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Grades 7-9. Colorado State Univ., Ft. Collins. Dept. of Bureau Of DOCUMENT RESUME ED 112 081 95 CE 004 847 TITLE BO-CEC Social Studies Resource Guide; Grades 7-9. INSTITUTION Colorado State Univ., Ft. Collins. Dept. of Vocational Education. aPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/OE) , Washington, D.C. PUB DATE [751 NOTE 329p.; Some illustrations may not reproduce due to smallness of type; For related documents, see CE 004 842-846 EDRS PRICE MF-$0.76 HC-$17.13 Plus Postage DESCRIPTORS American Government (Course); American History; *Business Education; *Career Education; Career Exploration; Class Activities; Curriculum Enrichment; *Curriculum Guides; Geography; Grade 7; Grade 8; Grade 9; Learning Activities; Office Occupations Education; *Secondary Education; Simulation; *Social Studies; Social Studies Units; Teaching Guides; Unit Plan IDENTIFIERS Business and Office Career Education Curriculum; Project BO CEC ABSTRACT The purpose of the six units in the seventh-ninth grade curriculum guide is to supplement, enrich, and reinforce the usual classroom instruction in social studies while introducing information about careers. The activities are intended as enrichment to reinforce a regular social studies unit. The units are vehicles for the infusion of occupational information into the general academic studies of geography, American history, and American . government. They emphasize the practical applications of skills in these areas by providing students with information about business and office occupations in a variety of industry settings. One 14-section unit is designated geography; two units, history; and two units, government; each of them, however, develops multiple skills and concepts and could, therefore, be used in any social studies class. The first one or two pages of each unit give the purpose, briefly describe the major activities, and suggest teaching procedures. A general information sheet provides teachers with background information on the occupation described in the unit. Teacher's keys provide answers to unit activities, except where students are asked to express their opinions. Student materials for major activities are provided. (Author/AJ) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** BO-CEC SOCIAL STUDIES RESOURCE GUIDE GRADES 7:9 U S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY a. BO-CEC SOCIAL STUDIES RESOURCE GUIDE DIRECTED BY HARRY HUFFMAN PRINCIPAL CONTRIBUTORS JENNE GARVEY HARRY HOFFMAN RICK IIECAGNI CELESTINE It)NGO KEN UGORZALEK ROBERT W. RICHBURG CLYDE WELTER APPENDIX A DEVELOPED BY LINDA HART NANCY HARTLEY CLYDE WELTER APPENDICES B AND C ADAPTED BY LLNDE WELTER Published pursuant to a contract with theBureau of Adult, Vocational, and Technical Education, U.S. Office ofEducation, Department of Health, Education, and Welfare. The opinions expressed herein do not necessarily reflect the position or policy of theOffice of Education and no official endorsement by the Office of Education shouldbe inferred. Contract #0EC-0-73-5230 0Q THIS GUIDE ISONE OF THREE BO -CEC JUNIOR HIGH CURRICULUM GUIDES: Social Studies Resource Guide Math Resource Guide English Resource Guide PROJECT DIRECTOR: Dr. Harry Huffman Department of Vocational Education Colorado State University Fort Collins, Colorado 80523 REVIEWERS: Materials in this guide were reviewed by social studiesteachers John J. Lunn and Glen H.Phillips ART: Connie Marsh TECHNICAL ASSISTANTS: Velma Gallagher Gail Hollingsworth PROJECT MONITOR: James H. Wykle United States Office ofEducation Discrimination Prohibited Title VI of the Civil Rights Act of 1964states: "No person in the United States, shall, on the ground ofrace, color, or national origin, be excluded from participation in, bedenied benefits of, or be subjected to discrimination under any program or activityreceiving federal financial assistance." Therefore, the Business and OfficeCareer Education Curriculum Project, like all other programsor activities re- ceiving financial assistance from the Department of Health,Education, and Welfare must be operated in compliancewith this law. Copyright for these materials is claimed only during the periodof develop- ment, test, and evaluation andduring the further period of commercial publication. For the copyright status,contact either the copyrightpro- prietor or the U.S. Officeof Education. 4 FOREWORD The national Business and Office Career Education Curriculum project was funded for two years with Colorado State University by the Department of Health, Education, and Welfare to produce career education curriculum guides for middle and junior high schools. Other guides are being produced for K-6 grades and the secondary and post- secondary programs. The project monitor, representing the Department of Health, Education, and Welfare, is James H. Wykle. Drafts of three guides have been prepared for middle and junior high schools: Social Studies Resource Guide, English Resource Guide, and Math Resource Guide. The purpose of the units in each of the guides is to supplement, enrich, and reinforce the usual classroom instruction in English, mathematics, and social studies, and at the same time, introduce information about careers. Teachers are urged to add and delete activities or make any adaptations in the various units which will make them more effective in individual class- rooms. During the 1974-75 school year, the guides were made available to the following test sites for limited dissemination: Fulton County Georgia; Detroit, Michigan; East Detroit, Michigan; Western Michigan University, Kalamazoo; New Orleans, Louisiana; Plainfield, New Jersey; San Diego, Cali- fornia; Freemont, California; Sidney, Nebraska; Pueblo, Colorado; Cortez, Colorado; and Fort Collins, Colorado. These guides are under developmental copyright andshall not be repro- duced for dissemination. The articles in Unit 5 of the Social Studies Re- source Guide are used with permission of the Wall Street Journal and Pantheon Press. TABLE OF CONTENTS PAGE S Foreword Major Features of the BO-CEC Units iii Organization of Units iv RESOURCE UNITS 1 GEOGRAPHY: COULD YOU LIVE AND WORK IN A COUNTRY OTHER THAN YOUR OWN? 1, 49 Could You Live and Work in Argentina? 50 Could You Live and Work in Australia? 53 Could You Live and Work in Canada? 56 Could You Live and Work in Czechoslovakia? 59 Could You Live and Work in Germany? 62 Could You Live and Work in Hong Kong? 65 Could You Live and Work in Italy? 68 Could You Live and Work in Japan? 71 Could You Live and Work in Kenya? 74 Could You Live and Work in London? 77 Could You Live and Work in Norway? 80 Could You Live and Work in Pakistan? 83 Could You Live and Work in Russia? 86 Could You Live and Work in Tahiti? 89 Written by Celestine Mongo 2 HISTORY: USING THE VALUING PROCESS TO ANALYZE HISTORIC AND CONTEMPORARY PROBLEMS 92 Written by Jenne Garvey Adapted for Classroom Use by Clyde Welter 3 HISTORY: WHAT CAN WE FIND OUT ABOUT A PLACE BY KNOWING WHAT PEOPLE DO THERE? 109 Written by Robert W. Richburg Adaptedfor Classroom Use by Celestine Mongo 4 GOVERNMENT: A CITY COUNCIL SIMULATION 167 Written by Rick Mecagni and Ken Ogorzalek Adapted for Classroom Use by Clyde Welter 5 GOVERNMENT: USING PRIMARY SOURCES TO EXPLORE WORK VALUES AND TO STUDY SOCIAL CONDITIONS IN TERMS OF PEOPLE AT WORK 195 Wall Street Journal Reprints 202 Transcripts of Taped Interviewsas Recorded in Working: People Talk About What They Do All Day and How They Feel About What They Do 237 Adapted for Classroom Use by Celestine Mongo and Harry Huffman ii tWOR FEATURES OF THE BO-{EC UNITS The units in the BO-CEC Social Studies Resource Guideare designed to supple- ment, rather than replace, your regular instructional materials. The activities in the units are therefore enrichment materials thatyou can use as reinforcement exercises after you have taughta regular social studies unit. Three major features of the BO-CEC Resource Guides thatyou should keep in mind are: The resource units are to serve only as supplements toyour regular social studies units. The units are not designedto be the primary teaching device for thesubject areas with which they deal. The units are vehicles for the infusion of occupationalinformation into the general academic studies of geography, Americanhistory, and American government. They emphasize the practicalapplications of skills in these areas by prviding students with informationabout business and office occupationsin a variety of industry settings (such as transportation, manufacturing, communications, andpublic service). The resource units may be adapted to fit your specialobjectives. Because the units were developed for nationwide distribution,indi- vidual schools or school systems may
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