Teacher's Instruetional Manual for Secondary West Virginia State Dept

D9e0MENT RESUME ED143 8l0 08 CE 012 ,346,,

TITLE Mason County Career Education, K-Adult.Vol. III. Teacher's Instruetional Manualfor Secondary Education, 7-12. INSTITUTION West Virginia State Dept. of Education, Charleston. SPONS AGENCY Officb of Education (DREW), Washington,D.C. NOTE 345p.; For a related documentsee CE 012 344-346

EDRS PRICE . ,,MP-$0.83 IC- $t8.07 Plus Postage. DESCRIPTORS *Behavioral Objectives; *Career E ucation;*Career Exploration; Curriculum Guides; HighSchool Curriculum; Job Application; Job Skills;*Learning Activities; Motivation Techniques;Occupational Clusters; Secondary Education; SkillDevelopment; 'Teacher Developed Materials IDENTIFIERS West' Virginia; Vest Virginia(Mason County)

1pSTRACT , il ' * The third of ,a threel-valuaeset, thi s career education.-itstructional manual fo; grades 7-12was developed primarily by teachers. The btoad goalsof the twenty-five teaching units presented are to provide eachstudent with an awarenss 'of the various career fields in the world of work and to instill in each . individual the worthinessof work. Eased on fifteen. occupational clusters, these unit are intended as guides or references, and not ad , restricted' entities. o aid theteacher in the manualltuse, the following topics are *scussed before the teaching unitsare ,. presented: the teacher's funcfion,the objectivesf the unit method in presenting ,occupational information,suggested steps in develOpinva unit plan, evaluation, and correlationof subject areas. Each . teaching unit first Presentsthe instructional objectives and then the motivational and Correlationaltechniques, descriptiont of the activities, predictedoutcomes and evaluation strategies,- and reources for each, unit activity. A compiled listof resources is found at the end of each ,unit. Otheradditional information, suchas saaple field trip permission forms andinstructions for specific activities, are included in the lastsegment of the, document: (BM)

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MASON COUNTY

CAREER EDUCATION

K - ADULT - Volume III

TEACHER'S INSTRUCTIONAL MANUAL_ FOR SECONDARY EDUCATION 7-12

S DEPARTMENT Oi NEALTIA, EDUCATION & WELFARE NATIONAL INSTITUTE OF b EDUCATION THIS DOCUMENT HASBEEN REPRO - DUCED EXACTLY aS RECEIVEDFROM FUNDED BY THE PERSON OR ORGANIZATIONORIGIN ATING ITP O I N T S O F V I E O R O P I N I O N S ESEA TITLE,111 STATED DO NOT NECESSARILYREPRE SENT OFFICIAL NATIONAL INSTITUTEOF EDUCATION POSITION OP POLICY

DIRECTED BY WILLIAM A EDWARDS DIRECTORl,COORDINATOR

DISTRIBUTK) BY Daniel B. Taylor.;State Superintendent of Schools - WEST VIRGINIA DERARTMENT OF EDUCATION A

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A y,,"

INTRODUCTION

The Mason County program, Career Education:K-Adult, is published in three volumes.Voi. I is designed for use in grades K-3, Vol. II is to be used in grades 4-6, and Vol. III is for grades 7-12.The program was developed by wrants4from Title III ESEA over a three-year project 'period. The materials were principally written by Mason County teachers under tle direction of William A. Edwards and members of the staff of Marshalf University. The units have been used in pilot schools and are now being used in a)A o the Mason Courkty schools.

The State Departmentof Education has had a lithited number of these books printed and distributed. West Virginia schools or county school offices may reproduce parts or all of these books as they choose. All others are ipformed that steps to copyright the materials are being taken and permission to reproduce must be obtained from the Superintendent of Mason County Schools.

The work presented or reported herein was performed pu'rsuant to a Grant from the U. S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein,do not

. necessarily reflect the position or'policy of the U. S. Office of EduAtion, and no official endorsement by the U.S. Office of Education should be inferred.

I e TABLE OF CONTENTS

I. Introduction Teachers Function 11r, Objectives IV, The Unit Method In Presenting Occupation Information.

V. Suggested Steps In Oeveloping A Unit 'Plan ' VI. Evaltation VII. Correlation of Subject VIII. Teaching Units 1 1. 'Preriaration for Job Applic'ation and Interview- Awareness 2, Job Search and Interview -"Awareness 3. LovernmentarPositions,In Clerical and Related Areas - Office 4, Job Preparation In the Area of Marketing and Distribbtion- Marketing and DistributioA 5. Career. ExploratiOn ln Consumer and Homemaking- Consumer and Homemaking 6, Marine Science Occupations9 Marine Science 7. The ServiceStation"Attendant Job Role LiTran%Eortation, 8. Jobs in Forestry and Related Industries - AgrItBusiness and-Natural Resources, 9.. Highway Constructibn Careers - Conttruction 10, Conitructipn Unit7Construction 11. Selected European Manufacturing Occupations - Manufacturing 12, Public Service Unit - Public Service. 13. Librarianship as a Profession - Public Service

14. The Military Service as a Career -*Public,Service ti 15. Exploring Health Oriented Careers -.Health ' 16. Occupations In Health Field - 17. Increase Awar'eness of Use of Latir; -in Health Occupations - Health 18, The Proauction'and Relating Occupation of the Musical Show- Fine Arts and Humanities 19. ,Creative Writing and Supportive Careers Fine Arts and

, Humanities 3 .0. Conservation of Natural Resources- EnVirOnmental `21. Occupations in the Field of Communications - CammunicatIon and Media '22. Jobs In Journalism - Communications and Media' 23. Enjoyment and Rewards In Individualized and Related Sports . Occupattprs - Hospitality and Recreation 1 24. 'Careers and Recreation in Physical Education- Hospitality and Recreation .25. Occupations-In The Field of Personal Services- Personal Services

IX. Other Information (I

INTRODUCTION

It was the planning committee's desire to create occupational

unit plans that4would enable every Child in the MasOn Cbunty school

system to be as fully,aware as possible of the various career fields

and their effect upon him as an individual. These plans were then formed

with the idea of serving all children of Mason County.

14 is the purpose of this program to create within-our children

an awareness of- -the many available jobs in the world of work, and to

instiOlmithnthem the worthiness of work.

We base our curriculum design'on the fifteen occupational clusters

as defined by the United States Office of Education. A matrix for the

units'was developed to cover all fifteen occupational clusters by the

end of the sixth grade. It also reinforced this by covering all the

clusters again by the end of-the twelfth grade. We felt that iv doing

this, students would at leastsee some aspects of all areas of occupar

tional employment during their schoolcareer.

You may notice that,there are differences in the design ofsome of

the teaching units. This is due to two different factors: (1) the pro

duce r of each unit is an individual;' and (2) we *Sophisticated our unit

design during our year of developmental and error.

You will also notice that there are some repetitions of units. This

IS due to the many Apple involved-in developingour curriculurp. We would -t

also like to explain that these are'only samples of what 'canbe done as far. 4 as teaching units. There are no strict guidelines on howyou reach your

students, after all that is up to you andyour students. What will work'*)-

for one group v/11-1 not always work for anothergroup. Therefore, use these 4

units as' a,quide or reference but notas a restricted entity.

-1- d

THE TEACHER'S FUNCTION IN SECONDARY CAREER EDUCATION 4 . A .The teacher's. function in career development is to'help the student

to grow sound and sturdy personalities and to develop a healthy attitude

tdwardsmself and towards others.

The teacher must-realizi that problems of human relationshipsare as

. important as subject matter, information, and skills. The lasting effect

may make it more important .in the world of work; therefore, the teacher

must guide and counsel youth with their-problems.

This very subject is the reason forteaching the unit method in

career education. The activity unit can be adapted to provide for indivi-

dual differenCes.

The teacher must phvide a variety .of interesting and appropriate

reading miterialt such as library and reference books, magazines. bulletins,

folders, and simulation games. Students repOt information to committees

or to the group.

The teacher must be resourceful by providing opportunities in audio-

; visual materials and various media.

She must create opportunities to motivate students through discussions,

committee work and field tripi.

She must seek ways to help students in making' adjustments, in understand-

ing the worth of an individual and his choices.of work, and in appreciating

the Tact that through participation and cooperation much' can be accomplished.

Every opportunity'must be made to provide each student with experience's

that will help him 'to achieve status witkhis peer group, to see that he ex-

periendes some degree of success,and that he receives praise. Through unit . .4 work the'resourceful teacher will be aware of this and find ways-to provide

these experiences. 6 L

In choos ng a unit for career education the teacher must first consider

, the academia and social values that can be derived from it and what 4pea1

it will have to the student. Then'she must create experiences that, will

introduce the students t6 areas of the world of work that are 'relatedto

the unit.

S 'he must provide a suitable and apProprIate environmnt in the clasi-

. room that will help'the student 'to be more aware of the woOd.of work. This

can be done by the use of charts posters, 'displays, exhibi\s, and bulletin

boards as well as providing a relaxed atmosphere in which ch111dreWcan move

4 freely while doing their work.

The teacher must be skillfulin guiding discussions, forming committees, f', and directing simulation activities. Through becoming familiar with all

materials available the teacher can lead to more techr?iques for discerning

the conceptual element in tilt students' seemingly insignificant experiences.

The teacher must be aware that-she is attempting to acquaint the

student with the real world of work!

)

-3- OBJECTIVES

Observable behavior the learner must be ableto,demonstrate upon entering the seventh-and upon completion of the twelfth grades,'in the area of the world of work:

, To know and appreciate persons whose work and skills contribute to

the safety, health, comfort, and happiness of the society; .

Becothe aware of the meaning of work and its importance' to them and to society;

Have a realistic view of the world of work, and encourage him to consider his own abilities and limitations;

Realize the ,fact that every worker performs a useful function;,

BecoMe aware of various,jobs within each of the occupational clusters;

Become aware of some of they tools of iAecific job occupation within and aYound the community and what they do in the4wide world of work;

Help the student feel accepticand develop a desirable attitude toward the world of work and toward himself;

Develop in the Student the ability to accept-an appropri.te work assignment and successfully complete it;

Help the student discovpr things he can do to contribute to order in his classroom;

Structure simulation act! ities and role play,"so the student can become more familiar with occupations of his, interest.

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THE UNIf'METHOD

OF TEACHING OCCUPATIONAL INFORMATION

The primary aim of education is to modify the behavior of the learner.

. . Learning is a.compli-cated process in which the learner responds physically,

.. A . intellectually, and emotionally as a total organism to a wholetillktion.

... The learner must experience if he is to learn. The change which takes place w in the individual as a result of experience is-ulearning."

To provide for effective learsingieachers must organ,i;e learning.. s. situations which utilize those things we know about'the learningprocess. 1.0,44

The Unit Method of teaching has beenla sUccessfulwinstrument for obtaining

desirable learning.

All knits in this manual will conta'i'n occupational subject matter,

utilize activities'and provide experiences. loth subjeot matter and'activk- \. ties-are selected soas the child may experience in a learning environment

the various occupations (Jobs) that-affect his life and are available for

him as an occupational chdice for earning a living and contributing to

society, k

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SUGGESTED STEPS LN DEVELOPING r

A UNIT PLAN #

I. Predicted Outcomes

(Knowledges and understandings, attitudes agiideals,thinking 'and problem solving, cooperation.)

II. ,Motivation Techniques

.a. The'Introduction to b. The Planned Room En.vironment, Create Interest (Centers of interest, maps, (Arranging excursions, books, pictures, actual telling stories, show- .obj4tts, simulation gamest) ing motion pictures, etc.)

Student Experiences ti

a. Students begin to ask b. Class and Teacher suggest ideas

questions And raise pro- and activities, then decide whith . . blems. (What we think wp tia undertakq. know; what we want or need to know.)

C. Students help evaluate and d. Children plark committee work; organize questions and choose committees on which to problems-- Main Topics work- committeel Sub-topics' 2 It 3

e. Questions arranged in f. Class and teacher evaluate committee- sequence for study ork:

I V. Culminating Activities

Exhibit, program, etc., presented to, others;

V. E.valuation

a. By Students b. by Teacher Learnings, accomplish- Haye predicted outcomes been ments-, improvements obtained?

-6- EVALUATION 7

1, Perceive evaluation of Secondary,and beig conscious of how well the

studeks have become aware of the-World of Work. A. 2. Observing how well the students are being motivated to study theArarious

cafter oriented units. ,

3. Observing the interest shown Whi4e participating in the different :

of ,work. \

4. Being aware of the growth the student makes in formulating discussi.cons , . :into learning situations.

5. 'Noticing 1164vwell the student grows in his ability and effectiveness jn T' '-.-' ,,.'

using t'he library and resource 4 A I trials. 1

.1 6. Observing the changes and growth behavioral and social attitudesas the

- - unit progresses. t . l .. . ( . . 7. Perceiving how well the students learn to work'in groups and to follow: .

..t.2.1.9hindividual activities. e

8. Noticing how well the child develops an inquiring mind during theprggress

ofIthe units concerning.the World of Work.

9. Being aware of the s'tudents growing interest in peopleas resource .

people are iovited and fieldtrips are utilized.

1 O. Observing the extent to which' students are.developintj good self concepts.

11. ,Noticing that students have learned Ahe ability t6,compar:e the past with

the present.

4 11. Noticing whether stWent are developing good wholesome attitude towavi

themselves, others and their world about them:

13. Observilhg how students are stile to choose and decide upon their Choice

'of work in 071e classroom and see that jt is carried to completion. . 14. Being aware of leadership qualities developing. *a.

CORRELATION OF SUBJECTS

.LANGUAGE ARTS (English, Reading.and' Language) , AI, - . - , : s a% EncOUTaging the use of oral and silent reading,for facts and

c information.

' b. Develop knowledge of lapking for good iaformational'materia. r P. c. Develop am awarOness for reading about a field of careers the student Tay.havi had only a rare knowledge of.

d. Creates an opportunity for functional library reading.

e. Encourages the learning of new words and their meanings.

f: Creates an appreciation for poetry and its4style of 4hythm and

beat. r . e)1

h. Creates opportunities to spell new words.

i. Makes students aware of'correct spelling - a code to words.

j. Encourage good oral expression./

k. De'velops organizational ability. -

1. Develop a knowledge,of how to complete applications:

MATHEMATICS

a. Develop a knbwledge of the practical :use of mathematical functions.

b. Develop a knowledgeof how math is related to the various occupatitins. . ... ) , . e ART

a. Develops opportunities for free expressionsIfmeaningful ,ideas:4 / b. Creates opportunity group projects such as exhibits and murals, etd.

SCIENCE

a. Developing a knowledge of, the scientific approach. 7/ - .

b. Creating opportunities for conducting experiements and for learning science concepts.

c-. Gaining a\knowledge of the occupations related to science.

12 .4

'MUSIC $

a. Learning of songs to.exeress freely the ideas involved irra subject the'suidentiaie interested

b.To appreciate mpsic as cOnnected with other subjects.

SOCIAL STUDIES IPS a. Develops a knowledge of how early people lived and worked.

b. Develops c omparison of 9asflgithpresent ways of living.

c. Crea tesan appreciation of the interdependence of people for -their livelihood.

d.: Developsa knoWledge of induttrial life.

AUDIOVISUAL

. Use of many.multi-media techniques.

b. 'Use of filmstrips, films, records,etc. 411.

f 7 gl)

1N.1,111114.

or.

1 A

PREPARATION FOR JOB APPL IpN AND INTERVIEW

Area: t Self=Awareness Behavioral, Objectives

1. The student will have a knowledge of how toprepare for job application as measured by performance with at least seventy-five percent accuracyon a formal test. 2. The student will value behavi.or appropriate to securinga job as measured by his conforming to such

. behavior as observed by teacher. 3. The studentwill imitate the teacher in properly completingessential forms for job application as *nieasured'by the student's completing withninety percent accuracy forMs designated by teacher.

Motivational and Correlation Student ExpeNence Predicted Outcome 'Resources

Teacher prepares and dis- Student will prepare a Student will ha,ie a know- "Learning a Job' ,cusses a list of dccupa- bulletin board using neW ledge of important occu- Vocabulary;" Occupy- . Hone] terms for students terms and accompanying' pational terms es measured tional Notebook Pro- which correlates with oictutes from magazines by performance of,at least gm, lva Dean Cook, vbcabulary.'enrichment.', or. individual's drawings. 75% success on a formal Research .Press, Chem- test prepared and graded piign, Ill., 1972, by. the teachet. pp. 4-5,

Teacher Composes cross- Students will work cross- Student will be able-to "Reading the Want Ads," word puzzles using new , word'puzzles composed of apply'his knowtedge of Jobs In Your Future, words, 'correlating with occupational terms stur occupational tdrms in Miriam Lee, Scholastic 'spelling.- died in class. conversation as measured Book Servicei New by teacher observation' York, 1967, pp. 52-53. during role Pay.

Teacher dirscusses a ,Student will complete - The student will have a Local Newspaper. writing assignment. from writing assignment which, knowledge of how to find students' Occupational involves the use of and read Want,Ads in news- Noteb9ok, correlating occupational terms. papers as meisured accept-' word comprehension. and able by teacher observation' writing skills. and anecdotal records.

14 4 -10- Motivational and Correlation Student Experience Predicted Outcomes Resources

Teacher prepares simulation Students will perforp- Student will respond.to Local Newspaper. exercises for students to simulation exercises the value he places on correlate With speaking- through,role-playing. being able to use the skills and verbal use of Want Ads section of a occupational terms. newspaper by changing his behavior by rdtdihg the 1Pc. Want Ads on his own as measured by teacher observation and discussion with students..,

Teadher prepares fOrmal Students will take a The student will apply his Your Communication Speaking, test of new terms.which formal test. knowledge of arranging in- Skills: terviews by phone as ma-. Coronet FilMs. correlates with 'sight . recognitivn"and compre- sured acceptable by teacher observation of role hension of occupational , vocabulary. ,

'Teacher leads discussion Student will listen to The student will initiate "Spoken Communication" on arranging an interview lecture,discussion and appropriate letter forms ,.Occupational Notebook, asmeasured acceptable by p. 32. which correlates with , take notes. listening and note-taking 'teacher observation of 4 skills. (Biscuksioh, work.samples. lecture comes from JobA.)

Teacher will initiate pre- Student will, practice The, student wil) apply his "When You Answera Want Ad By Phone," Jobs, and post-filn discussion finding job opportunities 7 knowledge of how to answer on the-communication skill in the 6tianx Ad" section a Want Ad by letter by. pp. 54-55. of speaking, of local newspaper. "first-hand-experience" in business letter writing as * measured acceptable by teacher observation of' work Aamples. A

16 Motivational and Correlation Student Experience Predttted Outcomes --"N Resources Teacher will make a reading Students will watch film The student wiiic have.a Using The-Telephone and speaking assignment taken and contribute to class knowledge of how to '.Correctly, Avid Cor- from students' Occupational. ,discussion. "answer Want Ads in per- porlition. Notebooks. son and prepare for the interview as mealtured by performing with,at least 75% accuracy on a formal test constructed and graded by the teacher.

Teacher will assign a Students.willi complete The student will apply his Teletrainer. reading-writing exercise reading and speaking knowledge of appropriate on answering(a '.fant ad'" assignment. behavior and grooming for by phone, taken from Jobs. job interviews as demon-- str"ated in.role playing tituations measured by teacher observation.

introducentroduce .,Sfiidents will complete The student will value, the Your Communication Skills: a .filmstrip on properly reading-writing assign- importance of proper groom- . Writinq, Coronets Films. using the telephone ment. ing and behavior in securing . which correlates with a job as measured by teacher oral reading skills and _observation of student's listening. improved appearance and by his attitudes as revealed during class discussion and activities.

.Teacher will provide in Student will use tele- The student will demonstrate The Letters You Write- structions for use of the trainer to make inter- precision in completing inter- Book, Turner-Lievingston teletrainer and accompanying view appointments and view forms by performing with COMmunication Series, simulation exercises, which to answer want ads In the at least 90% accuracy as Follett. correlates with oral communi- simulation exercises pro- measured by teacher observa- cation. m vided. tion of work samples.

19 1 "" ' =12- a Motivational and Correlation Student Expe;ience Predictedr- Outcomes Resources Teacher will introduce a Students will watch film.. The student will prganize Wrfting Different Kinds film on.the communication and establish his value ' of Letters, Coronet Films skill of writing. of appropriate preparation and behavior for interviews high'in.his priorities as measured by the student's subjective responses in his oral report by teacher observation.

Teacher will, using over- Studenits will listen and "Answering a Want Ad by head projector and trans- take dbtes On tIe demon- Letter," Jobs, pp.58-59. parencies, lecture on and stration-lecture.. demonktrate various letter forms - -which correlates with, the skill of writing.

Teacher Introduces film on Student Will' watch film "Job Information You various letter forms whic -ang take notes. Can Write for," Jobs, correlates with writing '* pp. 88-94. skills.

Teacher will make reading Student will complete ''Apply in-person," assignment on written reading assignment.. Jobs, pp. 56-57. communication. 6 O Teacher.will assign a Student will complete The- Job Interview, Avid reading-writing exercise reading and writing Corporation -- filmstrip. an. how to answer ,a Want assignment. Ad by a letter which is correlated with letter writing skills.

20 21 Id3- Motivational and Correlation . Student Experience Predicted Outcomes Resources

Teacher introduces a list Student will write a letter "Planning for the of.places students can requesting vocational infor- In rview," Occupa- write for occupational. mation ousing appropriate tional Notebook, Information and assigns letter form. pp. 42-43. each student to use appropriate letter forM for a. requested material--again. correlated with letter writing Akills--both com position an a form.

Teacher-lectures, with the Student will listen to "Grooming," Occupa- aid of cartoon transparencies; lecture and take notes. tional Notebook, on "do's' and "don'ts" for a pp. 40-41. job Interview, which correlates with note - taking and listening- skifls.

Teacher introduces filmstrip Student take turns reading "Starting Out to Look on interviews which corre- filmstrip captions orally, For A Job--You're in lates with reading orally and discuss main points., . The Spotlight," Jobs, with expression'and reading pp. 40-41. comprehension! r Teacher assigns a reading Students will complete Felt board and scraps: and writing assignment-on assignment. L planning an interview, which correlates with reading' comprehension and writing skills.

.23 4

Motivational' and , Correlation A) 1 Student Experience _predicted Outcomes Resources

Teacher discusses with Student will contribute students good grooming and to class. discussion and assigns a relevant reading complete reading assignment. exercise from Occupatipnal Notebook,,which is correlated, with oral communication and readin,riomprehens ion.

Teacher will discqss "You're -Student will make "cpcu- in the Spotlight" from Jobs pational uglies" charts with students, correlating based on information they with interpretation skills. have learned to be in _poor, taste concerning A

*, job interviews v. 4 leacher will provide, with Student will act out _) Videotape equipment: students' suggestioris, simulations, accompaird simulation exercises in- _by videotape., volving the "do's arad'don'ts" of interviewing, which correlates with dramatization and oral communication skills.

Teacher will secure a guest Student will listen criti- Guest speaker. speaker, rehabilitation coun- cally to speaker and ask selor for Employment Security, questions. Student will which correlates with listening write a thank you letter' and questioning Skills. to the guest speaker using prope0-form.

24 a Motivational and Correlation Student Experience Predicted Outcomes Resources

Teacher introduteka play_ _ Student readt play on get- "An Employment' Service concerning a student ting a job with expression Interview," a short getting a job and assigns orIlly. play in Jobs, p. 45.

. it as ton orb] reading assignment.

Teacher prepares a formal Student will complete The Job Application, test about propel- groomiqg formal test. Avid Corporatlon. an behaVior foran inter- v "Application Forms" I view, which correlates with Occupational Note- reading comprehension, book, 6.3. retention, and writing.

Teacher will lecture on Students will take notes necessary working papers and listen to lecture. such as birth certificate, Students will practice social security card, and filling out various work- list of references, which ing forms -- applications correlates with listening mostly. Students will and note-taking skills.' apply foir social security cards. 'Students will 4 write letters requesting three people, to Serve as references when needed, using appropriate letter forth. Students V will make "personal data cards to carry in wallets containing.sUcb information as past experience, 4 schooling,references, etc. 11.

4 2-7

-16- 'Motivational and Correlation Student Experience Predicted Outcomes Resources

Teacher assigns a reading Students complete "Working Paper," writing exercise, "Working' assighment. Occupational Notebook, Papers" from Notebook, pp. 36-38. correlating with these skills.*

Teacher assigns a reading Students read assigned The 'Job Ahead, Hero* "oral report activity which stories from The Job Goldberg and Winifred correlates reading compre- Ahead and orally report liumber, NeW Rochester hension and oral communi- on the characters' Occupational Reading- cation skills. behaviors, criticizing Series, Science and offering improvements Research Associates, in their use of vocabu- 1963. lary, preparations for interview, grooming and manners.

28 29

-17- 4 JOB SEARCH AND INTERVIEW

Office Occupations t. 1. The student* will be able to recognize tile variouscareers associated with office occupations as well as comprehend the requirementsnecessary to secure the job.

The students Will display a positive value byresearching-the various methods of locatinga job in the office' occupations. They will respond positively by activelyparticipating in a simulated job interview.

Partr CO

Office Occupations and Requirements

Motivation Techniques I Student Activity Prtdicted Outcome Resources

Present filmstrip that Oral discussion following Students will respond by Filmstrip projector. introduces students to- *filmstrip. * expressipg their opinions Filmstrip "What Is A, carieers by showing the of what, they think are Job." values, characteristics office occupations as List III. and attitudes connected observed by the teacher. with various jobs. 4 ea.

Direct student to make Fill board with pictures Students will be able to Old periodicals. bulletin boar collage of all types of office evaluate the distinction 4 of various °Vice occu- occupations. between office occupations pations. , and other careers.

Give students direions Take notes and ask Students will. comprehend for starting projects and qUestions. that they are to do research I what is'expected of them at on a career as shown in their 'the end of the unit. Rotes and discussion with the teacher:

Class discussicin,of office Students will suggest A Each student will respond Blackboard, chatit and careers. various office careers, lr . positively with the selection books - List I. of a career of his own'choice, to investigate as his project. ... 31 ,

, -18-

. Motivation TechniqUts Student Acth'rity Predicted Outcome Resources

Resour6e person will talk Listen, take notes, ask Students will respond with a Local" Person. to class about training, questions. positive attitude by actively education, opportunities participating in the discus- and other qualifiCations sion. They will understand necessary for professional the requirements needed t9 office'carees, enter a professional office ft dr career.

Field trip to bank. Talk toemploye and Students will be able to an- Local Bank. ask questions. alyze and identify the many different occupations associated with one paAicular 00" institution.

Arrange for class to use Select materials such Students will analyze the School library. School library to do' .- as books; audio-visual materials available and will,, Lists I,II, Ill, . research on careers and yerticalsfile(to respond positively by working IV, and V. gather information. independently on their pro-

jects. ,

Construct mobiles. Mal& free-form mobiles Students will manipulate by Scissors, construction depicting various office cutting and constructing paper, string, wire, occupations. %free form figures relating magic markers, and to office occupations. They glue. will respond by demonstrating their ability to Identify office occupations by their choice of figures and shapes.

32 33 --19- Motivation Techniques Student Activity. Predicted Outcome Resources

Invite a panel consisting of Listen to discussion The students will .recognize Handouts that the high school 'vocational secre- and ask questions. the various skilled and panel members bring tarial teacher, college semi-skilled office careers. such as catalogs, salary secretarial teacher, and They will gain a knowledge of scales, and educational. business college teacher to the training and education costs. discuss training and oppor- needed to enter these fields. tunities in their fields. They will have a value of the earning potential as well as what it would cost them to_ get the education-or training to enter these caree

Divide class into groups 'Students will act out They will gain a knowl dge Tables, chairs, to role play jobs. office jobs in institu- of the many jobs associated poster board and other tions such as public with one institution. They makeshift props in library, law office, will respond positively by the classroom. public utility, and .1 listing as many office career bank. 0 that they recognize.

Check students' projects. Students will Show how The students will apply the far along they are in facts tha they have 0 their career research. gathere and begin organizing

them i o one relevant topic as ab ryed by the teacher.

Review for test that will Participate in review. Thy students will be able to Blackboard and cover professional, semi- analyze the various careers Chalk. professional, technical, and match the requirements semi-skilled, and un- and opportunities associated skilled office occupations with them with reasonable and requirements and oppor7 accuracy as observedby the tunitiest teacher. 4

3 4 -20-

L Motivation Techniques Student Activity Predicted Outcome Resources

Objective test on the Take Test. Students'will demonstrate a Teacher made test. various office, careers. comprellsotion of office

0, careers, training, educational requirements, and opportunities with 9ax accuracy.

Part.II

How tcpind a Job and The Job Interview

Show transparency. Look at transparency. Students will have a know- Transparency - !'Guide ledge of where to begin To Finding a Job" - to look for a job. Overhead Projector.

Homework assignment' to Bring in as many Students Will respond by Periodicals. list job resoyrces. places as they can contributing to class dis- on where to look for ir cussion on what they found a job. on locating a-job.

Manager of localNploy- Listen and take notes. Students will show an under- Local Person. mint firm talk on tocating Ask questions. standing by analyzing how jobs. an agency matches prospective'-employees with,the job.

Assign students to.write 'Write an ad for a 'Students mill compreflenewhat Newspapers, paper, newspaper. is involved in writing good typewriters and copy, including accuracy, erasers. grammar, and brevity. They will organize the qualifications for the careers they are researching as observed by the teacher. 36 37. -21- Motivation Techniques Student Activity Predicted Outcome Resources

Movie on job interview. Watch movie. Student will demonstrate Movie - "Jobs and that they understand how Interviews" - to prepare, dress, and List act for an interview through applicatlon of writing what they observed from the movie.

Resource personnel Ask questions and Students will respond to the Local Person. director to talk on the take notes. employers viewpoint as demon- jab interview. strated by their active par-

, ticipation in the discussion.

Divide class into pairs. Tape record the They will analyze between Tape recorder- and One is the employer, the . interviews,e: good and poor questions. blank tapes. other the prospective 'They will respond with an employee. Prepare questions. honest evaluation of them - selves as to how they sounded on the tape. They ill have ,a positive attitude :in actual interviews in the future.

Class project of.collage Fill bulletin board with .Students will demonstrate a Old newspapers, demonstrating do's and pictures or right and positive attitude of the magazines, scissors, don'ts of the interview. wrong way to dress, act, right an wrong way to 'con- paste, construction telephone, etc. 'duct an interview as observed paper and thumbtackt% by their, chclice of pictures lh the collage.

39 .

I 31b -22- 411

11' Motivation Techniques Student Activity PredicIpti OutCome Reiources

Assign students to get Bring in vital statistics, Students will. apply the Paper, typewriters, 4, information for a resume, facts, :photographs and pertirient facts di' their erasers, ,gl'ue and jirite resume, lives- and. previous scissors. ence that they feel valulkle

4 in writing a resume. Th will develop 4 level of neatness and accuracy. t

IIMItig in sample job Studer* will fill Students will demonstrate a Blank applications; applications from local in applications. positive value for the.`._ typewriters and businesses. import49te of being honest, Ball point pens. brief, accurate, and neat when-fillinAut applica- tionsre They will gain a ' knowledge of the .types of questions on applications. They wit} have a positive value of keeping accurate records for4111ing in future ap'plicAtioris.

4 Review for test on job Participate in review. Saents4emonstrate an. teardh,interview, and .ability to identify various appliCation. methods of job search and discuss the iliterview. and appliCation as obsery d by the teacher.-

Objective teston job Take test. Students will be able an- Teacher made test. 'search, interview, and alyze and distinguish between -ft application. t e right and wrong interview, whe o find a job, and how ito AI out an application with 90% acTuracy.

-23- 41 9

Motivation Techniques Student Activity Predicted Outcome Resources-

Schedule student reports. Students will.present The students will Yespond . Student reports. the careers they have positively by.organizing researched. They may the information they have use any method oftheir gathered avid presenting a "choice such as role comprehensive report on play, notebook, report, and .the careers of their choice. display. They will gain an appreciation for other careers by listen- ihg'attentively-to the presentations of their classmates.

Assign students to gets' Bring in vital sta- Students will apply the per- Paper, typewriters, information for a tistics, facts, photo- tinent facts of their lives erasers,.qlue and resume. graphs and write resume. and previous experience that scissors. they feel valuable jn writing a resume. They will develop a level of neatness and accuracy.

Bring in sample job Students will fill in Students will demonstrate a Blank applications, apalications frOm local applications. pbsitive value for the typewriter' and Ball businesses. importance of being honest, point pens. brief, accurate, and neat when filling out applications.

They will-gain a knowledge of .t the types of questions on applications. They will have a positive value of keeping accurate records for - fitting in future applications.

-24- P ,Motivation Techniques Student Activity Predicted. Outcome Resources

-Review for test on job 'Participate in review. Students demonstrate an search, interview, and ability to identify various application. methods ofjob search and discuss the interview and application as observed by the teacher.

, Objective test on job Take test. Students will be able to Teacher made test. search/ interview, and analyze and distinguish application. between the right and wrong interview, -where to find a job, and how to fill out an application with 90% accuracy.

Schedule student' Students will present ' The students will respond Student reports. reports. the tareers they have Positively by organizing -researched. They may the information they have use any method of their gathered and presenting a choice such as role play, comprehensive report on the notebook, report and careers of their choice. display. They will gain an appreci= ation for other careers by listening attentively to the presentations of their classmates.

44 45

-25- . (4 BIBLIOGRAPHY

I. BOOKS

Baer, Max F. Occupational Information. Chicago,16Science Research As'sociatest 1964, _

Bottoms-, James.- Career Education Resource Ode. New Jersey, Silver-Burdett, 1973.

Career Opportunities. New York, New York Life 4nsurance Company, 1964.

Dictionary of Occupational Titles.Washington, D: C., Supt. of Documents, 1969.

Dillonbeck, Douglas D. The College Handbook. New York, College' Entrance Examination Board, 1972.

Fine, Benjamine. Barren's Profile of American Colleges. Woodbury, New York, Barron's Educational Series, 1966

Forrester, Gertrude. Occupational Literature 1964. New York, H. W. Wilson, 1964.

Goldberg, Herman H..The Job Ahead. Chicago, Science, Research Associates, 1963.

Hagener, Karen C..The Annual Guide to Undergraduate Study1971. Princeton, New Jersey, Peterson's Guides Incorporated, 1970.

Hooke, William E. The'Encyclopedia of Careers and Vocational

Guidance., Volines 1 & 2. Chicags, Doubleday, 1972.

Lifton, Walter M. Keys to Vocational Decisions. Chicago, Science Re'search Associates, 1964.

Occupational Outlook -Handbook. Washington, 0. C., Supt. of Documents, 1973.

II. FILMS

The Big Question, Choosing Your Career. Association Films,- Inc., n. d. 2 min.

Job interview: 'whom Would You Hire'? (Three Young Men.) Dimension Films, Churchill 1967. 17 min.

Job Interview: Whom Would You.Hire? (Three Young Women.) Dimension Films, Churchill 1967. 19 min.

Job and interviews: -Getting Started. McGraw-Hill 1969. 15 min.

Jobs in the World of Work: A Good Place To Be. McGraw-Hill 1969. 12 min. c4

-26-46 III, fILMSTRIPS .

Careers In The World Of Computers. Sound-filmstrip. Educational

dimensions. 1969. (1 col. fs - 1 disc)

Clerical pork As A Career (and). Vocational- Objectives: Sound-filmstrip. _International Film Bureau, 1970. (2 col.- fs - 2 discs)

Job Adaptibil-ity. Sound filmstrip. International Film Bureau, 1970.

` (al col. fs - 1 diScl

.111i My Dad - The Computer Programmer. Sound filmstrip. Jam Handy, 1970.

(1 col. fs - 1 disc)

The Secretary As'A Career. Sound filmstrip. Graphic Research/Inter-

national Film Bureau, 1969. 1 (1 col, fs - disc) ,

The Secretary In A Changing Bysiness World. Sound filmstrip. _N. Y., Times, 1971. (4 col. fs - 4 discs)

What Is A Job? Caption filmstrip.. Society for Visual Education, n.d. (1 col_fs) Part of set: - Foundations for Occupational Planning.

d What Will I Be? Sound filmstrip. Media Productions, n.d. (4 col. fs - 2 discs)

IV. TRANSPARENCIES

Career Explorations by Bill Harris. VMI 1971. 12 col. tr.

Finding and Holding A Job. Creative Visuals 1968. 12 tr., 23 overlays. (bOw)

'Guide To Finding A Job. Tecnifa4,1965. 7 col. tr., 13 overlays.

V. _TAPES

Reel to Reel

Interview . . Accountant. Imperial Productions, n.d.

1 - 5" reel 20 - 30 min.

Interview . . . Librarian. Imperial Productions, n.d.

1 - 5" reel 20 - 30 min.

Interview . . . Programmer. Imperial Productions, n.d. 1 - 5" reel 20'- 30 min.

Interview . . Secretary. Imperial Productions, n.d."

1 - 5" reel ZA - 30 min.

Interview . . Switchboard Operator. Imperial Productions, n.d.

1 - 5" rem,, 20 - 30 min.

47 -2i- V. TAPES (contd.

Cassette

6 Bank Clerk. Teller. Educational Sentory Programmi-ng. 15 min.

Clerical Occupations, Bookkeeping Workers. Educational Sensory Programming. 15 min.

- -*

gig 48 -28- CAREER EDUCATION

GOVERNMENT POSITIONS IN CLERICAL AND RELATED AREAS

Occupational Areal Office

1. The student will gain a knowledge of government office positions availablein the State as measured by teacher observation of class discussion. - A, 2. The student will respond to the different cleical positions ingovernment and organize a chart indicating characteristics of the position which most nearly fits his needs.

3. The student will manipulate office equipment appropriate to performing achievement levelrequired by government and measured by mock civil service exam.

Predicted Outcomes aid Motivational Techniques Student Experience Measurement Resources

Introduce unit with government Oral discussion of specific Students will become.mot;vated Pamphlets on clerical career possibilities on careers of interest to in becoming knowledgeable of positions. (This list bulletin board display. individual students. government positions as mea- should be constantly sured by teacher observation revised.) (See resource ` and will be able to list list in Appendix.) /three possibilities of government employment.

Present oyerhead transparency Oral discussion of Stildents will become'aware of Overhead TFensparency . set, "Clerical ,Occupations varied occupations and the wide variety of clerical Set, 3M Company. (See and Responsibilities." .responsibilities charac- positions available in govern- resource list in terisitic of each. ment'as measured by teacher Appendix.) observation of class discussion.

-NJ 49 50 -29-;` Predicted Outcomes and Motivational Techniques Student Experience Measurement Resources Ow Promote questions concerning Participate in'thinking Students will learn to ask Chart. (See resource- what we kn about specific process. Record posi- pertingnt questions and list in AOpendix.)- .government position's. tions of interest on chart demonstrate interest in along with training, ,/§overnment positions as experience and duties. measured by teacher observation of class discussion.

Search library and guidance Classifying information Students will learn to Table and sign, office for pamphlets related and arranging a demon- work together with a par- student resource to government positions. s.Oration table with ticular purpose in mind materials. (Teacher pamphlets and information and will learn how to should check library

located. Make sign for locate good resource . and guidance supply table. materials as measured and add additional by teacher observation materials as nieded.) of compreted project placed on table.

Present background of the Students will listen to Students will recognize Resource person. ---- -history of Civil Service presentation of speaker. significance of background Exams. and training on results of test and will .visualize need.for proper training in area of individual need for better performance om- test as measured by teacher observation of student participation in group discussion.

52 51

-30- e

Predicted Outcomes and e e.;Motivational Techques Student Experience Measurement Resources

Make plansfor fi d'trip fo Students will plan questions Students will gain a more -Paper for wri tin" vario4locargovernment to be presented at different complete understanding of thank you notes. offices. offices and thank you note the necessity of government after trip is completed. positions as measured by

1,4 teacher observation of students 4 reaction'to each other'in discussion of positions obierved. ' i Administera civil 'teTvice Take 'thetett. Studentsorill becomeAaMilliar Civil Service pretest t fine areas with expectations of time pretest. (See of studen ss. pressured testing as 40 Appendix.) Ite sured bythe,results of the ' test. tik

Distribute worksheets to , -- Complete worksheets to Students will b4 betterpre- 014Duplicated worksheets. compensate for weak areas develop skill in in- . pared to performbonthe mock Intensive Clerical of ,pretest. St, dividual weaknesses. and real civil service exam. Civil Service and will demonstrate90% Training, South- accuracy completed work' Western Publishing sheets. Company.

Administer a mock civil Take the test. 4,tudents IAA] be better Civil Service service exam. informed at employee require- Assimilated test ments of government positions copies. (See as measured 41 results of the Appendix.) test.

;,Have students complete Fill out application .Student will become knowledge-, Duplicated and real -'application blanks ft5r sample before actual able of-xdinpleting application civil service appli-' slate and federal civil typing of final bfanks,as measured by teacher cation blanks. =00/ice exams. application. observation of completed forms.' 4 f

53 C -31- t

. ap e e

-.7

Alt

Predicted Outcomes and Motivational Techniques Student Experience Measurement Resources

Plan a field trip to a, Tour the offices and Students will gain an under- Transportation. Federal Building.- .observe federal employees standing of the need.for at work.(Any student government employees as interested in taking U.S. measured by preparing a Civil 9arvice exam will list of ,three activities be given'an,opportunity performed in each depart- 4 during this 'trip.) ment observed.

Have students compose in Type rough draftiand Students will organize Paper. class a onepage manu- make necessary corric- thoughts concerning the script on "My feelings tions and 'additions unit and'be better able to about .Government before typing final establish real feelings Employees." copy. abotit the possibility of seeking government employment as measured teacher observation 'of the completed manuscript. 111 * , 10 Administer Civil Service ,Take the test.' Students will perform at Civil Service exam. .an employable level as exam. measured by the Outcomes of the. lest.

11*

56 RESOURCE LIST .

PAMPHLETS

Career Information Kit for GuidanceCounselors. Chronicle Guidance Pubicdtions, Inc., Maravia, New York 11113.

Career Information Kit for Guidance Counselors., Science Research Associates, Inc., 259 East Erie Street, Chicago,

Clerical Occupations for Women, Today and Tomorrow. (womeh's \ Bureau Bulletin 289, 1964.) Superintendent of Documents, Washington, 0.--C. 20402'.' $0.35-

Employment OppomApnities for Women as Secretaries, Stenographers, Typists, and as Office-Machine Operators and Cashiers. United States Department of Labor, Women's Bureau Bulletin No. 263. 14th and-Constitution Avenue, N.W. Washingtbn, D.C. 20210.

Federal Office Assistant Examination!Stenograper, Typist, Clerk, and Office ?achine Operator, 1969. Superintendent of Documents, U.S. Government Printing Office, WashingtIvi, D. 20402. $0.0.

(0600-0533) .

Federal Careers for Women, No. 35, Superintendent of Documents, U. S. Government Printing Office, Washington, D.C. .20402. S0.20.

Go Government, BRE-14, Superintendent of Documents, U.S. Govern- ment Printing 'Offide, Washington, D.-C. 20402. $0.20.

HelpWanted -. Stenographers,. Secretaries, Typists. Women's Bureau Superintendent of Documents04shington, D.C. 20402. Free.

Matching the intca to the Job. Small Business Administration 437 Federal B .1ding, 219'S. Dearborn Street, Chicagoe 60604. Free.

.. * .

Stenographic, Secretarial, and Related Occupations: A Suggested.

Curricula Guids, 1967, Superintendent of Documents; U. . . Government Printing OffiCe, Washington,-D.C. 20402. $1.50.

(1780-0439.) -. ..' .,/ . _Study of Employment of Women 1n. the 'Ee'deral Government, 1969, Superintendent of Doctimenlr, U.S. Printing Office, Washington 20402. D.C. $1.75. (0600-436) \ . A

i Subject Filing, Recor4s-Management Handbook, 1966, S'uperintendent of Documents; U.S. Government Printing Office, Washington D.C. .20402. $0.30. (2202-001J)

W oribqfort6USA;SuperintendentbfDoc,.,,,*nts,.U.S: Government PFInting Office, Washington; D.C. 20402. $0.20. '011-855)*

t.) -33- =r BOOKS

Clerical:, Typing and Stenographic Tests, Arco, 219 Park Avenue South, New York, N.Y.. 10003, 1971.

Fisher, RObe'rt. lntentive Clerical and Civil-Service Training. Fmiith Edition. ,South-Western Publishing Company, Cincinnati, OH 1968.

Office Machines Operator, Arco, 219 Park Avenue South, New York, N.Y. 10003. -1965.

Vocational Instructional Materials for Office Occupations, Northwest RegtonalsEducational Laboratory, 500 S.W. Second Avenue, Portland, Oregon 97204. August, 1971:

-21

r TRANSPARENCIES - r

"Clerical Occupations 'and Responsibilities," Clericat Occupations,No. 1 Cat. No. 3701, 3M Company, St. Paul, Minnesota 55101.

. 58.

-34- N

JOB PREARATION IN THE AREA OF MARKETING AND DISTRIBUTION

4 *or Occupational Cluster: Marketing & Distribution

Behavioral Objectives

i. Cognitive: The students will gain a knowledge of how to prepare for the various semi- skilled and Unskilled occupational positions irithe marketing and distribution occupational cluster during the unit study to be measured by written evahallortwith 90% accuracy. 41i

0 2. Affective: The-students will value the various semi-skilled and unskilled occupational positions in marketing and diitribution during..the unit study by exhibiting behavior appropriate in preparing and securing a job by observation of such ,posit -five behavi9r as observed by the teacher to be measured with at least 80%.accuracy. I 3. ''psychomotor: The students will develop a level of manipulation by constructing a booklet of the various positions studied, and The forms necessary for securing_these positions to be measuredby teacher evaluation of the completed booklets -..-- with 90% accuracy.

59. , 60 Motivation Techniques / Predicted Outcome and Subject Correlation Student Activity, and Evaluation Resources Materials

From the teacher con - Teacher prepares and dis- Students will gain a "What Could I Be" - SRA. Art Materials. cusses occupational terms strutted list of terms, knowledge during the (Book) Terms sheet. related to the distribu- students construct bul- activity of the terms "Learning A Job Vocabu- tion and marketing area letin board disitlays of and their meaning as lary" - Occupational which correlafes with the various positions. measured by success Notebook Program -Iva vocabulary development. These can be from mag- of performance on a D. Cook, Research Press azines orAtudent- formal test with at (Cham., Illinois pp. constructed. least 25% accuracy. 5) "Getting A Job" - Fearon Publications. - Teacher will prepare a Students 'trough role Students will imitate Above listed sources Role play signg. situation in which the plying willact out _ the occupational terms "Finding Your Job" - Adapted room setting. students will demon- or pantomine, the by role playing situ - Finney Company (6 com- strate through role various occupational at ions, as measured by plete unit playing how to answer positions in the success of performance questions concerning cluster Of market in? after rolt play has, - the various occupa- and distribution. ended Sy a formal test tional terms from Ac- ether students will- with at least 80% tivity 1 , thus corre- participate by guess- accuracy, lating ldnguage developing the particular ment. occupation of the role playing situa,- tion.

- Teacher prepares and From the teacher con- Students will develop "Social Security & You" Letter form (Busness), demonstrates to the structed or ori-ginal a level of manipula- P.V.S, Postal Depart- Application forms, students the Prelimi- forms. the students tion by completing the ment. "Handbook of Social security card nary forms needed in will practice and preliminary forms dur- Job Fact" SRA..'"1 application, envelopes, applying for a job complete the infor- ing the activity to be Want A Jpb" - Frank stamps, and pens. in marketing and dis- mation needed in the measured by teacher Richards Publishing, . tribution. following forms: observatir of the Austin, Texas. "Teen- (a) social security , prepared forms with agers Prepare For Work" - 41, card, (h)lettei- of 400% accuracy. The Allen Co., Chicago, application, and Illinois. "Everyday (c) formal application Occupations" - Myers, form. Students will D.C. Heath & Co., New 6') then. place these in an York -1950. occupational notebotk. 6/ -36- Motivation Techniques Predicted Outcome and Subject Correlation Student Activity and Evaluation Resources Materials

Teacher will formulate The student will ob- Students will receive McGraw-Hill (Filmstrips) Filmstrips, filmstrip filmstrips, selected serve filmstrips, read, an understanding of (a) How Can 1 Under- projector, teacher readings and discussion and discuss the traits the acceptable and stand Others. selected readings of traits which help one which are acceptable and unacceptable person- (b) Personal Relation- to succeed and those those not acceptable. ality traits of the ships. traits which do not From this a student occupation during the (c) Personal Appearance. thus correlating ver- list will be con- activity to be mea- (d) You're In Pulitic - bal skills and oral structed of the sured by discussion "Discovering Yourself" communication. acceptable traits and teacher obser- SRA. and unacceptable _ vation of students' - traits. This will 0 prepared traits list into the occupational with 85% accuracy. notebook. From this activity role playing situations could also take place.

The teacher will divide Students will have buzz Students will develop Above listed Resources Paper, pencils, pens, the group into sections sessions concerning the a level of precisiob "Social Skills For poster paper, colored for group work and buzz good traits and the in conveying good Living and Learning" - markers, and rulers. sessions concerning good bad traits about work- verses bad job traits Margaret Neuber, traits and bad ones thus ..ers of the occupational by constructing a State College of Pa., correlating social skills cluster. At conclusion poster at the con- 1962. of oral expressive com- of buzz sessions each clusion of the ac- munication and skills in group will construct l'ivity to bemea- art. a poster of good traits sured by teacher verses bad traits,, evaluation with 95% student accuracy.

63 64 r

Motivation Techniques Predicted Outcome and Subject Correlation Stydent Activity and Evaluation Resources Materials

Teacher arranges a field The students will ac- The students will re- "Occupational InforMa- Note pods, pens trip to include several tively participate in as spond to the field trip tion" - Robert Hoppock - 'and pencils; of the following areas: field trip of their occu- by preparing a written MCGraw-Hill, New York, (a) cashier,(b) clerk, pational cluster. During report on notes from 1963. (c) routeman,(d) stock the trip note taking is the field trip to be "A Man's Work" - Gordon pricer,(e) stock personnel, to be encouraged. (Notes measured by teacher Lish - McGraw-Hill, (f) inventory,(g) shipping. to become part of occu- evaluation of the 1968. (Records) clerk, (h) delivery boy, and pational notebook..) student report with (i) packer. This tech- 90% accuracy nique correlates- skills in expressive and,receptlive communication; Also skills in writing and observation.

Teacher arranges indivi- Students will continue The students will or- "'Handbook df Job Facts"-- 'Notebooks. dualized work sessions to to develop and organize ganize all activity of 70 pages (Age,SAdult) - promote needed occupational to their own desigm an the unit into an occj- S.R.A. research in marketing and occupational notebook pational notebook and "Occupationa4 Notebook distribution. Correlated which will include all' at the conclusion of Program" (Research skill involved with this activities involved the unit study evalu- Press.) 'activity is numerous. during, the unit study. ation will be measured Iva D. Cook, W. Va. Language, Math, Art',Social. by teacher observation College of Graduate Studies, etc. and evaluation of the Studies. completed notebooks with 95% accuracy.

Teacher arranges for dis- Studwits will listen The students are able, "Occupational Notebook" Note pads, paper, cussion techniques con- to the teacher oriented to evaluate the accepted Research Rress. "How pens or pencils. cerning an interview discussion concerning techniques concerning to Get A Job" - U.S. cbrrelating with com- an "interview." a job interview at the Government Printing munication (receptive and conclusilip ofrthe ac- . expressive) skills. ' tivity td be measured ( by written evaluation of 80% accuracy on the part of the student. 66 6

4 o 4T 4 *11 4 Motivation Techniques * Pred icted. Outcome _

and Subject Correlation Student Activity and Evaluation Resources Materials .

.Teacher will introduce Students will observe Thg students will value "The Wonderful WoArld Film, Film Pro-. film in the area of Market- the tjlm. the film at the coh= of Work" -Vocational jector and to V . ing and Distribution. clusion of the actiL. Opportunitils- Eye pads. Correlates with likening vity by doing.added^ Gate Huse (Films). and'comp?ehension skills. - research oq the jobs concerned the fi.lm' as obsery the .teacher w accuracy. .., r lr The teacher will arrange Studentswr11 listen The students will gain Community Resource -- Paper, pencils, for a visit ,by several and take notes of the .a knowledge of the dif- Personnel. pensand note- _ resobtce people concerned various, resource per.- ferent activities in- fp book.

with-the bccupationil . sonnel whb present involved with the, job a C)uster. Correlates With formation'concerning odsitions of the social,skills, communi- their occupational resource personnel cation skills (oral,mritten, cluster. at the *elusion, of, and listentrig) and note- the'actiitty to be s ,taking, measured by student discussion and teacher observation with °.4 at leasf,85% accuracy.

;Teacher wiji assign-each-- Students will construct Te1stddents'6 tilYde- "4140Kg bccupational Job signs, art

student with a-iob titje models using necessary velop a level of pre- Roles Ki ' 9.R.A. materials, commer (such as delivery,boy, props of displays,,ex- cision by constructIpT Grade 67 0,4) agd teacher- 'I stocker, etc. The teacher hibits and draWIngs of models of the ocCUpa- student construct

exiil a rns"that-thre-pu-rpctsf, : - Ole-ocupationwlaic4,,.,42.\:4 ) props and models. is to construct' a scene has been ash i ed. measured .by teadker or physical environment ,obsery Pion arthe con- -that would be connected 0usi n of the activity.- with the particular job. withQ% accuracy. This correlates with com-

munication skills, art . andomanipulative skills, and _research skills.

: 40 nw 6'7 -39- 68 4 Motivation Techniques Predicted Outcome

and Subject Correlation Student-Activity : and Evaluation llesburdes 4 4r 4 Teacher prepares a formal Students will take the The student will Compre- Formal test. , Formaltes t, pen

. . test of at least five formal test,. hend at least five areas or pencil, .r marketing and distributing of jobs in marketing and occupation area jobs which distr.ibbtion at.the con- correlates with sight slusion of the 'test to be O recognition and compre: measured by written 1)0ension. evaluation with at least, 90% accuracy.

'Teacherprepares booklets Students will con- The student will re- Career Information_ Selected_resources, ,composed of blank {leper struct the occupation 1 spond to the acquired paper, and pencils and. gives one to each dictionary'of terms and id000kletsby constructirig "ChoosPrig Vour.Cireer"-1. or pens.. student for construction definitions. a dictionary at'tht con-. Corlet Learningro-s.. of an occupafienal.--dic- clusion of the activity gram. tionary in marketing 'and to be measured 'tea- "Finding Your b" distribution. This corZ cher.obs'e.r.vation with FinheyCoMpany. relates with skills in 95% accuracy. "Getting A\Job" - writingnd communication. Fearon Publicati09. "Handbook, of Job Facts."

94tdult SAR.A.

Teacher shows filmstrip The students wil The student gains a "You and; Your Job" - and uses over-head pro- observe* and take notes knowledge of the, ,McGraw -Hill. jector.and transparencies on the lepturendis- des\able habits in "Hyglene.liabits"-- in lec'ture concerning cussion method of appearance at the Alp Colgate Palmolive Co. personal hygiene and de- personal hygiene and conclusion of the sirable appearance habits desirable appearance actkiity-ip be mea- correlates with the skills habits necessary to sured by 90% accoKacy a of writing, listening,note - be successfu lon the on a fOrmal teacher takihq, and communication. job. preOared test,

f, 69 a . Motivation Techniques - Predicted ntcom A and Subject Correlation ' Student Activity and Evaluation Resources Materials

After a filmstrip of "The-N,.: The studentywill ob- The students develop a Occupatiohal Education . Filmstrip, film- Job Interview'," the teacher serve the film and then level of imitation by- "Thejobritervie,e-_ stri,e, projector, prepares the room to 4 demonstrate through successfully demos- Eye Gate House. andnecessary resemble an interview set- role playing how to strating good manners Suppl4es for ting for employment (pre- answer questions- and . through role play by role playing. paration for role playing.) hoW to use good manner3 the conclusion of the Correlates with social com- during'an, intervjew. unit to be measured municatibn And viriting by teacher observation skills. and grail') evaluation with 85% accuracy. si

Teacher arranges resource Students observe re: The students develop a Variouy Resource _Per- fiote_pacCpencils personnel as to thq source personnel and level of response to sonnel. and pens. clothing, tools. supplies develop models on the resource models by

and materials needed for paper. illustrating the , constructing models at various jobs in the cluster., clothing, materials, the conclusion of the ThiA activity correlates and tools needed-in actiyity to be measured with skills in writing,.com- certain 'areas of the by teacher evaluation hunication and artistic. job cluster. This with'90% accuracy: would be added to the roccupational notebook.

The teacher will provide The students will obtain' The students will apply -Various teacher- Paper, pens, rea ings for reports used .piractice by reading 6ft, occupationarread- ' selected readings pencils, teacher in marketing and distribu- materials for reports ings, by reporting on seleb.ced reading ting occupations: in marketing and dis- paper the various materiels. tribution. information at the ce,ncljNffn of the p activity to be measured by the.reports submitted to the.teacher with 90% accuracy.

o ° N

72- Motivation Techniques Predicted Outcome and Subject Correlation Student Activity and Evaluation Resources Materials

The teacher will give each The students will locate The students will dew- Newspapers. Newspapers. student a newspaper to the want ads in the news- strate a positive value s, locate the want ads read paper, read them and dis- toward the newspaper and.di.scuSs them. Corre= cuss if the job falls want ads at tne-con- lates with'all Language into their job cluster. tlusion of the activity ,Arts skills. by changed behavhor.as measured by teacher observation with 80%- accuracy.

Teacher develops simple Students participate The students will value Art supplies and game techniques for use in large grodps and the skill' in preparing materials- needed in occupational study. small groups for the the occupational games for construction Fot example: various teacher con- by preparing their own . of games. (a) Matching games: structed games to be games for class use at r. Clothing to job. utilized. the conclusion of the "2. Job title to activity as measured

requirements. . by teacher observation 3. Tools and supplies* with 80% accuracy. to job. 4, Terms to specific job. . Dramatization or Pantomine Games. This correlates with, areas of Language Arts, Social ,Studies and Communication.

r4 7 3

-42- ) Motivation Techniques Predicted OUtcome and Subject Correlation Student activity and Evaluation Resources Materials

The teacher infocmalizas Students will formulate The students will develop Notebook, pencil! the classroom setting by and organize'their occu- a level of organization pens and all permitting students to patidnal notebooks. by constructing completed - elated unit gather and organize all Content will depend notebooks in preparation materi-41. information obtained in upon student activities for conclusion of the the unit study of Job conducted throughout the unit to be measured by Pr.eparation For Marketing unit and student imagi- teacher evaluation with and Distribution. Suf. nation. 90% accuracy. ficient time must be allowed for this activity. This correlates with mbst academic areas'of instruction. N r

75_ 76.

-43- I

4e.

BIBLIOGRAPHY

Intermediate Level:

1. "PrevooetionaLl Workbook and Instructor Guide." Texas Education Agency, Dallas; Texas.

2. "Voices Of Man At Work." (Book and Reccird) Stone Educational Publications.

3 "What eould I Be." 3-6, SRA.

4. "What'l Like To lko." 4-7, SRA.

5 "Widening Occupational Roles Kit." 6-9, SRA.

6. "America At Work." (Film) (Filmstrip), 4-8, Eye Gate House.

'Junior High Level:

1. "Accent/Personality Series." Follett Publishing Company.

(a) "Taking Stock" _ (b) "You and Your Needs" (c) "You and They" t (d) "You Are Heredity and-Environment"

2. "Accent/The World Of Work." FolFett Publishing Company.

(a) "Getting That Job" r (b) "Keeping That Job" (c) "You and Your Occupation" (d) "You and Your Pay"

3. "Career Information Kit."

4 "Choosing Your Career." Coronet Learning. PrOgram.

5. "Discovering Yourseff." 7-9, SRA.

to... .61

V 4 I

CAREER EXPLORATION IN CONSUMER AND HOMEMAKING

Occupational Cluster - Consumer and Homemaking

Behavioral Objectives

Affectiye: The students will respond to the value of the occupations involved in Consumer and Homemaking by their voluntary partiction in role play situations.

Cognitive: The students will gain a knowledge -at the various occupat4ons available in Consumer and Homemaking'through.research, multi-media activities, field trips and speaki. 1'5 Pschomotor: The 'students will imitate and manipulate tools (i.e:..sewing machines', cooking utensils, stove, etc.) used in occupations related to Consumer a11:1 Homemaking.

do .

.Method of Operation Student Experience Predicted Outcome Resources

Class discussion direted PUpils dimes 'their know- The students will express by the teacher, ledge of occupations their knOloledge or lack Consumer andOememaking. of knowledge concerning the jobs available in . Consumer and Homemaking.rf

Show students filmstrip Oral discussion on the The students will gain Filmstrip and record, on food services... occupations shown bn the a widen outlook of the see resource list. filmst and possible occupations available other occupations related. in only oneprea of Consumer and Homemaking.

NI\ ti Pr.epare food. Students will read direc- The students will gain a Cooking utensils, tions, Measure ingredients degree of accuracy in prepiring ingredient for recipe,

and prepare food as directed a food for consumption. stove, etc. , by recipe and teachers. 4

. -45- 79 1p Method pera.Ntbn StUdent Experience Predicted Outcome Resources

Prepare students_for field Student% for field Students will respond to trip. trio t' cal dress factory, their knowledgekikinter- to obsery job, on first view techniques aid devellop a handlbisi 1 They disculs a relevant questions to..954: guestidns they,Olan to ask and co-rrect form' of interview

Fie141,trip: Students will observe job htudAts will, receive

roles in action. Ahrough obserati9n-,0 , 4irst hand knowledge. of

occupations involved in , a dress. factory, aei

Sewingactikiryil Students.will sew a .Students will be able Sewing machines, i stiaight stitch after to sew Nithiprecision thrlepd, and cloth. d instruction by the 'a straight Mitch. teacher. a

. 0 4116_ Reso4rce person - 'Students listen to.'63.- Widents will display, Resource person. Appleserhative from a com- ource perstein4.nd ask listening and*questioning 'unity child care service. questions. skills end gain.9 better insight into -" - e oppor- unities fo ld care ,service.

S 4 lass distussion and- , Students dilcusi the Students will imitate'. 'role Way. procedure in propey / lh, steps they prepared chil care in 1r baby for a child care situf- as' 4.1-; q situ ion and tion to gain simulated rote pley %her'us situa- first hand experience tions. 10 "04 i4 4* , Method c OperattOn Student Activity Predicted Outcome keiou'rces

, Simulation'activity. Students cut pictures . Students will demonstrate Magazines, poster ? of furniture from magazines their haste in homefur- papei, scissors, and devise complete hOme set-up nishings and abklity to glue. on poster,paper and, figure approximate costs. approximate cost.

Tape. 'Students listen to tape -,Students will display good Tapes see ,resource by interior decoritor. listening habits. They will also gain, a knowledge of,Ihe requirements to become an interior decoratdr and the job description.

Bulletin Board. Students divide into Students 'demonstrate the Magazines,Apper, Committees and prepare knowledge they gained during scislors, ()lint, etc.

a bUiftt41board Of the , their study of occupations various occupation, in in Consumer and Homemaking. Co9sumer and Homemaking.

qi .1

P2 . 11.

. -147: RESOURCE LWT

Films: 1

; Ralance Your Diet For Health MaterielCenter Four Food Groups ,Materhal Center' t- Nutritional, Needs Of Our,Bodies- Material ceater

Filmstrips:

Cotton Clothing From Field 'To You- Set of 6 - ESEA Title III Hoy, We Get OUir"Ctothing - Set of 4 - ESEA Title III . Our Dependence On ClothingWorkers - Matertal'Center tr. Social Servtice anethe'Social Worker- ESEA Title it

Soundstripi:_ r Day Care Worker - ESEA Title III , 2 Flod,'Clothipg, Shelters Material Center

LaNdry/Dry Cleaner ESEA TitleIII - Occupations iv! Food Services- ESEA Title Ill -Social Service Interest -.iSEA Title III

,Tapes

. . Consumer 0 ationa - Set of 10 ESEA Title III Home Econ.yit - ESEA Title III Interior Decorator -.ESEA. Title III Social Worker - ESEA Title III ,

40.

'i t 4 MARINE SCIENCE OCCUPATIONS, , G= Cluster: MarineSciefiCeOccupation

Behavioral ObjeGli.ves - J. To increase the,knowledge of tke students with the practical facts about marine science environment and the relationship of these facts, to his everyday mtacts>and activities during the unit of study as measured by classroom discussion with 957 uracy as judged by the' teacher. ,4 Tekencourage understindingsof the value of the contributions marine scientistare making.to con - temporarr society and to develop an apprepiation of the effort involved in a search for truth 'during the Unit ofstudy-tis measured by ieachen...bbservation. -L 3- To devei6P manipulative skills in the use of Marine scielp materials and equipment during the unit of study as'measured by teacher observa,tion and practical application of skills with 95%accuracy.

HOti.vtationTechniques & Subject Corelatibn Student, Acti vi tY Predicted Otiptcone Resources

. Teacher introduction of Class discussion and con- StUdents wili.be able to Sbund Strips. Unit including and over- struction of a collage of- recognize and use'a vocabu- (See List view of the job?; involved Marine SOence.Occupation.-- lary of terms relating to n Marine Science, Marine Science Occupation."'

Review the variouspro- Students visit schoois Students wi1-- 4iTn a geneFal Books:- (tee List I.) fessional, semi- professional library acid browse the upderstandi g of 'the different Tapes. (See List techijcal, skilled, science section-Of-books:. Marine Sci nce Occupations as skilled and unski ed MA They begin a notebook- judgeeby.their ability to Science Oftcupat' n withg,a listing and dis- report on the contents of . , .

, "I.o.ri.Oilon of the different their notebook. , Marine Acipnce OCcupations. .

4 if

86 4 Motivation Techniques 1/4, .4b & Subject Cocrelit ion student Activity Pred i ct/Outcome Reources

Present students fir, i th a CC ass will discuss the Stude will have an _or-)ks (See ,L ist I.) mimeographed listing of d ties, education and andrstaading 'of the Marine Science Occupations training; special qual i- opprtuni ties in Marine which correlates with f ion, Ways to enter Sciece as measured by Physical Science knowledge field, chance of advance - tflei r 'response to class and ski Hs. merit, earnings and supply discussion and teacher he demand forMarine Sciencemade test. AP Occupation,

a Prepare class. for a field Class preparation of jobs Class will &weld° an Teacher Prepared trip to a Marine Science to obserive in and pre- understanding of the materials on Marine Industry. paratioh of question to ask workings of a boat a ,ScienceIndustries Marine $c ience workers. repair facility, ship- building facility, and dredging facility as judged by thtir association of ctasswork with. a real \Ifst.

11k Arrange a field trip. The c lass wi II tour The class will develop an understanding of the Mar i ne_Sc ence- I nclat tries as judged by their Association of previous classwoek. r and reporting pn tee i r job.

Develop a ow up class 'Student, develop a pro. Students will have a* know, Books: (See riltt I.) project inteorat ing-phys ical . 'ject rtlating job skills ledge of jobs attainable- science skiIs with Marine _to ftdtien( needs. according to .thei r physical Sc ience Occupation. - - and mental ability according to the performance of the level of development of the class project,. O 4 I ,-50- RESOURCE LIST

'BOOKS - LIST I

1. Boyd, Waldo T. Your Career IftOceanology. Julian Messener N.Y., 1968.

2. Clark, Arthur C. The Challenge ^f The Sea. Holt, Rinehart and Winston, N. Y.,19;O,

3. Long, John E. Ocean Science'. U. S. Naval Institute, Annapolis, Maryland, 1961.

/4. tlunzer, Martha. Unusual Careers. Alfred Koopf, Inc., 1962.

5. Murphy, James M. Handbook Of Job Facts. Science Research Association, Chicago,Illinois,1963.

6, Pardis, Adrian. You And The Next Decade. David McKay Co., Inc., N. Y., 1965.

SOUNDSTRIPS - LIST II

1. People Who Work In Science. Ocean Life Scientist. I 400I

2 Science For The Future An Oceanographic Institute.

3. Water Plant Operator.

G. The Work Ships Do.

5. Ship's Large & Small'.

6. Going To Sea.

7. A Line In Port.,

8. Where Do We Get Our Seafood.

`TAPES- Ll ST, I 1 t

Career Educatio Man's Work. . American OcCupttion "Series" Commercial Fishery ' Machinist 'International 'Teaching Tapes Stillman Derrick Operator S9 '90 d

CAREER E9UCATION,

INSTRUCTiOti RESOURCE MIT

THE SERVIC E STATION, ATTENDANT JOB -ROLE j ) Behavioral Objectives x.

Transportation Occupatrons:, Auto Mechanics

Motivation ibchniques Student Activity - Predicted Outcome. Resources

, . Teacher guided-class discussion Students will discus' Students will gain Chart1. (See "resource and.answer period about the 1. the various phases.and a knowledge of the list in appendix.) ° service station attendant.) duties of the station jab role of a service ' attendant. station attendant.

Usage of the tire pressdri Student wil espond by The student.will Chart 1 and 2. .gauge and how-to inflate.or Aing tire,gauge demonstrate -with pre- (See resource list

deflate tires. . r himself.iri the proper cision the, use of the in appendix.) manner to inflate or tite gauges and the deflate tires by bleeding, air hose nozzle. out air or adding air- ', with properly"fitted air- * nozzle.

What is a'gp.Sticla. How Student will .respond by Student' wilt learm.the -Olt 1. (See' to use it to pproperly check looking where the dip scalejnarks on the resource list in the erline oil level. stick' is plated in the Student willcheck the appendii.) engine. engine oil correctly be=- _cause of instruction and actual manipulation of I 1N the dip stick.

11, -52- Motivation Techniques . Student Activity Predicted OutcoMe` Resources I,

Change Engine oil and filter. Student will place_ 'carpn Student will receive a Chart 4. 0,, How to use rack to raise rack and raise off the .working knowledge of the car. . floor for access to the Hoist Rack. How to use drain tub. drain plug and oil lilter. Student-will Learn of Chart1 -2 -5. How to remove and replace Student will place oil the elevatedjunnet of drain tub under oil pqn, the drain tub, Student raise funAl, remove oil receives knowledge of where _Chart 5. plugr,and drain oilinto oil pan is ,located, and waste oil tub. where the enginee oil fil-

`Replace oil pari plug and ' ter is on the engine block, tighten to proper torque Through hands-on manipula- Chart 2. reading given in repair tion of the tools and shop manual. equipment the student will Place drain tub under fil- respond with precision on ter, to be removed, by making an oil and filter twisting it counter-, change. clockwise, to remove it Student will leern value Chart 1-3. from engine block. Dis- of checking for oil It ' card it. Wipe surplus leaks. 7 oil from filter seat on Student Will not stop with block. Replace new just changing oil and fiTie} by twisting (or filter only. threading) clockwise into Student will be alert not Chart'2-4. motor block. Tighten to run engine if no oil fdlly by hand until pressure is indicated. seated. Remove drain tub from under car. Lower rack until car rests on do not change car to 'rack contact as car will be raised again for oil leak inspection at pan plOg and filter seat to 'block. 93 .94 Motivation Techniques Student Activity Predicted Outcome Resource

(continue) Remove filter cap for oil. Check manual for number of quarts used in an oil and filter change for. the engine being% serviced. Pour in oil, uslilg oil funnel to puncture can, fill to level needed. Start engine. Run appl-oxi- mately one minute, after seeing oil gauge is showjng pressure OT oil light goes out. (o% dash) Have the work area well Student will value the Chart 1-2-3-4.r ventilated.while running problem carbon monoxide 7 engine. poisoning. Student will Stop engine. Pull dip make a self evaluation of Chart' 1. stick, wipe clean, replace the quality of the job io engine tube, pull again he has done. Student and read oilleve) on dip will help prove his stick. Raise car again alertness for the cus- and check for oil leaks tomers welfare. Student at drain plug, and.oil will reflect pride in Chart 2. filter seat. work, and, his work Any other oil leaks should area, Value of tools be reporteeto service will be shown. ,station owner or operAtors, so owner of the car can be informed of leakage. (This, courtsey will reflect back to the student as a quali- fied and\alert attendant.) Lower car end clear rack for net car. 4 t 9U Clean up -work area. Clean up and replace- tools in proper place.

-54- 44,

Motivation Tedwigue' Student Activity. Predicted Outcome Resources

Chassis Lubrication Student will raise car Student will be alerted to Chart 1:2--0. (Grease job.) on hoist to the height . personal safety, abovg all. alemites? where safety lock makes Student will gain a. better What are grease fittings? rack safe for attendant .know4edge of the fitting he What is itheir purposer. to walk under. will be using. ' Where ,pre they found? Student will be.given a Student will learn the terms . , Why Is it So important grease fitting for his alemite, grease fittings, and they are...111 found and . hands on, visualinspec- pressure fittings are the same Lserviced'by attendant? tion, before making a just the terms are different. 4. chassis lube job. Student will know whit is Student will use a bLunt happening when the pressure Pinto move the spring gun is applied to the alemite. loaded call bearing off Student will soon learn.Where its seat in the alemite. alemites are, and ho impor- Student will view a tant it is none be missed. chart tnd check off sheet, Student will form the habit 'for all chassis. lubrication of taking his grease job as points on this car. a system of elimination, and Student couples air hose not just at random.

to grease tub. Alemites wont be missed, he - Student will locate on, will show precision in doing carthe'first alemite a_grease job. fitting shown on chart. Student will know when un it Chart 4, The student will force is filled and ready to be grease gun on the fitting checked off sheet. 4 and slowly compress handle Guess, work will be eliminated Chart 1. to discharge grease into and costly repairs will not the unit being serviced. be the ret of dry fittings, Student observes old grease that are missed by student .coming_eut of seal around attendant. Pride in job Well the unit beinglserviced done. -and checks it off his Check sheet.

97 98 -55- botivation Techniques Student Activity Predicted Outcome Resources

(continued) , Student completes chart, and a good lube job is dope. .He -wipes all surplus grease from units he has serviced. Cleans and puts away all

tools. ,

4 ti

;

ft 0 I0

INN

-56- Motivation Techniques Student Activity Predicted Outcome Resources

Servicing The Battery: A.' Student raises hood Student will learn where Chart 1. and Locates battery. hood release fs located. A. Where isix located? B. Student will remove Student will value the Chart 5. B. Filling the cells: caps after instructor danger of aiid irn battery. has warned 'student of Student will seeactual C. Recharging the battery. the dangerous 'liqui-d Cells and will learn not acid in the battery. ro overfill them. D. Cleaning the terminaf. Distillyilwater will be funneled into each cell, where needed,- to fill to water line in $ battery:. Not overfilled.

C. Student will remove Student %ill gain knowledge-, Chart 175. grOund cable from thdla sparkcan make a battery 'post. fatal bomb out of'a battery. Studerit wi 11 clamp Student will learrk that by charger cables to, removing ground cahje first. batteryposts after no spark will occur. locating potitive post Student will learn cHerger on battery and placing cables muSt be dead before positive cable from connecting, them to the bat charger on that past. tery posts. The student wild make Student will be.alerted ti) Chart 5. certain the charger is the fact that an Wive not operating before charger will spari< onto clamping on the negative the post and could explode cable. Student will now the battery if removed while turn on charger and set ctive. time and charging rate desired. Student will turn charger off, before removing charger cables from posts.

101 1 G2 -57, Motivation Techniques Student Activity, Predicted'Outeome Resources

(Continued) D: Determine how cables are Student will analyze job Chart 5. held to posts and remove to be done, before acting. battery, using a post Student will' gain Chart 5. jack furnished by the knowledge that battery instructor if stuck-too can be ruined by forcing tight. . cable off battery with z--, ' Using cable, and post wirewrong method. broth furnished by in-. He will learn of tool structor, he will clean used tO bPighten posts I exterPOr of posts to a and 'cables, before in- , bright finish as-well stallation. as the interior of the Student will prevent Chart 1-5.

cable' slamp. . injury to himself or Student will replace r'uini'ng batter'y by knowing cables,.positive, first, how to prevent a spark then negative, to pre- over the battery. vent spark, Secure Student will learn a battery Chart A-5. cables to pAts as can- L drained of current method indicates. Stu- by rrarsture of'termienal dent will clean top of corrosion being lefti battery of moisture as pOetween 'cells-on.top off well as of corrosion, battery. 'his will be as either will cause learned by testing, with

the battery to drain . " OHM meter. iksele between cells.' Student will clean tools, e and wash hands to prep , a v injury from the : attery acid on the hands Now close hood.

I 1i4 . $103

, 4 tr. ii. i

. . . . i

. CHAR* INDEX FOR UNIT RESOURCES

1. 'Instructors Mole Playing As A Service Station Owner.

2..,Too4s, ,equipment, and Materials Furpjshed by Initructor.

,X 3. tar in Shop Instruction Ares.

4. Motors Manual Latest Edition. ,. . , ..._ > 5. Text Book HAUtomotive Fundamentals" by VenK - Billet. di

-' 4

lib

s . fl 1

.4. #

t f

) .. $

..4

-59-

i AO 0

4 a JOBS IN FORESTRY AND RELATEp INDUSTRIES

$ -SENIOR HIGH SCHOOL

a Behavioral Objectives

1; The student will gain a knowledge of the, various jobs available in forestry and the related job clusters during Ihe teaching of the unit as measured by tie teacher's informy test.

2'. The student will respond to the information gained from the unit by composing a 150d word unit paper, on the occupation of his or her choice to be measured for accuracy of information, research, observation and knowledge gained by a 70% accuracy check by.the teacher.

3. The student will imitate the process of planting trees for profit, pleasure and conservation after the unitis completed as medsure4 by the teacher's observation and discussion.'

. - Motivation Technique StUdent Activity Predicted Outcome Returces

Theteac dr will prepare The student will use the The student will gain a The teacher will pre- a list terminology to dictionary to define and knowledge of the terms pare the vocabulary list Oe use, the forth- familiarize him or her- to be used as measured and any available coming 'study of forestry. self with the terms. by a 70% accuracy'check dictionaries may be by the teacher. used.

The teicherwill begin The tudent will listen The student will gain a Availablappamphlets on and lead '4 discussion on to 0,iscussion and- knowledge of the various the various job clusters foreitry and conservatjon also par c pate. % job clusters in this are to.be distributed

job clusters; field as measured by the - to the student. teachers observation.

The teacher will first The student will listen The student Will compre- ,Material for'the le6ture preint a .lecture on the to the lecture and later hend the history of foreStry may be/found in The his ory of forestry to be participate in the dis- as measured by the teachers American Nation. folf owed. by a diocusSion. cussion. observation-. 107 10i)

-6o- 4". Motivation Technique Student Activity Predicted Outcome Resources

The teacher will, discuss The student will listen The student will display the Material may be found the first national parks and participate in the knowledge gained by answer- ip TheAmerican Nation and,pioneer conservationists. discussion; ing with 70% accuracy in an and The People Make A

informal discussion. "IF Nation.

The teacher will discuss the The student will lten The student will apply.the Information can be types of forest as related to ,and complete thg4assign- knowledge of the relation- 1 obtained from avail- climate and.assign a world map, ment. g a ship of climate to the abre forestry charts, to designate the type's of for- types of forests.to the map weather charts, world ests and climates. assignment. It'will be maps and United States checked for 90%-accuracy History. in by the teacher.

The teacher will discuss jobs The student wtil 'listen The student will apply a Information can be

in chart making, meterology, and participate in the knOWledge of jobs in this , 'obtained from the forest mapping end related discussion." area-in promoting interest forestry and weather

areas. in preparing for jobs as bureaus and 1....21T observed by teacher. Human Achievement.

The teacher will - discuss the The student will listen The student will analyze .Information can be the forest of yesteryear as and prepare the chart the need for conservation obtained from Economic, comparedwith the fores& of assignment. as shown by charts checked and Social Geography today and assign charts showing- by the teacher for 70% andany-available, forests of 1620 to present. accuracy. encyclopedia.

The teacher will obtain The student will listin The studept will gain A guest speaker can be' a conservation speaker to to the speakeriand make knowledge of jobs avail- obtained from the local talk to the class about_ not of the important able _in this area as conservation department various jobs in this area. information. . measured by the teachers observation.

0 108 t v 109 , Motivation Technique Student Activity . Predicted Outcome Resburces

The teacher will give a The student will take The student will apply -The test will be

. written formal test on the . the test. the knowledge he or she prepared by the material thus covered. has so far gained in teacher.

, scoring at least 70% ac- duracy on the 'test graded by the teacher.

The teacher will lead a The vtudent will parti- The student will respond - Information can be 'discussion on wood pro- cipate in the discussion by compiling the listing obtained from Economic ducts and items formerly and complete tie listing 'and thus increasing his . and Soiial Geography,. made of. -wood that are now,., of products. or her knowlJdge of the discussion and avail- made of plastic. Assign importAnce of wood. able encyclopedias. a listing of such products.

The teacher will ihow the The student will observe The student'will analyze The film to 15e shown film '"Timbering in the the film-, note the assign- the types of wood and is "Timbering in the Northwest" and assign ment'and use the available their uses as measured Northwest" and the student to bringrlin samples 4 references.\ by the teachers 70h available' reference of wood and labe4 and ,list` accuracy check. books'may"be used. ' uses of each Sample. ti

The teethe% will arrange a The student will observe The student will gain an field trip,to the local and listen to the discussion understanding of the types saw mill to observe the at the'mill. of work in this job cluster milling process. as mevured by the teacher observation.

The teacher will discuss The student will listen The student will initiate Maps and information the furniture industry and and complete the map the appropriate map forms may be obtained from assign maps showing the assignment. and apply knowledge learned Economic and Social 'areas of concentration p,f to the map. The map will Geography. furniture and wood industries. he checked by a 70% t accuracy check by the teacher.

-62- . Motivation Technique Student Activity Predicted Outcome Resources-

The teacher will arrange The,student will observe The student will gain an a field trip. to a fuiniture" ' and listen to the tour. awareness of the many factory. , types-of jobs and the ' kind of work performed in the furniture factory as measured by the .teachers observation.%

The teacher will lecture The student will listen' The student will_ organize Materials can be on the types of 'soil and to the lecture and com- the maps according to the obtained 'from aid in the preparation of plete the map assignment.. soil types to be checked Economic and Social maps showing the various by the teacher foraf.cufacy. Geography, Physical types of soil. Science and any - world maps. -r The' teacher will arrange The student will listen The student will gain a for a soil conservationist to the speaker. knowledge of soil science to speak before the class. and the jobs available rn this area and may apply this knowledge to obtaining a job as measdr\ed by the teachers observation.

The teacher will invite The student willlis'ten The student will gain a a county agent to speak to the speaker. knowledge of the types of on the -types of soilin the forest and soil native to county as related to forestry - the county and may apply and the types of forest this-knowledge to obtain native to the country. jbbs in this area. . The tea cher will invite The student will observe, The student will imitate a nursery man to speak to the listen and participate the tree planting process class and demonstrate tree in, the actual planting and will be measured by planting. of the trees. the teachers observation.

112. -63- '113 I a

Motivation Technique Student Activity Predicted Outcome Resources

The horticulture vocational The student will listen, The student4,611 gain a teacher will be invited 'observe and note the knowledge of training and to speak to the class on importance of the speech. the jobs available in this preparation and jobs avail- area as measured by the able in.this area. teachers observation.

'The teacher will lecture The student will listen The student will compre- Material may be and discuss the wood and1101rticipate in the hend the value of forestry obtained from the industries and their discussion. and how they may partici- Chamber of Commerce, relation to the county's pate as measured by-the local factories and economy. teachers observation. the conservation department.

The teacher will arrange a The student will observe The sthent will compre- field trip toa farm wood The field trip may, be and listen to the tour. hend the value of forestry aryangedjor phq fpqm lot and then on to a economically and have a wood lot and the other pulp mill better knowledge of the tour at the pulp company. jobS-availablq at a pulp mill'as measured by the teachers observation and discussiop.

The teacher will discuss The student will parti. The _student will gain an Material for research diseases, blights and cipate and.. listen to the awareness of the jobs in may be obtained from insects and jobs avail- lecture. this field such as micro- the local conservation able in this cluster. biologists, tree surgeons department - and -The People and botanists as measured -Make A Nation. by the teachers observa-, tion.

The teacher will arrange The student will observe The student will learn of The trip may be a field trip to a tree and listen to the tour. the type of jobs available nursery. arranged for a tree in this job cluster such nursery. as seeding, planting, 115 1I 4 sprayiAg, packing, tagging, delivering, soil analyzing and record keeping. r. I

Motivation Technique `Student,Activity Predicted OUtcome Resources

The teacher will lecture The student will listen The student will see more The file"Great Forest on fire--the forests to the lecture and ob- clearly the destructive- Fires in California" greatest enemy--and show serve the film. ness of firs and learn to may be obtained and a film "Great Forest Fires- be mire careful as mea- material for a lecture in California." `steed by the teachers may be secured from observation., the local couhty agent,-

The teacher will display The-tstudisukt-4,444.4 4sten------The student will evaluate Materials that can be charred wood and discuss and participate in the jobs in this area Of fores- Lled are charred wood the effects of fire on the discussion. try as measured by the samples, job lists and forest and jobs in the 4teachers observation and Economic and Social arearof forst fire control. discussion. Geographt,

The teacher arrange The student will observe The student will imit e The trip may be arranged a trip to a Christmas free and participate in the the planting process i1/4 for a Christmas tree 'farm. , actual planting of this 4hown by the owner as farm. type of trees. measured by the teachers observation.

The teacher will lead a Thestudent will listen The student will respond Material may be found discussion conceroing and participate in the by participating in the in Economic'and Socdal cutting methods, needed discussion. conversation movements and Geography and evailabfe legislation to protect our learn to become aware of encyclopedias and forests and the part each the needed legislation by newspapers. L-pers -4. can play in conser- measured response to an vatioh. informal test given orally by the teacher.

117 -65- 4

Motivation Technique - Student Activity PredictedOutcome Resources Al 'N. ir

. The teacher will lecitire The student will listen The student will gain a Material may be found and dUscuss,forestry as and make a list of jobs kpowledge of various jobs ip Human Achievement

related tqAtcreation and in this.area. such as guide, management - and-any encyclopedia. other jobs in\this area.', of the foreit recreation _area, consultants and engineers as measured_ Iv' by the-teachers observation.

The teacher-will obtain a The student will The student will compre- A speaker may be ob-

'speaker from a-wildliTe _ to the speaker. hend the jobstand the tainea from a wildlife

. station to talk on the , duties involved as mea- Station. value of forests and jobs sured by the teachers .avallable,rn this area. observation and discussion. A

, The teacher will invite a The student will listen The student will compre- A blank Civil Service speaker from the local to the speaker and obse bend thejwalue of Civit test may be reproduced. employment office 'to speak Next he or she will par Service and.how to ob- ablout Civil Service examlna-7 cipate in the trial: tain a job in this area

'Later the teacher , examination. by a competitiVetest will administer a trial 'checked for accuracy. .Civil Service :est. 4 The teacher willIMeed a /The student will /listen The student will gain an Material may be found

discussion in -industry . andparticipate in the. awareness of the jobs in in any avertable as related to forestry. discussion and list the manufacturing and encyclopedia. industries of this' type.' resale of these products as measured Iv the teachers in formal test. 4

4, 1

Ai .1 tg 46

a . 'Motivation Technique Student Activity Predicted Outcome Resources

The teacher will assign a The student will accept The student will analyze Student may obtain 1500 word paper on the the assignment, begin the jobs available in the information fromi occupational field of his the research work and various clusters and make their notes, obser- Pr her choice. complete the work. a decision as to the job vations from field * he 'or she would like and trips and books used organize their paper ac- in presentation of cordingly. The paper will the unit. act as'a final'iest to be checked by the teacher for accuracy in research, observation and actuarknow- l ledge. , ,

...... si.

, 0

I ..

6 ,

6 r 121 , 120 a

-67- 4, HIGHWAY CONSTRUCTION CAREERS

Construction Behavioral Objectives .

1. The students will deMonstrate a knowledge of occupations foundin the highway construction

industry= by listing ten of them on a pencil andpaper test wilth 100% ad-Curacy.

'Motivation TechniqueS 6' Subject Correlation.' Student Activity Predicted Outcome Resoil-ces

VO The teacher will compare Students will ass.ist in The students will be Ginn's Rise of the highway construction 1820 - preparing a list of able to list ten-occu- American Nation. 1834 with todays construction occupations related to pations associated with b means of a class discussion. highway construction to highway construction on 0 be compiled on the chalk- a pencil' and paper test board. with 100% accuracy.

-ON

123. 12 HIGHWAY, CONSTRUCTION CAREERS 1

Ninth Grade Construction Behavioral Objectives ./ I. The students will gain a knowledge of the function of ten highway construction occupations which they have selected by writing .3. job description of each.

Motivation Techniques 6- Subject Correlation Student Activity Predicted Outd5ille Resourc(s

. .

The teacher will present The students will parti- 0 The students will be able Educational Sensory ,various tapes on the cipate in a discussion of to prepare suitable job Programming: occupations selected. these occupations. descriptions 1. Diesel Mechanics The teacher will explain 2, Engineering Z.- and. demonstrate each of 3. Surveyors the occupations selected. -_.. 4. Laborers

124 125

-69- HIGHWAY CONSTRUCTION CAREERS. Conetruction BehaviorlkObjectives 1. The studenti will demonstrate their knoWledge of the occupations by producingand participating in a skit presenting the ten occupations selected.

2. The students Will demonstrate a positive attitude toward the classworkby their willingness to participate in this role-playing. 4

Motivation Techniques Subject- Correlation Student Activity Predicted Outcome Resources

The teacher will explain The students will pro- The students'wjll demonstrate Educational Sensory and co-ordinate the duce skits with various that they understand the Programmtng: students activities. students writing, direr- 'functions of the ten ting, acting, preparing selected occupations Carpenter costumes'and props for by presenting the skit 0 the skits. in each class period, 2. Sheet Metal -Worker The students will demonT strate a posit4ve toward 3. Stonemason the classwork.by their willingness to partici- 4. Structural pate in the skits. Steel' Worker

j26 12r r

'HIGHWAY CONSTRUCTION CAREERS

Construction Behavioral Objectives

1. The students will be able to demonstrate a knowledge of each of the occupations in the constryttion industry by being able to list (Written) two responsibilities of each of the ten occupatioffrwith 80% accuracy.

Motivation Techniques & Subject Correlation 'Student Activity Predicted Outcome Resources

The teacher will present Thpfstudents willdis The students/will be Films: various media materials cuss the media materials. able to identify on a to the students concerning paper and pencil test "Careers in Construction" - these occupations: They will discuss the two responsibilities Farm Film Foundation. dgpendency of these of each occupation with, occupations upon the 80% accuracy. "A Special Breed" - Jam total work pic.tere. Handy Organization.

"Way to Go" - Pennsylvania Highway Departitent.

129 /28 -71- I

HIGHWAY CONSTRUCTION CAREERS

Construction Behavioral Objectives

1. The,students will be able to prepare a suitable questionnaireto be used to gain /additional information concerning highway constructioncareers.

Motivation Techniques & Subject Correlation Student Activity. Predicted Outcome Resources -

The teacher will discuss The students will be The students Will be able, the value and use of the able to construct and to construct and use a. questionnaire. use a questionnaire-vihich - questionnaire which will "Utiverse and Other will help--totheir help'in their exploration Thirigs" - Modern Talking exploratiok of the of the occupations. Pitt:ures. occupations "Cateers: Construction" - Diciableday. vr:

. a

'4 131 4. O HIGHWAY CONSTRUCTION CAREER anstruction Behavioral Objectives

1, The students will .gain aclearer unde rstanding dndapprecration of these occupations by experiencing

. during a field trip to alocal highway -construction site.

sof

Motivation Techniques SubIrtt Correlation Student Activity Predicted Outcome Resources

The teacher, will arrange 4 411010students will make The studefits will gain, Local Construction a field trip to a local a field trip to a a clearePnnderstancling Union. highway construction site. construction site to by 'a first hand e)tperi- gain firshand ince 'on a hig4way construc- Localattastor. experience. 4 tion site. r-

do 5 ioe .

d. a .

r 133

. a

i4IGNWAYCONSTRUCTION CAREERS Construction

Behavioral Objectives

.The students will gain a knowledge of the duties, levels of training -and expectedsalaries of each of:the various occupations as demonstrated on a written examination with 80%-accuracy.

Motivation Techniques . & Subject Correlation Student Activity Predicted Outcome Resources

The teacher will arrange The students will be The students will have with variousxommunitx Local resource people involved in a question developed a clear under- people to present a pinel from constructiOn and answer session with standing of the various discussion on the construc- sites and local labor the various panel members. construction occupations tions to be followed unions. up by As shown by a 80% grade a question and answA- session. on a written examination.

13: 134 , CONSTRUCTION UNIT

Objectives

Cognitive: The students will gain a knowledge of the steel, and lumber industry and its importance in construction in the United States during.the'unit of study as measured by objective test.

Affective: The student will become aware of the many job opportunities found in steel and lumber industry in the surrounding area during the unit of study as measured by teacher observation.

Psychomcitor: The students through role playing wiI demonstrate through imitation one or more tools used in construction during theuniltfstudy as measured by teacher observation.

136 137 -75- Te

Motivational Techniques 0 & Subject Correlation Student Activity Predicted Outcome Resources

Class will discuss Future plans of the Through class discussion Have school guidance careers in general. students will be dis- students will be aware of ,: counselor discuss job, cussed. Types of the many job opportunities.; opportunities and work they plan to requirements. pursue.

Crass discussion: Student will discuss Students will be made aware Parents, neighbors, the many types of of the many job opporte fripnds, who work in ,industry in the' area. nities. local plants. Types of job .apporr tunities in each industry.

Students will take Interest test for Students will have a 1. Kuder General interest Test. all students. better knowledge of the Interest Survey. many job clusters avail- - able for them, and what 2. S.R. A. 'Career File. the requirements for seeking employment in a 3. Chronicle Occupational specific job or field. Brief Service.

4. Filev*available in Guidance Office.

Class discussion. Class will discuss Students will be aware Talk to parents, types of construction , of the pny construction neighbors, and friends. jobs. fie4dsiof work.

139 138 Motivation Techniques, &.S6bject-Correlation Student Activity Predicted Outcome Resources

Filmstrip. Students will watch Students will be more Raw Materials of Steel filmstrip and class aware of the steel discussion will industry, and that Making- Library. follow. valuable part it plays in construction in the United Slates.

Filmstrip." Same as above. Same as above Chemistry of Steel -

Library.

Filmstrip. Same as above. Same as aboVe. Competition_ and Research

in the Steel Industry

.LibrafY.

Filmstrip. Class discussion will Students will be aware Cradle of an American follow each filmstrip. of the steel industry,

and the valuable part it Industry - Library. ' plays in construction in the United States.

Filmstrip. Same as above. Same as above. America Grows With Iron

and Steel - Libr.ary.

Class discussion. Students will discuss Students will gain a the steel industry and knowledge'of the many its uses. jobs available in the steel industry.

140 - 77- 141 Motivation Techniques & Subject Correlation Student Activity Predicted Outcome Resources

Filmstrip and record. Class discussion after Student will gain a more Where Do We Get Our 1\_(,each.filmstrip. thorough knowledge of our Lumber? forest, and the importance trees play in our lives. Board Office.

Guekt speaker. Class will hear Through questioning the Local banker or Real speaker on financing speaker, the student will Estate agent. and buying a home. acquire knowledge of obtaining loans in financing a home loan, or ways to borrow money in the

construction of a new . home.

Filmstrip and record. Class discussion after Students will be aware of How We Build Houses. each filmstrip. how a house is constructed in the beginning to the BoardOffice. finished hoMe. They will IP also gain a better knowledge of the tools and )obs required in its construction.

Field trip. Students will visit Students will gain a Local~building site. local building con- knowledge of the many differ- struction site. ent types of lumber used in home construction.

Role playing Students will be divided Students will initiate and Students imagination. into groups by their give demonstratiohs of the 1 own..choosing. jobs used in construction. 143 14')

-78- Motivation Techniques & Subject Correlation Student Aclivity Predicted Outcome Resources

Class reports. Demonstrations. Each student will demon- Students imagination. strate some tool used in construction. Example: 1) Demonstrate how a - pipe wrench would be used in plumbing. 2) Hammer used in car- pentry.

Class final activity. Drawing of house Students will value the Students own floor plan. Jmportance of planning the imagination and studying construction of a home, of other home styles where each room should,be throughout the' area. located, and the importance of planning a home'to their own liking and style.

144 -79- 145 er r "'

O A 9

AUDIO VISUAL AIDS 4S ,,,. '

-.American IPoWandSteel 1 stitute,America Grows With Iron and Steel. (0,1mstrip andricord.) ? g- 1 Amerkan Iron and Steel Instieute, ..;14e1Unit 11, The Chemistry of Steel.': (Filmstrip.)

010 ,Ameqcap,rrpn andSteelthstitut Industry,andEconomics Unit II,AL .ColITAtition and Research In Steel Industry. (FtImstrtp.)

Fir4st'Ion Works. Association Inc. and American Iron and Steel Institute, Cradle Of An American Industry.,(Filmstrip.) c . . . - . , . ` Eye Gate Hodse, How We BuildTAngs, How We Buildillikuses.

Aner,ican Irbrf and Steel- Institute, Raw Materialsof Steel Making. (Filnistrip.4

,A - 141 -.. 'Impqrial Film CompaNy:°Inc From -the Series...: Where Does Jt 'Come From, Where Do We Get Our tu,er? (Fil ip and Record.) ,

( ,

4 YM

t 4°

s I

'-?1$ ,

3. 1 146 1 0 ( SELECTEDEUROPEAKMANUFACTUR,444G OCCUP'TIONS COMPARED TO THOSE OF THE UNITED STATES i mo Behavioraj Objectives

. _ Cognitive: The students will gain a knowledge of the various occup ons'available here- ire the'United States by elating them to those of southwetern and northern Europe, when studying the various countries during the unit ofstudy as measured by teacher prepared test with 65% accuracy. I - Affective: The students will value the importance ofthe various occupations studied .' throughout the'unit comparing United States'opportunities to those of Europe as measured by teacher observation. d 410" 'Psychomotor: The students .will Mbitate the various jobs of Southern Europe through role play_ in-the unrtlas,observed by the teacher.

Motivation T n4 ques Student Activity *Predicted Outcome Resources , -

Show film. ' Students will discuss the Students will comprehend "YankeeSails-Accoss topography, geography, In- the lifestyle of-the people Europe" - List . dustrial make up,,human and how they relate to their

resources, various occu- particular environment. , pational fields, and facts learned about Europe'.

Simulation activity. Students will complete an Students wil apply their Text book; List 1. activity sheet that corre- knowledge of Europe in Worksheet. -44,. lates with Aext book which finding facts about' ternal, and external rac- tip will help reinforce the physical and general make teristics. up pf Europe.

- 4

1 4V` 14 - 81- r Motivation Techniques Student Activity Predicted Outcome Resources

Students are divided into ''"Students choose countries Students will lain know- World Book - List I. Mediterranean and Scandinavian of study. , ledge of a country's groups. manufacturing by doing researchto be used- later. In clas. /

Film. discussion of Students will gain a knowledge,of occupations in the ."Land of Mediterranean" - Mediterranean area as judged 'List 2. by their class'participation.

Student reports. The students will com- -The stttIents will comprehend High Timber Forestry, As pare the United States the similarities of the.two A Profession - List 1. Filmstrips. southwest coast manu- regions through oral reporti facturing to that of the and filmstrips. "Where Do We Get Our Mediterranean coast by Lumber" - List 2. discussing report and -0( filmstrips.

.Field trip. The students will observe The students will respond Pulp and paper company - the pnocess in manufactur- to the field trip as judged List 3. -ing of paper. through an oral discussion of the various jobs per- N formed and available.

FjImstrips. Owdiscussion of Students will be'made aware 'The Conservation of Redords. Tape. filmstrips. . of, the many job opportunities Forests", "For-looters S :theoughout the United States Forestry Aids" - List in the field of forestry in 1 addition to the pulp and paper industry.

' 149

i 4 yid -82- "Motivation Techniques Student Activity Predicted Outcome Resources.

Filmstrip: The "students will discuss Pupils will be made aware "Our Dependence On the.filmstrip. of the many job opportuni- Oil Workers" - ties in the field of petro- List a. leum and why it is an important natural fesource, by writing a short paragraph on the subject.

Bacon Fry. The students will fry The students will respond by Danish Bacon, -OAK and sample Danish bacon. comparing the taste and and Arimrine brands - quality of a Danish product List 3. to bacon from the United States by sampling.

Field trip.' Siude;ts will observe The. students will gain a Lo al dairy farm - the various jobs re- value-of the varied know-' List 3. lated to a dairy. Ledge and of a dairy farmer ty1 the production of the finish, product, milk, as "measured by the teachers observation' in oral discussions.

Filmstrip.: The students will make The students will gain know- "Dairy FarMing" - posters, charts end bulle- ledge of the Many and varied "Where Do We Get Our tin boerd displays of jobs k tbe field of dirring Milk?" List 2. various dairy regions, and where they are lOcated. jobs and products in the United States and in Europe.

151 -83- Motivation Techniques Student Activity Predicted Outcome Resources

:Student reports. Film- tudents will discuss the Students will be macie are "Making Clothing" and strips. world of design in Paris of the many occupations and "Where Do We Get Our and the United States. fabrics used in the fashion Textiles" - List 2. world,. a on show. &i The students will make- Pupils will imitate models Wearing epparel. bulletin boards and of Paris and the United model fashions. States by giving a fashion show, after studying fashions made 4n Ohle-United States and Paris.

Field trtp. Students will- observe The students will gain know- Quality Manufacturing - the many jobs of the ledge in jobs available at the List 3. assembly line at the local factory and will list dressifactory. 10 of the jobs to^be graded by the teacher with 65% accuracy.

Film. Class discussion of The students will comprehend "Where Do We Get Iron" - film. the-many uses bf iron bre t List 2. and will apply this knowledge later in their stolies 9f this topic.

Student reports. Students will report on Students will gain knowledge "Structural Steel Tapes. iron ore occupations in on the various areas in the Workers" and "Iron the United'States and United States and Europe ..Workers" - List 2. Europe with the aid of °where occupations are located tapes. concerning the iron ore industry, by writing a short 154 paragraph, which will be 151`i graded by the teacher with 65% accuracy. imp

Motivation Techniques Student Activity Predicted Outcome Resources

Filmstrips. Have a class discussion Students will receive a "Where Do We Get Our pertaining to the film- general background of the SeafoOd" and "Our strip. vast and varied field of Dependence On The fishing. Fishermen" - List 2.

_ Student reports: Stude6ts will report in The students will gain The Book of Fishing. more detail the jobs re- knowledge of the work in- lated to fishitig and where volved in becoming a fisher- A Complete Guide To some ideal,fiihing grounds man, some of the risks, and Fishing. "are located. the ideal lqcales in which to reside;' accuracy of dis- /' cussion wiftbe observed by the teacher.

155 156 S -85- BIBLIOGRAPHY

LIST 1

Bradley, John H. World Geography. Ginn, Fourth Ed., 1968.

Coombs, Charles 1.High Timber. World Publisher, 1960.

Evanoff.,...Vlad. A Complete Guide To Fishing. Crowell, W. H. Wilson Co., 1961.

Hanaburgh, David H. Forestry As A Profession. RosePress, 1961.

National Geographic Society. The Book Of Fishing. The Society, H. W. Wilson Co., 1961

Perry, John. Forestry And What They Do.F. Watts, H. W. Wilson Co., 1963.

World Atlas:Rand McNally, 1968.

World Book Encyclopedia, 1971.

LIST 2

AUDIO VISUAL

"Yankee Sail! Across Europe." Etna Life, Free Guide to Social Studies Material, Educator's Guide.

"Land of-Mediterranean." Cbrnet, Mason County Material Center.

"Where Do We Get'Our Lumber ?"684-1 imperial Film Co., Career Education Dept.-Board Office.-

"The Conservation of Forests."Eyegate 99-F, Career Educationept.-Board Office.

"Foresters and Forestry Aids."4506 Tape, ESP Inc., Career Education Dept.-Board Office.

"Our Dependence On Oil Workers."446 Cduiculum, Mason County Material Center.

"Dairy, Farming."' 54-F Eyegaie, Career Education- Dept.-Board Office., ) . ..

"Where Do We Get-Our Milk.",68472imperibl Film Co., Career Education Dept.-Board erflIce.' 1' e- 4 "MakingClothing:"Eyegate X315'F,Career'Education Dept.Board1 Office.

<86- Ca. .

LIST.2 (ContinalhO

"Wheilatflo We Get Our Teitiles?" .685-1 11W0erial filmCo., Career Education Dept. -Board OffPte."

"Irpn Wo-kers1P ,Group 4,7ape 7,International Teac hing Taps, Career tducation Dept.-Board Office.

."---__:, "Structural Steel,Worrers;1 4568 Tape ES.P Inc., Career Education Dept.-Board Offlpe. -,

. . - ) i > "Our Dependepces On The Fishermen." .0438 Curriculum,MasonCoJtyMaterial Center.

, ^

ta' LIST 3 ,o f RESOURCES * .

1 Workslieet. .

-4 Chillicothe Pulp and Paper Company, Ohio.,. - Mr. C. C. Lewis, Jr., Route 62, Point' Pleasant, West Virginia. Quality Manufacturing Company, Point Pleasant, West.Virginia.-

*Resburces 'should be selected for Area served. . 4 4 ,

.0 1 lt0 SELECTED GOVERNMENT POSITIONS

ZehaviOr Objectives

Cognitive: The student will gain knowledge of basic formand operations of world and local 4 government as determined by an objective test. . . Affective: e student willbecome aware of government responsibility, job roles',-operational procedures, andgeneral importance of elected positions as measuted by teacher tOservation.

Psychomotor: The st4ents wil1 assume the rbll playlf an entire mock election, consisting of all 4 aspects-lit totalelection,procedUre byeacher observattbn and student feedback,,, P."

'Method of operation. StudentExperience Predicted Outcome Resources.

Introduced names of The students will define The students will be .[Ilictiona -and Index government forms. the forms of government.. able to describe various .glass om tect. . types of- governments.

Class Discussiop. -The students will inter- The_studenis through prettheir ideas on various class discussion will government forms. form an opinion 'on each 'goyernment form.,

,Introduce simulation The studentwill gime 'the students will realize Infomotion on'aorka game by, reading tribal feedback of tribal groupipgs. tribal- differences. Unit. . characteristics.*

Class Lottery. .The students selected from the Students have placed I kilt or container:ion- a hat theirntribaleffilia themselves in their tribes . ,teining names repre-- tion to use in the simulation, for simulation game. sentipg 4'tribes. . game.

[Tribal Grouping. the tudents will study , The studenttdentitie with Student react-Jon,: indf4idual trYbal charac- .other trtbal4lemberi and: - teristics. P 461 . lehrn basistribal charac- 162 teristics. -

# (Method of Operation student Experience Predicted Outcome Resources

Present 'geographical The student will identify,.. - The students will be made tiverheadprojector, map of country tribal label, locate a color map aware of physical and geo- crayons, colored boundaries. of country. , - graphical relationships. pehcils,

/f;1401 Elections. The students will elect , The students will select Students. by, a form of,.their choice aqualified person for 'a chairman, secretary and . the positions. a tribal representative.

Provide list of questions. The students will select Each tribal secretary -Student material;. the best form of govern- will record a list of page 6., ment for thei.-r respective tribal selections. tribe for each question.

Borka Constitutional Each tribe wilt send their The four members of Same-as above. Assembly. tribal representative to ' Borka Consitutional Borka Constitutiohal Assembly will average ,. Assembly. the foOr lists -to determine the most desired form of government for each ques-_ tion.

Borka Constitutional The student tribal repre- The Constitutional ASiembly Snit:lent material, Assembly. sentatives,will discuss and has selected a form of page 6. select by popularity the government for the r the most desirable forms country of Rorke. of ,government for Borka. i At ClaisDiscus§ion. The student WM-discus's-. The students will have after dropping tribal roles\k.sagriedupon one government if they will support,the. form. if form of government selected.

4 163., 164

-89- cs

hod of Operation StudentExperience :Predicted Outcome Resources

Resour Person t. The students will lis'ten The students will build 4 and react to a speech by responsibility of citizens. a resource person.

Resources-Person 2. The studenis will ob- The students will become Creative Arts Teacher serve the Creative. Arts aware that they can get and supplies. Teacher dOmonstrate poster involved and create things and slogn preparation and they never thought possible. can then make a poster of their own.

Student involvement. The students.noedesiring Appliance cartons from to join other projects may local dealers.- assist bdllding voting - bobths from refrigerator boxes. ..?.0 sJ The other students 'not , J-44k,) Old Eletion Ballots. involved-with-any above may,, design and produce official t ballot.

Students not working in any Ask parents about polling Other positions can be procedures. poll workers and vote 4 counters. W

Class activities. ,The students will vote. The students will ex- Adult experiences. ercise their voting privilege.

1 C Method of Operation' Student Experience Predicted Outcome Resource

Class Discussions. The winning students will All students should be assume the elected roles Made aware of the honorable on the appointed day. way of winning and losing.

Students relating The twenty elected stu- All students involved will County offices and V.T.R. experiences. dents will give reports get to view office positions equipment. on each position on videotape and responsibilities. recorder to the class on the job position.

13' 16b -91- , BORKA

`Borka is a land of variety. In the south the plentiful rainfall

and rich soil ensure good harvests. In the north the dry, treeless lends

support cattle and goat herds. In the northeast the flatlands giveaway

to the ruggedSirik Mountains. The-few people who live in the Siriks make

their living by hunting. Their' life is hard.

Four tribes live in Borka: The Duda, Lakali, Kan-Kan, and Woodzi.

They *have recently decided to unite and becomeone rition. The leaders

of the tribes are meeting in the Lakalicity of Synburg to choose a form

of government for Borka. The question the leaders mustanswer is: What

form of government wilt be s it the people of Borka- dictatorship,

oligarchy, or representative democracy? The many differences between the

four tribes mike this question difficultto answerHere is a brief des-

cription of each of the tribes.

THE DUDAS - The Duda tribe, with $00,000 people,makes up over half of the

entire Borkan population. Most Dudes are farmers. Their land is rich,'

and they grow more than enough to feed their families. What they don!t

eat themsetves they sell to Kan-Kan and Lakali. A typical Duda farmer

builds Pis own "house; clears, plants, and harvesthis own crop, and makes

his own tools from wood and stone. He greatly enjoys his independence,

. and is not used to taking orders from others. He values'education which

helps grow better crops.

THE LAKAL $ - The'Lakali region is laced withmany rivers. Because of its

rivers and fine harbor at Port Saz, Lakali isnaturalty suited for trade.

The Lakalis are the merchants of Borka. They trade Darken harm products

and beef for products from Fasa, Wesa, and othercountries. Trade has

made the'Lakalis rich, the 300,000 Lakalis controlmost of Borkes-mone

The- Lakalis value education, And many of them have studied overseas, The 1. 6 9. 12- r

LIS (Continued)

The fine university is Synburg is the only universtty in Borka. Wearth

and educ tion have made many Lakalissmug. Evidence of this feeling isa

jump-rope rhyme often heard on the, streets of Synburg:

Lakalis must cause the WoOdzis won't

while(while the Kan -Kass can't and the Dudes don't."

THE KAN KA S - The 400,000 Kan -Kans live in the dry northern plains if .

Borka. Acr ss their border is the warlike country of Madawa.. The Kan-Kans

seem shy and \peaceful as they herd their goats'and.cattle. However, Medawa , f--- has,neer been able to defeat the stubborn Kan-Kan warriors. Constant war- ,

fare with MadaWa has affected the Kan-Kans. They distrust everything and

everyone foreign. They refuse modern medicine and education and-up-to-date

. . . . . methods of doing`things. Most Kan-Kans have adopted the practice of poly-

. . i . \ gamy. This practilce of having more than one wifeat the sam'.1 'meti aroseelliC . . because so many Karl -Kan warriorswere killed in battle and the tribe was

growing smaller. TteKan-Kans are interested in Borka'unity only because-

the tribe needs financial help from Lake!' and food fromDuda.'

WOODZIS - The Wo dzis tribe is very small; it has less than 100,000

people. The Woodzis live in small bands which wander from valley tO

mountaintop in searc of game. The herd life of an ordinary Woodzis makes-

himIfue hunting a d tracking skills muchmore than city manners and fine

dress. Whenever a. oung Woodzi boy comes down from tie SirWMountaln,1 .e '

. s he is laughed apt.. a e of his backward manners and rough clothingclothing, '' + t r the Dudas and Lakalis treat the. Woodzi likean outsider. I'Usually the boy, ._, _ .

. , quickly returns to the only place he Is accepted,the Sirik Mountain. .* The evening before the assembly openedmany visitors and residents

gathered in Synburg's main square. Borka's most respected newspaper,

the Syn-Times, put op this large poster in thesquare. It was a list* of

Borka's pressing problems. The paper wanted to encourage the assembly

-91'0 THE WOODZIS - (continued)

to form the kind of government that,could deal With these problems.

4 * BORKA NEEDS' * C

1. A Leader to Unite the:People-of Borka. 2. More Schools and Hospitals. 3. Better Roads and Railroads. 4. A S-trong Defense Against Madawa. 5. A Plan for Economic Growth `and Development. 6. An end to Discrimination against the Woodzis.

The crowd hotly debated the issues on the poster. "It's true enough

we need hospitals, " said one man, '.'but 4 can't see wastrng too much money on schools." ' "Well, where are all"the doctos for your hospitals donna come

from then?" someone called out.

"Awww, them wild Woodzi kids'll never go to schOol

can hardly get'em inside a building--much less teach'em."

A Kan-Kan 41an also doubted the need for tchools, "A father teaches

his sons, and a mother,teaChes her daughters. 14isLs the eldest and 4 111 Pest way to live." 411k

A young man pointed, to the poster and said, "I think we need these

things all right, but Wer e will the money come from? Railroads aren't

4 . e4actly cheap you know!"

"taxes!" cried several voices at once. . ,

"Well, they'd better take It.easy on us," said a plump woman. "What

wth the price of meat gone up-the way, it has, we're barely able to make do now. " , (i a

_94_1 71

et "Don't worry," cackled an old man."You look'well enough off to me. -01,

It's the real poor who end up paying the taxes--the rich folkjust pay,off

the tax collectors!"

"They better not try any of that funny. businelo,on us!" -r "We'd show'em a thing or two!"

JUst then music was heard and theDAhtersof Duda Marching Band

entered the mai-n-square. They led a parade of the Dames of Duda,.who

bitp were carrying banners with file iliagans ONE FOR ALLAND FOR ONE. This

was not simply a demonstration in favor of unity, as the crowd learned :

when the women began to-sing:

"All good ladlesing this song Dudallibda! "Just one wife is never wrong

. Oh, Duda Dames!"

Most ofthe Kan-Kan men pretended not to notice the wordsof the song, al-

though several of their wives-seemed,interested. 4 The Wpodzis just'laughedr-they haveno strict tribal rules about marriage. '-They b:lteve that familyarrangements should be left to the people, involved.

However, the Dames were' determined to get sig tures on a petition to the assembly. Thewanted a law forbidding any B24 rkan from practicing polygamy.

0Many women and a few men signed the petition. Then people started to

, go to their homes or hotels since it was getting late. _Finallya thunder- storm broke and.everione ran inside.

1. Today is he first day of the assembly, 4Yhe question facing the

tribal delegates ,st Synburg is: What form ofgovernment would be

best for Borkai., One of the Kan-Kan delegates, JoveT. Batten, known

throughout-Borka as the "Old One," just announcedto -the assembly

that seven questions are being distributed to each tribal delegation.

:9/-7 2 Here are the questions. .

BoNe needs a leader c group f leaders to unite the country.

Waled leadership that all Borkans will respect. Would a

dlotorship, an oligarchy, or representative democracy bemost ,

. . likely to provide the kind of leadership we need?Why?

. , .. , B. BOrka needs hospitals, schools,Aind.. highways. The 4pney for

,1- these'projects will have to come from t xosS. Which fom of

. ... government-dictatorsNON oligarchy, oror representative democracy, . _ - . coul&moilgluitkly pass tax laws And collectmoney) Why? .. mo

, .,. . C. The peOpWmdlog, rebel if they/think theirtaxesare, too high qr 4,

areurifity (foc iinstante,if poor people'have to pay more taxes

tilan,rithpeople;) Which tpriof government/would be most likely,

. , to estbblishta)040tatthe people willsupport? Why? % D, Thepeopte Of Kan-Kan and Moodzi are afraidiof unexpected attacks-

4Wribm Masle0a.. They a government that wilt be able to help' ... . 6 them,on ;hart notice. .Which form of gOyernment could organize

aa ilie quickest defense, yetstillbe'accepted by Kan-Kens fnd WoOdkisi 0

Why?- -2. .

4 t. . . ; 000 E. .Boika,needs to become'm4e modern. An intel 1 igent plan- for litvel.opl. ,,,, . . . . ing trade, fA-mihp,and ibdwitry will speed up its PrbgreeS. Tte i .."

. , plarners should be:well-educatad Borkans with expert knowledge ao,d

*lAxperience. iath whka-form of goverhinent will Borka gett's-oe best

. , . . . . s * / '717 )-Canrers? Why'? A 0 f . 1# . ';!,. .Whith form Of.governmeni can best,,end discr imination against the yr.. . % . .... :. WoodzIO Why? 11 . - . - . ?. G._ If= rdpresentattie democracy OereChosen, would you supportec148V

. ycbreienfatiOn from each tribe pri-irepresefftetion base.0 on popullation't

# # . . Why?. I Alk."44.

. I (

2. Which form of f-governmentdo you think-would beisupported dy'theo's

greatest number of Borkan people? The greatest number of Bdrkan t ibeit? V . Which form of government do yoU think would bebest for Borka? 4 '4

4111Why? 42/,

r S I II

1 r

tri

41,

,T3

Pj O

BEHAVIORAL. OffJECilVES.

Ccognitive:- The student will gain a knowledge 9f all the areasfor public seri:rice rendered by . _. the library during the sfssions of the class measured byvarious subject area,. *., v examinations with 90 per centaccuracy. % , 42. .

55. Affective( The studeht will gaina sense orvalue and worth 0 books and the librarianship

e profession while working in the library by assistingother patrons to select the

desired materials.

Psychomotor: The student will be ablg to demonstratea naturalizedability toward the card catalog and

other tools of the library while working'in the libraryby beihg able to locate, shelve, , -- or otherwiseporreCtly handlt:and locate;Iecific materlaleavallable with100 per cent

accuracy. 4' , . . ,$ ti I . (-----,

5fr a 176 ok- 175 (

1 s.

9 Motivational Technique' Student Activity Predicted Ou %come Resources

\.,Guided tour through the --Part i pair in tour. The student will be. able Poster of the cave beginnings of civilization to fincreach'separate area man and the reasoning as seen in the libr,ary by of the library on his own, behind the Dewey Decimal

using posters and diagrams. 1 9 System. (OeweV Decimal

1 Classification sheetand R wheel by National library Week proggaq giving similar. informatioir

Discuss'iOwof each of the Students w.111 suggest The student will gain/a How to uset- he Library ten spbject divisions of various subject to be, Ipowledge of the related darts. the Dewey Decimal classification included in each of the subjects in each of the

system and how it is ten divisions. ten classlfcations. 'Ns arranged inthe library. Locate various areas. The student be able to apply this information by' 4-11

Inc 1. lOtatingeach section in the library.

Show example of-the Discussion of first The student will gain know- Sasse, 'Margo, The British Battledore librtries and books. ledge concerning the history Children's Librarian In and rare books. Early of libraries and'books. America -." Library Journal,

subttitutes for paper and . 19, January 1975, p77737 ink.

Sample pf Battledore and .

. rae-books. \'

Discussion of the . Wri.te a shdrt paper The student wilt gain a Books on the Library of 'origins, history, end"value" (1-2 pages) on some knowledge of the,Library o'f Congress. today Rf the Library of or different library hin Congressr-its purposes, uses Congress. the Library of Congress: And history.

,2 Motivational Technique Student Activity Pr'9dicte4 'Outcome Resources virs

Discussion of variops types I Will shelve a given. number *--,Students will be able to TRANSPARENCY: How to of books and how they are- Hof book" S1 including ficii,on, imitate the process of USe a Lilorrary (Dewey to'be elved. Comparison non-fiction, biography, _shelving books properly. Decimal System and Shelf of monei,sto.shelying'rules. reference, short stories, /1,rrangement), 8 trans. foreign language books, and 16 overrays. collective biographies. -

Reviewing rules for shelving Students will work .on Students will be able to Worksheet of possible

and learning-of its importance . worksheets for reviewing naturalize their abilities call numbers. (at'end everyone. shelvirlig rules. to shelve various kinds of unit.) of books.

\ Incorporate numerical and Leain of the Various .Students Will be able trz Library shelves. alphabetical, shelving rules storage Areas for various further naturalize their 'v. for Supplementary ,materials articles. abilities toward shelving and equipment. r audio-visual materials, research periodicals, current periodicals, vertical file information

.1" -ind-equipment.

' J Review rules. Reshelve all types of Studentwill imitate Library shelves. supplementary materials shelving ,of all types of correctly. AUpplementary materials othcr than books. , * _ Ibe,peed to sedure mate.rials correctly -check materials The students will have a know Charging desk. go on a limited basis will` out and in of the ledge and manipulative tech- create 9 need for loaning library, nique for .loaning library library' materials in an materials for books, audio-. 13U orderly fashion.. visual, periodicall,'and' ..'vertical file material. 4

"4. Motivational Technique ft 7 Student Activity Predicted,Outcome Resources

Demonstration Of the comp- He will be able to. select The student will gain a TRANSPARENCY - How to ponents of a catalog card, the various components of i knowledge of the Various Uie a Library (Card including call numbers, author, catalog card,when called parts of a catalog card. Catalog) 9 trans. 16. title, publisher, copyright, upon. overlays. ? and pages.

Comparison of the three' Arrenp data for each The student will be able , Card -catalog.

main types of catalog card - of the three types of to organize information ' subject,title, and author. , catalog cards on actual :into the correct manner cards% for an author, title, and subject card.

Learning how to.find.the Will be given sample The student will be able to Card'catalog, exact book needed. catalog cards and asked manipulate the-information, to locate those books in learned earlier when finding the library and reshelve 'a specific book and reshelvi it. it properly. 4

0 ,By using the Reader's Guide Able to decipher the coded The student will.pgain'aknow- ,Reader's Guide booklets. boOklets, we w1-11 discuss information in a Reader's ledge of the components of ' - Library: FILMSTRIP - the purpose, use, and value Guido entry. the coded information found Reader's Guide - ready, of-the Reader's Guide to in the Reader's Glide to reference, LibreryFilm- Periodical Literature as an Periodical Literature. strip. Invaluable libr.pr'Nli tool.

Learnoere periodltas are DecipheYan entry of The student will he able Reader's Guide to , stored and for how long. interet and find the ' to respond to the infonme:- Periodical Liteceture. magazine article. tiOn ih a Reade:s Guide - entry pnd locateZthat particular issue.'

15 2 -101- Motivational Technique Student Actiyity Predif ted Outcome Resoyrces

Demonstrate how pamphlets and (Select a topic of interest The student will be able to Vertical File Index.

newspapers are stored in and find all paMphlet and . properly imitate the locating the vertical file an4 what newspaper information on of pamphlets and newspaper types 'of information is to the subject. clipping's in the vertical be included. file.

Examine the students grasp Examination consisting of The students will be evalu- Teacher-made test. of the material-covered, in a sample catalog card-(author ated as to their knowledge order.tosproceed to further, card) and asking specific, gained toward -the card cata- . library activities. facts abok the card; where loT, Reader's Guide and to look in thecarci catalog vertical file to be given for titles of books, bio- after completing the pre- graphies, and titletbegin- vioUslessons and to be ping with numbers; sample answered with 95 per cent header's Guide entry to be accuracy. decoded.

By this time, the students Each -student assistant will 4 By teaching others, the Pre-test on, Library should be well versed in sblect one area of the students will demonstrate usage. library procedure and organ- library-card catalog, a naturaliced ability A " ization. The librarian will Reader's Guide, or vertical toward various areas of construct a pre-test con- file in which he wi1-1 become the

cerning library usage and a 45ara-expert id this area. , 9 'give to all sophomoret. The He will then prepare a pi-e7, Libra'rianmust score these sentation to, be given to a. tests and arrange the students rotating group of sophomorei .into three rotatin9 groups by 4 during Library orientation. 'periods. 1S

1 Motivational Technique Student Activity Predicted Outcome Resources

Alb , The Librarian'will administer, 'Score tests and - collect The students will value their All or my of the or delegate the duty to English and Organize data for test . teaching experience as well resources used pre- teachers, the sanI'e: pre-test to results. as gain knowledge% The viously for library be given as a post-test to all evaluation, of their teaching assistants. sophomores. ability will be seen in the result offiem post -test to be given ,to all sophomores

after a formal library - orilentation on a near individual basis.

The desire that students _ Each student will be given The students will gain a Publisher catalogs and, have to assist in selecting $100 to-b-4,..spept in'one of knowledge of the acquisi- professional selection books for the library can , the follOw g areas: tion, critetiayas well as aids: ' be used in a productive as fictiorfp a means of incorporating' well as educational manner. non-fiction (at least student participation in

Discussion of various review, . one book in ten areas). the selection if library sources for library materials. reference. materials, stressing that th4s.is the jf -the Acquisitions Liirian. T.

DiscussiOn of the advantages Students will complete The student wilt gain a, Sample order bl nks of a jobber and demonstration an order form from a knowledge_of thejobber and cat gs rom jobbers. of the proper:way to fill _robber for their $100 and howto order library out an order blank. allotment materials. ' Demonstrate thurpose and Give cl sification numbers The student will be able to Westby, .Barbarai Sears us! of iparsAiil of Subject and sub t areas to catalog a given number. of List of SubiecCHeadings, Headingand Dewey Decimal several ooks. simplified bookS, thus, 10th ed., Wilson, 1972. Classification System and observing the work offiles how to classify books by Library CataloguOr. Dewey, Melvil, subject areas, Decimal Classific on and Relative Index,,10th ed., Forett Press,' 1971,10 A

-103- 1St; ) Motivational Technique Student Activity Predicted Outcome Resources Students will learn how Observe the correct typing The 'student will be'able each-book gets its own set Blank catalog cards. procedures for_a complete to analyze the rules for of cards and how each one set of ordinary catalog typing a set of catalog /is made. cards. cards.

llastruction of proper Filing of catalog cards. Students will be able_to filing rules. ALA' Rules'for Filing imitate filing rules. Catalog Cards= ALA, 1942. This is one job alone in the library.

In order for any book Observe. the procedure The student will gaina - ,Book pockets, to be loaned out, it must for. typing and, Pastingin_ knowledge of the procedures have a'borrower's card. and accessioning of several involved in making book new books. pockets, thus completing the cycle of their $100 allotment. S 4or Students will learn to .1 - Take -down notes (4 the The student will analyze and Filmstrip-Reference value' and use the Aferencp purpose and how to use evaluate the purpose and con- Collection Library books available in the librarY, several books (reference). tent of various biographical Filmstrip, 1967. Construct two questions dictionaries, encyclopedias, (ling each book to find yearbooks, indexes, atlases, the answer: dictionaries,, and other subject area reference books while learning about the Reference Librarian's

By searching for'possible Using selected questions Students will be able to research questions, students Library. written by the students, demonstrate a naturalized ' will learn how to- use refer- find the answers using ability in finding answers bookEl any available reference to questions. b 14Qok'.

1 Motivational Technique' Student Activity Predicted Outcome- spurces

. The heed to find information Select a topic of interest Students will beable to Libraht, for any class or term paper and seek out all available demonstrate a naturalized, can be used and enlarged upon information in the library ability fOr finding research by doing actual research. . on that topic' and arrange !material. The organization it in a specified manner, of such material will benefit giving full bibliographic the student as well as future information (thus elimina- library patron. - ting the actual writing t of the paper.)

WithaCtualon-the-job_ Look into the college pro- The student will respond to FILM - Librarian, 1969, training in the library, grams in libraryiscience. the educational requirements 16 min. students will want to _and benefits for the Library. learn how one bec Science field in any of the CASSE Librarians/ a librarian. Dr, following areas:. Librar Technicians, School Librarian D 539-CS1, 15 min. Public Librarian College Librarian Medical Librarian Business Librarian L_ r Guest speaker - Public Stud nts will become The students will value the Guest speaker, Librarian. awarof the duties of Public Lithcarian as a service

the 4:lublic librarian. to the community. .

Visit to the Public Tour of public library. The students will lig able to Public library. Library:* observe the various jObs'Of the library science field as a part of this tour.

4 189 1(40, 41, -105- Motivational Technique Student Activity Predicted Outcome Resources

Students will be given a Practi-cewith various The student will imitate Dry Mount Press, Rubber -survey course in lettering, lettering' styles. the skills necessaryfor cement, Various paper mounting, bulletin boards, developing a bulletin and materials for bulletin and other vital paits of the Practice dry mounting board. boaed. library. . and rubber mounting techniques. Coplah; Kate. Guide to Better Bulletin Boards. , Devise and display an Oceans, 1970. interesting bulletin board using th9 above Garvey, Mona. Library- 'teoKniques. Displays, Wilson, 1969. . 1 On-the-job training, Students will learn to The students will become All audio-visual equip-, operate audio visual capable of operating men t. equipment. audio-visual equipment efficiently. This is another area of employment in the field, thIlt of Media specialist.

Student and faculty' Allotment of $200 to Students will respond to Agency brochures- periodical- needs. purchase periodicals the needs of students and for the school-library. faculty ofiela selecting appropriate periodicals for the school librlry.

Observe the immense amount Observe the recording of The students will compre- File, of periodicaT-apd of mail received in the the receipt of new periodi- hend the method followed for newspapers received. library each day and the cals and newspapers received keeping an organized record record keeping of relevant daily. . of periodicals and news- material. 19' paper receipts.

I.. BIBLIOGRAPHY

ALA Rules Fore Filing Cards, Amerian Library Aisociation,ChiCago, 1942,

Clarke, Joan Dorn. Your Futures A Librarian. itosen, N.Y., 1963.' f

Cook, Margaret. The 'New Library ey. 2nd ed., H. it: Wilson, Wy., 1963.

t -Coplan, Kate. Guide to Better Bulletin Boards. 9ceena, 1970.

Dewey, Melvil. Abridged Dewey Decimal Classification and RelativeIndex.

10th ed., Forest Press, N.Y., 1971. .

, . 0

7--fargo,Lucile F. Activity Book for School Libraries, Volume 1and 2, ALA, Chicago, 1930.

fidell, Estelle and Berger,Toby, ed. Senior High School Library Catalog. H. W. Wilson, N.Y., 1972.

Garvey, Mona. Library Displays. ,Wilson,-1969. 4 Gates, -Jean Key.., Guide to the Use of Booksand Libraries. McGraw-Hill, N.Y., 1962.

Gordon, CYrusIM, Forgotten Scripts. Basic Books, N.Y., 1968.

Gurney, Gene. The Library of Congress. Crown, N.Y.,' 1966. 4 Meyer, Edith Patterson. Meet the Future. Little, Brown, and Co.,Boston, 1 64.

McMurtrie, Douglas C. The Book. (The StOry of Printing and Bookmaking) Oxford Uni;tersity Press-73771243.

. .Vanya.- Challenging Careers in the LibraryWorld. Messner,*N.Y. 1970.

Ogg, Oscar. The 26 Letters. Crowell, N.Y., 1961,

Rogers, Frances. Painted Rock to Printed Page. Lippincott, Philadelphia, 1960;

Roissoff, Martin. The Library in'Hi9h\shoolTeachina. 2nd ed., H. W. Wilson, N.Y., 1961.

Santa Beauel and Hardy, Lois. How to Use the Librari. Pacific", California, 1966:

Sasse, Margo. "The- Children's Librarian lh America."Library Journal, 19, January, 1973, 21-25. _ 'Shores, Louis. BasicReference Sources. ALA, Chicago,1554.

Wegthy, Barbara. SearsList of Subject Headings.,10th ed.,, H. W. Wilson,: N.Y.' ;1972.

19;3 -107-, OBJECTIVES

The major objectives of this study of the military service as a career are as follows:

I. To provide information that will enable the student

to decide, more precisely on the branch of service that

most suits his individual characteristics and desires.

2. To explain the educational advantages ayailablgduring

A his tour of service.

3. To dispel myths and mysticisms connected with the military.

4. To provide information that will give the student a

'-) positive mental attitudend the assurance he needs to

make a.sound decision.

5. To provide informqtion that will help the student decide

om the duration of his tour - -two years, four years, career,

or part-time (National Guard).

6. 'To present a list of benefits and entitlements-awarded to 9 veterans.

194"

-108- THE MILITARY SERVICE AS A CAREER,

The objective of a unit on the military ay career would be toprovide information that will help individuals'to make better decisions in regard to Ahe military,

Motivation Techniques Student Experience. Predicted Outcome Resource

Discussion about post 'Record response. Instill students with the high school "plans. importance of post high _ school plans.

Students write of ). - Students write about Make studept aware of 110 their hopes and plans what they would like the significance of for the future. to do and how it can his Military obligation be acgomplistird. in his future.°

ASk students for Make alternate-plans Students should list alternate plans. including changes Llternatives and made by the draft. uss with instructor why he.cHose-these.

Discuss the selective Students,list.important Name classifications See resource service system, its points from lecture. and decisive factors i" list. :classifications, with a reasonable andramifications. degree of accuracy.

Discuss different . Select branches and Role playing. See resource branches of the form interaction, Select'top sergeant: list. service. groups and write why to direct activities. ) particular branches were chosen.

195 19t3 -109- I

r . Motivation Techniques Student Experience Predicted OutCome Resource

Discuss preparation for Prepare bulletin board, Profi-ciency in organiza- resource persons visit get U.S. and WV flags, tion and management. to' class. podium, and microphone. Place posters. and infor-

' mation about classroom. 11Proclaim Army (or other) Day in the school., Arrertge for refresh- ments. Prepare guideline questions to ask recruiter

Army Day. Army recruiter Prepare claisroom and Answer-relative See resource list. , visits classroom. % school. questions prepared Respond-fp presenta- from presentation with ' tion with questrons. . 475 per cent accuracy.

0 . \ . ' lNavy Dayr Navy recruiter Same, \ Same. 4 ,_,:x°16 visits. 1---A'ame.

Air Force Day. Same. Same. Recruitecvisits.- Same.

a Marine Corps Day. Same. Recruiter visits.

.- National Guard Day. Same. Same. Same. 1 196 Field trip to local a Observe. Participate Write summary of activities National Guard in permitted activities. atig describe the-most Armory. Ride in jeeps, trucks and , interesting. tanks. 197 ",

n ..4

41111 / it -/ - t,

I 4

RESOURCE LIST

Lists:

Marine Corps Salary Schedule for 1972. F

Veterans Administration Fact Sheet for1972.

4./spaper:

"U.S. Air Force-1-25th Ariniversary',"IlleHerIld-Adyertiier. Huntington, WV, Sunday, September 17, 1972;Page 13. . Pamphlets:

"Aliens," U.S. Government Prrnting.Office; 1972 D7465-757.

.-'s "Before You Enter the Army," Headguertei-sDapartment ofthe Army:: January`; 1972, DA Pam -08-32. '

, i "Communftations and Electronics," HAVMC: 7142e PC.N.

AIL "Conscientious Objectors," U.S. .GevernmentPrin g Office: 1972 0-460-173.

"Draft, Past, Present, and Future,"U.S. Got Printing Of .1972 0-460-174:

"Hardship Deferments,",U. Government Printing Office: 1972 0-460-t75.

"tt's Your Choice," Department,ofDefense; Revised March, 1970:

"Ottery and Class 1-H," Government Printing Office: 102 0-460-171.

. "Occupati.onai Opportunities-tn-f6U.S. Marina-Corps," 19VMC-6657 (Rev. 4-72),

"Perspectiveon the Draft,." U.S. Government Printing Office:, 1972 0-460-172, .'146.

"We've Got-the TrainiligYou Want," U.S:Government Printing' Office: 1972 482-a79/7.

People:

, *Ricruites and Representatives of theArmy, Navy, Air Force, Marine Corps,.National Guard, andBureau of Veterans Affairs.

e EXPLORING HEALTH-ORIENTEQ CAREERS

Health 'Occupations

Behavioral Objectives

1. "The learner shall respond to stimuli from activities and set values on the various health occupations.

2. Thelearn(r-lhal(g.;inknowledge pertaining-to a great variety of health occupations, gain comprehension of the inter - relationship of the occupations and the skills involved, and analyze and evaluate this knowledge ara comprehension in terms of his individual interes/s and abilities.

3. The learner shall imitate ,and simulate motor activities involved in hearth occupations and manipulate scientific equipment with a certain degree of precision.

Motivation Techniques Student Activity Predicted Outcome Resources

List occupations investi- The student shall beCiime Filmstrip library gated via visual aids with familiar with the wide. available in county duties involved for each. variety of health- officeland Title I related occupations. Resource Center. (See list of those available and location.) /"-

Bulletin board display. Contribute clippings The student shall' recog- Current newspapers and from periodicals. nize.current and on -going magazines. 'values of health occupa- Write paragraph for each tions to society. Pamphlets from of five current "health" . federal, agancies. problems,. ,01 200 k

KOtivation Techniques Student Activity Predicted Outcome Resources

Descriptive information Study health-occupations The student shell become Teacher- prepared

discussions. in terms of years spent , aware of educational require- handouts. in educational prepare- ments, expeCted future : tion, sal=aries, advance- salaries, and opportunities Descript -ive material mentopoortunities,'etc, for advancement, and other from national organiza- details related to specific tions of the more health occupations, technical health careers andOther sources-

Tour hospital faciji- ' List in order of personal The student shall respond Hospital facilities. ties. preference' occupations to hospital stimuli and observed onAtur (or gain knowledge of the inter- tours:), 'relationship of "hospital /N) occupations.

Micr/oscope operation and Demonstrate abjlity'to The student.shall develop laboratoey equipment. other scientific instru- focus microscope on one skills necessary to operate ments used in health' prepared slide. m4croscope aid become aware,' Textb'pok. Occupations. of use of other scientific List occupations involved "tools." with each scientific instrument studied.

Arrange visits to class lntdrview those employed The student shall meet Personnel of HosPital. `'and interviews of those in health careers. those involved in 'health- in health careers. oriented'careers and continue Persone61 of Coy

Write brief summation of to analyze and set values, upon Health Dept. ,* each perSonal contact, these occupations. stressilig facts acquired.

202 (403-1 Motivation Techniques 4. Student Activi41/ Predicted Outcome. Resources

Role playing. Demonstrate concepts gained The student shall Health -care equipment of the spekfic occupa'ions synthesize_and 01^tanize available in'specialized portrayed. to the point of natural- teaching departments. ization the role or roles WrIiif shortessay on portrayed. Improvisedlorops. eilher the occupation porr trayed or one that could not be integrated into tthe sqecific role playir/g situation.

11k

T4 I

205

204

4 -VISUAL AIDS

Title 1 Materials Resource Center.

Eyelate Filmstrips 117 117H Nurses Aide

Mason County Board of Education-Office vr Eyegate Filmstrips H357:- Hospital Job Opportunities Inhalation Thereapy Technician X-Ray Technician Nuclear Technician Trainee Medical Assistant Nurses Aide Nurse Hospital Food Service"Workers Diet Clerk and 'Fry Cook Maintenance Mechanic and Eledtrician and Custodian Hospital Administrative Jobs

Eyegate Filmstrips X335: Educatibn for Occupations Working in a Hospital

Acoustifone 401 Clerical Occupations Medical Record Technician 414 Personal' Service

International Teaching Tapes Career, Education A Man's'Work MOrtician Ambulance Driver , - "American Occupation" Series - ESR Personnel Workers Podiatrists -/ Rehabilitation Counselors 'Chiropractors Physicians Occupational Therapist Osteopathic Physiciaris Physical Therapist Dentists 'Speech Pathologist and Audiologist' Dental Hygienists ' Medical Laporato60,46fter

Dental Assistant. Radio logic Technoidgists . Dental Lab Technician0 Medical Record Librarian gegittered Nurses Dl1eticians Licensed Practical Nurses Hospital Administrator ,Optometrists Saniterians Pharmacists Veterinarians

206 -115- BOOKS

'Colman, kila. A Career in Medical Research, World Publlsing Co.,, 1968,

Greenleaf, Walter James. Occupations and Careers, McGraw, 1955.

Nourse, Alan E. So You Want to be a Scientist, Harper,1960. .'r-

4 . MAGAZINES,

Time Today's Health 7 Newsweek U.S. News and World Report.

PAMPHLETS

(Only a partiat listing 5f source'addresses given here.. Any of the national professional organizations of'health occupatiohs are potential contributors of informative., instructional printed matter.1_

Cai-eer Information Service . Health and/Welfare Diyislon

New York Life Insurance Co. ' Metropolitan Life Insurance Co.

Box 51, Madison Square Station 1 Madison Avenue

. New York, ,New YOrk 10010 New York, New York 10010

AmerlIcanAssociation of Medical Record Librarians

840 N. Lake Shore Drive - chicagdIllinois 60611

American Society of Radiologic Technologists 537 S. Main Street Fond du Lac, Wisconsin 54935

Amelbican Association of InhalatiohTherapists 332 S. Mishigan Avende' Chicago, Illinois 60604

Division of Career Guidance Council of Dehtal Education American Dental Association 211 E. Chicago Avenue Chicago,.illInols 60611

' 207

-116- CAREER EDUCATION

OCCUPATIONS IN THE HEALTH FIELD

Cluster: Nursing Assistant Behavioral Objectives

1: The student will be aware of and gain knowledge of some of the oppotrinities f r further education in the health field during the unit of study as measured by teacher observation

2. The student willvalue the different working units of the hospital as shown by her preference for workingin a particular area during the unit bf study as measured by teacher observation. ft 3. .Thestudent will imItate and manipulate equipmentwith accuracy necessary to obtain employment as a nursing assistant during the unit of _study as measured by teacher observation durigg actual clinical experiences and teacher made manipulative test.

Motivational Subject Correlation 'Student Activity Predicted Outcomes Resources'

introduce course with teacher Reading, oral class diScus-- Students will receive an List 1and 2. lecture and discuy%ion. sion, question and answer introduction to the duties perioCI. A of a nursing assistant.

Field trip to h3spital. Observe different areas' Student will have know- List 3. of hospital including ledge of location of various those not concerned with working units of hospital.

direot patient care. .

Observe at work the dif- Student,will be able to ferent hospital personnel, find her way around in the including those not doing hospital without becoming direct patient care. lost.

Student will gain some know - ledge as to the different jobs available in the hospital. 201 209 -117- b I 4

Mptivational Subject CorrelatiOn Student Activity Predicted Outcomes Resources

Field trip to mental Observe the carp of patients Student wilt gain a minimum List 4. hospital. in a facilityotherthan the Of knowledge about the'care general hoipital. and type of patient in a mental hospital.

Oral discu'ssion and Student Will respond

qrstion and. answer period with empathy to patients 1 with hospital'personnel. with mental illness's.

Observe at Work many Student will gain some members of the hospital knowledge of the various staff. jobs availably n a mental hospital. '

Students will display a value for the wal4jsbeing done for these patints and will'i.espond by offering to work with the volunteer services.

Demonstration by members . Observe use of small fire Student will gain know List and 5 of the local fire department. fighting equipment. ledge of how to prevent fires and what to do in case áf fire. Use equipment under direction of firemen. Student will be able to' imitate fireman in use of Discussion on fire I small fire fighting equipment 2114, prevention and control. , 210

.7. it 4P 44 .7 .Motivational.Subject Correlation Student Activity Predicted Outcomes Resources

* Lecture, demonstration Make draw ings and picturesto. Students will demonstrate List 1, 2, 14 and 15. and dilcussion on body systpms display on the bulletin knowledgeof body systems 11 replica of the human board. by making drawings and .torso with removable parti. identifying pictures.

Student will develop a level of precision at drawing the body systems.

Lecture, demonstration ind Identify andliatie,t, dif- $tudent will have know- List 1, 14 and 16. discussion on basic human ferent bones on the skele- ledge of the appearance of anatomy using a_replica of ton. a human skeleton. -the human skeleton.

Gain knowledge of basic - human anatomy.

Apply this knowledge by correctly identifying and IA-piing the bones of the skeleton. 4

Field trip to a collige: Tour college and visit Student will gain know- List 6.

the 4epartments con- . ledge of.the training neces- cernedwith thLhealth sary and the opportunities field. available fdr registered nurses, latorAtory techril-

. Take part in a-round clans and'dental assistants. table discussion.; -Students responded by asking.intelligent questions 4. and participating in the discussion.

- .212 213 . 4 -119; _.11111 Motivational Subject Correlation Student Activity Predicted Outcomes Resources

Lecture and filmstrip on Class dilcussion, question Students will gain some List 1, 2, 7, 8 and 9. hospital bedmaking; occupied and answer. knowledge of making the and unoccupied. hospital bed.

Teacher demonitration on 'Return demonstration with Studbnt'will apply the List 7,1, 2, 8 and 9. bedmalang with student play- student role-playing the knowledge gained by pro- * ing the role of patient. patient. perly imitating the teacher.

Students will begin to

. value the patient as a ,human being thru characterization of the patient role.

Lecture and filmstrip on . Class discussion, question Student will gain some List 7; 3, 10,1, 2, 8

bathing a patient. . and answer. -.2.= knowledge of hoto bathe and the patient.

Student will ynderstand of the principals involved 4 to patient bathing.

'Teacher demonstration Return demonstration Student can imrta on 'bathing, using' a demon- _using mannequin. . teacher by bathing the stration mannequin. ,pat-tent. Returh demonstration.wiih

f another student role - Student can begin to playingthe patient, have some,organization 21i toiler work as demonstrated by the order in which she

214 bathes the patient. 11 A 4ir

N, Motivational Subject ft. Correlation , Student Activity Predicted Outcomes r Resources

Student will respond to the exercise needs of the patient by Outang,ber through range-of-motion exercises during the bath.

Student will comprehend the hygenic needs of the patient as demonstrated by giving a thorough and complete bath.

Lecture and filmstrip Class discussion, question Student will gain a know- List 11, 1, 2, 8 and 9. on taking the temperature and answer. ledge of the normal-Ted- pulse and- respiration. ings of the TPR for 146th adults and children.

Students will, -gain knowledge of the ptoper pro, cedure for taking a temperature, counting the pdlse and counting the respirations.

Students will gain knowledge of how to cleanse, "shakedown" pad store the

thermometer: .

Teacher demonstration on Return demonstration with Students demonstrated taking the TPR with a a student role-playing the that they can manipulate student role-playing the patient. the wrist in the ginner patfent. needed to "shake - n" e thermometer without dropping it.

216 21.7`* .14

Motivation,40 Subject correlation Student Activity Predicted Outcomes Resources,

Student can imitate the teacher by locating, with little difficulty the radial pu and counting the pulse to, s, 14d by properly count- 3/44:35;:eng the reppirationE" 9 Students' demonstrated a nattpl ability by counting the pulse beats 'with 100% accuracy.

Filmstrip on taking the , Class discussion, question Students will know the 4 List 12, 1, 2, 8, Old blood pressure. Teacher and answer: names of the piecesiof equip, 9. '( lecture, display of ment used to take blood equipment necessary for Identification_ of equip- pressures. taking blood pressures. ment from filmstrip and pictures in textbook. Student will know hall to Cleanse the equipment% 'Identification of different parts,of equipment Student will valub the .andhow they operate. equipment as a very necessary igikrument in the total care el ,the patient.

Student will understand the mechaiiics-of-i-he blood pressure apparatus.

Teacher demonstration Return demonstration with Student can properly 219 on taking blood pressures another student role-playing imitate the teacher in apply- with a student role- ? . the patient.' 7/ ing the blood pressure cuff playing patient. 'on the patient's am.

Student can imitate the teacher by locating the brachial pulse with little difficulty. Motivational Subject Correlation Student Activity Predicted Outcomes Resources

Student will' develop a level of precision to do blood pressure readings correctly and accurately.

Go to a hospital for Perform duties of a Student can proficiently ' List 3 and 13. clinical experience. nursing assistant such as apply theory to health .bathing patients,,making skills. beds, taking temperatures4

11, pulse, respirations and Student will respond with blood pressures. empathy to the needs of her patient.

Student will value the patient as an Individual and work toward maintaining that individuality.

- Student Will show a natural ability.in perforMr- Ing 85..8 nursing assistant as demonstrated by being accurate in her work, 'organizing her work well, t always careful in her ' care and use of supplies anequipment, being In- dus sous, seldom tardy or a sent, getting along well with her co-workers and always neat and cleaA in her personal appearance.

_/ 220 221 -123- Motivational Subject Correlation Student Activity -Predicted Outcomes Resources

Go to a hospital. Spend at least one entire Class will have a general List 3. class period in nearly all underitanding of tge jobs the different units of the performed in the hospital. hospital.- Student Will haye know- Qbserve at work and work ledge of the trining with, whenever possible; required for th, various employees in at least 25 fields. /. different types of jobs. Student will reiwond.by being able to report on 15 jobs with 90% accuracy.

Students will have knowledge of the jobs attainable to them a4cording to their physicaltand mental ability as well as their interests and #mbitioni.

sr- -

22') A ft

RESOURCE LIST

1. Hospital Research and Educational Trusii, Being a NursingAide - Brady, 1969.

2. Mayes, Mary E., Abdallah's Nurse's Aide Study Manual -- Saunders, 1970.

3. Pleasant Valley Hospital Personnel.

.4. Lakin State Hospital Personnel.

5. Pt. Pleasant Fire Department Personnel.

6. Person* at Parkersburg Community College.

7". Occupied Bed Making, Trainex Corporation.

Cherescavich, Gertrude.D., A Textbook for Nursing Assistants, Mosby, 1964.11. -

9. Kozier and DuGas, Fundamentals of Nursing-- Saunders, 1967.

16._ The Patients Bed Bath, Trainex Corporation.

11. - The TPR, Trainex CorpOration. I -12. Blood Pressure, Trainex Corporation.'

13. Patients at Pleasant Valley Hospital,

Frenay, Sister Agnes Clare, Understanding Medical Terminology,. The Catholic Hospital Association, 1969.

15., Replica of Human Torso with removable organs.

16. Replica of Human Skeleton.

-125- 0

2 ti

. TITLE OF -UNIT

INCREAS6 AWARENESSOF USE OF LATIN-IN HEAL1H'OCCUPATIONS

at Gccupatronal.Cluster-Health Behivlohl Objectives f Qgnitive: The-students will;have gained a knowledge of the Health Occupations. They will know AWIllijoiUbject of.Latinwill aid them inanalyzihg health terms from Latin root words. 4 The 1 synthesize this information forrlention-of theiz knoWiedge.

, Affective: The studenta.will havereceivedinformation about jobs' in the Health Occupations., They will respond to this information, Organize it and'placea value upon ilrwhich will enalfle them to planon their future.

-NI,/ 44111- Psychomotor:.The students will make posters, bulletin boards, and collages. They will engage in role playing us ling Latin healthterms. They will_maspothe "tools" of health occupatlohs such as stethescope and thermometer. 4 1p .- ,I";

Motivational' Subject. Correlation' Student Activity Predicted Outtpmes Re4ources

Dentist)- Film on correct' -Discussion by students. Students will receive "Show & Tell" picture way to care for teeth. Students will demohstrate ,knowledge of dental 'hygiene, and record ,Now To Take correct' brushing prodedure: organize it and value if ,Care4pf Teeth, Jig) 4 -,.Denial terms derived from Posters of tooth will be StudeotsWill have a know- Latih-Curre ' the Latin will be given-by madcwithyarts labeled ledge of tooth structure, Eli E. Burri teether and resParched by' .,with English derivatives. -01Fause of cavities, and' L. Casson and , glydents. ifte dentine roper' dental tare. They Hall. ' slintist.--aultaesavum will apply terms derived, . frdill- the Latin!° 44. 22R Au- ^- 0 a

4 Motivational Subject Correlation Student Activity Predicted Outcomes \)Resources

Lecture by dentist. Students will "finger" Students will respond to Local Dentist. Dental tools will be ex- instruments and manipu- the requirements ofcdentis- plained and passed around. late the tools of try-education, physleal and dentistry. manual dexterity needed, and terminology. They will place a value on these,

Models of teeth with fillings The students will label Students Alf gain a know- . Local Dentist.

. will be passed around and tooth surfaces such as ledge of the types of fillings explained by the dentist. mesial and distal on a as they Compare the ,5 sur, chart. They will be faces after organizing their predise in their location knowledge, they will place a 4 of these. value on IA, v.

Dental Assistant - Lecture Question and answer per104 Students will respond to Local Dental'Asiistant. on duties o1n assistant. by students.' the necessity of record keeping. They wi 1 1,,place. a value as to its importance.

Filmstrip: Discussion of film by Students will gain a know- Medical Assistant 0 students. ledgeof the educational ESEA TITLE III requirementt necesspry. H3579 They will respond to the Bd. of Education. varied activities of an assistant.

- , Appointment cards and dental Students will fillin dental A knowledge of this impor- Local Dentist Office. records will be dispf3Yed. 1 records. They will shade the,tant part of record keeping A ,types of filling on dental will be received. records and label it. Ex: Ajalue will be placed as to

I Distal Surface, tFejlecessIty for records as Mesial Surface. identification.

22, 228 -127- A

Motivational Subject Correlation Student Activity ,Predicted Outcomes . Resources

Dental terminology will be A collage will be made of Students will organize common Dental terminology - 'given to class. all Latin terms used in dental terms from Latin and Lovetta Individualized denistry. respond to the English ' Programs, Lovett & Co., counter 'part. Clarksburg, W. Va. _ Field trips to dentist's Students will tape a den-k A value will be placed on Tape by students. office. tist as he fills a tooth sounds that are much a part aided by his assistant. of dentistry. The students will respond to these.

Need for sterilization will Students will sterilize in Students will place a value ,Sterilizer and cold be stressed, class. Dental assistant on this need for cleanliness sterilization. will demonstrate. and respond to it,

Dietician. Student will make bulletin Students will gain a know- Dietician, local hospital. board of proper nutritious ledge of balanced diets in diets. a hisspital. They will respond to the activities

seen on the field trip ' add place a value on the occupation.

Film Cassette - Folljw up Student will determine A knowledge of kitcham to field trip to hoiPital: Hospital Job Opportunities' amount gf food consumed facilities will be gained. Series. in a day. Types of trays- and methods Diet Clerk and Fry Cook ofcooking will be observed. H357R Bd. of Education. The students will placea *value on this job.

Film. Students will discuss film. Student will respond and Hospital Food Service Posters will be made of dif- place a valve on jobs which Workers H357G - Bd ferent jobs involved 1- the ate a part of_hospital-We Education,- 22:r kitchen alone. such as dietician, fry, cook, and salad maker,: Motivation Subject Correlation Student Activity Predicted Outcomes' Resources

Role Playing. Students will simulate a Students will synthesize Student research -_ scene preparing a dinner. expense of food. They will Good Housekeeping Meals will be planned. have a knowledge of well Cookbook. Menus will be made for balanced meals, the cost,,,

children and adults. Food 1 special diets, And as they will be ordered. respohd,Ailky will place a value on reparation of food, as an occupation.

Laboratory Technician Question and answer period Students will knoierlqu4e- Lab Technician - Local Lecture. will follow. ments of this'healthoccu- Hospital. pation. They will learn the need fo'r accuracy. A value will be placed on this type of information received.

Filmstrip. Students will discuss film. Students will comprehend the Laboratory Teeritician in The various types of labora- variety of jobs available to Science- ESEA - tories will be listed on a a laboratory technician. Title III. bulletin board. The duties They will analyze these, of each will be portrayed. organize them in orIer of preference and place a value on them.

&Food testing will be Blood will be typed "in Students will have' a know Local' Lab Technician. explained. class. ledIle of the different types of blood. They will react to this experience. They will analyze their feelings and place a value on their responses.

Field trip to a hqspital Students will observe Students will respond to as- Local hospital. to observe technicians ai _TechnologiTts and record pects of the lab. They will work. types of testing seen. alto gain a knowledge of the need for accuracy End place a value on it. 231 -129- 23 ;-). Motivation Subject Correlation Student Activity Predicted Outcome Resources

Field trip to dental Students will-observe Students will gain a know- Dental Lab. office laboratory. "methods of taking impres- ledge of preparing a mold.

sions for partials and ' They will apply this infor- dentures. They will mation and respond by prepare a "tray" for an placing a value on it. impression.

Psychologist. Students will watch film Students-will evaluate By Jupiter - the film without sound and try to 'problems to the film. They reveals every day Film. decid$ what charactersare will respond to the situa- experiences of man. saying. They will then tion. They will organize use sound track and compare their responses find value their interpretation. them.

Film. Students will discuss as- An awareness of young peo- . Emotional Health - pects of film and behavior pie's involvement in study State Office Bldg. -I; modification. They will have of emotional health will be Menta.lcHeiltb Dept., a guestion.and 'answer received. The students will Charleston, W. Va. period. 'respond to the situations explored in the film and value it.

Latin terms given by Terms will be put on Latin terms and English Medical Latin and Greek teacher. bulletin board. Collages derivatives will be cor- Mignonette Spillman will be made 'by students. related and provide in- Ameiican"Classical Example: Psychol- formation for retention League, Oxford, Ohio, ogy - Study of of knowledge. mens' mind-mental.

Cassette on use of psycho- Students will discuss how Students will gain a. A Man's,Work - inter- logy in-profession of psychology. is used in this knowledge of elements of - mortician. nalicinal Teaching Tapes, occupation identified with good mental health and ' Inc. sorrow. positive thinking. They 234 2.33 will respond 'to these ',and value them. '

-130- Mo "tivation Subject Correlation Student Activity Predicted Outcome Resources

Role Playing. Students will set up a group Studknts will gain a know- Studenti. .session. ledgeNof how this therapy can be utilized through 4 imitation and response to-stimulations within a group.

PHysical Therapist. Discussion of film by Students will analyze People Who Help Others. students. type of work involved, Public Health Dept. Fi lm. patience needed, and a Charleston, W. Va. typical'day's activities. They will value these qualities for themselves as individuals.

Physical Therapist will Students will question Students will analyze whether lecture. therapist and'discuss edu- they have the strength and cational requirements, .patience to repeat necessary salary future outlook, and exercises and not expect im- related occupations. Inediate results. They will organize their responses and place values on them.

Therapist will discuss Student, will follow .direc- Students will gal lA a know- muscles and demonstrate tions of therapist and will ledge of exercis0-lirocedures exercises needed for engage in an activity in that rehabilitate the body. rehabilitation. which they will feel the pull They will be aware of patience of the muscles. They will necessary. They will evaluate "massage" the weakened these and will respond-to them. muscles.

Role Playing. Student will use crutches t Students-will respond to the Students play scenes and attempt to walk. They feeling of being handicapped. related by physical will use one arm and one leg. They will analyie their therapist. feelings about working with the hiondicapped:.They will place a value or this response. 23(3 235 -131- -Rs

Motivation Subject Correlation Student Activity Predicted Outcomes Resources

Latin derivatives wit11 . Students will research these Students will have a knowledge Medical Terminology - be given by teacher. and, put them in:poster form. of Latin-and Greek derivatives American Classical" These will be of muscles Example: Therapy means to in medical terminology, and League Service Buread, and bones. heal. will make applicationto Miami, University. Heliotherapy. their English. Hydrotherapy.

Nursing - Films will be discussed by Students will know various (1) Public Health Nuriehi, Nurses Aide - students. duties of nurses and nurses (2) Public Health and `"' Fi lms. aide. The Retarded Child. Public Health, Chaeleston, W.Va.

Filmstrip. Stddents will see all 4 Feelings about the occupa- Nurse-ESEA Title III- H353 -F. phases of nursing and tion will be internalized Nurses Aide-ESEA - discuss advantages and and a value placed on theSe. Title III. disadvantages.

Latin terms for student :Posters of medical terms Students will 4e made cons- Medical Latin and Greekct to research as used in derived from Latin will cious of medial terms by by Mignonette Spillman. nursing will begiven. be used. associating them with a prefix, suffix or Latin, root.

Public Health Nurse will' Students will have question Students will -knaw how to Public Health Nurse. lecture - "tools" of pro- and answer period. They I., read a 'thermometer, record fession will be brought will take temperatures. blood pressure and hear to be handled,by students-- Blood pressures will be heart beats. They will thermometer and stethscdPe. taken. Students will understand temp&ature listen to each others heart variation. A knowledge of beat, Bed pans, ice bags some nursing equipment 238 forceps, etc. will be will be gained. passed around to students.

-132- z

MotiVation Subject , Correlation itudenActivity Predicted Outcomes Resources 4, Filmsteip - Cassette. Discuss on of a typical Students will _gain a know- Series: Hospital Job doctor's day. ledge of the various Opportunities. activities and-emergencits ESEA - Title 111 - Bd. 'a doctor may encounter of Education. during a day.

liberminologyOf various ; ,Students will make a This self created visual Medical Dental Termino- tend's derivedfrom the poster showing a list of media will portray vividly t logy - Lovett & Co., Latin will'be given by 4 Latin ancrsq,reei( prefixes, medical terms in a manner Clarksburg, the teacher and researched. 41offi s, and root words conducive to the.integration

. by the students. medical terMino- of knowledge and promotion

1 This will be In- of abetter comprehension the shape of a familytree: the meaning of terms. . anti-means against' 1. Altitox1 n 2, antiseptic itis - inflaMmation of e 1. neuritis_ 2. tonsilit, 04 -Latin names for partvof A skeleton will be drawn by 'The student will glin a tin C Greek for "Nurses

the human body 4441 be given , the students.. i t vii 1 be knowledge of terms of ana- and Doctors. American by the teacher; ilhese will be labeled in Latin'wit the tomb, .He will know that( Classical League, researched by the students English equiValemt, since his Latin background is 8 411pmi University. in dictiolaries. .- atin serves as the main key,to over 200 bones in ----c-4ey to the bone's in the. the body. This will aid 1 body: his study 'of heath occupations. Example: Sternum--Clavicle.

V 4

4111* t 2,3 9 ° 2 ) -133- t A- sAV .

11111111%.

. \ Motivation Subject

Correlation < Student Activity Predicted Outcomes Resources

Lecture by physician% In Students will have,questipn Understanding of the advan- Educational Sensory cluded will be educational and answer period. tages and disadvantages of Program - Bd. of Educa- requirements and cost. the profession of medicine tion. 40 Cassette on Physician and will.be gained. The student Osteopathic Physicians,. will know the years of preparation necessary,for the Career,and place a value on

-these. .6

Field trip. Students will have a .,This will add to students Local hospital. guided tour of a hospital. growing reserve of knowledge and will help him develop positive or negative feelings.

Field trip. Data sheets will be kept The student will gain a know- Local hospital. to reword observations. ledge of the hospital routine. Students will discuss. As The sights, 'smells, and sounds ,conclusions in clats. observed, will help him to search himself and draw ton- rs' Clusions concerning his feelings for this profetsion.

4 - He will place a value on it.

Contemporary medical ,terms Students wl41 research The students. will Chief Sources of Our will be given by teacher, :,these terms and determine that the rapid development English Language by I whether they have been of science has.brought.about Bertha C. Forther, , borrowed,from the Greek the Invention of new, terms, and Latin and tibw they most of which have been American,Classical evolved. gide ed from the Latin League Servide Bureau. 2 , 242

.1/ 110

Motivation Subject Student Activity Predicted ,Outcomes Resources Correlation . I

t . X-ray Technician - Film- Students will discuss aspects Student* will gain a knowledge X-ray Technician. strip. of x-ray technicians as -.of this phase' of hospital e portrayed in filmstrip. occupations. ESEA Title 111- - - Hospital Job gppor- tunities H351.

Lecture by X-ray techni- Students will have Students will understand X-ray Technician at cian at, the local hospi- question and answer per- setting-for x-rays in a local hospital. fi tal .- iod. hospital. They will know reasons for a lead apron. The dacgers of carelessness . from Oposure will be in- ,

- termalieted and valued:

ep Latin terms wi11 be given Technical terms will be Use of Latin in techniat- Latin"end Greek for by teacher, researched by students ,terminology will be evident. Nurses'and.Doctors. . through- word coots such as: Students will -find the com- American Classical y (1) scope:- to 1pok at bining of forms and latin otoscope-op halmoscope. roots will facilitate the League Services. (2) trans- across . acqgisition andretention transfusion of knowledge. Miami University, transudation. Oxford, Ohio.

a I.

II IF 243 4. 244. a -135- Motivation Subject Coi-relation Student Activi'ty Predicted Outcomes Resources Maintenahce

Follow up to field trip to Students will discuss the Students will know of what Maintena Mechanic, a Hospital,Fi4m. jobs of hospital maintenance. makes a hospital run Electric and Custo- smoothly. dian- Hospital Job ii Opportunities H3571..

Teacher will present list Students will make bulletin Students will gain a Students Bulletin of maintenance jobs. board of all maintenance work knowledge of various job Board. they had observed while.on.the opportunities in custodial field trip. care of a hospital. They *will place a vlue on these after they receive the

a information.

246 Motivation Subject Correlation StudentActivity ,Predicted Outcomes Resources

Inhalation Therapist - Students will have question' Students will gain a know- *Lecture. ' and answer period-about job led of new techniques in role, eau-cation, advantages, res ratory treatment. and disadvantages.

ilm. Students wil11 make a poster The students will analyze Inhalation Therapist - of illnesses which require the duties, respond to Hospital Job Opportun- an inhalation therapist. them, and value them. - ities H357A, Bd. of Education.

4 Teacher will give a Students will research The students will make Medical Lath and list of respiratory the Latin words from_which application of Latin root Greek - American ailments. they are derived. words, prefixes, and Classical L e, suffixes in medical Miami, terminology to the.-occupation. They will organize' the terms and respqnd to these.

Field trip. Students will visit office -Students willanaryz:)ie Local Hospital. and oxygen supply room at uses of oxygen. They will. - \\ a hospital. respond to the trip by 'placing a value on the information received.

247 248 -137- 110 Motivation Subject Correlatiqn Student Activity Predicted Outcomes Resources

Pharmacy Cassette. Students will discuss occu- A knowledge of requirements Pharmacy - Educational pation. Tasks as related in of pharmacy will be gained. Sensory Programming, cassette will be researched The students will analyze Bd. of, Education. in preparation for talk by these,, evaluate and respond pharmacist. as individuals.

Latin abbreviations used Bulletin boards of pre- Studentswill have a knoW- Medical Abbreviations in pharmacy will be given scriptions written in Latin ledge of terminology of from Latin approved by by teacher and researched and translated into English prescriptions commonly Medical Record Committee by students. will be made. written in Latin abbrevi- of Strong Memprial

a ations. They will make application of these to the English by organization of the terms.

Lecture by.pharmacist. Discussion and answer period A-knowledge of "behind the Pharmacist. wi 11 .follow. counter" tasks will be gained.

Methods of measuring will Students will follow direc- Students will comprehend Bottles and measuring be explained. Pill bottles tions and fill presCriptions. necessity of accuracy in apparatus provided by and medicine containers will ' Medicine will be measured °measurements. The students ,pharmacist. be distributed. and dispensed. will 'respond to this and place a value on it.

.1. Situation of related-occu- StugentS will form Students will have a Students will investi- pations willbe given for corpforation. They will knowledge of the relation- gate through magazines research. buy hospital equipment. ship between pharmacy and and interviews. such as beds, wheel chairs other- sources of income. and crutches>They wIls They will respond to this ZbU rent these and see what'pro- and place a value on it 249 fitsicourd be realized. within themselves. BIBLIOGRAPHY

Burriss, Eli E. 'and Lionel Casson. Latin and Greek in Current Use. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1949. -1 Cassell's New Latin Dictionary. Funk & Wagnall Co. Inc., 1964.

Freundlich, Charles I. Review Text In Latin. Amsco School Publications,, Inc., 1966.

Johnson, Edwin L. Latin Words of Common Itglish. Boston: D. C. Heath & Co., 1941.

Pei, Mario. The Story of Language. 'Philadelphia: J. B. Lippincott Co.,

1949. 4

Valentine, Charles W. Latin Through' English. New York: St. Martin's. Press, 1948.

Trotter, Spencer. "Terminology of Anatomy." The Classical Weekly. Feb. 25, 1918.

AUDIO VISUAL AIDS

By Jupiter - Film and Sound - Mental Health Series,'State Office Bldg., Charlelton,- West Virginia.

Emotional Health - Film and Sound - Mental Health Series, State Office i. Bldg., Charleston, West Virginia.

Inhalation Therapy Technician - Hospital Job Opportunities H357A, Cassette, Bd. of Education.

Maintenance Mechanic, Eletriciao and Custodian, -Hospital Job Opportunities M357L, Cassette and filmstr_ip,\Bd. ofj5ducation.

. Medical Assiut Series, Hospital Job Opportunities, H357D - Filmstrip - cassette.

Mortician - Cassette, "A Mans' Work", GroUp International teaching Tapes, Inc.

Nurse Senles,-Hospital Job Opportunities H357F, Cassette and Filmstrip.

Nurse's Aid Series, Hospital Job Opportwiles.H357F, Cassette and Filmstrip.

Pharmacist, Educational SensP'rY Programming, Cassette.

Physicians -.Osteopathic Physicians,EducatiOnal Sensory Programming, Tile III, Cassette. V.

People Who Help Others -FiKand Sound - Public Health Dept., Charleston, West Virginia.

4htletarded Child- Film and Sound - Public Health Dept., Charleston, West Virginia; I -13151 4 ZIE PRODUCTION AND RELATED OCCUPATIONS OF THE MUSICAL SHOW 1 ',Secondaty Le;/el 'Fine Arts and Humanities Behavioral Objectives

rt. The Student will gairAknowledie if what a musket, show is and hod' best itcan

2. 'The Student will :receive informapon on the different jobs connectedwi the ntation of A' , musical show. ... . r e . . lr . . , 1. The Student will actually manipulate the "tools-ef-the-trade" in makingscenery, arranging music, writing script or program, designing sets, etc. ... ,

S Aestivation Techniques 0 ?"10'. & Subject Correlation Student Activities Predicted Outcome ResourcJs 'Ow

Lecture Film - "The Show Observation of the film The student will gain lotoW- Perspectives in Music Must Go On." -Y - while teacher (points out 11dge of what a Musical Education, M.E.N.C. ( different tqcgniques and Prow is. Publication. / -or 16 . Ir Brier devricktion and. ,Thest4dent will listen Student willbe' asked Education %rough The history-oftheAusjica) ,to ekamplet and asked to <4 , to evaluate and collkorehend Cultural /41, from Comedy through Records. .-opive what they hear. A the American !Marcel Alf Stage. EZ: ":Sow Best" 4 eb. Kearn; R,C.A. LDP-1505.

.1 _Ex. "GirLCrazy" Gershwin; 44, Columbia OL-7650. Ex. "Kiss Me Kate" Porter; Capital TA-1,267' Assign Books foil The students will read ' Students will gain Musical Comedy in Reference. (Term Paper.) R books of their,ownchalce 'knowledge of subject 6), America - New York related to the subject /readings, listening, and Theatre Books. the World At matter and make oral evaluating. of-Ilusical Comedy - reports-tothrass. gew 0 Stanley G-reen contained in Education.Through the .." A Cullm4a-PAits. , 253 Motivation Techniques & Subject Correlation. Student Activities Predicted Outcome Resources

Field Trip to Local Student will receive ideas Student will respond to FieldEx4perienci. University. from observation. ideas he receives at the Fl viewing of a prOfessional show.

inieriiewing4persons Students will interview Students will hopefully Field Experience which that work in the ljoid. several persons that form a characterization would include visiting are working within e of people they, come in withiCommunity

4 framework of a music 1 contaetwith. . groups, professiOnals show at the present. visiting area college of University cam1uses.

Writing a play or show.' Students will 'write an Students wi 1 *manipulate Music in G neral'Educa- .original show, using' very simple fundamentals 'tione The S rvisjng very'simple fundamentals in putting together a Teacher MA,N. Pub a or techniques. short presentation. tion.

Role players-several people _Students will play the Students, through imitation, Conn. Chor'd - they have interviewed. "parts of everyday life will learn how it would feel tlion by-C.G. Conn. ' of characters they choose. beinga'certain character. "Directing musical' shows!' in,public

, ScrapbOoks will be pre- Studifilfrwillprep re Stydfnts ,will learn a ," New York Times, current

pared,' scrapbooks in order'to cbr enteveryday'view, of - issue. gain insight Unto how weekly happenings in the Downbeat Megazine;Iview

professional's operate. musical field. ' of everyday lieppenings. They will cut from current issues of-newspapers ad-

. vertising of perforMance's of professionals.

254w -141- 255 J

to MotiVation Techniques & Subject Correlation Studeqt Activities --( Predicted Outcome Resources

Viewing Television. Students will be asked to Students will respond the NBC, CBS Television watch certain specials to folibwing day to the Networks. be televised. specials, and will be asked' to evaluate. 41 4. Role Playing Experience. Students will be asked The students will articulat e `The Destiny Serie -to play the pait of a the subject.-and,writea The Ametican Manal writer on a T.V. special script from his own ideas. Stage. or Musical Show. AL_ Constructing Prbps. Students will build Student's, will learn the Conn. Chord -,Bringing. scenery; painting and occupation of carpenter, the professional into work with lighting. artist,- and lighting the classroom series. engineer in relationship to the-musical show.

Hand6-0n-Experie'nce. Stbdents will'write Students will learn to Music, Educator's and arrange music for manipulate the "tools-of- Journal,,M.E.N.C. the pit orchestra or the-trade" by using the -Publication. . band. score papec,..fiens and transposition charts.

Contact by Letter. Letters will be written Students will-gain know- r FrelcExpectenceS - td persons in charge 1pdge from,updated comments Radio City Music Hall. of productions at, th, 1rom professionals. liadio City Music Hall in Yok.r '0

Drimatizathen or Role Students will take pa't - Students will analyze Notes0h-Tempo, Playing. in,a semester class pro- and gin knowledgi from Publication. " . jeCt. They will produce different facets of Perspectives in Music - and direit'a Musical Shc' N'producinq,,the a 'real show. Education. ' themselves. Making Music Your Own - `' Silverihirdete 2571 S REFERENCES

Music EductIors Journal, N9vember 1971,Page 57, March 1972, page 60, November11972, page 66. Official Magazine of the Music Educators National Conference.

Downbeat Magazine, Jazz-Blues,Rack, page 4, May 197.1, page 18, September 1970

Cona Chord, G. Conn,. LTD. Oak Brdpk, Illinois, page 21, November 1972.

'Social' Psychology of Music, Paul R. Farnsworth, Iowa State Univirsity Press, 1969. Chapter Ten =,,,The Application of Music to Industry and Therapy.

Pe*Spect;ves In Music Education, SOurce Book 11I, Kowell, M.E.N.C. rublication

Making Music Your Own, Silver Burdette Company, Eisman, Jones, and

Malone, Chapter Six. .

Education Through ;he CulturalArts, Destiny Series- Music, Cooperative Extension.Service, Appalachian Center'- WV.U. Article: The American Musical Stage.

Harvard Dictionary of 'music, Will ApetSecond Edition, Section bnGreat Composers.

Notes-A-Temlio;West Virginia MusicqEducators,official Publication

_Articles n.the MusicalShow, .411

The New York Times, Current Issues, Sectiomon appearing Broadway' Musical iPiNew York. IP

N.B.C. C:t.S. Television Stations, Current Specials.lituring Musicals.

Radio City Music Wall, Inc., 0., New York Current Prodyctions.

258

4 CREATIVE WRITING

Behavioral Objectives

,I. Affective - Help,stude9t become'aware andput values on writing as a career, as measured by pupil responses to class stiMuli.

n2. Cognitive - To show students how writing 4r4, careers are involved with their every day livesas shown by the completed list of writingoccupations developed.

3. Pschomotor-'Allow students to work in a "hands-on" situation in a printing showor bindery to develop awadeguate level of facility inbasic.printing skills.

Motivation Techniques- - & Subject Correlation Student Activity Predicted Outcome Resources

lntroductOry'class session, ,Class participation To assemble the beginning Textbooks, magazines, using induction and class in this discussion. of a list of jobs and careers participation to arouse personal background aware- that Would be included in. ness of writing occupations and experience of Response to Probing the-writing cluster. students. and tgeir close relationship Questions. To provide to our daily lives in school, food for expanding dis- at home, at work, at play, etc. cussion. e Subject Correlation - To'provide a variety of To be started at some con- Senior literature book writing forms as picnics anthologies of selected ' enient point in an op-going -.fit for aesthetic considera- writings. Schoot literature on poetry unit to tion then as generic to be expinded and developed as library, public library, the career cluster. 4 To and home library. time and interest allow. t build one step from the Should be summed up at the previous one the students final point of ivestiga- understanding to be mea- tion. sured by labelling the 'examples by type.

259 ovation Techniques gSUbiect Correlation Student Activity Predicted Outcome Resources

Set up action groups by . Team learning and research Motivation of most class Open to Group student interes.t. Each to examine a topic, of members by allowing them initiative. group investigates the mutual interest. to work in an area of facts of a:single writing particular interest, as job. shown by their active participation in a skill

a area. .

Sponsor field trip to Observe and note as many To expand list of satellite Local Publisher. newspaper jobs as possible during occupations related to the visit. actual writing careers, as measured by expansions of. cluster lists after visit.

Sponsor field trip to "Observe andnote Broaden outlook and Local ad agency. local advertising agency. yarious occupation expand the cluster and differences between listings. A ad agency and newspaper.

9 . , Class participation activity Inputs. into listing Have students know and All previous exposure formulating complete list and defining job cluster. have some understanding to cl4ter. orof writing careers and of various careers in supportive professions. cluster, as measured by studentimade cluster charts with jobs arranged on it.

Manipulative activit allow Present to class their Familiarize students with Library, newspaper, students 'to select writ; respective attempts to differences and similarities magazines, texts, model to master copy, or portray a particular between kinds of writing manuals, etc. imitate for class examina- writing type. and skills needed for each, tion. as shown, by writing assignments on each one.

261 262 Motivation Techniques & Subject Correlation Student Activity .4)redicted'Outcome Resources

Organize Literary career Discuss sand review various Promote conanuinienter- Local writing efforts, club. works and types of writing ests in the writing cluster literyysou,ces. both professional and as measured by meibership, local. volume of lode) lubmissions, and club participation.

Set up career information day. Student select various jobs Familiarize students.with / U. S. Govern ent taken from list assembled. the facts relevant to Research; Na tonal Research oppordtunty, careers in writing, as Research Or anizations. educatiobnal requirement, measured by sincere Various wri ing guilds. salary, and,security. interest shown by some students who participate and 4 fo)1,01-mp on their own. \\ "Hands onactivities -(To Allow as many studentsas Allow' qudents to get 'incorporate when and where a Local job rinter. possible to do several \better_ 'rfeel" of the possible.) Field trip to steps in the printing lianual careers supplementary print shop. process. to writing occupations, as measured by their level of participation in the "hands- on" experience.

..*. Invite local journalist to Have students imitatehA 01"t lesson,to personal class, let him guide students Local )ornalist. steps of-the journal is . writing style, procedures, through a typical writing. etc, as measured by students1 experience. success on a.foliirow-up writing assignment. -fr Set up "poetic experience" Have students try to loOk Help students set upa kind sessions. Surround students Artifa ts, objects of beyondthe surface into the of creative feeling or inter- with object that have tradi- natur, works of art, soul of flowers, trees, acti.on between themseOves tionally inspired intro- exc. nature in general. 'Allow and their environmea cul-' spettion and poeticthought: meditation periodson deep turei etc. Use both individual andgroup topics: death, love, etc. response to the objects. 26:3 264

-146-' Motivation Tectinigu '1141 & Subject Correlation' Student Activit/ Predicted Outcome w ResourCes Subject Correlation - Having become,active in students get expert-. School Jouii:lism 41: expired the broid cluster ,andand receive instruction in ience in actually working workshop. of clPative. Writing ad all, phases .of producing a at p sible career choice. sdpportive,careers; the newspaper. Stress is on A1s1 for individual students will move into the completed product from volvement,"choice selection direct, involvement in start to finish. and committment, as measured. producing a. school news- ° ,by their apparent attending paper. functions towards the parti- ° cular jobs of careers. b Emphasis.he're on all, jobs. Allow for experimentation Students will locate patti,6 School journalism Some students will liklice- and selection of activities.. cular job type which they class and workshop: ative functions, other?' -helping students find their find most rewarding, 'Work S _n*luali, No distinction as to gatest-areaofle interest. frpm this poillt toward r more or less important jobs.' ip , actual career investigation Strong em ;ton "hands on" as a possible future choice. activitx,t produceJend iesUlts. e. b

N46, 1 **.

t,ip100, I a,

1 266 265,o

-147-

.-`- Ea

CONSERVATION- OF NATURAL RESOURCES

7 ''TEDDY "ROOSEVELT TO PRESENT Environmentallbccupations

Affective To give the students a value of the importanceof the conservation occupations during a unit study of American History as measured by teacher-observation.

2. Cognitive The student will gain a knowledgesof the backgraUnd of environmental occupationsas compared to today during the unit of studyas measured by an:lotsal examination with 100°4 accuracy.-

3. Pschomdtor - The students will learn about thev!Ylousoccupations in conservation fields durihg the course of study as evaluated by theteacher.

Motivation Techniques Subject Correlation StudentiectNitY Predicted Outcothe Resource Ihitiate subject of con- Students to read 'Part 3, of Students will gain an under- See List M. .servatiorl bystudying' Chapter 8 of textbook. standing of early conserva- Roosiveit's contributions tion efforts. tomeird_veserving natural resources. . *

-divide-students into tree Group 1 - to discuss'' the Students will learn-the See List 1.' groups,for discussion r- Newlands Reclamations Act,' historical beginnings poses. GrouO II - TO discuss the'. Of conservation, White House conference, Group 111 - To discuss the ANorth American-Gonsirvation Conferehce.

411 266

4-4 Motivation Techniques & Subject Correlation Student Activity Predicted Outcome' Resource ) Each group will be'asked to 'Each group will have ohe in- The class willounderstand the dividual rwort on the relationship between the groups relate their research ( findings.,. findings orthe group. aneevaluatethe significance in-r gard to conservation.

Show filmstrip of Roose- Students will discuss St ents willitqain a. know- See List 1. velt'-s conservation period. the.areas of conserva- ledge of the limited.begin- tion that Roosevelt . nings'oflpcmservation prac- enacted. tices of the,past.

Discuss limited joboppor- 'Students wilj -discuss the Students will gain a alut-

tunities ofthe past. level of occupations . of the importance of Ion,.

emphasizing their' skill ' seryation practice of level. toddyas compared to the I past,

Divide class into three Students.will research.' Students will-gain a com-

-groups, using water, .air.4,4 the various occupational plete insight into the . and !land .as topics to dis- fields `in these areas occupations in conservation .cuss,cohservationdeyelop-. of study. of Water, land, and. air,

1 9. Show filmstrip on water Students will discuss the Students will'reipond to See List 1. conservation. pr*Tems, remedies, and the importance of the occupations iAvolved. `various occupations associated with water conse-. vation: sils.

Class presentation of The student 11 give Students will gain a know- See List 1. water conse4vation occu- individual ports,on ledge of the various levels pations. occupationlirfound 'in water of specific occupations con- conservation through the use cerning water conservation. of discussion, charts, and .audio-visual aides.

-149- 2:70

P .41 ti

Motivation Techniques £. Subject Correlation Student Activ ity *Predicted Outcome Resource

Bulletin Board. . Studehts will constrt a Students will display the See List Ibulletin board 9f occupa.. materials they hake con- tions related to water, structed and'obtained conservation. related to occupations concerningwater conservation.

1Show filmstrips 9n land Class discussion on Students will analyze the See List 2, -conservation. filmstrip and occupa- importance 9f the occupa-. m tions related to it. tions associated with land conse4at

4 . Group presentation of land Inevidual reports on Students a know- See List 2 conservation occupations. land conservation'occuiii- ledge of the various occu- Agdio-visual aids pations'aCsociated with may be used. land Conservation.

Bulletin Board. Students will construct Students will have a a" bulletin board of related visual display of the4 occupations in ltnd con.- occupati ons..-re-lat I ng to servati.on land conservation. , ft. Have speaker on land coh- Students will have question Students will *gain b com-, servatibn, See List 2. and answer` period with, (prehension of occupations speaker. related to land conservation through a fest-hand resource.

Show filmstrips', on air Class discuSsipn on film- Students will evaluat e the conservation. See Lill 3. stnips and how it related various occupations related to various occupations to air conservation. in air conservation. air

, . Grup,presehtation of air Each student in-the 0 Students will "cmin'a know- See List-3. con vitio will giver,a report n an -- ledge of themari'occupations, occupation in the a r con- v eisocietedwlth.air conser- '271 servation field. .They may` vation.' 272 * use audio-visual resources. P ri S Motivation Techniques & Subject CdPrelation StudeRt ytivity' JPredicted Outcome Resources

Bulletin Board. Students will construct Student's will become more a bulletin board of occu- knowledgeable of the Mani pations fotyld in air occupations in air conser-

-conservatiVn. _ vation through obiervation of bulletin board,

. .

Field trip to Electrical Students will make a' Students will receive a first Plant. list of the different hand experience b# the related occupations that may oCcupatiOns in air conserva- relate to the control' tion. of air pollution.

Role Play. Each student will role 'Students will imitate the job play one occupation of description of occu tions his choice that relates and consequently'beifammore to cons*iwation of our. familiar with the task involved. natural resources.

I PoSt Test - Or 1 tIst on Each Student will be re- The students will apply the knowledge of nfi oo quired to answer one ques- material they have seen and environmental occupations. tion of the occupations heard .and relate this know, of each.group presenta- ledge in answer form to'the tion. teacher.

274

373, N., LIST I

Textbook, Rise of the American Nation, Vol. 11, Todd, Curti.

Sounds trip, "Water Plait Operator," Acousifbne Corp. 1

Filmstrip, "Water and Its Conservation," 990, Eye Gate.

Filmstrip, "Water PollUtion," 13350C, Eye Gate.

Soundstrip, "Water Plant Operator," coustifone Corp-. .

LJST 2

"Soil and Its Conservation," 99E, Eye eitte "The Conservation,Our Forests," 99F, Oke Gate. "This Land of Ours;"-99A, Eye Gate. "Land Pollution," 835078, Eye Gate. "The Conservation of Wildlife," 99-G, Eye Gate. "The Consdryation of Minerals," 99-H, Eye Gate. Soundstrip, "Foqestry Technician," Acoustifone Corp. Soundstrip, "Soil Conservation Technician," Acoustifdne Corp., County Wildlife Conservationist. Coudty Agriculture ,Agent. County Soil Conservationist.

Tapes,,- - 4 "Porresters," E.S.P., "American Occupations Serres. "Forrestry Aids," E.S.P.,,American Occupations eris.

LIST 3

)Air B350 -A, Eye Gate.

;'Fighting Pollution;'! 6350-D, Eye Gatt.' . - OCCUPATIONS IN THE, FIELD OF COMMUNICATIONS IN THE AREAS OF NEWSPAPER, TELEPHONE, POST OFFICF

Cluster:- Communicatiqns and Media 6ccupations-

. BehavioralObjectives

1. Students 4011 gain knowledge of the occupational opportunitiles involved, in communications In the specific areas of the newspaper, telephone, and the post office.

2. Students will value the different jobi in communications as measured by the, type of job he selectp most fitting his own-Characteristics.

. 3. Students will hmitateLand manipulate equipment apprdpiate to the area'of communication q which he selected. . sw _ .'

NEWSPAPER

. Motivapionai Subject " - . ir Cqrrelation .. ..- Student Everience S Predicted Outcomes Resources r - , r leacher introduction.of .- ,Class discussioQ and. con- Students will be able Filmsttip (See List unitisincluding,the meaning struction of ,a collage of to recognize, and use a. II.) of the word, communication, , ,communication workers. _vocabulary of terrhs re- . and an overview of the jobs ., , lating'tothe fields of pvolved in Ommunication. 4410 work intcommunication aitording to their abilities as judged.by the teacher. r , di 4 - Reviewtypes of communica- Students observe-film- 'Students will gain a Filmstrip (See List tion.and prlsent filmstrip. strip on communications 'gOeral uniferstandihg of ii.) and begin notebook with the different areas of a listingof different nication ccording areas of sommunicsilion tot it abilities to repqr ,on one area ob- \ % served in tne.filmstrip. 0 ?76 277 -153- 4,

Motivational Subject Correlation , Student Experience Predicted Outcomes Resourc4s

Present-class with a news- Class looks through the. Students will have an Materials., paper which correlates with paper and discusses the understanding of the Language Arts. _ format of a newspaper. organization of the '6om- p6nents of a newspaper measured by their response to glass discussion of the

parts of the paper. .

Assign specific articles Students read selected Students will havt a Newspaper Trans- to read. articles and describe the knowledgelwf.thelteps parency. (See jobs required in the involved ill developing List V.) 4velopment of that a news article according article. to their description of one.

Prepare class for a field ,Class' preparation bf Class wild develop an Local News Office trip tothe news-office .jobs to observe in a und;Pltanding of the and Publishing Co. nevisoffice. Class pre- workings of a news office , pares gyestions to ask as udged by their asso- news workers.- ciation of class work with a realistic visit to the news office.

Arrange a 'field trip. The class will tour a The chess will develop an Newspiper Printing newspaper printing office., understandihg of the work- Office. ings of a paper company as judged by their association' 'of previous class work and reporting on job involved in producing a paper. J

27o 4. )4.

-154- a )

Motivational Subject Cbrrelation Student Experience Predicted Outcomes esigurces S Discuss production of a Each student selects a job Students will have a good Book. (See List

class newspaper. 'which he is interested in understanding of newspaper I V. ) and reports on the job., workers according to their ability to name the jobs performed in a news office yr- with 80% accuracy.

Direct development of a . Develdpment of a class Students will have a know- Newspaper as a class newspaper. newspaper with jobs re- ledge of jobs attainable guide. lating to the students according to their physical expressed needs. and mental ability according 4 to the performance in the development of-a class paper.

Oversee sales of newspapersC Students sell newspaper Students will have an Class developed in which students collect and mAnage the collection understanding of the manage- newspapers, money., 'make change and total of money with duties arranged ment and selling of news.-

5ales.(This correlates: with . by the class. papers judged by their per- Math..) formance and accuracy In handling money. e

Introduce th telephone in Class observes film- Students will understand . Ftlmstrtp (See the field of communication. strip and discusses the the importance of the List II.) use of( the telephone., telephone in communication by their relation of the uses ,of the telephone.

Enrich unit and provide Observe film and discuss Class will have a general Film (See List I.) repetition of previous con- possible jobs that must be understanding-of jobs per- cepts by showing a film. performed in the develop- formed in telephone opera- ment of a telephone system. tions judged by class participation.

I 281.

-155- - Motivational Subject Correlation Student Expirience Predicted Outcomes Resources ,w Arrange .to obtain'the Students assume a variety4 Class will be able to Teletraine Set. teletrainer kit for use with of roles in making ele- use the telephone correctly, . simulation activities -in which phone calls regarding and courteously with 100% the students use the telephone. everyday, business, and. accuracy as displayed by emergency situations., actual performarice.

Present filmstribi on occu- Class observes film- . Students will Se able to Filmstrips (See pations with the telephone strips and report on one report on one job of List II.) company. area presented in the telephone workers with filmstrips. They also 75% accuracy according 'add a Page, of telephone f to their understanding workers t1 the communi- and abill_ty.

cation notebooks. .

Pass oti,t,newspapers for Class locates the Classi- Students will be able to Newspaper. use with the telephone. . fled Ads and make 'calls for relate the telephone to This activity will corre- job interviews relating to, their everyday activities late with Language Arts. occupations in fields of according to their ability communication. to express their needs over the telephone as judged by the teacher.

Teacher prepared list' of Class discussion of jobs StudentS will be able List of Telephone Occupations centered around students will be able to to list and describe Occupations. the telephone company. perform followed by a quiz (verbally),10 out of 15 directing class to lilt occupations studied in wot'kers for a telephone the area of communications.1 company.

Arrange a field trip to Students tour telephone Class will understand the Field'trip to the the telephone company. company and observe the occupational areas involved Telephone Company. people involved in making in sending messages by the a telephone work. telephone as indicated by T-e class participation following the trip. v. 2c."3 POST OFFICE: Motivational Subject \ Correlation -'Student Experience Predicted Outcomes Resources

Introduce unit with a film Students observe film and Class will gain an overall Film (See Table 1.) on the.,,postal department. discuss various jobs shoWn knowledge of the occupa- in the film.' tions responsible for the efficient operation of the postal departMent jidged by class participation. 4 r.

, Presentvocabulary of terniS, -Class-160aies._th I Sti:lents gain an under- Teacher prepared -_:- associtttiAwith the delivery tfor the to "ms Ug -. standing of terms refer- test. . A of malt.:- This improves dictionary andiaOdkthe. . ring to postal workers and language, ability, enhancei page to theirAinvi404sa- occupationi with WV vocabulary, and gives prac- tion Notebook.- / accuracy_accbrding to their tice using the dictionary. ability to match terms with meanings on a test designed by the teacher.

Prepare visit to a post Class visits a post Students understand the Field trip to office. office and obserVes jobs performed in -the the poit office. 'workings of a postal sending of mail through department. -their observation of a 4 post office and judged by 4 qbestions asked to the postal officials.

Plan a class project. Class constructs post -Students understand theft Art- materials. Establish a post office office, makes costumes, jabs performed 75% percent in which several jobs and prepares occupations of the postal works as are presented. This which they wit] perform. e4hibited, by their plan, lesson correlates with rifng the post office and art- roles which they will - assume. 4 4

il 1 Motivational- Subject Correlation / Student' Experience Predicted Outcomes Reso rceis _

Supervise and guide role 1 . Class perfoiMs functions' of Class gains knowledge of Field rip/to playing. . postal workers in the form 'the overall production of the po t o fice. Of a play. mail according'.0 their.. performance and dfficiency in a role playing situation. I t

: 5 a ,

4% a , ... a

4 k / 4 k

..? I

a . 287 -_286 .

------, )1

RESOURCE L1ST

I I. Films

Adventures In Teleionia. Some Neighborhood Helper. "The Neighborhood Newspaper."

effs II. FilMstrips, 1

Communications and The Community. . How*TheiliOfephone Works. How To Mk Help In An Emergency. How We Use The Telephone Telephone Courtesy The-Alphabet Works For Us.

III. Pamphlets

We Learn About The.Telephone. A Story of Communicilions. Shipoen,,Katherine Btpr. Bell Invents The Telephone. - " ChidagO: E.-kik:ale and Co., 1952.

V V. Books

f I Sooatin, Laura. Let's Go To A Newspaper. Puknam, 1956, Gr. 1 3, $2.75. Buchheimer,111bomi. Let's Go To A Post,04ice. Putnam, 1964, Gr. 1-3 $2.251 4 Buchheimer, Naomi. 4# Let'sGo To The TeI:01fte Co. Putnam, 1958, Gr.1-3, $2.25.

Colonious'L. andSchroeder, G...W. At The Post Office. / Melmont, 1953, Gr. 1-4, $2.25.

'V. Transparencies

/ People Who Help Or Community."Our Post ()Moe" and 'Mow To Read A Newspaper." Gr.1-3, $42.50.

288. : -159- :

TITLE OF UNJT: JOBS IN JOURfflAtAM 74

Behavioral. Objectives viss,

S 1. Affective: Stqlen s of the Journalism Iclass will valte the importance of well written news st ies as well as the Nbarioys abilities and. talenttneeded in newspaper product, during theunit as measured by teacher observation.

2. Oognitive: 44, Students.o'the Jougnatism 1-claSs will apply knowledgegat.ribd from the unit as well as b come aware of various occupations in the. riewsaper world as ". in cured by t e production andaccuracy of productIon'of a class newspaper artother-clas assignments: S I b 3. Psychomotor: Students ofthe Journali.sm I class will imitate thesteps and some of the aCcupations necessary to producea newspaper'aS measured by the paper pfo- duced. \ \ Occupationet\Clustel=- Communication and Media

04,

40. Motivation Techniques ' Student Aciivity Predicted Outcome ResOurces

Teacher will lead a lecture- Students will dis4uss the. Students will respond' to Worts] Book Encyclo-, 'discussion on the importance lecture with the teacAer the lecture-discussion as pedia articles of a n4wspaper inJoday's while discav'eri,ng some of measured by teacher obser entitled "Newspaper" society leading into what the jobs available in -vation of the students 4: and "Journalism"; news is and how it,gets from the newspaper,' eagerness to particitate High School Jouhalism; the news event into print.. in the discusiion. Scholastic 'Journalism, The teacher will chbnnel 411 discuss-ion toward the

' various people involved in the production of a news- ti , ,paper.

'Assign students to write ''Students will write a Students will analyze Ahe a short essay on "If You -theme of approximately 200 .question and respopd Were Told To Start A words on "If You Were Told writing the required essay Newspaper From Scratch, To 'Start A Newspaper From as measured by the teacher. -How Wild You Begin ?" Scratch, How Would You

'Begin," ,

Teacher will lead a Students will make a list Students will cont SchoasileJournalism; eissiOn of.the'previous of jobs available in the to analyze the question World Book Entyclopedir assignment while paying newspaper field including 'while applying knowle ge articles on "Newspespein particular, attention to .they educational prepara- gained thus far'as a- and "Journalism," the jobs Aeiptioned and the tion and approximate salary sured by theibompl ed dbility or education.required for each jobdiscussed. lists -according to the .- thoroilghhess'ofthe1 fists. I I

2 291

-161- ( Motivation Techniques Student Activity . Predicted Outcome Resources

Teacher will distribute copies.Students will discuss the Students will gain in the Teacher prepared

of a chart showing the chart, , knowledge of the differ-. charts reproduced so various departments of a ent areas of newspaper that each student has , newspaper and discuss each production and the a copy. May be taken' department while noting relationship of each from Scholastic, the differences. department to the others. Journalism or made from the material furnished jn the "Newspaper'. article of World Bodk S Encyclopedia.

..- Teacher will divide class Eich group of students. Students will apply know- Magazines, newspapers, ijito.three groups for the will create ebulletin ledge gained thus far and colored paper, etc. purpose of making a'bulleiin board dealing with one call on creative abilities board to be discussed as of the__ three maiew,depart- to create the boards as each board is created.. ments of the newspapea.... measured by the boards Editorial-Busine'ss, created., Mechanitia:

Teacher willshowand Students will view the .Students will coh1inue to EVA Filmstrip "The ldiscussjilmstrip. filmstrip, take notes gain iQ knowledge of the Newipaper's Function." and answer a short quiz. works.of a newspaper an

"IP begin to gain in knowledlo of the fundamentals of newspaper writing as.measured by the quick quiz to be answered with 90% accuracy.

293 Motivation Techniques Student Activity Pr,edicied Otitcoilie....

'Teacher will lecture on the ,Students will take notes Studenti will receive Scholastic

three main types of stories bn the lecture. ' information to.b4kapplied Journalism. found in a newspaper...news, in a later assignment. feature, editorial. noting differences and paying parti- cUlar attention to where thesi stories fit in relation to the departments listed on the chart.

Teacher will continue to Students will take notes udents i.11 gain in the World Book Encyclo- Lecture, this'time an the on the lectUre. basic kn edge of news pedia, articl on basic construction of a story const ction. "Newspapers"; news story including a Scholastic Journalism. discussion of the inverted ,pyramid style of writing.

Teacher will pla\prepared Students will listen Students will'apply Teacher preparedtapes tapes-of realisti tuatlohs tothe tapes, take niltes, knowledge from-the or EVA "Writing suitable for writing news and write a newssto!y fil)0Strip and teacher, Assignment." stories, providing a role- from the notes. discussion as measured

playing situation. , iby'he stories produced. dor 0 ,

295 , 294 . -163- Iv tion'Techniques Student Activity Predicted Outcome Resources'.

--A4ternate - r r Assignment- - Teacher will diVide class Students will create some Students will apply know7 into groups of approximately sort of news event.:. ledge gained thus far-as five students each. robbery, car accident, measured by the quality et-C....to act out before of stories written. the claSS. Those not Students will also sha'pen

participating in the pre- their powers of . sentation will take notes obser4iion. en the event and write a news story frOm their notes and'observatjon.

Teachei' will project . Students will discuis Students will begin 'Stories written in some of the stories written, each stary,as to ;the- ,sto NialLie the quality - previous assignment. with the use of an opaque 'good and bad paints. and necessity ofa well projector, going over the written newt story. good and bad pointsof(the X4 story. \

Teacher will4lecture on Students w411-write too Students_ ill begin Scholastic different types of feature ideas for each type of to comprehend the general - Journalism. stories, assign a feature S feature story, choose one structure, of stories. story to'be written thus idea and write a feature found in a paper while giving the Students an story. increasing their profi- opportunity to play a ciency in writing. different type of reporter.

4',:tats 29th 297 sr

Motivation TechniqUe, Student Activity Predicted Outcome Resources

Teacher will lead a lecture- Students will discuss the Students will analyze a Scholastic Journalism. discussion on the different daily editorials, choose current situation in the types of editorials using the an idea for an editorial school or community'as the dailionewspapers for and write one. measured by the editorials comparison. written. Again, the students are increasing the writing proficiency. c Teacher will make arrange- Students will choose a Students will becone., ments foran adveltising pyoduct, company or local aware of the various jobs manager to speak on'how store and develop a series" in the ad department df ads are made-ready for of about three ads that a newspapel while also printipg and -the people could be,uted in the paper. becoming aware of ad jobs and jobs involved in the They will present the ads available outside the, Business Department'of to the Blass in the form newspaper. Students will the newspaper. of an 'ad campaign. also*be asked to call upon their creat4Ve ity, to complete the assignment.

Teacher will makt arrange- Studehts will -observe Students wilt gain in Huntington Publishing ments for a, fi.eld tripto the various occupations knowledge of the jobs Company.- arather,large newspaper. they have studied.'They they have learned about, will also, if such arrange- see them in action white - ments can be made,, take observing the complexity part in some manner in the. of newspaper production procedures of the mechani- and the need for accuracy cal department. as well as the ability to work quickly and under p'ressure.

299 -165- r

.Motivation Techniques Student Activity. I Predicted 0 t ome Resources - leacher /ill organize class Students will _choose an Students partic pating Mimeographing equip-' into a new staff including an editor, news staff and in this hands acti- ment, and Opewriters. editor and other personnel editorial staff, etc, vity Wilt-use- he know- needed: and organize to produce ledge gained; roughout a mimeographed paper. the unit whii imitating the steps'n es y to

produce a rir

Teacher will Organize a Student's will question Students 4 11 have one Personnel from local mini- career' day inviting and interview in-depth, final exp'sure to the _papers. Occupational representatives from as people in the areas of jobs in urnalism and Handbook. many areas of newspaper.pro- journalism In which each will be/ ble tg make a uction as possible.-- ins most inter- value dgment as to ested, using OA "outline the si ability of a for Study of an Occupation" job i,h journalism as a as a basis. futur career.

Teacher will assign a Students will write a theme Stud nts willanal; the theme as a fihal trap -ups. of approximately 150 - 2Q0 que tion and apply the

words on "If I Had To Choose ledge and value judg- A Career in Journalism, nts they have made in

WhiCh-O0upation Would I riting the theme as Choo#f Wky and the Require- measuredby the themes Tenfti el Necessary for turned in. the JO

110

JUI' BIBLIOGRAPHY

Books List I

Arnold, E.C. and Hillier Krieghbaum. The Student Journalism. New York: New York University Press, 1963.

Bond, F. FFiii. An Introduction to Journalism. 2nd ed. MiCmillan Company, 1961. --

English, Earl and Clarence Mach, Scholastic Journalism. 5th ed., Ames, lowa:'Iowa University Press, 1972.

Gemmill, Henry andBernard Kilgore, eds. Do-You Belong ln Journalism? New York: Appleton-Century-Crofts, Inc. 1959.

Hohock; Robert. Occupational Information. 3rd el., New York: McGrew= HillBook'Co. ,-'1967,

United States Department of Labor. Occupational Outlook Handbook. Washington, D.C.: U. S. Department ofLabor, 1961.

World Book 'Encyclopedia, (50th ed.)1965.4Vol-14 "Newspaper."

Chicago: Field Enterprises Educational Corporation. .

Wo id Book Enc clo edia, (5th ed.), 1965. Vol.11 "Journalism." C icago: Field Enterprises Educational Corporation.

trip - "The Newspaper's Function."

EVA Tape. - "Writing Assignment."

Newspapers - List III

Local Newspapers.

dk. ENjO NENT AND REWARDS IN INDIVIDUALIZEAND RELATED SPORTS OCCUPATIONS

Hospitality and Recreational Occupations

4 Behavioral Objectives

Affective - To give to the seudents a value of the importance of sports occupation&. during -a, unit of)tudy is measured by a written examination with 90%accuracy. . . el ' 4 ._ Cognitive - The stud9nts will learn to comprehend the Many facets Of sports occupations and the.offect they have-upon their.physrcal well-beingas measured by 'writtedexamination with 90% accuracy.

t . \ . Psychomotor - The students will manipulatetht,aequired skills according to theiraliility fas related to the unit of study and measured by teacher obiervation.

Motivation Teclikii & Subject Corre tion, Student Activity Predicted Outcome Resources to

. , Introduce the Itudents to Students will disciAs rn by obsetwation - See List 2 *** the Subject of Bowitina with' ' various techniques in the proper techniques a fi 1.m. approach and follow- Inapproach and follow- - through. through.

nstration.by a Students willlearo Students will comprehend BoWling Pro. by 'first -hand informa- the importance of the steps tion some techniques in the approach And become bowling and occupa- 'aware of occupations in , tional.opportunities. Bowling,

4 t-, Olt

F 304 303 --0-- ,

111 Motivation Techniques Subject Correlation Student Activity Predicted Outcome Resources

Divide students into groups Students will practice Studentswill develop a of five to practice their by walking through the precisiortg in timing, steps approach and follow-through. steps. and follow- through, 1 Teacher will supply duck Students will practice Students will apply the Duck Pins and Ball. pins and ball for actual, their acquired techni- acquired techniques to actual situations. . first-hand. experience. ques through use of duck pin and ball. (Students imitate the teachers,"

Instructor will show Students will be given Students will gain a know- See List. 2 *** filmstrip on scoring a mock situation to keep ledge of scorekeep)nq in bowlibng. score in bowling. -thpugh stimulation activities.

Discussion of possible Students will discuss - Students will 'gain insight 'occupations in the area the occupations from: in what makes up the of bowling. ly their own bowling industry, i.e.,..

. experience. 1) Bowling equipment and 2) films. -""!->= manufacture. 3) Bowling Pro. 2) Salesman (distribution). 3) Bowling Alley Management and care; a 14)---fro Bawler. 5) Sports- Broadcaster. 6) Sports Writer.

Prepare students for Students will partici- I. . Students will naturalize field trip and the 'plate in team groups in their abilitier-tn-bowling- Oplementation. :actual broling situation. and gain general knowledge of the bowling,facility. -4

305 4 306 /al

Motivation Techniques A 5,ubject Correlation StudePt Activity Predicted Outcome Resources

Teacher win prepare and Students will demonstrate -Students will express the Teacher - prepared initiate subjective and his knowledge of the funda- value of the bolding in- test. objective type test. mentals of bowling and the dustry. - many occupations involved.

Introduce the students Students will discuss varl-' Students will gain 'snow- Sex Li-s t1**** to the subject of Golf. ous rules and fundamentals ledge of the, game of (History and b'ackground.) in Golf. .golf, and the terminology.

Prepare' students for Students will walk over Students wilWriegive field trip to a Golf Course. the Golf Course with fist-hand information Golf Pro and ask questions on the lay-out of the about it. course. iit

Demonstration by a Golf Students will learn dif- Stucints will'learn by Pro. ferent type 'shots, "hand observation the- proper grips, and swings. shots and techniques.

Students will be divided Students will prat ice . Students will develop into groups of four to by hitting the b 1 from a precision in timing, practice strokes and hitting the tee, wil bey, putting, 'hitting, and follOW- the ball. . and hitting trap shots, etc. 4hrough.

Students will participate A) Boys will be matched. Students will apply Golf Course. in a actual round of Golf for thecompetition. the'acciuired funda- f-/ in competition. B) Girls will be matched. mentals actual situation.

instructor will show film Students will critique Students will respond to See List 2*** of the 1959 Buick ilpem various' techniques and various techniques and styles of each individual styles of each player by golf pro after viewing expressin eir own film. preference. 3G( A A Motivation Techniques

& Subject Correlation Student Activity Predicted Outcome ' Resources r Discuss possible Occupations Students will discuss the Students will; gain insight

in the area of Gait. occupations: . .1n .what jobs are available ,1). 'Oral reports: 1) From their own acquired to ihose_interested ;la

A. Duties. knowtage. , Golf, i.e , B. Qualifications, 2) Films. 1,.° 1) equipmn't and C. Salaries. 3) Golf Pro. manufacture' 2) Salesman. 2), Panel reports: 3) "Green-keeper,"1 A. Advantages. .4) Golf professional _B. Disadvantages. $1.C1 ubBouse-manager1, 6) Caddie.. 7) Golf officie.W._ 8) Sp6rts Broadcaster, 9) Ceech. 10) Public Relations Director.

11) Program Director. ( I 12) Sports-Writer.

Teacher will give a Students will'demon- Th,estudentse, will ,respond Teacher - prepare subjective and objective strate his knowledge toihformation learned test.

type .test. about the game of Golf throughout the unit. - 10 with 75% accuracy on the test. , . Class aitcussion. Students discuss the ,,Students wild valr importance bf the two the. importance of 1'

indiVidual sports covered" bowling and golf for , and their importance in enjoyment and the our lives today. .occupational opportunities.

309

310 -171- 71 RESOURCE LIST

Books 6. List 1

Bawling American Bowling Congress. Hittbry of Bawling. Milwaukee, Wk.1959. 4

Day, Ned. HA To Bawl, New York: 'Halcyon House, 1948.

Miller, Donna Mae and Kathirine Lay. Individual and Team Sports for Women. New York:,Prentice-Hall, 1955.

Wilman, Joi. Better Bowling. New York: Ronald Press,' 1953.

Golf

Nixon, John, and Jewett, Ann. AnIntroduction to Physical Education. WL B. Saunders Co., Philadelphia,Perin., 1969,

'Moore, J. W. The Psychology of Athletic Coaching. Burgess Publishing co., Minneapolis, Minn:, 1970.

***Davis, Elwood, and Nance, Virginia. Golf. Wm. C. Brown Co., Dubuque, Iowa, 1966.

At Films - List 2

V*Bowlin -Fundamentals Bowling

Proprietors Association: Washington, Park'Ridge, Illinois. f

***Beginning Bawling,-AMF Pinspotters, 6500 N. Lincoln,- Chicago, Illinois.

***F959 .Buick Open,.General Motors, Detroit, Mich.

, / CAREERS' AND RECREATION IN PHYSICAL EDUCATION

Occupational Cluster: Recreation

Behavioral Objectives

-..Affective -Student will value swimming as measured by'their positive attitude toward looking for a career job, valuing recreational benefits, and the art of rescue inswimming. r Cognitive -Student will gain a knowledge of various jobs, the, recreational aspects, and rescue procedures in the field-of swimming to be evaluated by teacherobservstiqn.

Psychomotor -The student will gain a manipulative skill of the swimming strokes, utilizationof scuba equipment, ability to rescue, and handling necessary equipment in construction as measured by student participation.

Motivation Techniques & Subject Correlation Student Activity cted Outcome Resources

Field trip to swimming' 1) Observe the proficiency 1) The student will gain a Team members. meet, of,-the team members. knowledge of-the dif- 2) Observe characteristics ferent strokes. of swimming pool 2) The student will comprehend the practice

_ involved in competitive 410 swimming as measured by ti class discussion.

View film on pool 1) View film. Student will gain a know- List A. construction. 2) Class discussion, ledge of swimming pool construction as measured by teacher observation of class.'

rm. 312 -173- 313 Motivation Techniques & Sub'ect Correlation Student Activity Predicted Outcome Resources .01 Field-trip to construction StUdent will observe Student will observe Swimming pool and site. construction workers the number of jobs at the construction site.1 to be discussed in construction site as evaluated class. tY teacher observation of a., class discussion.

Occupational research. Student will select a 1) Studen4t will gain a know- Library and , job he has observed, ledge of job selected as med- equipment. report in class and sured by teacher obse6ation demonstrate equipment of report. necessary to complete 2) Student will show class job. one piece --of equipment needed to complete the job-piCture or real. 4 Manipulative activities. Work at job site one /, Student will acquire first Job site. ,4Weekend at his selected' hand experience of the work job, he has selectedin building a swimming pool as measured by the construction foremans' 'observation.

. - ,Red Cross official Buzz session. Student will value the Red demonstration. Cross and the work it does as observed by teacher observation of class discussion.

View film of Red Cross View film. Student will value the , List A. Lifesaving. lifesaving abilities gained from the Red Cross course.

so 31.4 4.

Motivation Tethnigues . dde, 6- Sqbject Correlation Student Activity ,Predicted Outcome. 'Resource,*

. "provide field trip to Attend and participate in Student will develop 1) Red Cross Hand- ":swimMing pool. Red Cross class of Senior ,"manipulative skill. book: rf 'Lifesaving, in illesaving as mea- 2) Charts. seed by teacher observation.

Manipulative activities. :student will participate Student will possess a . Swimming pool. playing as-a life- manipulative skill -in . n a mock drowning. RejI Cross Uife-savIng as observerby grading the Mock drowning and as a skill test.

Occupational Research, Buzz sess4on to number StudeWwill demonserate, 1) .Red CrossAterial. the jobs found in the . a positive attitude toward 2) Handbook. a 'Red Crots. looking for a careeelob or a summer Job as mew-- sured by teacher obser- vat ion.

OCctiAtional Research. Select one job to 'do StudInt will value . research and discuss in selected job as measured

c;5 - - by teacher observation of ,report.

Os Hands-on-act ivkaes and Work with a lifeguird and Student will develop.pre- Job site. role play. Red Cross Administtators cis ion' performing selected

for one day. . job as measured by. teacher observation.

at. I

17--:I JIM Motivation Techniquet & Subject Correlation . Student Activity Predicted Outcome Resources

Certified scuba diver Buzz session with diver. Student will discuss, ask" 1) Certified scuba explains equipment. questions and experiment diver. with equipment to be 2):tank. measureikby their willing- 3) reguiletor. ness to r'espond in the buzz 4) mask. session.- 5) firis'. 6)'weight helt. 7) knife.

Film of diver under View film. Student will gain a List A. water. kpowledge-of the rise, of

equjbment under realistic . condAtions.

4 Teacher safety Class discussion. Student will gain a know- Scuba diving i-nstructions. ledge and value the safety handbook, procedureswhile diAng 0 as observed by-teacher observation.

, Hands-on-activities. Use equipment in Student will imitate swimming pool. instructor seen in films r and follow safety instruc-,

tions to be evaluated by . skill test with '89% accuracy.

Film of scuba divers List jobs to be discussed Student will value scuba List A. salvaging. in class.. diving as afossible job as measured by class discussion.'

319

1 7(1. Motivation Teciriques &. Subject Correlation Stldent Activity Predicted Outcome Resources

Hands-on-Activity. Students scuba dive, as ir Student will develop Waters through- recreation. preptsion in'diving. out the world.

2) Student will value safety teachings while diving.

3) Student will value scuba diving as a carryover sport.

3,20- 321 Behavior Objectives

Affective -.Student will value tennis as measured_by a positive attitude toward looking for a career job and recretional benefits as measured by teacher observation.

'Cognitive- Student will gain a knowledge of the fundamentals of tennis and jobs stemming from tennis e. as evaluated by student participation.

. Psycho:motor- Student will develop a manipulative skill of thegame of, tennis, also the job he may select in the field of tennis as measured by teacher observation.

Motigition Techniques $-Suect Correlation Student Activity Predicted Outcome Resources

Film explaining scoring Keep score at a tennis Student is able to apply 1). List A. in tennis. match. TV, film or *core keeping as measured 2 }- Charts. live. by a formal test of 75% 3) Live tennis match. accuracy._

Stimulate students with Imitate strokes: Student will posses a List A.

a film showing correct . 1) serving. .basic manipulative 'skill techniques of tennis 2) forehand. in tennis fundamentals as strokes. 3) backhand. observed by teacher 4) follow-through. observation.

Manipulative activities. Participate in tennis The students will develop Tennis Court. game. precision of the strokes to be measured by skill test with a minimum of 50% accuracy.

-323 329e

?178- Motivation Techniques & Subject Correlation Student Ketivity Predicted Outcome Resources

Provide a field trip to Buzz session with pro-- Studenttecomesaware of 1) Tennis pro. -observe professional tennis. fessional tennisplayer. the cash.earninqstof a 2) Country Club, professional tennis playertand also of those employed by the club to be evaluated of teacher obseryation of the buzz session.

Provide field trip to 1) Participate in field Student will become aware Wilson Company.'

Wilson Company. trip. . of the different jobs he

. 2) Make a list of lobs has observed to be measured he has observed: by teacher observation.

Occupational research. Student will write Student will gain a knowledge Information obtained a research,paperon a about the specific job job selected from the he has selected. 1) Workman. field trips at the 2) Salisman. country club and Wilson Student will becOmeaware 3) Library. _ Company. of what education he will need torsucoeed a selected job as measured by teacher evaluation of the research paper. IV Role Playing. St dents will open a Students will value the Classroom. sprting goods factory- experience gained with a jobber-the sporting goods "on the jqb",training store the customer. as evaluated by the attitude of; the students ,performing their-jobs.

32,5 CAREERS AND RECREATION IN PHYSICAL EDUCATION

Grade Level: 10-12 cc6pati-onal Cluster: Recreation Behavioral Objectives

Affective - Student w 1 v lue the jobs available-in Physical Education as measured by their positive at de toward looking for a career job. 1 Cognitive - Students will gain aknowledge of various jobs in the field of Physical Education

as measured by teacher observation. .

Psychomotor -Student will gain a manipulative skilj workingas a* Physical Education teacher or athletic director as measured by teacher observation.

Motivation Techniques & Subject Correlation Student Activity Predicted Outcome Resources Am% Talk about` PE field as Attend lecture and buzz Student will gain a know- PE Instructor. a teacher. session. ledge about benefits of teaching PE,IdLsadvantages and education needed as measured,by student participation in buzz session.

Supply student with Look through course - Student will become more Undergraduate college handbook. curriculum of PE courses, aware of subject needed to catalog. graduate from college as a ,PE major as measured by teacher observation.

Buzz session with an Buzz session. Students will gain a know- athletic director. ledge of the work of an athletic director-as observed by teacher observation of the buzz session. 326- 327 Motivation Techniques # &=tubject Correlation Student Activity Predicted Outcome Resources

.0Ccupational Research Students will write Students will value job research paper o opportunities .in the teacher or athletic director. field of PE as a teacher or athletic director , as measured by teacher observation.

Role Playing. Students will make a StAudent will,galn a A nual of PE

lesson plan for PE manipulative skill- in , 3rd ed. class. developing a lesson plan Feil Shaw S Ley, N.B. as measured by teacher Sauflders Co., Phila- observation. del0 ia & London.

Role Playing Student will take over Student will become aware PE cl ss. as PE.teacher. of the responsibilities of a PE teacher.

Student will acquire4a ma6pulative skill of handling a PE class as measured by teacher observatibn.

Role Playing. Student will take over Student will gain khow- Athletic Director's as therAthletic Director ledge a manipulative office, for one day. skill working as an

Athletic Director, -

32s 329

-181- Ar

.0. 6 t I ., RiSOUROE.-MAIELW

List A - Films ce- - A.'Swim & Stay Fit, Sun Life Asswitance Coripanyof:Canada. B. fle Water Wise,, Arrierican National RedCross. C: ,Skilled-Slmming, Americati National Red Crgss. D. 'ItcubaDivirlq: Americal4p4lOnal Red ttloss.

E. You Are111e Lifeguard :Aetna Life Affiliate Co. . F. Safety:Under Water,'Hartford, Eon Han NationalRedCross.,

Gt. Freest* Coach George Haines, Hill Film 1'966. #1. The Lawn Tennis Championihip, Wim Wilkinson Sword _Inc.,197r, t./ Siuba, Spear & Snorkel; McGraw-Hill M, 1970.

LisvB = Books

A,. Red Cross Handbook. American National Red Cross. B.° Instructor's Manual Survival Swimming. The ArArilio:an Red Cross, 1970. C.:Red Cross' Water Safety. American National Re ss.

0. Swimming .& Water Safety CO OS. Instructor's Manual. American , .,NationalTRid'Eross, 1968. E.. 'Life Savhq 8 Woor Safety. American National Red ypss.

F. Undergraduate-Calialoq. -!408 G. cuba Diving. Aaercan,National Red Cross, 197{1...

Litt C - Miscellaneous I 4

A. Swimming Po ol. B. Team Members. C. Pool Construction Site..- D. Library. E. Construction Eqilipmedt. F. *Chanti. 4

. -Scuba Diving Equipment: 1,, Tank.: 2 Regulator.

. *ask. 4: Fins. At. re 4$. Weight Belt. 6.46Knife. H. TeleviSieon. I. Watei:s Throughothe J. Live Tennis 'Match: K. 'Tennis Pro. a L. PE Instroctor. I M. Athlettc Director, N. PE C4ast. 0% Athletic Directors Office/ P. Sporting Good Store. Q.- Wilson COmpany: ) 1 1. Workman. 2. Salesman. V 6 1 0

cif -182- ) CAREER EDUCATION'

OCCUPATIONS IN THE FIELD OF PERSONAL, SERVICES .AND'IN THE SPECIFIC AREA OF AIRLINE STEWARDESSiOAREERS

Cluster; Personkl Services

-r Behavioral Objectives

The student will gain a knowledge of occupations available in le personal services and specific knowledge of the careerJof Airline Stewardess. ,

Students will respond by valuing the occupations related to the personal' services as'measured by his /-salection.of a .05 that will satisfy him.

4 students Wil+ imitate and al,ticulate the job role of an Airline Stewardess as she performs her duties. 411110

ti I

4otivation Tech 4es d f ISubject Correlation Student Activity Predicted Outcome Resources

Teacher introduction of Class discussion of specific Student will become motivated Book List 1 and 2. upit-wiW.An overview of ereas of interest to to gain knowledge of the fobs involved in personal, vidual students. occupations involved In the

services on bulletin board personal services as mil- -4 display% sured by teacher observa- -5 tion.

Present Filmttrip and Record, Oral discussion.of the StudentWilfgaina general Filmstrip and-4,cord. -

"Personal Service Occupa- wide variety'of occupations knowledge of varied oc List 1. 4 tions." available and theareas that potions available In, they cover. personal services as aTs. suredby teacher obterVatiOn- 0 of class d'iscusston. 4

°' 3 3`e r

rs Motivation Techniquet. & Subject Correlatimin Student Activity Predicted Outcome Resources

Student' Research Group. Stpdents shOose one Student will become more Books - List1 and 2. occupation in pertonal knowledgeable of the Pamphlets - List 1, 6 services to research for requirements and charac- and 7. an oral report to class. teristicseof each occupation 4e researched and reported.

Oral Reports. k.i..Students will present Students will gain a more "oral reports covering complete understanding of requirements and qualifi- the pcissible occupations. cations, preparation and training, earnings and, Student will gain experience benefits of their chosen in speaking before a group. occupation.

Filmstrip and Record, Class discussion. Ques- Student will learn of , Filmstrip and Record - "Job Opportuni-ties Now." tion and answers. the'opportunities ih the List 2. jobs available now.

Resource Pe'rson. Students will llsten to StudentS will display,, Beautician. presentation of speaker. listening and questioning Questions. asked regarding skills and hospitality for the occupation. 5a5guest as measured by teacher observation.

Prepare class for a field Class preparation of jobs_ Students will gain a more trip to Holiday Inn. to observe in the'motel and complete understanding of rplan questions 'to be pre- the necessity of flie p4r= sented at different areas sone' services as mea- of services. sured by teacher obier- Jation of student discustion.

}3' " )4

4 Motivation Techniques. 6 Subject Correlation Student Activity Predicted Outcome Resources

Field Trip. Students will observe jobs Students will gain a more Holiday Inn. and persons performing complete understanding of duties. the jobs involved in the operation of a motel as measured byateacher observation of student reaction in discussion of jobs observed.

Class Discussion. Students will review Student will respond,to

proper forms of letters , the helpfulness shown and write thank you letters them on field trip and and write thank you letters resource person by

for field trip-and speaker. expressing their spore- . ciation through a thank you letter.

tntroduce the Airline Oral discussion of specific Students will beeeme moti - -' Tapes - List ' Stewardess in the field areas of interest to indi- voted in becoming know- of Personal Services Tape vidual student. ledgeable of the career of "Stewardess." Airline Stewardess as " measured by teacher obser-. -r vaiion.

Research: 1. Scrapbook. Students will, prepares Students Kill gain know-, Books List 3, and 4. scrapbooks with detailed ledge of the aspects r information concerning: concerning. the, career of Pamphlets 2, ,3, 4,` and How to Apply. Airline Stewardess as 5. interview. measured by the teacher Training School. a observation of completed Requirements. scrapbooks. Earnings. and Benefits. Advantages and Disad- . vantages. 335 History. U. S. Arrlines.' -185- :3 :3 t) Motivation Tech a. Subject Correlation Student Activity Pregicted Outcome Resources

Z. Exhibit. Cies eri11 make an exhibit showing the different uniforms-of the Airlines.

Field Students will observe the Students will develop Airport. evariety of jobs as an understanding of the seen in the airport. - Obs involved in air trans- inside and outside. portation and specifically the airline stewardess as measured by teacher obser- 4 vation of student ditcus- sion.

Role Play. Students-ill role play Student will develop Books - List 4. the job as observed during_" an understanding of the field trip ind research. overall duties performed by an Airline Stewardess as measured by teachers observation of thestudent I n role playing:

tr RESOURCE MT .

Filmstrips and Records

Personal Service Occupations Acoustifone Set of four filmstrips, records

Job Opportunities Now

Group I A612SAR- Set of six filmstrips, three reco 'rds

/-i ..,.- Food Service: "A Career To Consider" Ed c ion Department ti al Restaurant Association Filmstrip,' Record

Tapes'

Stewardess American Occupations Series ESP #4588 Two Lesson Tapes

Books

Hopke, Wm. E: The Encyclopedia of Careers and Vocational Guidanc. Ferguson, Chicago, ill., 1967.

Whitfield and Hdover: Guide To Careers Through Vocational Training. Knopp, California, 10.--

1 Morton, Alexander C. The 1972-73 Airline Guide To Stewardess Careers. Arco, New York, 1972.

Engeman, Jack. Airline Stewardess A Picture Story. Lothrop, Lee and Shepar 7307-- pamhl pccupat Briefs America's.Mlior Job Fields. Science Research Associates,-Inc., Chicago, 111.,, 1964.

114 Flight Attendant Information. Department of Transportation "./ Federal Aviation Administration HQ Form 1210-3 ,(96-72)

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/./

Pamphlets (continued)

Steps Into A'Fascinating Career As An Eastern Steward, Stewardess. Eaitern... Where. Challenge and Opportunity Meet. Eastern Airlines, Miami international Airport, Miami, Florida,33148.

American Airlines Flight Service' College, Greater Southwest International Airport, Fort Worth, Texas, 76125.

Domestic Steward and St7dess. United Air Lines, 'P. O.Box- 66100, Chicago, Ill., 60666.

Careers For Youth In The Food Service Industries. National Restaurant Association, Chicago, Ill. 60610.

Chronicle Occupational Briefs., Chronicle Guidance Publications, Inc., Moravia, N.Y.

3 :I (/

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gib

SUGGESTED LETTER FOR PARENT PERMISSION FOR FIELD TRIP.

* 0

.0 Dear Parent: 0 kr Our class is taking a trip to (place) X a , on from to 'A(time)

(conveyance)

Will accompany the group. .- Please sign this consent form and return'it by

My dagahterisOn has my permission ,

, to go on the field trip to 1

411i \\.. S i' Parent signature

., C , AP.

/ / 342

i -190- At

SUGGESTED LETTER FOR PARENT INVOLVEMENT

Dear (Parent)

Children in our school are studying career educe iron. We feel that it is important for them to be aware of their relationship with careers and the world of work.

We would like to have you as parent involved as much as possible with your child's education in order for you to have p bettep under- ttanding of whatyour child is learning. Also, we feel that our class has much to gain from the knowledge of the parentsas we-learn about thei; various occupations. 4

aelOWis ',short questionnaire for you to complete that will give 'us informatioy which will helpusin our study.

1. Would you be willing to explain your occupation to our "class? If, so, what time of'day would be

convenient? .

2. If you cannot be present to explain yoU0Work, is there some aspect about your work that you feel would benefit our class? Yes No

Explain:

.3. Would it be possible for our class toivrangea visit to your place'of work? , 1114.Li I Yes No

1 1.1 4. In the even/ you "would -be needed would you be willing to serve as an aide or helper?

_ . Yes No

, 5. Do yoU hay knowledge ofanyonekho would be,willing to contribute information in the way,of discussions, talks,

or explanations-to his or her field of work? .

4,..

es No

Name

Address

34,3 Phone

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a I

. f

SAMPLE ROLE PLAY FORMAT

By:_ Oklboma State Peplartment "oftducation

4 r , ^ )*I 3. Select the s ituation. For example;,. Bob being ',interviewed byMr. Jones for a job as a gasoPine,stationattendarit. .*, -, Select the participants.

GeneraIA rand-specific,instructions to the par,ticipanp:

.a. Bob introduces himself to Mr.Jones,explaining why he is here; how he learned of the job opening;his"interest in prospective employment, etc. b. Mr. Jon54 explains Whatheexpects ofan employee-ntlA asks Bob what his qualifications are; whatmifis work experiehcehas.been; who his personal referencesare., c. .bob, afteranswering these *stiOns, wjIr in.-turnask about-If' working hours -Old cOnditionk, hazards,regulafloAs, whether c)Ulliforms are furnished employer or vrkers,:wages and other Nefits.%

, , 1 . 4.- Warm-up.anah e olanationsto relax the students and prepare them,for , obsePvatton...... 0 -. . ". 5. Ttacher and class discussion, and review ofthe success of the role- Playing disassotietetfromdthe.personalities of e actors.

. a. Theiparticipants A, discuss their, feelings in the rolesthey played. b ClissMeMbers offercomment3 and Cettism. c. Teacher directs discussion and helpsto point out alternatives.-

. - _ . 6. %icher is rpsponsiblefor gemnal evaluafion byobsery questions and eommtntsmade by student; either at the time or atslaterdate.

. e, #

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SUGGESTED EXPERIMENTAL ACTIVITIES'

Herr,, Professor of Educat0 The Pennsylvania State University

1. 06-th-job tryout: Part time, - summer jqpt,work-study,programs.

2. 'Directed exploratory experiences: worlysamples, work evaluation tasks. ,

Dii-ect observorons,: visits to work settings. 3. .

4. Synthetically ,created work environments: simulation of wor settings

and occupational roles.

(fl 5. Simulated situations: career games, role playing. 4 6. Interviews*with experts: questioning .representaties-of occupations,

care days.

7. Computer based systems: computer systems which store, retrieve, and

process occupational data in response to individual requests.

-8. Programed iiMetr=uctionat,matei-ialst books and workbooks.

9. Audio-visual aids: films, tapes, slides, etc.

. , r 10. Publications: books, monographs, iharts, etc.

44,

345 .7 -193-