Grade 9: Career Guidance Program

Teacher Guide

1 2007

Career Guidance 9

Introduction Career development is about growing through life and work; about learning, experiencing, living, working and changing; about creating and discovering pathways through one’s life and work. When intentional, career development is about actively creating the life one wants to live and the work one wants to do.

The Blueprint for Life/Work Designs will help make career development intentional for more people. The following Career Guidance 9 program is developed on the Blueprint for Life/Work Designs competencies. Canada is shifting to a new and better paradigm for Career Development (Life/Work) that will address the current needs for the world of work. The Blueprint is a national framework of competencies individuals need to effectively and proactively build their lives and careers. This framework allows teachers to intentionally build career development into core subject areas in order to support the shifting paradigm and to better equip students for the current needs required in the world of work.

The following Career Guidance 9 program is designed to be used within the core subject areas: Christian Ethics, English Language Arts A90, English Language Arts B90, Math 90, and Social Studies 90. The program may also be used in a stand alone class as well. The lessons, journal entries, and activities are built around the Blueprint competencies. These competencies are specific goals in life/work development. Each competency is broken down into four levels that suggest the developmental nature of each competency. Level one is for elementary level students; level two is for middle or junior high; level three is for high school; and level four is for adults. The grade nine program is developed for level two or middle years.

Along with each competency there are indicators or the general learning objectives of a competency. The indicators describe the knowledge; skills and attitudes learners must master in order to effectively manage their life/work building process.

The Career Guidance 9 program includes lessons and student assignments for each of the eleven competencies at level two. Although the lessons and activities are presented in a linear fashion, it is not necessary that the material be taught in order from the first competency to the eleventh. It is important to know that there are lessons that require use of the Bridges program. The use of this software is explained in earlier competencies with an assumption that the teacher is aware of how to use it in later competencies. If the lessons are taught out of order, then in-service on use of the Bridges program should be provided first. See your School Counsellor for assistance.

The following is a suggested delivery scheme for an integrated program (not a stand alone class):

2  The school counsellors will provide an introductory session which includes a student and teacher orientation to Bridges. It is recommended that this occur in the Physical Education competency to ensure that all grade 9 students will be entered onto Bridges and can complete the required assignments as they are delivered in other courses.

Social Studies ELA Christian Math Physical Ethics Education Competency 6 Competency 8 Competency 1 Competency 10 Competency 3 Competency 2 Competency 11 Competency 9 Competency 5 Competency 4 Competency 7

There are two parts to the Career Exploration 9 program. There is a Teacher Binder which contains activities that a teacher would deliver in their curricular class. This binder also includes journal entries which are student reflections and assignments. These are to be evaluated by the teacher using a rating scale. Students are expected to place completed journal entries in their portfolio in the appropriate area marked by the competency number. The Teacher Binder has copies of work sheets that will also be in the Student Portfolio.

The delivery of each competency begins with a prayer to set tone and remind us of our faith. There is also a brief description of where the competency might be integrated into a core subject area, and then followed by an activity. The activity is clearly marked to show that this part in a competency is the lesson to be delivered. There is specific resource information necessary to meet a specific indicator. There is also a clearly marked journal entry. This is the student assignment that is to be completed and placed in their portfolio for assessment.

Assessment of student work is based on personal effort put into attempting to gain mastery of each competency. Teachers are asked to integrate assessment given in the career guidance component into the regular subject area evaluation. The following scale is provided to assess student journal entries:

4 - complete, excellent effort 3 - complete, satisfactory effort 2 - complete, minimal effort 1 - incomplete

The evaluation of the Career Guidance 9 program as a whole is ongoing. Once a competency and indicators have been delivered there is an assessment sheet provided to evaluate the activities at each competency. Students and teachers are asked to complete each evaluation and return them to Michelle McAuliffe.

3 Author

This program was written by Michelle McAuliffe a high school counsellor. She has been a teacher, administrator and now a counsellor providing career guidance to many students over the years in the Greater Saskatoon Catholic Schools. She has researched and selected activities that she finds to be helpful in assisting students to gain knowledge and skills in their career development journey.

This program is to be used only in St. Paul’s Roman Catholic Separate School Division #20. Permission must be grated for use of any portion of the program outside of the school division.

4 Table of Contents

Competency One (Christian Ethics) 5

Competency Two (English Language Arts, Social Studies) 19

Competency Three (Physical Education) 34

Competency Four (English Language Arts, Math, Social Studies) 41

Competency Five (Social Studies, English Language Arts) 50

Competency Six (Social Studies) 61

Competency Seven (English Language Arts, Christian Ethics) 75

Competency Eight (English Language Arts) 86

Competency Nine (Christian Ethics, English Language Arts, Social Studies) 96

Competency Ten (Math, English Language Arts, Social Studies) 110

Competency Eleven (English Language Arts) 135

Appendices

Blueprint Matrix 143

Bridges Lesson Plans (Competency 8) 144

Reference 154

5 Competency 1: Build and maintain a positive self-image

VWe know that all things work for good for those who love God, who are called according to his purpose. Romans 8:28

I am the good shepherd. A good shepherd lays down his life for the sheep. John 10:11

Like Jesus you are called to be the good shepherd. As you journey through high school, the decisions you make and the courses you choose can have a major influence on your life’s vocation. The vocations people choose are the paths that seem the best way for them to live happily in the world and contribute to building the Kingdom of God. As you consider carefully how our Creator has gifted you as an individual with particular talents and abilities, take time to discern how the Creator is inviting you to be the good shepherd. Consider how God is inviting you through your uniqueness to serve others according to his purpose.

Competency 1: Build and maintain a positive self-image Level Two: Build a positive self-image and understand its influence on one’s life and work.

Indicators: - Discover how behaviours and attitudes influence the feelings and behaviours of others. - Discover how behaviours and attitudes affect school and family situations. - Understand how environment influences attitudes and behaviours. - Understand the concepts of values and beliefs, and explore their influence on self-image. - Discover the importance of developing a realistic and positive self- image, and the consequences of developing an erroneous one.

Core Subject: Christian Ethics 90 Competency one may support unit two in Be With Me.

Activity One: This beginning activity will help students to think about their self-image and how their behaviours and attitudes influence the feelings and behaviours of others. Have the students complete the reflective journal entry Me, Myself, and I.

Journal Entry 1: Complete the journal entry Me, Myself, I and place into your portfolio when you are finished.

6 Activity Two: This activity is an extension of Activity One. In Activity One, students have reflected on how they view themselves; in this activity students will examine their present behaviours and attitudes and discover how they affect school and family situations. This will then give students the opportunity to compare how they think about themselves with how others think about them.

Journal Entry 2: Have students complete the Behaviours Chart. Be sure that students are clear on the instructions about how to complete the chart.

Activity Three: Summary for students: Awareness of who you are develops by learning about several aspects of yourself. How do you view yourself? How do you think other people view you? What gifts and talents do you possess? The answers to these questions form your self-concept. When you examine your characteristics, such as patience, respectfulness, and honesty, you are learning about your personality. By becoming aware of what kind of person you are, you can better decide what plan our Creator has for you. This will in turn help you to form better career choices.

Read the following excerpt from The Man Nobody Knows by Bruce Barton aloud to the students. You may provide an overhead or copy so students can follow along visually. You will find an attachment titled Excerpt from the Man Nobody Knows that you may use to make copies. Discuss the content of the excerpt to be sure students have a clear understanding of its meaning.

Have students complete the question “which one do you wish to be?” and explain why.

Journal Entry 3: Have students complete the question “which one do you wish to be?” and explain why. Have them answer the question on loose leaf and place it in their portfolio when they are complete.

Activity Four: Values are the moral principles that you use to make decisions. Understanding your values and acting in accordance with them will help to bring you personal satisfaction. Knowing what you believe will influence your behaviour. A person’s values may include showing concern and caring for others, a desire for world peace, working toward a clean and healthy environment, or material success.

Your values are affected by many people, and your environment, such as your family, friends, school, faith, culture, society and the media. For example, your parents may influence your values in terms of cultural and spiritual practice by encouraging you to attend a church youth group or a Sweat Lodge ceremony regularly. Every new experience

7 challenges and shapes your values. Although your values are influenced in many ways, you can shape them and the decisions you make in your life.

Journal Entry 4: Have students complete Ranking Values. Give students time to complete the survey. Once done, have students complete the journal entry have them place both the survey and journal response in their portfolio.

Activity 5: Self-image – What is it? How does a positive self-image contribute to self-fulfillment?

Self-image is how you see yourself. It may be how you see your physical appearance or it might be the idea you have of yourself when you look in the mirror.

I’m starting with the man in the mirror I’m asking him to change his ways And no message could have been any clearer If you wanna make the world a better place Take a look at yourself, and then make a change.

“Man in the Mirror” By Siedah Garrett And Glen Ballard

It is important to develop a strong self-image as it may affect self-esteem and self- confidence. Self-image includes:  What you think you look like physically  How your personality comes across  What kind of person you think you are  What you think others think of you  How much you like yourself and how much you think others like you

The connection between self-image and self-esteem is that self-esteem focuses on how you feel about yourself. Image is about how you see yourself. One can affect the other.

Guiding Circle: Provide an overhead of the Guiding Circle (teacher copy). This copy is labeled to allow students to see each area clearly. Provide the background information regarding the importance of the Medicine Wheel to first Nations culture. There is also a copy of the Medicine Wheel and a copy in the Student Journal.

8 Explain this background information of the Medicine Wheel to students:

See attached document on Four Directions Teaching from Mary Lee, a Cree Elder in Saskatoon. It is important to note that this information is not complete. There is a lifetime of knowledge that encompasses Four Directions teachings. The Elders also say that the teachings received are yours to keep and share. There is no right or wrong and we are free to take what we believe and leave what we don’t. For further information: http://www.fourdirectionsteachings.com/transcripts/cree.html

For all people, the circle allows us to see and understand the gifts that are given us. For example, the Guiding Circle is a rendition of the Medicine Wheel. The four directions have been removed to show the cycle from birth to adulthood. We journey through life at the same time as we journey, cyclically, through each stage of life. The Guiding Circle is the stage students are in today. The middle of the centre circle shows the student today. The surrounding centre circle reveals the personality behaviours of the individual. Our behaviours are reflected by our values, the next circle. As we grow and mature, our values stabilize and we become confident with the image of ourselves. Finally, given all of the gifts, talents and personality traits that define us, we are able to think about and choose a career.

Given the example on the overhead, students will complete their own guiding circle. They need not label it like the teacher copy, but they should place the correct items in each circle within-a-circle. Life/work circle may be left blank at this time as future decisions may not have been made. Encourage students to dream big and place their goals for life/work in the final circle if they choose.

Journal Entry 5: 1. Complete your own Guiding Circle chart using the information gathered in previous activities. Insert this into their portfolio so that you may refer to it at a future date. 2. Personal challenge: Remember the man in the mirror. Discuss how a positive self-image will impact you, your behaviour, and how others see you?

9 ME, MYSELF, I Journal Entry 1

NAME:______

1 What do I like about myself? ______

2 How do I feel about my physical appearance? ______

3 How do I describe my ability to learn? ______

4 How do I feel when someone asks my opinion? ______

5 What is my proudest moment? ______

10 Journal Entry 1 p.2

6 How do my friends see me? ______

7 How do adults (teachers, parents) see me? ______

8 What would I like to improve about myself? ______

11 BEHAVIOURS CHART Journal Entry 2

NAME:______

Instructions: 1 Under the SELF column, rate yourself on each behaviour. Write your rating overtop the behaviour. The rating codes are:

5- always 4- usually 3- sometimes 2- seldom 1- never

2 Fold back the sheet to hide the SELF column. 3 Ask a friend to rate your behaviours under the FRIEND column. 4 Fold back the sheet to hide the FRIEND column. 5 Ask an adult (teacher, parent) to rate your behaviours und the ADULT column. 6 Complete the reflection questions on the back.

BEHAVIOURS ADULT FRIEND SELF

AMBITIOUS AMBITIOUS AMBITIOUS AMBITIOUS CHEERFUL CHEERFUL CHEERFUL CHEERFUL CONFIDENT CONFIDENT CONFIDENT CONFIDENT CONSIDERATE CONSIDERATE CONSIDERATE CONSIDERATE CO-OPERATIVE CO-OPERATIVE CO-OPERATIVE CO-OPERATIVE DEPENDABLE DEPENDABLE DEPENDABLE DEPENDABLE GOOD LEADER GOOD LEADER GOOD LEADER GOOD LEADER HARD WORKER HARD WORKER HARD WORKER HARD WORKER HELPFUL HELPFUL HELPFUL HELPFUL NEAT NEAT NEAT NEAT OPTIMISTIC OPTIMISTIC OPTIMISTIC OPTIMISTIC OUTGOING OUTGOING OUTGOING OUTGOING PATIENT PATIENT PATIENT PATIENT RESPECTFUL RESPECTFUL RESPECTFUL RESPECTFUL SELF-CENTRED SELF-CENTRED SELF-CENTRED SELF-CENTRED SERIOUS SERIOUS SERIOUS SERIOUS SHY SHY SHY SHY

12 BEHAVIOURS CHART Reflection Questions Journal Entry 2

1 Discuss with a partner the behaviours that show a difference of opinion.

2 Explain why you think these differences exist?

3 Which behaviours would you like to change and how can you make these changes?

4 Select two behaviours you would that were given a low rating. Discuss how these behaviours affect school and/or family?

13 Excerpt from The Man Nobody Knows

There are two seas in Palestine. One is fresh, and fish are in it. Splashes of green adorn its banks. Trees spread their branches over it and stretch out their thirsty roots to sip of its healing waters.

. . . The River Jordan makes this sea with sparkling water from the hills. So it laughs in the sunshine. And men build their houses near to it, and birds their nests; and every kind of life is happier because it is there.

The River Jordan flows on south into another sea.

Here there is no splash of fish, no fluttering leaf, no song of birds, no children’s laughter. Travelers choose another route, unless on urgent business. The air hangs heavy above its water, and neither man nor beast nor fowl will drink.

What makes this mighty difference in these neighboring seas? Not the River Jordan. It empties the same good water into both. Not the soil in which they lie; not in the country round about.

This is the difference. The Sea of Galilee receives but does not keep the Jordan. For every drop that flows into it another drop flows out. The giving and receiving go on in equal measure.

The other sea is shrewder, hoarding its income jealously. It will not be tempted into any generous impulse. Every drop it gets, it keeps.

The Sea of Galilee gives and lives. The other sea gives nothing. It is named the Dead Sea. There are two kinds of people in this world. There are two seas in Palestine.

14 RANKING VALUES Journal Entry 4

NAME:______

Instructions: Rank these values in order of their importance to you. If any values that you consider important are missing from the list, you may add them and rank them as well. Complete the journal response and add both pages to your portfolio.

Value Rank Order ( 1 to 22)

1 to be brave ______2 to share ______3 to show good judgment ______4 to show self-control ______5 to be dependable ______6 to be easy to get along with ______7 to work hard towards my goals ______8 to make full use of my potential and capabilities ______9 to make my own decisions ______11 to treat others as I would be treated ______12 to understand myself and others ______13 to be kind to others ______14 to get thing I enjoy most ______15 to be happy ______16 to be accepted ______17 to be popular ______18 to be outgoing ______19 to have freedom ______20 to develop my faith ______21 ______22 ______

15 RANKING VALUES Journal Response Journal Entry 4

1 What are your top 5 ranked values? a)______b)______c)______d)______e)______

2 Briefly explain why each one is important to you. a) ______

b) ______

c) ______

d) ______

e) ______

FOUR DIRECTIONS TEACHING SACRED MEDICINE WHEEL

The Medicine Wheel is a sacred symbol to First Nations people. It is representative of our life journey. Some say it is a mirror in which we can better see what is within ourselves. It is a wheel of protection that enables and allows us to see exactly the areas we need to develop in order to become the best person that our Creator has meant us to be. The Medicine Wheel shows that all races of people are interconnected and woven into the fabric that is Mother Earth. The Medicine Wheel also reveals that each individual is a part of that tapestry that adds colour and dimension to all aspects of life. No matter what race we belong to we all add to the existence of the Whole.

The Medicine Wheel is divided into four main directions, North, East, South, and West. Some beliefs are similar across First Nations tribes, such as the principle that life is a circle traveling these four directions with Mother Earth being down and Father Sky being above; giving six directions. Mother Earth and Father Sky protect us as we journey through our life cycle.

Teachings gifted from First Nations Elders

East Beginnings start in the east - from the beginning of a new day to the start of new life. The woman spirit comes from the east, where the sun rises, where our warmth and vision starts. In the east, is the beginning of all life, when the spirit conceived and gifted to the womb of the mother-to-be. The new being is identified as a person at the moment of conception.

East is the direction of the physical body and newness including children and newborns. It is a time of change for all new beginnings. It is the season of spring; yellow is the path of life, to begin the walk as a new person. The sun rising in the east empowers each of us and gives the energy to do and begin the action of the mind and heart to develop into the best person one can be.

South In the south all life is active. It is the time of summer of the colour red. The child is physically changing and becoming a young adult. This is a time of passion, change and conflicting emotion. There is good energy at this time of the life journey.

Summer is the hottest time of the year. At the same time, plant and animal life are flourishing. The child is becoming an adult where it is time accept change and to learn from it.

17 West This is the time of adulthood, of responsibility. It is the parenting stage of life when there is a bond with the child in the eastern direction. We have learned from the experiences of our youth and begin to pass this learning to our children. This is our mental stage where we begin to reflect upon changes that have occurred. It is also a time of seeking advice and learning from others about being a teacher to the younger ones.

North As we get older our hair turns white, as we come to our time of winter. White symbolizes spirituality. With age we gain wisdom and experience. We have time to rest and contemplate the lessons of life and foresee the journeys of other people.

We may also go back into infancy when elder people forget things and start to act like children again. This is the journey to the end of life as we enter back into infancy.

18 MEDICINE WHEEL

SPIRITUAL ELDER WHITE EARTH WISDOM

MENTAL PHYSICAL WEST EAST ADULT CHILD BLUE YELLOW RESPONSIBLE AIR FLIGHT

EMOTIONAL YOUTH RED FIRE PASSION

19 Guiding Circle – teacher copy

PERSONALITY BEHAVIOURS

VALUES

SELF-IMAGE

LIFE/WORK CHOICES

GUIDING CIRCLES Journal Entry 5

20 Personal challenge: Remember the man in the mirror. Discuss how a positive self-image will impact you, your behaviour, and how others see you? ______

Competency 1 Assessment Sheet

21 Please complete this assessment and hand in to your teacher. You are rating each activity you completed on how much EFFORT you put into completing the activity/journal and how VALUABLE you found it. The scale is 1- 3:

Effort: 1 – below average 2-average 3-above than average Value: 1 – not valuable 2-valuable 3- very valuable

Journal/Activity Effort Value Me, Myself, and I Behaviours Chart Ranking Values Guiding Circle Other

Comments: share any comments you feel relevant comments you want to share about the activities completed.

Completed by: ______STUDENT ______TEACHER

Competency Two: Interact positively and effectively with others.

V Friendship is one of the greatest gifts a human being can receive.

22 Friendship makes all of life shine brightly. Blessed are those who lay down their lives for their friends.

Competency Two: Interact positively and effectively with others. Level Two: Develop abilities for building positive relationships in one’s life

Indicators: - Explore the concept of diversity as it relates to respect, tolerance, flexibility and openness towards others. - Explore interpersonal, and group communication skills - Explore personal management skills such as time management, problem solving, and stress management. - Demonstrate tolerance and flexibility, in interpersonal and group situations. - Demonstrate effective group membership skills, knowledge and attitudes.

Core Subject: Social Studies 90, ELA A90, ELA B90, Practical and Applied Arts or where a group presentation is involved.

Activity One: This activity will allow students to explore communication skills in order to develop effective relationships. Write the following statement on the board. Discuss the meaning of the statement. Explain to students that good communication takes practice. Have them share experiences where they have been misunderstood. Being misunderstood is often a result of not saying what you mean or saying something and being misinterpreted.

I know you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant. Anonymous

Ask students to brainstorm the different relationships they have in their lives. Put the list on the board. Discuss the level of engagement in each relationship. Then share with students that communication is the process of exchanging information. The key to healthy relationships is communication. If we learn how to talk to one another in a good way, then this strengthens respect between people and helps to solve conflict. Consider the relationships to which we are involved in our lives; friends, family members, teachers, coaches, peers, teammates, bus driver. Every person we choose to engage with, regardless of the level of engagement, puts us in relationship with that person. It is important to learn basic communication skills so that we can be accepting and tolerant of others in order to remain in relationship.

Activity Two:

23 In this activity students will explore ways to encourage positive relationships in order to develop respect, tolerance, flexibility, and openness towards others. Have students complete the following web search. There is a possibility that the site will no longer exist so there is a hard copy of the information attached called Healthy Relationships. If the website does not work or the information has changed, you may photocopy the necessary information for students. Have students go to www.ksu.edu/counseling and complete the journal entry.

Teacher Note: If you go to “Maintaining Healthy Relationships” during your planning you will find a detailed explanation of the shorter version. The hard copy is available in the appendix, Healthy Relationships. At this point the teacher may decide to have students do that as an individual activity or, the teacher may break the class into ten groups and assign a step to each group for presentation to the rest of the class. As each expert group presents, the rest of the class may take notes on the step being presented as discussion arises.

Journal Entry 6:  Go to the site www.ksu.edu/counseling  Go to FAQ- then click on “helpful resources”  Click on “healthy relationships”- short version  In your journal, from your own experience explain what you think each step means by beginning with the statement: In order to have a healthy relationship, I must . . . keep expectations realistic. Continue this way with all ten steps.

Activity Three: In any communication, each person is a responsible and active part of the process. The sender is the person who originates the message. He or she communicates in a medium, such as speech, a piece of writing, or a visual display. The message is the information that the sender wishes to be communicated in a variety of ways. The receiver is the person who receives the message by listening, reading or viewing. Feedback is the receiver’s response to the message and can take many forms, such as gestures, facial expressions, and spoken or written responses. Feed back can occur at any time during the process of exchanging information. It is important to remember that the process of communication is equal between parties involved. Those involved in the dialogue are equally responsible for the sending and receiving of messages.

Journal Entry 7:

24 Complete the Communication Inventory to evaluate your communication skills. Respond with Never, Occasionally, or Almost Always. Put the inventory page in your journal for future reference.

Activity Four: Communication Skills: Positive communication skills will strengthen any relationship. It is important to the communication process that the sender and receiver be aware of the skills necessary for a successful dialogue. Communication involves listening and speaking.

Listening Skills necessary for the receiver: Seek first to understand . . .  Make eye contact. Be aware though that there are some cultures that believe eye contact is disrespectful. If you are listening to a person who looks away or at the ground, they may be showing respect. Some First Nations cultures do not engage in direct eye contact. For the most part, it is important to look at the sender to indicate that you are listening.  Listen attentively and let the sender know that you are listening. Another skill is to use body language that indicates you care. Nod your head, give an occasional “uh-huh”, lean forward while listening. Avoid distracting behaviours while someone is talking.  Try not to interrupt.  Try not to think of what you are going to say while you listen.  If you don’t understand, clarify. Restate what the speaker is saying in your own words, “So what you’re saying is . . .?” or “So, your instructions to me were . . .”  Learning how to read body language is a skill in itself. Listen to what is not being said with words. In other words, watch the body language. Try to hear what the speaker is feeling.

Speaking Skills necessary for the sender: Then be understood.  Speak simply and directly.  If you know that you may have trouble saying what you mean, write it out first and practice.  Pay attention to your tone of voice. Try to keep it neutral. Avoid being flippant or sarcastic.  Take several deep breaths if you are nervous. This will help you relax.  Use “I” messages instead of “YOU” messages. “I” messages allow you to take responsibility for what you are feeling. “You” messages make others feel defensive.

Ex. Instead of “You said you would meet me after school.” Say, “I thought we were meeting after school.”

Role Play: Brainstorm topics for a conversation between two people. Then break students into groups of three. Have each group select a topic for their conversation.

25 Decide who will be sender, receiver, and recorder. The recorder observes the conversation completing the rubric Communication Skills: Conversation. Once the first conversation is complete, everyone rotates roles. Once everyone has completed each role then each gives feedback as recorder. Students are to place the copies of the rubric in their journal.

Once students have finished and evaluated each other, have them complete the personal reflection and place it in their portfolio when complete.

Journal Entry 8: Complete the following statements once you have finished your conversation and feedback is presented on the reflection sheet.

 I will continue to . . .  I will try to . . .  I will try not to . . .  Reflection: Go back to the Communication Inventory. Highlight the responses, NEVER and ALMOST ALWAYS. List the skills with these responses in your journal. What will you do to strengthen these skills?

Activity Five: This activity will help students to explore the concept of working in a group. They will demonstrate the importance of tolerance and flexibility when working in a group to accomplish a task.

Share with students that part of being on a team or working in a group is inevitable as they journey through high school, post-secondary and into the world of work. Being a productive, cooperative team member is an essential learned skill. Having the necessary skills to operate successfully as a team member will foster healthy relationships at school and in the workplace. The following activity allows students to analyze how they work in a group. They have the opportunity to explore preconceived ideas about their own roles and responsibilities, as well as the roles and responsibilities of members of their group.

Have students complete the Personal Inventory: Working in a Group.

Journal Entry 9: Complete the Personal Inventory: Working in a Group. Once you have completed this inventory, place it in your portfolio and complete the following reflection questions:  What has this discussion taught you about knowing about peoples’ differences and group work? Explain how this has changed or not changed how you feel about working in a group?  Now that you are aware of how your partners feel, will this help you to work together in a better way? Explain how.

26 Once the inventories are complete, collect them. From the responses, the teacher should be able to identify the diversity among students. The goal is to have the teacher create groups that are diverse. For example, groups of four that is a mixture between students who prefer to work alone prefer to take charge, prefer not to contribute ideas, etc. Create groups of four. Once the groups have been assigned, return the inventories. Have students discuss their responses to the inventory in groups. Have students record in their journals a summary of their discussion. Remind them that this is a good time to work on positive communication skills.

Assign a group task:  Home Ec.- cooking project  Christian Ethics - research  Social Studies - research The group should make the following decisions:  Assign tasks  Make a timeline for completion of individual tasks  Decide what the final product will look like  Anticipate possible stumbling blocks to completion of individual tasks i.e. other commitments.

At the half-way point of project completion give students time to discuss their progress before the task is ready for presentation or submission. Remind them again, that constructive criticism works well if “I” messages are used. They need to discuss:  Is the group working?  Is everyone feeling like they are contributing?  Is their something the group needs to change?  Do they require help from the teacher?

Activity Six: The following activity need not be done in class as they are evaluations and are to be done privately. Students must have the opportunity to complete these evaluations in such a way that they can be honest without pressure. After the group activity, have students complete the Self-Evaluation: Working in a Group and Member Evaluation: Working in a Group. Students are to hand in the evaluations to the teacher.

The teacher then does a final discussion activity with students to reveal in general the results of the group work. Possible discussion points, given results of the evaluations:  How students worked together  What skills are necessary in order to have a successful group  What skills are necessary in order to be able to work with someone who has a different way of doing things

Students are then to complete the final journal reflection and place in their portfolio.

27 Journal Entry 10:

 Complete Self Evaluation: Working in a Group  Complete Member Evaluation: Working in a Group  Hand into your teacher. Place in your portfolio when returned to you by your teacher.

Journal Entry 11: Personally reflect on what it means to be a good group member. What do you think the members of the group need to do before and during the process in order to be a successful group? Why are these skills necessary?

HEALTHY RELATIONSHIPS

28  make people happier and ease stress  are realistic and flexible  mean sharing and talking  include self-care  use fair fighting techniques

Ten Tips For Healthy Relationships

Healthy relationships bring happiness and health to our lives. Studies show that people with healthy relationships really do have more happiness and less stress. There are basic ways to make relationships healthy, even though each one is different…parents, siblings, friends, boyfriends, girlfriends, professors, roommates, and classmates. Here are Ten Tips for Healthy Relationships!

1. Keep expectations realistic. No one can be everything we might want him or her to be. Sometimes people disappoint us. It’s not all-or-nothing, though. Healthy relationships mean accepting people as they are and not trying to change them!

2. Talk with each other. It can’t be said enough: communication is essential in healthy relationships! It means—

 Take the time. Really be there.  Genuinely listen. Don’t plan what to say next while you’re trying to listen. Don’t interrupt.  Listen with your ears and your heart. Sometimes people have emotional messages to share and weave it into their words.  Ask questions. Ask if you think you may have missed the point. Ask friendly (and appropriate!) questions. Ask for opinions. Show your interest. Open the communication door.  Share information. Studies show that sharing information especially helps relationships begin. Be generous in sharing yourself, but don’t overwhelm others with too much too soon.

3. Be flexible. Most of us try to keep people and situations just the way we like them to be. It’s natural to feel apprehensive, even sad or angry, when people or things change and we’re not ready for it. Healthy relationships mean change and growth are allowed!

4. Take care of you. You probably hope those around you like you so you may try to please them. Don’t forget to please yourself. Healthy relationships are mutual!

5. Be dependable. If you make plans with someone, follow through. If you have an assignment deadline, meet it. If you take on a responsibility, complete it. Healthy relationships are trustworthy!

6. Fight fair. Most relationships have some conflict. It only means you disagree about something, it doesn’t have to mean you don’t like each other! When you have a problem:

 Negotiate a time to talk about it. Don’t have difficult conversations when you are very angry or tired. Ask, "When is a good time to talk about something that is bothering me?" Healthy relationships are based on respect and have room for both.  Don’t criticize. Attack the problem, not the other person. Open sensitive conversations with "I" statements; talk about how you struggle with the problem. Don’t open with "you"

29 statements; avoid blaming the other person for your thoughts and feelings. Healthy relationships don’t blame.  Don’t assign feelings or motives. Let others speak for themselves. Healthy relationships recognize each person’s right to explain themselves.  Stay with the topic. Don’t use a current concern as a reason to jump into everything that bothers you. Healthy relationships don’t use ammunition from the past to fuel the present.  Say, "I’m sorry" when you’re wrong. It goes a long way in making things right again. Healthy relationships can admit mistakes.  Don’t assume things. When we feel close to someone it’s easy to think we know how he or she thinks and feels. We can be very wrong! Healthy relationships check things out.  Ask for help if you need it. Talk with someone who can help you find resolution—like your RA, a counselor, a teacher, a minister or even parents. Check campus resources like Counseling Services at 532-6927. Healthy relationships aren’t afraid to ask for help.  There may not be a resolved ending. Be prepared to compromise or to disagree about some things. Healthy relationships don’t demand conformity or perfect agreement.  Don’t hold grudges. You don’t have to accept anything and everything, but don’t hold grudges—they just drain your energy. Studies show that the more we see the best in others, the better healthy relationships get. Healthy relationships don’t hold on to past hurts and misunderstandings.  The goal is for everyone to be a winner. Relationships with winners and losers don’t last. Healthy relationships are between winners who seek answers to problems together.  You can leave a relationship. You can choose to move out of a relationship. Studies tell us that loyalty is very important in good relationships, but healthy relationships are NOW, not some hoped-for future development.

7. Show your warmth. Studies tell us warmth is highly valued by most people in their relationships. Healthy relationships show emotional warmth!

8. Keep your life balanced. Other people help make our lives satisfying but they can’t create that satisfaction for us. Only you can fill your life. Don’t overload on activities, but do use your time at college to try new things—clubs, volunteering, lectures, projects. You’ll have more opportunities to meet people and more to share with them. Healthy relationships aren’t dependent!

9. It’s a process. Sometimes it looks like everyone else on campus is confident and connected. Actually, most people feel just like you feel, wondering how to fit in and have good relationships. It takes time to meet people and get to know them…so, make "small talk"…respond to others…smile…keep trying. Healthy relationships can be learned and practiced and keep getting better!

10. Be yourself! It’s much easier and much more fun to be you than to pretend to be something or someone else. Sooner or later, it catches up anyway. Healthy relationships are made of real people, not images!

Written by Joyce Woodford Counseling Services, Kansas State University 232 English/Counseling Services Building, Manhattan, Kansas 66506-65 TEN TIPS FOR HEALTHY RELATIONSHIPS

30 Healthy relationships bring happiness and health to our lives. Studies show that people with healthy relationships have more happiness and less stress. There are basic ways to make relationships healthy, even though each relationship is different. Here are Ten Tips for Healthy Relationships!

1. Keep expectations realistic. No one can be everything we might want him or her to be. Healthy relationships mean accepting people as they are and not trying to change them! 2. Talk with each other. It can't be said enough: communication is essential in healthy relationships! 3. Be flexible. It's natural to feel uneasy about changes. Healthy relationships mean change and growth are allowed! 4. Pay attention to you too. You probably hope those around you like you so you may try to please them or take care of them. Don't forget yourself. Healthy relationships have room for both! 5. Be dependable. If you make plans with someone, follow through. If you take on a responsibility, complete it. Healthy relationships are trustworthy! 6. Fight fair. Most relationships have some conflict. It only means you disagree about something, it doesn't have to mean you don't like each other! 7. Smile, and show your interest. Relationships thrive through sharing warmth, and knowing each other! 8. Keep your life balanced. Other people help make our lives satisfying but they can't meet every need. Find what interests you and become involved. Healthy relationships have room for outside activities! 9. Sometimes it takes time. Most people have similar feelings about fitting in and getting along with others. Healthy relationships can be learned and practiced and keep getting better! 10. Be you! It's much easier and more fun to be authentic than to pretend to be something or someone else. Healthy relationships are made of real people!

31 COMMUNICATION INVENTORY Journal Entry 7

NAME:______Instructions: Respond with one of the following for each statement.

Always, Occasionally, Never

1 I let others finish speaking before I speak. ______

2 When I listen, I look at the speaker and express interest in the message. ______

3 I speak clearly and directly. ______

4. If I don’t understand a message, I clarify what was said. ______

5 I try to keep my tone neutral when I speak. ______

6 I use “I” messages when speaking. ______

7 I look for clues in body language to help me understand the message. ______

8 I am careful to give immediate feedback when I am receiving a message. ______

9 I don’t plan my response while the speaker is still sending the message. ______10 I use appropriate language for the speaker when I speak.

______

32 COMMUNCIATION SKILLS: CONVERSANTION Journal Entry 8 Feedback Sheet

Name______

Use this sheet to provide feedback to your partner. Return the feedback sheet to your partner to put into their portfolio.

SENDER 4 3 2 1 Used eye contact Used eye contact, but Used eye contact Rarely used eye consistently strayed a few times inconsistently contact

Speaking was direct, Speaking was direct Speaking was direct, Speaking was simple and planned and simple, but mildly but strayed from topic confusing disorganized discussed

Tone of voice was Honest attempt at Tone of voice was Tone of voice was neutral, respectful, using neutral tone of neutral but strayed too inconsistent caring voice often Used “I” messages Honest attempt at “I” messages were No “I” messages were appropriately using “I” messages used inconsistently used

RECEIVER 4 3 2 1 Used eye contact Used eye contact, but Used eye contact Rarely used eye consistently strayed a few times inconsistently contact

Indicated listening Indicated listening Used body language Did not use body with appropriate body with appropriate body inconsistently language for listening language language, but missed a few times

Indicated listening by Used clarification, but Used clarification Did not use clarifying could have done more inconsistently or too clarification much

Did not interrupt Interrupted only once Interrupted two or Interrupted too many more

COMMUNICATION SKILLS: CONVERSATION Journal Entry 8 Reflection Questions

33 Name:______

Complete the following statements once you have finished your conversation and feedback is presented.

 I will continue to . . .

 I will try to . . .

 I will try not to . . .

Reflection:

Go back to the Communication Inventory (Journal 7).  Highlight the responses, NEVER and ALMOST ALWAYS.  List the skills with these responses. What will you do to strengthen these skills?

SKILL WHAT I CAN DO TO STRENGTH

______

PERSONAL INVENTORY: WORKING IN A GROUP Journal Entry 9

Name: ______

34 1. Complete the inventory Yes No

1 I prefer to work on my own. ______

2 I like to take charge when I am in a group. ______

3 I contribute my ideas to the group. ______

4 When I work in a group, I feel pressured to work with my friends. ______

5 I like to keep my ideas to myself. ______

6 I prefer to have a member of the group assign a task to me. ______

7 I prefer to work with other students rather than alone. ______

8 When I work in a group, I prefer that the teacher assign the group. ______

9 I sometimes feel that I do most of the work when I work in a group. ______

10 When I work in a group, I prefer to work with people I know. ______

11. I prefer to wait for the right time to volunteer to do a task when I work in a group. ______

2. Your group has been selected for you. Discuss your responses to this inventory with your group.

3. Respond to reflection questions and put in your portfolio. a. Explain how the discussion changed how you feel about working in a group? b. What has this discussion taught you about knowing about the peoples’ differences and group work? c. Now that you are aware of how your partners feel, will this help you to work together in a better way? Explain how.

SELF-EVALUATION: WORKING IN A GROUP Journal Entry 10

35 NAME: ______

4 3 2 1

I completed my I completed my I completed my I did not complete task to the best of task adequately task with minimal my task my ability effort

I worked When asked, I I was sometimes It was difficult to cooperatively worked cooperative be cooperative at cooperatively any time

I gave I honestly I gave I gave no constructive attempted to give constructive constructive criticism constructive criticism criticism criticism sometimes

I accepted I heard the I heard the I had trouble constructive constructive constructive accepting any criticism and acted criticism but didn’t criticism but rarely constructive on it always act on it acted on it criticism

I contributed I honestly I contributed I didn’t contribute equally to the attempted to equally sometimes equally group contribute equally

I used positive I honestly I sometimes used I didn’t use the communication attempted to use positive communication skills positive communication skills previously communication skills learned skills

MEMBER EVALUATION: WORKING IN A GROUP Journal Entry 10

36 MEMBER’S NAME:______

4 3 2 1

Is involved in all Mostly involved in Rarely involved in Not involved in the stages of the all stages of the all stages of the stages of the group task group task group task group task

Accepts criticism Mostly accepts Rarely accept Doesn’t accept criticism criticism any suggestions

Takes fair share of Mostly takes fair Rarely takes fair Doesn’t take fair responsibility share of share of share of responsibility responsibility responsibility

Accepts ideas of Mostly accepts Rarely accepts Doesn’t accept others ideas of others ideas of others ideas of others

Shows sensitivity Mostly shows Rarely shows Doesn’t show to ideas and sensitivity to ideas sensitivity to ideas sensitivity to ideas feelings of others and feelings of and feelings of and feelings of others others others

Stays on task Mostly stays on Rarely stays on Doesn’t stay on task task task

Is committed to Mostly shows Rarely shows Isn’t committed to the task commitment to the commitment to the the task task task

Please complete this assessment and hand in to your teacher.

37 You are rating each activity you completed on how much EFFORT you put into completing the activity/journal and how VALUABLE you found it. The scale is 1-3:

Journal/Activity Effort Value Web Search Communication Inventory Communication Skills: Conversation Feedback Personal Inventory: Working in a Group Self-Evaluation: Working in a Group Member Evaluation: Working in a Group Other: provide title of activity Other: provide title of activity

Completed by: (check one) ______STUDENT ______TEACHER

Competency Three: Change and grow throughout one’s life

VThere is a reason for everything, a time for every occupation under heaven: A time for giving birth, A time for dying A time for planting, A time for uprooting what has been planted. A time for killing, A time for healing; A time for knocking down, A time for building.

38 Ecclesiastes: 3;1-3

Competency Three: Change and grow throughout one’s life Level two: Learn to respond to change and growth

Indicators: - Understand/ identify the concept of stress and its impact on mental and physical well-being. - Explore/Demonstrate effective communication skills to use in stressful situations.

Core Subject: Physical Education 90 Competency two will support the health component of the physical education program.

Activity One: Brainstorm with students the causes of stress in their lives. Review the Medicine Wheel and its purpose in First Nations culture. Remind students that like First Nations people, we have four aspects of our personality, the physical, spiritual, mental, and emotional. If we are stressed for whatever reason one or more of these aspects of our personality become out of balance and we can get sick.

Hand out a copy of the Response to Stress medicine wheel. Break students into groups of two or three and have them brainstorm as many responses to stress as they can. Have the students write their response in each quadrant of the wheel. (see Response to Stress: teacher copy for examples)

Finish by bringing the class back together to discuss different responses from each group.

Journal Entry 12: Complete the Response to Stress Medicine Wheel and place in your portfolio. Activity Two: Research Have students do a Google search. Have them search websites by searching for the following topics:  stress in adolescents  chronic stress  why some stress is necessary  “fight or flight” reaction to stress  managing stress

39 Journal Entry 13: Have students complete a visual assignment (poster) and oral presentation on their research, then have students place the assessment rubric in their portfolio.

Activity Three: Often there can be stress in our relationships. There might be stress with parents over curfew or homework. There might be stress at school because there is dissatisfaction with marks. There may be stress with friends for a number of reasons. There will be stressors in relationships in the future regardless of what direction you take. Solid communication skills will help you to overcome the stress in your relationships. One technique is called the DEAR approach. It is a negotiating technique aimed at allowing both parties in conflict to get what they want. It provides a win-win situation for all involved. After reviewing the basic communication skills discussed earlier, the following is an explanation of the DEAR Approach.

DEAR is an acronym for: D: Describe the situation or problem. Be specific and share what is observed. When describing remember to keep your tone neutral and use “I” messages when appropriate.

Ex. Dad, in the last couple of weeks, I’ve asked to be able to stay out later on the weekends and you and mom have said no every time.

E: Explain how you feel and think about the situation. Stay calm and state your feelings using “I”.

Ex. When I don’t get to stay out later, I feel like I’m missing out on things with my friends. I also feel that you and mom don’t trust me when I’m trying to be responsible right now by coming in on time.

A: Ask what you want. Be reasonable and specific. Be prepared to compromise. Aim to win-win (where both parties get more of what they want).

Ex. I would like to stay out until 12:30. What do you think?

R: Reward the person you’re negotiating with. Tell them what they’re going to get out of the deal. This does not mean you buy them a gift.

Ex. If you let me stay out later, I will be able to show you that I can be responsible and you can continue to trust me by being home on time. I will let you know I am safe by checking in with you periodically throughout the evening.

Teacher to demonstrate the use of this process with another student.

40 Students will present a role play using the dear approach. They will break into groups of two, create a scenario for negotiation, prepare a script and present their role play to the rest of the class.

Journal Entry 14: See rubric DEAR APPROACH, for assessment of role play. Place rubric in portfolio.

Activity Four: It is important that students know that what they do with their leisure time will have a major impact on reducing stress levels. Have students log into Bridges to have a look at some different ways to use their leisure time. Click on Choices Explorer and then on the Life tab. Have them complete journal entry 15 in their Bridges journal.

Journal Entry 15:  Log into Bridges and into your portfolio. Click on the Life tab. Complete the following entry in your Bridges journal.  Select two categories that interest you under Volunteering. Volunteering may be something to consider where you are doing something you enjoy while building skills at the same time. Volunteering may be an optional way to reduce your stress level.  Explain how these two choices may help reduce stress and build skills at the same time.  Select two categories that interest you under Recreation. Recreational activities are also stress busters.  How will the development of hobbies and free time activities be helpful to you in the future?

RESPONSE TO STRESS Journal Entry 12

NAME: ______

41 PHYSICAL SPIRITUAL

EMOTIONAL MENTAL

42 RESPONSE TO STRESS Journal Entry 12

NAME: teacher copy

PHYSICAL SPIRITUAL upset stomach hopelessness indigestion loss of faith headaches not taking time to pray eating too much or too little

EMOTIONAL MENTAL anxiety inability to concentrate depression procrastinating on deadlines hostility disengagement from school

DEAR APPROACH Journal Entry 14

43 NAME:______

4 3 2 1

Honest attempt Description of the Described made at situation unclear Did not describe situation describing the the situation situation

Did not explain Explained feelings Honest attempt at Explanation of the feelings about the about situation explaining the situation unclear situation using “I” using “I” situation using “I”

Asked clearly Asked clearly, but The ask was Did not ask not directly unclear

Reward offered Reward offered Reward unclear Reward not but inappropriate offered

44 Please complete this assessment and hand in to your teacher. You are rating each activity you completed on how much EFFORT you put into completing the activity/journal and how VALUABLE you found it. The scale is 1-3:

Journal/Activity Effort Value Response to Stress DEAR Approach Bridges: Volunteering and Recreation

Other: provide title of activity Other: provide title of activity

Competency Four: Participate in life-long learning supportive of life-work goals

V The word “call” is very important. We are not called to save the world, solve all problems, and help all people. But each of us has our own unique call, in our families, in our work, in our world.

Teach me the way I shall go, for to you I lift up my soul.

Psalm 143:8

45 Competency Four: Participate in Life-long learning supportive of life-work goals Level two: Link life-long learning to one’s life/work scenario, both present and future Indicators - Explore life-long learning strategies. - Explore /Apply strategies for improving academic skills and knowledge - Understand how current academic performance may impact work.

Core Subject: ELA A90, ELA B90, Math 90, Social Studies 90, Science 90 Competency four will encourage students to develop better study/work habits.

Activity One: Note: The Learning Styles Inventory is a program within the Bridges program. Students must register for this before they do the assessment. It is recommended that teachers do the inventory before assigning students the task so that they can view a copy of their report and share with students using a projector.

Have students log in to Bridges. Click on the “Learning Style Inventory”. You will come to another website called ACHIEVEworks.com. Students have to register for this assessment as it is a different program within Bridges. After registering and the assessment is complete, the report will be up to eleven pages long. Students need not print the report. They can complete the journal entry as they view the report. Have students do the following in their portfolio.

Journal Entry 16: Log in to Bridges. Click on the “Learning Style Inventory”. Click Register Here. You must register for this assessment. Once you have registered, complete the LSI. You do not have to print the report as it is too long. Complete the reflection questions as you view the report.

 There are twenty preferences in your LSI. Summarize what this report says about the best way you learn in five categories of your choice.  If you were going to enhance the way you study, select two changes that you might make. Apply them to your school work for one week.  After the one week is done, reflect upon whether these changes were beneficial to you or not.

Activity Two: Life long learning is defined as “all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment related perspective.”

46 Discuss with students the skills they have already acquired in order to promote lifelong learning. The following questions may help:

In your school/work life:  What skills and knowledge have you already acquired in math that will help you past school? You know how to approximate the cost of a sale item you wish to purchase. (fractions, decimals, adding, subtracting)  What do you do to remember how to do this?  Can you do it in your head or do you need to see it on paper?  What do you do so that you can continue to use this skill?

In your social life:  What skills do you possess that help you to feel comfortable in a social setting with new people?  Do you know how to “break the ice” to start a conversation?  Do you know how to behave appropriately at a wedding, at your part-time job, a movie, or hanging out with your friends? Do you recognize that different kinds of behaviour are required for different settings?  How did you learn this and what do you do so that you don’t forget?

Life long learning is about continuing to learn knew skills, brush up on old ones, and value learning throughout your life. As you journey through the different stages in your life, you will be expected to learn as you go. When you choose a career, you will continue to learn and grow in many different ways as well. We live in a knowledge-based society. In order to experience success, it is important to know how we learn so that we are able to continue to grow and acquire knowledge as we move forward in life.

Have students complete the Time Management Survey. Explain to them that this is an indication of how they use their work and leisure time.

Journal Entry 17: After completing the survey write a response to the reflection on the bottom of the Time Management Survey. Place it in your portfolio. Think about three areas that you would like to try to improve.

Activity Three: Have students complete the Study Habits Survey. Wherever students answered no on this survey, this means they should think about improving those areas. Have them place this in their portfolio as well. This journal entry is an opportunity for students to meet a School counsellor and see what they do. Have students record in Journal Entry 18 when they saw the Counsellor and have the Counsellor sign.

47 Journal Entry 18:  Questions with responses “almost never” and “less than half the time” are areas where you may need to improve. What are those areas?  Bring both surveys and make an appointment with your School Counsellor to get some advice on how to improve your study habits and time management habits. Together find some techniques that will help you improve in these areas. Try them out for one week. Don’t forget to have the Counsellor sign the journal entry after the visit.  Record your daily progress in your journal using the Lifelong Learning: Strengthening Skills chart. Record your progress for one week.

Activity Four: Give students the chart Lifelong Learning: Strengthening Skills. Once they have decided on the skills that they plan to strengthen, then they can complete a record over two weeks. Photocopy the chart on two sides so that they have a one week record. They are to focus on possibly improving their marks, reducing their stress due to overcoming procrastination, and/or improving their time management skills so assignments are completed on time and with quality. Have them place the record chart in their portfolio when they are done.

Journal Entry 19: Place completed Lifelong Learning: Strengthening Skills chart in your portfolio.

Activity Five: The following Employer Survey is to identify the qualities that an employer values in an employee. Have students complete the survey as if they were an employer then have students administer this survey to someone in a profession of their choice. They may survey a parent if they choose. What is important is that they administer this to someone in a supervisory role.

The survey is formatted so that they are able to fold it and cover up their responses while they administer it to their parent or guardian. This makes it easier to compare results.

Journal Entry 20: Once the survey is completed by you and the person you chose, do the following reflection questions and place in your portfolio:  Compare both surveys. How are they the same? Different?  What does this tell you about the kind of worker you are now and possibly would like to be?

TIME MANAGEMENT SURVEY Journal Entry 17

NAME: ______

Answer the questions in this survey as honestly as possible. Fill in the blanks of check the answer that best fits your behaviour.

49 1 I spend _____ hours/week studying outside of class.

2 I spend _____hours/week sleeping.

3 I spend _____hours/week socializing and having fun.

4 I spend _____hours/week in extracurricular activities. This includes in and out of school.

5 I spend _____hours/week earning money at some form of job.

6 For every hour in class, I spend _____ hours studying outside of class on average.

7 I begin to study ______days before a test or exam.

8 I only study the night before a test or exam. _____Yes ____ No If no, explain. ______

9 I am late for class, an appointment, my extra curricular commitments _____ times a week.

10 On average, I am _____ minute(s) late for class or other appointments.

11 When I am late I feel ______.

12 I use short periods of “down time” (before class, before meals, waiting for a ride, etc.) to do small academic tasks like reviewing notes or reading my texts. _____Yes _____ No

13 I use short periods of “down time” ( before class, before meals, etc.) to do simple non-academic tasks like cleaning my room, listening to music, chatting on MSN. _____Yes _____No

14 I use my day planner. _____Yes _____No

15 I work better under pressure. _____ Yes _____ No

16 I am a procrastinator. _____ Yes _____ No 17 I have not done well on assignments because I don’t spend enough time on them. _____ Yes _____ No

18 I have not done well on assignments because I don’t start them early enough. _____ Yes _____ No

50 19 The most time consuming course(s) this semester are ______

Now examine your answers. Are there aspects of your time management that you would like to improve? Explain and list them.

______

51 STUDY HABITS SURVEY Journal Entry 18

NAME:______

For each of the following questions, consider how often you do each of the activities. Rate the amount of time spent on each activity on a scale from one to four, as indicated below:

1 2 3 4 Almost never Less than half the time More than half the time Almost always

_____ Do you study outside of class each day?

_____ Do you keep up to date on your assignments?

_____ Do you review regularly what was covered in each class?

_____ Do you write down all assignments for each class in your day planner or in a special section of your binder?

_____ Do you survey a chapter (check headings, introduction and summary) before you start reading for detail?

_____ As you read an assignment, do have questions in mind that you are actually trying to answer?

_____ Do you use a dictionary to define words as you read?

_____ Do you recite to yourself at the end of a section or chapter?

_____ Are your notes organized into sections?

_____ Do you know what will be covered on each exam?

_____ Do you study efficiently for exams and feel successful?

_____ Do you review what you get wrong on a quiz or a test?

52 LIFELONG LEARNING: STRENGTHENING SKILLS Journal Entry 19

NAME:______

LEARNING STYLES MON TUES WED THURS FRI SAT SUN INVENTORY 1

TIME MANAGEMENT 1

STUDY SKILLS 1

Counsellor appointment date:______Counsellor signature:______

53 EMPLOYER SURVEY Journal Entry 20

Complete the survey on the left as if you were the employer. Repeat the same survey with a parent, making sure you fold it to cover your responses.

NAME OF EMPLOYER:______NAME OF EMPLOYER:______

NAME OF COMPANY: ______NAME OF COMPANY: ______

______honesty ______honesty

______punctuality ______punctuality

______works well without ______works well without supervision supervision

______gets jobs done on time ______gets jobs done on time and well and well

______works well with others ______works well with others

______always does his/her best job ______always does his/her best job no matter the task no matter the task

______enthusiastic ______enthusiastic

______willingness to go the extra mile ______willingness to go the extra mile

______resolves conflict in an effective ______resolves conflict in an effective manner manner

______asks for help ______asks for help

______shows initiative ______shows initiative

______accepts constructive criticism/ ______accepts constructive criticism/ evaluation evaluation

______shows a positive attitude ______shows a positive attitude

______is a productive worker ______is a productive worker

______willing to make changes to ______willing to make changes to improve improve

______is dependable ______is dependable

54 Competency 4 Assessment Sheet

Please complete this assessment and hand in to your teacher. You are rating each activity you completed on how much EFFORT you put into completing the activity/journal and how VALUABLE you found it. The scale is 1-3:

Journal/Activity Effort Value Bridges: Learning Style Inventory Time Management Survey Study Habits Survey Lifelong Learning: Strengthening Skills Employer Survey

Competency Five: Locate and effectively use life/work information

VTeach me to judge wisely the things of earth and to love the things of heaven. Prayer after Communion, Second Sunday of Advent

Competency Five: Locate and effectively use life/work information Level Two: Locate, understand and use life/work information

55 Indicators: - Discover differences between work, jobs, occupations and careers. - Discover how occupations, work roles and work alternatives can be classified. - Explore economic/work sectors. - Explore/Use school and community information resources on work roles and work alternatives. - Explore various working conditions.

Core Subject: ELA A90, ELA B90, Social Studies 90

Activity One: Definitions: Career - A career is a person’s entire life experience including both work and personal life. This includes all life roles. Over time the occupations may have changed several times within one’s career.

Occupation - the fields or areas in which people work

Job - the particular kinds of work people do within relative to a specific location

Work - the actual tasks people do at the job

After discussing the above definitions, and brainstorming examples for each, have the students log onto Bridges in Choices Explorer to do some research to generate their own examples of the above terms. Do the following example with students as once they have selected a career, the above definitions are not specifically stated. Students must do some inferring.

Example:

Career Zone: Humanities and Education Career: Demographer (work role) Occupation: Demographer; in areas such as Marketing, Advertising, Public Service (Government) Job: Demographer at Proctor and Gamble Work: Collect, examine and classify data, consult, keep track of voters, product surveys

Journal Entry 21: Use the teacher example to complete the following: 1. Log onto Bridges. 2. Go to Choices Explorer 3. Click on Find Other ways to Explore Careers 4. Select one career zone of interest to you 5. Once the career list has come up, select two careers of interest to you

56 6. Complete Career Chart. Place completed chart in your portfolio.

Activity Two: Brainstorm with students some economic/work sectors that they are familiar with. Start with asking them what their parents do for a living. Some examples: Career Economic/Work Sector Teacher Education Doctor Healthcare Office Coordinator Business Dentist Healthcare

Some other sectors are Finance, Skilled Trades, Technology, Human Resources, Biotechnology, Banking, Telecommunications to name a few. Once students begin to recognize different sectors, they will see a variety of occupations within each sector.

Have students explore economic/work sectors in Canada. Students could start with a Google search, jobs in Saskatchewan or expand the search to Canada. Some websites that are helpful are: www.saskfutures.ca www.monster.ca www.saskjob.ca www.sasknetwork.ca www.spectrumjobsearch.com

Journal Entry 22: From the website you chose, identify three jobs or occupations of interest to you. Complete the following on loose leaf and place in your portfolio. You may choose one of the careers you identified in Choices Explorer and see if you can search job availability in that area:  Occupation  Location  Job Description  Skills/Education required

Activity Three: Students are now aware of how Choices Explorer will help them research careers. They are also aware of what is available on the internet if they wish to search for a career. Students need to be aware of other resources that are available to them to aid them in their search for their life/work information.

Have students make an appointment with a School Counsellor. At this point in their lives, this is the best and easiest place to start. Have students complete the Career Information Chart and place it in their portfolio.

For teacher information: Career information centres in Saskatoon include:  U of S Student Employment career Centre

57  Saskatoon Employment Access Resource Centre for Human Services  Saskatoon public Library- most branches have career information  YWCA Employment Learning Centre  SIAST- Information Centre  Canada-Saskatchewan Career Employment Services (CanSask)- 20 offices in Saskatchewan. See website for locations www.sasknetwork.ca.

Journal Entry 23: Complete Career Information Chart when you see your School Counsellor.

Activity Four: This final activity is an interview with a person who is established in an occupation. Previous activities have been with parents. It is important at this point that students explore outside of their comfort zone. They may choose to interview a family friend or neighbour, but it should be in an area where they show an interest. In order for them to interview successfully, they need to be aware of the following information. 1. Skills necessary for certain work roles – A skill is a practiced or natural ability to do something well; for example speaking, organizing, or teaching. Brainstorm some other skills with students. Skills can be classified into three categories: technical skills, self-management skills, and transferable skills.

2. Technical skills: specific areas of knowledge and ability that a person needs for a particular job. For example, a computer programmer must have the technical knowledge in order to do the job. A neonatal nurse must know how to operate the equipment that keeps premature babies alive. Technical skills are learned by way of some formal training and need to be updated as technology changes. Brainstorm technical skills necessary for other occupations with students.

3. Self-management skills: part of personality and continually learned and improved. These skills are also transferable because they can be used in any life/ work situation. For example, the ability to work with others and the ability to cope under stress are self-management skills. These skills are rarely part of a company’s training plan and are life skills that are acquired throughout a person’s life. Brainstorm with students other self-management skills.

4. Transferable skills: are skills developed through everyday experiences such as school, employment, or other activities. These skills are common to many situations and can be easily applied to new jobs or industries. Both technical and self-management skills can be transferable such as communicating effectively, word processing, and decision making. Some skills may not be transferable. If a person has been working as a heavy equipment operator in a paper mill and finds his/her job has ended, this technical skill would not be transferable in a job with computers.

58 5. Work Roles: the position a person holds in their place of work. Employer, employee, management, supervisor etc.

6. Working conditions: the physical conditions that can be expected at a work place

7. Job Futures and outlook: refers to the projected number of job openings in a particular field of work. Discuss where a person could be in their chosen career in five, ten, or more years from now.

Have students complete the Occupation Search: Interview with a person of their choice. Have them place the completed interview form in their portfolio. There is a follow-up journal response once the interview is complete.

Journal Entry 24: Complete the following Is This for Me? and place in your portfolio.

CAREER CHART Journal Entry 21

NAME: ______

Career Zone:______

59 1 Career:______

a) Occupation:

______

b) Job:

______

c) Work:

______

2 Career Zone :______

a) Occupation:

______

b) Job:

______

c) Work:

______

CAREER INFORMATION CHART Journal Entry 23

NAME: ______

The following information will help you research some occupations that are of interest to you. Discuss with the School Counsellor other sources where career information may be obtained. Make a list of these sources for future reference.

60 1 High School Student Services: This is the most obvious place to start as you are in school every day. Ask your School Counsellor what they can do for you in helping you search for career options.

Date of visit: ______

Counsellor signature: ______

2 Name of source: ______

Location: ______

OCCUPATION SEARCH: INTERVIEW Journal Entry 24A

Work Role: ______

Person Interviewed: ______

Employer: ______

61 Date of Interview: ______

Interviewer: ______

1 Work Requirements: What education and/or training is needed?

______

2 Skills Needed: Technical skills: ______

Self-management skills: ______

Transferable skills: ______

3 Work Role: What are the duties? Responsibilities? ______

62 ______4 Interests: Check the interests that are related to this occupation.

___ arts/music ___ mathematics

___outside work ___mechanical work

___ working with people ___ inside work

___ influencing people ___ working with your hands

___ literacy ___ working with computers

Are there other interests in this occupation that may transfer to my non-work life? ______5 Working Conditions: Check any special working conditions associated with this occupation.

___routine, unchanging work ___very little movement

___ high pressure work ___ work that changes a lot

___ physical work ___ much travel

___ work under supervision ___ dangerous work

___ all inside work ___ work without supervision

___ night or weekend work ___ loud noise

___ work mostly with others ___ extreme heat or cold

___ work mostly alone ___ get dirty or greasy

___ special clothing required ___ safety training required

Does this occupation require any other special working conditions? Describe them. ______

63 6 Job Future: What are the chances for advancement within this occupation? ______

What is the employment outlook for this occupation? (staying employed or moving on to something different) ______

7 In Your Opinion: What are the major advantages of this occupation? ______

What are the major disadvantages of this occupation? ______

What advice would you give someone planning to enter this occupation? ______

Career Guidance: Activity Guide

IS THIS FOR ME? Journal Entry 24B

NAME: ______

64 Occupation of interviewer ______

1 Using a scale of 1 to 5, with 5 as high, rate how well the job suits your:

a) interests ___ b) work values ___ c) desired working conditions ___ d) desired lifestyle ___ e) personality ___

2 What would I like about this job? ______

3 What would I dislike about this job? ______

4 What have you learned about the kind of job you might want? ______

Career Guidance 9: Activity Guide

Journal/Activity Effort Value Bridges: Choices Explorer and Career Chart Occupation Web Search Career Information Chart Occupation Search: Interview Is this for Me?

Competency Six: Understand the relationship between work and society/economy

V O Great Spirit We thank you for all good things You give us. Bless each one here Bowed before you. Help us to work for the common good And let us see the good in every effort made.

66 Prayer by Bette Spence

Competency Six: Understand the relationship between work and society/economy Level Two: Understand how work contributes to the community

Indicators: - explore importance of work to the community - understand the relationships, between work, community and the economy - explore the economic contributions workers make to a community - understand how the community, the economy and technological advances impact work and work roles

Core Subject: Social Studies 90 (paradigm shifts; cause/effects) Competency six will support the topic five Shifting Paradigms

Activity One: In small groups have students complete discussion questions on How Work Contributes to the Community work sheet.

Journal Entry 25: Complete How Work Contributes to the Community and place in your portfolio when you are done.

Once students have completed their discussion, discuss with students the following concepts:  Economy: a system of managing income, supplies, expenses of a household, community, governments, etc.

 Labour Market trends: a labour market trend is the general direction or tendency that the workforce is heading. Trends in labour may determine the job futures within a community. For example, because of the trend of an aging population and massive retirement of Construction trades people in Saskatchewan, the outlook for these trades’ people is good at the present time. There will be many jobs available in this industry in Saskatchewan.

 Service-based business/organizations: businesses or organizations that support traditional resource-based industries like agriculture, lumber, mining etc. Service- based industries evolve because of needs established by dominant industry. For example, a farming community, which is resource-based, requires heavy duty mechanics to service farm machinery. Farmers cannot operate without this particular service industry. Some other service-based industries are health care, environmental protection (mining), recreation, telecommunications, and computer software design.

67  Relationship between work, community and the economy: Workers contribute to the community and to the economy in general. Workers employed by the COOP in Eirendale support and enhance the local economy by earning a wage and spending it in their community or the greater community of Saskatoon. Whenever a person enters the work force and generates an income then the need for services goes up. Earning power means spending power. When people spend this supports business and creates a vibrant community.

 Discuss the following: When new neighbourhoods likes StoneBridge (or one of your choice), begin, what is the first thing that is constructed? Direct the discussion starting from water/sewer, roads, power, houses, stores, schools etc. Discuss the career fields that are involved. Discuss what career fields are necessary in the planning before the building begins. Discuss possible service-based industry that develops because of the new neighbourhood. Discuss the contributions this development makes to the community of Saskatoon.

Activity Two: Attached to this are several documents that provide statistics and information about the changing work roles. Review Work, Family and Community: Key issues . . . As you will see, each bolded heading in this topic reflect studies that show an ever changing workforce in Canada. There are also available tables entitled the following: Experienced labour force 15 years and over by occupation and sex, by province and territory; Distribution of employed people by industry , by province; Average earnings by sex and work pattern; Employment by industry and sex; Population 15 years and over by hours spent doing unpaid housework, by province and territory. These tables show changes over time by gender, population, and industry and can be used in combination with the following discussion. What students should come to realize is that the work role is changing and how it will impact them in the future.

A suggestion is that students are placed in groups and each topic heading be assigned to each group. Students are to place their notes into their portfolio when they are done. The following questions could be used for each heading:

1. The face of the Canadian labour force is changing.  Trace the change by dates given.  What impact will this have on job numbers?

2. The face of the Canadian economy is changing and growth in non- standard forms of employment (two sections).  Compare unemployment rates and job growth.  If job growth is attributed to self-employment, how may this impact you and possible career choices?  What are non-standard forms of employment?  How might this affect men and women in future work roles?

68 3. Women’s incomes are more important than ever to the financial security of the household.  Explain how this data will affect you if you plan to marry and have children.  What might this information tell you about work and family roles?

4. Just as the Canadian economy has changed, Canadian families also look very different today…  Explain what this data is telling you.  What might this information tell you about work and family roles?

5. Without a full-time caregiver in the home, many families are reassessing the division of labour within their households …  What might this information tell you about work roles?

Journal Entry 26: After participating in the discussion and looking at the various tables, what have you come to understand about the nature of work in Canada? How will what you have discovered impact you when it comes to planning a career.

HOW WORK CONTRIBUTES TO THE COMMUNITY Journal Entry 25

NAME: ______

1 Brainstorm a list of businesses that operate in the area of the COOP Marketplace.

69 ______

2 Are there other businesses including service-based that you know of in Erindale? ______

3 Why is it necessary for all of these businesses to exist in the community and who or what decides they should be there? ______

4 What effects, negative and/or positive do these businesses have on the community? ______

WORK, FAMILY AND COMMUNITY: KEY ISSUES AND DIRECTIONS FOR FUTURE RESEARCH

The face of the Canadian labour force is changing. Workers are more likely to be women, older, better educated, more racially and ethnically diverse, and more concentrated in service occupations.

70  Perhaps the most notable trend over the last 30 years has been the large influx of women into the labour force, including women with children. In 1998, 58% of women over age 25 worked in the paid labour force and they made up 45% of the total labour force (Statistics Canada, January 1999).  The increase in labour force participation has been particularly significant among women with children: in 1996, 72% of mothers with children at home were in the labour force, up from 52% in 1981. This trend is evident even among mothers with young children: two-thirds of mothers with at least one child under age 6 are in the paid labour force (Logan and Belliveau, 1995: 25).  Regardless of the age of their children, many more mothers are working full-time: 70% were employed full-time in 1990, up from 64% in 1980 (Logan and Belliveau, 1995: 26).  In the 1950s and 1960s, women left the workplace once they started their families; in the 1990s, the majority of women (over 55%) returned to work within two years. Increasingly, women’s patterns of employment resemble those of men (Medjuck, O’Brien and Tozer, 1992; Fast and de Pont, 1997).

The face of the Canadian economy is also changing. For some people, economic restructuring has presented new opportunities; for others, it has caused terrible uncertainty about the stability and predictability of employment.

 The 1990s have been characterized by slow economic growth that only picked up after 1997. The unemployment rate has remained stubbornly high, and only recently has it dipped to pre-1989 levels, reaching 7.8% in January 1999. Job growth averaged 1.17% per year between 1990 and 1998, while output expanded at 2.1% per year between 1990 and 1997. Almost all the net job growth this decade is due to self- employment.  Many families experience periods of unemployment: at least one family member in 32% of families experienced a period of unemployment in 1994 (Vanier Institute, 1997: 57).

As well, there has been a significant growth in non-standard forms of employment, raising concerns about the quality of these jobs.

 Among the jobs that have been created, a growing number are part-time: between 1991 and 1996, part-time employment grew by 2% annually, whereas full-time employment has grown by only 0.9% per year (CLMPC, 1997: 23). Women continue to be over-represented in part-time jobs, often because of their competing responsibilities for family and home.  Temporary and contract work also rose in the 1990s, from 5% of paid employees in 1991 to 11% by 1997 (Statistics Canada, 1998), as has the prevalence of flexible working arrangements such as shift work, flex-time and telework (Lipsett and Reesor, 1997).

71  While the increase in flexible work arrangements has the potential to ease work and family obligations, data indicate that the increase is due largely to employer, not employee, preferences (Lipsett and Reesor, 1997: 12).  Job quality is deteriorating for many workers without full-time, permanent jobs. While 60% of permanent or full-time employees in 1995 were covered by an employer-sponsored pension, health or dental plan, these benefits were available to only 20% of non-permanent or part-time workers (Akyeampong, 1997: 50). Since women are more likely to work in part-time, temporary or low-wage jobs, they are less likely to receive these non-wage benefits (Vanier Institute, 1997: 59).  Overall, 59% of workers in 1995 were covered by a health plan, 55% had a dental plan, 57% were entitled to paid sick leave, and 73% had paid vacation leave (Akyeampong, 1997: 49).

Women’s incomes are more important than ever to the financial security of the household.

 In 1970, it took 45 hours of work per week to sustain a Canadian household. By 1991, it took 65 to 80 hours per week (de Wolff, 1994: 4).  In nearly half (46%) of all families, the woman’s earnings made up 25% to 49% of the family’s income; in one of four families, the woman contributed half, or more, of the family income (Vanier Institute, 1997: 53). Without these earnings, the 1996 low-income rate among dual-earner families would have more than tripled (Statistics Canada, October 1998).  Declining or static family income has been particularly problematic as the costs of raising children have risen. According to the home economics section of Manitoba Agriculture, "the basic goods and services necessary to maintain the physical and social well-being" of a child from birth to age 18 was roughly $160,000 in 1998 (CCSD, 1998; see Folbre, 1994).  The aging of the population, combined with earlier retirement trends, suggests that the financial needs of elderly family members may surpass the immediate family’s capacity to provide that support - even in those families with two earners (Beaujot, 1991).

Just as the Canadian economy has changed, Canadian families also look very different today than those of 20 or 30 years ago. The traditional family with a male breadwinner and a female homemaker has been replaced by the dual-earner family with both spouses working outside the home.

 Overall, 45% of workers in 1995 were parents, that is, they had children under age 18 at home (Vanier Institute, 1997: 7).  Dual-earner families are now the norm. In 1994, both spouses worked in seven out of 10 married or common-law couples (under age 65), up significantly from about one-third of couples 30 years ago. Only one in five couples relied on a single male earner in 1994. Even among couples with children under age 7, 70% were dual earners (Vanier Institute, 1997: 52).

72  A significant number of workers are raising children alone: 4% of workers in 1995 were lone parents (Vanier Institute, 1997: 8).  In almost half of dual-earner families (48%), both partners worked full-time for the full year in 1996, marking a steady increase over the last decades (Statistics Canada, October 1998).

Without a full-time caregiver in the home, many families are reassessing the division of labour within their households, but women still retain the lion’s share of responsibility for domestic and caring labour.

 While men have steadily increased their share of household work, women continue to shoulder a disproportionate share of domestic and caring labour. In 1992, husbands spent an average of 18.1 hours per week on household work, compared to 32.5 hours spent by wives (Vanier Institute, 1997: 41).  Even among mothers and fathers (aged 25 to 44) who both work full-time, mothers spend nearly two hours more per day on domestic and caring labour than fathers (Vanier Institute, 1997: 42).  Looking specifically at child care in two-parent families, fathers employed full- time spend an average of 0.9 hours per day looking after the children, while mothers working full-time spend 1.3 hours per day (Vanier Institute, 1997: 42).

73 Statistics Canada – www40.statcan.ca Distribution of employed people, by industry, by province (Saskatchewan, Alberta, British Columbia) 2005 Canad Sask. Alta. B.C. a thousands All industries 16,169. 7 483.5 1,784.4 2,130.5 Goods-producing sector 4,002.4 126.4 487.1 452.7 Agriculture 343.7 46.6 56.2 38.7 Forestry, fishing, mining, oil and gas 306.4 18.6 127.0 37.5 Utilities 125.3 4.6 13.2 10.3 Construction 1,019.5 26.3 159.7 168.0 Manufacturing 2,207.4 30.3 130.9 198.2 Service-producing sector 12,167. 3 357.1 1,297.3 1,677.8 Trade 2,574.6 78.3 278.4 334.6 Transportation and warehousing 793.6 24.9 106.9 118.7 Finance, insurance, real estate and leasing 987.8 25.7 95.2 132.9 Professional, scientific and technical services 1,050.0 18.0 131.1 163.6 Business, building and other support services1 654.4 13.4 62.6 90.3 Educational services 1,106.1 38.8 120.4 146.1 Health care and social assistance 1,734.6 58.1 172.5 217.4 Information, culture and recreation 735.1 20.3 71.1 112.1 Accommodation and food services 1,004.5 29.7 108.7 175.8 Other services 693.4 22.6 82.6 91.2 Public administration 833.1 27.2 67.8 95.1

1. Formerly Management of companies, administrative and other support services. Source: Statistics Canada, CANSIM, table (for fee) 282-0008 and Catalogue no 71F0004XCB.

74 Statistics Canada – www40.statcan.ca Experienced labour force 15 years and over by occupation and sex, by province and territory (2001 Census) (Quebec, Ontario, Manitoba, Saskatchewan) 2001 Canada Que. Ont. Man. Sask.

Number All occupations 15,576,5 3,644,3 5,992,7 577,3 504,02 65 80 65 40 0 Management occupations 1,620,90 50,85 0 343,480 685,390 0 42,625 Business, finance and administrative 2,768,37 1,097,8 101,9 occupations 5 665,735 35 45 74,710 Natural and applied sciences and related 1,003,81 26,69 occupations 0 234,680 422,510 5 19,525 Health occupations 36,69 812,200 205,600 286,310 0 29,815 Occupations in social science, education, 1,068,81 39,71 government service and religion 0 258,440 407,885 5 34,610 Occupations in art, culture, recreation and 12,16 sport 435,680 110,530 171,485 5 10,210 Sales and service occupations 3,813,75 1,419,1 146,1 122,48 0 875,940 90 20 0 Trades, transport and equipment 2,193,09 81,94 operators and related occupations 0 505,940 809,500 5 70,240 Occupations unique to primary industry 40,58 667,550 106,530 164,360 0 79,960 Occupations unique to processing, 1,192,39 40,64 manufacturing and utilities 5 337,500 527,945 5 19,850

Males - all occupations 8,311,13 1,962,3 3,173,2 307,4 269,69 5 00 75 65 5 Management occupations 1,046,52 33,19 5 230,755 434,475 5 26,780 Business, finance and administrative 27,76 occupations 752,120 188,000 312,000 5 16,830 Natural and applied sciences and related 21,37 788,190 183,270 326,940 0 15,375 Health occupations 169,455 45,515 58,845 7,410 4,920 Occupations in social science, education, 401,47075 15,50 government service and religion 98,520 149,045 0 12,935 Occupations in art, culture, recreation and 200,125 51,880 79,010 5,705 3,975 Statistics Canada – www40.statcan.ca Average earnings by sex and work pattern (All earners) All earners Year Women Men Earnings ratio $ constant 2004 % 1995 23,300 36,800 63.4 1996 23,200 36,700 63.1 1997 23,300 37,700 61.9 1998 24,400 38,800 62.8 1999 24,800 39,500 62.6 2000 25,200 40,800 61.7 2001 25,300 40,700 62.1 2002 25,600 40,800 62.8 2003 25,300 40,200 62.9 2004 25,600 40,300 63.5 Note: Data before 1996 are drawn from Survey of Consumer Finances (SCF) and data since 1996 are taken from the Survey of Labour and Income Dynamics (SLID). The surveys use different definitions, and as a result the number of people working full-year full-time in the SLID is smaller than in the SCF. Source: Statistics Canada, CANSIM, table (for fee) 202-0102. Last modified: 2006-03-28.

Statistics Canada – www40.statcan.ca Employment by industry and sex

76 (number in thousands) 2005 Number employed Both sexes Men Women Thousands All industries 16,177.3 8,602.6 7,574.7 Goods-producing sector 4,015.8 3,091.2 924.6 Agriculture 344.1 241.1 103.0 Forestry, fishing, mining, oil and gas 307.5 257.0 50.5 Utilities 125.8 93.4 32.3 Construction 1,023.2 913.2 110.0 Manufacturing 2,215.3 1,586.4 628.9 Services-producing sector 12,161.5 5,511.4 6,650.1 Trade 2,575.3 1,313.5 1,261.8 Transportation and warehousing 800.6 606.6 194.0 Finance, insurance, real estate and leasing 994.2 412.4 581.8 Professional, scientific and technical services 1,046.5 591.5 455.0 Business, building and other support services1 653.0 351.8 301.2 Educational services 1,103.0 378.4 724.7 Health care and social assistance 1,728.0 308.6 1,419.5 Information, culture and recreation 730.7 382.1 348.6 Accommodation and food services 1,000.1 400.6 599.5 Other services 694.3 338.4 355.9 Public administration 835.6 427.6 408.1 1. Formerly Management of companies, administrative and other support services. Source: Statistics Canada, CANSIM, table (for fee) 282-0008. Last Modified: 2006-01-05.

77 Statistics Canada – www40.statcan.ca Population 15 years and over by hours spent doing unpaid housework, by province and territory (2001 Census) (Newfoundland and Labrador , Prince Edward Island, Nova Scotia, New Brunswick) 2001 Canada N.L. P.E.I. N.S. N.B. Population 15 years and over 23,901,355 419,015 106,690 732,365 589,370 No hours 2,475,110 54,595 10,830 82,055 66,840 Less than 5 hours 5,625,165 69,415 21,515 147,815 117,240 5 to 14 hours 7,540,180 111,280 32,520 219,860 176,395 15 to 29 hours 4,716,120 86,060 23,635 151,245 126,710 30 to 59 hours 2,524,015 60,745 13,395 90,615 72,330 60 or more hours 1,020,765 36,920 4,795 40,775 29,855 Males - 15 years and over 11,626,785 203,425 51,435 350,885 285,600 No hours 1,550,265 35,150 6,845 50,820 41,950 Less than 5 hours 3,486,140 42,665 13,355 90,885 72,570 5 to 14 hours 3,890,035 60,440 17,285 116,115 91,890 15 to 29 hours 1,786,960 36,320 9,165 59,435 50,690 30 to 59 hours 689,980 19,320 3,690 25,170 21,480 60 or more hours 223,405 9,530 1,100 8,460 7,025 Females - 15 years and over 12,274,570 215,590 55,255 381,480 303,770 No hours 924,845 19,445 3,990 31,230 24,890 Less than 5 hours 2,139,030 26,750 8,160 56,930 44,670 5 to 14 hours 3,650,145 50,835 15,230 103,745 84,505 15 to 29 hours 2,929,165 49,740 14,475 91,810 76,020 30 to 59 hours 1,834,035 41,430 9,705 65,445 50,855 60 or more hours 797,360 27,385 3,695 32,315 22,830 Source: Statistics Canada, Census of Population. Last modified: 2005-01-07.

Journal/Activity Effort Value How Work contributes to the Economy Reflection: Nature of Work in Canada

Competency Seven: Secure/create and maintain work

VWith your help, O God, may the work of our hands prosper. Psalm 118:25

Competency Seven: Secure/create and maintain work Level Two: Develop abilities to seek and obtain/create work

79 Indicators: - explore/demonstrate/acknowledge personal qualities that are needed to get and keep work - understand how academic and practical skills are transferable in a variety of work alternatives - understand the language describing employment and work opportunities and conditions - explore work search tools and skills required to find/create and maintain work (job application forms, résumés, portfolios, job interviewing, proposals, cover letter). - demonstrate the ability to complete application forms - create and engage in new work experiences ( at home, at school, in the community) that acknowledges one’s personal qualities and uses one’s transferable skills. (Take Our Kids to Work)

Core Subject: ELA A90, ELA B 90, Christian Ethics 90 Competency seven will support the writing component in ELA with résumé building. For Christian Ethics work values and personal qualities support unit three of Be With Me.

Activity One: Information only Students will participate in Take Our Kids to Work. They will complete follow up activities for this program in their transition/TGG. They will have opportunity to explore how their academics are transferable; understand language and work conditions specific to the place of work that they visit.

Activity Two: This activity will allow students to begin to use the portfolio on-line and learn to save information within their Bridges portfolio. It is a suggestion that the teacher work through these steps along with students using a laptop and projector.

Journal Entry 27: 1. You will now begin to use the portfolio tool in the Bridges program. Follow instructions carefully and you will soon learn how to navigate around the different aspects of the portfolio. Once you have logged in, click on Choices Planner.

 Under work, click on interest profiler. Complete the profiler. Print this page and add to your portfolio for future reference.  Once you are done the results will show your top two Interest areas.  Click on check out careers matching your interests at the bottom of the page. Select and research as many careers that might interest you. Select three or four of them and click on add to Portfolio at the top of each careers page.

80 2. Go back to home and click on work values sorter. Complete the sorter and once you have your top work values, print and place this page in your portfolio for future reference.  Scroll to the bottom of the page and check out the ranking of your work values.  Click on Portfolio Journal at the bottom of the page. Answer the following questions. Date your response and title it “Competency 7”. a) What are your three top ranked work values? b) If these are your top three values, what values would match each one if you were an employer? For example, if your first value was independence, then an employer might value dependability. This means that if you valued a job that gave you independence to work without supervision, then an employer would be able to depend on you to get the job done with minimal supervision. c) What do each of these values mean in terms of the kind of career you might choose?

3. You have now researched several careers based on your interests and your work values. Identify three, four, or more (if you like) careers that are common to both interests and values.

To do this select ten or so random careers from the results of the interest profiler and write a list, then go to the results from work values sorter and see if there are any matches. You want to be able to narrow your search. Go back to your portfolio, click on your journal and complete the following statement and add to your journal entries:  The following careers matched both my interests and values (pick three of interest to you): 1. 2. 3.

Activity Three: Enclosed find sample copies of Saskatoon Co-Operative job postings. Provide copies to each student.

Have students select three different job postings. Under core duties have them highlight or underline the personal qualities required of an employee, skills description, and conditions surrounding the particular job. Make a note to students that not every job posting will be the same. Some may not require any specific personal qualities. This may mean that they will be trained or there may be an assumption that potential employees will automatically know how to be courteous to costumers. This activity will help them become aware of the language used in employment opportunities.

Example: Full time Building Materials Delivery Clerk

81 Personal qualities - be responsible, understand costumer service Skills description - experience with and knowledge of lumber and building materials Valid 1A and Class 5 driver’s license Safe driving record Conditions - Available to work mornings, afternoon, evenings and weekends

Activity Four: Students will do a Google search to find a job advertisement or posting and complete the above activity with the one they find on the internet. They may try the following websites: www.saskjobs.ca www.hrsdc.gc.ca/en: find “Jobs” and follow links of your choice Once they have completed the search, they are to print the page that shows their advertisement. They can complete the activity on the back of the page they printed and place in their portfolio with their name on it.

Journal Entry 28: Google Search: type in “job advertisements in Canada” or “jobs in Canada” or “jobs in Saskatchewan”. Once you have completed this entry, put your name on the sheet and place in your portfolio.

 Find a job advertisement of your choice and print it. Complete the following on the back of the page: 1. Personal qualities required: 2. Skills description: 3. Work conditions:

 Describe how this job posting is different or the same as the Coop job posting. Is it vague or do you know exactly what they are looking for? Is there something missing? Explain.  Complete CO-OP Application form choosing a job from the postings. Place in your portfolio when you are done.

Application Form – see student package

82 Saskatoon Cooperative Association Limited Head office 311 Circle Drive West Saskatoon, Saskatchewan, Canada Telephone (306) 933.3810 Fax. (306) 933-0352

S A S K A T O O N C O - O P E R A T I V E A S S O C I A T I O N EMPLOYMENT OPPORTUNITIES For the following employment opportunities, applications can be picked up and returned to any one of the Saskatoon Co-op locations, or resumes can be mailed to:

Human Resources Saskatoon Co-operative Association Ltd. 311 Circle Drive West Saskatoon, SK S7L 7C6 Fax: 933-0352 Email: saskatooncoop.hr©sasktel.net Saskatoon Co-op is currently accepting applications for all of the following positions. Gas Bars

Positions: Part Time Pump Attendants

Location: 4 Positions Gas Bar #2 Broadway Avenue

Core Duties: To assist in providing exceptional customer service in our Gas Bar. Candidates will perform interior and exterior housekeeping and maintenance duties. They will order and receive stock, and price and display merchandise, along with other duties that are assigned by the station manager. Candidates must have good customer service skills. Positions available for mornings and afternoons as well as evenings and weekends. Location: 1 Position Gas Bar #3 8'" Street

. Core Duties To assist in providing exceptional customer service in our Gas Bar. Candidates will perform interior and exterior housekeeping and maintenance duties. They will order and receive stock, and price and display merchandise, along with other duties that are assigned by the station manner. Candidates must have good customer service skills. Must be available for mornings and afternoons.

83 Production Clerks Position: Part Time Produce Clerk

Location: 1 Position Greystone Produce

Core Duties: Applicants for the Produce Clerk position must have a minimum of six months related experience with fresh fruit and vegetable merchandising in order to operate effectively in all aspects of the department and a strong background in customer service. Applicants must be able to work evenings and weekends.

Position: Part Time Production Assistant

Location: 1 Position Westview Bakery

Core Duties: To be responsible for assisting in the production of bakery products and performing other duties as assigned. Applicants must be able to work mornings, afternoons, evenings, and weekends.

Position: Part Time Production Assistant

Location. 1 Position Attridge Bakery

Core Duties: To be responsible for assisting in the production of bakery products and performing other duties as assigned. Applicants must be able to work evenings, and weekends.

Position: Part Time Deli/Bistro Clerk

Location: 2 Positions Attridge Deli/Bistro

Core Duties: To prepare, wrap, price, stock and price check merchandise while providing information, assistance and courteous service to customers. Other duties will also be assigned. Basic qualifications include food-handling experience as well as experience using a deli slicer. Must be available for evenings and weekends

Position: Part Time Meat Cutter

Location 1 Position Westview Meat

Core Duties. To cut, prepare and display all types of meat while providing information, assistance and courteous service to customers. Other duties will also be assigned. Applicants should possess a retail meat-cutting certificate and must be able to work mornings, afternoons, evenings and weekends.

84 Yard Clerk Position: Full Time Yard and Warehouse Clerk

Location: 1 Position Avenue C Home Centre Avenue C

Core Duties: To assist customers in our Home Centre and perform other duties as assigned by the Department Manager. Candidates will have a working understanding of home centre products and services, especially lumber. Applicants must be able to work mornings, afternoons, evenings and weekends.

Position: Part Time Yard and Warehouse Clerk

Location: 1 Position Avenue C Home Centre Avenue C

Core Duties: To assist customers in our Home Centre and perform other duties as assigned by the Department Manager. Candidates will have a working understanding of home centre products and services, especially lumber. Applicants must be able to work mornings, afternoons, evenings and weekends.

Agro Centre

Position: Full Time Agro Clerk

Location: 1 Position Agro Centre Avenue C

Core Duties: To assist customers in our Agro centre and perform other duties as assigned by the Agro Manager. Candidates will have a working understanding of the till operations. They will perform daily reconciliations and reports as directed by the Agro Manager. Candidates should also have a strong agro background in crop supplies, feed, and animal health.

Position: Part Time Agro Clerk Location: 1 Position Agro Centre Avenue C Core Duties: To assist customers in our Agro centre and perform other duties as assigned by the Agro Manager. Candidates will have a working understanding of the till operations. Candidates should also have a strong agro background in crop supplies, feed, and animal health.

85 Activity Five: This activity allows students to explore the Choices Planner tool in the Bridges program. They will research careers based on personal characteristics. This will occur through the Career Finder path in the Bridges program. It is a suggestion that the teacher complete a category of characteristics with students before they are left on their own to complete the Career Finder. Students have a copy of these instructions in their journal

Have students complete following and save in their Bridges Portfolio. 1. Log on to the Bridges program. Click on Choices Planner. Under work, click on Career Finder.

2. Before you begin, you will see five categories on the left of the page beginning with education. You cannot do all categories or the program will not match you to careers. Once you have completed all characteristics under one category, you can save the search. Each time you complete a category and save it, the last one is deleted.

3. Once you have completed a category, a list of matches comes up. Open this list and review the careers that are of interest to you. You can then save those to your portfolio for future reference and not lose the choices before you start another category. If you leave Career Finder, and go back in at another time, you can start again where you left off.

4. Go to category Skills and click on transferable skills and complete. You will begin with transferable skills for the purposes of this competency. The focus of this activity is to look at the skills you have right now and the ones you wish to develop and see which ones are transferable to other careers. Complete all characteristics under this category. View the careers based on the characteristics. Save the ones you are most interested in to your Bridges portfolio.

5. Once you have completed all the categories in Career Finder, complete a journal entry in your Bridges portfolio. List two or three careers that are of interest to you and explain why they are of interest.

Activity Six: Students will explore the Resume Builder in the Bridges program. They may do this on their own but give them a deadline to complete a sample resume. Have students log on to Bridges and go to Choices Planner. Click on the work tab and at the bottom of the page they will see Getting Ready to Work. Introduce the different tools available to them to help with finding a part time job. Make a plan with students that they browse through each of the tools in their grade nine year. After they have done so, they are to make a journal entry describing what they learned under each tool. They must be specific. Students are to complete the Resume Builder. Decide a deadline for this task. They are to print their sample resume and place it in their portfolio. It is strongly suggested that

86 teachers use a laptop and projector to help students through these instructions to find the resume builder.

Journal Entry 29: Describe what you have learned under each tool in the Bridges program. Be specific.

Complete the Resume Builder and add your resume sample in your portfolio.

Journal/Activity Effort Value Bridges: Interest Profiler Bridges: Work Values Sorter Bridges: Portfolio Journal Job Postings Search Application

Completed by: (check one) ______STUDENT ______TEACHER Competency Eight: Make life /work-enhancing decisions

VWhen you are handed over, do not worry about how to speak or what to say; what you are to say will be given to you when the time comes, because it is not you who will be speaking; the Spirit of your Father will be speaking in you. Matthew 10:19-20

88 Competency Eight: Make life /work-enhancing decisions Level Two: Link decision making to life/work building

Indicators: - understand/demonstrate how personal beliefs and attitudes affect decision-making - understand how career development is a continuous process with series of choices - explore possible outcomes of decisions - explore school courses related to personal, educational and work interests - understand how the expectations of others affect career building - explore the requirements of secondary and post-secondary programs - understand/develop creative or alternative choices reflective of the changing world of work - evaluate how one’s decisions impact one’s life , and affect other decisions - evaluate the impact of personal decisions on one’s self and others - engage in decision-making respectful of oneself and supportive of one’s goals

Core Subject: ELA A90, ELA B90 Competency eight supports the unit Conflicts, Issues, and Choices

Many of these activities are supported by Lesson Plans and Resources in the Bridges program. It is a good idea to familiarize yourself with these lesson plans as some of them have been revised to suite this competency. In order to find them, follow these instructions.  Log onto Bridges and go to Lesson Plans and Resources at the bottom right of the page  Under Choices Explorer click on alphabetical list under Choices Explorer  Select D for Decision-Making  Select Decision-Making  Scroll down and you will see several lesson plans under the title Unit Lessons

For the purposes of this competency you may refer to lessons 1,2,3,7. Under Decision-Making you will find the DMG or Decision-Making Guide for students and teachers. There are copies of the lessons in the appendix if you choose not to download your own. Refer to the Bridges program for the Decision- Making Guide for further information.

89 Activity One: This activity will help students to understand their personal beliefs and attitudes, discern the difference between wants and needs, and examine more closely their skills and their interests. After completing the activity, students will begin to understand how this affects decision-making. Place the following quotation from the Rolling Stones on an overhead:

You can’t always get What you want. But if you try sometimes You just might find You get what you need.

Discuss with the class what the Stones were trying to say in this quotation, eventually drawing from the discussion the realization that wants are different than needs. A want is something you would like; a need is something that you must have.

Provide some examples:  want – expensive car; need - financial stability  want – popularity; need - friendship (love and belonging)  want – to be the top athlete; need – good physical health

Explain that some needs like financial stability and good health are universal. Other needs, like control, solitude and being with others are unique to individuals. Also some needs like respect, recognition, winning are also unique to each situation. Decisions are more easily made if the decision-maker understands fully the wants and needs in a given situation.

Inform students that they will get involved in the practice of decision-making.

Provide a copy of the All About Me chart. Have students fill it out to the best of their ability. Go over the sample provided. You may want to show them the difference between all categories as well. Wants: something I would like Needs: something I have to have Interests: hobbies, activities I choose to do for fun or would like to pursue at some time Skills: unique abilities I possess or would like to develop further Values: what I believe in and what is important to my personality

Journal Entry 30: Complete the All About Me chart. List as many items in each column as you can. Once you have completed the chart, place in your portfolio as you will be going back to it.

90 Activity Two: In the lesson plans under D for Decision-Making is a lesson entitled What do you want from your life? You may use this lesson as is or follow a shortened version. This activity will further allow students to explore their personal interests in order to help them make sound decisions.

Shortened version from the lesson What do you want from your life? Define with students “interests”; a life activity that you like to do. It is important to career planning to be able to answer the question “What do I want from life?” Your interests define what you want.

Share with students the following example: Hiking in the Himalayas: Ask them what may be of interest to some people about hiking in the Himalayas. Possible response may be interest in the outdoors, interest in physical exercise, or interest in travel. Write the following activities on the board. Ask students to work in pairs to list the interests that may be associated with each activity.  Going to the Olympics  Learning to speak Japanese  Playing professional hockey  Using the internet  Dancing in a Powwow  Going to a play

Inform students that a good way to develop personal interests is to browse through different types of work. Once you identify an interest in a work activity, you can then identify which personal interest it represents. With a projector and laptop, go to Choices Explorer in Bridges. Click on alphabetical list, L, then Landscape Architect.

Present the following example: if you browsed through Landscape Architect you will find the statements, “Landscape architects decide where buildings, roads and walkways should go. They pick what kinds of flowers, shrubs and trees should be planted.” The question to ask is, “What interest do you have in that life activity?’ Your answer may be spending time outdoors, designing plans or blueprints, working outside, or even gardening. By looking at work you can define your own personal interests. It’s important to know personal interests in order to answer the question, “What do you want from your life?”

Assign students the Ten Interests of Mine task. Students do not have to do ten. It is important for them to know that the more they explore the better informed they are about what careers are available. Have them browse through Choices Explorer selecting work or life/recreation descriptions that they feel like looking into. Suggest that they select a few choices that they have already indicated that are of interest in previous activities. Have them identify a quotation that interests them from Choices Explorer and paste it

91 into a word document. They then identify the interest of theirs that is related to the career.

The next step in this activity will allow students to more fully explore their skills. Identifying their present and potential skills is important to the career planning process. Together with their interests, students will better be able to make a solid decision. Provide a copy of Interests and Skills to students. This list is not a complete one so as a class you may want to generate more skills with other interests. This list will help with the vocabulary around identifying skills.

Remind students that a skill is something they CAN do, not what they think they are good at. The skills listed on the Interests and Skills chart may be students’ present skills or skills that they have mastered so far in their lives. Students also should be aware of potential skills or skills that they may want to be able to do in the future.

Have students read the What They Do and Interview parts of career articles on Choices Explorer. Each student should read through random articles to identify skills they presently can do (present skill) or believe they will be able to do in the future (potential skill). Their task is to identify twenty present or potential skills to add it to the Ten Interests of Mine assignment.

Once students have completed their research for interests and have applied the skills, they then provide a reason or reasons as to why this career is interesting to them.

Example: Name of Career: Forensic Pathologist

Quote: “Forensic pathologists perform post-mortems (autopsies) to determine the cause of death. By studying tissue and laboratory results, forensic pathologists are able to determine the cause of a person’s death.”

Interests: science, criminal investigations, anatomy

Skills: research, observe lab results, perform lab tests, make predictions, analyze material (some of these skills may be present or potential depending on how much science or training a person has).

Reasons: I have always liked lab parts of science classes. This job does science figuring for crimes and accidental deaths. I think I like the idea of catching criminals through good investigation.

Have students complete 10 of these by browsing through Choices Explorer and creating the Ten Interests of Mine assignment on a word document. Have students place this document in their journal when complete. You may have students transfer their interests and skills to the All About Me chart. Once they have as many interests and skills on this chart, they have a collection to use on a resume.

92 Journal Entry 31: Complete the Ten Interests of Mine assignment on a word document. Place the document in your journal when it is complete. Transfer your interests and skills to your All About Me chart.

Activity Three: Students now have a selection of career choices based on their interests and skills. Now it is time to make some decisions. You may break students into groups or have a class discussion covering the following questions:  Why is it important to research and identify one’s skills and interests before researching careers?  Explain why you think this process of identifying skills and interests then selecting possible careers is of value.

Once this reflection has occurred, ask students to complete journal entry 32. This is a final reflection in the process of making a career decision. Remind students that the focus is on the decision-making process and not on a career choice. Once this process is complete they will have made an informed decision based on good information.

Have students create a word document titled Establishing your Choices. On the document they are to answer the following questions:  What do you want from life? (interests, values)  What do you have to offer the world? (skills)  Select three career choices from the Ten Interests of Mine assignment. These should be your top three choices.  Take this journal entry and make an appointment with a School Counsellor to discuss a) classes I need to take in high school to reach this career goal b) the post secondary training/university option  Be sure to have the School Counsellor sign the assignment once you have met.  Have students place this in their portfolio when complete.

Journal Entry 32: Complete the assignment Establishing your Choices on a word document. This document should look like this:

What do you want from life? - List your interests and values that answer this question.

What do you have to offer? - List your present and potential skills that answer this question.

Potential Careers: - List three potential careers that could relate to your personal attributes. Make an appointment with a School Counsellor to discuss the following about the three choices: a) the classes I need to take in high school to reach these career goals b) post-secondary training/university options c) signature of School Counsellor once appointment is complete Place this document in your portfolio when complete.

ALL ABOUT ME Journal Entry 30

NAME: ______

94 WANTS NEEDS INTERESTS SKILLS VALUES

ALL ABOUT ME Journal Entry 30 (SAMPLE)

95 NAME: Susan Smith

WANTS NEEDS INTERESTS SKILLS VALUES

1 own my financial stability reading organized faith house

2 new car job security outdoors creative make my own decisions

3 trip to Europe job satisfaction General fitness team player dependable

4 friends travel reading/writing honesty

5 family leadership kindness

6 achieve goals

7 work hard

8 family

INTERESTS AND SKILLS

96 Interests: Skills:

Listening to/playing music - listen intently - express ideas, thoughts, mood, emotions - entertain others - use fractions and numbers - willing to hear new ideas

Hanging out with friends - interact positively with people - give and receive advice - keep secrets responsibly - be responsible for own actions - show respect for others - play cooperatively - work toward group goals

Board/computer/card games - type quickly - imagine new approaches - follow rules - recognize patterns - calculate odds - keep score - analyze information - search for information - trouble shoot - solve problems - generate ideas

Sports - deal with pressure effectively - show leadership - be determined and committed - concentrate - take and give directions - keep track of records, scores, statistics -team player - work hard physically

Science - explore, research

97 - predict and observe results - measure, compare, chart and graph data - operate lab equipment - follow lab procedures - organize

Camping - set up and take down camp - outdoor survival - care for the environment - catch, clean, fillet fish - hunt - swim - physical strength

Build things/sew/cook - organize materials - plan projects - be accurate - follow directions - estimate size - measure - complete projects

Journal/Activity Effort Value All About Me Ten Interests of Mine Establishing Your Choices

Competency Nine: Maintain balanced life and work roles

V Thank you, Creator. Everything we do, O great Spirit May we do it for your sake. Give us peace and patience To do your will.

99 Let us not take everything And everyone for granted. We need your sacred presence and help So that we may respect others And keep in harmony with Mother Earth. Be with us all this day.

Prayer by Bette Spence

Competency Nine: Maintain balanced life and work roles Level Two: Explore and understand the interrelationship of life roles

Indicators: - Understand how different work and family roles require varying kinds and amounts of energy, participation, motivation, and abilities. - Understand how work roles satisfy personal and family needs. - Examine how personal goals can be satisfied through a combination of work, community, social and family roles. - Understand how personal leisure choices relate to lifestyle. - Understand how various life and work roles impact the attainment of future goals. - Explore advantages and disadvantages of various life role scenarios. - Plan and experience leisure activities that relate to one’s considered or preferred lifestyle. - Demonstrate how one’s various life and work roles impact the attainment of one’s future goals. - Examine the type of lifestyle one wants. - Engage in scenarios that are supportive of one’s life/work goals.

Core Subject: Christian Ethics 90, ELA A90, ELA B90, Social Studies 90 Competency nine will support unit three of Be With Me. It will also support preliminary discussion around vocations. This competency may also support First Nations content in ELA A/B 90 or in Social Studies.

Activity One: This activity will help students explore their own life and work roles today. Students will understand how satisfying it is to engage in these different roles. Students will also be given an opportunity to explore other life/work roles and recognize the potential roles that may be available to them in the future.

Discuss the following vocabulary:

100  Role: a part played in real life. Example: role of teacher, role of parent, role of goalie on a hockey team  Life/work roles: the parts we play at our places of work and in our life outside work Example: teacher/work role, soccer coach/life role electrician/work role, volunteer firefighter/life role

We choose the life/work roles that we want to play. In your search for the kind of person that you are called to be, you have the opportunity to explore many different roles. You have skills (present and future), interests, values and hobbies that help you to decide the lifestyle you wish to have in the future.

Read the Life/Work Scenario to the students. You may provide an overhead or their own copy as a visual for students to follow while you read.

Have students work with a partner to answer the questions on the Life/Work Scenario Analysis. Provide a copy for each student. Once the students have been given time to complete the analysis, have a class discussion about their answers. Students should have discovered some if not more of the following:  Life roles: son, piano student, piano player, badminton player, volunteer  Work roles: high school student, employee in music store, high school teacher, piano teacher, music director  Goals: to become a teacher, to become a proficient piano player, to maintain his badminton skills, maintain fitness level, to get a job, go to university etc.  Interests: music, academics, fitness, being with people, etc  Skills: reading, analyzing, hard working, goal oriented, playing piano, teaching, communication skills etc  Values: faith, helping others, healthy lifestyle, etc

As part of the final discussion, ask students what Robert did throughout his life to make sure he achieved his goals.

Summarize by discussing with students that people often combine their life with their work and vice versa in order to have a satisfying life. Robert loved playing the piano. He wanted to share this gift with others. Faith development is also important to his life. Robert took the opportunity to be able to play the piano and share this gift with others at church while developing his faith at the same time. This is an example where life and work come together. Robert also had the skill to teach. He chose teaching as his main profession because he valued helping others. Being a faith-filled person, Robert chose a career involving serving others. He found that in his music and his teaching.

Have students place their analysis into their portfolio.

Journal Entry 33:

101 Complete the Life/Work Scenario Analysis with a partner. Place in your portfolio when complete.

Activity Two: This activity will allow students to explore leisure time activities. It will help students to understand that there is more to life than work. They will understand how personal leisure choices relate to lifestyle and how these leisure choices may impact career choices.

Have students log onto Bridges. Go into Choices Explorer and click on Life. Students are free to browse through various volunteering and recreation activities. Have them complete the form Leisure Activities. Once complete have students place in their portfolio. Provided is a vocabulary list of skills to help students with descriptions of skills.

Journal Entry 34: Complete the Leisure Activities assignment. Place in your portfolio when complete. When you are working on this activity remember that you can save to your portfolio if you are interested in pursuing any of these activities. You may visit with a School Counsellor to find out how you can become more involved.

Activity Three: This activity will help students explore the advantages and disadvantages of various life/work roles. It will also allow them to explore the interrelationships between family, work and leisure decisions.

This awareness will encourage students to take a closer look at the kind of lifestyle they want for themselves. It is important for them to know that a balanced lifestyle is important. It is also important for them to think about what it means to have a balanced lifestyle as not everyone sees balance in the same way. For some people, work is where they want to direct most of their attention. For others, family is most important. But, in general an emotionally, physically, mentally and spiritually balanced life fosters good health and happiness.

Enclosed is a copy of the First Nations Medicine Wheel. You may review the importance of the Medicine Wheel to First Nations culture. There is information about the Medicine Wheel provided in the activities for Competency One. Discuss with students that health practitioners, educators, and people today concerned about healthy lifestyles believe that we should be concerned about all aspects of the medicine wheel. If we are unhealthy physically, this will affect all aspects of our personality. Balance means that each quadrant of the Medicine is cared for and nurtured equally. This, of course, is an ideal we strive for as we journey through life.

102 Provide a copy of the Medicine Wheel to students. Discuss with students each area of the Medicine Wheel. Brainstorm with students what aspects of life fit into each area of the Medicine Wheel. Have students write in each quadrant what they do to maintain their spiritual, physical, emotional and mental health.  Spiritual: Many people realize their spiritual needs through their religion. Others choose to “give something back” to the world by working as a volunteer or getting involved with organizations that promote conservation, peace, human rights. Some people meet their spiritual needs privately, through meditation, reading, walking in a peaceful setting.  Physical: Time to sleep and eat wisely must be built into every balanced lifestyle. Healthy people need time for both exercise and relaxation.  Emotional: People need people. The relationships we develop in our lives include family, friends, boyfriend/girlfriend, a future spouse, future children, and work mates. How we nurture those relationships can determine the state of our emotional health. How we deal with anger, sadness, happiness, depression and all extreme emotions can also influence our emotional health.  Mental: Some say the brain is a muscle. It also needs exercise. One’s mental health can be determined by the way we choose to engage in learning. Some choose to view our intellectual abilities as a gift and develop and use them to their fullest potential. This may include our choice to be lifelong learners.

Journal Entry 35: Complete Medicine Wheel indicating your life/work balance. On the back complete Emma’s and Isaac’s life/work balance. Place in your portfolio when complete.

Once the students have filled in their Medicine Wheel with the activities they do to maintain balance, have them read about Emma and Isaac. Provide a copy or put on the overhead. On the back of their Medicine Wheel, have them write what it is that Emma and Isaac do to maintain their balance. The question to ask is, Are Emma and Isaac balanced? Have them complete each quadrant for Emma and Isaac. Examples:

Emma: Physical- does no physical exercise eats one good meal a day, some people do fine with that takes no down time, no vacation she may not be getting enough rest Emotional- she has no friends or close relationships Mental- she works very hard at keeping up with what is new in her job values lifelong learning Spiritual- empty quadrant

Is Emma balanced? No, because she has activities missing in her spiritual, emotional, and physical selves. Emma’s life is incomplete. Emma may never be truly happy if she keeps up her current pattern indefinitely.

103 Isaac: Physical: he may get some physical exercise when he coaches no indication of whether he is eating properly no down time for himself when does he have time for sleep? Emotional: has lots of relationships, children, wife, parents, and people at homeless shelter, band members, softball team etc Mental: night school Spiritual: volunteers and works hard to serve others

Is Isaac balanced? No, his life is too full. There does not appear to be time for him to get a good sleep and he takes very little time for himself. He is over extended in the emotional and spiritual quadrants. He takes no time to renew himself because he does so much for others. A caretaker must take care of himself/herself.

Activity Four: This activity will encourage students to explore the advantages and disadvantages of various life roles.

On a word document entitled Isaac’s Life have them list the different life/work roles that he plays. Have them discuss the advantages and disadvantages of having all these roles. Finally, have students change his scenario to show a balanced lifestyle. It is important that they remove some things from his plate and maybe add things that should be there. Have students add this document to their portfolio.

Journal Entry 36: Complete Isaac’s Life assignment. Place in your portfolio when complete.

Activity Five: This activity will allow students to begin to think about how to make plans for the future. They will be able to examine preferred lifestyles along with career goals. They will be able to see how these goals can be attained by planning high school courses.

Have students log onto Bridges and go to Choices Planner and click on Career Plan Builder. This plan is fairly user friendly. It is important for the teacher to set up their own plan in order to become familiar with the process. This planner allows students to start over at any time and begin again. They are also able to save more than one plan to their portfolio.

Have students complete an on-line journal entry once they have completed each plan. Have them answer the question, How do you feel about this plan?

104 After the journal entry, have students click on Things You Saved. Have students review Recreation Ideas and/or Volunteering. They may review more articles in these areas under the Life section and add to their Bridges portfolio.

Journal Entry 37:

Log onto Bridges and click on Career Plan Builder under Choices Planner. Complete a career plan. Once you are done complete a Bridges journal entry answering the question, How do you feel about this plan?

Once complete, click on the left Things You Saved. Review what you have saved to your Bridges portfolio. Go to Recreation Ideas and/or Volunteering. View more articles under these sections and add them to your Bridges portfolio. You should have between two and five options saved by now.

LIFE/WORK SCENARIO Journal Entry 33

Robert Jones is from rural Saskatchewan. After many hours of career exploration from grades nine through twelve, Robert decided to go to university to become a teacher. After graduation, Robert wanted to gain some very important life experience and work for a year before he entered university. He

105 knew that he could probably find a descent job and save his money to help offset the costs involved in acquiring a university education.

It is important to know the interests and skills Robert developed throughout elementary and high school in order to show the lifestyle he chose as an adult. Robert discovered at the age of seven that he enjoyed music. His parents enrolled him in piano lessons and he pursued his training until he completed grade ten of the Royal Conservatory. During high school, he played piano at his church, at school functions and accompanied the school choir. When Robert moved away after high school to find a job, he chose to work in the music area. He secured a position at a music store that sells musical instruments and also offered various music lessons. He began to teach private piano lessons. Robert joined a church and soon volunteered to play the piano at masses. His abilities soon became known around the city and he was offered the position as music director at one of the churches. He continues to work part-time in this position to this day. He also plays at various churches for many different events in his spare time.

Because Robert came from a small town, the number of sports available was limited. Badminton is often a major sport in rural areas because you can play it all year. Robert became a proficient badminton player. He competed around the province at many different venues making friends with people from all over. When he moved to the city, he joined a badminton club to maintain his sport and still competes in a men’s league on a weekly basis.

Robert saved some money and enrolled at the University of Saskatchewan full time to become a teacher. Robert loved teaching piano lessons and enjoyed working with young people. He found that he also developed a professional rapport with his students that would help him in his teaching profession. Robert continued to play piano which also supplemented his income while he went to school. Unfortunately, he had to give up his weekly badminton because of a lack of time. He continued to play badminton at the university as membership to facilities came with the cost of tuition. He played badminton whenever it fit into his schedule and began to walk instead of drive to maintain his fitness level.

Robert completed his degree and began teaching. He continues to be involved in music ministry, teaches piano to a few students, and plays badminton again. He has found a life/work balance that is very satisfying.

LIFE/WORK SCENARIO ANALYSIS Journal Entry 33

NAME: ______

106 1 Identify the life roles that Robert plays starting from high school to the present day. ______2 Identify the work roles that Robert plays starting from high school to the present day. ______3 Judging from what you read about Robert, what do you think his goals were? ______4 List Robert’s interests, values, hobbies? ______5 What were Robert’s life/work goals? ______

LEISURE ACTIVITIES Journal Entry 34

NAME: ______

107 Instructions:  Select 3 areas under volunteering.  From each area, choose 1 volunteer activity that may interest you  Explain how you would get involved in this activity.  Identify new skills you may acquire and skills you will continue to develop.

VOLUNTEERING:

Activity 1:

How to get involved:______

New skills:______

Continued skills:______

Activity 2: How to get involved:______

108 ______New skills:______Continued skills:______

Activity 3: How to get involved:______New skills:______Continued skills:______

RECREATION:  Select three areas under recreation.  Briefly explain how to get started.

109  Read the interview for one of your choice.  Make jot notes to summarize the interview.

Activity 1: How to get started:______Interview:______

SKILLS LIST support for Journal Entry 34

110 READING  Can read and understand written material  Understands charts, tables, and graphs  Can use the Internet to access information  Can research and organize data  Can use information to develop and guide research  Can access information from a variety of written sources

Numeracy  Can use scientific tools and equipment  Understands information provided on charts, tables, graphs  Can use mathematical tools  Can complete mathematical calculations  Can describe and solve math and science problems

Writing  Understands proper written language usage  Can present information in an organized and logical manner in various written forms  Can write in the language of business  Can complete an application form  Can complete a variety of forms  Can type using a computer effectively

Working with others  Works well with others  Understand the concept of effective costumer service  Accepts suggestions and criticisms  Supports others ideas  Initiates change in a democratic manner  Helps group members generate ideas  Works cooperatively  Can assume a variety of roles in a group  Works toward group goals

Document Use  Can complete a report effectively  Understands importance of completing the paperwork

Oral Communication  Can speak to groups of people with confidence  Demonstrates positive telephone etiquette

111  Able to present own ideas  Practices effective listening skills  Can negotiate effectively  Can explain concepts to others  Can overcome obstacles to effective communication  Understands non-verbal cues

Continuous Learning  Learns quickly and effectively  Understand the importance of motivation in successful learning  Able to think independently  Is a self-directed learner  Sees the value of life-long learning  Has gathered practical experience in an area of academic interest  Is successful in many subject areas

Computer Use  Has proper and effective keyboarding skills  Can use technological terms effectively  Possesses computer skills  Is open to new ideas and technologies  Can read and understand technical information

Thinking  Able to understand complex relationships Can organize data  Can explain complex ideas in simple terms  Can initiate a research project  Understand cause/effect relationships  Can problem solve  Identifies root causes of problems  Makes appropriate choices  Shows leadership

MEDICINE WHEEL (Journal Entry 35)

112 NAME: ______

SPIRITUAL

WEST EAST MENTAL PHYSICAL

EMOTIONAL

EMMA AND ISAAC (Journal Entry 36)

113 EMMA

Emma is a stockbroker who is totally dedicated to her work. She seldom gets home before 10 at night, and is back at her desk by 7:00 a.m. Once home she eats what is available in the fridge. She always takes a lunch break and goes to a little Bistro down the block from her workplace. She often eats the special which consists of organic food and meets all the food group requirements.

She devotes her weekends to reading annual reports and books and articles dealing with her job. She hasn’t taken a vacation in five years and has no close friends or outside interests.

Isaac is a police officer in a small town. He and his wife have two children. He volunteers at a homeless shelter two nights a week and coaches his daughters’ softball team. In order to save money, Isaac and his wife are renovating their house by themselves. He attends night school working toward a degree in criminology. Isaac is also a guitarist with a small band that plays for local social events. He tries to do his share of the housework and thinks it’s important to spend time with his children each day. Isaac and his wife go out alone at least once a week. His parents are getting older, and he likes to see them often. He enjoys going out with his friends.

Journal/Activity Effort Value Life/Work Scenario Analysis Leisure Activities Medicine Wheel Emma/Isaac’s Life Bridges: Career Planner

Competency Ten: Understand the changing nature of life/work roles

VEach of us has a mission in life. We were sent into the world by God, just as Jesus was. Once we start living our lives with that conviction, we will soon know what we were sent to do. Jesus prays to his Father for his followers, saying: “As you sent me into the world, I have sent them into the world”.

John 17:18

115 Competency Ten: Understand the changing nature of life/work roles Level Two: Explore non-traditional life/work scenarios

Indicators: - Identify non-traditional life/work scenarios. - Investigate advantages and challenges of entering non-traditional work. - Explore/experience the advantages of experiencing personal interests, even if they are most often considered non-traditional to one’s gender. - Understand the concepts of stereotypes, biases and discriminatory behaviours. - Identify stereotypes, biases and discriminatory behaviours that may

limit opportunities for women and men in certain work roles. - Acknowledge one’s own stereotypes, biases and discriminatory behaviours that may limit opportunities for self or others in certain work roles. - Develop attitudes and engage in behaviours that are non- discriminatory

Core Subject: Math 90, Social Studies 90, ELA A90, ELA B90 Competency ten will support the ratio unit in the math program. This competency will also support Shifting Paradigms in Social Studies. In ELA it will also support any literature that develops a theme of stereotyping.

Note: Students will need a calculator for this competency. Prepare for a guest speaker in a non-traditional work role. Activity One: This activity will help students to think about the vocabulary in this competency. This will give the teacher an indication of what they already know.

Begin with a discussion about the meaning of the following terms:  Traditional life/work roles: a life or work role that has been held by a particular person over generations because of a set of beliefs, customs, opinions that have been firmly established over time. Example: traditional caregivers of children have been women; traditional income earners have been men. Most cultures have practiced this tradition over time.  Non-traditional life/work roles: a life or work role that has changed over time and has moved from being traditional to non-traditional. Example: women working in construction. Provide an overhead of Non-traditional Occupations for Women  Gender Roles: specific roles people hold based on being male or female. Example: traditionally only men have worked in the skilled trades and women have been nurses. These are work roles based on gender.

116  Stereotype: something that has a fixed form, as if cast from a mould, especially, a kind of over-simplified mental picture shared by many in a group. Example: all secretaries are women or it would be effective to provide a picture that depicts a stereotype.  Biased behaviour: actions that tend to show unfair or prejudiced outcomes. Example: the tall people on the basketball team see more court time than the short person regardless of ability.  Discriminatory behaviour: actions showing unfair treatment or prejudice. Example: asking a person’s ethnic origin or age at an interview.

Have students come up with their own examples to support the above terms.

Hiring decisions should be based on an applicant’s ability to do the job, rather than on factors that are unrelated to job performance. In Canada, the federal and provincial human rights commissions prohibit job discrimination based on race, ancestry, place of origin, colour, citizenship, gender, sexual orientation, criminal record, marital status, disabilities, and more except where these are relevant to a job. For example, questions about physical strength are allowed when a job involves heavy lifting or requires stamina.

Every person has the right to pursue career goals and interests regardless of whether that interest is considered to be non-traditional to one’s gender. If a male enjoys creative play, is patient and loves working with young children, then he is encouraged to pursue activities and skills that foster that interest. He may become an elementary school teacher or a daycare operator. If a female likes to work with her hands, is creative and discovers she likes to build things then she is encouraged to pursue activities that help to develop those skills. That may be carpentry or a career in the constructions trades.

Activity Two: This activity will help students to understand stereotypes, biases and discriminatory behaviours.

On an overhead or a copy for students, share Changing Roles of Men and Women in the Workplace for some background information.

Before reading the above background information, begin with the following discussion: 1. Discuss with students the term gender role and have them share what they already know about gender roles. 2. Share the back ground information. 3. Have students do the Changing Gender Roles Discussion individually or with a partner. Once they have finished, bring the class together to share. 4. Then have students complete the final personal reflection (question #4) on the Changing Gender Roles Discussion sheet.

117 5. Provide a copy of Stereotypes Do Exist. This will provide background information about stereotypes and how to break them. 6. Students complete Breaking Stereotypes and place in their portfolio.

Journal Entry 38:  Complete Changing Gender Role Discussion sheet and question #4 and place in portfolio when complete.  Complete Breaking Stereotypes sheet and add to portfolio.

Activity Three: This activity will help students to identify stereotypes, biases and discriminatory behaviour that may limit opportunities for women and men in certain work roles.

Provide a copy of the Equity Tables which is from 1996 census reports and Stats Canada: Experienced labour force 15 years and over by occupation and sex. This table is a 2001 census report. You may use these tables to compare change over time. Go through the occupational groups so that students are clear on what these groups mean. The following are some possible examples:  Senior managers, middle and other managers, professionals – careers that require a university, college, or other post-secondary program  Semi-professionals and technicians, supervisors, supervisors in crafts and trades: journeypersons or program required at a Trades school.  Administrative and Senior Clerical personnel – office managers, administrative assistants, secretaries  Skilled sales and Service Personnel: parts management, a career that involves sales and service of things where a high level of technical knowledge needs to be present i.e. cars, tractors, furniture ands appliances, computers  Skilled crafts and trades workers: apprenticeship programs, carpentry, cabinet making, electrician, plumbing  Clerical personnel: general office work  Intermediate Sales and Service personnel: support the skilled sales  Semi-skilled Manual workers: train on the job  Other sales and service personnel: retail  Other manual workers: no specific skill required

In the Equity Tables from 1996, percentages of males and females employed are given. Students are able to see statistics for Regina and Saskatoon as well as all of Saskatchewan. It may be a good exercise to select some occupations from the other table from 2001 and do some percentages. Be sure you review both tables in order to have a clear understanding as to how to read them.

Stats Canada: Experienced labour force 15 years and over by occupation and sex: This table shows all of Canada and four provinces. Saskatchewan is on the far right. Using Management occupations as an example, the bolded number in the Sask. column

118 refers to all occupations. Of all occupations, 42 625 are management occupations. Of those 42 625 management occupations, 26 780 are held by males or 62.8% and 15 845 are held by females or 37%.

If you choose to have students practice percentages, use the 2001 census table for the following activity. Once you have explained to students how to read the table and practice percentages, have them select five occupations from the table. On a word document, have students create their own table. See sample called Equity Report: Student Table to show students an example of how it should look.

To make a table: (This is optional. Students may do this by hand.)  Open Microsoft Word  Click on Table on tab bar at the top of the page  Click on insert, then table  Select appropriate columns and rows.  Insert data as shown in sample

Once the table is complete, have students complete the questions about the data they have collected on a separate word document. The questions are on the sample table. Have them work in pairs in order to facilitate the answers to their questions. Remind students to place this along with their table in their portfolio.

Journal Entry 39: Select five occupations from the table. On a word document, create a own table. See sample called Equity Report: Student Table as an example.

Summarize this activity with students by discussing the following:  If numbers show that there are more women than men in certain life work roles then bias may exist and a specific gender may be excluded. Young women or men are not encouraged to pursue certain interests if they have been told by beliefs and attitudes that “that’s women’s work” or “that’s men’s work”.  If men or women are excluded from certain jobs it may also limit their earning potential.  If men or women are excluded form certain jobs, it may also reduce job satisfaction  Provide further information with Non-traditional occupations for women and Myths and Facts about women in non-traditional occupations.

Activity Four: Have students log on to Bridges and explore non-traditional careers. Have them create a list of such careers. Select four non-traditional careers from student’s lists for class discussion.

119 In groups of three have students select a recorder and a presenter. Prepare answers to the following questions about the above four careers for discussion with the class. 1 What stereotypes might exist within each of these four careers? 2 What discriminatory behaviours might exist that would limit opportunities for men or women in certain work roles? 3 What might you do to try to discourage biased or discriminatory behaviours or attitudes?

Journal Entry 40: 1 Select two non-traditional careers. Explain how you might eliminate biases concerning gender and careers. How do you think an attitude can be changed? 2 Would you consider pursuing non-traditional interests? Why or why not?

Activity Five: Organize a visit from a person in a non-traditional work role to give a presentation to the class. Or, have a representative from SIAST come to talk about women in the trades. Or, organize a field trip to a place of work that encourages gender equity hires. Have students complete a journal entry on a response to this activity.

Journal Entry 41: Complete a personal reflection about the presentation.

What Occupations are Considered Nontraditional for Women?

Nontraditional Jobs in Alphabetical Order

Aerospace Engineer Electronic Technician Agricultural Engineer Elevator Constructor

120 Air Traffic Controller Engineer Air-Conditioning Mechanic Environmental Specialist Airline Mechanic Exterminator Airline Pilot Film Director Ambulance Driver Film Set Designer Announcer Film Soundperson Appliance Repairer Firefighter Archeologist Food Scientist Architect Foreign Service Officer Astronomer Forestry Technician Audio Engineer (TV and Radio) Funeral Director Automobile Mechanic Furniture Mover Banking Officer Gardener Bellhop Gem Setter Biologist Geographer Boiler Maker Geologist Bricklayer Glazier Building Inspector Grip Bulldozer Operator Ground Radio Operator Business Machine Repairer Guard Carpenter Health Service Administrator Carpet Layer Hospital Administrator Cement Mason House Painter Chemist Industrial Chemist Chiropractor Insulation Worker City Manager Ironworker Computer Repairer Judge Congressional Representative Lathe Operator Dentist Lawyer Detective Locksmith Diesel Mechanic Marketing Researcher Diplomat Mathematician Drafter Meat Cutter Drywall Finisher Metal Fabricator Electric Sign Repairer Meteorologist Electrician Milkperson

Millwright Tile Layer Motion Picture Projectionist Tow Truck Operator Motorcycle Mechanic Train Conductor Oceanographer Truck Driver (Local Delivery and Long- Operating Room Technician Haul) Organ Tuner/Repairer Watch Repairer Painter Weatherproofer Paperhanger Welder

121 Physician Physicist Pipefitter Plasterer Plumber Podiatrist Police Officer Political Scientist President of the United States Press Photographer Printer Radio Repair Technician Ranger Manager Rehabilitation Counselor Religious Leader Rigger Roofer Service Station Attendant Sheetmetal Worker Sportswriter Stonemason Supermarket Manager Supreme Court Justice Surveyor Tailor Taxi Driver Telephone Installer Television Director/Television Lighting Director Television Repairer Television Set Designer Theater Manager

Source: http://www.workplacesolutions.org/about/jobs2.cfm

CHANGING ROLES OF MEN AND WOMEN IN THE WORKPLACE

Until the 1960’s, society held rigid expectations regarding the work that women and men should do. Most women worked until they married. After marriage they were expected to leave the paid labour force and devote themselves to the care

122 of their homes and families. Because it was assumed that most women would work only a few years, many did not go to university, choosing to work at clerical and sales jobs. Those women who did take postsecondary training were usually tracked into traditionally ‘female” fields such as nursing, library work, or elementary school teaching. Highly trained and highly paid professionals such as doctors, lawyers, veterinarians, pilots, dentists, etc. were almost always men. Similarly, there were few if any women in the skilled trades such as carpentry and plumbing.

In the mid 1950’s this began to change. Over the years occupational stereotypes have become less rigid and increasing numbers of women are entering occupations once dominated by males. There is still a long way to go. However, a number of studies have shown that many teenage girls still limit themselves to traditionally female occupational choice. By doing this, they reduce their earning power and their opportunities for job satisfaction. Introducing students to the broadest possible range of career options and emphasizing that both males and females can enter any field they choose are ways to break down occupational stereotypes.

Career Guidance 9: Activity Guide CHANGING GENDER ROLES: DISCUSSION Journal Entry 41A

NAME: ______

1 Develop a list of traditional occupations for males.

123 ______2 Develop a list of traditional occupations for females. ______3 Develop a list of myths about males/females in the work place and in the home. Work place:______

______Home:______

4 Respond to this last question personally away from the group. What stereotypes about men and women do you see developing from the myths you discussed in your group? What disadvantages would these myths and stereotypes have against men and women when it comes to choosing a career? ______

Stereotypes Do Exist

Throughout history ethnic groups, sexes, ages, and occupations have all been stereotyped at one time. Many groups have been labeled

124 opposite things in different generations. For example even in the late 1800's there was a group depicted as monkeys. The same group was depicted as beggars with their hands outstretched for money. Again they were depicted as manufacturing bombs. Can you guess which group this was? Did you guess the Irish? That's the correct answer.

We know that a group of people cannot be classified together. No one group is lazier, more violent, more militant, dirtier, greedier, or less intelligent than another. But people keep stereotyping anyway.

Stereotyping is a standard picture of a group of people. These standard pictures become so firmly implanted in our heads that they pop up every time we hear certain words.

Television has done much to create stereotypes. For example, if you think of a detective, you have in mind a slick, clever, strong, female loving, and single male. If you were to meet some detectives, they would tell you that this is not always true. Most detectives never even get a chance to use a gun.

Stereotypes are always unfair, but some seem to have crueler implications than others. For example, one of the most unfair stereotypes depicts old people as unhealthy, senile, unhappy, and living in old folk’s homes. Look around you. How many happy, well adjusted, intelligent old persons do you know? Would you believe that statistics show that only 5 percent of people over 65 are actually in institutions? Many people over 70 are still productive workers.

Stereotypes often times tend to oversimplify as well as mislead thinking. Women have long been stereotyped by jokes, cartoons, TV, movies, and other media. Many clichés about women have developed. For example have you ever heard that "a women's place is in the home?" or that "women are poor drivers?" or that "cooking and cleaning are women's work?" I'm sure that you could think of many more. Just listen to commercials on television and you will see more typecasting.

Nationali ties are stereot yp ed. What picture comes into you r mind when you hear the word German? Polish? Italians? Or Americans? Can you think of examples that might explode those stereotype pictures that you have?

125 Remember that no matter which group is being stereotyped, the same unfairness exists. There will always be exceptions that could be pointed out as proof that stereotyping is not true. Perhaps one way to stop stereotyping people is to think of the exceptions every time you hear a stereotype.

Another way to eliminate stereotyping is to be aware when you s t a r t t o ma k e a g e n e r a l i z a t i o n . C o u l d a l l J e w i s h p e o p l e b e s t i n g y o r g r e e d y? C o u l d a l l w o m e n b e l e s s i n t e l l i g e n t t h a n m e n ? C o u l d a l l women really be interested in housework and children? Could all Polish people be dumb? Could all Blacks be lazy? Could all Texans be braggers? Could all truck drivers be tough? Could all teenagers be scatter brained and irresponsible? Of course not - common sense tells you that!

If you recognize that stereotyping exists, it may help you to eliminate stereotypes in your thinking and talking.

Breaking Stereotypes Journal Entry 41B

126 In each of the boxes below is listed a person or job that is often stereotyped. Think of how each is stereotyped, then write a description of the person using things as far from the usual stereotype. The first one is done for you.

Librarian Disc Jockey

This is a man who is 6’6” tall and weighs 210 lbs. Has 20-20 vision. His hobbies include playing soccer, knitting, and reading. He has never said a swear word in his life. He is married and has three children.

Truck Driver Flight Attendant

Homemaker Police Officer

Plumber Physician

127 1996 EMPLOYMENT EQUITY DATA REPORT Regional Data Manual and Statistical Tables

Workforce Population Showing Representation for Women, Aboriginal Peoples and Members of Visible Minorities by Employment Equity Occupational Groups (1996 Census)

http://www.hrsdc.gc.ca/en/lp/lo/lswe/we/ee_tools/data/eedr/statistical/tbl_sk.shtml

Saskatchewan

Workforce Population aged 15 years and older Aborigin Visible Employment Equity Occupational Total Males Females al Minoritie Groups (NOC) Peoples s No. % No. % No. % No. % No. % 5 4 10 288,1 247,4 35,2 6. 14,4 2. Total 535,585 3. 6. 0.0 45 35 10 6 05 7 8 2 7 2 1 10 1. Senior Managers 3,535 2,750 7. 790 2. 570 6. 50 0.0 4 8 3 1 6 3 10 21,28 10,83 2. 2. Middle and Other Managers 32,120 6. 3. 890 905 0.0 0 5 8 8 3 7 4 5 10 26,56 36,10 3,57 5. 3,03 4. Professionals 62,660 2. 7. 0.0 5 0 0 7 5 8 4 6 4 5 10 12,01 13,81 1,71 6. 3. Semi-Professionals and Technicians 25,835 6. 3. 830 0.0 5 5 5 6 2 5 5 4 5 10 4. 2. Supervisors 6,445 2,765 2. 3,680 7. 300 160 0.0 7 5 9 1 8 1 10 51,57 1. 0. Supervisors: Crafts and Trades 61,200 4. 9,620 5. 760 195 0.0 5 2 3 3 7 1 8 Administrative and Senior Clerical 10 22,33 1,39 5. 1. 26,380 4,045 5. 4. 395 Personnel 0.0 0 0 3 5 3 6 5 4 10 12,76 12,08 1,67 6. 1,32 5. Skilled Sales and Service Personnel 24,845 1. 8. 0.0 5 0 0 7 5 3 4 6 9 10 34,84 4. 2,99 8. 1. Skilled Crafts and Trades Workers 36,545 5. 1,700 575 0.0 5 7 0 2 6 3

128 2 7 10 11,48 36,38 2,36 4. 1,00 2. Clerical Personnel 47,860 4. 6. 0.0 0 5 0 9 0 1 0 0 2 7 Intermediate Sales and Service 10 17,31 49,28 5,02 7. 2,07 3. 66,595 6. 4. Personnel 0.0 0 5 5 5 0 1 0 0 7 2 10 52,77 15,91 5,85 8. 1,08 1. Semi-Skilled Manual Workers 68,690 6. 3. 0.0 5 5 0 5 5 6 8 2 4 5 10 22,13 32,39 5,08 9. 2,43 4. Other Sales and Service Personnel 54,520 0. 9. 0.0 0 0 0 3 0 5 6 4 8 1 1 10 15,84 3,03 1. Other Manual Workers 18,350 6. 2,510 3. 6. 345 0.0 0 0 9 3 7 5

Prepare Data Development and Research Section d by : Policy, Reporting and Data Development Group, Labour Standards and Workplace Equity Division, Labour Program, Human Resources Development Canada Source : Unpublished data, 1996 Census of Canada (20% Sample Data) Date : May 2001

Regina

Workforce Population aged 15 years and older Employment Equity Aboriginal Visible Occupational Groups Total Males Females Peoples Minorities (NOC) No. % No. % No. % No. % No. % 100. 56,11 53,40 5,52 Total 109,515 51.2 48.8 4,625 4.2 5.0 0 0 5 0 100. Senior Managers 1,060 870 82.1 185 17.5 40 3.8 10 0.9 0 Middle and Other 100. 7,945 5,250 66.1 2,695 33.9 135 1.7 325 4.1 Managers 0 100. 1,10 Professionals 17,875 8,500 47.6 9,375 52.4 555 3.1 6.2 0 0 Semi-Professionals 6,480 100. 3,425 52.9 3,055 47.1 245 3.8 290 4.5

129 and Technicians 0 100. Supervisors 1,845 770 41.7 1,080 58.5 45 2.4 80 4.3 0 Supervisors: Crafts 100. 2,905 2,570 88.5 335 11.5 35 1.2 35 1.2 and Trades 0 Administrative and 100. Senior Clerical 6,895 1,230 17.8 5,665 82.2 195 2.8 165 2.4 0 Personnel Skilled Sales and 100. 5,180 3,145 60.7 2,035 39.3 230 4.4 500 9.7 Service Personnel 0 Skilled Crafts and 100. 6,610 6,355 96.1 250 3.8 280 4.2 155 2.3 Trades Workers 0 100. 10,92 Clerical Personnel 14,770 3,840 26.0 74.0 580 3.9 525 3.6 0 5 Intermediate Sales 100. 10,05 and Service 14,695 4,645 31.6 68.4 770 5.2 825 5.6 0 0 Personnel Semi-Skilled Manual 100. 8,155 87.6 1,005 12.3 425 5.2 295 3.6 Workers 0 Other Sales and 100. 1,14 12,425 5,995 48.2 6,425 51.7 745 6.0 9.2 Service Personnel 0 5 Other Manual 100. 2,680 2,360 88.1 315 11.8 350 13.1 80 3.0 Workers 0

Saskatoon

Workforce Population aged 15 years and older Employment Equity Aborigin Visible Occupational Groups Total Males Females al Minoritie (NOC) Peoples s No. % No. % No. % No. % No. % 100 63,9 52 58,5 47 5,21 5,85 4. Total 122,540 4.3 .0 65 .2 75 .8 0 0 8 100 78 21 4. Senior Managers 855 670 180 20 2.3 40 .0 .4 .1 7 Middle and Other 100 5,61 66 2,81 33 3. 8,425 100 1.2 300 Managers .0 0 .6 5 .4 6

130 ExperiencedProfessionals labour force18,665 15 years100 and8,77 over47 by occupation9,89 53 and690 sex,3.7 by1,41 province7. and territory (2001 Census) .0 5 .0 5 .0 0 6 (Quebec,Semi-Professionals Ontario, Manitoba, and 7,780 Saskatchewan)100 3,79 48 3,99 51 255 3.3 400 5. Technicians .0 0 .7 0 .32001 1 Supervisors 1,770 100 Canada830 46 Que.940 53 Ont.60 3.4Man. 55Sask.3. .0 .9 .1 1 Supervisors: Crafts and 4,440 100 3,78 85 650 14 75 1.7 50 1. Trades .0 5 .2 number.6 1 Administrative and 6,370 100 1,00 15 5,36 84 225 3.5 140 2. AllSenior occupations Clerical .0 15,576,5655 .8 3,644,3800 .15,992,765 577,340 504,0202 ManagementPersonnel occupations 1,620,900 343,480 685,390 50,850 42,625 Business,Skilled Sales finance and and administrative5,810 100 3,21 55 2,59 44 240 4.1 415 7. occupationsService Personnel .0 2,768,3755 .3 665,7355 .71,097,835 101,945 74,7101 Skilled Crafts and 8,605 100 8,20 95 395 4. 495 5.8 295 3. NaturalTrades andWorkers applied sciences and related.0 5 .4 6 4 occupations 1,003,810 234,680 422,510 26,695 19,525 Clerical Personnel 12,810 100 3,71 29 9,09 71 425 3.3 340 2. Health occupations .0 812,2005 .0 205,6005 .0 286,310 36,690 29,8157 OccupationsIntermediate in Sales social and science, 17,320 education,100 5,22 30 12,0 69 755 4.4 725 4. governmentService Personnel service and religion .0 1,068,8100 .1 258,44095 .8 407,885 39,715 34,6102 OccupationsSemi-Skilled in Manualart, culture, recreation11,945 100and 9,89 82 2,05 17 700 5.9 640 5. sportWorkers .0 435,6805 .8 110,5305 .2 171,485 12,165 10,2104 Other Sales and Service 13,930 100 5,99 43 7,93 57 780 5.6 855 6. SalesPersonnel and service occupations .0 3,813,7505 .0 875,9405 .01,419,190 146,120 122,4801 Trades,Other Manualtransport Workers and equipment3,810 operators100 3,24 85 565 14 385 10. 180 4. and related occupations .0 2,193,0900 .0 505,940.8 809,500 81,9451 70,2407 OccupationsSource : uniqueUnpublished to primary data, 1996 industry Census of Canada667,550 (20% Sample106,530 Data)164,360 40,580 79,960 Date : May 2001 Occupations unique to processing, manufacturing and utilities 1,192,395 337,500 527,945 40,645 19,850

Males – all occupations 8,311,135 1,962,300 3,173,275 307,465 269,695 Management occupations 1,046,525 230,755 434,475 33,195 26,780 Business, finance and administrative occupations 752,120 188,000 312,000 27,765 16,830

131 132 Natural and applied sciences and related occupations 788,190 183,270 326,940 21,370 15,375 Health occupations 169,455 45,515 58,845 7,410 4,920 Occupations in social science, education, government service and religion 401,470 98,520 149,045 15,500 12,935 Occupations in art, culture, recreation and sport 200,125 51,880 79,010 5,705 3,975 Sales and service occupations 1,575,245 381,960 591,860 59,360 46,055 Trades, transport and equipment operators and related occupations 2,035,240 467,985 744,980 76,910 65,690 Occupations unique to primary industry 514,090 84,255 122,555 31,295 60,500 Occupations unique to processing, manufacturing and utilities 828,675 230,180 353,570 28,955 16,625

Females - all occupations 7,265,430 1,682,075 ###### 269,875 234,330 Management occupations 574,380 112,725 250,915 17,650 15,845 Business, finance and administrative occupations 2,016,255 477,740 785,835 74,180 57,880 Natural and applied sciences and related occupations 215,620 51,415 95,570 5,320 4,150 Health occupations 642,745 160,080 227,465 29,280 24,890 Occupations in social science, education, government service and religion 667,340 159,925 258,840 24,210 21,675 Occupations in art, culture, recreation and sport 235,560 58,650 92,835 6,460 6,240 Sales and service occupations 2,238,510 493,980 827,330 86,760 76,420 Trades, transport and equipment operators and related occupations 157,845 37,960 64,520 5,030 4,550 Occupations unique to primary industry 153,460 22,275 41,810 9,285 19,455 Occupations unique to processing, manufacturing and utilities 363,720 107,325 174,375 11,690 3,225

Source: Statistics Canada, Census of Population. Last modified: 2004-09-01.

133 EQUITY REPORT: STUDENT TABLE Journal Entry 42aq (sample from 2001 Census) Experienced Labour Force 15 years. . .

NAME:______

Occupation Total Females % Females Males % Males

Managemen 42 625 15 845 37 26 780 62.8 t Occupations

Health 29 815 24 890 83.5 4920 16.5 Occupations

Discussion questions:

1 Which occupations have a greater percentage of men/ women?

2 Looking at an occupation that has more women that men, what possible reasons could you give for the discrepancy?

(possible answers) Health  Doesn’t specify numbers for medical doctors  Nursing is a health profession and no specific numbers given as there would be more women than men  Female dominated profession, excludes men  Wage may be factor, not high enough to satisfy men  Societal practice states that women are better at these professions than men, therefore excludes them  Men not encouraged to develop skills and interests in this area

134 3 Log in to Bridges. In Choices Explorer click on Find other ways to explore careers. Research the careers that you chose in your student table. Once you find the career profile, try to examine your own biases. Answer these questions on a separate word document. Title your document Equity Report. Place in your portfolio when you are done. For each career ask:  Is each career traditional or non-traditional?  What do you think? Why would your career choices be specific to gender?  Read the interview for each profile. Is the career represented by a male or female in the interview?  Do you have any biases directed at gender when it comes to specific careers?

135 Myths and Facts About Women in Nontraditional Occupations

Myth 1. Women are in the labor force simply to earn some extra spending money.

FACT The majority of women work because of economic need. In May 1986, two-thirds of working mothers with children at home said that they worked to support their family. Over half of all working women worked to support their family and/or themselves. In 1992, 44% of women in the labor force were the sole supporters of their households: single (24%), divorced (12%), widowed (4%), or separated (4%). The urgent need for women to have access to high-wage jobs is demonstrated by the fact that nearly 45% of all family households maintained by women lived in poverty in 1990.

Myth 2. Women and men are represented equally in most occupations.

FACT Women workers are concentrated in traditionally female occupations. In 1994, women represented 78.9% of all administrative support (including clerical) workers and 66.1% of all retail and personal services workers, but only 9.3% of all precision production, craft, and repair workers. As of 1990, women workers represented only 7.2% of all apprentices.

Myth 3. The pay for jobs in which women are traditionally employed is about the same as the pay for jobs in which men are traditionally employed.

FACT Jobs in which men are traditionally employed typically pay 30% more than traditionally female jobs. Two common traditional jobs for women - data entry clerk and secretary - pay $344 and $373 a week, respectively. Mechanics and repairers, jobs predominately held by men, earn an average of $523 per week. Overall, women workers in 1991 were paid $6.77 an hour compared with $8.73 per hour for men, or just 77.5% of what men earned. Full-time year-round annual earnings of women were less than 70% of men's earnings, due in part to the concentration of women in low-wage work.

Myth 4. Certain jobs are "men's work", and other jobs are "women's work".

FACT Attitudes about which jobs are appropriate for men and which jobs are appropriate for women are the result of tradition and socialization. The vast majority of job requirements are unrelated to sex.

136 Myth 5. Blue-collar work or heavy, physical labor is nontraditional for women.

FACT Many jobs now thought to be nontraditional for women have been performed by women in the past. Throughout history, women have done heavy labor on the farm and in the fields alongside men. During World War II, over 6 million women entered the labor force to build ships and airplanes and make factory goods. These jobs are currently considered nontraditional only because women are underrepresented in them at the present time.

Myth 6. Women are not strong enough to do heavy labor.

FACT The strength requirements for nontraditional jobs are often exaggerated. Many nontraditional jobs are less physically demanding than housework, and many traditional women's jobs, such as nursing and waitressing, are just as physically demanding as some nontraditional jobs. Moreover, the Occupational Safety and Health Administration (OSHA) requires that special equipment be provided for every heavy job regardless of whether it is being performed by a man or a woman. In addition, mechanization continues to decrease the level of physical strength demanded by many jobs. Finally, while the average man is stronger than the average woman, some women are stronger than some men. In addition, women can develop both upper- body and lower-body strength with training.

Myth 7. Nontraditional jobs are too dirty, noisy and dangerous for women.

FACT Nontraditional jobs are often dirty and sometimes dangerous. However, both men and women must weigh the hazards and the benefits in deciding whether to take certain jobs. In addition, many traditionally female jobs, like mothering and nursing, are dirty and messy, and some have health hazards, such as computer terminal radiation and carpal tunnel syndrome. Many women do not mind getting dirty when they are paid a good wage, and with proper safety instruction, all workers can minimize the danger they experience on the job.

Myth 8. A woman's place is in the home, not on a construction site.

FACT In 1994, women accounted for 46% of the total labor force. Nearly two-thirds of all women aged 16 and over were in the labor force in 1991. Women accounted for 62% of total labor force growth between 1980 and 1991, and two out of every three workers entering the labor force between 1990 and 2005 will be women and people of color. The majority of women work because of economic necessity, and the higher wages offered by nontraditional jobs better enable women to support themselves and their families.

137 Myth 9. Women won't like trade work.

FACT Many women enjoy working with their hands and working outdoors. They take great pride in knowing that they have helped to build or create something. As a result, researchers have found that most tradeswomen have a high degree of job satisfaction.

Myth 10. Women will leave a job to get married and have children; therefore, the job should go to a man who will stay.

FACT A survey conducted in March 1992 found that the average woman worked 30 years over the course of her lifetime, regardless of whether or not she was married. More than half of the women who do leave work to have children return to the labor force when the child is one year old or younger. By the time their youngest child is three years old, at least 6 out of every 10 mothers have entered or returned to the labor force.

Myth 11. Married women who have husbands to support them should stay home and leave the jobs with good pay for men.

FACT Because many American families are unable to support themselves on a single income, both husband and wife must work. As a result, the percentage of married-couple families with both spouses in the paid labor force rose from approximately 40% in 1972 to 59% in 1990. In that same year, the median income for married-couple families with both husband and wife in the labor force was $44,053 - compared to $32,478 for those without the wife in the paid labor force. These working women are not depriving men of jobs. According to the U.S. Department of Labor, even if all the employed married women gave their jobs to unemployed men, there would still be 1.2 million unfilled jobs.

Myth 12. Women on a job site make it difficult for men to concentrate; the women are too distracting.

FACT It is different, at first, to have a woman on a work site if an employer has never hired a female worker before. Employers can ensure the productivity of all the workers by telling employees that a qualified woman has been hired and that harassment will not be tolerated. While sexual harassment can happen in any work environment, it can be particularly harsh for women working in nontraditional occupations. The problem that must be stopped is the harassing behavior, not women's entrance into the workplace.

138 Myth 13. Women will lose their femininity if they work in a trade.

FACT Women can encounter offensive language anywhere, not just on the job site. While women need to be physically prepared for nontraditional jobs, there is nothing unfeminine about being physically fit. Finally, many women find that earning the good wages that nontraditional jobs pay enables them to buy the things that make them feel feminine, like nice clothes and cosmetics.

Myth 14. Women do not have the mechanical or mathematical aptitude for skilled trade work.

FACT There is no scientific evidence to support a difference in the innate ability of women and men to perform skilled trade work or to justify occupational segregation on the basis of sex. A study conducted by the Johnson O'Conner Research Foundation Human Engineering Laboratory found no difference attributable to sex in 14 of 22 aptitude tests given to men and women. In the 8 remaining tests, women excelled in 6 tests and men scored higher in 2 tests.

Source: www.workplacesolutions.org.myths.cfm

Journal/Activity Effort Value Breaking Stereotypes Equity Report: Student table Presentation/Tour

Competency Eleven: Understand, engage in and manage one’s own life/work building process. V In your light I see the light.

Psalm 36:9

140 Competency Eleven: Understand, engage in and manage one’s own life/work building process. Level Two: Understand and experience the process of life/work building

Indicators: - Explore the concept every decision is a life/work decision. - Understand the concept of life/work building. - Understand the importance of developing flexible and adaptable short term action plans within he life/work building process - Understand the concept of a preferred future as part of the life/work building process. - Understand the concept and importance of a life/work portfolio. - Define one’s preferred future. - Develop short-term action plans in step with one’s preferred future. - Create and maintain one’s life/work portfolio.

Core Subject: ELA A90, ELA B90 Competency eleven will support the Conflicts, Issues and Choices theme.

Note: There is a Life/Work Building Plan Checklist at the end of this competency. The purpose of this checklist is to have students summarize the work they have done in the Career Guidance program and to see that they have begun the journey to plan their life/work. This checklist cannot be done unless all eleven competencies are complete.

Activity One: This activity will provide information around the concept of life/work decisions and life/work building. Students will be able to understand the difference between career planning and life/work building.

Have students complete the Life/Work Building Checklist. This checklist will help students to think about the skills they already have, some skills they may need to enhance and to reinforce that they already make life/work decisions. This is not new.

Journal Entry 42: Complete the Life/Work Building Checklist and place in your portfolio.

Once students have completed the checklist present the following information:

141 The idea of life/work building involves the obvious two aspects of your life stated in the idea, life and work. People acquire skills that guide decisions around the lifestyle we choose; the leisure activities we engage in which is our life. These same skills will also guide us in the decisions we make around career choices which is our work. In order to journey towards a satisfying life and work we use these skills to make life/work decisions. When we develop these life enhancing skills and continue to make life/work decisions, we learn to manage our own life/work building process. We make life/work decisions on a daily basis.

Discussion with possible answers; For example, if you responded yes to items number 2 and 24 on the checklist what life/work decisions are being made?  Being on time and time management is a life/work skill  Deciding to be on time is a life/work decision  Being on time is a value If you responded yes to items 7, 11, 13, 16, and 19 what life/work decisions are being made?  Deciding to be prepared for work is a life/work decision  Deciding to do the best job is a life/work decision  Doing your best is a value

If you responded yes to 3, 4, 9 what life/work decisions are being made?  Deciding to secure work  Deciding to network, make relationships  Deciding to be an effective worker

The discussion may continue as the group needs. Make the emphasis that as the decision is made and people choose to enter into an activity based on a decision that skills are being formed and developed no matter what activity.

Activity Two: Discuss with students the concept of preferred future. This activity will allow students to dream big. This concept involves thinking about how students would like their future to look. They think about:  What does my preferred lifestyle look like?  What kind of career do I choose that will help me to live the lifestyle I want?  What kind of career do I choose that gives me the opportunity to pursue my leisure activities in my free time?  What do I need to do at this stage in my life to try to work towards my preferred future

Have students complete a reflective journal response answering the above questions. Have them complete this assignment on a word document titled My Preferred Future.

142 Complete the following questions on a word document titled My Preferred Future. You do not have to identify specific careers. What you can do to help with this assignment is to have an idea as to what careers are available that will support your lifestyle. This is the “big dream”. Think about what your life will look like in 10 to 15 years from now.  What does my preferred lifestyle look like?  What kind of career do I choose that will help me to live the lifestyle I want?  What kind of career do I choose that gives me the opportunity to pursue my leisure activities in my free time?  What do I need to do at this stage in my life to try to work towards my preferred future?  Look back on your Life/Work Building Checklist and reflect on all the “no’s”. How will these responses impact your preferred future?

Journal Entry 43: On a word document titled My Preferred Future complete following questions:  What does my preferred lifestyle look like?  What kind of career do I choose that will help me to live the lifestyle I want?  What kind of career do I choose that gives me the opportunity to pursue my leisure activities in my free time?  What do I need to do at this stage in my life to try to work towards my preferred future?  Look back on your Life/Work Building Checklist and reflect on all the “no’s”. How will these responses impact your preferred future?

LIFE/WORK BUILDING CHECKLIST Journal Entry 42

Name:______

Read each question. Check the appropriate box, yes or no.

143 Yes No

1 Do you attend school regularly? □ □ 2 Do you get to school on time? □ □ 3 Do you have a job outside of school? □ □ 4 Have you ever volunteered for something? □ □ 5 Do you get regular exercise? □ □ 6 Do you socialize with friends on the weekend? □ □ 7 Is your school work done to the best of your ability? □ □ 8 Are you involved in extra-curricular activities? □ □ 9 Do you do chores at home? □ □ 10 Do you have a hobby? □ □ 11 Do you study for exams? □ □ 12 Do you attend school events? □ □ 13 Do you review your school work on a daily basis? □ □

14 Do you believe that your values and beliefs will change as you grow older? □ □

15 Have you ever tried to make changes in a relationship that was dissatisfying?

16 Have you ever tried to make changes in the way you work as a student? □ □ 17 Do you have a dream about the future? □ □

144 18 Have you thought about possible careers for you? □ □

19 Are you satisfied with the way you work as a student? □ □ 20 Do you feel like there is time for all the things you do? □ □

21 Are you satisfied with the relationships you have with: a) your parents □ □ b) your siblings □ □ c) your friends □ □ d) your teachers □ □

22 Do you know what your values are? □ □ 23 Do you understand who you are? □ □ 24 Are you on time for your extra-curricular activities? □ □ 25 Have you done any future planning or research? □ □

Journal/Activity Effort Value Life/Work Building Checklist My Preferred Future

LIFE/WORK BUILDING PLAN CHECKLIST

This checklist provides a summary of the work completed in the Career Guidance program. Complete and add to your portfolio.

NAME:______

1 Have I completed at least once on Bridges the following:  Career Finder ___ yes ___ no

146  Interest profiler ___ yes ___ no  Work values sorter ___ yes ___ no  Work preference appraiser ___ yes ___ no

2 Have I explored careers and saved some samples to my Bridges Portfolio? ___ yes ___ no

Three careers I have saved:  ______ ______ ______

3 Have I explored Recreation ideas and saved some to my Bridges Portfolio? ___ yes ___ no

Three recreation ideas I have saved:  ______ ______ ______

4 Have I completed some high school course planning? ___ yes ___ no

5 Have I made at least one plan in Career plan Builder and saved it to my Bridges Portfolio? ___ yes ___ no

If you have not completed any o f these activities in Bridges, you must go back and do so before completing My Preferred Future

Appendixes

147 148 Blueprint for Life/Work Designs Competencies by Area and Level COMPETENCIES LEVEL ONE LEVEL TWO LEVEL THREE LEVEL FOUR AREA A: PERSONAL MANAGEMENT

1. Build and maintain a positive 1.1 Build a positive self-image 1.2 Build a positive self-image 1.3 Develop abilities to maintain 1.4 Improve on abilities to image while discovering its influence and understand its influence on a positive self image maintain a positive self-image on self and others one’s life and work

2. Interact positively and 2.1 Develop abilities for building 2.2 Develop abilities for building 2.3 Develop abilities for building 2.4 Improve abilities for effectively with others positive relationships in one’s positive relationships in one’s positive relationships in one’s positive relationships in one’s life (i) life (ii) life and work life and work

3. Change and grow throughout 3.1 Discover that change and 3.2 Learn to respond to change 3.3 Learn to respond to change 3.4 Develop strategies for one’s life growth are part of life and growth (i) and growth (ii) responding to life and work changes AREA B: LEARNING AND WORK EXPLORATION

4. Participate in life-long learning 4.1 Discover “lifelong learning” 4.2 Link life-long learning to 4.3 Link life-long learning to 4.4 Participate in continuous supportive of life/work goals and its contributions to one’s life one’s life/work scenarios, both one’s career building process learning supportive of life/work and work present and future goals

5. Locate and effectively use 5.1 Discover and understand 5.2 Locate, understand and use 5.3 Locate, interpret, evaluation 5.4 Locate, interpret, evaluate life/work information life/work information life/work information and use life/work information (i) and use life/work information (ii)

6. Understand the relationship 6.1 Discover how work 6.2 Understand how work 6.3 Understand how societal 6.4 Understand how societal between work and contributes to individuals and contributes to the community and economic needs influence and economic needs influence society/economy the community the nature and structure of work the nature and structure of work (i) (ii)

AREA C: LIFE/WORK BUILDING

7. Secure/create and maintain 7. 1 Explore effective work 7. 2 Develop abilities to seek 7.3 Develop abilities to seek, 7.4 Improve on abilities to seek, work strategies and obtain/create work obtain/create and maintain work obtain/create and maintain work

8. Make life/work enhancing 8.1 Explore and improve 8.2 Link decision making to 8.3 Engage in life/work decision 8.4 Incorporate adult life reality decisions decision making life/work building making into life/work decision making

9. Maintain balanced life and 9.1 Explore and understand the 9.2 Explore and understand the 9.3 Link lifestyles and life stages 9.4 Incorporate the “balanced work roles interrelationship of life roles (i) interrelationship of life roles (ii) to life/work building life/work” issue in life/work building

10. Understand the changing 10.1 Discover the nature of 10.2 Explore non-traditional 10.3 Understand and learn to 10.4 Understand and learn to nature of life/work roles life/work roles life/work roles overcome stereotypes in overcome stereotypes in life/work building (i) life/work building (ii) 11. Understand, engage in and 11.1 Explore the underlying 11.2 Understand and manage one’s own life/work concepts of the life/work building experience the process of 11.3 Recognize and take charge 11.4 Manage one’s life/work building process process life/work building of one’s life/work building building process process

149 Decision Making Lesson One -- Personal Research Simulations

Overview: The class is introduced to the concept of career decision making through analysis of the Poco song entitled, Follow Your Dreams. Students work in teams to complete a Decision Grid for an imaginary individual who is prioritizing career possibilities.

Purpose: To introduce students to the process of using good research to make career decisions about the future.

Lesson Outcomes: Students will be able to: 1. Discuss the importance of career research as a key aspect of career decision making. 2. Outline the decision-making process of relating personal interests and skills to career choices. 3. Summarize the benefits of career research when making career decisions.

Suggested Products for Evaluation: 1. Decision Grid 2. Reflective Journal - Benefits of career research entry

Resources and Materials: 1. Follow Your Dreams lyrics 2. Decision Grid

Lesson Activities: 1. Play Follow Your Dreams by Poco. In groups of four or five, ask students to interpret the lyrics by answering the questions on the lyrics handout.

2. Use a classroom discussion to answer the questions on the Follow Your Dreams lyrics page. Emphasize the importance of dreams as a motivational tool in life. Dreams give people direction and purpose. Also emphasize the importance of good career research when choosing the dreams we would like to achieve. Good research helps clarify the potential of various career possibilities (some are real and some are fantasy). It also helps you "to decide what you're gonna be."

3. Distribute a copy of Decision Grid to each person. Review the handout. Explain that Nancy McGill has just completed extensive career research and has selected the 16 occupations as possibilities for her future. She started by identifying words that answered the two questions "What do you want from your life?" and "What do you have to offer the world?" She then examined various careers for how well she felt it matched what she wanted from her life, what skills and personality style she had to offer the world, and how much future opportunity experts predict for each career. She has ended up with the completed Decision Grid that each student now holds.

150 4. Tell students that Nancy needs some help. She wants to use her research to select her Present Top Five Careers. Ask each student to identify Nancy's top five career choices (prioritized one to five), without discussion between group members. Once every student has completed their point of view, students regroup and agree on one list of five possible careers, again prioritized. Each group should be able to explain why they made the decisions that they did.

5. In a class discussion, attempt to agree on one prioritized list of Nancy's top five career choices. The objective is not to reach consensus but instead to let students hear the reasons for the decisions that each group made.

6. Conclude this section of the lesson by informing students that they'll practice a similar decision making process in their own career planning process. The first step of the process is called Establishing Your Choices and you do it by: a) Answering the question, "What Do You Want From Your Life?" (interests, values) b) Answering the question, "What Do You Have to Offer the World?" (skills, style) c) Using up-to-date resources (Choices Explorer, informational interviews) to identify a list of life activities (work, education, recreation) that could relate to your personal attributes.

7. Once students have a set of choices, they'll use their quality research to prioritize career choices. Explain to students that this is the process of career decision making. Good decisions are based on good information.

Reflection Activities: Ask students to start a Reflective Journal. Ask them to create an entry entitled Benefits of Career Research. Ask them to identify three reasons why good career research is important when planning their future. If you intend to evaluate the journal entry, inform students that this is a Postcard Journal, one that is written to you, the teacher. Inform them of the criteria you'll use to evaluate their writing.

151 Follow Your Dreams There are images around us in everything we see, Some are real and some are fantasy, To the one who sees his vision, to the child who lives his dreams, You're the one to decide what you're gonna be.

Questions 1. What does the singer mean when he says some images are real and some are fantasy? What can a person do to find out what information is accurate and what is not?

2. The singer says, "You're the one to decide what you're gonna be." Do you agree? Is a person's future mostly their own responsibility? If you disagree, whose responsibility is it? If you agree, what steps does a person follow to decide what they're going to be?

3. The chorus says, "Life is what you choose." Do you agree? Is life simply a series of choices? If you agree, how can a person make sure their choices are good ones? If you disagree, explain what you think is wrong with the statement?

152 Decision Making

Lesson Two -- What Do You Want From Your Life?

Overview: Students browse through Choices Explorer to identify at least 10 activities that are interesting to them. These interests are defined, summarized and explained in a word- processor document. Their top 10 to 12 interests are listed on their Decision Grid.

Purpose: To use informational research to learn more about personal interests.

Lesson Outcomes: Students will be able to: 1. Define the term interests as it relates to career planning. 2. Search through career articles to identify at least 10 different employment activities that are interesting to them. 3. Define the interest related to various life activities. 4. List at least 10 personal interests related to 10 life activities.

Suggested Products for Evaluation: Ten Interests of Mine -- a word-processor document created and submitted as described in step 9 below.

Resources and Materials: 1. Access to Choices Explorer 2. A word processor on the computer (any word-processor exercise can also be done with paper and photocopies) 3. A copy of the Decision Grid for each student

Lesson Activities: 1. Ask students to imagine they were walking alone down a dark alley when an "Intellectual Mugger" approaches, grabs them by the collar, pushes them up against a wall and says, "Tell me the definition of the word 'interests,' or I'll tear you limb from limb." Ask each student to write in their notebooks what they would say in 10 words or less!

2. Summarize student answers on the board. Provide students with the following definition: "interest -- a life activity that you like to do." One of the key steps in career planning is answering the question, "What do you want from your life?" Your interests define what you want.

3. Tell students that a life activity can represent many different interests. Provide them with the example of hiking in the Himalayas. One person may say that they'd like this activity because they have an interest in the outdoors. Another person may like this

153 activity because they're interested in physical exercise. A third person may be interested because they like travel. People can use life activities to determine personal interests.

4. Write the following five activities on the board. Ask students individually to identify the interest that they would associate with each activity. a) Going to the Olympics b) Learning to speak Japanese c) Playing professional hockey d) Using the Internet e) Interviewing people for television

5. Ask students to pair up with one other person to compare answers. Review the answers with the whole class.

6. Inform students that a good way to develop knowledge of personal interests is to browse through descriptions of various types of work. Once you identify an interest in any work activity, you can then identify what interest of yours that represents.

7. For example, if you were browsing through Landscape Architect, you would read the following phrase, "More and more landscape architects are using computer drafting as a tool for creating designs, so computer skills are becoming important in this field." If that sounded interesting to you, the next question is, "What interest do you have in that life activity?" Your answer may be computers or designing or even working outside. By looking at the work, you can define your own personal interests.

8. It's important to know personal interests when career planning. It means you can answer the question, "What do you want from your life?"

9. Assign the Ten Interests of Mine task. Students browse through Choices Explorer's library of information, selecting work or recreation descriptions that they feel like looking into. (An alternative is to assign a fixed set of 10 careers that everyone looks at). Using a word processor, students capture text that interests them from Choices Explorer and paste it into the word-processor document. They then identify the interest of theirs that relates and, in a few sentences, explain what is interesting to them

EXAMPLE: Quote: "Forensic pathologists perform post-mortems (autopsies) to determine the cause of death. By studying tissue and laboratory results, forensic pathologists are able to determine the cause of a person's death."

Interests: Science, Criminal Investigations Reasons: I have always liked the lab parts of science classes. This job does science figuring for crimes and accidental deaths. I think I might like the idea of catching criminals through good investigation.

154 Students complete 10 of these by browsing through Choices Explorer and creating the Ten Interests of Mine assignment on a word-processor document. If teachers have no access to a computer lab, the same exercise could be done on paper by examining photocopied career descriptions from Choices Explorer.

Reflection Activities: 1. Ask students to complete the following in their Reflective Journal: a) The Intellectual Mugger is back. This time you're being asked to identify 10 personal interests (or he'll tear you limb from limb). List in your Reflective Journal at least 10 personal interests, in no particular order. b) Under the title, "Why I Need To Know My Interests," list three ways that knowledge of personal interests can improve your career possibilities. Hand out the Decision Grid. Ask students to write in at least 10 interests below the words "What You Want From Life."

155 Decision Making

Lesson Three -- What Do You Have to Offer the World?

Overview: Students create a list of 30 personal skills that will be useful later in their lives. They identify their strongest 10 to 12 skills from that list and record them on their Decision Grid. Purpose: To use informational research to expand students' awareness of personal skills.

Lesson Outcomes: Students will be able to: 1. Define skills as they apply to career planning. 2. Identify 30 present or potential skills through the use of personal knowledge and informational research. 3. List the strongest 10 to 12 skills that they have developed to date.

Suggested Products for Evaluation: 1. Personal Skills -- This word-processor document lists at least 30 present or potential skills 2. Journal Entry -- My Present 10 Strongest Skills 3. Journal Entry -- Five Skills I Want to Develop and Why

Resources and Materials: 1. A recording of a song that students will have differing opinions about. 2. Access to Choices Explorer 3. A word processor program on the computer. 4. Each student must have a copy of the Decision Grid

Lesson Activities: 1. Bring in a recording that no one has heard. It should be one that students will have differing opinions about. Tell them that you are going to play the song and you want a secret ballot on its quality. They can evaluate it as Good, Fair, or No Good.

2. Play the song and take in the students' ballots. Review the ballots and reveal the scores. Hopefully, there will be a variety of opinion about the quality of the song. Ask the students if the song is good or not. Help them conclude that good is just a point of view.

3. Ask students to define skills in their notebooks. Hear a variety of definitions. Most certainly, someone will define a skill as something you are good at. Generate some class discussion around that definition, in light of the previous discussion about the variance in opinion about what good is.

156 4. Tell them that in career development, using "good" in the definition of skills has little use. Instead, for the purpose of career planning, skills are defined as things that you can do. If you're asked "What are you good at?" there will be varying opinions whether you're right. If you're asked, "What can you DO?" a more useful list of words will be generated to lead career research and planning.

5. Ask students to create a word-processor document entitled Personal Skills. Ask them to type at the top of the list at least 10 things they can do that will help them in employment or relationships later in life. The list should be made up of one to three present personal skills (for example, reading, listening, driving a car, using a calculator, caring for pets, organizing time, managing personal stress, remembering things, reading in French).

6. Have students read the What They Do and Interview parts of career articles on Choices Explorer. Each student should read through random articles to identify skills they presently can do (present skill) or believe they'll be able to do in the future (potential skill). Their task is to identify 20 present or potential skills to add to the 10 they've already placed in their Personal Skills assignment. The 20 skills should be listed as follows:

SKILL / QUOTE FROM ARTICLE / NAME OF ARTICLE Commercial Writing Skills -- "observe the events as objectively as possible, to record the facts accurately, and to convey this information clearly" (Journalist) Analysis Skills -- "can draw conclusions from the facts based on his knowledge" (Forensic Pathologist) Communication Skills -- "being able to communicate with people" (Naturopathic Practitioner) Research Skills -- "research new methods of evaluating, treating and discovering eye problems" (Optometrist) Listening Skills -- "to sit down and let the patient tell me why they're at my office" (Optometrist) Helping Skills -- "work with people who may not be mentally ill, but need help dealing with problems in their lives" (Psychologist) Teaching Skills -- "teach and translate foreign languages" (Linguist)

7. Ask students to ask a close friend or family member to name some skills of the student. Add their responses to the list (optional).

Reflection Activities: 1. Ask students to record in their journal, under the title of My Present 10 Strongest Skills, the best 10 skills from the 30 they've identified. These skills are placed in no particular order.

2. Ask students to record in their journal, under the title of Five Skills I Want to Develop and Why, five new skills that they'd like to develop. Ask them to briefly explain why those skills are important to them.

157 Decision Making

Lesson Seven -- Decision-Making Practice

Overview: Students observe the impact of leaving their future to chance. They practise making decisions by discussing solutions to various career-related problems.

Purpose: To introduce students to the process of making decisions responsibly.

Lesson Outcomes: Students will be able to: 1. Outline the six steps involved in making a responsible decision. 2. Select a preferred solution to a defined career-related problem.

Suggested Products for Evaluation: 1. Decisions, Decisions -- a group assignment described in (5) and (6) below.

Resources and Materials: 1. Access to Choices Explorer

Lesson Activities: 1. Tell students that there are two common reasons why some people have difficulty making decisions. The most common reason is because they don't have enough good information. Tell students that they've been practicing the information accessing skills required to make a good career decision. The second reason is because people don't know how or are afraid to make a choice. Tell students that today's lesson teaches a process for making a responsible decision.

2. Say to students, "Wouldn't it be great if we could just leave our lives to chance – taking whatever happens to come our way? Perhaps we should just leave our future to a Fortune Teller." Take students to the Fortune Teller lesson in the Decision-Making Guide (found on the Student side on the Work page under the Career Planning heading). Have them go through the process to determine what their future will be. Once they are done, find out how many are happy with the future they got. The exercise makes the point that, for some important life decisions, it's very important to do more than just leave things to chance.

3. Outline with students the following six-step, responsible decision-making sequence: a) Establish Your Choices -- establish an up-to-date collection of potential decision alternatives. b) Risks and Benefits -- identify the dangers and opportunities associated with each choice. c) Personal Preference -- prioritize the top choices in order of immediate personal preference. d) Future Impact -- prioritize the top choices in order of best future potential. e) Others' Preferences -- prioritize the top choices in order of impact on those you care about. 158 f) Make a choice and implement it. 4. Demonstrate a sample decision to be made. Walk the students through each step. Tell this story:

It's a lovely spring evening and John had just settled in with the newspaper. His 12- year-old daughter walked into the house, chattering away with stories of her day. John spied her new school yearbook tucked under her arm.

"Let's have a look," he said, as she wrapped up her story.

His daughter backed away with the book clutched under her arm.

"I don't want you to look," she said. "I just don't."

John is rocked by this totally unexpected reaction. He's looked at her yearbook every year, enjoyed going over the pictures and comments with his daughter. To have her suddenly make such a big deal over not wanting him to see the book was out of character for her.

What would you do? 1. Insist that she show you the yearbook. 2. Respect her privacy and let her keep her yearbook from you. Walk the students through the process. What are the choices? Risks and benefits of each choice? You're the dad -- what do you want? What is best for the future? What is best for her? Make a choice. 5. Put the students into groups of four. Their group assignment is called Decisions, Decisions. They must provide a one-paragraph summary of the issues they discussed for the above decision. 6. Have students record their names on the top of the group assignment and turn it in to you.

Reflection Activities: 1. In their Reflective Journal, ask students to write a personal decision they're trying to make now. They can also create one for a friend, using fictional names. Ask them to process the decision, using the six-step process. Record the risks and benefits of each choice, as well as information on the other steps. Finally, identify the choice they intend to make.

2. Remind students that this process is not for simple decisions (too much work!). It's only for decisions that have a significant impact on a person's future or relationships. This process should be used when making career decisions. Next class, they'll be gathering information related to their Decision Grid. They'll also use the responsible decision- making process to identify their own Top Five Careers for the Future

159 Decision Grid for ______Careers of Interest 1______9______2______10______3______11______4______12______5______13______6______14______7______15______8______16______What You Want From Life

What You Have to Offer

Future Opportunity

Excellent/Good Fair Poor

Source: Bridges Transitions Inc. 2006

160 References

1 Charting Your Course, 2005 Calgary Catholic 2 Seven Habits of Highly Effective Teens Sean Covey 3 Expanding Your Horizons: Misener/Kearns 4 Career Guidance 9,Activity Guide: Sk Learning 5 Guiding Circles: McCormick/Amundson/Poehell 6 www.ksu.edu/counseling 7 www.phac-aspc.gc.ca 8 Http://ec.uropa.eu/education/policies 9 www.muskingum.edu/~cal/database 10 www.saskfutures.ca 11 www.saskjob.ca 12 www.spectrumjobsearch.com 13 www.monster.ca 14 www.sasknetwork.ca 15 www.hrsdc.gc.ca 16 Statistics Canada: www40.statcan.ca 17 www.bridges.com 18 Career Choices: Bingham/Stryker 19 www.workplacesolutions.org 20 Stereotyping: A Career Education Learning Package: Benson, Carlson, Larsen 21 Saskatoon Co-operative 22 http://www.fourdirectionsteachings.com/transcripts/cree.html 23 http://www.spiritualnetwork.net/native/medicine_wheel.htm