prioritiesbedecision- usedprocess to 4 i bycanSetting analyzing be enhanced goals canmakingThe bedecision- usedprocess to relatedmakingpersonal ofdecisions. goalscareer- and the goals.set one'S own and assessed. goal. long-range goals. personalin developing goals. processes.decision-making Ahat pointvarioustime,preferences,determine in jobbetween one's at families. . , 7 typeituDEVELOPMENTAL.DIMENSIONS SCOPE AND SEQUENCE IA D klAJIIL Li] DIMENSION MAJOR CONCEPT READINESS LEVEL FIRST LEVEL SUBCONCEPTS FOR EXPERIENCE LEVELSSECOND READINESS LEVEL THROUGH SIXTH vidual'sWorkin affectsthat way a personofan life,indi- ls a mildMost therepeople are Work Familyperform members work they aLifestyles community within existRelationships between a THIRD LEVEL oral principles FOURTH LEVEL Relationships FIFTH LEVEL Leisuie-time SIXTH LEVEL social being, an manypeople reasons work. why performing,are capable re-of differ, person's occupa- partare anof integralone's . desiredexist between lifestyles activitiesinterests and may ,-,wa.mV ecomnicfamily being,being, aa leisure aresponsibilities shared,.and peopletion and with the whom work life. monetaryand career rewards. andlead one's to careera career, a being.being, and a moral unit.interdependentthe family is an associate,a person tends to time.andaffectmay, use in theofturn, leisureamount important.acceptanceAn understanding of self and is contextselfAwareness withinof the of the one- experiencesAn individual . physical,There are social,certain feelingsAn individual's relative bershipA person's in amem- Interests and There is a rela- . isfamily important, structure groupvariousfriend, member, roles-- student,, etc. whichindividualcharacteristicsand makeemotional an unique. areloneliness, diverse,fear,to happiness, anger, etc., himself.group asaffects-the well as phyliicalwellandabilities changeas one's being, as mature acceptanceknowledgean individual'stionship andof between --. careerself preferenCe.and his V culturaleducational,Social, forces economic, andinflu- otherAn influencedindividual people. byis Thetunityprovide school to ancan enhance oppor- An feelingsindividual's and the ofCroups school outside influ- An influencedindividual byis Changes in an An individual's w..3ciE ence self-development, self-development., commonlyothersfeelings heldrelate of to development. d- econic forces. om mentence individualand his changes environ- influ- influencedsonalvalues goals and by per-are the tn,..,i) customs.beliefs and . e= 4 influencein environment him, people.values of other tudes,Individualstheir values, interests, differ and inapti- ofshouldAn theindividual taslisbe aware that tudes,Interests,An individual's values, apti- physical,hasAn individualsocial, and differIndividuals in their schoolAchievements and out in of canAn individualdifferentiate Theretionship is a rela-among , achievements, minebeginhe performs his to interestsdeter- and areand notachievements always aptitudesintellectual for teristics.physical charac- - interests,dependentschool are uponapti-often andbetween others himself in tudes,interests, achieve- apti- in these tasks, of thehis samepeers. as those various tasks. tudes, and values. achievementsvalues,ests,terms aptitudes, andof inter- in andments, occupations. values, -, ( schoo-.and out of INTERACTING DIMENSIONS Appendix C DIMENSION CONCEPT MAJOR SUBCONCEPTS APPROPRIATE iOR ALL EXPERIENCE LEVELS (READINESS SCOPE AND SEQUENCE (- THROUGH SIXTH) areexperiencesskillsEducational rJlated and t Knowledge and skills in 7 'subjectcompetenCe. matter 4, 11111me-. areas are helpful in occupational mentgoals.the of achieve-career LearningCareer-oriented achievementis a lifelong learning depends process. may upon take effort place andin schoolability. or out 'Of school. workSocietythedependent ofproductive is upon york involvesCompletion the ofacceptance a worthwh'ile of responsibility task has Value for for the worker and a task. for society. individUals. MostA great occupations many tasks include can be commonperformed andexpectations, avoidanceby ofsuch excessive abaence. mgn or women. as punctuality, dependability, cn SpecializedA given work occupations setting requires result certainin policies and procedures. an interdependent society. . , INTERACTING DIMENSIONSAppendix C (Cont'd)'"3 . , . . fl SCOPE'AND SEQUENCE DIMENSION CONCEPT MAJOR SUBCONCEPTS APPROPRIATE FOR ALL EXPERIENCE LEVELS (READINESS(I. THROUGH SIXTH) relatedmakingwillinformationBasic deci-aid career-career. in OccupationsOccupations require-the may have certain dress use of specific materials and equipments requirements. , sions. TheOccupations individual have worker chair determines own vocabularies.or unpleasant. which aspects of an occupation may be pleasant ; OccupationsOccupations require have their special own workpersonal settiiigs. - oE-4 Earnings vary with occupations. characteristics. , ' , . zcz. Career development includes occupational training. progression through stages of ' educational and . wix Costs of trainin, g for occupations vary. . c.).4 Technological, economic, social:,of jobs.and political4,-. factors influence supply and demand . , , , z. , _ -