Career Education Guide:(5-6)

DOCUMENT RESUME

ED 130 010 08 CE oos '126 AUTHOR Peterson, Marla; And Others TITLE Career Education Guide: (5-6). INSTITUTION Eastern Illinois Univ., Charleston. Center for Educational Studies. SPONS AGENCY Bureau of Adult, Vocational, and Technical EdUcation (DHEW/OE), Washington, D.C. PUB DA E 75 CONTRA T OEC-0-72-4626 NOTE 441p.; For related documents see CE 008 124-126 ., EDRS P ICE MF-$0.83 HC-$23.43 Plus Postage. DESCRI TORS Career Education; Curriculum; Curriculum Guides; Elementary Education; Elementary School Mathematics; Elementary School Science; *Fused Curriculum; Grade 5; Grade 6; Intermediate Grades; Language Arts; *Lesson Plans; Occupational Information; Occupations; Social Studies; Teaching Guides; *Units of Study, (Subject Fields) ; *Vocational Devel pment

ABSTRACT 1. One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of tile Grades 5-6 levels_(Fifth Experience Level and Sixth Experience Level), each encompassingthe two career educationcomponents: Subject Matter kreas°(to reinforce science, language arts, math, and social studieS concepts) andCareer Development Areas (with both deyelopmental,and interacting -dimensions). Each e-xperience level section contains eight infusion strategies (teaching units Which fuse career development and'subject matter concepts) based on the career developmental, dimensions: Coping behaviots (two strategies),. decision making(two strategies), lifestyle (one strategy), and. self development (three strategies): (Separate teaching units are not included for the interacting 'dimensions; they are integrated into'the suggested activities forthe developmental dimensions). Each infusion strategy containscareer development concepts, teacher goals, vocabulary, performance

objectives, listings of:subject matter concepts used, preplanning . suggestions, student activities, student pages, reference to related materifils, and lob descriptions of the occupations presented.Cross indexing is provided so that infusion strategies May be locateby occupational theme, subject matter topics,or career development area.(JT)

********************************************************************** * Documents acquired by ERIC in ludemany informal unpublished * materiials'not available from otharj sources. ERIC wakesemery effort * * to obtain the best copy available. Nevertheless, items of Marginal * reproducibility are often encounte ed and this affects the quality * * of the microfiche and hardcopyirep oductions ERIC makes available * * via t4le ERIC Document Reproduction Service (EDRS). EDRS isnot *. responsible for the quality of the original document.Reproductions * * supplied by EDRS are the best that can be made from the original. * .************************************ ********************************** CAREER EDUCATION GUIDE (5-6)

Marla Peterson Ann Jackson Carl Tausig Janet Sutheriand Judith Barford

REPRODUCE THISCOPY. 'PERMISSION TO GRANTED BY HAS BEEN RIGHTED MATERIAL ....P4.1-ipt.

ORGANIZATIONS OPERATING TO ERIC AND WITH THE NATIONALIN. UNDER AGREEMENTS REPRO, EDUCATION FURTHER STITUT OF THE ERICSYSTEM RE- GtICTIIN OUTSIDE PERMISSION OF THECOPYRIGHT OUIRE OWNE HEALTH, U.S.DEPARTMENTOFWELFARE EDUCATIONINSTITUTE 6 OF June 1974 NATIONAL EDUCATIONBEEN REPRO DOCUMENT HASI4ECEIVE0 FROM THIS p

Published pursuant to a grant by the Burea of Adult;VocatioI chnical Education, U.S. Officeof Education, D'epartment- of Health, n,:and. .Welfare. The opinions expressedherein do n.ot necessarily reflectthe position or policy of the Office of Eduaationand noofficialendorsementby the Offide .df Education shouldbe inferred. , - ' Contract/ OEC-0-72-4626

2 This guide is one of a series of three K-6 guides:

CareercEducation Guide (K-2) Care& Education ,Guide (3-4) Career Education Guide (5-6)

Colier- design by Buzzard Laboratory Scholol First Grade Students: '

Scott Jordan Becky Paris Karla Weidner

Art by Marky Turrell Hinson and Phillip Settle

Project Monitor, Elizabeth Simpson United States Office of Education

(D. Eastern Illinois University.1975

Discrimination Prphibited-Title VI of the Civil Rights Act of 1964 states': "Noperson in the ltiited Staies, shall, on the ground of race, color,or national/origin, be ex- cluded -from participation-in, be denied the benefits of,or bel subjected to discrimination under any program or activity receiving federal financial assistance." Therefore, the Enrichment Of Teacher and Counselor Competencies inCareer Education Project,,like all other programs or activities receiving financial assistance from the Department of Health, Education, and Welfare, mus't .beoperated in compliance pvith this law. , Copyright for these materials is claimed only during the period ofdevelopment, test, and evaluation and during the further period of commercial/vblicafion:For the status Of cop.yright claim, contact either the copyright, Froprietoror the U.S. Office of Education. , CONTENTS

Page

National Advisory Committee 5

Validation Task Force 6

fireface 7

Orientation To The Guide 9

FIFTH EXPERIENCE LEVEL 25

Master Index of Infusion Strategy Contents-- Fifth Experience Level 27 Universal Melodies (Coping Behaviors) 31 Reckoning And Relocating (Coping Behaviors) 59 Links With The Sail (Decision Making) 85 How The Ads Add Up (Decision Making) 115 Building With Style (Lifestyle) 145 Growing Pains And Pleasures (Self-Development) 171 Changing Places (Self-Development) 195 Aptly Announcing (Self-Development) 1 215

SIXTH EXPERIENCE LEVEL 239

Master Index of Infusion Strategy Contents--

Sixth Experience Level ...... 241 Tales Of Sales (toping Behaviors) 247 Environments For Efficiency (Coping Behaviors) 273 A State Of Really Selling (Decision Making) 301 Search And Solve (Decision Making) 327 Leisure And LabOr At Sea (Lifestyle) 353 Know Thy Chickens (Self-Development) 385 Influential Ingredient§ (Self-Development) 407 Keep On Truckin' (Self-Development) 431

APPENDICES 453

Appendix A- Career Development Major Concepts 455

Appendix B- Developmental Dimensions-- Scope and Sequence .-456

Appendix C -'Interacting.Dimensions-,- Scope and Sequence 458 NATIONAL.ADVISORY COMMITTEE

FRANK BURTNETT, DirectOr, National CareerInformation Center, American Personnel and Guidance Association,Washington, D.C.

DONNA CHILES, Past President, American Pei.sonneland Guidance As'sociation, Washington, D.C.

RUPERT EVANS, Profesor of Vocational andTechnical Education,

7 University. of Illinois, Urbana, Illinois

WINIFRED FRENCH, DuSable Career EducationProject, Chicago Public Schools, Chicago, Illinois

JOHN JARGLIMEK, Past President, NationalCouncil for the Social Studies, University of Washington Seattle, WaOlington

RONALD McCAGE, Coordinator, Researchand Development Unit, Illinois Division of.Vocational and TechnicalEducation, Springfield, Illinois

FERMAN B. MOODY, Pennsylvania Departmentof Education, Harrisburg, Pennsylvania

ROMAN PUCINSKI, Auth-or of The Courage toChange and Alderman, Chicago, Illinois .0 VALIDATION TA5K FORCE

LARRY BLASCH-, IBM Corporation,SpringfielkIllinois

SANDY BOLL, Classroom Teacher, Sullivan .PublicSchools, SUllivan, Illinois

FRANCES FALEN, ClOsroom Teacher, BuzzardLaboratory School, Eastern llinois Universify, Charleston,Illinois

MARLYS,HANSON, Career Education ProjectDirector, Soccorro Public Schools, Soccorro, New Mexico

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

DOROTHY LAWSON, Career Education ProjectDirector, Cumberland County Schools, Greenup, Illinois

WILLIAM REYNOLDS, Coordinator, Professionaland Curriculum Development Unit, Illinois Division ofVocational and Technical Education, Springfield, Illinois

JOEL SMITH, Director,, Cobb CountyOccupational and Development Program, Marietta, Georgia --- MICHAEL ZOCKLE, Director, CareerEducation Project, Warren' Public Schools, Warren, Ohio

6 PREFACE

Materials of the project stress parallels between the lives of children and the lives of all other humans. The process of decision making is learned through making decisions whether one isa child in school or an adult in a specific occupation. 56 too are other career development concepts learned. One learns coping behaviors by being able tocope with situations in the here and now. Children at :N:hool are involved in an occupation, that of "school child" just as an adult may be in the occupation of,tailoror chemist.

Visits were made to career education project sites, cai-eereftcation curriculum guides and career development theorywere reviewed, commercial materials were examined, and people in various occupationswere interviewed. Out of all these activities emerged the elevencareer development major concepts and the seventy-six subconcepts around which the Enrichmentof Teacher and Counselor Competencies in Career Education materials ard,dpuilt. Certainly more career development concepts exist. However, some .priorities had to be established. With the help of a validation task force the staffwas able to reduce the con- c4tr, to a manageable number..

Five textbook series 'were reviewed and concepts commonlypresented at each experience level were identified for languagearts, mathematics, science, and social studies. Once both career development and subject matter concepts were identified, teaching strategies were developed which infused the two types of concepts.

Teaching-learning activities have to have a "jumping-off" point.The project staff has chosen to use occupations selected from thefifteen USOE clusters of odcupations as the agent to-bring togethercareer development and subject matter concepts. It is the philosophy of the project staff that at the K-6 level, in general, it does not matter which occupationsare chosen. In fact', occupations do not have to be used. However, occupations are highly motivational in nature and serveas an excellent means to help students acquire career development and subject matter processes and content.

An honest attempt has been made to avoidsex and minority group stereotyping. Illustrations and text were reviewed by minoritygroup members and representatives of women's groups. Some illustrations were redrawn and some text was rewritten. The authors invite all users who find any illustrationsor wording that contain stereotyping to modify the materials. It was impossible for the staff to determine whether publications listedin the bibliographies contained stereotyping. The user should be alert to this possibility and review all materials listed in the bibliographies.

Throughout the development of this guide, students andteachers at Buzzard Laboratory School offered suggestions for improvementof the materials: Many children's sugOstions are incorporated into thispublication.

The vastness of the population for whom this publicationis intended made it-difficult to produce a document that would fitthe needs of the ehtire population. Therefore', the staff expects that many adaptations willoccur. This may be highly desirable because the professionalclassroom teacher is very adept at adapting. 7 --The Project Staff ORIENTATrOWTO THE GUIDE

Dear Teacher,

You are about to be introduced toa promising innovation in K-6 curriculum--career education.

Put aside any pat ideas you may have.

Career educatiOn isn't just learning about jobs.

Career education isn't steering chillren into certain careers.

Career education doesn't force childrento ask, "What do I want to be?"

You don't have to add a new zr class period called career education.

You don't have to buy new ',VW711- .//74,47%,:forY/ materials.

You don't have.to change .useful teaching methods.

8 INFUSION is,the Master of Ceremonies for career education.

Career education has two compowl.nts.

I. The Subject Matter Areas

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

The Career Development Areas

A. The Developmental Dimensions

Understanding and skills in career devlopment guarantee personal satisfaction and success in the several adult careers (parent, citizen, worker, etc.) which each child will assume as an adult. Understanding and skills in career development help children to know themselves. Areas such as Coping Behaviors, Decision Making, Lifestyle, and Self-Development have been labeled the developmental dimensions of-career development.

B. The Interacting Dimensions

gger441.51:t Children think' 'of themselves as ANL! °CCuilfAATT1100NNAAL-1,1 workers. They 'are interested in D knowing, trying out, and comparing 4 TIMID ES ANDAPPRECIATIORD the characteristics.of adult tasks. -mow Children wonder, "What tools doyou ..411P use? Can I do it? How long does it take you to learn your job?Are you ever in danger? Bored?Do you make enough money?" Areas such as Occupational Information, Educational Awareness, and Attitudes and Apprecia- tions have been labeled the interacting dimensions of career development.

When these components are INFUSED into a single teaching/learning activity, career education happens. Concepts

Subject matter concepts for the activities in this bookwere adapted from major textbook series.

4 . Concepts for the developmental dimensions of career developmentare identified by ope to three major concepts. Each major concept has K-6 subconcepts sequenced by increasing detail and difficultyaccording to experience level.

Concepts for the interacting dimensions of career developmntare more ge,leral and are the same at each experience level in thi series.

Teacher Goals

The career concepts lendthemselves to a cpectrum of teaching beyond'the scope of those activities offered in this book. Teacher goals are provided so that you may preview andscan the teachability of a concept. teacher goals willalert The you to man'y ways to reinforcecareer concepts throughout the school day.

10 Objectives

You are correct ifyou assume that each career education activity has more th_andne objective. The activities have objectives.from the two careere-dilcation components--subjectmatter and career development.

There is a reasonable balance between ,

the cogni.c.;AA,,

affcct4ye,

andpsychomotor

objectives.

Objectives appear in the discussion ofan activity like this. PPO means Pupil Performance Objective.

Lifestyles within a community . . compile a Zist ofways differ. to find out names and addresses Lifestyle of local nurseries. PPO

Use the yeTlow pages of the telephone directory as one source for locating nurseries in the immediate area.

The career concept toward which the objectivewas written is beside it in the left hand column.

11 12 Evaluajtion

The evaluation of pupil achievement afteran infusion strategy (teaching unit) has been completed must dependprimarily upon the sensi- tivity and judgment of the classroom teacher. The intelligent selection of means of evaluation hasa direct relationsLip to the actual learners involved and the local conditions. For example, the classroom teacher is the best qualifiedperson to decide whether a certain child should demonstrate a given knowledge "orally" Or "in writing." The same cOnsideration may be applied to the amount of knowledgeor skill required.

Rather than prescribea posttest, the present materials suggest that the pupil performance objectives forthe infusien strategy activities be used as bases for the individual teachersevaluation of pupil achievement. With these objectives and theircorresponding activities as starting points, the teacher may decide to designate:

A CERTAIN NUMBER OP REQUIRED ACTIVITIESTO BE PERFORMED BY ALL PUPILS;

or, A CERTAIN NUMBER OF ACTIVITIES WHICH.MAY BE TREATED AS ELECTIVES BY THE CHILDREN;

or, A COMBINATION OF REQUIRED AND ELECTIVE ACTIVITIES;

or, A WRITTEN, ORAL, OR PERFORMANCE TEST CONSTRUCTED ACCORDING TO THE CONTENT AND ACTIVITIES ACTUALLY EXPERIENCED BY THE CHILDREN.

13 ORGANIZATION OF THE GUIDE 0 You are probably very familiar with the content of the subject matter areas--mathematiGs, science, social studies, and languagearts. However, career development content may be new toyou and you may need to become familiar with career de'velopment concepts. For this reason, within each grade or-experience level the guide is organizedaround the developmental dimensions--Coping Behaviors, Decision Making,Lifestyle, and Self-Development. Infusion strategies (teaching units) have been prepared which focus on a career development concept.

In case you are wondering what happened to the otherthree dimensions of career development, you will recall that theywere called the interacting dimensions and they do just that--interactwith the four developmental dimensions listed,above. Separate teaching units have not been written for the interacting dimensions concepts. Interacting dimensions concepts have been integrated into the suggested activitiesfor the developmental

dimensions. .

Each experience level has been tabbedso that you.can quickly find the experience level(s) that are'appropriate foryour. students. Within each experience level you will find eight infusionstrategies. The infusion strategies follow the same pattern for experiencelevels:

Coping Behaviors - 2 infusion strategies

Decision Making - 2 infusion strategies.

Lifestyle - 1 infusion strategy

Self-Development - 3 infusion strategies

13 _

14 This book is organized so thatyou can use it in different ways. The INDEX is your key.

Suppose you wanted to teach aboutan occupation because it was of high interest in your geograph'icarea or of special interest to the children. Choose an infusion strategy byoccupational theme.

Dimension Infusion strategY Occupation Activity Subjeet Matter .

CB Going Selma Diver Why Dive? Describe, find similarities and differences LS Cming AttraCtions Theater Alike and Describe, find similarfties Manager Different and differences SD At Your Service Deliveryman Try This One Categorizations

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

MATHEMATICS

(Facts and Operations)

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

CB I Protect You Policeman_ Help Me Find It Cardinal numbers

DM Things Look Different Pilot Listen to Cardinals to 100 Ground Control 1 4

15 Or maybe you feel your children need work inone of the career development areas. Choose activities from th,at section and teachthem.

N.,

What's the Number? 0 Telephone Long Distance One-step problems ,Operator Calling ...... DII Try It This Way Home Service More or Less One-step problems Representative

LS That's Living Nurseryman People tr Plants 'One-step problems-----7------

LS Thi'it:s Living Nurseryman Gardens One-step.problems ------;------

SD Made'to Measure Upholsterer "Measured to Fit . Solve number stories .

s'ss,

16 SS,

In this guide you will find teaching materialsin the form of teaching units called infusion strategies. Each strategy contains the following:

T. Career development concepts 2. Teacher goals 3. Voca6ulary 4. Petformance objectives 5. Listings of subject matter cqacepts used 6. Preplanning sUggestions 7. Student activities 8. Student pages (REACT pages) 9. References to related materials 10. Job descriptions of the occupations presented

Within each tnfusion strategy thereare 3-5 teaching activities. Be selective. Choose those that fit you andyour students.

REACT Pages.

Student materials are offered for each activity in the form of Reinforcement Activity (REACT) pages. The REACT pagels an activitysup- , plement to be used at the discretion of the teacher. Directions for usinb the "REACT pages are at the end of each activity.

16 Maybe it's tIme to start--

You mdyonow feel that youare ready to start using this guide. If so, you need not read the material below. However, if you need additiorialpre- view of guide contents and additionalsuggestions for getting started,

LEY'S TAKE A WALK.THROUGH.THE GUIDES.

IMAGINE YOU ARE A FIRST GRADE TEACHERwho has'd.ecided to correlate'some social studies concepts andcareer development concepts. Dié steps described below will assistyou.

IT IS IMPORTANT THAT YOU EOLLOW EACHSTEP EXACTLY AND TURN TO EACk PAGE NUMBER GIVEN WHEN YOU ARE INSTRUCTED TODO SO.

1 7

'18 Using the.Master Indexof Infusion Strategy Content

Step Iurn to-the master index at the.back of this guide. Note the code at the top. Look for thelleading. titled First Experience Level. Master Index

$tep 2Under this level, note the titlesof each columnthen look to the column titled "Subject Matter." loving down the column, go through all four areas, language arts,. Column in the mathematics, science, and social studies. Master Index Match the concepts whichyou see here with the subject matter conceptsyou are now teaching. You may find hat there are many concepts listed which you arenow .using or haye used inyour classroom.

Step 3Let's say you have been working withthe . social studies-concept "dependenceupon others" and you find several strategies )dhich deal with that concept such as "I . Protett You"- Policeman, "Going Below" - Diver, "All the WorTe- Actor, etc. Further,suppose that,there has beena current event focusing the attention of--; the.children in.your class on the policeman. Concept to.be Therefore, you decide to teacKthe "I taught .. Protect You"..infUsion strategy whichpre- sents the Occupation of the policeman. YOu A.' are nowready to find that strategy .so. that sou can become familiar-enough With it to begin your, planning. The strategy begins on p. in the Coping Dim&nSion.Guide. Ybu can determine in which guide the strategy is located by _looking at the "Dimension"column.

Using the Introductory Material in an.Infusion Strategy, , Using the Job Description, and Usingthe References to Related Materials

A Word About Infusion Strategies--

dnfusion strategies are samples ofhow to infuse career developmentconcepts and-subject matter concepts.. Occupationsserve as the vehicle to accomplish the infusionprocess. In all cases there is no attempt tosteer children InfUsion Strategy into specific occupational emphases. The Infbrmation intention, rather, is to providea survey of a wide range of occupationalareas from which an individual could begin to consider hisown potentialitiesand to capitalize upon the excellent motivation that occupationscan prp- vide. Each infusion strategy containsthree- five teaching activities. .

19 18 Step 4 Examine the introductorypage of the infusion strategy (page ). Note that the career development dimension is CopingBehaviors. (Perhaps you feel thatyou need more information about the Coping BehaviorsDimension. If so, turn to the beginning ofthe Coping Behaviors section (pages through ) Infusion and look over this material forbackground strategy information.) Be sure to read the subconcept introductory and major concept whichare also found on page this introductorypage. Note that the occupation dealt with is the policemanand the occupational cluster is Public Serices. If job at this time, you want to.knowmore about what description a policeman does, turn to the end of the infusion strategy (page ) and read the job description, Police Officers.

Step 5 As you turn to the nextpage (page ), you Teacher goals will find Teacher Goals anda listing of the titles of the four activitiespresented in Vocabulary this infusion strategy. The next page shows the vocabulary list. Simply familiarize your- sel-rwith the informationon these pages.

/Step 6 If you were in theprocess of preparing to ch this infusion strategy,now would be Related a goo ime to look over the list ofrelated materials inaterial found near the end of thestrategy (page ) so that plans could be madefor obtaid715- tem.-

Using the Activities Wch Involve the Children

Step 7Turn to th first activity in the. infusion strategYichistitlednectivesPerformance re yo ind-the performance objecti'ves wh1rare for the career developmentconcepts.

A word about perforniance objeCtives--

Care has been taken to provide objectives Performance at different levels of difficultywithin cog- objectives nit-k/e, affective, andpsychomotor domains. information Step 8 A.00k at the listibg of subjectmatter concepts Subject matter used id this activity and thepreplanning concepts , suggestions for the teacher (gage ). Preplanning suggestions Step 9Th6 next few pages through contain the activities which involvethe students. Each page is divided intotwo columns. In the left column, you find thedimension subconcepts and the names of the dimensions Student which are being used in theseparticular acUvities activities. (Fon more information about the three Interacting Dimensions,turn to pages through .) The right column - gives a description of the activities which involve the children. The pupil performance objectives (PPO) are in italicsand are followed by suggestions forinfusing the dimension concept with classactivities and the child's life.

Using rile REACT Pages

SteptO In the right column onpage (at the end of the student activities),you find the teacher directions for using theREACT pages. Followingthe directions'you find Teacher directions code and the REACT page title. The code .for REACT pages used to identify the REACTpage includes the initials of the career developmentdimenSion, experience level, and the number of...theREACT page as it appears in sequence. For example:

CB/Level 1/1 REACT page code "Safety First"

Coping Behaviors/Level 1/REACTpage 1

The same code also appearson the REACT pages (pages and ).

A word about REACT -,--,ges--

The.REACT pages are not intended for passive enjoyment. REACT pages ask children REACT page to do things that are baseq on a child's own informatior individual interests and needs.

Examining Other Activities

Step 11 Now turn to page . You will find a second activity titled "It Had To BeWritten." This activity is the second of fouractivities Other written for this infusion strategy. You may activities examine this activity and thetwo following it in the samemanner as you examined the first (Steps 8 through 11).

2]. Using Other Strategies '

Step 12 Having looked at all four activities in the infusion.strategy, you have completed your exaMination of an entire strategy. Once you Examination understand the steps involved.in usingone completed strategy, you will find it easy to use any of the others.

2 1

4 It's time to start--

The infusion strategies are by no means an exhaustive list of the ways that career education concepts can be infused with all subject matter concepts. Sample infusion strategies have been prepared to show how career concepts can be integrated with concepts in mathematics, language arts, social studies, and science. However, the door is open for you to devise additional infusion strategies for subject matter concepts that are not included in the sample strategies. You'll understand 'how to develop some infusion strategies once you have tried several of the samples.

The community is at your doorstep. Userit!

Parents are available to assist. Invite them in!

Hands-on materials can be obtained. Get them or make them!

Infusion strategies remain to be devised. Create some!

.1111111.111

:2 22

23 MASTER INDEX OF INF1JSION STRATEGY CCNTENTS

CB - COPING BEHAVIOIS LS - LIFESTYLE

DM - DECISION MAKI0 SD - SELF-DEVELOPMFNT

Fifth Experience Level

LANGUAGE ARTS

Dimension Infusion Strategy Occuoation Subject Matter (Grammar and Usage)

CB Reckoning and.Relocatinu Accountant Greener Grass? Labeling and Classifying 711

DM How the Ads Add Un Advertising Analysis of Classifying 118 Conywriter Advertisements

LS BUIlding with Style Carpenter . Construction Labeling and Classifying 153 Project

(Listening and Speaking)

CB Universal Melodies Musician Fixing Faults Playing roles with dialogue 41 Stress and feeling.in speech Discussion skills CB Universal Melodies Musician . World of music Interviewing

CB Reckoning and Relocating Accountant Keening Track Giving and taking directions 68 Noting and remembering details

C8 Reckoning and Relocating Accountant Here's a Switch Discussion skills 73 Pole playing Interviewing

CB Reckoning and Relocating Accountant Greener Grass? Interviewing 78 DM HowtheAds.Add Up. Advertising Analysis of Discussion 118 Copywriter , Advertisements

OM How the Ads Add Up Advertising. Advertiser end Role plav with dialogue .125 Conywriter Client GM How the Ads Add UP Advertising Cigarette Discussion 134 Conywriter Persnectives

CM How the Ads Add Uo Advertising s Attracting New Role Play with dialogue 137 Cenywriter

LS Building with Style Careenter :Is:Yr:inn Giving and taking direction:. 153 Project

LS Building with Style Careenter Carnenter Rolse Playing roles with dialogue 164 Interviewing Listen far comorehensfon

SO Growing Plinc and PleasOes Pediatrician Paeent Panel Discussion skills 187 SD Changing ',Jades Travel Agent Cook's Tours Playing roles 203 Formal and informal language Giving and taking directions Stressandfeeling in speech SD Antis, Announcing Ty Announcer Formslandinformal language 218 Ttr..ieliogluve o' : -, Control pitch, volume, tone Stress and feeling Avoiding excessive extra sounds ..., SD Aptiv Announcing Tv Announcer 'Action: Camera: Role playing 231 Formal and informal language Control of sneech Stress and feeling r

(peading) 7.7

CB Universal welodies Musician World of Music Finding information 51 DM Links with the Soil Snil Conser- How's and Why's Making Inferences. gy vationist Anereciating moods of characters (54 How the ads Add up advertising Analysis of For information . 118 Copywriter Advertising Making inferences"

(5M How the Ads Add Uo Advertising Cigarette Making inferences 134 Copywriter Perspectives

LS Building wicn Style Carpenter , LivingaStyle Making inferences 148 Generalizations

.... Visual imagination

LS. Building with-Style Carpenter Theo and Now Making inferences 158 Finding information LS Build.rg with Style Carpenter Carpenter Roles Note-taking 164

twrlting Skills)

Om Links with the Soil Soil Conser- How'sandWhy's Putting ideas in order 97 vetionist Characterizationandplot

OM How the AdsAddUp Advertising Advertiser and _Advertisements 125 , Copywriter Client

DM mow the Ads Add Up Advertising Cigarette Per- Changing Points of view 134 Copywriter soectives

DM How the AdsAdd Uo Advertising Attracting Mew Advertisements 137 Coovwriter Employees 23 27 Dimension Infusion Strategy Occupation Activity Subject Matter /!212! (Writing Skills Cont'd) .

LS Building with Style Carnenter Living a Style Descriptions 148 LS Building with'Style Carpenter Then and Now Completing open-ended stories 158 Changing points of view LS Building with Style Carpenter Carpenter Roles Points of view 164 Writing descriptions :____ ...--

SD _ Aotly Announcing TV Aanouncer Action! Camera! Changing points of view 231 Characterization and plot Writing quotations

Fifth Experience Level

MATHEMATICS

(Facts and Operations)

CB Universal Melodies Musician Musical math Changing terms oC a fraction 46

(Figural)

. CB Reckoning and Relocating Accountant Keeping Track Granhs 68 CB Reckoning and Relocating Accountant Greener Grass? Tables and granhs 78 LS Building with Style Caroenter Living a Style Scale drawing 148 _. SD Growing Pains and Pleasures Pediatrician Are You a Square? Tables and graphs 180

(Geometry) -

LS Building with style . _ Carnenter Construction Angles, nernendicular's 153 1 Project

(MeasureMent)

LS Building with Style Carventer Living 'a Style Area 148 Precision in measuring

LS Building with Style Carnente- Construction Length and area ,:. 153 Project' _ S7 Growing Pains'and Pleasures Pediatrician Are You a Snuare? Precis'ion to nearest.unit 180. tractional sorts of units

SD Changing Places Travel Agent - Pathfinding Length 207 'Practice Time Rate of speed

(Problem Solving)

CB Universal Melodies Masician .asical math Us; of fractional numbers _- 46 CB Reckoning and Relocating Ac.countant Cash Accounting Earning, saying, soendinTroney 62 Keening accounts Eldving and selling

C9 Reckoning and Relocating . Accountant Keening Track Keeping accounts 68 SD Changing Places Travel Agent Pathfinding Multiole-steo problems Practice Comparisons _ Money concepts

Fifth Experience Level

SCIENCE

(Biology)

7. Linis with the Soil Soil Conser- Little Drops of Coitrol of environment of living 88 yationist Slater things . , I. Links with the Soil Soil Conser. _ The Lay of the Control of environment of living 94 vationist Land things

SD Growing Pains and Pleasures . Pediatrician Children's Human body functions 174 Health Systems and organs of the body

SD Growing Pains and Pleasdres Pediatrician Are You a Snuare? Living things change as thee 180 grow.

SD Growing Pains and Pleasures Pediatrician, 'birent Panel Living things change as (hey .... 187 grow. !Earth and Sky)

Dm Links with theSoil Soil cons', Little Drops of Soil can be conserved. 88 vatinnist Water Erosion and depletion of soil

2 4

28 Dimension Infusion Strategy Occupation Activity Sub ect Matter ttr. (Earth and Sky Cont'd)

DM Links with the Soil Soil Censer- The Lai of the So , can Oe.conserved. vatlonist 94 Land Erosion and deoletion of soil Lin,,s with tne Snii Soil Censer- How's and Why's Soil can be con!erved. vationist 97 , Erosion and depletion of soil

(Scientific Method)

cm Links witlithe Soil Soil Conner- A Snecial Tool vationist Investigative technigueS 101 Special Instruments Categorization SO Growing Pains and Pleasures Pediatrician Children's Comoarisons made by measurements Health Special Instruments help us observe. Use of senses to gather data SD Growing Pains. and Pleasures . .. Pediatr'ician Parent Panel Similarities and diffirences . 187

Filth Exr:ierience /lel'

SOCIAL STUDIES

(Economics)

efi Reckoning and Relocating .Accountant Here's a Switch Moving for economic motiveS 73 Suoply and demand C8 Reckoning and Relocating Accountant Greener Grass? Sjaply and demand 78 Division of labor Community workers Links with the Soil Soil Conser- Other Conner. vationist Different uses of environment 108 Vationists Technology produces-changes. Interdeoendence of geographical regions

. Dm = .8 . How the Ads Add UD Advertising Original Product Supply and demand Copywriter 130 Using natural resources nm How the Ads Add Un Advertising Cigarette GOvernment regulations 134 Cooywriter Persoectives Li Building with Style Caroenter Living a Style Division of labor 146 Supoly and demand Goods and services SO Changing Places travel Agent Whither Thou Interdeoendence of regiont 198 Goest Using natural resources Different uses of environments SD Aotly Announcing TV Announcer Guys Behind the Role differentiations 224 Guys Behind the Interdependence mike

(Geography)

LS Building with Style Cementer Then and Now Latin America 158 Needs differ with climate ard resources. A . Changing ;laces Travel Agent Whither thou Global locations Goest 198 Oileite and topography 9. Interaction between People and environments Changing Places Travel Agrmt Pathfinding Routes on moos Practice 5cale of Piles 201

!History)

C? -Universal Melpj,es Musician vakers of lusic Human life is Continuous and 34 interrelated. C9 Reckoning and Relocating Accountant Keeping-Jr/id, Changes In ways of living result 68 in changed expectations. Modern life has roots 1n the past. OH Links with the Soil Soil C iser. The Ley of the Acts and events have consequences 94 vationist Land LS Building with Style Carpenter Then and Now..., Relation of geography and history ..158 U. S. History Societies havechanged. AMiriclin values

SO Gronirg onins nnd Pleasures Pediatrician Parent Panel Personal memories 187 Present, past, future

(Political Stienul

Lh beckoning andielocatIng Accountant Keeping Track Rules for interaction 68 Effects of common goals SO Dlinnlim Plat's Travel Agent Cook's Tours Ruilding rOles 203 Pules for interaction 25

09 '.!:?"."on SinOlogy OrFYPI4)9..P AqiY.4Y Subjest Matte, PPT,

ib000logy-Anthrovoiogy)

14 CD Universal Melodies i,asician Makers of Music Cultural diversity 0 Comunity reflect: yalueh. Individuality ,

CB Universal Melodfas Music1an World. 01 Music Culwal diversity ',1 Community reflects es-umutions and values - 0 Different means to similar ends

CB Reckoning and Relocating 'Accountant Heres a Switch Individual characteristics 73 Values and os-loses'

CB Reckoning and Relocating Accountant Greener Grass? Values and purposes 78.

DM Links, with the Soil Soil Conser- Other Conser- Individual characteristics 108 yationist vationists Values and purposes An behavio,

How the Ads Add Uo Advertising Original Product Community's wants and needs . 130 Cooywriter Technology nroduces changes. Neighborhoods have character.

IM How.the Ads Add Un Advertising Cigarette Values and purposes in behavior 134

Coovwriter Persoectives . Common wants and needs

LS Building with Style Carpenter Then and Now Housing BB Similar basic needs Inherited cultures influence oresent. Community reflects valbes. --

SD Growing Pains and Pleasures Pediatrician Children's Individual characteristics 174

i Health Deoendence upon otners

SD Growing Pains and Pleasures Pediatrician Are you a Souare? Individual characteristics 180

SD. Growing Pains and Pleasures Pediatrician Parent Panel Cultural diversity 187 . , Similar basic needs .., Different means to similar ends

SO 'Cnanging Places Travel Agent Whither Thou LifestYles differ with time and 198 Goest nlace. Technology produces changes ,in ways, . ., of living.

SD Changing Places 7rave1 Agent 9athfinding Individual characteristics 207 Prac.tice Changing conditions and changing

. , values.

SD Actly Announcing TV- AnnounCer Trioninply on Individuality and responsibility 218 the Tongue Group interactions

Announring 1V Announcer Bii,A Behinl the Technology tnanges way,. of Hamill. 224 'lavc Behind thy rputi interactions

a."

2 6

30 UNIVERSAL M ODIES

/\\\ [FIFTHEXPERIENCE 4VEL. INFUSION STRATEGY / L. 0

CAREER DEVELOPMENT FOCUS: There is a universality offeelings and aspirations. of 'allpeople-- a) regardless of physical appearance, CO nationality;lcreed, sex,or eiiinic

backgroOnd. -.-

1 e OCCUPATIO *. Musician:

ACTIVITIES 41

IN THIS INFUSION STRATEGY

1. Makers of Music

2. Fixing Faults

3. Musical Math

4. The World of Music

0 0

coa. A\ 0

Nt) NTT- , . Tri 23

31 0

cc) \ Teacher Goals

\ Teacher goals of this strategy combinea Coping Behaviors Dimension subconcept with subconcepts from Attitudes and Appreciations,Career Informa- tion, and Educational Awareness, and subject matterconcepts for the occupation of Musician. In this perspective the teacher's goalsare to:

Structure experiences to enable pupils to cooperate with each other to overcome difficulties.

Encourage appreciation of music as a substantialcom- ponent of a culture or subculture.

Enlarge pupils' awareness of different types anduses of music.

Provide opportunities for pupils. to interviewpersons working as musicians.

Offer practice in applying academic sy,lls to musical content.

-28

32 29 33 \ MAKERS OF MUSIC

Fifth Experience Level Activity

Performance Objectives

la Coping Behav;ors Dimension

. . . identify a composer and his musicas components of the culture of a specific historical period.

,Attitudes and,Appreciations,Dimension

. relate particular musical compositions topeople'swants or needs.

.Career Information Dimension

. . . use musical terms properly in conversation and writing.

Educational Awareness Dimension

. identify skilZs and facts need.qd bya musical composer.

$ubject Matter Concepts

Social Studies History Human life is continuous and interrelated. Sociology-Anthropology Cultural diversity Community reflects values. Individuality

Preplanning Suggestions,

6 Audio-visual materials of composers' lives and works Records, tapes and equipment for using the materials 30

34 MAKERS OF MUSIC

C.; IThis &ctivity combines an introduction to some types of classical music and an individualized study into the lives of famouscomposers. Teacher preparation should include a reasonable familiarity with whatever audio-visual materials may be on hand in the area of composers' lives and works. Relevant filmstrips, sound filmstrips, and phono-, graph records on the commercial market cover a-wide range of possibilities. In case no such aids are immediately available, or for supplementaryuse, a list of recordings is offered at the end of this activityls descrip-- tion.

Specialized occupations result . . reZate particular musicaZ in an interdependent societY. compositions to people's wants

or needs. . PPO Attitudes and Appreciations

Help children b identify three general types of music .according touses:

-1. "Pure" music that exists for its ovin sake.

2. Music that tells a particular story.

3. Nationalistic music that rouses feelings of identfty ot purpose. -

DisCuss each of thesetypes of, composi- dons, with examples playedon the phonograph, and encourage pupils to suggest further examples. However, keep in mind that the presentuse of the actual music is to provide context for the study of composers' lives. In case of A need to conserve time, get on with the compners.

Knowledge and skills in subject . . identify skills and facts matter areas are helpful in needed by a musicalcomposer. PPO occupational competence. 3 1 Educational Awareness 35 1,

Occupations.haye theirown . . use musical terms prop- vocabularies. .erly in conversation and writing. PPO\ Career Information

Guide children fo realize theuniver- sality of muSic in differentcultures and in different eras, The ideas of tastes and preferencesmay be raised as justifications for both tolerance and enlargement of personal appreci-

ations. .

Stress skills, feelings, and talents -that contribute to composers' work.

Th'ere is a universality of feel- . identify a composer and ings and aspirations of all his music as components of the people--regardless of physical culture of a specific historical appearance, nationality,creed, period. Ppp. sex, or ethnic background.

Coping Behaviors As information regarding particular composers and their work is accumulating, allow each pupil to chooseone for research and reporting. The following nameS may help as suggestions:

Franz Josef Haydn Wolfgang Mozart Johann S. Bach Ludwig Beethoven Franz Schubert Franz Liszt Feederic Chopin Peter Tchaikovsky Johannes Brahms Jean Sibelius

and, in a lighter vein:

Aaron Copland

. Irving Berlin Ferde Grofe

The children;.could beinvited to make further suggestions from theirown musical awareness.

Eventual reports, particularly oral ones, can be enhanced with a short recording of the 'subject's Work,

36 32 The REACT page calls for pupil exchanges of personal recordsas a means of comparing tastes and possibly gaining newsources of enjoyment. Stress the normality of , differences in-Musical tastesas analogous to other kinds of individual differences. Discuss how it feels to deliberately listen to somethingthat "you know you don't like."What does familiarity have to do with liking and not liking?

A possible variation to thisapproach is to have children to chooseto listen to a composition withwhich they are not familiar.,

CB/Level,5/l

"Try It, You Might Like It" ,-/.'SUGGESTEDCOMPOSITIONS

"Pure" Music

Haydn Symphony #94 (especially the second movement) Mozart Eine Kleine Nachtmusik Beethoven Symphony #5,(especially the first movement) Chopin Etude in E Major, Opus 10, Number 3, Liszt Hungarian Rhapsody #2 Tchaikovsky Piano Concerto # (especially the first movement) J. S. Bach Toccata and Fugue in D Minor

Music That Tells a_Story

Rossini William Tell-Overture Saint-Saens Danse Macabre Moussorgsk, y A Night on Bare Mountain Tchaikovsky Nutcracker Suite Grofe 'Grand Canyon Suite Schubert "Trout"'Quintet (fourth movement) Prokofiev Peter and the Wolf Dukas The Sorcerer's Apprentice

Nationalistic Music

United States The Star-Spangled Banner Columbia,. the Gem of the Ocean. France The Marseillaise Finland Finlandia Israel Hatikva Canada :The. Maple Leaf Forever Russia MeadoWlands

(THESE LISTS ARE BARELY.SUGGESTIVE-OFTHE WIDE.RANGE OF POSSIBILITIES

FOR EXAMPLES OF THE THREE TYPES OF MUSIC IDENTIFIED.)

-38 TRy IT, YOU MIGHT LIKE IT

Choose a classmate who enjoysa kind of music that you are unfamiliar with or thatyou don't think you like. Exchange one of your favorite records with thatperson and use the fom below to helpyou express your thought's as you listen. (Give the music at leasttwo courteous listenings.)

TITLE OF COMPOSITION

COMPOSER

PERFORMER(S)

HOW IT MADE ME FEEL .

1 THINGS IT MADE ME THINK ABCUT

Make a similar exchange witha different classmateor listen to something together that is unfamiliarto both of you.

Another form is_on'theother Side of this sheet for your second . experiment.

35 REACT Page CB/Level 5/1 TITLE OF-COMPOSITION

COMPOSER

PERFORMER(S)

. HOW IT MADE ME FEEL

THINGS IT MADE ME THINK ABOUT

-36

REACT Page 40 CB/Leyel 5/1 FIXING FAULTS

Fifth Experience Level Activity

Performance Objectives

Coping Behaviors Dimenslon

. take part 7.72 a dramatization dealingwith means of coping with difficulties in musical performance.

. discuss the causes and effectsof4aultiness zjhen performing musioally.

Attitudes and Appreciations Ditension

discuss common eXpectatiOns regardinga performance before an audience.

Career Information Dimension

. . point out features of performing beforean audience that may or may no,'; be.attractive.

EducatiOnal.-Amareness Dimension

identify artistic 4cills needed hga musical performer.

Subject Matter:Concepts'

Language-Arts Listening and Speaking Playing roles with dialogue , Stress and feeling in speech Discussion skills

Preplanning Suggestions'

Individual or group musical performancesof students or others on a volunteer basis 37

41 FIXING FAULTS

Prepare children for a series of skits by discussing what takes place during a musical performance, What is the purpose of the performance? What people are usually involved? What must they be ablezo do?The skits should illustrate flawsin performing and how performers and audiences miyht deal with such difficulties.

There iso universality of feel- . . take part in a dramati- ings and aspirations of all zation deaZing withmeans of people--regardless of physical coping with difficulties in appearanCe, nationality, cree musical performance. PPO sex, or ethnic background. -- Coping Behavio4 discuss the causes and effects of faultiness when performing musically. PPO

The purpose of these skits isto provide practice in dealing with-mis- takes, ignorance, or:lack of certain skills. As children are grouped to work on particular possibilities, guide their, thinking towardhow people behave when something Agoes wrong." How do I feel when I makea mistake? How do I feel when someone else does? How do other people differ in the ways they treat theirown shortcomings and the 'shortcomings of others?Seek some awareness of the purposes of such behavior--why do some try to help, others to ridicule, and

still others to "not notice?" .

Knowledge and skills in subject identify artistic skills matter areas are helpful in. needed by a musical performer. occupational competence. PPO Educational Awareneis . discuss cOmmon expectations regarding a peeormance beforean Most occupations includecommon audience. PPO expectations, such as punctuality, dependability, and avoidance of excesivObsence.

Attitudes and Appreciations 38 42 The individual worker determines . point out features of which aspects of an occupation performing beforean audience may be pleasant or'unpleasant. that may or may not.be, attractive. PPO Career Information

Pupils who are taking music lessonsmay be the logical choices to "star"as the performers, but this shouldnot count,out children who would liketo try or who could handlean equally illustrative non-musical performance.

Help pupils to distinguishdifferent. causes for faultiness in performance-- ignorance of what must be done, lack of skill in doing what mustbe done, or a mistake of some kind. 'Naturally, these ideas may be appliedto almost any area of endeavor.

The follow-up, then,-is to consider how those who are at "fault"may behave, and how witnesses to theshort- comings may behave. In both cases, a range of either positive or negative behavior is possible--constructiveto destructive criticism froman audience, acceptance to covering.up bya performer.

The REACT page providessome instructions for practicin§ performing before a group. Encourage'the idea of giving reports, performing, or other activities of presentation,as opportunities to learn the skills Of such presentation. Reading aloud the lyrics of songs can tie the activity more directly to musical feelings.

CB/Level 5/2

"Practice Patterns" f

43 PRACTICE PATTERNS

Being a musician usually means petformingfor an audience. Most of

us feel nervous when we are in front of agroup or even just thin.king about

',it. Ore way to''' help ourselves reduce thatnervousness is to practice

certain kinds of self controL Whether we will speak, act, sing, read aloud

or play a'n instrument, we can:

(1) be sure weknowthe material we are using;

(2) plan carefully howour time will be used;

(3) ;practice body controls, suchas eye move-

ments, what we do with ,our hands and feet,

and the pitch and volume ofour voice; and

(4) provide ,ourselves with the advantages

of a deffnite beginning and ending.

Practican be made a little easier ifwe use some "helpers."

On the other side of this paper, the firstverse of "America" is

shown wtth some signals as a way to renand yourselfof thingi' to do while

reading it aloud.

4 0 REACT Page 44 r'CB/Level 5/.2 country,- 'tis of thee, )( Sweet land liberty,X 0

Of thee sing. 7(

Land where my fathers died,

Land of the l'ilgrims pride,

@From every mountainside,

Let 0 freedom rin

Look at audience, toward the.left

Look at audience, toward the right

Look at audience, straight ahead

0 Smile!

X PAUSE

Choose a song or poem that you especially like andcopy the words

neatly on a piece Of paper. Read them aloud carefully to yourself and put

in some signals where you feel they would help.

Practice reading to a classmate; or a smallgroup of friendS, until you feel ready to read for-the whole clasc.,,

REACT Page 45 CB/Level 5/2_ MUSICAL MATH

Fifth Experience Level Activity

Performance Objectives

-Coping Behaviors Dimension

cooperate with a classmate ina recreational approachto mueical notation.

Career Information Dimension

. . distinguish differing\attitudes'among classmates regarding work in musical notation.

Educational Awareness Dimension

describe how one's attitude toward musical notationaffects one's efforts.

, . . . reZate one's own preset musical knowledgeto the-requirements. of being a musician.- \

\ Subject M4ter Concepts z

Mathematics Problem Solving_ Use of fractionalnumberis Facts and Operations Changing terms ofafraciion

;

Preplanning.Suggestfons

Music books Music paper for notations. MUSICAL MATH

Review with pupils the mathematical patterns of musical notation that involve the number of beats ina measure and the relative time values of notes. The music teacher may have suggestions for methods ofpre- sentation. ,The regular music book may be used for examples. Encourage practice on paper and the chalkboard.

There is a universality of feel- . . cooperate with a classmate ings and aspirations of all in a.recreational approach to people--regardless of physical musical notation. WO appearance, nationality, creed, sex, or ethnic background. . . describe how one's attitude Coping Behaviors toward musicai notation affects one's efforts. OPO

4.earning achievement depends on effort and ability. 'Maintain a spirit of explorationin Educational Awareness seeking (for example) howmany combinations of quarter notes and eighth notes could be invented to fita two-

. beat measure with a quarternote getting a full beat.

How many combinations ofquarter and eighth notes are in a three-beat measure?How many are in a four- beat measure? Most likely the use of eighth, quarter, half, and wholenotes, plus variations of beatsper measure and which note getsa full beat, will provide a sufficient supply ofpractice opportunities. Rests might also be included for those whose interest and skill allows further complications. The individual worker determines . . distinguish differing which aspects of an occupation attitudes among classmates may be pleasant or unpleasant. regarding work ih musical notation. PPO Career Information

. . relate one's own pres- 'Knowledge and tkills in subject ent musical knowledge to the matter areas are helpful in, requirements of bei.ng a occupational competence.. musician. PPO

Educational Awareness Children's attitudes toward musical notation may normally range from extreme negativism, through casual acceptance, to a few cases of real enjoyment. Invite the pupils wh6se musical skills are more advanced to describe their experiences in needing to understand reading and writing music. Meanwhile, use this context also to elicit personal opinions about the pros and cons of musicianship as a career.

The REACT page provides further practice with musical notation of time. Be sure that the ideas of beat, measure, and different types of notes are understood.

CB/Level 5/3

"The Beats Go On" THE BEATS GOON

ic7=7.dj A whole note gets twiceas many beats as a half note.

A fidlf-note gets twice asmany beats as a quarter note.

oi A quarter note gets twice'asmany bpats as an eighth note.

Follow the directions below ta show equaltotals of beats. Use any combination of lines and spaces thatyou like. The first example is done foryou.

Show how many quarter notes are*equal to one whole note. O =

Show how many-eighth notes are equal to one whole note.

Show how many eighth nOtes are .equal to one half note and one quarter note. d+J= s.

Show how many quarter notes are equal to one whole note and one half note. o+d

Show how many eighth notes are equal to three quarter notes. J-I-J4-J=

On the other side of this paperare exercises with more possible patterns of timing.

4 5

REACT Page 49 CB/Level 5/3 _

_ If a quarter note gets one full beat,use only half notes and quarter note to make up at least four different arrangements for a four-beatmeasure.

One.possibility is done for a starter. .

,. .

. .

. ,-. .

. . . . If a quarter note ets one full beat, use only quarternotes and eighth notes to make up at least fouT different arrangenents fora three-beat measure..

, 3 4

- If a quarter note gets one full beat,use only half notes, quarter notes,

and eighth notes to make dp at least eight different arrangements fora . four-beat measure.

. .

REACT Page 46 CB/Level 5/3 50 THE WORLD OF MUSIC

Fifth Experience Level Activity

Performande.Objectives

Coping Behaviors Dimension

. . describe the purposes andmeans that have affeated the uSe of music by a particular cuZtureor subculture.

S. Career Information Dimension

. . . list materials and equipmentused by musicians in their work.

. . use musical terms properly in conversation.

. . point out problems and rewards that may be experienced by a musician.

Educational Awareness Dimension

. . identify a specified number ofmusicalfdcts that one hds learned-oUtside of school.

Subject MatterConcepj]

Social Studies Language Arts Sociology-AnthropolOgy Listening and Speaking Cultural diversity Interviewing Community reflects assumptions Reading and values. Finding information Different means to similar ends

IPreplanning Suggestions

Materialy; to make a vocabulary listand other lists pertinent to the activity Musician to interview

4 7

51 THE WORLD OF MUSIC

Use the vocabulary list as a beginning for brainstorming about the world of musical performance.. Draw out whatever the children already know about music in general, writing their contributions on the chalkboard as they are offered.

Career-oriented learning may . . identify a specified '... take place in school or out number of musical facts that of school. one hasearned outside of school. PO Educational Awareness

. . . list materials and equip- Occupations require theuse of ment used by musicians in their specific materials and equipment. work. PPO Career Information . . . use musical terms properZy in.conversation and writing. PPO Occupations have their own vocabularies. As the suggestions accumulate, guide Career Information the collection into some pattern of organization of larger topics, such

the development of modern instruments

types Of compositions

families of instruments

musical notation

uses of music

kinds of performing groups

There is a universality of feel- . . describe the purposes and ings and aspirations of all means that have affected the use people--regardless of physical of music by a particular culture appearance, nationality, creed, or subculture. PPO sex, or ethnic background.

Caping Behaviors . . point out problems and rewards that may be experienced by a musician. PPO The individual worker determines which aspects of an occupationmay be pleasant or unpleasart.

Career Information 52 4 8 Gauge pupil interest indetermining howa study of one or more of these larger topics will beimplemented. The situationmay call for the entire class to work together,smaller interest groups, or individual study. In any case, emphasize various musical

experiences as examples ofdiverse ' means to satisfy a particular human characteristic.

Provide audio-visual aids,printed materials, 6ommunityresources, pupil and teacher talents aS.available and appropriate, ,--

The.,,REACTpageinvites the pupil to *pare andcarry out an interview with a musician. Offer a good bit of direction for thisactivity as the feelings andattitudes of actual performers are extremely importantin providing insights intomusicianship. The subject for theinterview may be an adult who is actuallya performing musician, or a pupil inschool who is involved in some form of musiclessons and performing.

Use results of the interviewsas bases for discussing the-possiblepros and cons of musicianship.

CB/Level 5/4

"How's Business?"

4 9 53 HOW'S BUSINESS

To find Out more about whata musician feels and does, prepare .to interview either an adult musician who actuallyperforms or someone in' school who is taking lessonson an instrument.

U the questions belowas part of your interview.

WHAT INSTRUMENT DO YOU'PLAY?

HOW MUCH DO YOU PRACTICE EACH WEEK?

HOW DO YOU FEEL WHEN Y.OU ARE GETTING READY TO PERFORM FOR AN AUDIENCE?

HOW DO YOU FEEL WHILE YOU ARE PERFORMING FOR AN AUDIENCE?

DO YOU WORK FULL-TIME AS A MUSICIAN?

IF SO, WHERE AND WHAT IS YOUR JOB?

IF NOT, HOW DOES YOUR WORK WITH MUSIC GO ALONG WITH YOUR MAIN WORK?

WHAT (xi YOU LIKE BEST ABOUT BEING A MUSICIAN?

WHAT DO YOU DISLIKE MOST ABOUT BEING A MUSICIAN?

5 0 REACT Page 54 CB/Level 5/4 RELATED MATERIALS

Alphabet of Music, The (Book) Robert W. Surplus: Lerner Publications Company, Minneapolis, Minnesota, 1963;

Biographies of Great Composers (12 Sound Filmstrips)Bowmar, 622 Rodier Drive, . Glendale, California 91201;1972.

Career Opportunities I (Filmstrips) Popular Science Audio-Visuals,5235 Ravens- wood Avenue, Chicago,Illinois 60640, 1970.

Composers of Many Lands and Many Times (Filmstrips) EyeGate House, 146-01 Archer Avenue, lamaica,New York 11435, 1972.

Copeland: Open Prairie from Billy the Kid (Film, Color, 6-min.)BFA Educa- tional Media, 2211 MichiganAvenue, Santa Monica, California 1971. 90404,

Discovering Mood in Music (Film, Color, 151/2-min.) BE,.. EducationalMedia, 2211 Michigan Avenue, Santa Monica, California 90404,1971. Discovering the Sound and Movement in Music (Film, Color,16-min.) BFA Educa- tional Media, 2211 MichiganAvenue, Santa Monica, California 1971. 90404,

I Want.to Be a Musician (Book) F. Eckart. Childrens Press, Inc., 1224 West Van Buren Street, Chicago,Illinois 60607, 1962. Learning from Disappointmenis (Film, Color, 11-min.)Coronet Instructional Films, Coronet Building, 65 East South Water Street,Chicago, Illinois 60601, 1961.

Men of Music (Filmstrips) Eye Gate House, 146-01 ArcherAvenue, Jamaica, New York 11435, 1972.

Values Series (7 Films, Color, 11-min.) Bailey FilmAssociates, 11559 Santa Monica Boulevard, Los Angeles,California 90025, 1972.

55 MUSICIAN

Musicians who specialize in popular musicusually play the trumpet, trombone, clarinet, saxophone,or a rhythm instrument. Dance bands play in. nightclubs., restaurants, and at.specialparties. Some bands, jazz groups, and solo performers may give concerts'andperform on television.

Classical music specialists play inopera and theater prchestrd, symphony orchestras, and for otherperformancn.requiring orchestral accompani- ments. The instruments played by most ofthese.musicians are the strings, bras and woodwinds. Some form small groups to give concertsof chamber music.

Many pianists accompany vocalor instrumental soloists or choral groups or provide background music in restaurantsor other places. Most organists play in churches, often directingthe choir. A very few exceptional musicians become concert artists. Both classical and'popular musicians often- make recordings either individuallyor as a group.

A nigh proportion of all musiciansteach'in schools and colleges and are seldom, if ever, paid for performing.These teachers may De on the fac- ulties of music schools or conservatoriesor of colleges which offer such instruction. Some teach in public schools where theydirect vocal and instrumental music programs, teach generalclassroom music appreciation, and give instrumental instruction.

Most professional musicians work in largecities where the natiods entertainment activities are concentrated. Music teachers are'employed all over the country, either in schools or privately. Many qualified instrumen- talists have other full-time jobs andonly occasionally work as-musicians.-

To achieve a career asa performer or as a music teacher, young people need intensive training. They need to acquire not only great technical skill but alsoa thorough knowledge of music. Before a young person- can qualify for advanced study, an audition is frequently necessary. .

Over 550 conservatories of music and collegeand university schools of music offer 4-yearprograms leading to a bachelor's degree in music education. The degree of bachelor of music isfrequently awarded to ..tudents who major in instrumental or vocal music. Advanced degrees usuallyare required for college teaching positions, butexceptions may be made for well-qualtfted artists.

Musicians who play jaZz and other popularmusic must have an understanding of and feeling for that style of music,but skill and training in classical styles may expand employmentopportunities. Some groups of young people form their own dance bands, andmay later have opportunities to audition for other local or better known bands.andorchestras.

52 56 The field of music performance is expected to remainovercrowded through the 1970's. Competition is,usually keen for positions which afford some stability of employment--for example, jobs with majororchestrasand teaching positions in conservatories and collegesand universities. Although many opportunitieS for single and short-term engagements playingpopular music in night clubs, theaters, and other placescan be expected, the supply of qualified musicians seeking such jobs islikely to remain greater-than the 'demand. On the other hand, there is likely to remaina shortage of highly qualified church ollanists, experiencedaccompanists, and well-trained players of stringed instruments. Public school systems, will probably continue to need more fully qualified music teachersand supervisors.

The amount of money received fora performance by.either classical or popular musicians depends to a large extenton their profe.F.sional reputations. The salaries of public school music teachersare determined by the salary schedule adopted for all teachers. However, they frequently supplement their earnings by giving private lessonsor taking church positions.

Musicians who are performers usually workat night and on weekends. They must also spend time in daily practiceand rehearsals. Performers may have relatively long periods of unemploymentbetween jobs, and the,overall level of their earnings generally is lowerthan that of many other occupations. They do not usually work steadily forone employer, and may not qualify for fringe-type benefits common to other. occupations. Most musicians who play professionally belong to the American Federationof Musicians (AFL-CIO). Concert soloists also belong to the American Guildof Musical Artists, Inc. (AFL-CIO).

Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, WashAngton, D. C. PP. 166-1681

5 3

57 RECKONING AND RELOCATING

IFIFTH1XPERIENCE LEVE1INFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: It is important for a.person to be able to make the transition from one job to another.

OCCUPATIONAL FOCUS: Accountant

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Cash Accounting

2. Keeping Track

3. Here's a Switch

41"5006iiii 4. Greener Grass?

gfili414!,u,14 5 4

59, Teacher Goals

Teacher goals of this strategy combinea Coping Behaviors Dimension subconcept with subconcepts from Attitudes andAppreciations, Career Informa- tion, and Educational Awareness, andsubject matter concepts for theoccupation of Accountant. In this"perspective the teacher's goalsare to:

FocusAmpil attention upon skills that maketransfer, from one job to another possible.

Broaden understanding about why peoplechange jobs.

Provide information about the knowledge andskills needed by an accountant.

Structure experiences for-the applicationof academic

skills to simulated accountant's work. .

Generalize the concept of keeping records.

60 56 61 CASH ACCOUNTING

Fifth Experience Level Activity

Performance Objectives

Coping Behaviors Dimension.

. . state at least one accoUnting skiZZ that wouldbe'helpAtZ in at least one other job.

Attitudes and Appreciations Dimension

. . identify keeping one's financial recordsas a responsibility tc) oneself%

Career Information Dimension

. . . use a given number of accounting terms properly inconversation.

Edugational Awareness Dimension

. . apply one'8 own academic achieverfients.dto accounting procedures.

. . assist a classmate in entering and postingtransactions.

Subject.Matter Concepts:

Mathematics ProblemSolviTig Earning, saving, spending money Keeping accounts Buying and selling

1Preplanning SuggeAions

Bookkeeping and accounting supplies and formsfor record keeping Materials to duplicate REACTpages

5 7

62 - CASH ACCOUNTING

The content of this activitymay be unfamiliar to the teacher. Examples and explanations of these procedures may be found in the "Bookkeeping" articles of major encyclopedias and in beginning texts for high school bookkeeping courses. Guidance may also be sought from a high school business teacLer, the school secre- . tary, orsome)ne from the business office of the school system.

This activity seeks to familiarize pupils with the keeping of financial records by means of a cash journal and an accounts sheet. Prepare dittoed forms or show children how to draw lines on potebookpapers to make the patterns needed. (Study the REACT page for examples.)

Ithowledge and skills in subject . apply one's own academic matter areas dre helpful in achievements to accounting occupational competence. procedures. PPO Educational Awareness . . use a.given number of accounting terms properly in Occupations have their own conversation. PPO vocabularies.

Career Information Discuss the basic ideas of keeping financial records--ibcome and disbursements. Clarify the need for a running record of transactions and an organized set of expenses. Start out with a simple jumnal formon the-chaikboard and demonstrate how 0 to enter a number of items suchas the following transactions:

Apr. 1 Beginning balance $1.14 Apr. 1 Allowance 1.00 Apr. 2 Pencils $ .75 Apr. 4Paper route 3.50 Apr. 5 Magazine .35 Apr. 6 Movie 1.50 Apr. 8Allowance 1.00 Apr. 10 Book 2.49

58 63 Be sure that the "beginning balance" idea is meaningful and help to clarify other key terms during the discussion. Identify date, purpose, and amount as essential components of a transaction. Encourage children to suggest more transactions for both income and disbursement. At an arbitrary point, add up both columns and post a new beginning balance. (See Example A on the example page.) Practice enough examples to make sure the entry and balancing processes are understood.

Learning achievement depends assist a classmate in upon effort and ability. entering and posting transactions. PPO Educational Awareness

This journal pattern allows fora quick idea of cash on hand. Simply estimate what a new beginning balance would be at the time. At certain timeS, usually the end ofa day, each journal entry is transferred (posted) to an appropriate column on an account page. (See Example B on the example page.)

Totals in these columns show how much is being spent for particular items. (See Example C on the example page.) At a given time, the total of the "IN" column of the journal should equal the totals of the income accounts; the total of the "OUT" column should equal the totals of the disbursement accounts. Encourage pup'ils to help eachotherunderstandtherelationship between the journal entries and posting under account headings, and the information which.each arrangement provides.

Work involves the acceptance . . identify keeping.one's of responsibility for a task. financial records as a responsi-

. bility to oneself% PPO Attitudes and Appreciations

59 64 It is important for a person to . state at Zeast one be able to make the transition accounting skiZZ that wouZd from one job to another. be helpf4Z in at Zeast one other job. PPO Coping Behaviors

Discuss the advantages of being able to keep track of your own use of money. How might the accounts for disbursement help in budgeting? Lead thinking to consider what other occupations would require ability to keep these kinds of record§ (storekeepers, pay clerks, housewiVes, etc.). The ideas of inventorying as well as bookkeeping might be brought up here.

The REACT page suggests keeping track of (i.e., accounting for) one's own money transactions fora length of time. A preliminary discussion about sources of spending money for children, and things to spend it for, would be helpful in anticipating headings for different income and disbursement accounts.

CB/Level 55

"Ins and outs" EXAMPLE PAGE

EXAMPLE A. - Finding a New Beginning Balance

44. /atinmirrAtn,e6I./I/ app,/ digeiapox_e- 1.00 41: a ebn,cja .7 *31,,I, ap2. Magetko;ta .35" 5.611 1.10 alvt.6 13,;,..,,,4711- zie5-1

EXAMPLE B. Posting Journal Entries Onto Account Pages (from the trapstions shown on previous page)

INCOME DISBUkSEMENTS Dafe MlowoceDateEarnings Date Sc hoot Misc. DateFoodnateotzdoill jeSupMeDoteClothmqDateklisc. 1m6 / 1.00 Gyn. 11 1. .0,1 tS.35 apn. 8 J. 00 42.H9

EXAMPLE' C. Totals of Account Columns (from above)

Ofrit./o 2.00Oto./0 3.50afro./0

66. INS AO .O.UTS

Try being, your own accountant fora week or month. Make.some journal pages.

CASH JOURNAL

Date Item AmoantinAnamt out

Make some account pages.

INCOME DISBURSEMENTS

DateAllowance DatekamnoDateMisc. Daie Food DafeEnflWn041-774,, DaleC1ot-1141i DateMisc.

Start off with the moneyyou have right now -as your beginning

balance.

Think about how your moneycomes and goes. What headings should you

use for the accounts on your income and disbursementsheets? You may need

more than one disbursement sheet if you spend formany different kinds of

things.

Record each transaction on the journalpage. At the end of each day

transfer those transactions to theirproper accountl.

At the end bf the time periodyou chose, add up each account. Find

out how much you spent for each kind ofthing. How much money did you handle

altogether? How much did you have left at the erd ofthe month?

REACT Page CB/Level 5/5 KEEPING TRACK

Fifth Experience Level Activity

PerformanCe Objectives

Coping Behaviors Dimension

... describe at least one social skill needed by an accountant that could be-helpful.in another occupation.

Attitudes. and Appreciations Dimension

. . . explain'the completion of an accounting taskas a value to the accountant..

Career Information Dimension

. identify specific materials needed to keep trackof objects or ideas in a particular situation.

Subject Matter Concepts

Social Studies Mathematics History Problem Solving Changes in ways of living Keeping accounts result in changed expecta- Figural tions. Graphs Modern life has roots in the past. Political'Science Rules for_interaction____ Effects of commbn goals

Prepl anning Suggestior71

Materials to use.as counters jpebb es, beads, etc.). Materials to use for. keePing 'reco ds ofroom supplies Magazines, newspapers, etc. if children's collectionscannot be . brought to school to catalog 6 3 KEEPING TRACK

The main purpose of this activityis to enlarge the context of accounting to include broader ideas of keeping c. track of things and the socialcon- ditions that may be implied by keeping records. 4*,

Help pupils to speculate abouthow a primitive human might have kept track of certain things of importanceto him. For example:

Use small stones as indicators of how many animals he has in a pen. Scratch lines in the groundor on the wall of a cave to mark the passage of daysor full moons, etc. Use fingers and toes to do elementary counting.

- Completion of a worthwhile task . explain the completion has value for the worker and for of an accounting task as:a society. 'value to the accountant. PPO Attitudes and Appreciations . . identify specific materials needed to keep track of Occupations require the use of- objects or ideas ina particu- specific materials and equipment. 'Zar situation. PPO Career Information

Discuss the implications of who is affected by record keeping of different types. What'differences are there between keeping recordsfor yourself and for others?When should a record keeper giveor seek advice?

Encourage pupils to brainstorm about possible ways that objects in the classroom might be "accounted for." How could we keep track of quantities of things (books, pencils, time allotments, absentees, etc.) without using numeral notations? Paper markers, graphs, or a tallyingsystem of some kind might be offeredas suggestions, Draw attention, of 6 4 69 course, to how much easier the use of modern arithmetic makes record keeping.

It is important for a person to . . describe at least one be able to make the transition social skiZZ needed by an from one job to another. accountant that could be helpful in another occupation. Coping Behaviors . PPO

In any case, discuss and emphasize the social as well as intellectual skills that are necessary for this type of work. Besides an attention to details and organization, one must be able to communicate his data

to others--either orally or in writ- . ing. The collection and organization of objects or information also implies certain interpersonal considerations. An important feature ofan accountant's work is dealing with a wide variety of clients with differing personalities and accounting needs. The' accountant, thus, must also "keep track" ofper- sonal as well as business requirements of individuals. .What other workers are concerned with a range of different clients or customers (e.g., doctors, salesclerks, teachers, bus drivers)?

The REACT page asks the child to become involved in collecting acer- tain kind of object. Suggestions are given and the teacher should be ready Al to help children go beyond that list if necessary or desirable. (A good supply of old magazines and newspapers could he-made availableas a last resort to provide sources of pictures which can be sorted out inany number of ways.) These collections may be new or may be a continuation of some pupils' hobbies. The main issue is for the children to inventways for systematically recording their objects-- a review of the cash accounting in the first activity of this infusion strategy can be helpful in this regard. After an agreed upon period of time, 65

70 each pupil should havea classmate audit his recording system. It is 'possible that this activitymay be carried out by pairs of children rather than individually.

CB/Level_5/6

"Check and Double Check" CHECK'ANDDOUBLE CHECK

Auditing is when records are examined and judged bysomeone other than the person keeping the records. An accountantmay do both jobs at different time. He may keep records that someone else audits, or hemay audit someone else'srecords.

To help yourself practice keeping records and auditing,make a collection.of objects that are not expensive andare easy to store. You could use things like:

pop bottle caps

or cereal box tops

orlabels fromcans

or leaves from trees and bushes

orpictures from magazines

orbuttons

orplaying cards

or baseball or football cards

or any other kirtd of stuffyou think you might liketo gathef.

As your collectiongroWs, make-up SOITE

way of keeping track of howmany of e'ach kind of thing you have.

Later,ask one ofyour classmates to

audit your.records andsee if that 'person'agrees

with your 'accountingwork.

67 REACT Page 72 CB/Level 5/6 HERE'S A SWITCH

Fifth Experience Level Activity

[performanceObjeCtives

Copin_g Behaviors Dimension

list at Zeast t, reasons why a.perSon'might decide to change to,. or from, accountancyas a.career. , role play an accountant Seeking to changejobs.

. . report on how an adult acquaintance describedhis change. from one job to another.

Attitudes:and Appreciations Dimension '

. discuss aceountancyas an occupation for both men and women.

Career Information Dimension

describe similarities and differences betweenthe.wrk environment of an accountant and at leastone other-kind of worker.

. . discuss potentially pleasantor unpleasant aspects of accounting work.

Educational Awareness Dimension

. . explain how changes in jobsmay require new knowledge or skills.

Subject Matter Concepts

Language Arts Social. Studies Listening and Speaking Economics Discussion skills Moving for economc motives Role playing - Supply and.demand Sociology-Anthropology Individual characteristics Values and purposeS

6 8 73 Preplanning Suggestions

Audio-visual aids, books about accountants' work Accountant to interview school secretaryl

74 oC

HERE'S A SWITCH

Help pu ils to recall previous subconcept in this framework--the relatio of skills and tasks, per- formanc requirements, and work setting,. Apply these ideas to the job expectations of an accountant. What sk lls and knowledge doesan account nt need for what tasks? How mig t his job description change? What work conditions or personal feelingsmight encouragesomeone to change tb accountancy or to leave it?

It is important fora person to \ . Zist at least tworeasons 'be able to make the transition why a person might decide to from one job to another. . changeto,, or from, accoUntancy Coprig Elehariors as a career. PPO

. . explain how changes in ' Learning is alife4gprocess. jobs may require new knowledge

1,1 or skills. Educational Awareness PPO

. describe similarities and Occupations have their own work differences between-thework settings. environment of an accountant and Career Information at least one other kind of .- worker.1 PPO

A great many tasks can beper- . discuss accountancyas an formed by men or women. occupaton for both men and women. PPO Attitudes and Appreciations

Use audio-visual aidsor printed materials to add to knowledge about the accountant'S work. Bringing a local accountant dr bookkeeper into the classroom f.dir an informal discussion about his work, his feelings about his work, wht he might otherwisedo with his knowledge and skills,etc., can help to rhake the occupation more realistic. ;r1 any case, stress the possibilities of changing positions either from accounting toa different field or front one kind of accounting job to another. 'lhat reasons might there be for a particular change? What adjustments might be anticipated? 70 75 It is important fora person . . rote play an accoUniant to be able to make the transition seeking to change jobs., PPO from one job to another:

Coping Behaviors . . discuss.potentially pleasant or unpleasant aspects of accounting work. PPO The individual worker determines which aspects of an occupation may be pleasant or unpleasant. These discussions-and studiesmay be Career Information followed up by short skits depicting job changes or written assignMents in the form of storiesor essays. Help children relate these ideasto personal situations when they must alter their own behavior,use of materials, mode of dress, etc., because of changed conditionsor. feelings.

It is important for aperson report on how an adult to be able to make the transition' acquaintance described his from one job to another. change from one job to another. PPO Coping Behaviors

The REACT page providesa brief outline to guide a pupil in interviewing an,adult. The topic is changing jobs a and children should be.remindedto zero in on reasons for a chan0,.as well as the resulting adjustments. If some pupils have difficultyfind- ing a person to interview, there' should be a teacher available who has at least changed teachingpositions.

Use the results of the interviewsto reinforce the ideas of possibilities of transfer from one job toanother.

CB/Level 5/7

"Check on Changes" CHECK ON CHANGES

Almost every worker changes:jobs sometimein his life.

Interview an adult whom you know hasworked at more than one job.

This person might be a friend of thefamily, a neighbor, a relative,

or one of your parents.

Here are some questions you mightuse: ,

What'was the job you left and whatwas your new job?

When did you make this change?

What made you first think about changing jobs? to

Did any other gople help you makeyour decision?

What did you need to do io get ready for thenew job?

How was your new job different from theone before?

What new things did you need to learn?

7 2 REACT Page 77 CB/Level 5/7 GREENER GRASS?'

Fifth Experlon;:e Level Activity

Performance Objectives

Coping Behaviors'Dimension

. . cooperate in collecting and organil:ing data aboUtthe . frequency and nature of job changes,bylocal adults.

Attitudes and Appreciations Dimension

. . . relate accountant work to the needsof a given number of workers in the community.

Educational Awareness Dimension

. . discuss job changesas examples of requiring new knowledge or skiZZs.

Subject Matter Concepts

Language Arts Social Studies Listening and Speaking Economics Interviewing Supply and demand Grammar and Usage Division of labor Labeling and-classifying Community workers Sociology-Anthropology Mathematics Values and purposes Figural Tables and graphs

Preplanning Suggestions

List of local public accountants (incometax, etc.) Materials to mai(e duplicate formsfor each child for gathering data

7 3

78 GREENER GRASS?,

This activity seeks.to gatherdata on the frequency of job changes in the . local community andon the relationship of public accountancyto different jobs. Practically every business has a regular bookkeeper ofsome kind. This-emphasis is on the needor outside help from time to time. Public accountants depend on these needs for much of their work.

Help children to organizea pattern of canvassing whereby individualsor pairs would be responsible forcon- tacting two or three differentadults.

It Is important for a person to . cooperate in collecting be able to make the transition and organizing data about the from one job to another. frequency and nature of job Coping Behaviors changes by local adults. PPO

. . reZate accountant work Specialized occupations result to the needs of a given number in an interdependent society. of workers in the community. Attitudes and APpreciations PPO

Have the class preparea form on which pupils can record thenames of jobs left with the names ofnew jobs in each case. There should also be allowance for noting which of these jobs (old or new) needed theservices of an accountant other than someone regularly employed. In other words, does the business seek outsidehelp with its bookkeeping? Such a form could simply be:

Need Need PERSON OLD JOB AcctNEW JOB Acct

74 7 9- In the "Need Accountant" column,a yes or no could be sufficient, although in yes cases it would be interesting to know exactly what the services were. It is possible that persons might be namedor identified with letters or numbers. Also, allow space for any oneperson to have made more than one change.

Learning is a lifelongprocess. . discuss job changes as Educational Awareness exaoples oj mquiring new .knowledge or skiZZs. PPO

Help children to compile and organize their data. .Graphs or tables might be used to visualize frequenciesthat particular jobs appear. A corollary activity could be to gather dataon the length of time each of the jobs was held.

The REACT page sends.the pupil into the neighborhoodDforinformation about the ways a local business handles its mlney. Anticipate distinctions 1.1toTr., icome. overhead, and expenses. :nieration is suggested for the st.orq nd banking of the mohey during.a.business day. Also, what knds of money are involved--. e.g.. tash, checks, credit cards, voudier:.

CB/Level 5/8

"How We Keep Track"

7 5 80 HOW WE KEEP TRACK

Every business mist have some sfrai:em ofkeeping track of its money.

In this activity you will try t,.; findout about the accounting

system of one nearby business.

Choose a service station, departmentstore, drugstore, lumber yard,

gift shop, or some other business inot near your neighborhood. Ask

permission to talk withsomeone about the ways thtly handle money.

Find out:

FROM WHAT SOURCES DOES MONEY COME INTO THEBV:IUESS?

WHAT FORMS OF MONEY ARE ACCEPTED?

HOW IS THE MONEY STORED DURING THE DAY?

WHEN AND WHERE IS THE BUSINESS'S MONEY BANKED?

FOR WHAT EXPENSES MUST THE BUSINESS SPEND'MONEY?

76 REACT Page 81 CB/Level 5/8 RELATED MATERIALS

Budget, The--Today and Tomorrow (Sound Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972.

Budgeting: Why Do ?tcple Have to Wait for What They Want? (Sound Filmstrip) BFA Educi'ztone Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1973.

Courtesy at School (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1969.

Economics: Newspaper Boy (Film, Color, 10-min.) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California90404, For future release.

Ideas, Images, and I (Book) Franco, et. al. American Book Company, 300 Pike Street, Cincinnati, Ohio45202, 1970

School Problems: Getting Along With Others (Film, Color, 12-min.) Bailey Film Associates, 11559 Santa Monica Boulevard, Los Angeles, California 90025, 1972.

So You Want to Be an Accountant (Book) Fred H. Rohn. Harper and Row, Scranton, Pennsylvania 18512, 1971.

Widening Occupations Roles (Kit) Science Research Associates, 259 East Erie Street,'aicago, Illinois 60611.

- Your Future in Accounting (Book) Edmond Locklear. Richards Rosen Press, Inc. New York, New York, 1963.

- 7 7

82 ACCOUNTANT .

Accountants compile and analyze businessrecords and prepare financial reports, such as profit and loss statements, balancesheets, cost studies, and tax reports. The major fields of employment are public, management, andgovern- ment accounting. PubliC accountantsare independent practitioners who work on a fee basis for businesses or for individuals. Management accountants handle the financial records of a particularfirm on a salary basis. Government accountants work on financial records ofgovernment agencies and often audit businesses and individuals whose dealingsare subject to government regulations.

Public accountants are likely tospecialize in auditing--i.e., in reviewing financial records andreports and giving opinionsas to their reli- ability. They also advise clientson tax and other financial matters. Most management accountants provide informationfor decision making, andmay specialize in taxes, budgetingor internal auditing. Many federal government accountants work as internalrevenue agents, investigators, and bank examiners, as well as in regular accounting positions.

More than 500,000 accountantswere employed in 1958, of whom more than 100,000 were certified publicaccountants. About 2% of the CPA's and less than 20% of all accountants are women. Nearly three-fifths of allaccountants do management accounting work, and one-fifthare engaged in public accounting. Over 10% work for federal, state, andlocal government agencies. A small number teach in colleges and universities. Accountants are employed wherever business, industrial, or governmentalorganizations are located. Most work in large metropolitanareas.

Training can be obtained in universities,colleges, junior colleges, accounting and private business schools,and correspondence schools. A bachelor's degree with a major inaccounting or a closely related field is increasingly an asset, and for better positionsit may be required. For beginning positions, the federal government requires four years of collegeor an 5 equivalent combination of education andexperience.

The CPA examinatidn, administered by theAmerican Institute of Certified Public Accountants, is used by all states tOestablish CPA certifi,cation. Most states require CPA candidates to be collegegraduates, and 90% of recentsuccess- ful candidates have been college graduates. Future requirements may requirea master's degree.

Accountants who want to get to thetop in their profession uFually find it necessary to continue their study of accountancy and related problems. Even experienced accountants may spendmany hours in study and research in order to keep abreast of legal and business developMents that affect their work. More and more accountants are studyingcomputer operation, Oogramming, mathematics, and quantitative methods in orderto adapt accounting procedures tonew methods of processing data. Although advancement may be rapidfor capable accountants, those having inadequate preparationare likely to be assigned to routine jobs and find themselves handicapped inobtaining promotions. 7 8

83 Accounting employment is expected to_expand rapi(', , the 1970's because of the greater use of accounting information in 131--_ ss management; complex and changing tax systems; the growth of business cL-1Jarations;and the increasing use of accountingservices by small business organizations. Electronic data processing systems are replacing manual preparationof records, and may result in reduction or elimination of junior accountants at thelower levels. On the other hand, the largerquantities of data will require additional.highly-trained accountants for preparation, administering, andanalyzing of such data.

- Public accountants are likely to work long hours under heavypressure during the tax season. They do most of their work in theirclients' offices, and sometimes do considerabletraveling. A few management and government accountants also do much traveling and work irregular hours, but themajority remain in one office and workbetween 35 and 40 hoursper week.

Adapted from: Occupational Outlook Handbook, 1970-71edition. U. S. Department of Labor, Washington,D. C. pp. 27-29.

7 9

84 LINKS WIN THE SOIL

IFTF-TH EXPERIENCE LEVELIINFUSIONSTRATEGY

CAREER DEVELOPMENT FOCUS: Decision making can precipitate chain reactions.

OCCUPATIONAL FOCUS: Soil Conservationist

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Little Drops of Water

2. The Lay of the Land

3. How's and Why's

4. A Special Tool

5. Other Conservationists Teacher Goals

Teacher goals of this strategy combinea Decision Making Dimension subconcept with subconcepts from Attitudes andAppreciations, Career Informa- tion, and Educational Awareness, and subjectmatter concepts for the occupation of Soil Conservationift. In this perspective the teacher's goalsare to:

Structure experiences in which chainreactions may follow from children's decisions.

Provide opportdnities for pupils toincrease knowledge and appreciation of the role of soil in lifesupport systems.

Enlarge children's perspective concerningpositive efforts which have been made toward soilreclamation and conservation.

Expand pupils' awareness of the roleof the soil conservationist as one of the cluster ofenvironmental control occupations.

Encourage pupils to relate theirown aptitudes and interests to the activities, requirements, and toolsof the work done by the soil conservationist.

8,1

86 87 LITTLE DROPS 0WATER

Fifth Experience LeveA.tivity

TPerformance Objectives

Decision Making Dimension

. . follow dilrections in constructing and usinga water sprinkler.

. . identify soiZ conditionsas parts of chain reactions resuZting from specific decisions.

Career Information Dimension

. . describe at Zeast two different groundcovers as they reLatie te, erosion.

. . . use conservation vocabulary properZy in conversation.

Subject Matter Concepts

Science Earth and Sky Soil can be conserved. Erosion and depletion of soil Biology Control of environment of living things

Preplanning Suggestions

Several waterproof pans about 4 inches deepS to beused as 'Ina-

) scape°areas Soil and other materiOs for making simple landscapeareas Watering devices which sprinkle (See Activity for a suggestion.) Visuals of soil erosion areas; particularly in theimmediate vicinity \Library books about conservation \Local news stories aboutwater supplies and soil erosion

83 88 '.1.ITTLE DROPS OF WATER

Secure several Oiallow, waterproof containers which can be used to build a model l'indscape of soil, gravel, clay, etF. Inexpensive aluminum roasting pans (measuring about 12" x 20" 4") are a good possibility, but any similarlypro- portioned object could be a reasonable minimum size. The idea is to have about a good squav'e foot of \ landscape about Wee inches deep, in a container tht can'be tilted slightly to simula e runoff water.

Occupations have their own . . describe at least two work settings. different ground coversas they affect erosio7. Career Information PPO

Have children work in \smallgroups. Be sure they are aware\that they are simulating possible work settings for a soil conserationist. Discuss different ways of arranging the materials for experiments on the effects of falling a!nd running water. One end of the Ontainer, of course, should be reserved for the residue from the rundff.

Decision making can precipi . . . follow directsons in tate chain reactions. Constructing and using\a

Decision Making water sprinkler. PPO \

A "rainmaker" can be made froma half-gallon milk carton. On the side.opposite the spout opening, poke two rows of holes near the

. 84 89 top edge. The carton can be nearly filled with water, then used to sprinkle the-landscape.

Occupations have their own . use conservation vocabu-. vocabularies. Lary-terms properly in conver- Career Information sation. PPO

Encourage different groups to secure different types of soils, as wellas to build different topographical arrangements. Keep track of condi7/ tions as originally set up and whatever changes occur along the way. (Part of an cld comb may be used to "plow" the soil. Quick-sprouting annual-rye.grass or bits of sod from .one's yard can suffice for "crops" or ground covers.) Pictures and dis- cussiOns of various methods of plow- 0 ing and planting can help to offer ideas. This stage is also a good 'time for developing a relevant vocabulary. -

As the landscapes are built and sprinkled, have pupils maintain rec- brds not only of the changing conditions but also of the decisions that they have made in setting up and ---wark4ngwith_their projects. To provide a wider range of CoicTitiorThtT-the---- amount,and frequency of sprinkling, the angle of tilt, and the plantings trlemselves may be varied.

Decision making can precipi- . identify soiZ conditions tate chain reactions. as parts of chain reactions resulting from specific deci- Decision Making e,ons. PPO 8 5 90 A good way to culminate this activity is to have groups compare their vari= ous preparations and results. Look for descriptions of chain reactions resulting from specific decisions.

The accompanying REACT page provides directions for more direct study of real soil erosion. Help children practice careful guessing aboutpos- sible,causes as well as describing their observations.

DM/Level 5/1

"Soil Erosion" SOIL EROSION

Soil erosion takes place when soil is moved from one place to another. The most common eroding agents in nature are water and air. As water and air move with varying rates of speed and force, they pickup or push along particles of soil which are not securely in place. Erosion is evident in places where soil is missing, or where soil has been deposited after having been moved.

Explore around your neighborhood for ewidence of soil erosion. Use three steps to help your thinking:

. Tell where the evidence is located.

2: Describe why you think it suggests erosion.

3. Make a careful guess about the conditions that caused the erosion.

Use the chart on the other side of this 'papei' to xecord your observations.

Share your observations with your teacher and classmates.

REACT Page 92 DM/Level 5/1 EVIDENCES OF SOIL EROSION

Location Description of Evidence Apparent Cause

8 8

REACT Page 93 DM/Level 5/1 THE LAY OF -THE LAND

Fifth Experience Levfl Activity

Performance Objecti.ves.

Decision Making Dimension

.,.describe at Zeast two significant changes in U. S. soiZ conditions resulting from decisions in the past.

Educational Nareness Dimension

. . . identify particular knowledge about soil conditions in the U. S. that one hae learned in school.

Subject Matter COncepts

Science Social Studies Earth and Sky History - Soil can be.conserved. Acts .and events have Erosion and depletion -if consequences. soil Biology Control of environment of living things

Preplanning Suggestions

Books, films, filmstrips, etc., about soil erosion in America's past (dust bowl, floods, forest fires, etc..) Magnifying glasses or microscopes Large plastic containers, soil, earthworms Newspapers, farm journals, gardening books angl magazines

. ,Name of a local conservationist to interjew

8 9

94 THE LAY OF THE LAND

Using a film, filmstrip, and/or relevant printed materials, help pupils to expand their awareness of several problems concerning the soil in the present and past in the United States, e70:, the depletion from excessive cotton farming in the South or erosion due to flooding in the Mississippi basin.

Career-oriented learning may . . identif'y particular take place in school or out knowledge about soil condi- of school. tions in the U. S. that one Educational Awareness has learned in school. PPO

. describe at least two Decision making can precipi- significan't changes inU. S. tate chain reactions. soil conditions resulting Decision Making from decisions in the past. PPO

Choose the materials for presentation to show especially the chain reactions from particular decisions in U. S. history. Help pupils to .realize that not doing somethingcan 'be as significant a decision-as taking action. Keep a reasonable balance, too, between "good" efforts in dealing with soil conservation and those -which eventually led to deterioration. Reports, either oral or written,may be based upon these studies.

The REACT page for this activity calls attention to worms as a specific soil need. Magnifying glasses or a microscope can be a big help for ob§erving the soil conditions. This study could easily spin off into themany different kind:, of worms and theirrespec- tive habitats.

DM/Level 5/2

"In Terms of Worms"

9 0

95 IN TERMS OF WORMS

What differences do worms make in soil?

Let's try to find out.

Collect enough of one kind rf soil to nearly filltwo half-gallon clear plastic containers, such as us .!to package ice cream. Sift the soil carefully to remove any worms and other sizeable livingthings that may be present.

Fill each container with equal parts of the soil,allowing about an inch of air space at the top. Moisten each with a gentle sprinkling of water, place a dozen or so earthworms inone of the containers, and put both lids on. (Mark the container with the worms.)

Remember, life under the soil is geared for darkness,so the containers should be stored in a cupboardor closet,.or covered with dark cloth or paper.

-"After abouttwo weeks, check the top and sides of the soil in thecon- tainer with the worms. Are there any evidences of earthworm activity? Carefully remove a few spoonfuls of soil from the "wormy"container, and inspect it--use a magnifying glass or a microscope ifyou can. Do the same for an equal portion of soil from the other contaiper.

HOW ARE THE TWO SAMPLES SIMILAR?

HOW ARE THE TWO SAMPLES DIFFERENT?

Let your specimens "set" for another two weeks, andsee what changes may have taken place.

. Why would a soil conservationist,a farmer, or a gardener be interested in earthworms? Check the classified ads in farming or gardening magazines for information about people who raise earthworms commercially.

REACT Page 96 DM/Leyel 5/2 HOW'S AND WHY'S CS Fifth Experience Level Activity

Performance Objectives

Decision Making Dimension

. identify at Zeast two problem soiZ conditions thatcan be traced back to previous decisions;

Educational Awareness Dimension

. . explain how environmental changes requirenew knowledge and skiZZs.

[bJectMatter Concepts I

Language Arts Science Reading Earth and Sky Making inferences Soil can_be conserved. Appreciating moods of Erosion and depletion characters of soil Writing Skills Putting ideas in order Characterization and plot

Preplanning Suggestions

Bulletin board area for conservation materials Farm journals, gardening magazines, agriculturecatalogs Local ecology problems

9 2

97 HOW'S AND WHY'S .

Plan a soil conservation bulletin board with the pupils. Have them bring in clippings from newspapers and magazines that deal with conservation of the so'l. These may range anywhere from the generalized pleas of Smokey the Bear to specific reclamation projects and problems of Varying scales.

Learning is a lifelong . . explain how environmen- process. tal changes require new knowledge and skiZZs. PPO Educational Awareness

. . identify at Zeast two Decision making can precipi- problem soil conditions that tate chain reactions. can be traced back to previous decisions. PPO Decision Making

Ecological studies offer excellent opportunities for identifying chain reaction conditions. As the supply of clippings accumulates, some may show the results of previousodeci- sions and,others the anticipation of future conditions. In any case, chain reactions may be traced "back" to decisions to act or not to act or "ahead" with respect to alternative courses of action. These per- spectiveson environmental decisions may then Ye summarize in written form.

The accompanying REACT page provides practice in the general idea of chain reactions rather than the subject of soil. Other fables or short stories could also be similarly used.

DM/Level 5/3';

l'Results from Decisions" RESULTSFFNDAADECISIONS

A decision can lead to a chain reactionof events.

Do you remember the fable of the Lion and ihe Mouse?

A Mouse woke a Lion by running across its paws. The Lion decided to let the Mouse go when it begged for its life. Later, the Mouse helped the Lion to' escape from a hunter's net.

Why do you suppose the Lion let the Mouse go?

What other possible chain of events might havefollowed from the Lion's decision to let the Mousego free?

What'events or conditions may,havefollowed after the Mouse helped the Lion escape from the hunter's n t?

What chain of events might have followed ifthe Lion had NOT decided to let the Mouse go free?

What circumstances or feeTings might have helpedthe Lion to decide NOT to let the Mouse go? ,

9 4 REACT Page 99 DM/Level 5/3 Do you remember the fable of the Tortoiseand the Hare?

The Tortoise and the Hare were racing. The Hare decided to take a nap during the race, and the Tortoise passed him by and won the race.

Why do you suppoSe the -Hare decided totake a.. nap? iv

What other chain of events might havefollowed from'the Hare's decision to take a nap during therace?

What events or conditionsmay have followed after the Tortoise had won the race?

What chain of events might havefollowed if the Hare had NOT decided totake nap during the race?

What circumstances or feelings mighthave helped the Hare to decide NOT to take a nap?

REACT Page DM/Level 5/3 A SPECIAL TOOL

Fifth Uperience Level Activity

Ferformance Objectives

Decision Making.Dimension

. follow directions 'for constructing andusing a soil auger.

Attitudes and Appreciations Dimension

. discuss the expectations about women's use of the toots and equipment of soil conservationwork.

Career Information Dimension

. . . describe a tool devised fora specific task of a soil con- versationist.

. . Zist toots or equipment required byworkers in at least two occupations other thein soil conservation.

/1 0

Educational Awareness Dimension

. identify, a specific physical skiWiequived'in . soil con- servatz.on.

Subject Matter Concepts

Science -Scientific Method Investigatire techniques Special instrumeqs Categorization

.14

9 6

101 [preplanningSu gestions

Several legths of hollow metal tubing suchas pipe Real soil uger from parent or farm supply store Local area farmer, conservationist; or Farm Bureaurepresentative to meetwith the class Arrange to soil samples from severalareas to be visited by childrenfrom the class. (Family yards might do.) Catalogs ofmachinery and equipment

9 7

102 A SPECIAL TOOL.

A soil auger is a hollow metal tube about five feet long.andup to three inches in diameter. A handle baron top is borne down upon and turnedto drive the auger into the earth--forcing a core of soil into the tube. The soil is then removed for analysis. This activity directs the construction of homemade augers.

Decision making can precipi- 'follow directions for tate chain reactions. constructing and usinga soil Decision Making auger. PPO

Have pupils bring in pieces ofpipe omother rigid, hollow metals:tubing between three and four feet longto be used as the main bodies ofsoil augers. (Keep the lengthspropor- tionate to the sizes of the children.) If attaching a turning handle isbe- yond available means,a heavy hammer or a fencepost driver can be used to drive the tubingor pipe into the ground.

Occupations require theuse . . . describe a tooZ devised of specific materials and for a specific task ofa soiZ equiptent. conservationist. PPO Career Information . . . identify a specific physical skiZZ required in soiZcon- Knowledge and skills in subject servation. PPO matter areas are helpful in occupational competence.

Educational Awareness If possible, borrowa real soil auger from a hardware store, farm bureau, or parent. This would.also be. a fine 98 103 opportunity to jnvite adults ofcthe commun!ty to help in the construction and use of theaugers.. Call atten- tioh to the physicalcharacteristics that are implied by thiskind of a too). One must be tall enoughand strong enough to operate it. Adap- tations will likely be neededto allow for varying physiquesof class members. At any rate,encourage the effort to at least try to makesome sort of "corer" to collectsamples of soil.

To remove the core of soilfrom the auger, wad up some newspaper tightly and with a broomsiickor other narrow pole push it firmly againstthe soil from the top of the tube. Keep the tube nearly horizontalas.th core is expelled to avoid losingits possible pattern of layers. ?- Compare the variouscores collected by the pupils accordingto textures, color, and whatever othercontents may appear.

Occupations require the use . , Zist tools or equipment of specific materials and required by workers in equipment. at least two occupations otherthan soil Career Information conservation. PPO

. . discuss the eTpectations A great many taskscan be about women'suse of ',he tools performed by.menor women. and equipment of soilconserva- tion work. Attitudes and Appreciations PPO

Follow-up discussion may.bedirected toward highly specializedtools and machines used in otheroccupations-- e:g., the polygraph in police work, the bathyscaphe in oceanography,the manure spreader in agriculture.' Would women be able to use these kinds of tools and equipment?

Tk.i? REACi page for this activityis a direct follow-up from the actual use of a soil auger or its equivalent.

9 9 104 The collection and observationof soil samples could also becomean on-going activity shared bya few individuals or the entire class.

OM/Level 5/4

"Soil Samples"

100 105 SOIL SAMPLES

Using pint-sized or quart-sized.clearplastic or glass containers which have covers, collect samplesof several different kinds of soil. Note where and when you find eachsample.

As you have time, removesome of the soil from a container and inspect it carefully--use a magnifyingglass or a microscope if youcan. What kinds of materialsare in the soil?

How do they differ in color?

How do they differ in size?

How do they differ in shape?

How do they differ in hardnessor softness?

When not studying your soilspecimens, keep the containers,covered to keep them from drying out.

ON THE REVERSE SIDE OF THIS PAPER.ISA SAMPLE FORM. FOR YOU TO USE TO KEEPA RECORD OF YOUR OBSERVATIONS,.

101

REACT Page 106 DM/Level 5/4 Specimen Number

DATE COLLECTED PLACE COLLECTED

COLORS

LIVING THINGS

OTHER MATERIALS

102

REACT Page 107 DM/Level 5/4 OTHER CONSERVATIONISTS

Fifth Experience Level Activity

Performance Objectives

Decision Making Dimension

. . . point out at Zeast two possible alternatives fbr cooperation between different types ofconservationists.

Attitudes and Appreciations Dimension

. . relate the services ofa soiZ conservationist to at Zeast two other.occupations..

. . identify the particular contributions madeto society by at Zeast two kinds of conservation workers.

Career Information Dimension

. . compare the preparatory requirements of at Zeasttwo conservation occupations.

Educational Awareness Dimension

. . . identify academic or physical skillsneeded by a particular kind of conservation worker.'

Subject Matter Concepts I

Social Studies Economics Different uses of environment Technology produces changes. Interdependence of geographical regions Sociology-Anthropology Individual characteristics Values and purpOses in behavior

103

108 Preplanning Suggestions

Books, audio-visuals 'aboutconservationists for room resourCes Lists or directories which listpossible conservationists, such as the Farm Bureau, park rangers, universityscience departments, etc.

104-

109 OTHER CONSERVATIONISTS

Assign individuals or small groups to research several occupations closely related to the soil conservationist: For examplte: a9ronomist, geologist, range manager, or other workers dealing more directly with aspects of water or mineral utilization.

Specialized occupations result' . reZate the servides of

in an interdependent society. . a Soil conservationist to at least two other occupations. Attitudes and Appreciations ppo

The "Conservation" article ofan encyclopedia is a good source forsug- gestions concerning job expectations and descriptibns which may be relevant to this activity. Encourage children to think in terms of the interrelationships of all fields of

conservation. .

Reports on findings may he presented in written, oral, or possibly in dramatized form.

'Completion of a worthwhile . . . identify the particular task has value for the worker contributions made to. society ard for society. by at least two kinds ofcon- servation workers. Attitudes and App.-,uciations PPO

. . compare the preparatory ,Career development includes requirements of at Zeast two progression through stages of. conservation occupations. PPO educational and ottupational training. . . identify academic or Career Information physical skills needed bya particular kind of conservation worker. PPO Knowledge and skills in subject matter areas'are helpful in Occupational competence. The objectives listed here ar'ebe- Educational Awareness ginning suggestions. This activity can be a good opportunity to blend in a number of the subconcepts from Attitudes and Appreciations, Career 5

110 Infoi'mation, and Educationialhare- ness as well as the Decision Making chain reaction subconcept.

Decision making can precipi- . point out at .:east two tate chain reactions. possible alternatives forco- Decision Making operation betveen different types oiccliscrists.- .PPO

The chain reaction ideamight be seen in thc shared views of twoor more kinds of conservationistscon- sideringalternative strategies in dealing with a definiteenvironmen-

tal problem. .

The'REACT page followingthis activity provides an opportunityfor.the pupil to.give some activethought to his olio feelings aboutconservation jobs. Help children to,be conscious of.a widerange of conservation jobs as.wer as thereasons they happen to like .or dislike a particularone.

.DM/Level 5/5

"Ma.ibe Yes and MaybeNo"

106

111 MAYBE YES AND MAYBE NO

You and your classmates havestudied different kinds of conservation workers. Now, give soma careful thbught tohow those occupations appeal, or,do not.appeal, toyour own inter(sts and abilities.

Use the beginning sentenus telowas "starters" to tell how yoy feel right now about a conservatiol joathat you think you would do well in and one that you probably wovA not do well in. In each case, giveyour reasons by telling about the job and yourcelf.

OF THE CONSERVATION JOBS WE HAVESTUDIED, I THINK I WOULD MOST LIKE T6 6E,

OF THE CONSERVATION JOBS WE HAVESTUDIED, I THINK I WOULD LEAST LIKE TO BE

107

REACT Page 112 DM/Level 5/5 RELATED MATERIALS .

Conservation for Today's America (Sound Filmstrips)Society for Visual Educa- tion, Inc., 1345 Diversey Parkway, Chicago, Illinois 60614, 1970. Cooperation, Sharing, and Living Together (Multi-Media Kit)Educational Pro- jections Corporation, 1911PickTiick Avenue, Glenview, 19Y1 Illinois 60025,

Developing Basic Values (Sound Filmstrip) SextantSystems, Inc., 3048 North 34th Street, Milwaukee,Wisconsin53210, 1972. Ecological Imbalance: Six Systems Disturbed(Filmstrips) Eye Gate House, 146-01 Archer Avenue, Inc. Jamaica, New York11435, 1972.

J b Family SeriesBooklets (20 Booklets) Science Research Associates,259 East Erie Street, Chicago,Illihois 60611.

Making the Desert Green(Film, Color, 16-min.)-Encyclopaedia tional Films, Inc., 425 Britannica Educa- North Michigan Avenue,Chicago, Illinois 60611, 1970.

Soil Conservation (Overhead , Trausparencies) CreativeVisuals, Box 1911-3, Big Spring, Texas 79720, 1970.

Urban Ecology (Filmstrip) Eye Gate.House,-Ihc., 146-01Archer Avenue, Jamaica, New York 11435, 1972.

A Vacant Lot (FilMstrip) Eye Gate House,.Inc., 146-01Archer. Avenue, 'Jamaica, New York11435, 1972. \\\,

108 . SOIL CONSERVATIONIST

'Soil conservationistssupply farmers, ranchers, and otherswith technical assistance in planning, applying, and maintainingmeasures and struc- tural improvements for soil and inater conservation on individualholdings, groups of holdings, or on watersheds. Farmers and other landmanagers use this assistance in making adjustments in land use; protectingland against , soil.deterioration; rebuilding eroded and depleted soils; stabilizingrunoff aiid sediment-producingareas; improvingcover on crop, forest, pasture, and wildlife lands; range, conserving water for farm andranch use and reducing dam- age from flood water and sediment; and in draining or irrigatingfarms or ranches.

Services include: maps presenting inventories of soil,water, vege- tation and other details for conservation; informationon the proper land use and the treatment suitable for the planned use of each fieldor part of the farm or ranch, groups of farms or ranches, or entirewatersheds; and estimates of,the relative cost of, and expected returns from,various alternatives of land use andtreatment.

. After a landowner or operator decides upon a progm, theconserva- tionist records.the relevant facts as part of a plan which,together with the maps and other information, constitutea plan of action for conservation farming or ranching. The soil conservationist thengives the land manager technical guidance in applying andmaintaining the conservation practices.

Most soil conservationistsare employed by the federal government, mainly -by the U. S. Department of Agriculture's Soil ConservationService and the Bureau of Indian Affairs in the DepartMent of",the Interior. Some are em- , ployed by colleges and state and local governments; otherswork for banks and public utilities.

A,Bachelor of Science degree witha major in soil conservationor a related agricultural scienceare the MinimuM requirements for professional soil conservationists. Those who have unusual aptitudein the various phases of the work have good chances of advancement to highersalaried technical administrative jobs.

Opportunities in soil conservationwill expand because government agencies, public utility companies, banks, and other' organizationsare becoming interested in conservation. Other new openingswill occur in college teaching, particularly at theundergraduate level. Normal turnover will pro, duce some openings as well.%

109

114 HOW THE ADS ADD UP

1FIFTH EXPERIENCELEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Setting goals.can be enhanced by analyzing decision-makingprocesses.

OCCUPATIONAL FOCUS: AdvertistngCopywrtter

ACTIVITIES ..

IN THIS INFUSION STRATEGY

1. 'Analysis of Advertisements

2. Advertiser 'and Client

3. Original Product

4'. Cigarette Perspec- tives

5. Attracting New Employees

11114P 141 "7 6 N141 ti4141p1,4.:i)l", , oe 1 ,

lt.,(kit t t"'e I, ' VI- vu- Id A...\\NL..dtigi W.,-aik No'

110

115 Teacher Goals

Teacher goals of this strategy ,:ombinea Decision Making Dimension subconcept with subconcepts from Attitudesand Appreciations, Career Informa-° tion, and Educational Awareness, and subject matter concepts for theoccupation of Advertising Copywriter. In this perspective the teacher's goalsare to:

Direct children to seek out relationshipsbetween decisions and assumptionS.

Expand awareness of the effort requiredto construct and interpret a persuasive argument. r. Help puOls to distingulsh positiveandnegative features of advertising.

Provide opportunities fo-i; childrento relate their own values to current products andservices.

Encourage an understandihg of advertising'sinterde- pendent positionAh-the world\of work.

111

116 112 117 ANALYSIS OF ADVERTISEMENTS

Fifth Experience Level Activity

PerformancriObjectives' !

Decision Makin g,Dimension

. . explain how certain values and informationsupport a particular behavior in school. .

. identify the Ossumed facts and valuesreZated to a particular advertisement.

':.--,Attitudes and Appreciations Dimension

. . . analyze particular examples of'advertisingcopywriters' work.

discuss the.different feelingsone has upon finishing the study ofadVertising techniques.

Educational Awareness Dimension

identify a thinking skill whichone has learned at school.

. . identify the constructich ofonargument as an advertising copywriter's'skill.

Subject Matter Concepts

Language Arts Listening and Speaking Discussion Gramaar and Usage Classifying Reading For information Making inferences.

113

118 Preplanning Suggestions1

Have on hand many old magazines withadvertising. Notebooks or other ways toarrange ads in categories Bulletin board area foran advertising display ANALYSIS OF ADVERTISEMENTS

Review the ideas of setting goals, seeking alternatives, identifying priorities, etc., as set forth in. . the subconcepts of previous levels. In a general discussion, the children should focus on the relationship between a decision and the values and information that lead to it.

Career-oriented learning may take . identify a thinking place in school or out of school. skill which one has learned at school. PPO Educational Awareness

. . explain how certain Setting goals can be enhanced by values and informationsup- analyzing decision-makingprocesses. port a particular behavior Decision Making in school. PPO

Help children to identify particular assumptions (of values, information, wants, etc.) upon which certain routine decisions are made. E.g., Why did I choose to wear what I am wearing todW Why do we-raise our hands beforespeak- Ang?. Why do we have lunch at noon? Why did I choose to reada certain book? The "becauses" here represent. assumptions (or premises) which lead to the eventual choice. Another way of thinking about this relationship is to consider the words "therefore," or "so," or "thus" as possible clues-- what comes'after that word is the decision (or unclusion), whatcomes before are the combined effects of knowledge and wants or needs.

From a wide variety of old magazines, have each child cut out severalexam- ples of advertisements. Use two or three ads to illustrate the implied or overt reasoning they contain. That is, if the decision that thecopy- writer is seeking toencourage is ". . . therefore, you should buy this product," what-informationor Nalues does he state or imply to leadyou to that conclusion? 115 120 Completion of a worthwhile task has . analyze particular exam- value for the worker and forsociety. ples of advertising copywriters' Attitudes and Appreciations work. PPO

. identify the assumed facts Setting goals can be enhanced by and values reZated-toa particular analyzing decision-making processes. advertisement. PPO Decision Making identify the construction 'of an argument as an advertising Knuw)edge and skills in subject copywriter's skiZZ. PPO matter areas are helpful in.occupational competence.

Educational Awareness As the children's collections ofads accumulate, lead intosome scheme for classifying the types of arguments used in the ads. For instance, the repetitive slogan/jingle approach,en- dorsements by famous people, theevery- body-is-doing-it bandwagon approach, or appeals to such ideas as ecology, personal appearance, health,or consideration of loved ones. To preclude the possibility of branding alladver- tising at underhandedor misleading, help children to look especially for examples of positive appeals tofactual data, social needs,or integrity of the manufacturer. The issue here is to study values and informationas they are assumed to lead to certain ,conclusions, not to become-unduly suspicious or cynical.

This clipping ana categorizingof ads may be organized as a notebookcom- piled by each child and/ora bulletin board display.

Completion of a worthwhile task discuss t4e different has value for.the worker and for fe&lings one has upon finishing society. the study of advertising techniques. Attitudes and Appreciations PPO

Upon completion of most of thisactivity, help children to reviewand share their feelings and ideasabout advertising techniques as 6xamples of decision making.

121 6

:7 The REACT page which follows offers practice in reaching conclusions. Remind children that "therefore,"or "so," etc., usually indicates that a conclusion is being reached from a certain line of reasoning. All the examples on the page ard called conditional arguments, whose first statement has two parts--an "if" clause (the condition) anda consequent. The two valid treatments for this kind of statement are when the second state-

ment in the series . . .

(a) . . 'affirms the "if" _clause, which in turn affirms the consequent.

(b) . .L4 negates thecon- sequent, which in turn negates the conditional

For instance,

If A exists, then B exists. A does exist. Therefore, B exists.

or;If A exists, then B exists. B does not exist. Therefore, A does not exist.

Affirming the consequent does NOT necessarily affirm the "if" clause. NecAting the mif" clause does NOT necessarily negate the consequent. (Check a beginning book in logic, under Conditional Syllogisms, for more specific examples and variations.)

DM/Level 5/6

"Reaching Conclusions-- Locating AssumptiOns"

117

122 REACHING CONCLUSIONS

Each blank linerepresents a miising statement in a series ofthree statements. The third statementin each group is a conclusion whichfollows from the other twostatements. Read 'carefully, then fill ina statement :Ghat makes goodsense with the other two.

Whenever it is warm,we qo swiniming. It is warm today.

Therefore,

If I eat my spinach, I getan extra dessert. T ate' my spinach.

Therefore,

If it is raining, thegrass is wet. The grass is not wet.

Thbrefore,

; Whatever Lassie eats, my dog must eat. My dog does not eat Clinkeroos.

Therefore,

I i

If a product makes me beautiful, I willuse it. Super SoaP,will make me.beauttful.

Therefore,

Compare your own write-ins with thoseof some of your.classmates. If -there are any differences, tryto figure out why.

'HINT: Notice that the first statement hastwo parts, and the second statement says either "yes"or "no" about one of those parts. What does the conclusion say about theother part in each case?

Now turn the pageover, and try some more groups with other parts missing.

-.REACT Page ,123 .118 DM/Level 5/6 LoCATINGASSUMPTIONS

Using thesame kind of reasoning as on the other side fill in the blanksin each of the of thispaper, the first groups of sentencesbelow. statement is missing,so we must think In thesecases, have started." back to how thesertes must

Bill Jonesuses blue toothpaste.

So, I willuse blue toothpaste.

I found a camel:

Therefore, I gotout of the desert.

The grass is mitwet.

So, the sprinkler must not heon.

// I do not havea headache.

So, I must not havemissed breakfast.

Everybody !ikesKicky-Cola.

So, I-will likeKick-tola.

Maisy ts not beautiful.

So, Mary must not.beusing. Magic Moonbeams.

1 19

REACT Page 124 DM/Level 5/6 ADVERTISER AND CLIENT

Fifth Experience Level Activity

PPerforMance Objecttves.

Decision Making Dimension

. . . analyze the values involved in choosinga topic for an advertising activity.

Attitudes and Appreciations Dimension

. . take paAt in a dramatization of advertisingworkers in a specific work setting.

. describe the relationship ofan advertiser's services to the needs of his client.

Career Information Dimension

. . . use particular advertiaing terms.properly inConversation.

Subject Matter toncepts

Language Arts Listening and Speaking Role play with dialogue Writing Skills Advertisements

Preplanning Suggestions

Samples of packaging materials--boxes,bottles that indicate attractiveness of'the contents Library books and encyclopedias whichhelp explain terms used in advertising

120

125 ADVERTISER AND CLIENT

Set up small groups to role play meetings involving members ofan advertising agency andrepresen- tatives of a manufacturer ofa particular product or service. Help children to review the ideas ofin- formation and valuesas bases for arguments in order to-providea__ reasonable basis for theirdiscussions. Allow each group totchoosetts own sales item.

A given work setting requires . . . take pdrt in a dramati- certain policies and procedures. zation of advertiging workers' Attitudes and Appreciations in a sPecific work setting. PPO

uge particular advertising Occupations have their own NO-. terms properly in conversation.PPO cabulaties.

Career Information Help children to anticipate alsothe kinds of ideas and terms usedin talking about marketing, packaging, and advertising content and media which they mightuse.

Specialized occupations result . . describe the relationship in an interdependent society. o4an advertiser's servicestO Attitudes and Appreciations the needs of his client. PPO

The simulated meeting shouldinclude some awareness of the mutual heeds of the advertising personnel andtheir clients. In addition, this activity offers an opportunity for pupilsto project their own knowledge andvalues, as well as theft understanding ofsociety's wants and needs, intoa specific context.

Setting goals can be enhanced . . . anaZyze the values involved by analyzing decision-making in choosing a topic for an-adver- processes. tising activity. PPO Decision Making

121 126 1--After the simulation,encourage --speculatjon concerning why each group chose the product it did, as well as the ideas,for marketing that were disrussed.

, / The REACT page which followsdeals with slogans, jingles,and trademarks. Some kind of warm-up to help pupils identifysome common examples would probably behelpful.

DM/Level 5/7

"Remember MO--Trademarks" a

122 127 REMEMBER ME?

A slogan is a brief phrase or sentence used to identieya product in some way. A jingle is a slogan set to music. FromItelevision, radio,,maga- 2ines, and newspapers, you are probably already familiarwith many slogans and jingles.,

Which ones do you know that advertise CEREALS?

.t Which ,ones do you know that advertise. SOFT DRINKS?

Which ones do you know that advertise other products?.

Compare your lists with those of some of your classmates. How many different slogans and jingles can you identify? Could you-make up a game, or a test, with them? 123 REACT Page DM/Level 5/7

128 TRADEMARK S

Trademarks are also a way that producers have of keeping theidentity of their products well-known.

Bring in several old magazines ornewspapers, and cut out a dozen or so trademarks from advertisements. (Remember to keep track of what each one 'stands for.)

Paste your cut-outs on a piece of pager or light cardboard, and put a blank line .under each one to give a classmate a place to write in the name of the product ,rePresented.

You might mix up the names bf the products and write them at the bottom of the paper to give your, friends some clues to bo on. Keep an answer key so that they can check themselves.

To make.more games-like thiS,or just to make a collection, you could get trademarks from labels and packagesas well as from newspapers.

and.ina.gazines. ' .

124 REACT Page' DM/Level 5/7 129 ORIGINAL PRODUCT

Fifth Experience Level Activity

[-PerformanceObjectives

Decision Making Dimension

. : Zist the infbrmation usedfbr making decisions about producing an imaginary product. ( Attitudes and_Appreciations Dimension

. explain how the advertising copywriter's workis related to that of other adverti4ing personnel.

Educational Awareness Dimension 9

. . . identi y.skills used by the designer ofa cereal box.

Subject Matter Concepts

Social Studies

Economics . Supply and demand Using natural resources Sociology-AnthrOpology Community's wants and needs

Technology produceschanges. - Neighborhoods have tharacter.

Preplanning Suggestions

A-supply of cereal boxes for each child Plain paper to cover cereal boxes in preparationfor new covers to be designed.* class members

125 ORIGINAL PRODUCT

Have each' child bring twoor three empO cereal boxesto school.% Cover one box carefully with plainpaper as the.starting point. for "inventing" a new cereal to be marketed. Share and study the extra boxes as pos- . sible guides for,creatingan original covering far a box containingan imaginary cereal.

- Knowledge and skills in.sub- . identify skills'used ject matter,areasare helpful by the designer ofa cer...;d1 ih occupationalcompetence. ,box. PPO Educational Awareness . list the information used for making decisions. Setting goals can be enhanced . about producing an imaginary, by analyzing decision-making product. PPO processes.

Decision Making Help pupils to identify thegrains from which cerealsare made, and to become,aware of the kinds ofinfor- mation that a cereal boxnormally proVides. What kinds of pictures CERE44 or designs are used?What evidence Trademark? Name ?' suggests an "adult" cerealor a "child" cereal? How do the sizes Des*? of the boxes differ? . Ingredianfs? Co(or ? Encourage Childrento keep track of the decisions they makewhile they are practicing and refining their work. Set some minimum standards for completing the-boxdesign, but allow.for possible expansionof,individual interests intoaccompanying materials, such as jingles, adsfor maigazines, radio or televisioncom- mercials; or pos:ters,

Specialized occupationsresult . explain how the adver- in an interdependent society. tising copywriter'swork is Attitudes and Appreciations related to.that of otherad- Vertising personnel.PPO

126

1 31 Some thought in this activitYcan be transferred to the specialized work required within an advertisingagency-- copy, art work, media contacts, etc. If one person did the entire cereal box design, how many different kinds of work would he do?

The REACT page which followsseeks to'apply reasoning skillsto a positive need. Children may require a review of the values and information perspective for developingan argument. Encourage cooperative efforts along theselines.

DM/Level 5/8

"Reasoning forAction"

127

132 .

REASONING FOR ACTION

Choose three or four Classmates toget together and planan advertising campaign to encourage people inyour neighborhood to support an environmental improvement project. Usethe kinds of reasoningyou have been 'studying. / For example, an anti-litteringargument could use:

(INFORMATION) b Descriptions of kinds of litter An imolip k .; 'oaf,/ .certain places Actions that can be helpful' Laws-against littering

44,A1

e I (VALUES)- The unpleasantness of litter The dangers of litter The enjoyment of helping to improve things

(CONCLUSIONS) Help to clearrup litter Avoid causing further litter Encourage othey's to help cleanup and prevent further litter

Look around your community, and decideupon some need for improvement. Would it help to have less automobile traffic in certain places? Should dogs and cats be kept from running loose?Axe there places wheremore trees or shrubs ought to be planted? Could people be encouraged touse bicycles for some of their transportation?

Whatever you deride to zero inon, plan your advertising strategy .., according to the ideas of pointing outinformation, appealing to values that most people share, and makingyour conclusion a good, solid suggestion that follows from the information and values.

128

REACT Page DM/Level 5/8 ;

-133 CIGARETTE PERSPECTIVES

Fifth Experience Level Activity

Performance Objectives

Decision Making Dimension .

. . ahow that pro and.con argumentsfor cigarettes are based on differing values,

Attitudes and AppreciatiOns Dimension

. describe a particular advertisement zo'hich isacceptable in one setting but not in another.

Subject Matter Concepts

Language Arts Social Studies Listening and Speaking Sociology-Anthropology Discussion Values and purposes in Reading Pehavior Making inferences Common wants, and needs Writing Skills Economids-' . Changing points of view Government regulations

Preplanning Suggestions

Collect advertisements or information aboutadvertisements'that are unacceptable for soMe stated reason inone media.but not others. Watch for news articles about,pros andcons of advertising..

129

134 CIGARETTE PERSPECTIVES

Discuss the peculiar positionof cigarette advertising with regard to different types of media. Where do we see or hear cigaretteadver- tising? Where do we see or hear arguments against cigarettes? Why ts cigarette advertisingrestricted to certain media?Collect and share a good supply of examples of both

v approaches.

A giVen work setting requires . . ..describe.a particular certain,policies and procedures. adVertisement which is accept- Attitude's and. Appreciations able in one setting butnot in another. PPO Setting goals can be enhanced_ . shoW that pro and con by analyzing decision-making arguments for cigarettes processes. are based .on differing values. PPO Decision Making

Lead children to identify-thatthe using and non-using of cigarettesare decisions that theconsumer is being encouraged to male. Seek out the information and values whichare offered by each side in order toreach opposing conclusions. Upon what assumptions does each side base its case? What appeals are made, either openlyor by 'implication?

What other productsare restricted to certain kinds of advertisingmedia? Why?

The ,following REACTpage continues the idea of opposingarguments. The theme is exiianded beyond cigarettes to allow practicallyany topic which appeals to individualsor groups. Dis- cuss the identification of'an Issue as' a topic for which pro andcon arguments can be formulated in order to helppu- pils to deal with the businessof ar- guing for opposing si8es.

DM/Level 5/9 130 "Pros and Cons"

135 PROS AND CONS

We are familiar with the two approaches to cigarette sales--one says "do," and the other says "don't." Each side uses different valuesor information and reaches a different conclusion. The side which argues for something is often called "pro," and the side whichargues against is called "con" or ',Land."

Try to apply pro and a con argument to a productother than cigarettes, or to an idea.

For instance, you couldargue about setting limits to the sizes of automobiles. The "pro" viewpoint could aim to telt how long,or how wide, or how powerful cars should be. The "cOn." could argue some reasons for allowing anyone to make or.buyany size automobile they want to.

What kinds of information would helpeach side to state its case? What values might be appealed.to? How could the "pro" conclusion (or the "con")be made very strong?

Whenever an issue is ratsed, both "pr'o" and "con" argumentsare pos- .sibTe.

For instance, you mightargue the pros and cons of

. . . a change in the rules of baseball,orsome other game;

. . why every child must go to school;

. . a school dress code;'

. . candidates for an elected office.

No doubt, you and your friendscan thinK of many other possibilities. Whatever the topic you choose to work with,remember that besides writing your ideas down on paper, you might like to makea poster or even have a de- bate with a classmate. 131

REACTID'age PM/Level 5/9

, 136 I"? 4

ATTRACTING-NEW EMPLOYEES

Fifth Experience Level Activity

[PerformanceObjectives

Decision Making Dimension

. . . define the values of a particular establishmentas impZied by its requirements fbr personneZ.

'Career Information Dimension.

. . . describe.an occupationat setting in terms of itsrequests fbr personnel. :

. . identify-a particular skill needed bya perSon Who would., answer a given heZp-wanted ad.

Subject Matter Concepts

Language Arts _Writing Skills Advertisements Listening and Speaking Role play with dialogue

Preplanning Suggestions

Acquire posters or job announcementsabout a specific job.. Have in the classroom help-wanted advertisements from newspapersor magazines. Provide many kinds of materials formaking posters.

132

137 ATTRACTING NEW EMPLOYEES

Provide a recruitment posteror A magazine advertisement fora particular job to serveas the basis for a discussion about job requirements. Talk .about the kinds of information that an organization might stress in order to attractnew personnel.

Occupations 'rave-theirown work . describe an occupa- settings. tional setting in terms of Career Information its requests for personneZ. PPO

define.the values of Setting goals can be enhancedby a particular establishment analyzing decision-makingprocesses. as implied by its rflquirements Decision Making for personnel. PPO

Use the content ofa goodly number of help-wanted ads to addfurther perspective to the requirementsof various types of employers. Clarify these requirements as decisionsbased on certain values of the employers.

Have children, individuallyor in small groups, choosea particular business, industry, etc., forwhich they will advertise fornew employees. Stress aptitudes requiredas well,:as work settings offered.

Occupations require special apti- . identify a-particular tudes. . skill needed by_a pereon who Career Information would answer a given help- wanted ad. PPO

As children develop theirideas, allow latitude in their choice ofmedia-- written copy, posters, want ads,etc.

The REACT page pretends thatthis advertising activity has broughta promising candidate and theprospective employer together for an intervfew,and 133

138 also a newly hired worker together with his co-workers. Give pupils an opportunity to anticipate possible formats, settings, conversationalcon- tent, etc., during their preparation of skits. -Remind them to involvethe job description and the applicant's, or new worker's, personal characteristics.

DM/LeVel 5/10

"Welcome to the Job",

134 139 WELCOMETO THE JOB

'Congratulations! Your advertising campaignfor new emnlcjees great succesS. was 4. The next step is to setup interviews for a candidate to your organization. join

Plan a short skit withsome of your classmates to show what place during such might take an interview with someone who "answered"your company's advertisements fornew employees.

What should the employerhave ready to ask? What should the candidatebring to the interview? What should the candidate askabout? How could both parties insure a good beginning anda good ending to theinterview? Who shall play the parts?

EMPLOYER 17.

.CANDIDATE

:EXPERIENCED ,.. WORKERS st.

(over)

REACT Page DM/Level 5/10 140 Another possible skit to continue the series could be showinghow experienced workers help a new employee get acquMnted wi:th hisnew surroundings.

What kind of a place shouldthe workers be in? How will the new worker behave? . Will .there be special kindsof equipment to work with? Do the workers wear uniforms?. ( How do the exiSeriencedworkers help,the new person? Who shall play the parts?

NEW WORKER

EXPERIENCED WORKERS

136

REACT Page DM/Level 5/10.

141 e

.RELATED MATERIALS

t. The Advertising Agency Executive (Sound Filmstrip) Eye GateHouse, Inc., 146-01 Archer Avenue, JaLaica,New York 11435, 1972.

Assumptions (Filmstrip) Eye Gate House, Inc., 146-01 Archer Avenue,Jamaica, , New York ,11435, 1972.

Can You Believe Advertising? (Sound filmstrip) Eye GateHouse, Inc., 146-01 Archer Avenue, Jamaica, New York 11435, 1972.

Deciding (Film, Co1or,-14-mih.) Centron Educational.Films, 1621West Ninth Street, Lawrence, Kansas 66044, 1973.

Shopping.for Goods and Services: Which One Do You Buy? (Sound Filmstrip) BFA Educational Media, 2211 Michigan Avenue, Santa Monica,California 90404, 1972.

What I Like to Do (Interest Inventory) Science Research Associates,259 East Erie Street, Chicago, Illinois 60611.

Written on Film (Book) Peter Sagara. Childrens Press, 1,224 West VanBuren Street, Chicago, Illinois 60607, 1971.

Your Attitude IsChanging (Book) Elwood Chapman. Science Research Associates, Inc., 259 East Erie Street,Chicago, Illinois 60611, 1967.

137

142 ADVERTISING COPYWRITER .

Advertising copywriterscreate the headlines, slogans, and attract buyers. texts that They collect informationabout products and the people might use them. who They use psychology and writingtechniques to preparecopy especially suited for readersor listeners and for the type of advertising 'medium to be used. Copywriters may specialize incopy that aopeals to certain groups, or that deals with items such as packaged t.,loodsor industrial products. In advertising agencies, copywriters work closely withaccount executives, although they may be underthe supervision o acopy chief.

More than one-third of advanced advertising workersare employed in agencies, with half of those in the New York City and Chicagoareas. there are Many independent However, agencies in other cities, andmany leading agencies operate branch office§ outside the major centers. Those not employed in agencies work for manufacturingcomOanies, stores, and other having products organizations or services to sell; for advertisingmedia, such as newspapers'-. and magazines; and for printers, engravers, art studios,product and package designers, and others who provide services to advertisersand advertising agencies. 0

Most.advertising jobs requirea flair fon language, both spoken and written. Since every assignment requires individual handling,a liking for problem-solving is also important. Advertising personnel shouldhave a great interest in people and things to help them sell theirideas to their superiors, to advertisers, and to the public. They must be able to accept criticismand to gain important pointswith tact.

Young people planning to enter the advertising field shouldget some experience in copywriting or related work with their schoolpublications and, if.possible, throughsummer jobs -connected with marketing Some large advertising research services. organizations recruit outstandingcollege graduates and train them through programs covering all aspects of advertisingwc-k. Most beginners, however, have to locate their own jobs by applying directlyto possible employers. Young men sometimeS begin as'mailclerks or as messengers who pick up and deliver messages and proofs from departments andagency clients. A few begin as junior copywriters. One of the best avenues ofen- trance for women is through advertising departments of retailstores. Most new jobs will be created in advertising agencies duringthe 1970's as more and more advertisers turn their work over to agencies. Those seeking to enter the field will face stiff competition for beginningjobs, but opportunities should be favorable.forthe highly qualified.

Higher starting salariesare paid most frequently in that recruit outstanding very large firms college graduates; the lowersalaries are earned in stores and small agencies. Salaries of experienced advertisingworkers vary according to the type of employeradvertisers, communicationsmedia, agencies.

Advertising workers frequentlywork-under great pressure. Working hours are sometimes irregular dueto deadlines. At the same time, advertising 138

143 offers a satisfying career.to people who enjoy variety, excitement,and a con- stant challenge to their creative ability, and who can meet thecompetition. Advertising workers have the satisfaction of seeing their workinprint or hearing it-over the radioor television even though they remain public at large. unknown to the

Adapted from: U. S. Department of Labor. Occupational Outlook Handbook, 1970-71 edition. (Washington, D.C.: Government Printing Office), 1971. pp. 30-32.

139

144 BUILDING WITH STYLE

FIFTH EXPERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Relationships exist between desired lifestyles and career monetary rewards.

'OCCUPATIONAL FOCUS: . Carpenter

ACTIVITIES

IN THIS INFUSION STRATEGY Aft

1. Living a Style.

2. Construction Project

3. Then and Now'

4. CarPenter Roles

(M1/11.

(111 43V0.-

" loot. 3;0 I 140 145' Teacher Goals

Teacher goals of ',his strategy combinea Lifestyle Dimension subconcept with subconcepts from Attitudes and Appreciations, CareerInforma- tion, and Educational Awareness, and subject matter concepts forthe occupation of Carpenter. .In this perspective the teacher'sgoals are to:

Help pupils to relate lifestyleto income.

Enhance historical and geographicalunderstanding of the role of carpentry in society.

Structure situations for pupilsto use selected carpentry tools.

Encourage appreciation of the knowledgeand skills needed by a carpenter.

141

146 3 4 2 147 Prepianning Suggestions

Lifestyle subconcepts from kindergartento fourth level Magazines related to homes and home planning Reasonably accurate estimate of thecost per square foot for various kinds of housing Rulers, paper, and other materials to makescale drawings Blueprints of actual houses

144

149 LIVING A STYL'

To prepare pupils forstudying and drawing floor plans, leadthem to recall aspects of lifestyletreated At previous levels (e.g. moral vrinciples, community and fizily perspectives). Relate thoSe as well as monetary considerations tothe: kinds of houses peoplemight choose

to live in. ,

Relationships exist between . relate hotoing Condi- desired lifestyles and career tions to income. PPO monetary rewards.

Lifestyle Guide the discussion intohousing as an important facet of lifestyle and the relationship betweenincome and lifestyle. Allow, of course, fora variety of choices in housing-41ot everyone lives in an individual house, nor does everyone prefer to. This is a context in which the values and wants, as well as theexpediencies, of people may be helpfullyconsidered objectively.

Occupations have theirown . . . use carpentry vocabulary vocabularies. terms properly in conversation. Career Information PPO

. . identify at leastone Career-oriented learning may source of knowledge about take place in schoolor out of school. housing other than directin- struction. PPO Educational Awareness

Magazines dealing withhomes and gardening can be excellentsources for examples of house plans,furnishings, and settings. Have children (and other teachers) bringin a good supply that will allowfor reasonable generalizations about relativecosts of housing.

Knowledge and skillsin subject . . matter areas are helpful , relate ones own mathe- in matical skills to occupational competence: interpreting 145 house. designs, PPO Educational Awareness 150 Besides developing vocdbulary, incorporate.the concepts of scale drawing, measurement numbers, and cost estimates into a study of floor plans for houses. Cost per square foot would probably bea sufficient means for estimating, but some children might want topursue costs of building materials'and abor inmore detail.

Relationships exist between . draw to scale tWo fioor desired lifestyles andcareer pZans for two identically monetary rewards. priced houses. PPO Lifestyle , . . identify at leastone contf'aution made to society Completion of a worthwhile by the carpenter's work. ..PPO task has value for the worker and fon society.

Attitudes and Appreciations Have each child, orgroup of two or three, choose an income levelwithin which to plan houses for two different lifestyles. Make drawings.according to a chosen scale. Add written and/or pictorial descriptionsto illustrate the imagined pettingfor each plan with respect to lifestyle considerations.

What relationshipsare there between sizes and numbers ofrooms and lifestyle?What are the assumptions about 'numbers of inhabitants?What differences might there be in terms of base- ments, garages, fireplaces, yardspace, type of siding, windows, interior, decorating, furnishings, etc.? Help to show that carpenters, and other building tradeimen, provideservices that directly dffect people'slife- styles.

The REACT page For this activitywill probably need purposefuldirection to help children get intoa study of various tasks and roles withinthe carpentry traae. Provide visual aids and printed mateeials toguide pupils along. the way to furtherknowledge- ability in thisarea. 146 LS/Level 5/1 "Kinds of Carpenters" 151 KINDS OF CARPENTERS

Using a scale drawing is justone of the many skills a carpenter might need. In addition, there,are differentways in which carpenters become specialist, dependingon their situations. As you look up and write the answers to the following questions,you will discover some of these things.

- 1. How does the work of a roughing carpenter differ from the work ofa finishing carpenter?

2. How does a beginning carpenterget started?

3. What is the difference betweenan apprentice carpenter and a journeyman?

4. What differences are there betweenthe work of a carpenter ina large city and a carpenter ina :small town?

5. How do contractors work withcarpenters?

147

REACT Page 152 LS/Level 5/1 CONSTRUCTION PROJECT

Fifth Experience Level Activity

[performanceObjectives 1

Lifestyle Dimension

. . reZate carpentry skills to possible enhancement of one's own income or personal needs.

Attitudes arid'Appreciations Dimension

. . . discuss ones own attitude toward workingon a carpentry project.

. . discuss the possible employment of girls incarpentry.

Career Information Dimension

. . describe certain physical skills required fbrcarpentry work.

. . identify a particular number of carpentry toolsand their uses.

Educational Awareness Dimension

. cooperate with a cZassmate in constructingan object from wood.

Subject Matter Concepts

Mathematics Language Arts Measuring Grammar and Usage Length and area Labeling and classifying Geometry Listening and Speaking

Angles. perpendiculars 2 Giving and taking directions

neplanningSuggestions]

Determine how to obtain tools and supplies which willbe necessary for a construction project (nails, planes,saws, etc. 153 148. CONSTRUCTION PRNECT .

Provide wood,,nails,screws, hammers; screwdrivers, planes, and othercar- pentry tools thatare likely to be used for a simple constructionproj- ect in schdol.Allow a substantial amount of time for pupils topractice with these materials beforegetting started on a particular task.

Occupations require special , describe certain physi- personal characteristics: cal Skills 2,equl:red forcar- Career Information pentry work. JP0

. identify a particular Occupations require theuse-of number of carpentry tooZsand specific materials and equip- their uses. PPO ment.

Career Information Discuss the planningnecessary to get from the.idea of-a,desiredob- ject to the finished product. Study examples o7 plans and specifications in relevant magazines, books,and. manuals. pupils to considera number of projects that wouldbe appropriate for their skillsand the available facilities--e.g.,ring-toss game, cageifor small animals, standing book shelfl? Christmas treestand, dec- orative pl\aque.

Learning achievement depends . . cooperate with a class- upon effort and ability. mate in constructingan object Educational Awareness from wood. PPO

. discues one'sown atti- Completion of a worthwhile tude toward workingon a car- task has value for the worker pentry project. and for society. PPO

Attitudes and Appreciations . . discuss the possible eth- ployment of girls incarpentry. ppo A great many taskscan be performed by men orwomen. Attitwins and Appreciations Assemble needed materials andgroup children into pairsor threes to choose and workon a specific project. Encourage mutual help andaware- ness of one's own feelings about the 149 1,54 Do girls tend to haveattitudes different from boys?Do girls and boys differ in their abilityto use the materials and tools? What progress do the pupils make inusing the various tools?

Relationships exist between . relate carpentry skills desired lifestyles andcareer to possible enhancement:of monetary rewards. ones.own income or personal Lifestyle needs. PPO

Compare the costs ofmaterials used lafth an estimated value:ofthe finished product. (What factors might help to determine thevalue of the finished product?) The difference between original costs andthe later value can be used toillustrate,what labor has added to thevalue of raw materials. Help children.to relate tile value of labor.tothe ideas of salable skills, intrinsicsatisfac- tions,--and upkeep andimprovement of one's own possessions.

The REACT page-concentrateson under- -standing the names anduses of common -tools of carpentry. In one exercise, the pupil is asked to-identifyyari- ous tools and their uses. In tile other, tools-are to beclassified with 'respect to 'a pupil's opinionabout his' own present skills with them. An open- ended question about "otheruses" for a hammer is included to inducecreative thinking. This approach can obviously be directed toward othertools as well.

LS/Level 5/2

"What's in the Toolbox?"

150 155 WHATt INTHE TOOLBOX?

3 / Use the definitions below to helpyou fit the names of the carpenter's / tools, into the puzzle.

1X04- , MIMI . . I ' BRACE AND BIT MIN !'...,

' ..5', . e , AWL . . I . , 1 J . / / , 111 , ME Mill'''' . .. CHISEL , . It.,4 7.4 ... , no ...... , . ,

:.7...... ,... r... , ..., 2...... ,.

SCREWDRIVER er'''./ , ::';.,' ...1...... 9 , 1,./.. ., .

, , 0,2....: !,...7. :, ...",,,,:;;;;.: .. f: / 11 :;, ..- 1- f;74., < :?....,:,:.%, ,...: ...!j2 4;1 ..,,,-,.....;-; , -1,.,- ,;; ,,,. 4:-..4': r , ..r,

FOLDING RULE

HACKSAW HAMMER

SAW ,1=air PLANE ACROSS DOWN 2. for chopping wood 1. for shaping or chipping wood 6.for smoothing a surface 3.for punching small holes 8.for drill ing holes. 4.for cutting metals 9.for turning screws 5. for measuring lengths 11.for locating a horizontal line 7.for driving nails 12. for making right anglesor 10.for cutting wood parallel 1 i nes 1.5 1..

REACT Page 156 LS/Level 5/2 In iihe columns-below, list thenames of carpenters' tools according to how well you think you are able touse 'them.

GOOD . FAIR POOR

Besides driving a nail inioa piece of wood, or pulling the nail out, what other uses can you think of fora hammer?

152

REACT Page 157 . LS/Level 5/2 THEN AND NOW

*Fifth ExperienceLevel Activity

Performance Objectives

Lifestyle Dimension

. . . compare one's own family dwelling withan example from at least one period ,in U. S. history.

Attitudes and Appreciations Dimension

. . . identify a particular contribution madeto society in past history by carpenters.

Cereer Information Dimension

. . . identify a given'nzAmber ofcarpentry tools in a particular period of U. S. history.

Educational Awareness Dimension

. . describe, the preparation required for carpentry during a , particular period of U. S. history.

Subject Matter Concepts

Social Studies Language Arts History Reading Relation of geography Making inferences and history ,Finding information U. S. history Writing Skills Societies have changed. Complettng open-ended American values s6ries Geography. Changing points of view Latin America Needs differ with climate and resources. Sociology-Anthropology a Housing Similar basic needs c Inherited cultures influence present. Community reflects values. 153

158 1Preplanning Suggestions

Visuals of American housing from early timesto the-present Visuals of old-style tools THEN AND NOW

Use films, filmstrips, or printed materials to supply informationon housing conditions during earlier periods in U, S. history--e.g.,colonial times, antebelluth South, fron- tier life.

Relationships exist between . . compare one's. own fam- desired lifestyles andcareer ily dwelling with an example monetary rewards. from at least.one period in Lifestyle U. S. history. PPO

Help pupils relate lifestyle,particularly in terms of economic situations, t6,the types of housingpeo- ple used in previous times. How did availability of resources affect choices? What differences are there in terms of furnishings, conveniences, building materials, etc.?

Completion of a worthkile . . identifIraparticular task has value for the worker contribution made to society and for society. in past history by carpenters. PPO. Attitudes.and Appreciations

. . describe the preparation Career-oriented learling may required for carpentry during take place in school or out a particular period in U. S. of school. history. PPO

Educational Awareness . . . identify a given number of carpentry toolslina par- Occupations require the use of ticular period of,U. S. history. specific materials and equip- PPO ment.

Career Information Further study may be directed into the acquisition and use of carpentry skills in earlier times: How,dida person learn to do the tfiings that carpenters did? How-were carpentry skills used for personal needs and to help others? What carpentry.tools :'were, used in the past? -How do these kinds of ideas compare to present-day carpentr;? 155

.160 The historical perspective could be a likely context for a study of unions and how they have affected wdrkers' lifestyles as wellas work- tng conditions.

The REACT page directs the study of housing and lifestyle to other places in the present world. Help pupils review various considerations of lifestyle for these comparisons. Be sure that a reasonable amount ofinforma- tional material is availableand that the terms on the REACTpage are clearly understood.

LS/Level 5/3

"Here and There"

156

161 .HEREMDTHERE

Use the chart below to compaiseyour own home with the home of a family in another part of the United Statesor elsewhere in the world.

First, decide Where the,otherhome is and then find out as muchas you can to help you fill in the blankSon the chart. You may choose to add more items to compare ifyou like.

MY HOME A HOME IN

building materials

number of rooms

size of lot , .

kitchen appliances

. other appliances .

plumbing fixtures

. floor coverings .

On the other side of thispaper are some "Just Imagine" questions that can helpyou to project your lifestyle into other times and places.

157

REACT Page 162 LS/Level 5/3 If you were transported into the year 2095, what differentways of living would you expect to find?

What things would you mostwant to take along? Why?

If you were moving to a country in South America, whichone would you choose? Why?

Show where that country islocated.

What things 0,1ild you most wantto take along? Why?

If you were moving toa country in Africa, which one would you choose? Why?'

Show where that country islocated.

What things would youmost'want'to take along? Why?

158

REACT Page 163 LS/Level 5/3 CARPENTER ROLES

Fifth Experience Level Activity

kerformance Objectives

Lifestyle Dimension

. . describe at least two possible lifestylesthat a carpenter might choose or need to follow.

Attitudes .and-AppreciationsDimension

. . identify at least two differentcarpentry tasks requiring regular hours oftvork.

Career Information Dimension

. . . describe the unique features of a given carpentry work setting.

Educational Awareness DimensiOn

. . cite a specific work experienceofa.carpenter as an example of continuing Zearning.

Subject Matter Concepts

Language Arts and Speaking Playing rolds with dialogue Interviewing Listening-forcomprehension Writing Skills

Points of view . Writrng descriptions Reading Notetaking

Preplanning Suggestions

Contact or find carpenters or constructionperSonnel to discuss income.

164 159 CARPENTER ROLES .

Direct pupils in seeking out data concerning varying incomeexpecta- tions for different kinds ofcarpenters in different kinds of working situations. This information plus that of other aspects ofcarpenters' work can serve as bases forimagining and dramatizing variousevents in the lives of carpenters.

Relationships exist between . . describe at Zeast two desired lifestyles and Career possible lifestyles thata monetary rewards. carpenter might chooseor Lifestyle need to follow. PPO

. . cite a specific work Learning is a lifelongprocess. experience of a carpenteras Educational Awareness an example of continuing learning. PPO

MoSt occupations includecommon . identify at least two expectations, such as punctuality, different carpentry tasksre- dependability, and avoidanceof quiring regular hours ofwork. excessive absence. PPO Attitudes and Appreciations . describe the unique features of a given carpentry Occupations have, their set- own work ting. PPO settings..

Caceer Information 'Provide opportunity for pupilsto form small groups to invent,preoare, and produce skits illustratingpos- sible events in the livesof carpenters--with emphasis on lifestylecon- sidei.ations. Some likely topics could be:

an inter_vIew of a carpenter applying for a job

an evening at home aftera_ day's work

experiences of an apprentice in colonial times

a %unch time discussionamong carpenters at a construction

Site - 160 165 a meeting of alocalcarpen- ters' union

an experienced carpenter helping a newly-hired workerget acquainted

Follow up each skit witha discussion or written activity about thecontent presented. Taking notes during the skits and discussions* wouldbe helpful. Encourage personal opinionsre- garding the implications forlifestyle.

The REACT page offerspupils a chance to summarize their own.peripectives in-terms of their,own self concepts and their present knowledgeof carpentry. Review the ideas of interests, skills, and values indivi'duallyand as interrelated aspects ofa person's lifestyle.

LS/Level 5/4

"Personal Thoughts"

161 166 PERSONAL THOUGHTS

Suppose you have decided to give some careful thought tothe idea of becoming a carpenter. Fill in the chart belowto help identify your strengths and weaknesses, what you like and dislike, and how you feel aboutsome of the things you have learned about carpentry.

Things About Myself How They Would Hell. How They Might Not Help

My .Interests

. _

. My Skills

My Values

, .

Because of these comparisons,I think thatmy chances of becominga successful carpenter are:

132 REACT Page 167 LS/Level 5/4 RELATED MATERIALS

The Boys' Bobk of Tools (Book)Raymond Yates. Harper & Row, 49 East 33rd Street, New York, New.York 10016, 1971:

Children of Many Lands (Sound Filmstrip)Society for Visual Education, Inc., 1345 Diver-,IET-Parkway, Chicago,Illinois 60614, 1970.

Come. to Work With Us in House Construction(Book) Jean and Ned Wilkinson. Childrens Press, 1224 West VanBuren Street, Chicago. Illinois6007, 1971. I

Different Life Styles (Sound Filmstrip) BFA Educational Media, 2211Michigan Avenue, Santa Monica, California 90404, 1972.

Homes Around the World (Sound Fi1mstrip)ye-bate House, Inc., 146-01 Archer Avenue, Jamaica, New York 11435, 1972.

How to Get a Job and Keep It (Textbook) Steck-Vaughn, P.O. Box 2028, Vaughn Building, Austin, Texas 78767, 1970.,

I Can Do It (Worktexts and Activity Sheets) George A. Pflaum,38 West Fifth Street, Dayton, Ohio45402, 1971.

Learning to Live Wth Others (Sound Filmstrip) Society for VisualEducation, Inc., 1345 -0-51TeT-Parkway, Chicago,Illinois 60614, 1971. The Lumberyard (Film, Color or B/W, 11-min.) BFA Educationdl Media,2211 Michigan Avenue, Santa Monica,California 90404,.1972. Pioneer Artisans (Sound Filmstrip) Eye Gate House, Inc., 146-01Archer Avenue, Jamaica, New York 11435, 1972.

Shelter Series (Filmstrips) Encyclopaedia Britannica EducationalFilms, Inc., 425 North Michigan Avenue, Chicago,Illinois 60611, 1970.

163

168 CARPENTERS

Carpenters, the largest group of building tradesworkers, are ployed in almostevery type of construction.activity, em- framework in buildings, They erect the wood including subflooring,sheathing, partitions, joists, studding,and rafters. floor 7 When the building isready for trimming, install molding,-wood pavling, they cabinets, window sash,doorframes, doors, and hardware, as wellas buil" stairs and lay ish wbrk, must floors._ Carpenters, whendoing fin- concern themselves with theappearance, as well as the tural accuracy, of the'work. struc-

Carpenters also install heavy timbers usedto build docks, railroad. trestles, and similarstructures. They build the formsneeded to pourcon- crete decks, columns,piers, and retaining walls used in theconstruction of bridges, buildings, andother structures.

Some carpenters,more commonly in large cities, specialize ina particular type ofcarpentry. In small communities, they ordinarily do all In ruralareas, carpenters may also types. do the work ofother craftsmen, painting, glazing,or roofing. e.g.,

Carpenters in Constructionare employed mainly by builders at theconstruction site. contractors and home- Some alternate betweenwage employment and self-employmenton small jobs. Some work for struction firms. government agenciesor noncon- Many do maintenancework in factories, hotels, etc. Others are employed in shipbuqding,mining, and the production-of displaymaterials. Apprenticeship-applicantsare generally required to 27 years ofage; a high school education be from 17 through or its equivalent is physical condition, desirable. Good a good sense of balance,and lack of fear high structuresare important assets. of working on' Aptitudes should includemanual dex- terity and the abilityto solve arithmetic problems quickly andaccurately. The.apprenticeship program usually takes fouryears and includes the-job training plusrelated classroom on- instruction. Hourly wage rates at about fiftypercent of the journeyman start cent in each six-month rate and increase byabout five per- period until eighty-fiveto ninety percent is during the last periodof apprentichip. reached

Carpenters may advance to carpenter foremanor general construction foreman. The propOrtion of 'self-emplo:led i higher among carpentersthan most other skilled buildingtrades. Some self-employed carpenters are, ableto be- cpme contractors and employother.journeymcn. There were nearly 870,000 carpentersin 1968, and employment tunities are expectedto increase moderately oppor- during the 1970's. The large rise in construction plusincr,eal;inp need for maintenance work shouldresult in a growing demand forcarpei.ers. New types of and techniques construction materials,tools, w;]1 alsc affectemployment.

161

169 As in other building trades, the workof the carpenter is'active and sometimes strenuous, but exceptional physicalstrength is not required. How- ever, prolonged standing, as well as climbing andsquatting, is often necessary. Carpenters risk injury from slipsor falls,Ircm contact with sharp or rough materials, and from the use ofsharp tools and power equipment.

A large proportion ofcarpenters are members of the United Brotherhood of Carpenters and Joiners ofAmerica.

Adapted from: Occupational Outlook Handbook, 1970-71edition. U. S. Department of Labor, Washington,-D. C. pp. 367-370.

1 6 5

170 GROWING PAINS ANDPLEASURES

'FIFTH EiPERIENCELEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: Interests and abilities mature and change as well as one's physical being.

OCCUPATIONAL FOCUS: Pediatrician

ACTIVITIES

IN THIS INFUS1ON,STRATEGY

1. Children's Health

2. Are You a Square?

3. Parent Panel

Cr)

166 171 a Teacher Goals

Teacher goals of this strategy combine a Self-DevelopmentDimension subconcept with subconcepts fromAttitudes and Appreciations, tion, and Educational Career Informa- Awareness, and subject matterconcepts for the occupation of Pediatrician. In this perspective theteacher's goals are to:

Interest pupils in describing their interests abilities, and physical characteristicsat different age levels.

Provide experiences formeasuring and discussingaspects of physical, intellectual,and emotional growth.

Invite other professionalsor parents to share the study, of child development withthe pupils.

Help pupils to anticipatepersonal growth and changes in the near future.

1 67

172 1138 173 CHTLDREN'S HEALTH

Fifth Experience Level Activity

Performancec.Objectives

.Self-Development Dimension

. . interpret measurements of one's changingheight and weight as shown in school.records.

Attitudes and Appreciations Dimension

..-. identify at least two contributions made to one'sown health by a doctor or schooZ heaZth worker.

. discuss the demands ofa pediatrician's work upon his time schedule.

Career Information Dimension

. . . describe personaZ characteristics thatdre essential for a person deaZing with children's health.

EduCational Awareness Dimension

. . identify academic knowledge and skills used by a pediatri,cian or. schooZ heaZth worker.

. . name at Zeast one fact about one's own heaZth 7znned at school.

Subject.Matter Concepts

Science Social Studies Biology Sociology-Anthropology Human body functions Individual characteristics Systems and organs of Dependence upon others the body Scientific Method Comparisons made by measurements Special instruments help us observe. Use of senses to gather data 174 169 Preplanningsuggestions]

Pupils' school health records Resource person who keeps pupilrecords Graph paper Materials for class chart of childhooddiseases Visuals of food groups (availablefrom nurses or health books) Magazines and newspapers for picturesto use in scrapbooks

170

175 CHILDREN'S HEALTH.

The pediatrician is primarilycon- cerned with the health and growth of young children. .This activity seeks to help pupils recallsome

of the experiences they have had . with doctors and other medicalper- sonnel who provided them with health services. Thl emphasis is on both

the nature of the services and the , people who offer them.

Knowledge and skills in subject . identify academic knowledge matter areas are helpful in and skills used bya pediatrician occupational competence. or school health workPr. PPO EdUcational Awareness . name at least one fact about one's own health learned at school. Career-oriented learningmay take PPO place in school or out of school.

. . Educational Awareness interpret measurements of one's changing height and weight as shown in school records. PPO Interests and abilities mature and change as well as one's physical . . idc-tify at least two, contri- being. , 'r,utions made to one's Self-Development own heaZth 1: a doctor or school healtl:i worker. FIO Completion of a worthwhile task has value for the worker and for society.

Attitudes and Appreciations Secur, copies of pupils' school health 7-#1,?v,..us and use them as the basis for cl,scussion about growth and health. CA1 attention to the kinds ofinforma- tion recorded andencourage the recall of specific occasions when health examinations (height, weight, sight, hearing, etc.) ,.,!ere dor:e at school. What were thepurpwes of those examinations? Did any children have a health condition improvedas a result of the scr.:N.ening checks? Invite the 5chool nurst:, or whoever else might be in charge of these records,to vsit the classroom'and help childrento understand and inte'rpret their records.

The puyils may want to make individual graphs of their own height, and weight histot".es. A total class activity 171 176 could involve a chart of the inci- dence of "regular" childhood diseases among members of the class.

Occupations require special . describe personal character- personal characteristics. istics that are essential.fora Career Information person deaZing wiih children's heaZth. PPO Most occupations include common . discuss the demands of a expectations, such as-punctuality, pediatrician's workupon his time dependability, and avoidance of schedule. PPO excessive absence.

Attitudes and Appreciations Use the context of their healthdata to lead children intoa consideration of t.:)e kinds of people who wouldchoose to work in the area of children's hulLh. What physical skills and eneoJrance would a pediatrician need? liow can he keep track of, andtreat c.4factively, the many differentper- sonalities he deals with? What scientific knowledge must he have? What other kinds of knowledge?

The REACT page focuses attentionon a common health consideration--diet. The pupil is directed to keeptrack.of his food and drink intake fora week and to comment cm the choices,lack of choices, and feelings which relateto one's diet.

Children may need to be instructedin the basic foodgroups as identified on the back of the REACTpage. This may be done via discussion, bylists on the board, or whatever othermeans the teacher may choose. Such grouping may be enlarged into anotheractivity by collecting.pictures of foods from magazines andnewspapers for individual scrapbooks or fnra bulTetin board.

SD/Level 5/1

"You Are What You Eat"

172 177 YOU ARE WHAT YOU EAT

Your heCith i5 always affected bywhat you eat-sometimesyou feel

better, sometimes not so good. How you grow and how you' look depends

upon 11-idt You eat and drfnk.

Keep a record of your diet for

at least a full week andsee how you

are feeding yourself. Make a form

like the one on thispage for each

day and keep track ofyour ingestion.

(That means whatyou put into your

stomach. If your stomach can handle

it, you have digestion. If not, you

have indigestion!)

On the other side of thispaper

are some questions to think about and

answer during your diet recording.

(over)

173 REACT Page _ 178 SD/Level 5/1 Pediatricians recommenda balanced diet that includes all basiC

groups of foods. Tell what you ate from each *group during your weekof keeping track of your diet.

DAIRY PRODUCTS . BREADS AND CEREALS

VEGETABLES AND FRUITS MEATS AND POULTRY

Besides milk and water, whatother beverages didyou drink?

What foods and drinkswere you able to choose for yourself?

Which food did you dislikemost?

Which fOod did you enjoymost?

REACT Page 174 SD/Level 5/1 179 ARE YOU A SQUARE?

Fifth Experience Level Activity

Performance Objectives

Self-Development Dimension

. . . construat a graph showing the height-reachratio of an members of the class.

Attitudes and-Appreciations Dimension

. . . explain how nurses and Zab techniciansassist a pediatrician.

Career Information Dimension

identify at least two measuring devicesused by a pediatrician.

Educational Awareness Dimension

. . . apply one's own measurement abilitiesto particular dimen- sionsofone's own body.

Subject Matter Concepts

Science Social Studies Biology Sociology-Anthropology , Living things change Individual charactEristics as they grow.

Mathematicsi Figural Tables and graphs Measurennnt Precision to nearest unit Fractional parts of unit§ 175

180 Preplannin§ Suggestions

l'ape measures for measuring heightand "reach" Large sheet of graphpaper Visuals of a pediatrician's toolsand equipment ARE YOU A SQUARE?

An interesting relationship between two body measurements can be shown by comparing one's height and one's reach. The "reach" is the distance from the tip of one middle fingerto the tip of the other middle finger when both arms are fully extendedto the sides.

Knowledge nd skills in subject . . apply one's ownmeasure- xatter area's are helpful inoccu- ment abilities to particular pational Competence. dimensions of one's own body, PPO Educational Awareness

Set up at least one measuring_station For children to measure their:heights and one to measure theirreaches. The simplest arrangements couldbe a vertical tape measure of sufficient length attached to a wall, bulletin board, door frame, etc., forheights and a horizontal tapemeasure attached elsewhere at a position reasonably close to the average heightof the children's shoulders for reaches. The teacher may choose touse metric measure for this activity rather than, or in addition to, English units.

Show children how to measure and record each dimension, then allow themto do so until each member of the class has been measured.

NAME HEIGHT REACH

Interests and abilities mature . . . construct a graph show,- and change as well as one's physical ing the height-reach ratiu of- being. all members of -he class. PPO Self-Development

Provide copies cf a blank grid'or . sheets of graph paperfor children to make graphs of the data they have collected. Demonstrate on the chalkboard or on an overhead transparew:y 177 182 how to set,up-the graphand plot each ratio:-NOtation Tay be made bytally marks, thildreWs narks,or other symbols..

41%

q 1171/6 Ng so5132.sy sv srs4 REACH IN INCHES

A ratio of height equalto reach repre- sents a "square" (length.width)and will be plotted somewherein the diagonal set of boxes startingat the rower left corner of the graph. (These "square" boxes are shownabove in heavy outline for illustration.) "Tall rectangles" (lengthrwidth)show above and to the left of the"squares" diagonal; thus, 50 inches tall with a 48- . inch reach would 6ein the box where height-50 and reach-48cross. "Short rectangles" (length< width)show below and to the right ofthe "squares" diagonal; thus, 50 inches tallwith a 51- inch reach- woot:ld be inthe box where height-50 and reach-51cross.

Discuss the data shownby the graph being careful not toconnote that it is "better"or "worse" to have any of the ratios. Children at this ageare very conscious of body grovith and physical appearance, andthose who hap- 4en to ba excessive or lackingin height or some otherdimension may 178 183 be sensitive about theirappearance. The'use ofheight-reach ratios, which. X .will usually,cluster:on andnear the "squares" diagonal, can bea helpful way to illustrate a way of being . "normal."

Occupations require the use of . :identify at Zeast two specific materials and equipment. measuring devices'used bya Cdreer Information pediatrician. PPO

. . . expZain how nurses and Specialized occupations result inan tab technicians assista interdependent society. pediatrician. PPO Attitudes and Appreciations Meanwhile, discuss physicarrelsare- ments as an essential part ofa pediatrician's records. Besides height and weight, what other things about a patient does he measure? Help children identify such quantitative ideas as pulse, blood count, respir- ation rate, temperature, bloodpressure, etc. What instruments are used for each of these measurements? How does a pediatrician depend upon laboratory technicians and nurses?

The REACT.bage directs tHe pupil to ,cooperate with a classmate tomeasure - some other dimensions of their bodies. This canle related to the early development of standard unifs andcan also provide a convenientmeans-fdr estimating sizes of things inevery- day life. One's own span; for example, is a handy "ruler" that is alwaysavail- able for estimating 1,relativelyshort lengths,

SD/Level 5/2

"Portable Ruleri

1 9

184- PORTAB LE RULE RS

You are alwayS carrying around,several very handy measuringdevices. One of these is your hand. If you stretch your thumb andfingers as wide apart as possible, the distance from the tip of your thumb to thetip of your little finger is your SPAN.

How long is yourspan in inches?

How long is yourspan in centimeters?

Find the lengths of these otherbodY rulers:

Bend_your arm at the elbow and extelid

you hand sltraight up. Jherdistance from

the outside point ofyour elbow to the tip

of your middle 41nger-isyour CUBIT.

How long is your cubit in

inches?

How long is your cubit in

centimeters?

(Back in the old daysa cubit was considered to be18 inches.)

(over)

0 REACT Page 185 SD/Level 5/2 The King of England stretched his

right arm out to the side and hadthe

distance from the tip of hisnose to

the tip of his middle fingermeasured.

This became the YARD.

How many inches long is your

/OM yard?

How many centimeters long is

your yard?

The foot, of course, comes from thelength of a man's foot.

How many inches long "isyour foot?

How many centimeters?

One Sunday morning sixteen Englishgentlemen'lined up after church

placing their right feet, heelto toe, in one long line. This became the

ROD.

Whe, ts the longe§t rod you could makeusing the chilocen inyour class?

What is the shortest rod you could make using the children inyour class?

What objecis in the classroom couldyou measure easily with your span?

Withyour foot?

With:your cubit?

How many of your spans equal 'one of jfour cubits?.

How many of your feet equalone ofyour yards?

181 REACT Page 186 SD/LeVel 5/2 PARENT PANEL

Fifth Experience Level Activity

Performance Objectives

Self-Development Dimension

. . recall a hobby, or other activity,in which he is no longer interested.

. . propose possible changes in'one's own abilities and interests befbre the end of sixth. grade.

Attitudes and Appreciations Dimension

. . . report on.one's own responsibilitiesfor at least one task at homO.

Educational Awareness Dimension

. name at Zeast two skills Zearned befbreentering school..

. . compare the contents ()fat least too textbooksfbr one's own grade level with related textsfbr sixth grade.

Subject Matter Concepts 1

Language Arts Science Listening and Speaking Scientific Method Discussion skills Similarities and - differences Biology Living things change as they grow.

Preplanning Suggestions

Parents as resource people ina classrOom meeting with children

182

. 187 PARENT PANEL

This activity seeks to focus attention on preschool events andcon- ditions experienced by members of the class.

Invite several parents to takepart in a panel discussion about their recollections of the preschool life '-of their children. (This can involve more than one panel on more than one day, if feasible.) In addition to health considerations, the content of the discussion should involve topics such as favoritegames, play- mates, television and otheramuse- ments, travels, tastes for foods, learning of certain physical skills, helping with chores, etc.

Work involves the acceptance of . . report on one's own responsibility, for a task. responsibilities for at least Attitudes and Appreciations one task at home. PPO

. . . name at least'two skills Learning is a lifelongprocess. learned before entering school. PPO Educational Awareness

. , . recall a hobby, or other Interests and abilities mature and activity, in which he isno change as well as one's physical Zonger interested. PPO being.

Self-Development Encourage pupil discussion during and after ttle panel. Aim for appreciation of changes in attitudes, values, and, physical growth. Keep the perspective as positive as possiblethe coming and going of different interestsand values, etc., is a normal part of maturation and.learning.

This interchange of ideas aboutper- sonal histories and the identification of different types of learnings and growth can help an individual to "stop" and appreciate just how much he has accomplished:in his first tenyears on this planet. Pupils should also be reminded that all of these factorsof 183 188 their total growthare rightful concerns of pediatricians and other adults who are interested in r, their . welfare.

Interests. and abilities matureand . . propose possible changes change as well as one's physical in one's own abilities and interests before the end of Self-Development grade. PPO

. Learning is a lifelong (;...are the contents of at process. Zeast tr :rextbooksfor one's. own grrd, evel with related Educational Av..%,-43 texts .fc J-17 grade. PPO

The, REACI ,:g coNcentrates on the self-devepment subconeept ofchang- ing interests. Pupils are directed to anticipate huv: theymay expect to be different by the timethey enter junior high school. This should include social,intellectual, and valuing considerationsas well as physical growth.

SD/Level 5/3

.-"Looking Ahead"

181 1 89 LOOKING iiHEAD

In another yearor so you will be heading into junior high.

How might your feelings bedifferent by then?

What new things mightyou be able to do?

Let's take a look ahead!

Borrow a sixth grade arithmetic book and compare the table ofcontents with your present arithmetic book. What new mathematical ideasand skills are coming your way next year?

Make the same kind of comparisons with science and socialstudies books.

WHAT'S NEW 'IN SCIENCE? :11AT'S NEW IN SOCIAL STUDIES?

In what school subjects will you in what playgroundgames do you have to work hardest next year,7 ei.pect to do better?

What changes might take placein your viewing of television?

Do you exPect to have more friends a year fre,r, now? If not, why not?

if yes, what willyou do to make more friends?

185 REACT Page 190 SD/Level 5/3

( RELATED MATERIALS

About Jerry and Jimmy and the Pharmacist (Book)F. Thompson. 1224 West Van Buren Street, Childrens'Press, Chicago, Illinois 60607,1964. Doctor John (Book) F. Thompson. Childrens Press, 1224 West VanBuren Sfreet, Chicago, Illinois 60607, 1958.

For Junior Doctors Only (Book) Helen Jill Fletcher.The Bobbs-Merrill Com- pany, Inc., 4300 West 62nd Street, Indianapolis, Indiana 46206,1961. Going to the Doctor, Dentist, and Ho'Spital (SoundFilmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435,1973. Here I Am (Textbook) George A. Pflaum, Publisher,38 West Fifth Street, Ohio 45403, 1971. Dayton,

I Want to Be a Doctor (Book) F. Eckart. Childrens Press, 1224 WesiVan Buren Street, Chicago, Illinois60607, 1958.

Jill's Checkup (Book)R. Jubelier. Childrens Press, 1224 West VanBuren Street, Chicago, Illinois60607, 1957.

Learning to Live with Others (Sound Filmstrip)Society for Visual Education, Inc., 1345 Diversey Parkway, Chicago, Illinois, 60614,1971. Man's Battle Against Disease (Filmstrip) Eye GateHouse, 146-01 Archer Avenue, Jamaica, New York 11435,1972.

Young Scientist and the Doctor (Book) George Barr.McGraw-Hill 3ook Company, .330 West 42nd Street,'NewYork, New York 10036, 1969.

186

191 PEDIATRICIANS

Pediatrics deals with the health aad welfare of infantsand children. More than inany other medical speciality, pediatrics needs to attend to the preventive and maintenance aspeLts of medicalcare. of optimum development With an ultimate goal toward adulthoo(,, the patient as pediatrician must view his someone passing throughstages of physical. development. social, and emotional These factors alsoinfluence educational pediatrician must know growth. Thus, the ranges of deviations withinlimits-of normality they pertain tovarious age levels. as

The age periods of infancy and childhoodare divided into the,Newborn Period (the firstfour weeks of life), the Period of Infancy (toabout age two), the Toddlerand Preschool Period (to Ages. about age five), andthe SChool Each of these stagesis marked by particular emotional, and mental expectations in physical, growth. Awareness of these normal is a basic tool of patterns of rowth the pediatrician. lig

Before the birth ofthe child, ihe pediatrician obstetrician in order may consult' with the to prevent possibilityof,any illness in the from affecting theinfant. mother He may also considerpossible blood incompat- ibilities between theinfant and the mother. chooses to be present Sometimes tne pediatrician when the baby is bornor to be called immediately after--particularly in there- cases when an illness of themother may be a threat the baby's health. Injuries at birth to are also a concern for thepediatrician. During the first sixmonths of the infant's the pediatrician life, routine visitsto are made about every fourweeks. general development Diet, growthprogress, ind are discussed and observedduring these visits. gram of immunization isalso begur. The pro-

Walking ahd talking and other habits andbehaViors are developed between the ages ofone and six years. Through these years,pediatricians prefer to examinetheir patients at intervals of betweenthree and .four months. These examinationsinclude measurements of growth and observationof activities. Dietary considerationsare especially important through theseyears, and the immunizationprogram should be reviewed every two or threeyears. The schoolyears bring on new environments emotional complications. and possible socialand Exposure to other childrenis also a condition which may inducercoldsand other infections. On the'other hand,many schools provide screeningexaminations for eyesight, hearing, and/or otherhealth aspects whichcan offer assistance to the ditions that might pediatrician in discoveringcon- need to be lookedat more specifically.

Beyond the fouryears of regular medical must have at least school training,a pediatrician three additionalyears of training--one and two as year of interning a resident physician inan approved pediatric unit. residency, two more After the years are required in practice,research, or teaching before the examinationfor certification may be taken. The successful applicant, upon passing theexamination, is granted Board of Pediatrics. certification by theAmerican 187 192 Pediatrically-trained physioilansare needed especially Airgrivate practice. However, there areopportunities for Reny th the areas-6f pediatrics, public health, academic and positions in medicaladministration.

188

193 CHANGING PLACES

'FIFTHEXPERIENCE LEVEL1INFUSION S.TRATEGY

CAREER DEVELOPMENT FOCUS: Changes in an individualinfluence his environment and changesin environment influence him.

OCCUPATIONAL FOCUS: Travel Agent

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Wither Thou Goest

2. Cook's Tours

3. Pathfinding Practice

2-. 41./1K. ..t.-...Afori,y(p.._._ el"0"

g.! f , .., 410"4,.. , ir 1111.1 T.,'4,4,ifi ,"ig. 195 189 Teacher Goals

Teacher goals of this strategy combinea Self-Development Dimension subconcept with subconcepts from Attitudesand Appreciations, Career Informa- tion, and Educational Awareness, and subjectmatter concepts for theoccupation of Travel Agent. In this perspective the teacher's goalsare to:

Provide opportunities to explore worksettings and manpower peeds that have bren altered by technology.

Expand appreciation of the effects ofenvironment upon feelings and behavior.

Structure experiences for pupils to applyintellectual and social skills to the work of travelagents.

Enlarge pupil awareness of the role ofthe travel agent in the total economy.

190

196 191 197 WHITHER THOU GOEST

Fifth Experience LevelActivity

Performance Objectives

Sel f-Devel opment Di mension

be affected by the time of year. . . . describe how traveling can places can affect one1s . explain how being in different feelings.

At'titudes and Appreciations Dimension

travel agent to particularpeople's . . relate the services of a needs..

Career InformationDimension tourism properly in conversationand . . . use words aielated to writing.

EduCational Awareness Dimension-

and skills needed by a travel . . . 'identify -academic knowledge agent.

technology-has made tyavel moreaccessible. . . explain how modeyn

Subject Matter Concepts

Social Studies Geography Global locations Climate and topography Interaction between peopleand environments Economics Interdependence of regions Using natural resources Different uses of environments Sociology-Anthropology Lifestyles differ with timeand place. Technology produces changesin ways of living. 192 198 !PreplanningSuggestions I

A collection of travel folders Maps and globes

193

1.99 WHITHER_THOU GOEST

This activity explores the psycholog- ical,sociological, and economic bases upon which tourism depends. Where do pEmple like to go? Why, when, and how? Have the children help collect a good suPPly of travel folders dealing with as many different places and modes

olf travel as possible. .

Occupations have their own . itee Words related to vocabularies: .tourisM property in conver-, sation and writing. PPO Career Information"

. . identify academic knowl- Knowledge and skills in subject edge arid skills needed by a matter areas are helpful in travel clgent. PPO occupational competence.

. relate the services of Educational Awareness atel agent to particular peopeels needs. PPO SpeCialized occupations result in an interdependent society. . . . describe how traveling 45, Attitudes and Appreciations can he affected by the time of Year. PPO

Changes in an individual influence his environment and changes in Discuss the contents of the travel environment influence him. folders. What places in the world are represented? What means of Self-Development transportation are offered? How do costs differ according to transpor- taaicm, distance, or destinations? What- provisions are made for living accomodations? How do the folders appeal to What people want to see and. do? How are the, times offered Nelated to the calendar and climate? Identify climate, scenery, and native features as natUral resources for, tcmrism.

Use these types of questions to draw iinferences aboutthe work of the travel agent. Consider the detailed knowledge and-reference skills he must have. He needs to be able to ccmtact and.deal.with workers in a wide variety of locations and businesses: 191 200 His clients most likely involvegreatly aiffering personalities, economicconditions, and tastes and values. .Each of these cases must be treatedindivid- ually and in a manner that willencourage repeat,business later on.

Changes in an individual influence . . explain how being in dif- his environment and changesin ferent places can affect One's environment influence him. feelings. PPO Self-Development . . explain how modern technology has made travel more ' Learning is a Tifelong-process. acceSsible.- PPO Ecincational Awareness

The "whx" of traveling, ofcourse, is the foundation of the travelbusiness. Have children write downa list of places they have been and/or wouldlike to go together with theirreasons for going. What feelings did they have about being in those places? Did the traveling itself have any special significance? Could they haye made the trip without a car, but, train, airplane, etc.?, .

Enlarge on these thoughts to ConsiWer why people would want togo to Egypt, Tahiti, Alaska, New Orleans,etc. What does sightseeing "do" for people?Does knowing and learning about historyand geography make any difference?When traveling overseas, how wouldsomeone choose between going by shipor by airplane? If modern transportationwere not available, what_traveling couldand wo'uld peo-file do?

The REACT page directs pupilsto make an original travel folder. This may relate directly to geography studyor can stand by itself. Help review the normalcon- tents of travel foldersso that such items as costs, agencyname and address,. specific accommodations, etc.are clPacly in mind.

SD/Level 5/4.

"Travel Folder" 195 201 TRAVELFOLDER

Pretend you are working fora travel agency.

Your job is to make a travel folderto advertise a new tour.

Choose a city, state, country,

or region of the world as the subject

for an imaginary tour.

Then design a travel folder

to describe the place and the services

that your agency offers to people who

want to go there.

Look again at real travel folders to getsome ideas about what kind

of information to use. What do they teTT abou costs?The name and address

of the agency? Kinds of transporation? Kinds of accommodations? Things to

see and do?Be sure you have these kinds of informationin your folder.

Pictures from old magazines could be usedto dress up your folder

or you could make some drawings yourself.

Be sure to put in a good sales talkfot your customers. Make them

want to take the trip:

196

REACT Page 202 SD/Level 5/4 COOK'S TOURS,

Fifth Experience Level Activity

l'erforMance Objectives r,

'Self-Development Dimension

. . identifY Language and social skiZZsrequired to plan and direct simulated tours.

Attitudes and Appreciations Dimension

. diecuss the mutual expectations 'ofa travel guide and a traveler on a tour.

Career ,Information Dimension

. . . describe how certain physical, oocial, are needed by a travel-guide.

Subject Matter. Concepts

Language Arts Social Studies Listening and Speaking Political Science Playing roles Building rules Formal and informal Rules for'interaction language Giving and taking directions Stress and feeling in speech

Preplanning Suggestions I .

Maps of the school, neighborhood, andcommunity ResOurce material tostudy-about-tour-guides--films-T-books-ete.

197 COOK'S TO6RS

This activity applies the idea of guided tours directly to theschool buildirig and the immediatearea. Childreh become travel agents and guides using the school facilitiesas their area of operation.

Interest maji be aroused by telling of Thomas Cook, an Englishman, who apparently started the idea of guided tours in 1941. He arranged a special. train from Leicester to Loughborough . where his passengers attendeda temper- ance meeting. In 1951, he helped attendance at the Great Exhibition. Later, Cook's Tours involved riding camels to see the pyramids, sailing on the Rhine to view castles, or:riding through Paris in carriages. Improvea transportationexpanded travel--both informal and formal. In it 1931, the American Society of Travel Agents and the National Association of Travel Organizationswere formed.

More warm-up discussionmay include pupils' own experience with guided- tours.

Changes in an individual influence . identify language and his environment and changes in sociaZ skills requiredto pZan environment influence him. and direct siMulated tours. PPO Self-Development . discUss the mutuaZ expectations of a traVel guide Work involves the acceptance of and a traveler ona tour. PPO responsibility for a task.

Attitudes and Appreciations ,. describe how certain physical,. -social, and intellectual skiZZs are needed by a tour guide. .PPO . Occupations require specialper- sonal characteristics.

CarCirinforrnatian Arrange withthe principal andcusto- dians for places in the building,or . immediately-outside,--that-would be

possible sites and routes for guided _ tours directed by children.

Organize the class to map out routes, to formulate directions andcommen- taries, and to provide for publicity.

264 198. (See REACT page fora starter.)

Prospective "clients" could be sought among younger children in thesame building or perhaps children from another school building in town. At any rate, use members of the classas clients to at least wtlk througheach of the tours for practice.

Help pupils maintaina consciousness of the skills involved in theirplan- ning ana carrying out of thetour. What responsibilities does thetravel agent have?What specific tasks must a-tour guide perform?

The REACT page offersa beginning for pupils to plan an in-schooltour. Depending on the size of the school and of the class, pupilsmay work individually, in pairs, or in small groups. Introduce the term "itinerary." Discuss possible places inthe building or on the grounds for tours. Consider safety factors, learning coAditions, ease of movements, timing, minimum and maximum number of travelers,etc.

SD/Level 5/5

"Recipe for a Tour" RECIPE FOR A TOUR

;

In order to plan a tour in your school,you must first decide where you want to take your customers.

Write the name bf that-place:

Then check with those in charge to see if it wouldbe all right to tb-ur that place:

If so, write the names of the pe.ople whogave you permission:

(If you were not able touse that place, choose another and try again.)

You mus't also answer these questions toget:yourself organized:

How old will the customers be?

How many customers will go onone trip?

Where will the customers begin the tour?

Who will guide the tour?

What route will the tour folloW?

How long will the tour take?

How will you attract customers?---

,-----

On the other side of:thispaper, jot down ideas about what will be and done during thetbur,

With these thingsdone_fo_r_s.tante_fs,_you_antiyour-classmates-are-on yourmay to being real live travel agents: HAPPY TOURING1'

REACT Page, 206 SD/Level 5/5 PATHFINDING PRACTICE

Fifth Experience Level Activity

Performance Objectives

Self-Development Dimension

. . describe changes in oneself becauseof a chcmge in school enVironment..

Attitudes and Appreciations Dimension_ _ particular contributions_made-tqsociay by travel agekts.

Career Information Dimension

. .daniify materials and equipmentneeded by dtravel agent.

Educational Awareness Dimension

relate one's own adademic skillsto the work of aravel agent.

Subject Matter Concepts

Mathematics Social Studie Problem Solviog Geography Multiple-step problems Routes on maps Comparisons Scales of miles Money. concepts Sociology-Anthropology Measurement Individual characteristics Length Changing conditions and Time changing values Rates of speed

Preplanning Suggestions

Timetables from bus, railroad, andairline companies Road maps, atlases

()1 207 PATHFINDINt PRACTICE

This activity concentrales on two specific tasks that a travel agent is very likely to perform continually: interpreting time schedules and planning itineraries..

Secure u gno6 supply of thetables from bus, railroad, and airline companies. (Invite pupils to bring in as many as they can find.) Road maps and atlases will also be needed.

Knowledge and Skills in subject . relate one's awn academic matter areas are helpful in occu- skills to the work ofa travel pational competence. agent. PPO Educational Awareness . . identify materials and equipment needed by a travel Occupations require the use of agent. PPO specific materials and equipment.

Career Information . . identify particular contributions made to society by travel agents. PPO Completion-of a worthwhile task has. value for the worker and for Society. Help pupils to practice reading the Attitudes and AppreCiations columns of time schedules and other infqrmation in the tit-fie-tables. Call attention to such items as footnotes, time zones, costs, specie instructions, etc.

Use the time columns for -exercises in -calculating time, distance, and rates of speed. How long does it take to get from New York to Indianapolis by train? By plane? By bus? How far is it from New. Orleans to Denver by airplane? By bus? By train? How fast must a bus., traifc-or plane travel to meet a particular schedule?

-Written work for pupils_may inClude tanning and .Plotting trips frornone city to anTattre-r\--,-describing modes of travel, rates of`,speed, di571:ylce-s covered,.and time elapsed. -.w, for

202 208 example, could you arrange fora person to get from yoUr own town toa small town several hundred milesaway?

.Meanwhile, maintain a consciousnessof 'these tasks as representative ofa travel agent's contributions to his clients and examples of materialsthat he must use. What other skills and equipment does he need?

Changes in an individual influence describe changes inone- his environment and changes in self because of a change in. environment influence him. school environment. PPO Self-Developmept

The REACT page concentrateson the subconcept of environmental effectsupon one's being. The pupil is asked to compare differences in his school environments of the presentyear and the one just before. Space is provided for personal feelings about thechanges.

Discuss general changes involvedin a promotion from one schoolyear to the, next. Help children to recall Oeir own feelings on the first'day back after summer vacation. How did the new conditions make any difference to their feelings and behavior?

SD/Level 5/6

"Year to Year" YEARTO YEAR

Every year in school isvery different from the year before. ' How is this year different from theyear yoU had_last year?

HOW IS THE 'ROOM (OR ROQMS) YOU . HOW DO YOU FEEL ABOUT ARE IN THIS YEAR DIFFERENT -THE DIFFERENCES? .FROM LAST YEAR'S?

HOW IS THIS YEAR'S SCHOOL WORK HOW DO YOU FEEL ABOUT. DIFFERENT FROM LAST YEAR? THE DIFFERENCES?

In English?

n Mathematics?

n Social Studies?

n Science?

204

REACT Page 210 SD/Level 5/6 RELATED MATERIALS

Community Series: Transportation (Sound Filmstrips) McGraw-HillFilms, 330 West 42nd Street, New York, New York10036, 1970.

Focus on America--The Near West Region(Sound Filmstrips) Society for Vistial Education,.1345.Diversey Parkway, Chicago,Illinois 60614, 1972. Focus on America--The Northeast Region (Sound Filmstrips) Society forVisual Education, 1345 Diversey Parkway, Chicago,Illinois 60614, 1972.

Hcw Do You Feel? .(Filmstrips)Educational Reading Service, 320 Route 17,, Mahwah, New Jersey 07430,.1972.

National Park Service Areas of the U.S.A.(Filmstrip) Society for Visual Education, 1345 Diversey Parkway, Chicago,Illinois 60614, 1972.

Time to Grow Up (Book) Candy Jones., Harper and Row, Scranton, Pennsylvania 18512, 1971.

True Book of Travel-by Land (Book)J. BealeS. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois60607, 1968.

World Communities--Rural (Film Loops)Society for Visual Education, 1345 Diversey Parkway, Chicago, Illinois60614,.t1972.

World CommunitiesUrban (Film Loops)Society for Visual Education, 1345 ? Diversey Parkway, Chicago, Illinois60614, 1972.

205

211 TRAVEL AGENT a

The travel agent provides assistance to people whoare planning to take trips. These services include, mapping itineraries, obtainingreserva- tions for transportation and lodging facilities,securing tickets-and other con- firmation forms-that may be needed, and carryingout whatever other functions may be,necessary for a particular situation.

A travel agency can range in size froma one-Man operation to a highly complex organization involving specializedpersonnel. Whether one-man or part of a larger complex, the travelagency must have'effective salesmanship to attract and motivate customers. Interests, financial conditions, and available time must be related to alternative suggestions forthe best use of the customers' resources. Consultation may include offering informationon topics such as relative expenses, passport regulations, healthrequirements, travel insurance, sightseeing possibilities, etc.

Package tours arranged by other organizationsare soMetimes sold by , a travel agent in addition to, or instead of, hisown developments. In either case ,. organized tours must take into account the leadership,of thetour as well as the general and specific logistics for the trip: Tours maY,be packaged for general sale or may be arrangedupon request. In,some cases, the travel agent himself might serve as a tour guide..

Bookkeepingand other forms of recordinga wide.range of information are'essential skills fora travel agent. He must be able to contact agents of the establishments to which he wants to send hisclients., /High standards of accuracy and communications skills are required for dealing withso very many detai-1, and different types of people.College training may become more important f4.9>employment in the travel business, althoughrip colleges yet offer specific courses in the field. Liberal arts and business administrationare recommended as helpful preparation.

Travel experience of one's own can bea souroe of practical knowledge about tfte conditions and expectations involved in traveling. Other means to increasing one's capabilities could be reading of relevantperiodicals:or other' literature on travel and vislts tvorsome part-time experience with established travel agents. Work with a transportation company ofsome kind is a common way for young people to get actively involved in'the largerfield of travel. Oppor- tunities for advancement normally dependupon the size of the agency or'its growth potential. Specialization or the opening of branch officesmay provide for certain types of promotions. An employee in an agency may also decide togo into the travel business for himself.

People employeas travel agents doubled within the 15 years ending in 1968. Expectations sugg st_that the field will continuetb grow in opportunities as increasing amount of leisure time, longer retirement conditions,and higher incomes allow more people the time andmoney for travel., International travel, in particular, is still a relatively minoraspect of the tourist trade and may experience expansion in the future. 206

212 1'4

The travel business is characterizedby high internal competition. Services are generally similar,so the individual agent or agency must have some way of appearing "specia1.1" Repeat customers'apd,referrals from them are of great importance in keepingup business. A 110-hour week is fairly normal but overtithe is likely during rushseasons. Intrinsic advantages may include.the contributions of travelto mutual understanding, to education, and to the influence upon economicconditions.

207

213 APTLYANNOUNCING

.4F11-1EXPERIENCE LEVELINFUSION STRATEGY

. CAREER' DEVELOPMENT. RA..US: Anindi vi,dualcan differentiate betweenTrirnself aeothers in terms be of interests,.aptitudes, val ues and ech ieverneritsin and .out of school I. .

OCCUPAT I ONAL..fOCUS : AnnounCer

ACTINITI ES

I,N THIS. INFUSION STRATEGY

1. Trippingly on the Tongue

2. The Guys Behind the GlAysBehind the Mike 40' 3. Action'. Camera'.

0 8

215 Teacher Goals

Teacher goals of this strategy combinea Self-Development Dimension subconcept with subconcepts from Attitudes andAppreciations, Career Informa- tiA, and Educational Awareness, and subjectmatter concepts for the occupation of Televisibn Announcer. In this perspective the teacher's goalsare to:

Prbvide pypils with opportunitiesfor analyzing and comparing their own interests, aptitudes, values,, and achieveMents.

Structure learning experiences involving direct ond indirect contact with television and radio broadcastirig.

4 Encourage study of particular tasks performed by television personnel.

Guide pupils' practice in improving speechskills.

209

216 210 217 TRIPPINGLY ON THE TONGUE

Fifth Experience Level Activity

Performance Objectives

_Self-Development Dimension

. . discuss the normality of individual differences in speech skills.

. . cooperate with classmates in comparing interests and.4ti- tudes fbr certain activities.

Attttudes and Appreciations Dimension

. . . discuss television annoUncing as a job fbr both men and women.

cooperate in group responsibility fbr practicing speech skills.'

Career Informiation DimensiOn

. . . describe how speaking skills. are essential fbra television etnnouncer.

. . distinguish reasons for dress requirements fbra television announcer:

Educational Awareness Dimension

. . teZZ the results ofone's deliberate effbrLs .to improve a partidaar speech skiZZ.

Subject Matter Concepts

Language Arts Social Studies Listening and Speaking Sociology-Anthropology Formal and informal Individuality and respon-

language - sibility Control pitch, volume, Group interactions tone Stress and feeling 2 1 1 Avoiding exceSsive extra sounds 218 'PreplanningSuggestions

Tape recorders or cassettes, Visit to the classroom by anannouncer Dictionaries with pronunciation keys Books about announcing and announcers------_--T-

2 1 2

219 .TRIPPINGLY'ON THE TONGUE

If there is a single most imporint attribute for a television announcer, it is probably voice control. That control tan be thought of in ferms of enunciation, pitch, volume, timbre, and timing. This activity deals with exercises to practice effective speaking. Tape recorders should be used if at all possible.

Occupations require special . . describe how speaking personal characteristics. skills are essentiaZ fora Career Information television announcer. PPO

. . discbss-television announe:- A great many tasks can beper- ing as a job for bothmen and formed by men or women. women. PPO Attitudes and Appreciations . distinguish reasons for dress requirements fora tele- Occupations may have certain vision announcer. PPO dress requirements.

Career Information Discuss with pupils thetr perceptions of 5pecific television announcers. Talk about their need to consider appearance,as well as speech skills. When and how do announcers appear? When do you hear but not see them? How do their visual images, behavior, and dress enhance their speaking roles? How does the number of womenannouncers compare to that of pen? Use this discussion to zero in on the speeth skills, and prepare to structure practice activities for individual or smallgroup -participation.

Keep the demands of this activity reasonable. Practice on timing, pitch, and enunciation may be consideredas not excessive for=most.pupils. Demon- strations by high school pupils, other teachers'', or adults from the community can b,,e helpful in developing ideas of enunciation, pitch, and timing. If a local television or radioannouncer is available for.a visit,so much the better.

213 220 Work involves the acceptance of . . cooperate in group responsi- responsibility for a task. bility for practicing speech skills. PPO Attitudes and Appreciations

Divide the 'class intogroups of three or four pupils for mutual help in practicing pronunciation, timing, and pitch. The group can write outan introduction to a television show,a station break announcement,or a public service message, etc.,as their "text." Encourage use of the pronunciation key of a dictionary--even forvery simple words that "we all-know anyway." (The words we "know"are the ones that help us to nderstand anduse the key.)

Explain pitch in.reIatiOn to muscial notes. An eight-syllable statement could run up (or down) the scale:

AND NOW A WORD FROM INA SPONSOR: CDEF G'ABC

The combinations.of pitchesare practicLily limitless and can help:to developthe consciousness of this speech skill. Compare the changing of pitch tospeak- ing in a monotone. Aim ultimately for the use of varying pitch for stress and other effects in speech.

Timing involves the pace of one'sspeed when speaking. Fast, medium, or slow depends upon purpose and/oremotion. Often higher pitch and faster delivery go together and lower pitch with slower 'deliveny. Childreumay be induced to reverse these combinatipns. In general, exaggerated slowness may enhance control of pitch or enunciation.

Individuals or groupsmay volunteer to perform for the whole class. Meanwhile, the teacher shall haveoVerseen the,work in the group.

Learning achievement dependsupon . . . tell the vesutts of one's effort and ability. deliberate efforts to improvea Educational Awareness 214 P articular speech,skill. PPO' 221 An individual can differentiate . . discuss the normality of between himself and others in individual differences in speech terms of interests, aptitudes, skills. PPO values, an4 achievements in and out of scho.,. Discuss how the speech practice'helped Self-Development to improve individual skills. Keep acknowledgement of differences in interests and aptitudes on an objective plane. They are existent. "We are all different; we are all learning. Let's keep helping each other." The active participation of the teacher in such practice can be exceptionally valuable.

Of course, don't forget the television announcer! What kinds of schooling would he have needed?Do we think he might have practiced something like we have practiced? Would he have been a talkative person to begin with? How could a bashful person becomean announcer? What things might a tele- ViSiOA announcer need to continue to learn?

An indiviival can differentiate . . . cooperate with cZassmates between himself ancrothers in in comparing interests and apti- terms of interests,.aptitudes, - tudes.for certain activities. values, and achievements in PPO and out of schcol..

Self-Development Tne REACT page deals with the self- development subconcept of personal differences. Once again, this ts an opportunity to acknowledge differences in tastes and.skills without passing judgments.

Use.the children's checklists to tabu- late data about their aptitudes and interests for the-items listed. Tally- ing can be done on the chalkboard and/ or individual papers. The fallies can then be transferred to some form of graph.

SD/Level 5/7

"Things I Do"

215 222 THINGS I DO,

A number of things you often doare lit-ted below.

Check each activity to show whetheryou find it easy or not and whether you like itor don't like it.

If you have never done the activity,leave it blank.

EASY NOT EASY LIKE' DON'T LIKE

Do Arithmetic

Give Oral Reports

Write Reports

Write Letter

Play With a Ball

Sit Quietly ..

Watch Television .

USe Tools

Run Races

, Use the Teiephone . Help.at Home-

Compare your checks with those of.yourclassmates.

Which activity was liked by themost people?

Which activity was easiest for themost people?.

Why are some thingseasy for one person.but not for another?

Why arc some things liked byone person but not by another?

216

REACT Page 223 SD/Le./el 517 THE GUYS BEHIND THE GUYS BEHIND THE MIKE

Fifth Experience Level Activity

Performance Objectives

Sel17Development Dimension

. :.,.-compare one's own work interests and aptitudes ioith those ofa particular televisionannouncer.

Attttudes and Appreciations Dtmension,

explain the interdependence of specializationsconnected with a television broadcast..-

Carter Information Dimension

. . . describe at least two different work settingsfor television announcers.

. . describe the tasks performed by persOnnelduring regular news broadcasts by a local televaion station.

Educational AWareness Dimension

. . identify intellectual, physical,or artistic skills required by particular teZevision workers.

Subject Matter Concepts,

Social Studies* Economics Role differentiations Interdependence Sociolpgy-Anthropology TechNdIagy changes ways of living. Group interactions

217

224' [preplanningSuggestions

Audio-visual aids and books aboutbroadcasting for research Visit a studio. Have television sets in the schoolor suggst that children watch at Flome.

218

225 .THE.GUYSBEHIND THE Guys BEHI.ND THE MIKE:, e. Naturally, television announcers cannot do their jobs without the work ofmany others. This activity seeks to descrIbe various work settings ln -whichan announcer might operate. Warm up to the idea by discussing what the children already think about the work settings of television- announcers.

Career-oriented learning may take . . identify a given number place in school or out of school. of facts abouttelevision Educational Awareness announcers Zearned outside of school.

Occupations have their own work . . describe at leasttwo settings. different work settZngs for Career Information television announcers.

. explain the interdependence Specialized occupations result in. of specializations connected an interdependent society. with cvtelevision broadcast.

, . Attitudes and Appreciations

A Supply informaticin about tel6ision broadcasting by means of audiovisual aids, printed materials, and/or (i-f possible) a visit to the classroom !by an employee of a television station. Keep the announcer,as the central figure and seek to identify various kinds of announcers, the types of programs or spots in which they are used, and the supportive personnel involved. These latter workers could include:

film projectionist commentator floor manager operations head cameraman copywriter electrical engineer lighting engineer sound man office boy maintenance personnel

clerical personnel . etc.

211 9 226 How is a.sports announcer different from one wtio introducesa program series?- Which announcers doyou see regularly? Which ones are normaTly heard but not seen?Which announcers

are active in controlling or taking , part in whatever is going on? How ;

does each of the other workrscon- . tribute to the announcer's work? How does the announcer contribute td the work of others?

Knowledge and skills in subject . . identify intellectual, matter areas are helpful in physical, or artistic skiSls occupational .competence. °required by particular tele- Educational Awareness vision workers." PPO

. . Compare one's own Work An individual can differentiate interests dnd aptitudes with between himself and others in terms those of a.particular.tee- of interests, aptitudes, values, vision announcer. PPO and achievements in andout of school.

Self-Development Either via oral discussion, written assignments, or charts or bulletin board dtsplays have pupils describe themany skills needed by workers involved ina given television program. Set a limit of types of workers so thatsome depth of consideration may.be achieved. Include the feelings that each pppil has about his own interests and aptitudes toward television announcingat this time. Have them comnpare them-fl to a particular television

. announcer.

Occupations require special . . describe the tasks per- personal characteristics. formed by personnel during regular Career Information news broadcasts by a local television station. PPO

The REACT page directs attentionto the regular news broadcasts ofa local -television station. This ought to be largely a clasS activity. Decide on a specific, regular news broadcast to be observed anCanalyzed interms of

220

. (227 the people-who actually appearon the screen. Have pupils share these observations as descriptive reports of "what is seen and heard." Then either visit or write to the Station to find out what other personnel are involved in those broadcasts and what their tasks are.

SD/Level 5/8

"The News Reports"

o THE NEWS REPORTS

One of the most common televisionprograms broadcas't regularly by local teleVision stations is,the "news,sports, and weather report."They usually are on the air in the earlyeveningjust after the early show or the.kids' programs,'and just before the "primetime" programs get started.

WatCh this hews broadcast byyour local televisidn station for two or three days in a row.. On.the chart below, list' thenames and duties of all of the people who actuallyappear on the,screen during the program.

WHAT SKILLS THE NAME OF PERSON WHAT THE PERSON DOES JERSON NEEDS

After you have identified the persons whoappear on the screen du'ring the news broadcasts, try to find outowhatother persons are at work to help put the news programs on the air. Discuss'with your teacher the bestways to go about finding out who those other.personsare and what they do.

Use the chart on the other side of thispaper to identify the workers behind the scenes.

222

Pcig REACT 229' SD/Level 5/8 NAME OF PERSON 'WHAT SKILLS THE . *BEHIND THE SCENES WHAT' THE PERSON DOE5 PERSON NEEDS

223

" REACT l''age 230 Sa,./Level 5/8 ACTIONA CAMERA!

Fifth Experience Level Activity

Performance Objectives

Self-Development Dimension

describe how one's own participationin a television worker- dramatization differed from thatof a classmate.

Attitudes and Appreciations Dimension

, .cite supportive tasks fbra given television show as suitable fbr men or wom

Career Information Dimension

. Zist.materialS:and-equipment'used fbr a particular television. . broadcast.

Educational Awareness Dimension

. relate:one's own learning achievements.tod simulation of television broadcasting.

Subject Matter Concepts

Language Arts Listening and 'Speaking Role playing Foruel and informal language Control of speech Stress and feeling Writiny Skills Changing points'of view Characterization and plot Writing quotations

Preplanning Suggestions

Simulated materials for broadcasting Area for dramatizing broadcasts 231 224 ACTION! CAMERA!'

This activity suggests a series of role playing situations whereby-- children may simulate the tasks of television announcers in varying circumstances. Use the perspective of the previous two activities to

. consider different po'ssibilities for subjects of skits, monologues, or even more elaborate presentations of television workers on the job. Don't let a "television program" take over as the main theme--concentrate on'the people who are making a particular program possible. This may involve more before-the-show and behind-the- scenes activity.than the program itself.

Occupations require the use of . list materials and equip- specific,materials and equipment. ment used for a-particular television broadcast. .PPO Career Information

. . cite supportive tasks for A great many tasks can be performed a given television .show as suit-. - by men or women. able for men or women. .PPO 'Attitudes and'Appreciations relate one'3 own learning achievements to a simulation of Knowledge and skills in subject televibion broadcasting. PPO matter areas are helpfnl in occupational competence.

Educational Awareness Role playing can be as simple or elaborate as time, available materials,

physical conditions, pupil capacities, - and teacher nervous exhaustion ten- dencies will allow. Encourage inclusion of ideas about materials and equipment used in televisiOn broadcasting, tasks performed by either women or men, and acknowledgement of the intellectual, social, and'physical skills required. Anticipate relating individual pupil capacities to appropriate roles.

An individual can differentiate .. describe how One's'own partici- betWeen himself and others in teims. pation in a television worker drama- of interests, aptitudes, values, and tization differedfrom that ofa achievements in and Out of school: classmate. PPG Seif-Development 225

232 Aim unobtrusively toward,a gentle, objective appreciation of individual differences in achievementsas they happen to show up in these kinds of activities. Stress positive achievements no matter how simple. Clarify the perspective of what I-can donow as compared to how I can do better after more practice, learning,or growth.

The REACT'page invites imaginative thought to personalize' a piece of equipment in a television studio. Instruct pupils about the idea ofa monologue which would bea likely vehicle for this approach. The result may be written and/or oral. For oral'presentations, a review of the pronunciation-pitch-timing practice may be profitably enco4raged.

SD/Level 5/9

"The Way I See It"

226

233 THE WAY I SEE IT

You know what it is like to watch a television show.

You have acted out plays about how a television show mightappear: A to the workers who make it.possible.

Did you ever wonder how a television showappears to one of the

cameras? Or, what might amicrophone see and hear duringa broadcast'?

Think about how a certain television show woUldappear through the

"eyes" and "ears" of a piece of equipment. It might even sffell or feel

things that. go on, too!

Hero are some objects that you might use as-your "observer:"

a clock on the wall of the studio , a spotlight (with or without revolving colors) .a headset worn by one of the workers an electrical extension cord a doorknob on the inside of one of the studio doors a wastebasket beside the director's desk the fToor of the studio a piece of furniture used in the,show an outdoor camera at a football game being played in the rain

You can probably think of some other things yourself. Whatever you

choose:put your ideas into a monologue form. (That's when just one 'person

does all the talking.) Tell what your "creature" is thinking and feeling

about what is going on.in the-television studio. ,

227

REACT Page .234 SD/Level 5/9 RELATED MATERIALS

Behind the Scenes of TelevisionPrograms (Book) Leon Harris, J. B. Lippincott Company, East Washington Squa're,Philadelphia, Pennsylvania 19105, 1972.

Come to Work with Ds ina TV Station (Book) Jean Wilkinson and Ned Wilkinson. Childrens Press, 1224 West Van Buren Street,Chicago, Illinois 60607, 1971.

Developing Basic Values (Sound Filmstrips)Society for Visual Education, 1345 Diversey Parkway, Chicago, Illinois60614, 1972.

Me,, Myself, and I (Filmstrip) EyelateHouse, Inc., 146-01 ArchTr Avenue, Jamaica,-New Yor'k 11435, 1969.

People Who Influence Others (Filmstrips) Widance Associates,Pleasantville, New York 10ba, TUR.

Television Serves the Community (Film,Color, 141/2-min.) BFA Educational Media, 221-1 Michigan Avenue, Santa Monica,California 90404, 1971.

Television Works Like This (Book) JeanneBendick and Robert Bendick. McGraw- Hill Book Company, Inc., 330 West42nd Street, New York, New York 10036, 1965. .

You Visit a Newspaper; Television Station(Book) Leonard Meshover. Benefic Press,,1900 West Roosevelt Road,Westchester, Illinois 60153, 1973.

Your Future in Television (Book)J. Noel Beutscher. Richards Rosen Press., 29 East.21st Street, New York, NewYork 10010, 1963.

228

235' TELEVISION ANNOUNCER

Television staff announcers presentnews and live programs, describe ,sporting events, act as masters of ceremonies,conduct interviews, and identify stations. In small stations, they may perform addittonal dutiessuch 'as oper-, ating the control board, selling time, andwriting commercial and news copy.

Mosf television stations eMroloy threestaff announcers, although larger stations nay employ fouror more. In addition to staff announcers,many free- lance announcers sell their services for individualassignments to networks and stations, or tolhdvertising agencies andother independent producers for programs and commercials. Some announcers become well-known and highly paid personalAies.

An announcer must have a pleasant and well-controlledvoice, a good sense-of tiMing, and excellent pronunciation. A thorough knowledge of correct English usage and a knowledge of dramatics,'sports,music, andrcurrent events improve chances for succeis. Personal appearance is also highly important-for a television announcer. He must be.able to react quickly and imaginativelyto unusual situations. He also must be a convincing salesman when presenting commercials. Most announcers are men but thereare a few opportunities for women, especially in programs and commercials aimed atwomen.

High sdhool courses in English, public speaking, dramatics,and foreign languages, plus.sports and music hobbies,are valuable background for prospective announters. A number of vocational schools offer training inannOuncing and some universities offer broadcasting courses. A college liberal arts education also provides an excellent background foran announcer.

Most announcers start in small stations and usuallywork in several different stations in the course of their careers. Competition for announcing _ jobs in the national networks is strong anda college degree plus several successful years of experienceare normally required for an audition.

The employment of announcers is expectedto increase moderately in the 1970s as new stations are opened. However, automatic programming will reduce slightly these anticipated gains in openings. Earnings of staff announcers depend upon the size of the station and thesize of the community. Television announcers tend to earn more than those in radio.. In additionto salaries, some annouixers may get fees from advertisers.

Most announcers in large stations worka 40-hour Week and receive over- time forwork beyond that. Evening, night, and weekend workoccurs frequently since some stations,are on the air 24hoursa day, 7 days a week. Working hours consist both of time on the air and timespent in preparation for broadcasts. 229

236 Working conditions usually includea variety of work and many perOTIal contacts. The possibility of becominj wellknown in the area their stationserves is another feature of the announcer'sjob expectations.

Adapted from: Occupational Outlook Handbook, 1970-71edition., U. S. Department of Labor, Washington,D. C. pp. 740-741.

230

_ 237 MASTER INDEX OF ItfUSION STRATEGY CONTENTS 1' C.

CB - COPING SEMI/TOM LS LIFESTYLE

CPI - DECISION MAKING SD - SELF-DEVELOPMENT

Sixth Experience Level

LANGUAGE ARTS

Oimetsion Infusion Strategy Occupation Activity Subject Matt:r 12.1.92 (Grammar and Usage)

CB Tiles of Sales Retail Sales Check Up Time Labeling and classifying 25(i Clerk

SD Know Thy Chickens ;Poultry Farmer Chicken Game Labeling and classifying 388

SD 'Know Thy Chickens Poultry Fanner Poultry Products 'y Labeling and classifying 394

(Listening and Speaking)

CB Tales of Soles Retail Sales Check Up Time Giving and taking directions . 250 Clerk

CB a, Tales of Sales Retail Sales Clerk Work Role playing 256 Clerk Giving and taking directions Noting and remembering details CB Tales of Soles Retail Sales Clerks of All Discussion skills 260 Clerk Kinds Noting details CB e. Environments for Efficiency Inaustrial SpACO and Stuff Discussion skills 287 Engineer Giving and taking directions Ca Environments for EfEiciency Industrial Time Study -Discussion skills nz Engineer G;ving and taking directions

Cli A State.of Really Selling Rea) Estate Losn Amortization Playing roles with dialogue 304 Salesman

CO A State of Really Selling , Real Estate Neighborhood Interviewing 311 Salesman Canvass Reporting ."

Cli Search and Solve Detective Perception Discussion 330 Prectice Giving amrtakins tirections cli Starch and Solve Detective IntervieW Interviewing 336 Discussion Listening Role playing with dialogim Di Search and Solve Detective The Detective Discussion 34D Story Listening

SO %now Thy CMckens Poultry Farmer Chicken Game Discussion skills . 188 Noting and remembering details SD Know Thy Chickens Poultry Farmer Poultry ProduCts Discussion skills 394 SO Know Thy Chickens Poultry Farnen Touch of Drama Playing roles with dialogue 398 Pantomime Discussion skills SD Keep on Truckin' Truck Driver Sone Horses' Listen for comprehension 434 Mouths Discussion skills Interviewing

(Reading)

CB Tales of Sales Retail Sales Pinpoint Pattern. For information 264 Clerk

CB Environmznts for Efficiency Industria1,2 . World of For information 276 Engineer r Engineering Reference sources

CB Environments feu' Efficiency Industril Thriugh the for Information 282 Engineer Years Making inferences

OM . A State of Really Selling Rehl 'Estate Spreading the 'Making inferences 316 . SaleSman Word

LS Leisure and Labor at Sea Oceanographer Fact and Fiction Judgments'of stories, charaiters 376 Visual imagination For information Noting ions and mood SD Know Thy Chickens Poultry Farmer Chicken Game For informahion 388 Library skills Topics and subtopics

(Writing Skills)

C8 Tales of Sales . Retell Sales' Clerks of All Reports from reset -ch 260 Clerk Kinds

A State of Really Selling Real Estate Spreading the Advertisceents 316 , Salesman Word

Search end Salve Detective. Perception Practice Doscriptions 330

Search and Solve % Detectihe The %Waive Descriptions 140 Stbry

'LS Leisure and Labcm at Sea Oceanographer Marine Life Characterization and plot 361 LS Leisure and Labor at'Sca Oceanographer Fact and Fiction Vocabulary building 376 v, 231

241 .1 '.1

Dimension ,infus.en Stlategy om_ALA.In Sub ect (Writing Skills Cont'd)

SO Know fhb; Chickens ['finites, Farmer Chicken Game Writing a summary Win Outlining earagrer.htng Note-taking NO .Keep on Truchin' Truck Driver Son* Horses' Characterization and plot 434' . Mouths Descriptions

Sixth Experience Level

MATHEMATICS

(Facts and Operations)

CB Tales of Sales Retail Sales Check Up Timi Counting, grouping Clerk 250

A State's? Really Selling Real Estate Loan Amortization Percents Salesman 304

LS Leisure and Labor at Sea Oceanographer The Ocean's Water Decimal fractions 367 Percents

.(Figural).,

Ca Tales of Sales Retail,Sales r- Check'Up Time .Graphs, tabtes Clerk 250

De A State of Really Selfing . Real Estate Loan Amortization Tables of. data Salesman 304

tiMs A State of Really Selling Real Estate Spreading the Word Scale drawing Salesman 316 SD Keep on Truckin Truck Driyer Over-the-ROad Graphs 440

(Measurement) JIM A State of Re'ally Selling Real Estate Spreading the Word Area Salesman 316'

SD Influential Ingreeients Chef/Cook Behind the Scenes Precision in measuring 416 I a (Problre Solving)

CB Taos of Sales Retail Sales Check Up Time Keeping accounts Clerk 25n Mbney concepts CB Tales uf Sales Retail Sales Clerk.Work Money conceots Clerk 256 Percents Di A.State of Really Selling Real'Estate Loan Amortization' Multiole-sten or:oblems Salesman 304 PH A State of Reallx Selling Real Estate Neighborhood Averages Salesman Canvass 311 L ; Leisure aeJ lati'or at Sea Oceanographer 'The Ocean's Water 1Comp;Hsons 367 Multiple-step probl.ms SO Keep on Truckin' Truck Driyar Over-the-Road Estimating outcoMes 440 Ratio . Multiple-step problems Money concepts

Sixth Experience level

SCIENCE

(Biology)

1.5 leisure and Labor at Sea Oceanographer Underwater Animals and plants range' from 3.51. Observations one-celled to complex. Living things adapt tiz . environment. ' man can control enyi,onments of living things. Animali differ in size mid strucinre. LCI.sure and Labor at S'ea nceanogranner Marine life Animal. differ ,n'size, structure, movement Living Wog% grow. Living things adapt to envIronment. 'living things need (nod. air. *este disposal: reproduce. SO Know Thy Chiikens poultry Farmer Chicken Game Living things need food, air, 'RR .waste disno..,11; reproduce. Man can control environments of living things. 232

242 Dimension Infusion Strategy, Activity 2ECIP-InEt Subject Matter Eat

.(Biology Cent'd). ..

. . . SD Influential Ingredients Chef/COok 0 Menu Musings Living things need food and water. 410 Cells develop into tissues and,

organs. . Concepts related to disease Human body systems .

SO Influential Ingredients Chef/Cooks Behind the Concepts related to crobes. 416 . Scenes disease, vaccination Living things need fgod. air.

(Chemistry)

0 IS Leisure and Labor at Sea Oceanographer The Ocean's Material thing's are gas. liquid. 367 Water solid. Matter is composed pf atoms and molecules. - ElemWnts have one tyne of atom in a molecule. 0 Scientific Method)

( LS Leisure and Labor at Sea Oceanogranher Underwater Ilse of senses to gather data 356 Observations , Categorizations LS Leisure and Labor at Sea Oceanograoher Marine Life Deicribe similarities and . 362 differences LS leisure and Labor at Sea. Oceanographer rAMODS Peonle Investigative And evaluative 371 of the Sea techniques Specialized instruments FamOus scientists made discoveries. New fields of investigation LS Leisure and Labor at Sea Oceanograoher Fact and Scientific knowledge accumulates. 37F . Fiction Famous scientists made discoveries. c New fields of investigation .' SO Influential Ingredients Chef/Cook menu Musings Categorizations 410 SO Influential Ingredients Chef/Cook Behind the Scientific knowledge accumulates. 416. Scenes

SO. / Keep on Truckin' Truck Driver Over-the-Road . Categorization 440

I Sixth Experiehce Level

WC1Al STUDIES

(Economics) `ok. t CB Tales of Sales Retail Sales Check UD Time Stores ; 250 Clerk Needs and wants Role differentiation

CB Tales of Sales Retail Sales Clerk Work Stores 256 Clerk Role differentiation

CB Tales of Sales Retail Sales Clerks of All . Goods and services 260 Clerk Kinds Role differentiation

Interdeoenderce . Stores

CP . Environments for Efficiency Industrial World of Goods and services 216 Engineer Engineering Division of labor Uses of environment Supply and demand

Ell Environments for Efficiency Industrial Through the Labor unions 282 Engineer Years Governmental regulations Production of goods and service; Labor systems

Du A State ofReally Selling Real Estate :Title Transfer Competition for resources 321. Salesman

LS Leisure and Labor at Sea Oceanogranher Furious Pecole Using natural resources 371 of the Sea

SD Know Thy Chickens Poultry Farmer Chicken Game Division of labor 388 Production of goods and services Interdependence of city and rural

SD Know Thy Cnickens Poultry Farmer Poulti:y Products Supply and demand 194 Transourtation of goods Interdeoendence of city and rural Division of labor

SO Know T-A'y Chickens Poultry Farmer Touch of Drama Division of labor 19B Goods and services . Interdenendence of. city and rural

:!. Influential Ingredients ChefiCook ilehind the Division of labor 416 Scenes Goods and services , Labor systems Use of resources and capital 233

243 Dimension Infusion Strateuv OCcupAtiOn Activity Sub ect Matter Last. (EconomicsCont'A r SO Keep on Truckin. Truck Driver Some Horses' Division of labor 434 ,Mouths Goods and services Transportation of goods Interdependence

(Geography) .

CEI Tales'of Sales Retail Sales Pinpoint Patterns Map keys 264 Clerk Special nurpose main

LS . Leisure and.Labor at Sea Oceanographer Famous People of Man-made environmental 371 as Sea changes

SD Know Thy Chicken; Poultry Farmer Touch of.Drama Interaction between people and 398 environments, 'Modification of environments. Ns. SD KeeP on Truckin'. Truck Driver Over-the,Road Trace routes on maps 440 Scale of m'Oes .Map keys

,(Mistory),

Cii Environments for Efficiency Industrial .Through the tears Industrial Revolution 282 Engineer Rate of change Relation of geography and history Modern life has roots in the oast.

DM pState of Really Selling Real Estnte Title Transfer Modern life has roots IA the past. 321 Salesman

LS ieisure and Labor at Sea Oceanographer Famous People of Human experience is continuous -171 tht SeiC and interrelated.

IS ' leisure and Labor at Sea Oceanographer Fact and Fiction' Expforation 376 Human experience is Continuous and interrelated. Relation of geography aid iiistory

(Political Science)

CO Environments for Efficiency industrial World of Autnority structures 276 Engineer Engineering Rules for interaction Community rights and requirements

CO Environments for Efficiency Industrial Snace and Stuff School rules 287 Engineer Community rights and requirements Effects of common goals

CO Environments for Efficiency Industrial Time Study School rules 29.2 Engineer Community rights and requirements Traditional values, beliefs

OM A Stete of Real*. Selling Real Eitate Title Transfer Rules for Interaction 321 Salesman

OP Searcn and Solve Detective Tools of the Rules fer interaction 344 Trade Constitutional basis for law

SO Keen on truckin. Truck Driver Rules of the 6: ernment services 445 Road La regulate behavior.

(Socinlogy-Anthropoloyy)

CO Tales of Sales Detail Sales ,Pirnioint Patterns Community's wants and needs 2'.14 Clerk Community reflects assumPtiens

eel values. .

1110.6111nOnts is, ijficiency Industrial Snale and Stuff Individuals and groups are inter- 2111 Engineer dependent. Changing conditions produce changing values.

CR EnvIrOfiments for Eff1C11.1.1CY, Industrial time Study Changing conditions produce Engineer ilianging values. 291 Individuals and groups are interdependent.

Dm A State of,Really Selling Peal Estate Neighborhood Housing 111 Salesman Canvass ValuesandPurposes In bourolor

A State of Really Selling Real Estate Title TranSfer Individual charoCteristics 321 Salesman Values and purposes in '4ehavior

Search And Solve 'OetectiVe Tools of the Technology produces changes. 314 Trade Individual characteristics Variety of services

sn Influential Ingredients Chef/Cook MenuMusings Individual characteristics 110 values and Purposes

Influential Ingredients Chef/Cook Behind the Individual characteristics 116 Scenes ValuesandPurposes

SO -Influential Ingredients ChefiCook The Hcme Frnnt Membership In a grouP 122 Individuality and responsibility Values and'purposes Technology produces changes in ways of living. 2`) , Similar basic needs

244 Dimension Occupation Activity Sub ect Matter (5ociolcios.-Anthropold4v Cont'd)

SD Keep on Truckin' Truck Driver Some Horses' Community's wants and needs 414 Mouths Dependence on others SD .Keepon Truckin' Truck Driver .Dver.the-Road Membership in a group 440 Individuality and resoonsibility SD _ Keep on Truckin' Truck Driver Rules of the Techndilogy changes ways of .545 Road livirg. Community's wants and needs

235

215 TALES OF SALES

[SIXTH EXPERIENCELEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: There are effective interpersonal relations skills for giving and evaluating instructions.

OCCUPATIONAL FOCUS: Retail Salesclerk

L- . ACTIVITIES 0

. IN THIS INFUSION STRATEGY >0

1. Check-Up Time CC) 2. Clerk Work

3. Clerks of All Kinds

4. Pinpoint Patterns ,

-4:

4.0

247 Teacher Goals

Teacher goalc of this strategy combinea Coping Behaviors' Dimension subconcept with subconcepts from Attitudesand Appreciations, Career Informa-, tion, and Educational Awareqess, andsubject matter concepts for theoccupation of Retail Salesclerk. In this perspective the teacher's goalsare to:

Establish pupils' understanding of needsfor and conditions ofjnstructions and Airections.

Provide opportunities for pupils to applyacademic skills to simulated retail sales situations.

Structure experiences in which pupilscan practice giving and taking instructions.

Enlarge pupils' appreciation of the widevariety of retail sales positions and contributions.

Help pupils relate retail sales to thelarger world of work.

237

248 238 249 'CHECK-UP TIME

Sixth Experience Level Activity

LP5formance Objectives 1

Coping Behaviors Dimension

. . distinguish between questions which ask fbr infbrmation and fbr evaluation.

. use or follow nonverbal signals to carry out inVentorying of classroom materials..

Attitudes and Appreciations Dimension

. . describe the mutuaZ responzibilities inVolved ina classroom inventory.

Career Information Dimension

. . . reZate an inventory activity, to possible occupational competence.

. . describe thp work settings of at Zeast three retaiZ stores.

Educational Awareness Dimension

. . identih physical or artistic skiZZs helpful in organizing materials for saZe or display.

Subject Matter Concepts

MathematiCs Social Studies Figural Economics -Graphs, tables Stores Problem Solving Needs and wants Keeping-aCcounts Role differentiations Money-contepts Facts and Operations Language Arts Counting, grouping Listening and Speaking Giving and taking directions 239 Grammar and Usage Labeling and classifying

250 Preplanning Suggestions

Copies of inventory forms from theschool and other businesses Catalogs with lists, of costs ofsome classoom supplies CHECK-UP TIME

Consider the entire classroomas a "store," in which most of the materials' are the goods thatare for sale. The main function of this activity is to use those materials as the objects of an Inventory-- including classificationl cost estimates, and possible rearrangements of goods. Copies of inventory forms, actually used by the schoolcan helP

organize the method of recording. ,

Work involves the acceptance . . . describe the mutual of responsibility fora task. resp.;nsibilities involved Attitudes and Appreciations in a classroom inventorE. PPO

. distinguish between There are effective interper- questions which ask for sonal.relations skills for information and for evalua- giving or evaluating instruction. PPO tions.

Coping Behaviors . .-reZate an inventory . ,activity to possible occupational competence. PPO Career development includes

progreion through stages . of education and occuputional Appoint, or have two or three "managers" training. elected, to direct the inventorying and Career Information organizing of all the materials in the room. Decisions will need to be made regarding. which materiaTs will be counted, how to do the counting, possible display arrangements, methods of classification and recording, and bases for estimating money values. This is a good context for comparing evaluative . questions (What shouldwe include? What would be an attractive,or practi-- cal, arrangement of goods?) and informational ones (How many reading booksare there? Do the encyclopedias fiton a given shelf?). Clarify understanding of an inventory as a periodic routine in retail sales'establishments. Help children to relate the idea of inventorying to their own responsibilities for keeping track of and accounting for things in their own lives.

241 ..... - ...... 252 Does this kind of activity suggest interpst or aptitude to any of the pupils? What implications are there for cooper'ation?

There are effective inter- . . use or follow nonverbal personal relations skills for signals to carry out inventory- diving or'evaluating instruc-- ing of classroom materials. jons. PRO

Coping Behaviors . identify physical or artistic skills helpfid in Knowledge and skills in subject organizing materials for saZe matter areas are helpful in=s or display. PPO occupational competence..

Educational Awareness While the inventorying is goingon, encourage conscious use of hand signals and other forms of nonverbal comunication as means for giving and following directions. ;For example, quantities can be indicated bynum- bers of fingers and directions for moving or placing objects by pointing. It may be possible for childrento invent a more specialized system of signalling. Discuss possible advantages and disadvantages of bothnon- verbal and verbal interactions.

A main culminating feature ofthis activity should be a 1,ell-organized listing of quantities of goods, descriptions, and the calculations of money values. Graphs and tables can be used to show quantities andcom- parisons.

Occupations have *theirown . . . describe the work settings . work settings. of at least three retaiZ stores. ppo Career Information

The REACT page containsa checklist which may be used to record observations of the ways certain stores display-and store their goods. (Extra columns are provided for additional conditions.) Encourage inferences .

242 253 about working conditions and skills /needed as suggested by the kinds of goods and their. arrangements.

CB/Level 6/1

"How the Stores Stack Up"

.../

24 254 . ft HOWTHE STORESSTACK UP

(3 Choose three different kinds of storesas subjectsfor observation.

Look for the -ways thateach store displaysor storesits goods. -- .. 4 Use this checklist toidentify displayor storage equipment.

I. ul ul w ce LU LU LU ul nc I LU w 2= . g CC CD CM (-) C-.) Name of store

Kind of store

Name of store ,

Kind of store

Name of store

Kind of store 1 .

Which store would be the easiestto inventory? Why?

Which store would be the hardestto inventory?Why?

Which store would you mosi liketo work in?Why?

REACT Page 244 CB/Level 6/1 255, CLERK WORK

Sixth Experience Level Activity

Performance Objectives

Coping, Behaviors Dimension'

. . . use one's voice appropriately inat leat two different salesclerk tasks.

Career Information Dimension

. . . describe the differences between salary and commission.

Educational Awareness Dimension

. . . relate one's own academic skillsto a retail sales situation.

Subject MatterConcepts

Language Arts Mathematics Listening and Speaking Problem Solving Role playing Money concepts Giving and taking directions Percents Noting and remembering details Social Studies Economics Stores Role differentiations

3:7

PreplanningSuggestions]

Sales slips, clerk identificationtags, and other necessary sales clerk records (If theseare not available, secure Vie appropriate materials for making your own.) Play money, check forms, creditcard slips 245

256 CLERK WORK

. J Either in conjunction with the inventory 'activity, or in a separatecon- text, provide opportunities for'pupils to 'role play various retail clerk experiences. Prepare containers_ for cash registers, name tagsor some ,other identification for clerks, and forms to use as sales slips and play money.

Earnings vary with occupations. . . . describe the difference Creer Information between salary and commission. . PPO

KnowlIdge and skills in subject . . relate one's own academic mat.i.er areas are helpful in skills to a retail sates situa- occupational competence. tion. PPO Educational Awareness . use one's voice appropriately in'at least.two different There are effective interper- salesclerk tasks, .PPO sonal relations skills for giving or evaluating instructions.

Coping Behaviors Capitalize on the "playing store" interests of the pupils to incorporate interpersonal relationships into the usual buying and selling activities-- e.g., questions about sizes, colors, styles; demonstration of theuse of a product; conversation anong store employees; non-sales duties ufa salesclerk. Stress voice differences for describing, being cordial, "pres- suring," etc.

Guide role playing to includediffer- ences in treatment of customers--does the clerk wait to be asked forhelp or take the initiative? 'Which treatment do children actually prefer when they go to a store? Does it depend on the type of store,, on their moodat the time, amount of time, etc.?

Besides the money calculations ofsales, include the ideas of salary andcom- missions in the math concepts used.

246, -2-57--- Compare getting paid by salary alone, by commission alone, and bya combination of both.

, The REACT page presentsa few math exercises in an imaginary salescon-

text. Many more similar questions , and problems may be devised by teacher or pupils.

CB/Level 6/2

"Strange Pet Store"

247 258 STRINGE" Fl Er. STORE

Suppose you were a clerk in thisStrange Pet Store.

WASPS GOLDFisti

12.50

HORNETS 500 Worrns250' '2.25 .a CentipeOs650 SPI pg RSifi.75 Miitipedes85si

If a customer wanted to spend $5.00and bought 1 goldfish, howman worms

could he also buy?

How many worms. could he buy if he bought 2goldfish?

How many goldfish coulehe buy if he bought-8worms?

Ifa customer returned a -wasp and a butterfly, howmany silverfish could he

get in an even exchange?

1,7

If a customer had $10.00 to spend, how,manyspiders could he buy?

What would the change.be?

For $10.00 tow many hornetscould he buy?

What would the change be.? -

If a Customer bought an equal -number of centipedesand millipedes, how

many of eaCh could he get for $5.00?

24 'REACT Page- CB/Level 6/2 259 CLERKS OF ALL KINDS

Sixth Experience Level Activity

Performance Objectives

Goping Behaviors Dimension

. . distinguish between statementsof observable fdcts and of feelings or opinions.

Attitudes and AppreciationsDimension

. . cite at lcast too sales positionssuitable for men orwomen.

. . . classify a particular numberof sales behaviors accordingto the wor,: settings.

Career Information Dimension

. . . point out possible pleasantor unpleasant featzthes of at Zeast one sales job.

Educational AWreness.Dimension

. . . identify at least tWo facts aboutsales persons learned outside of school.

Subject Matter Concepts

:Language Arts Social Studies Listening and.Speaking 'Economics Discussion skills.- Goods and services Noting details Role differentiation Writing Ski,lls 'Interdependence Reports from research Stores

Preplanning Suggestions

Atidio-visual materialsabout kinds of sales people Pictures of sales people 249 260 CLERKS OF ALL KINDS

Brainstorm with pupils on whatever ideas they have about salespersons. What kinds of places do they work? What kinds of,things do they sell? What skills do they need?What rewards do they get from their work? How is selling different today than in earlier times?

There are effective interper- . . distinguish between state- sonal -relations skills for ments of observable facts and giving or_evaluating instruc- offeelings or opinions. PPO tions.

. . point out possible pleasant Coping Behaviors or unpleasant features of at least one saZes job. PPO The individual worker determines

. which aspects of an occupation . . cite at least two sales may be pleatant or unpleasant. poeitions suitable for menor women. PPO Career Information

. . identify at least two facts A great many tasks.can beper- about sales persons learned out- ' formed by men or women. side of school. PPO Attitudes and Appreciations , As the facts and opinions about sales Career-oriented learning may people accumulate, guide the discus- take place in school or out of sion toward some organization of the schoOl. ideas that will providesome basis for further individual or small Educational Awareness group study into a particular aspect of retail ,sales'. Encourage pupils to take an interest in at least one retail sales position characterized bya specific product or work setting. (Don't forget the traveling salesman!) With the very wide variety of sales positions, almost any .child should be able to .find a type about which to do some: research and reporting. History my be a good approach insome cases. Pro- vide movies, filmstrips,or printed materials to help broadpn horizons with.respect to different kinds of sales jobs.

250-

261 Most ocCupations include common . classify a particular expectations, such as punctuality, number Of sales behavior's dependability, and avoidance of according to the work settings. excessive absence. PPO Attitudes and Appreciations The REACT page offers a,checklist for tallying the activities of two different kinds of salesclerks. Help pupils to anticipate possible problems that may arise "just standing around a store." Permision from the clerks themselves would likely be obtained if they know, the purpose of the observations.

Clarify tallying procedures (114J 11), and suggest that an equal amount of time be used for each observation. Use the results of the observations for further discussion and study,especially in terms of pupils' opinions and feelings about the various tasks of retail sales. How do different work settings affect the nature of the salesperson's job?Which activities seem appealing, or unappealing, to the children?

CB/Level 6/3

"The Work-A-Day World"

,251

262 11 THE WORK A-DAY WORLD

SHOE SALE 1141 i I This checklist is to help milli you .keep track of things that re- I .l -kt4 tail salesclerks do. Choose two / different kinds of stores in whith . youcan observe a salesperson with- . out getting too much in the way. Make a tally, mark in theproper i space whenever the salesperson does that particular thing. Extra lines c47.70W-- are provided for other behavior you may happen to, see. 1 l------5f i

Name of store Name of store

Kind of store Kind of store

, Talks with custormr . Handles money

Shows goods to customer

Tal ks with other empl oyees

Arranges goods

Do you think you would like to work at either. of these jobs? .

Why? . . '

Share your observations and opinions withyour teacher and classmates. , . , 252 REACT Page 263 CB/Level 6/3. PINPOINT PATTERN

Sixth Experience Level Activity

IPerformance Objectives

Coping Behaviors Dimension

. . share map-making and data-gatheringskiZZs with a classmate.

. compare one's experiences ofgroup learning and individual Zearning.

Attitudes and Appreciations Dimension

. . . reZate the goods and services ofat Zeasttwo local retaiZ establishments to.the needs of the community.

Career Information Dimention

expZain why a particular local retaiZestablishment is located

where it is. .

Subject 14tter Concepts

Social Studies Language Arts Geography Reading Map keys For information Special purpose maps Sociology-Anthropology Communiiy's wants andneeds Community reflects assumptions and values.

Preplanning Suggestions

Large local map of retailareas Telephone books or other city directories

253

264 PINPOINT PATTERN.

Prepare pupils for making a largemap showing locations of local retailes- tablishments by discussing the idea of retail businesses in general. Why does a particular one locate where it does? How does a community determine the businesses that it includes? Help to identify stores by, types of products, services, sizes of buildings, numbers of employees, etc.

Specialized occupations result.in . . relate the goods and ser- .an interdependent society. vices of at least two localre- tail establishments to the needs Attitudes and Appreciations of the community. PPO

Technological, economic, social, . explain why a particular and.political factors influence ZocaZ retail establishment is supply and demand of jobs. located where it is. PPO Career Infprmation . . share map-making and data- gathering skills witha class- There .a re effectiVe interpersonal mate. PPO relations skills for giving and evaluating instructions Use the yellow pages of the telephone Coping Behaviors // directory as a basis for choosing which kinds of businesses to locateon the,-- map. The extent of the map area, of course, will depend on localoonditions and how far it is feasible togo. In gathering information and placing markers on the map, encourage children to help each other in decidingupon and following directions. The map pattern can be used as a basis for oiscussing commercial interactions and the ideas of resources and needs,supply and demand.

There are effective interpersonal . . . compare one's experiences relations skills for rgiVing-and-- ...... of group learning and individual evaluating instructions. learning. PPO

Coping Behaviors The REACT page emphasizes the distinction between group and individualre- ception of information. School situations atle obvious examples for the 254 265 front side of the page,so guide pupils to consider other situationsas well. Encourage volunteers to demonstrate being the "giver" of information or directions--toa single person, a small group, or the entire class.

CB/Level 6/4

"Singular and Plural Directions"

255 266 SINGULAR AND PLURAL DIRECTIONS

Offering and receiving instructionsare important sKills,for almostevery job.

Sometimes instructionsare given by one person to one other person; sometimes they are given to agroup of persons.

Think back over the last weekor two and try to rammber being toldor shown something when you werea member of a group and when you.were alone.

WHAT I WAS TOLD WHEN IN A.GROUP WHERE BY WHOM

WHAT I WAS TOLD WHEN ALONE WHERE BY WHOM

What difference does taking directions ina group or alone make to you?

(over) 256 REACT Page CB/Leyel 6/4 267 Now. think abokit times lately whenyou gave information or directions to a group of others and to just one person.

WHAT ITOLD TOA GROUP WHERE WHO

WHAT ITOLD TOONE PERSON WHERE WHO

Do you feel different telling something toone person and to a group?

How?

REACT P6ge 217 CB/Level 6/4 RELATED-MATERIALS

Behind the Scenes at the Supermarket (Film, Color, 11-min.)BFA Educational Media, 11 Michigan Venue, Santa Monica,California 90404, 1971. Behind the Scenes in a Department Store (Book) Leon Harris. J. B. Lippincott Company, East Washington Square, Philadelphia, Pennsylvania 19105, 1972.

Career Mothers (Sound Filmstrip) Valiant, Inc., 237 WashingtonAvenue, Hackensack, , New Jersey17602, 1972. - Country Store, A (Filmstrip) Eye Gate House, 146-01 ArcherAvenue, Jamaica, New York 11435, 1972.

How Do You Feel? (Filmstrip) Educational Reading Service, 320Route 17) Mahwah, New Jersey 07430, 1972.

I Want to Be a Sales Clerk (Book) E. Baker. Childrens Press, 1224 West Van Buren Street, Chicago,-Illinois 60607, 1969.

People Who Work in Stores (Film, Color, 11-minj_Coronet InstructionalFilms, Coronet Building, 65 East South-Raier Street, Chicago, Illinois 60601, 1972.

Retail Clerk, The (Sound Fi,lmstrip) Eye Gate House, 146-01 ArcherAvenue, Jamaica, New York11435, 1972.

Retail Food Clerks (Sound Filmstrip) Bowmar, 622 Rodier Driye,Glendale, California 91201, 1970.

Stores in Little Town (Filmstrip) Eye Gate House, 146-01 ArcherAvenue, Jamaica, New York11435, 1972.

258

269 RETAIL SALESCLERKS

The success of any retail businessdepends largely on its salespeople. Courteous and efficient servicefrom behind the counteror on the sales floor does much to satisfy customers ano to build a store's reputation. In selling items such as furniture, electrical appliances, or some types of wearingapparel, the salesworker's primary job is to create.an interest inthe merchandise the store has to offer. The salesman or saleswomanmay answer questions about the construction of an article, demonstrate its use, explain how itis cared for, show various models and colors,and otherwise help the customer tion. to make a selec-

In addition to their sellingduties, most retail salespeople makeout sales or charge slips, receive cash payments, Od give changeand.receipts. They, also handle returns and exchanges of merchandise. Salespersons usually are responsible for keeping their workareas neat and presentable. In small stores, they may assist in ordering merchandise, stocking shelvesor racks, marking price tags, taking inventories, preparing attractive merchandisedis- plays, and promoting sales inother ways.

The largest employers of retailsalesworkers are department and general merchandise, food, and appareland accessories stores. Men predominate-in' stores selling furniture, household appliances, hardware,farm equipment, shoes, and lumber, and in automobile dealerships. Women outnumber men in department and general merchandise, variety, apparel and acces,sories, and indrugstores. Some sales jobs are found in practically every community in thecountry. The vast majority of salespersons, however, work in large cities andin heavily populated subur4anareas.

Newly hired sales personnel usuallyreceive on-the-job instruction. They learn about credit and titherstore policies and may be given the specialized training required to sell certain products. In large stores, trainingprograms may be more formal, and beginners usuallyattend training sesiions fora few days.

Many stores offer opportunitiesfor persons without a college degree to advance to executive positions. Some salespersons eventuallybecome buyef's, department managers, or store managers;-others may transfer to officepositions for administrative work in personnel,advertising, or other fields.

Among the major factors contribdtingto the anticipated rise in retail sales jobs are population and economic growth, and the resultingincrease in the volume of sales. The trend for stores to remainopen for longer hours, while the number of weekly hours worked by salespersons continuesto decline, also will producemore need.

Salespersons in many retail sioresare allowed to purchase merchandise at a discount. Some stores, especially the largeones, pay all or part of the cost of employee benefits. Some full-time salespersons worka 5-day, 40-hour 25? 270 week, although in many stores the standardworkweek is' longer. Since SaturdaY is a busy day in retailing, employees usually worX that day and haveanother weekday off. Longer than normal hoursmay be Scheduled before Christmas and during other peak periods. Some salespersons regularly workone evening a week or more, especially in subdrban shoppingcenters.

Salespeople in retail trade usuallywork in clean, well-lighted places. Many stores are air conditioned. Some sales positions requirework outside the store; a salesman of kitchen equipment may visit prospectivecustomers at their homes, for example, to assist them in planning renovations, anda used-car salesman may spend much of his time working atan outdoor lot.

Adapted from:, Occupational Outlook Handbook,;1970-71-edition. U. S. Department of Labor,Washington, D. C. pp. 311=314.

260

271 ENVIRONMENTS FOR EFFICIENCY

'SIXTH EXPERIENCE. LEVEL1INFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: There are characteristics,which differentiate between jobs--both within and between occupational clusters.

OCCUPATIONAL FOCUS: Industrial Engineer

= ACTIVITIES

IN THIS I'NFUSION STRATEGY

1. World of Engineering

2. Through the Years

3.. Space and Stuff

4. TimeStudy'

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Oik i.t.% 116,...,..., .411.1,01,....."1", °i\it".c4:),L fil-i._ `<" -4111.

....,:,,,. Teacher Goals .

Teacher goals of this strategycombine a Coping Behaviors Dimension subconcept with subconcepts from Attitudesand Appreciations, Career InforMa- tion, and Educational Awareness, and subject matter concepts for theoccupation of Industrial Engineer. In this perspective the teacher's goalsare to:

Interest pupils in various types ofoccupational clusters and job families.

Encourage exploration.of the field ofengineering as an example of occupational,grouping.

Provide opportunities for simulatedactivities related to industrial engineers:

Structure experiences to enhanceawareness of the effects of changing working conditions.

262

274 275 ,1

WORLD,OF ENGINEERING

Sixth Expei-tvice Level.Activity

PerfOrmance Objectives4

Coping Behaviors Dimension

. . , report aboat knowledge and work skills required by at least three differentkinds of engineers.

. . . discuss the criteria that typifyengineering occupations.

Attitudes and Appreciations Dimension

. . . discuss the suitability ofa particular field of engineering for both men andwomen.

Career Information Dimension

. describe the differences betweenat least two different engineering work settings.

. . expZain probable vographicalreasons why a particular engineering activtty is located whereit is.

. . classify a given number of occupationsaccording to a specified number of skiZZrequirements.

Educational Awareness Dimension

. . describe a specific engineering job as an example of continuing learning.

Subject Matter Concepts

Social Studies Language Arts Economics Reading Goods and services Fot information Division of labor Reference sources Uses of environments Supply and demand Political Science Authority structures Rules.for interaction Community rights and requirements 276 264 ii Preplanning Suggestioh::

Encyclopedias, audio-visuals, booksto identify types of engineers and their needed skills Industrial engineer to interview

265

277 WORLD OF ENGINEERING

This activity is geared to distinguish the industrial engineer from other icinds of engineers. Help pupils to identify the industrial engineer as one who seeks, effective use of equipment, matertals, and people. Most other types of engineers deal more directly with.the creation and production of equipment and facilities.

Brainstorm from the term "engineer.." Find out what ideas the children already have besides the normally expected awareness of locomotive engineers.

There are characteristic§ Which . . report about knowlede differentiate between Sobs-- *and work skills required by at both within and betWeen occupa- least three different kinds of tional clusters. engineers. PPO

Coping Behaviors Lead children toward an understanding ,,""\ of engineering as a field that includes many types of work. Engineers may be labeled as civil, electrical, chemical, mechanical, military, etc. Their common concern is efficient application of the basic factors of production-- manpower, machines, materials.

Occupations have their own . describe the differences work settings. between at least two different engineering work settings. / Career Information PPO

. . explain probable geograph- Technological, economic, social, cal reasons why a particular and political factors influence engineering activity is located supply and demand of jobs. where it is. PPO Career Information Use audio-visual aids, encyclopedias, or other printed materials to increase knowledge about different types of engineering. Discuss similarities that help to group these types into a single job family.

.278 Further information may be secured by inviting two or more different kinds of engineers to visit the classroom and discuss theirrespec- tive jobs with the children.

In any case, zero in on the work of the ifidustrial engineeras distin- guished from the others. Identify his work settings, typical job expActations, educationalprepara- tion, etc.

Learning isa lifelong process. . . . describe a specific Educational Awareness engineering jobas an example of,continuing learning. PPO A great many taskscan be per- . . discuss the suitability formed by men or omen. of a particular field of Attitudes and Appreciations engineering for bothmen and women. PPO

The study of engineering taskscan be a good opportunity,to illustrate ths.:. idea of learningas a continuing pro- Crns during one's adult life. Expec- tations for employment forwomen in any engineering speciality is alsoan important consideration.

There are characteristics which . . discuss the criteria that differentiate between jobs- . typify engineering occupations. both within and betweenoccapa- PPO tional clusters.

Coping Behaviors Pupils croy be assigned topresent reports to the class or take part in a panel discussion of erlil!;-ering, in general, or industria!engineering, in particular.

Occupations require special . . classify a given number personal characteristics. of occupations according toa Career Information epecified number of.skill. requirements. PPO

The REACT page presentsa checklist in the form of a grid. The pupil 67 219 is to identify certain abilities as being normal job expectations in certain occupations. (Make sure that all pupils understand how to use a grid as a checklist.) The last line on the grid is for the pupil's self evaluation with respect to the same abilities.

CB/Level 6/5

"What It Takes To Be"

280 . 268 WHAT IT TAKES TO BE

Listed below are ten occupations with whichyou are probably

Alng the top of the grid aresome abilities that may or may not be relatea ix) each of the occupations. Check the boxes in the grid according to which abilities you think go with each occupation.

have. The last line is for you to check which ofthose abilities you

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Tfeep-Sea. Diver Bank Teller Carpenter Newspaper Reporter . Telephone Aperator Teacher , Plumber

YOURSELF

Which occupations have the same check marksas yourself?

What other occupations can you think of thatwould probably have the same check marks?

REACT Page 281 CL/Level 6/5 269 THROUGH THE YEAR?----N

Sixth Experience Level Activity

Performance Objectives 1

Coping Behaviors Dimension

. . compare the working conditions from at least two different historical phases in a given industry.

Attitudes and Appreciations Dimension

. . . describe how certain policies and proceduresmay change over a period of time for a given occupation.

Career Infocmation Dimension

. . teZZ about a tool or machine devisedspecifically to improve efficiency in a particular industry.

Educational Awareness Dimension

. explain how changes in technology and socialintelligence arncted production techniques ina given industry.

Subject Matter Concepts

Social Studies' Language Arts History Reading Industrial Revolution For information .Rate of change Making inferences Relation of geographyand history Modern life has rootsin past. Economics Labor unions Governmental regulations Production of goods and services Labor systems

270

282 Preplanning Suggestions

Information about changes in occupations Encyclopedias Films

271

283. THROUGH THE YEARS

Modern means of productionare the results of various historical developments. How far back a particular industry goes, of course, depends upon.a great-many variables.

The purpose' of this activity1s to search into the history of types of products with particular emphas.is on improvements in working conditions, equipment, and use of personnel.

There are characteristics which . :'compare the working con- differentiate between jobs-- ditions from at least two_, both within and between'occupa- differentshistorical phases-in tional Clusters. . a given induitry. PPO Coping Behaviors

Using interests of pupils and/oravail- ability of materialsas a basis, choose one kind of product for an in-depth study of the historical development of means of production. If time and cqn- ditions permit, ofcourse, further topics may be pursued.

Learning is a lifelongprocess. . . explain how changes in Educational Awareness technologyiand social intel- ligence affected production techniques in a given industry. A given work setting requires PPO certain policies and procedures.

Attitudes and Appreciations . . describe how certain , policies and proceduresmay change over a period of tine Occupations require the use of for a given occupation. PPO specific materials and equipment.

Career Information . . teZZ about a tooZ or machine devised specifically to improve efficiency in a particular industry. PPO

Possible topics of study could be:

The factory system as developed in 18th Century England and imported into America 272

284 The development of agricultural machinery, which can go backas far as desired

The development ofa particular mode of transportation from the viewpoint of changing designs and methods of production

The social legislation of both England and the United States since the early 19th Century, which sought to regulate working conditions

The creation and growth of labor unions

. The methods and stanclardsof the handicraft guilds in the Middle Ages

In any case, help children to maintain consciousness of looking for.job descriptions in different periods of history and in different parts of the world. Films, filmstrips, and printed materials should be available topro- vide sources of information.

The REACT page gives directions for the collection, classification, and organization of pictures of people working. Help pupils clarify the idea of job groupsor families. If a pupil can devise hisown system of classifying, well and good. Other- wise, suggest grouping by types of products, by services, by work settings, etc.

The teacher may want to addsubstance to the collection and organization of piCtures by creatinga bulletin board along the same linesas the pupils' activity.

CB/Level 6/6

"Groups of Jobs"

273 285

SPACE AND STUFF

Sixth Experience Level Activity

PeFformance Objectives

Coping Behavicirs Dimension

. . . define a given nuMber ofclassroom tasks acco2.-:.iing,tothe.. -skills or materiale required.

Attitudes and Appreciations Dimension

. . . discuss the feelings one haswhen working ina changed

environment. , .

. . describe the work ofa classroom committee as zz responsibility to the' entire class.

Career Information Dimension

. . adjust classroom furnishings.tocreate a new..work environment.

Educational Awareness Dimension

. . ..describe how ones attitude towardatask.might be: affected, by a change in work environment.

Subject Matter Concepts

Social Studies Language Arts . Sociology-Anthropology Listening and Speaking Individuals and groups 'are Discussion skills interdependent. Giving and taking directions thanging conditions produce 6. changing Values. Political Science School rules Sommunity rights and requirements Effects of common goals

275

287' ITreplanningSuggestions

Materials to make floor plans andrepresentative furniture in the classroom Note to parents about making rearrangementof furniture in a room at home

276

288 SPACE AND STUFF

This activity relates to the industrial engineer'sconcern with utilization of space and equipment.

Divide the class into committeesof about six or seven mebbers each. The task of each committee isto prepare a plan for changing the placement, and possibly the actualuse, of furniture and other materials and equipment in the classroom.

Occupations have their own work adjust classroom furnish- settings. ings to create a new work Career Information environment. PPO

. . describe how one's.attitude Learnihg achievement depends towarda task might be affected upon effort and ability. by a change in work environment. Educational Awareness ppo

. . . discuss the feelingsone - Completion of a worthwhile task has when working ina changed has value for the worker and environment. PPO for society.

Attitudes and Appreciations Discuss with the whole classthe need . to continue doing much of thesame school work that is already beingdone. However, add to this the possibility of one or two additional related activides as suggested byany of the committees. Then allow each committee a part of the school day to take charge as the 'industrial engineers."A diagram of a proposed floor plan for the classroom should be part 'of thecom-, mittees' preparation.

There are chiracteristics which . . . define a given number of differentiate between jobs-- cZassroom tasks according to the. both within and between occupa- skiZZs or materials required. .PPO tional clusters.

Coping Behaviors . . . describe the work ofa classroom committee asa responsibility to the entire class. PPO Work involves the acceptance of responsibility for a task.

Attitudes and Appreciations

289 The "industrial engineers" should be responsible for placing and prescrib- ing uses for physical equipment and materials. They may also direct the "teaching" that goes on during their tenure--subject, of course, to the real teacher's judgment and guidance. "Tasks" may be-aassified according to subject matter or some other criteria. Some division of labor may be formulated wherein special talents and skills of individualsare utilized to best advantage for topal class success.

The results of each changed environment should be evaluated with stress on differences in feelings and efficiency. What "industrial engineering" efforts help classroom work, especially for each individual's own good? What kinds of organizations or allo- cations are unsuitable for thepurposes of the classroom?

The REACT page directs pupils to rearrange the furniture in one of the . rooms at home. It might be helpful to alert parents to this activity for the sake of understanding and possible active cooperation. Emphasize keeping track of reactions of family members to changed furniture positions. What things are made more difficult? Is the difficulty a matter of familiarity or would it always be so? Why was furniture in the old positions in the first place? Were any.better positions discovered as a result of this activity?

A take-off on this activity could be making dioramas of offices, stores, classrooms, playgrounds, etc.

CB/Level 6/7.

"Furniture Shuffle"

278

290 Ask permission fromyour parents to. rearrange the furniture

room of your home for a day or two. Make a. diagram 6f how theroom

before and after your shuffling. For example:

F------

How many people used theroom while it was rearranged?

n what ways was the neW arrangement better thanbefore?

n what ways was the Jl d arrangement better?

Was eVerything naturned to its previousplace?

If something stayed ip thenew position, what stayed and why?

279 REACT Page CB/Level 6/7 291 TIME STUDY

Sixth Experience Level Activity

'PerformanceObjectives1

Coping Behavi,.:..s Dimension

. . . identify at least two diffe 77. and two similarities between doing thesame actimt-Z',, at different times.

liutitudes and Appreciatloos';imension

. classify a ..j:ven number of of,.-,Fa:onsaccording td expectations fo of time,

- Ce.rar Information Dimension

. . explain the element of'timeas a feature of the.work setting in the classrcom.

. distinguish the likes and dislikesof classmates concerning their own scheduling of classroomactivities.

, Educational Awareness Dimension

. . tell of at Zeastone instance in which a chnge of scheduling affected one's work efforts.

Subject MatterConcepts]

Social Studies Language Arts Sociology-Antnrcpology Liening and Speaking Changing conditions produce Discussion skills changing values. Givi-9 and taking directions' Individuals and groupsare interdependent. Political Science School rules Community rights and requirennts Traditional values, beliefs 280

292 PrePlanning Suggestions

Time schedule of classroom activities Time schedule of all school activitieswhich are predetermined

293 TIME STUDY

This activity relates to the industrial engineer's concern with efficient scheduling of time. In this activity, the regular daily schedule of classroom events is "up for grabs"--Subject to responsible limitations with respect to such items as a maximum amountcbf time for recess, deference to school regulations regarding attendance and dismissal, and schedules maintained by special teachers.

Occupations have theirown . explain the eZement of work settings. time as a feature of the work Career Infminat ion setting in the classroom. PPO

. . . ten of at Zeast one Learning aChievement depends instance in which'a change of upon effort and abiloity. scheduling affected one's work efforts. Educational Awareness PPO

. . . identify at Least two dif- There are characteristics which ferences and two similarities differentiate between jobs-- between doing the same activities both within and betweenoccupa- at different times. PPO tional clusters.-

Coping Behaviors Appoint or elect committees, each of which will produce a time schedule for classroom activities. Discuss various conditions that,can affect scheduling-.-sequence, duration of each activity, time of day, and nature of the activity. According to teacher judgment, allow eachcom- mittee the responsibility for scheduling and monitoring a morning,an afternoon, or an entire school day.

)The individual worker determines . . distinguish the likes and, which aspects of an occupation disZikes of classmatesconcern- may be pleasant or unpleasant. ing their own scheduling of classroom activities. Career Information PPO

Use this opportunity to departfrom traditional assumptions. For example, a given sub:iect may be treated more

294 282 than onde a day; a "morning regular" might be moVed to the afternoon; different children may be doing.different thin9s at the same time.

In any case, stress the advantagesof' both constancy and tryingnew methods. When and how do we do things thatwe must do despite likes and dislikes? When and how is it reasonable touse preferences or immediate appealas criteria for deciding upon activities? Encourage expressions of personal feelings about the effects.of scheduling and rescheduling. Is it letter to keep on the same schedule always? Should , the schedule be changedevery day, every week, or every month?

A given work setting requires . . cZassify a gizlen number of certain policies and procedures. occupations adcording toexpec7 Attitudes and Appreciai:ans tati,)nsfor use of time... PPO

The REACT page presentsan exercise in classifying occupationsaccordingto the flexibility of schedulingon the parts.of the individual workerS themselves. Help children anticipate scheduling opportunities as "usually- sometimes-rarely" conditions by discussing the work experiences of their parents or other adult acquaintances. Avoid any connotation thatmore or less personal control -over such timingis necessarily good or bad. ibis factor may be lirgely a matter of personal preference, enjoyed by some but not by others.

CB/Level6/8

"The Time Element"

283 295 >=;

THE TIME ELEMENT

Here is a list of fifteen different occupations.

Identify each one according to how much of thetime the worker is

able to control his own schedule:

Use this code: U for Utually

S. forSometimes

.R fOr Rarely.

. One of each kind is already done-foryou. s

fireman S teacher soldier

carpenter farmer janitor

secretary R but driver '.cook .

accountant cashier .policeman

U author Waiter mailman,

Now list some other occupations thatyou think would fit under each heading.

USUALLY SOMETIMES RARELY

What advantages wouldthere pe in being givena schedule to follow?

What advantages would there be in makingup your own sChedule of work?

How much of yOur Work tfthe would you like.to control whenyou have a:job? 1 284- REACT Page 296 -.CB/Level 6/8 RELATED MATERIALS

Behind the Scenes in a Car Factory (Book) Leon Harris. J.B. Lippincott, East Washington Square, Philadelphia, Pennsylvania 19105, 1972.

Business Organization (Sound Filmstrip) Eye Gate House,146-01 Archer Amenue, Jamaica, New York 11435, 1972.

Captains of Industry (Book) Bernard Weisberger. Harper and Row, Scranton, Pennsylvania 18512, 1971.

Factors of Production: What Do We Need to Get Work Done? (Sound Filmstrip) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1972.

Getting Along With Others (Filmstrip) .McGraw-Hill BookCompany, 1221 Avenue of the Americas, New York, New York 10020, 1970.

How Industry Began (Filmstrip) Eye Gate House, 146-01 ArcherAvenue, Jamaica, New York 11435, 1972.

Major Industries Today (Filmstrip) Eye Gate House, 146-01 Archer Avenue,

. Jamaica, New York11435, 1972.

New Fields (Book) Chester Thompson. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1971.

Problems and Attitddes in School (Film, Color, 9-min.) HenkNewenhouse, 1825 Willow.Road, Northfield, Illinois 60093, 1970.

So You Want to Go into Industry (Book) Edward Hodnett. Harper andRow,

Scranton, Pennsylvania 18512, 1971. .

-285

297' INDUSTRIAL ENGINEERS

Industrial engineers determine the most effective methodsof using the basic factors of production--manpower, macfiines, andmaterials. They are concerned with people and "th4ngs," in contrast to engineersin other specialties who generallyare concerned more with developmental work ject fields, such in sub- as power, mechanics, structures,or materials. They may design systems for.data processing and applyoperations research-techniques to complexorganizational, production, and lems. related prob- Industrial engineers alsodevelop management control in financial planning systems to aid and cost analysis; designproduction planning and trol systems to insure con- coordination of activities andto control the quality of products; and may design and improve systems for thephysical distribution of goods and services. Other activities of industrialengineers include plant location surveys, where consideration is given tosources of raw materials, availability of a work force,financing, and taxes; and the and salary administration development of wage and job evaluationprograms.

More than two-thirds oftne estimated 120,000 industrial employed in early 1968 engineers were in manufacturing industries. They were more widely distributed amory.4 manuFacturing industries thanwere those n other branches of engineering. SLme worked for insurancecompanies, construction and mining firms, and public utilities. Others were employed by retail organizations and other largebusiness enterprises to improve efficiency. operating Still others worked forgovernment agencies and educational institutions. A few were independentconsulting engineers.

The outlook is forcontinued rapid growth of employment of the profession through in this branch the 1970's. The increasing complexity of operations and the expansion industrial of automated processes, coupledwith the con- tinued growth of the nation's industries; are among the majorfactors expected to increase the demand for industrial engineers. Growing recognition of the importance of scientificmanagement and safety engineerinvin and increasing productiyity reducing costs also is expected to stimulatethe demand for sons in this branch of engineering. per-

'Besides those needed to fill new positions, additionalnumbers of industrial engineers will berequired each year to replace and die. those who retire The number needed to Fillthese vacancies, estimatedto be approximately 1,300 in 1968, will probably rise slowly in theFuture.

A bachelor's degree in engineering is the generally acceptededucational requirement for entrance intoengineering positions. having training in physics, Well-qualified graduates one of the other natural sciences, Orin mathematics may qualify far some beginningpositions in ehgineering. Some persons withouta degree are able to becomeengineers after long experience such as draftsmen in a related occupation-- or engineering technician--andsome college level training. Advanced training is being emphasized for an increasingnumber of

286

298 Graduate degrees are desirable for beginning teaching and researchpositions, and are helpful for advancement in most types of work. Furthermore, cin some engineering specialties, suchas nuclear engineering, training is generally available only af,the graduatelevel.

Some engineering curriculumsrequire more than 4years to complete. Approximately 25 institutions have 5-year programs leadingto the bachelor's degree. In addition, about 50 engineeringschools have arrangements with liberal arts colleges whereby ° a student spends 3 years in the collegeand 2 years in the engineering school, receivinga bachelor's degree from each. This type of program usually dffers the student an opportunityfor grdater diversification in hisstudies.

Some instituttons have 5-or 6-year cooperative plans under which students spend alternate periods in engineering school and inemployment in industry or government. Under most of these plans, classroomstudy is coor- dinated with practical industrialexperience. In addition to the practical experience he gains in this type of program, the student isprovided an opportunity-to finance part of hiseducation.

Engineering graduates usually beginwork-as trainees or as assistants to experienced engineers. Many large companies have specialtraining programs for their-beginning engineers whichare designed to acquaint them with specific industrial practices. These programs are valuable indetermining the type of work for which the individual is best suited. AS-they gain experience, engineers may move up to positions of greaterresponsibility. Those with proven ability are often able to advance to high-leveltechnical and administrative positions, and increasingly large numbersare being pro- moted to top executiveposts.

Adapted from: Occupational Outlook Handbook, 1970-71 edition. = TM. Department ofUbor, Washington, D. C. pp. 72-73.

287

299 A STATE OF REALLY SELLING

'SIXTH EXPERIENCE LEVELIINFUSIONSTRATEGY/I

7J.

CAREER DEVELOPMENT FOCUS: Previous decisions, peers, gratifi- - cations, needs, interestsandcareer information influence present.and , future decisions;

OCCUPATIONAL FOCUS:'k 'Real Estate Salesperson

:ACTIVITIES

IN THIS INFUSION STRATEGY

1. Loan Amortization

2. Nei0borhood Canvass

Spreading.the Word

4. Title Transfer

288

301 Teacher Goals

Teacher goals of this strategycombine a Decision Making Dimension subconcept with subconcepts from Attitudes and Appreciations,'CareerInforma- -tion, and Educational Awareness,and subject'matte concepts for the occupation of Real Estate Salesman. In this perspectiveqhe teacher',sgoals are to:

Provide pupils with some,tdea ofthe real estate salesman's role in the complexitiesof property transfer.

Help pupils apply their academicskills to activities related to the real estate business.

Make children aware of modes ofproperty, transfer of' other times and places.

Help children to consider howvalues, knowledge, and attitudes contribute to choicesin housing.-

Encourage appreciation ofhow other people use knowledge and values as bases for decisions.

289

LOAN AMORTIZATION

Sixth Experience Level Activity

Performance Objectives

Decision Making Dimension

. . describe at least two externalconsiderations affecting a decision by a character ina skit.

. infer at Zeast one valueassumption underlyinga decision by a character ina skit.

Att.11-1,1es and AppreciationsDimension

. identify a particular contributionmade to society bya -real estate salesman.

. . describe how the negotiation for a loan requires the sup-. . port of aZZ concerned.

Career Information Dimension

use terms from the real:estate businegsproperly in con- vereation.

Eduoational Awareness Dimension

. identify academic skills usedby,a real estate salesman in his wbrk.

Subject Matter Concepts

Mathematics Language Arts Problem Solving. . 'Listening and Speaking Multiple-step problems Playing roles with Facts and Operations dialogue Percents Figural Tables of data 291 Preplannin9 Suggestions'

Secure a mortgage guide,a realty blue book, loan repayment schedules: (Conlact a local .realtoror banker.) Contact a real'estate salesmanas a resource person or as a. person to be interviewed by'theclass. Diionaryft LOAN AMORTIZATION

To introduce the basic ideas ofse- curing and paying back a loan, help three children prepare a short Skit depicting a discussion amonga real estate salesman, a loan companyrep- resentative, and a prospective house buyer. Secure ahead of time a mortgage guide, a realty bluebook, or some other systematized compilation of loan repayment schedules. (A simplified pair of tablesappears on the REACT page for this activity.)

Knowledge and skills in subject . . . identify academic skills matter areas are helpful in used by a reaZ estate salesman occupational competence. in his work. PPO Ecgscat ionaI Awareness . . use terms from the reaZ .estate business prOperly in Occupations have theirown conversation. PPO vocabularies. Career Information Clarify the large mathematicalcon- cepts of principal, interest, and rate. From the repayment schedules, the role players will need to be able to find the monthly payment required for a given number ofyears, for a. given rate of interest, fora given principal. These.terms and their uses should be clarified for the audience.

Completion of a worthwhile task . . . identify d particular has value for the worker and contribution made to society for society. by a reaZ estate salesman. PPO' Attitudes and Appreciations . . describe how the negotiation for a loan requires A given work setting requires the support of all concerned. PPO certain policies and procedures.

Attitudes and Appreciations . describe at least two . external considerations affecting a decision by a character Previous decjsions, peers, grat- in a skit PPO ifications, needs, interests, -.and career informationinfluence present and future decisions. Decision Making 293 306 The content of the dialoguecan re- volve around the appraised value of the house as determined by theloan company, the amount of the downpay- ment available to the buyer, andthe salary expectations of the buyer. Use the chalkboard to illustratethe amounts and operations discussed. In general, the real estatesalesman should take part asa mediator and explainer--helping the buyer toun- derstand the conditions of theloan and the loan official to beaware of the status and needs of thebuyer. All these elements oughtto be clarified as forces thatcan and do influence these kinds of decisions.

Previous decisions,peers, . . infer at Zeast one .vaZue gratifications, needs, in- assumption underZyinga de- terests, and career informa- cision.by a character in a' tion influence present and skit. PPO future decisions.

Decision Making The skit may end witha definite decision for a specific loanor may "stop" to allow the classto consider possible decisions together. In either case, discuss theneeds and wants of the buyer andthe values they imply whicftwould affectthe decision. The loan official must also make a decision. What values and external conditions affectthat person? How does the role of the real estate salesman affectboth of the others?

The REACT page which followsincludes two simplified tables 'of loanamorti- zation payments and severalquestions related to the tables. Many children will probably needmore introductory practice with the tables and thein- terrelationships of the ideas of principal, interests time, andmonthly payments. This kind of material offers opportunity for illustratingthe economic factor in decision Making--

e.g., the balancing of lower monthly - payments against larger total interest, expense or paying more at first tore- duce the principal and subsequentin- terest expense. Interest expense, 307 294 for these purposes, is how, muchmore the borrower finally pays back.in addition to the original principal. Thus, subtract the original principal from the total repayment cost (amount of each monthly paymenttimes the number of months). Children will very likely need practice with simple numbers to gain confidence in dealing with-this interest expense calculaL tion.

OM/Level 6/1

"Interet Expense"

295 308 INTEREST EXPENSE

Borrowing money involves threemain ideas:

(1) The Principal, whichis the amount borrowed.

(2) The Interest, which iswhat you pay for the use of the money.

(3) The Time, which describes how long the money is loaned for.

Most loans are repaid in regular amounts each month. The size of these monthly payments is normally available in tables.

Here is an example of a table of monthly payments, determined bya 7% rate of interest:

MONTHLY PAYMENTS AT 7%

Principal 1 year 10 years 15 years 20 years 25 years

$ 1000 86.53 11.62 8.99 7.76 7.07 2,000 173.06 23.23 17.98 15.51 14.14 " 10,000 865.27 116.11 89.89 ,' 77.53 70.53 15,000 1297.91 , 174.17 134.83 116.30 106.02 20,000 1730.54 232.22 179.77 155.06 141.36

Th0-,-if you borrowed $2000 for15 years at 7% interest,you wbuld' be ekpectedto,pay back $17.98each month. .

HoW many months-at.0 there in.15years?

If you paid $17.98 for thatmany months, what would be the total amount you would pay?

How much more is,that totalamount than the original $2,000 that you borrowed? (This iS the total \ intereStexpense..)

On the other side of thispaper is.a table of monthly payments for similar loans ata 6% rate of interest. 296 Page 309 REACT DM/Level 6/1 MONTHLY PAYMENTS AT 6%

Principal 1 year 10 years 15 years 20 years 25 years $ 1,000 86,07 11.11 8.44 7.17 6.45 2,000 172.14 22.21 16.88 14.33 12.89 10,000 860.67 111.03 84.39 71.65 64.44 15,000 1291.00 166.54 126.58 107.47 96.65 20,000 1721.33 222.05 168.78 143.29 128.87

At 6% interest, what is themonthly payment for a loan of $2,000 for 10 years?

Hdw much less is this than the monthlypayment- for the same loan, for thesame time, at 7% interest?

What is the total interest,expensefor a loan of $15,000 for 15 years at 6% interest? Use these steps:

.How many .months are there in 15 years?

What would be the total amount paid in that many months?

How much more is that total amount than the original amount borrowed?

What is the total interestexpense for a loan of $15,000 for 15years at 7% interest?

How much ore is this than the totalinterest expense for the same loan at 6% whichyou figured just before?

What is the total interestexpense for a loan of $20,000 for 20years at 6% interest?

What is the total interestexpense for a loan of $20;000 for 25years at 6% interest?

-How much more does the 25-yearloan cost than the one for 20 years?

How could the rates of inter:est, or tte lengths of timefor repayment, help a borrower to decide how much to boriTiwand for how long? iREACT Page 310 DM/Level 6/1 2 97 NEIGHBORHOOD CANVASS .

Sixth Experience Level Activity

Iferformance Objectives

Decision Making Dimension

. . deScribe at Zeast.two reasons given by-a-neighbor fbTr.his choice of present housing..

Career Information Dimension

. . . relate a school activity to competence in real state

EdUcational AWareness Dimension.

identify specific facts abouthousing that one has learned _Outside of sChool.

Subject Matter:Concepts

Language Arts Mathematics Listening and Speaking ProbleM Solving Interviewing Averages Reporting

Social Stulies Sociology-Anthroliology Housing Values and purposes in behavior

Preplanning Suggestions-

re ror children to be out of the schoolbuildfhg for interviews or plan to invite several people into theroom for interviews about their homeselection: (See REACT pages.)

298

311 NEIGHBORHOOD CANVASS

Discuss.with children the things they like most about theirown houses (or apartments, etc.) and what they might especially look for if they were go- . ing to move. Use this momentum to prepare them to interview neighbors concerning the reasons for their choices of housing.

Career development includes . . relate a school activity progression,through stages of to competence in real estate educational and occupational sales.PPO training.

Career Information Help pupils realize' thata real estate salesman needs to know the kinds of things that different peoplelook for when they are shopping forhous- ing. Securing and storing information about these considerationscan be helpful,as the salesman anticipates supply-and demand.

The children shouldprepare carefully the questions they will a,sk their neighbors, how to explain why they are interviewing, and how torecor and report the results. Keep the-.1 ideas few and reasonably simple,bu be sure that reasons for neighbors' choices are included.

Career-oriented learning may identifY specific facts take place in school.or out about houSingthatone has of school.. learned outsicte of sChool. PPO

Educational Awareness . . . describe at least two reasons given by a neighbor Previous decisions,peers, grat- for his choice of present ifications, needs, interests, housing. PPO and career information influence present and future decisions. As reports are being prepared Decision Making or : given, help pupils concentrateon identifying people'sreasons as examples of interests, values, needs, previous decisions, or opinions of others.

312 The REACTpage provides a similar neighborhood contact activity,which ;onsiders the mobility ofpopulation. Help pupils appreciate thereal estate agency's interest in thefre- quency of "coming and going.". Both the purposes for choice oflocation and frequency of moving,mayalso be applied to local business establish- . ments.

DM/Level 6/2

"Coming and Going"

300 313 COMING AND GOING

The real estate salesman hasa great interest in how often peoplemove into and out of their homes. One way to get an idea .of this moving is to ask residents how long they have lived in their present home.

Choose a series of ten or twelve, homes in Or( near yoUr.neighborhood, from which:to gather such information. (These homes might be houses,apartments, or mobile homes.) In each case, introduce yourself, and request permission to ask two questions about their home:

1. Do you rent or.own your home?

2. How long have you lived here?

USE THE CHART ON.THE OTHER SIDE.OF THIS PAPERTO KEEp A RECORD OF THE RESPONSES TO THESE QUEST.IONS.

As you share your information with classmates,compare such things as:

. . the average'length of time people stay in each neighborhood. 9

. the number of owners and the number of renters.

. -.1engths of time that owners stay and thatrentqrs stay.

REACT Page DM/Level 6/2 NUMBER ADDRESS OWN RENT OF YEARS

302

REACT Page 315 DM/Level 6/2 SPREADING THE WORD

Sixth Experience Level Activity

PerfOrmance,Objeotives

Decision Making Dimension

. . describe the effects of one'sown knowledge or attitudes upon a preference fbr a particular house..

Attitddes and Appreciations Dimension

. reZate the services of reaZ estateagents to the needs of , at Zeast two other parts of society.

Career Information Dimension

.identify a medium of communication usedregularly by reaZ estate.salesmen.

Educational Awareness Dimension

. . . cite specific knowledge about housingacquired by means other than direct instruction.

Subject Matter Concepts

Langdage Arts Mathematics Reading Figural Making inferences Scale drawing Writing Skills Measurement Advertisements Area

PreplanningSuggestior7s1

En3argements of "For Sale" columns fromnewspapers . .Accumulate several "For Sale" columns from localnewspapers Supplies for children's ,notebooksof "For'Sale" advertisements Rulers and supplids for Making scaledrawings of floor plans Blueprints or floor plans of homes frommagazines or local realtors 303 316 SPREADING THE WORD

Copy ontO the chalkboard,or an overhead transparency, twoor three ad- Vertisements from the "Houses for

. Sale" section of a localnewspaper. . Discuss what featuresare.listed and Aat other information isincluded.

Occupations require theuse of . . . identify a medium of specific materials and equipment. communication used regularly Career inforrhation by real estate salesmen. PPO

. . . cite specific knowledge Career-oriented learningmay take about housing acquired bymeans place in school or out ofschool. other than direct instruction. PPO Educational Awareness

Use this discussion tointroduce the idea of collecting such "Housesfor Sale" ads for severalconsecutive dais in order to makea more'comprehensive study of their contents andimplica- tions. Help children anticipate how , they might keep their collections /organized and usable.The teacher may want to maintain a bulletin board as an example while each pupilCom- piles a notebook.

As the ads are accumulating,elicit observations from the childrencon- cerning such topics'as whatusually comes first in an ad, what percentage tells sow:thing about price,what abbreviations,are used, howmany give an exact location, what information seems to be missing in somecases, and how long a particular adruns: Distinguish also between adsplaced by private individuals andby real estate agencies.

Specialized occupations result . . relate the services of in an interdependent society. reaZ estae agents to theneeds Attitudes and Appreciations of at Zeast two other partsof sociecy. PPO

A04

317 Previous decisions, peers, grat- . . describe the effects of ifications, needs, interests, one's own knowledge or atti- and career information influende tudes upon a preference fora presert imd future decisions. particular house. PPO Decision Malfing

Lead pupils to realize that these ads represent ,a means of incometo the newspaperS as wellas seevices to prospectiVe buyers andlsellers. As a culminating activity encourage each child to choosean ad,which pre- sents a house that seems &specially appealing and to reporton why its particular features are attractive. Another possibility is to have pupils make up ads describing theirown homes or their "dream" homes.

This activity may be expandedto study how people in other occupationsuse the classified ads to publicizetheir goods and service5.

The content of house-for-sale adsis given a visual form in the REACTpage. Be sure the idea of scale drawingis reasonably well established before distributing the page. Meanwhile, help pupils relate the ideas ofvalues, needs, and choice to housingaccommo- dations.

DM/Level 6/3

"Specifications S-heet"

3 )5

318 SPECIFICATIONS SHEET

Eledroom Bath 0;nhiciI.KitchenI Utility # 3

Living

Bedroom Garage

SCALE Bedre0 )-a- 3, # df

This floor plan for,a 3-bedroomhouse is described on the simplified versionof a realtor's specificaticins sheet below. Make sure you understand how the floor plan and the "specs" sheetare related. (The heating and specialfeatures descriptions do not show on the floor plan.)

LIVING 15 x 18 BEDROOM-I 9 x 15 UTILITY 9 x 12

DINING 9 x 9 BEDROOM 2 9.x 101/2 BASEMENT None

KITCHEN 9 x 9 BEDROOM 3 9 xfi GARAGE. 12 x 24"

CLOSETS 5 SPECIAL FEATURES

Water Softener HEATING GaS, Aluminum Siding Forced Air

Look for floor plans and descriptionsin magazines about homes or building construction for more different ideas abouthouse designs. On the other side of this paper inventa floor plan of your own and fill in the specifications that help to describe it. 306 REACT Page 319 DM/Level 6/8 .

LIVING .. BEDROOM 1 UTILITY

_ DINING _. BEDROOM 2 BASEMENTJ

KITCHEN .BEDROOM 3 - GARAGE

CLOSETS ',SPECIAL FEATURES ,. _ . _ HEATING .

. 4 .

307

REACT Page 320 DM/Level 6/3: TITLE TRANSFER

Sixth Experience Level Activity

Performance Objectives

Decision Making Dimension

. . describe how at least two external conditionsinfluenced an historical decision about the transfer of 'Land.

Career Information Dimension

. . . explain probable geographicalreasons why a particular property would change hands.

LS.ubject Matter Concepts

Social Studies History Modern life has roots in the past. Economics Competition for resources Political kience Rules for interaction Sociology-Anthropology Individual characteristics Values and purposes in.behavior

IPreplanning Suggestions

Audio-visuals for land transfers inhistory Actual copies of titles, deeds,etc., from courthouseor local abstract or real estate office

308'

321 TITLE TRANSFER

Use films, filmstrips, and/or printei materials to provide.informationon historical treaties with Indiansand/ or other land transfers between individuals or groups. Discuss the circumstances that influenced bothparties to decide to "buy" and "sell."

Technological, economic, social, explain probablygeo- and political factors influence graphical reasons whya par- supply and demand of jobs. ticular property would change Career Information hands. .PPO.

. describe hoW.at Zeast, Previous decisions, peers, grat- tWo external conditions in- ifications, needs, interests,' Auencedan historical de- and career informatibn influence cision about the transfer of present and future decisions. Land. PPO Decision Making

This study can be expandedinto other places and periods in historyto illustrate various ways andmeans of transferring control ofproperty (e.g., medieval fiefs, colonizationof the New World, acquisition of Romanprov- Ances, the Gadsden Purchase,the Pan- ama Canal Zone). Use the continuing ideas of value assumptionsand external circumstances .to maintainan organizing principle for the study, . which could take eventual formas skits or individualor.group reports.

. The 'complications of titletransfer represent one aspect Of the jobde- scription for a real estatesalesman. The following REACTpage aims to help the pupil relate One'sown ideas about the real estate salesman'sjob to one's own ideas about oneself. Some preparatory discussion about the

4 listed.task descriptions wouldbe helpful to pupils' thinking.

DM/Level '6/4

"Interest Inventony" 30.9 _322. INTEREST INVENTORY

This checklist contains several things that a worker mightdo while he carries out his job. Check each-itrn YESor NO, with an "X," depending on whether or not yOu think it descriliesa real estate salesman's work.

, HE IS ABLE TO: YES NO

. ,

. make his own plans for. theday _ read a_great deal while working .

use different kinds of tools

work -alone most.of the time'

fix things

use-arithmetiC

, mork outdoors most of thetime

: do many different things duringthe day

work with animals

handle money

travel out of town - .

wear a uniform

follow a regular schedule

meet many different people

\ , get a great deal of phyicalexercise

After you have.checked each item with an "X," for the realestate salesman's job, check each item again--this time with an "0," dependingon whether or not it describs what you,liketo do.

For which items doyou find each of these marks?

Frol X Mhat does each of these marks tell you about yourselfand the job of real estate'salesman?

3 1 0

REACT Page 323 DM/Level 6/4 RELATED MATERIALS

Credit CoOnsel,),; (Sound Filmstrip) Bowmar, 622 Rodier Drive, GlendaleCal- ifornia 91201, 1970;

Deciding: A Leader's Guide (Teacher Manual)H. B. Gelatt, Barbara Varen- horst, Richard Carey. College Entrance Examination Board,Box 592, Princeton, New Jersey 08540, 1972. ?

Don't'Stop Me Now .(Book) Childrens ip-ess, 1224 West Van Buren Street,Chicago, Illinois 60607, 1971.

Everyday Courtesy. (Film, Color, 11-min.)Coronet Initructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois "60601,1967. How to Hold Your Job (Textbook) Stanley Fhdell and John N. Peck. Steck-Vaughn, P. O. Box 2028, Vaughn Building,Austin, Texas 78767, 1970.

Real Estate Appraisers (Sound Filmstrip)Bowmar, 622 Rodier Drive, Glendale, California 91201, 1970.

Real Estate Management (Sound Filmstrip)Bowmar, 622 Rodier Drive, Glendale, California 91201, 1970. saving and Lending: Banks--What Do They Do With OurMoney? (Sound Filmstrip) BYA EdaTtional Media, 2211 Michigan Avenue, Santa Monica,California. 904(4, 1972.

WoUld Nou Like to Sell? (Filmstrip) Eye Gate House,Inc., 146-01 Archer

Avenue, Jamaica, New York .11435, 1972. ,

3 11

324 REAL ESTATE SALESMEN

Real estate salesmen and brokersare at the center of most property , transactions. They represent propeYtyowners who want to sell and findpo- tential-buyers for residential andcommercial propertfes.

Salesmen are employed by brokersto show and sell real estate; handle rental properties. some Brokers are independent businessmenwho not only sell real estate but sometimes'rent and manage properties,make-appraisals, arrange for loans to financ'e purchases, and develop neia buildingprojects. In addition, brokers manage[their offices, advertise properties, anddo other things necessary to opera* their businesses. Some who possess thenecessary . qualifications combine other work, such as selling insuranceor practicing law, with their real estate,businesses. Most real estate salesmen andbrokers sell residential property arld sometimes specialize in homes withina certain price range or in a particular area of the city. A few, usually those in large real estate firms,specialfze in commercial, industrial, of real estate. or-other types Each specialty requires knowledgeof and experience in-the particular type of property. Forexample, salesmen who speciali-zein commercial sales or leasing must understand leasing practices,bUsiness trends, and location needs. Salesmen selling oroleasingindustrial properties must be able to suPply information on transportation, uti'ljities, and laborsupply. Salesmen who handle farm 1A.operties must have considerable knowledgeof soil types,.water supply, drainage, andtransportation facilities. One of a salesman's most important duties is obtaining "list-ingsq--(getting-owriersto Place properties for sale with the firm). A. salesman spends much timeon the telephone to seek such listings and answer inquiriesabout properties. He ob- tains leads for listing throughadvertising and personal contact.

Because.a real estate purchase is a large investment, mostpeople buy only after careful investigation-and deliberation. A real estge salesman must tKerefore spend much timeaway from his office showiit and discutsing properties with prospective buyers. When a numberNof houses6.fffor sale in a new development, the salesman may operate from a! mOdel home. He explains special features which will meet particular needs of theprospective buyer (or repter) such as location of schbols, churches, parks,itores; neighbors; community facilities; mortgage pOssibilities; watersupply; rubbish disposal; and public transportation facilities. With a businesshian,'hemay discuss the' income potential of the property and answer questions aboutzoning, transportation, 'and community facilities. He also must be familiar withtax_rates and insurance needi. It is important that he tryto meet the-buyer'S needs and preferences and, at-thesame time, follow/the teller's instructions. When bargaining on price isnecessary, the talesman or broker must be ful negotiator who a skill-' considers both the buyer's and theseller's interests. In the closing stages of the sale, the real estate salesmanor broker often arranges for a loan, a title search, and the meeting at which. details ofthe transaction are agreed upowand the new owner takes possession of theproperty.

312

325 Real estate salesmen and brokers usually spendsome of their time checking listings of properties for saleor rent and making telephone calls to prospective clients. They also may answer telephone inquiriesabout properties, arrange appointments to show real&state, an0 keep records ofprop- erties listed, shown, sold,or rented.

313

326 SEARCH AND SOLVE,

ISIXTH EXPERIENCE LEalINFUSIONSTRATEGY

S.=

CAREER DEVELOPMENT FDCUS-: The decision-makingprocess can beused to determine one's preferences' between various job familiesat that point in time'.

OCCUPATIONAL FOCUS: Detective cu

ACTIVITIES

IWTHIS INFUSION STRATEGY.

1. Perception Practice a 0 .0..1. 2. Interview

3. The Detective Stony-

4. Tools of the Trade 0

Teacher Goals

Teacher goals of this strategy combine a Decision-MakingDimension subconcept with subconcepts from Attitudes and Appreciations,Career Informa- tion, and EducationalAwareness, tnd subject matter of Detective. concepts for the occupation In this perspective thetacher's goals are to:

Relate the work of the detectiveto-more general career considerations.

Encourage 'pupils to increasetheir own powers of c6ser:' vation and description.

Expand pupil know edge of the requireileniSfor°success in investigativewor

Encourage pupils to relate theirowat&tue s and , interests to the expectationsof investigative

3 15

328 3 16 329 PECEPTIOWPRACTICE

Sixth Experience LevelActivity

Performance Objectives

. Decision Making Dimension

. . explain why work involvingclose attention and remembering appeals, ordoes not 'appeal,to oneself%

identify at least oneoccupation,otheithan-the detective, which would requimkeen perceptive'Skills

Career Information Dimension

. describe a specific skillneeded for detective work.

Educational- Awareness Dimensidh

. . identify a classroom situationin.which one might improve perception skills.

relate one's own learniIng achievements toa particular job .regzirement.ofa detective.

' te2.2 the results ofVeliberate effort tdimprove, one's own pei,ceptibn skills.

Subject Matter Concepts c.

Language Arts Listening and Speaking Discussion Give and take directions Writing Skills Descriptions

317'

330 Preplanqing Suggestions

Prepare an area to,record chi1dr6'schoices of an item: Plan to have many Moveable objects in one area.of the room for'a week or so.

318

331 PEkEPTION PRACTICE

Have children sit so that they carnot .see what is normally the front of the room. Then give them fifteen minutes or so totOrite a list of as many things that are on the front wallas they can. Have them keep writing until toldto stop.

Occupations require special . . describe a specific skiZZ aptitudes. needed for detective work. 170 Career Information

Return children to "normal" seating and discuss briefly the number ofitems they noted and the descriptive modifiers they used.

The decision-makingprocess . . explain why work invaving can be used to determine one's cZose attention-and raiembering preferences between various appeals, or does not appeaZ, to ' job families'at that point in time. .oneself. PPO . Decision Making

Bring out that the ability to notice 'and to describe an object clearlyis essential for a detective. Encourage children to express theirown feelings (at the present time) concerningthis kind of work expectation.

Learning achievement depends . . identify a cZassroom situ- upon effort and ability. ation in which one might improve Educational Awareness perception skills. PPO

Discuss possible improvement inno- ticing and remembering by makingmore effort in conentration. Collect the pupils' paperfor later reference.

Tell children, now, to chociSeone object on the front wall and writea description of it in as mUch detailas possible. (E.G., its location, its size, its color, its texture,its shape.)

319

332 Knowledge and skills in subject . .. relate one's own Zearning matter areas are helpful in aChievements to a particular job occupational competence. requiremeNt'of a detective PPO Educational Awareness

HaVe a few .volunteersread their descriptions alou4, and takeadvantage of these examples to recalllanguage work with modifiers. On the chalkboard keep a tallY ofwhich'objects were chosen and how often. In case of high frequency choices,discuss reasons why, those objects. might have been popular. Identify objects not chosen by anyune at all--whynot?

Before the following day,change the position'of an objecton the front wall. Then ask if someone noticesa . change, Continue making one change (adding, moving, removing)each morning and a-fternoon fora day or two-- asking each time for theacknowledge- ment. Complete the activity thenby, having children turn aroundand repeat the original assignmentof list ing and .describing objectson the front wall.

Learning achievement depends , tell the resultsof delib- upon,effort and ability, erate effort-to improVe one'sown ,Educational Awareness perception skill's. PPO

Here; of course, it is hopedthat the lists will be longeror have Mbre de- tatled descriptions. Let children check these new effortswith their original papers, andpossibly.volunteer comments about theirbefore and after differenCes.

, The decision-making priness . . . identify at least can be used to determine onets one.occupation, other,than preferences between various the,detective, which would require job families at that point keen in perceptiVe skills. PPO , time.

Decision Making To wrap things up, discuSstypes of workers, other than detective's,who might benefit from skills ofobser- vation and description. .0120 333 The REACT page. which follows offers: further practice in close observation. A variation on tri.samd theme could be the classroom game in whichone child hides his eyes while twochil- dren switch seats (orone leaves the room). The "it" person then must identify the change.

DM/Level 6/5

"Switch and Seek"

.321 334 SWITCH AND SEEK

,On a table.arrange an assortment ofbetween 10 and 15 different objects.

I re

OMM&MMVMMMymmy WWWWW

Allow a classmate to look atthe assortment for 30 seconds,then turn his back to the table.

Quickly removeone of the objectsfrom the table, and haveyour friend face the table and try toidentify what was taken away.

Ather ways of playing thisgame coul.d be:

. . add another object.

. . . change the pdsition ofan object.

. change the location ofan object.

. . replace an object witha new object.

reverse the locations of two objects.

In addition, the length of timeallowed for the first lookmay be

increased or decreased. ,

REACT Page 322 DM/Level 6/5

335' c. INTERVIEW .

Sixth Experience Level Activity

Performance Objectives

Decision Making.Dimerfsion

. . . discuss how one's own feelings about detective work might change within ten years.

c Attitudes and Appreciations Dimension

. . identify the detective's partidUlar contributionsto society.

. . discuss the possibilities of girlsas well as boys becoming detectives.

Career Information Dimension

. . . report on the detective's occupational Zikes and.dislikes.

Subject Matter Concepts

Language Arts Listening and Speaking Interviewing Discussion Listening Role playing with dialogu2

Preplanning Suggestions

Plan an interview with a detectiveor police officer for a class activity. _Have "Lost and Found" columns from localnewspapers.

C': 323

336 INTERVIEW

Invite a local detective,or a police officer who can proyide information about local investigative procedures, to visit with the class anddiscuss his work.

":" Completion of a worthwhile task . . identify the,detective's, has value for the workerand for particular contributionsto so- society. ciety..PPO Attitudesand Appreciations

Prepare carefully for this interview. Help children anticipatenot onlyithe 1 questions they will wantto ask, but also how they wip contactthe person, how they will record the interview, and how they will followit up,. An interview, individualor group, offers an opportunityto practice communication skills as wellas to secure information. Be sure there is a substantial agenda witha definite beginning and ending.

-The individual worker determines . . report on the detective's which aspects of an occupation occupational likes and disZikes.PPO may be pleasant or unpleasant.

Career Information Besides fa(tual data about investigative workseek out theinterviewee's personal fhlings and optnionsabot his job. Why did he choose this 'kind of work2What does he like most? Least?Some kind of written report might be assigried to summarizethe contentof the interview.

The decision-makingprocess can . . . discuss how one'sown be used to determine onels pref- feelings about detective work erences between various job might change withinten z,e,..-,rs.PPO families at that point in time.

Decision Making . . discuss the possibilities of girls as weltas boys becoming detectives. PPG A great many'tasks can beper-- formed by.men orwomen. Attitudes'And Appreciations 324 337 As a fo low-up to the interview,encourage children. to relate theirown values, aptitudes, and preferences to thexpectations of detective work. What c anges might take placelater that w ld affect their present feelings? Ih particular, how do theboys' feel-ings differ from the girls'?

The REACT pageencourages further practice in seeking information. It would probably be helpful to studyseveral .examples of lost7and-found adstogether before the REACT page isdistributed.

DM/Level 6/6 -*

"Just the Facts, Ma'am" \ JUST THE FACTS iVtA'AM

.0ne of the detective's mottimportant tasks is securing information from various citizens. .

To give yourself some,practice ingathering information to help solve a particularcase, use one of these\ ads to prepare fora pre- 1.Lost & Found tended interview. Choose a classmate to help

you. I LOST, a diamond ringon Ninth Street, between GrandAvenue I Decide who will be the , and Main, on Sept. 4th. Reward. detectivle and Mrs. Mary Jones, 1922Maple St. who-will be the person who losti\the article in question.

Rlan carefully the questions LOST', smallblack-and-whife the detective must ask during fox terrier,near West Side the . meeting. \What Kinds of things Park on Sept. 1st. Reward. might the 'cytherperson say that 'William Sumner,902 Firtt St. could be helpful,or possibly not helpful? .\ LOST, a between and on Sept. 7th. Reward. Please call 246-7627,

After you have practicedyour skit;'.and perforithed At for the class, perhaps you might want to choosea real ad from.the lost-and=fOund column in the newspaper, and interviewthe person who placed the ad.

. I

326 REACT Page 339 THE DETECTIVg STORY

Sixth Experience Level Activity

Terformance Objectives

Decision Making Dimension'

0 compare one's own feeltngs about becoming a detective with those of a year ago.

. Career Information Dimension

. . define a specified number of terms associatedwith detective work.

Educational Awareness Dimension

. ..identify,information about detictive work thatone has learned outside of school.

ject Matter Concepts

Language Arts Listening and Speakfng , Discussion Listening Writing Sicills Descriptions

?replanning Suggestions

Become knowledgeable about detectiveshows on television. (Use a Sunday newspaper or watch annOuricements.)- Prepare a library area. *or detettive books andstories.,

327

-7 340 TiiE DETECTIVE STORY .

Have volynteers give oralreports to the class about detective showson television or books about detectives. Encourage identification of the activities which are tdsks withinhis job. What skills (physical, intellectual, social) does he need?Where and when does lie "work?".How is a private detective.different froma police,detective? What words seen! to bea special part of a detectiVe's world?

Career oriented learning May. . identify information take lace in sChool or out about detective work that of sch ol. one has Zearned outside of Educational Awareness school. PPO

. , deflne a specified num- Occupations have their-own ber of terms associatedwith vocabularies. detective work. PPO Career-Information

When dealing with materialsfrom pop:. lar media, of course,some attention needg. to be directed towardsauthen- ticity. Help children separate entertainment emphasis from factualinfor- mation. (This could bea topic to ask about during an interviewwith a ..real detective.) Comparisons with

information from reading, et other . less glamorizedsources may help this perspective.

The decision-making process . compare one's own feelings can be used, to determine about becominga detective with one'spreferences between thode bf a year ago. 'PPO various job,families at that point in time.

Dec ision Making Pupils may be invited toexpress their personal feelingV.,about becominga detective. How, if at all, have these feelings changed since earlieryears? Did anyone even give the ideaa thought? -If so, to what degree? If not, why not?

328 341 The "shadowing" REACT pagemay require teAcher judgment, depending upon the . temperament of the situation. Check , for attitudes that suggestnegative thoughts rather thangamelikefun. A possible substitute, 6r.corollary, activity could.be oral Orwritten de- scriptlons of classmates (or other nutually well-known persons)as "guess who?" clues.

DM/Level 6/7

"The'Shadow"

- 329 342 NE SHADOW

, Test your own powers of observationand staying power by "shadowing" one of your friends,for-a day.

Keep rack of such thingsas:

the tiMe he spends in different places.

. . whom he meets and talks s.ivt, with.

. what work he does.

. . his playtime activities.

. . what he is wearing.

what he had for lunch.

Remember, this is for fun, so be careful not tosay or do something that might be 'I I offensive.

'(-

One good test of your shadowing ability would be to shareyour observations with the "suspect" whenyou have finished, and see if he- (or she) agrees withthem.

Who knows?Maybe you are being shadowed, tool

330 REACT Page DM/Level6/7 343 TOOLS OF THE TRADE

Sixth Experience Level Activity

Ferformance Objectives

Decision Making Dimension

. . . rank order a set of occupations accordingto one's preferences for,the equipment normally Used.

Career Information Dimension

. describe;materials:and equipment used by.detectives.

. . . define a particular number of vocabularyterms concerned with dtective work

Subject Matter Concepts

Social Studies Political Science

Rules for interaction . ConStitutional basis for law Sociolbgy-Anthropology Technology produces changes. Individual characteristics Variety of services

Preplanning SuggestionsI

Provide a bulletin boardarea for a display of equipment used by detectives. Start a vocabulary list of materialsand equipment used by detectives. Have visuals and books aboutmany occupations in which special tools and materials are used.

331 344 TOOLS OF THE TRADE

, Use a bulletin board displayto help touch off a discussionof materials and equipment thatdetectives are ely to use in their dailywork. . The vocabulary listcan provide at least a beginningsource for ideas.

,Occupations require theuse of . . describe materials and specific materials andequtpment. equipment used by detectives.PPO Career Information . . define a particular number of vocabulary terms Occupations have their con- own vo- cerned with detective work. .cabularies PPO' .

Career Information This activitycan serve as a basis for individualor group research into one or more "tools of the trade." Help children thinkabout the items in terms of theiruses to a detective and thelr possibleuses to workers in other occupation. In addition, help the pupils list equipmentusually identified as essentialto one or more specific occupations.

The decision-making process can . be used to determine . . rank order a set of occu- one's pref- pations according to one's erencei betweenvarious job preferences for the equipmentnor- families at thatpoint in time. mally used. PPO Decision Making

Help children to thinkabout the relative utility of the items. Which ones are, highly specialized for-asingle use?Which have more thanone use? Which can be used inmore than.one occupation?Which ones could youop- erate right now?Which ones do you think yousould operateif you bad practice?Are there any that.youthink you could never-use? This approach,' could be one way ofallowing children to state their presentinclinations toward particular occupations.

33 2 345 The REACT page for "tool watching" would benefit from real practice with a film or filmstrip in school. Choose one which showsa particular character using differenttypes of equipment. Help pupils to identify the equipment, to'Aescribethe uses, and to consider the possibilitiesof their own competence in eachcase.

DM/Level 6/8

."Tool Watcher's Guide"

333 346 --- TOOLWATCHER'SGUIDE

While viatchinga detective show on television,use the fOrm °below to record the names of equipment, tools,or other materials that'the detectives,usein their work. Tell also how the object is used. Then check one of the threeboxes to show whether you think you would beable to use the object properly rightnow, or after some instruction andpractice, or probablynever.

Name of. Show

RIGHT 'AFTER PROBABLY - EQUIPMENT' HOW IT IS USED NOW PRACTICE NEVER .

On the other side of thepaper, make the same observations for two different kinds of work as theyappear on other shows.

REACT Page 2r3 1 DM/Level '6/8 347 TOOL WATCHER'S GUIDE

Name of Show

Kind of Worker

RIGHT. AFTER PROBABLY EQUIPMENT HOW IT IS USED NOW PRACTICE NEVER

Name of Show

Kind of Worker

RIGHT AFTER PROBABLY EQUIPMENT HOW IT IS USED NOW PRACTICE NEVER

335

REACT Page DM/Level 6/8 348 RELATED MATERIALS

Crime Scientist (Book) Mike McGrady. J. B. Lippincott Co., EastWashington Square, Philadelphia, Pennsylvania 19105, 1961.

Foundations for-Occupational Planning (Filmstrip) Science ResearchAssociates, 259 East Erie Streets.Chicago,Illinois.,60611.

Famous Detectives (Book).Eugene B. Block. Doubleday and Co., Inc., 501Franklin Avenue, Garden City, New York 11530, 1967.

Great Detectives (Book). Robert Liston. C11 Publishing Company, 750Third Avenue, New York, New York 10017, 1969.

I Can Do It (Woi.ktexts and Activity Sheets) George A. Pflaum,38 West Fifth Street, Dayton, Ohio 45402, 1971.

The People Around Us (Book) American Guidance Services,Inc., Publishers' -Building, Circle Pines, Minnesota. 55014.

The Policeman (Film, Color or B/W, 16-min.) EncyclopaediaBritannica Educa- . tional Films, Inc., 425,North Michigan Avenue, ChicagoxIllinois 60611, 1970.

Policeman Walt Learns His Job (Film, Color or B/W, 11-min.)BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1972. The' Rules We Follow (Filmstrip) Curtis A-VMaterials, Division of Curtis Publishing company, IndependenceSquare, Philadelphia, Pennsylvania 19105, 1966.

33.6

349 THE DETECTIVE

. The detective is part of the lawenforcement team. He works with the uniformed policeman, the chemistin the police laboratory, theballistics expert, the records clerk, and the radicdispatcher. he.detectivl's main contribution is gathering evidenceto help solve a crime and to result in the arrest of a criminal.

Most detectives are eloployed by policedepartments in large cities, where shifting populations and wellorganized criminal activities require control and.observation that cannotbe very well handled by uniformed police. , In larger cities, the detectiveis usually a specialist--working onlyon murder or manslaughter cases, or as a member of a squad dealing withnar- cotics, gambling, or vi6e. He may.concentrate on investigatingrobberies of stores, warehouses, or goods in'transit. As he works in onearea, the detective becomes familiar withparticular methods of investigation. He also gains sources of informationinside and outside the criminal world, and goes wherever his investigationslead him.

Some detectives are emploYed by privateagencies, department stores, hotels, or other business establishmentswhich require some form'of protection. Insurance companies may hire detectivesto investigate suspicious claims. Lawyers may need detectives totrace missing persons or to collect evidence.

The detective often spendsa great deal of time tracing leads or searching fe'r clues. He may pose as a worker of some kindin order to gain access to information or to keep trackof a suspect. _There may besome risk of being exposed to physica:violence or gunfire.

As a member of a municipal policeforce, a detective has usually served first as a member of theuniformed police. Generally, this requires sound physical condition, certain heightand weight measurements, andage limits that are usually between 21and 35. A detective usually works alone, and needs initiative, good judgment,and the ability to accept responsibility. He must also be able to work as part of a team when the situation. requiresit. In any case, to carry out hiswork, the detective needsa good memory, highly trained reasoning powers, patience,and perserverance. Knowledge of law and awareness of the ways that criminals operate are also *Portant assets. He must be able to encountera variety of situations, people, and problems and adjust quickly to whatever conditionsmay prevail.

Detectives must usually have at leasta high school education, and pass a written examination given by the local civilservice authorities. Sometimes these examinations may be competitive. English, civics, mathematics, and other college-preparatorycourses are recommended as preparation, with journal- ism, public speaking, and typingas also helpful. Some technical institutes, colleges, and universities offercourses in police science and administration, and investigative work.

A candidate begins with a period of from six weeks to three monthsas 337 350 - a probationary policeman. In-service training programs bysome local police departmentsprovide work for .experiencedpersonnel as well a§ beginning trainees. All.police and detective traineesare given a program of rigorous exercise to develop physical stamina. Unless he has had previous experience on a_police force, the private detectiveusually learns through on-the-job observation of experienced men. He often attends a technical schoolor.college to add to his knowledgeand skill.

A police officer usually must be on the force forsome timd before he becomes eligible for promotion to detective. The promotion may be basedupon exaMination or assignment by the head of the department. In seeking a job as a private detective, the applicantcontacts agencies, stores, hotels,.or other organizations directly.

In public service, detective work offers regular employment,good salaries,.and a secure future. The work: also offersa great variety of interesting situations. However, there are strenuousphysical. requirements ,fici irregular hours. Physical dangers and constantcontact with criminal /eleMents.of society may be considered possible, disadvantages. Long hours of / tracking downunproductive leads can be discouraging. /

'Employment opportunities willprobably continue togrow, especially. as urban areas enlarge. In addition, replacements willbe.needed as detec- / tives leave their jobs for retirement or otherreasons. The increase in self-service stores has added opportunities for store detectives,and more security personnel are.likely to be needed by other businessesand organizations.

338 351 LEISURE AND LABOR AT SEA

1SIXTH EXPERIENCE LEVEL1INFUSION STRATEGY'

CAREER DEVELOPMENT FOCUS: Leisure-time activities and interests may lead to a career, and one'scareer may, in turn, affect the amount and use of leisure time.

OCCUPATIONAL FOCUS: 161.16.1 Oceanogravier OEM

ACTIVITIES

IN THIS INFUSION STRATEGY

1. Underwater Observations

2. Marine Life

3. The Ocean's Water

4. Famous People of the Sea

5. Fact and Fiction

353 339 Teacher Goal's

Teacher-goals of thisstrategy combine cept with subconcepts a Lifestyle Dimensionsubcon-, from Attitudes.andAppreciations, Career and EducationalAwareness; and Information, subject-matter conceptsfor the occupation Oceanographer. In this perspective of the teacher's goalsare to: Encourage pupils to examine theirown and other peoples-' leisure-tiTe activities.

Help children to relate their own knowledgeand interests to oceanography topics.

Provide opportunities for understandingworking conditions in various phases ofoceanography.

Relate academic skillsto job phers. expectations-of-oceanogra-

Stimulate appreciatibn-of-therole of the and fantity. ocean in history

340

354

UNDERWATER OBSERVATIONS

'Sixth Experience Level Activity 4

Performante Objectiyes

Lifestyle Dimension

. YAdentify.a. particularleisure-tinm activity relating to oceanography.

'Attitudes andAppreciations Dimension

. . describe the responsibilities of maintaining an aquari

Career'Informati on Dimension

. . identify at Zeast one work setting for an oceanographer.,

, distinguish the Zikes and dislikesof students with regard. to tending fbr underwater UP.

. . describe how interests in aquatic life may be helpful 'to an oceanographer.

'SubjectMatter Concepts

Science Biology. Animals and plantsrange from one-celled to complex. Living things adapt to theirenvironment. Man can control the environment ofliving things. Animals differ in size andstructure. Scientific Method Use of senses to gather data Categorizations.

342

356 Preplanning Suggestions

Have several clear plastic boxvwith lids to useas aquariums. Library books, movies, encyclopedia for researching howto establish an aquarium' Plants for an aquarium Fish, snails, turtles, and otheranimals for the aquarium Lake or pond water', ifavailable Visuals about oceanographers Chart materials to record tnformátionabout changes in the aquariums.

343

357 UNDERWATEROBSERVATIONS

'Secure several clear plastic. utility_ or shoe boxes with covers. These should be at least three.incheshigh and be able tohold water. Assign one box to each two or three children for use as an aquarium..

Work involvescthe acceptance describe the responsi of responsibility fora task. W.Zities ofmaintainingan .Attitudes and Appreciations aquarium. PPO

Encyclopedia articles, inexpensive aquarium handbooks,or some elementary science' texts can offer basic dtrections for settingup a simple aquarium. The main issues are "ripe" water (which has set fora day or two), reasonably constanttempera- ture, and a not excessive amount of animal, life. Simple floating-plants (hornwort, anacharis, cabomba)can suffice, and a "bare bottom"can make . the observation of droppings and other'sediment easier.

Discuss the basic needs of all animal life and relate these ideasspecifi- cally to aquatic forms. Encourage suggestions and questions about the kinds of plants and animalsthat would be appr-opriate fOr these smallcon- tainers. Likely candidates could include guppies, small goldfish,or snails. Larger containers might have room for a baby water turtle ora salamander as well. In any case, samples of pond or lake water (if available).may providesome more unusual creepy-crawly critters.

OccupationsAiave their own . . . identify at Zeast one work.settings: work Setting for.anoceanog- Career Information rapher. PPO Leisure-time activities and . identify a particular interests may lead toa ca- leisure-time activity relating reer, and one's careermay, to oceanography. PPO in turn, affect theamount and use of leisuretime.

Lifestyle Help children realizethat their very small aquariummay be considered a suggestion of an oceanographer's world of work. This could be a goo& time to distinguishamong the various specialities ofoceanographers--using visual aids or printedmaterials for illustration and anticipatingother activities in this infusionstrategy. Encourage descriptions ofvisits to public and private aquariumsand personal experiences withlakes, rivers, or oceans. Relate early interest in underwater life to thepossibility of choosing marinebiology as a career.

Instruct children ina simple method of recordingtheir,observations from day to day. Has anythingnew appeared? Has anything disappeared? Has,the condition of the waterchanged? Does the aquarium reacha point when it ought to be clean.6d?Why?

The individual workerdeter- . . mines,whtch aspects of distinguish the likes an and dig:3(es of occupation may be pleasant students with or unpleasant. regard to tending for'underwater life. PPO c. Career Information , describe how interests in aquatic lift Occupations require special-- may be help- fUlto an oceanographer. personal characteristics. PPO

Career Information Encourage expressions ofopinions about the pros'and,consof maintaining the classroomaquariums. What. are the reasons for likingor dis- liking the actiVity? Discuss further the probable need foran oceanographer to.have some realinterest in the undersea world. As the activity is ended, reports fromobservations, related study,.or di:xussionsmay be in order. 345

359 The REACT page is an exercisein classifying animal forms. The "Oceanogra- phy" article of an encyclopediashould supply a reasonably detailedexplana- tion of the plankton', nekton,benthos categories. Plankton are the least likely to be identifiable inmany types, but the other two offermany varieties. Pupils may use words or pictures or both to fill in thesheet. This small sheet idea mightbe ex- panded into a bulletin boardproject.

LS/Level 6/1

"Animals of the Ocean"

346 360 N, ANIMALS OF THE OCEAN Animal life in the ocean is divided into three largegroups: NEKTON, and BENTHOS. PLANKTON, The plankton are mostlytiny creatures that float thg suffice, the nekton near are free swimmers, and the benthosare bottom dwellers. Look these words up and then fill in names or drawings'of several creatures in each group. See how many unusualocean dwellers you Can find.

Je llyfish

PLANKTON

NEKTON

347 REACT Page 361 LS/Level 6/1 MARINE LIFE

Sixth Experience Level Activity

Performance Objectives

Lifestyle Dimension

. . . describe how the study ofan ocean animal affected one's interest in theocean.

EducatiOnal Awareness Dimension

identify specific knowledge aboutocean. lij'e that. one has 'learned in school.

Subject MatterConcepts1

Science. Language Arts Biology Writing Skills Animals differ in site, ,Characterization and plot structure, movement. Living things grow. Living things adapt to their environment. Living things need food, air, waste disposal, reproduction. Scientific Method 'Describe similarities and differences.

Preplanning Suggestions

Books and audio-visuals about animalsof the ocean Materials foi' making simple bookletcovers (REACT page)

348

.362 MARINE LIFE

For a research activity, invitepu- pils to choose a particularexample of animal life from theocean ehvirbn- ment. This could involve anything from sea gulls or whalesto coral or sea cucumbers.

Career-oriented learningmay . . identify Specific knowl- take place in school or out edge about ocean life of school. that one has Zearned in 'school. . Educational Awareness

Instruct children tocompare their ocean animal with a more familiar land animal. Thus, if a child has chosen tO study the swordfish,he, can compare its adaptiv,7. tharacter- istics to those of thesquirrel (or the cat, etc.) in termsof such items as:

securing food oxygen supply temperature requirements protection from enemies reproduction life span locomotion body covering

Leisure-tiTle activities and . . describe how the study interests may lead toa ca- of an ocean animaZ afftcted reer, and One's career may, one's interest in the ocean. in turn, affect the amount ppo . and-use of-tetsure time. Lifestyle As the studyprogresses, seek opportunities for discussionor other in- dications of changes (or lackof changes) in pupil interestin the general topic of oceanography.

The REACT page for thisactivity offers an open-endedinvitation to creative writing by havingthe child identify with anocean creature he

349

363 has studied. Be sure that children know what an autobiography is.

LS/Level 6/2

"Autobiography of a Critter"

350 364 AUTOBIOGRAPHY OF A CRITTER

Suppose you changed places withan animal of the ocean fora

day, or a week, or a lifetime. What would be your feelings

and,ideas about whatyou are and how you live? What

kinds of things wouldyou see and hear?

What would you like to do? What would you --,=m42;05'

be afraid of? What other creatures.would beyour neighbors?

Make up a story aboutyour adventures as an oceanic creature.. You

may want to illustrate your story witha drawing. Fold a piece of con-:

struction paper to makea cover.

On the other side of ihispaper are some suggestions for ideas for your story.

351

REACT .Page 365 LS/Level 6/2 1' ,If you were a creature of the sea, you could tellabout:

your childhood

your friends

your enemies

your favorite foods

an exciting adventure you had

pollution problems

Oaces you have visited

your home territory

your ways of moving from one placeto another

how you breathe

what happens whena boat comes near

You might think about thingslike:

What might a s4ordfish thinkwhen it sees a sailboat?

How would an octopus feeland behave when it is frightened?

How might a moray eel feelwhen it slithers around a coral reef?

How would a scuba diverappear to a sea anemone?

What other animals mightan ichthyosaurus have met?

What might a seahorse andan oyster talk about?

352

REACT Pcige 366 AS/LeVel6/2 THE OCEAN'S WAIER

Sixth Experience Level Activity

Performance Objectives

Lifestyle Dimension

. . explain how interest in chegdstryor aptirude fbr mathematics might reZate to dcareer in oceanography.

Educational Awareness Dimension

. . . relate one's mathematicalunderstanding to oceanographic data.

Subject Matter Concepts

Science Mathematics Chemistry Facts and Operations Material things are Decimal fractions gas, liquid, or solid. Percents Matter is composed of Problem Solving atoms and molecules. Comparisons Elements have one type Multiple-step problems of atom in a molecule.

Freplanning Suggestions

Poster or overhead transparency of"Some Elements in Ocean Water" from the activity information Science and library books;movies about the eleMents ofwater

353

367 THE OCEAN'S WATER

On a large poster; an overhead transparency., or a ditto machine, make a copy of the'following partial table of chemical elements inocean water:

Some Elements in OceanWater

(Measured ingrams per metric ton, or parts per. million.)

Oxygen 857,000. Hydrngon 108,000. Chlorine 18,980. Sodium 10,561_ Magnesium 1,272. Sulfur 884. Calcium 400: Bromine 65. Rubidium 0.12 Zinc 0.01 Copper 0.003 Arsenic 0.003 Xenon 0.0001 Knypton 0.0003 lercury 0.00003 Gold 0.00005

Knowledge and skills in subject . . . reZate one's mathemati- matter areas are helpful in cal understanding tooceano- occupational competence. graphic data. PPO. Educational Awareness . . . explain how interest in chemistry or aptitude for mathe- .Leisure-time activities and matics might relate toa career interests may lead to. a Ca- in oceanography. PPO reer, and one's career may, in turn, affect the amount and use of leisure time. Use this table to encourageactive Lifestyle involvement in,identification ofchem- ical elements and practice withdeci- mal numbers. (A more complete chart may be found in an "Oceanography" -article in an encyclopediaor-an ad-fl science text.)

Clarify the metric units of weight, then direct questions toward combinations or comparisons, suchas: 354 3.68 In a metric ton of ocean water, how many more grams of chlorine are there than sulfur?

In three metric tons, howmany fewer grams of zincare there,_ than rubidium?

How many grams of kryptonare there in 27 metric tons?

How many grams of calciumare there,in a kilOgram ofocean water? .

How many grams of arsenic and bromine are there in-14 me.IFTC tons of seawater?

(Etc.)

The names of the elementt'maybe used to induce interest in atomicweights or the periodic table of elements. Consideration of erosion throughgeo- logic time apd how it affectsthe , content of seawater may also bea co.rollary topic.

The REACT page containsa table comparing solids in river andocean waters. :Call attention to these figures as percentagesrather-than particular weights,.

LS/Level 6/3

"Oceans and Rivers" OCEANS AND RIVERS

Look at the chart below andcompare the differing amounts of solid materials in ocean water andin river water.

Percentage of All Solids in Solid Materials . Ocean Water. River Water

Chloride 55.0 5.7 . Sodium ,.30.6 5. Sulfate 7.7 12.i Magnesium 37

Calcium , 1.2 20.4 Potassium 1.1 2.1

Bicarbonate 0.4 35.1 Silica small 11.7

Iron-aluminum oxides small 2.8 Nitrate small 0.9

Others small

, Which solid is most abundantin ocean water?

Which solid is most abundantin river water?

In both ocean and rivér:water, which solid is most nearly equal?

Flow muCh great

el. is the percentage of calcium in . river water than inocean water?.

How, Much less is .the rircentageof magnesium than sodium?

III river water, how muchgreater is the percentage of s?Aium than nitrate?

You can probably makeup many other similar questions for your friends ° tO figure out. TrY. it! 356 REACT Page LS/LeVel 6/3 370 FAMOUS PEOPLE OF THE SEA

Sixth Experience Level Activity

Performance Objectives

Lifestyle Dimension

. describe particular skiZZs inoceanography as they reZate to Zeisure-time activities.

Aititudes and AppreciationsDimension

. . . discuss the empioymentpossibiiitiesof women and men as oceanographers.

Educational Awareness Dimension

. . cite the work experience of -a famous ocean scientist 'asam example Of continuing-Zearning.

Subject Matter Concepts.

Science Social Studies Scientilic Method Geography Investigative and Man-made environmental evaluative techniques changes vary. History Specialized instruments Human experience iscon- help observations. tinuous and interrelated. Famous scientists have Economics made discoveries. Using naturalresources New fields of investigation c

Preplanrking Suggestions

LP Locate information about individualswho work in the ocean environment--Cousteau, Beebe, etc. Watch for televisionprograms about oceanography and oceanographers. Have booki' and encyclopedias aboutoceanography. 357i:

371 z FAMOUS PEOPLE OF THE SEA

Use films, filmstrips, or printed materials to provide information about.one or more well-known individuals whose work has involvedsome aspect of the oceanic environment. Possible choices might be:

Jacques Cousteau Peter Freuchen William Beebe Thor Heyerdahl August and Jacques Piccard Fridtjof Nansen

Reference migi,t alsO be made tocur- rent television specials.

Learning is a lifelong process. . . cite the work experi- Educational Awareness ence of a famous ocean scientist as an example ofcon- tinuing Zearning. PPO Leisure-time activities and interests may lead to a ca- . describe paeticular reer, and'one's career may, skills in oceanographyas in turn, affect .the amount they relate to leisure-time and use of. leisure time. activities. PPO Lifestyle . . discuss the emp26y- ment possibilities for women A great many tasks can be per- and men as oceanographers. formed by men or women. V PPO Attitudes and Appreciations

Have pupils choose aperson as the subject of a report--oralor written. Eacourage them to consider the lifestyle of individuals involved in work pertaining to the ocean. What interests and skills did theperson develop which helped withcareer tasks? How were skills and facts gained or improved diring leisure time?Are these expectations equally reasonable for men and women?

The REACT page for this activity di-' rects the pupil to relate hispres-- ert view of himself to job expectations in oceanography. Preface this

: 358 372 assignment with clarifications of the broad areas to be considered:

Chemical Oceanography Physical Oceanography Iliological Oceanography Geological Oceanography

The "Oceanography"'article ina good encyclopedia can provide furtherin- formation along these lines. Direct pupil thinking toward requirements in terms of physical condition,a.ca- demic preparation, personalinterests and values, tools and equipment,and working environments. Negative attitudes may be adjusted by choosing either the field most unsuitableor the field least unsuitable. Stress the identification ofreasons for opinions and try to relate ideasto present leisure-time activities.

LS/Level 6/4'

"Fields of Oceanography"

359 373 FIELDS IN OCEANOGRAPHY

OCEPAGORNI POSiCAL

currents surface ures Soli temperat ocean i?I. tskof CI"SitYor Lep tides geockwicol e(21vatet, moqements wave oceans of the 4740ce mix.ing oce,00 octloos ofseawater colors ettleots in

These lists represent ideas thatyou may encounter when learning

about four of the large fields ofoceanographic work.

Check the encyclopedia and other sciencebooks until you know

enough abmit each field to choose theone for which you think you are

presently most suited. Write a short description of howone of these

fields fits your strengths and weaknesses,health', and interests, as well

as your present knowledge:How do your hobbies or other activitiesfit

in.with thoughts about oceariography?

360

REACT Pdge 374 LS/Level 6/4 GEOLOGICAL

OCEANOGRAPHY ocean floor ooze

continental shelf continental slope seamounts

trenches

sounding devices

soovoe FACT AND FICTION

Sixth Experience Level Activity

Performance .Objectives

Lifestyle Dimension

. . . reZate outside readingor other learning to schooZ work.

Career Information Dimension

. . describe a tool or machine devisedfbr a special oceanographic task.,

Educational Awareness Dimension

. . 1 identilV at Zeast one fbct about the ocean's reputation that one has learmed outside of school.

Subject.Mattos Concepts

Science .- Language Arts Scientific Method Reading Scientific knowledge Judgments of stories, accumulates. characters Famous scientists have Visual imagination made discoveries. For information New fields of investiga- Noting tone and mood 0 tion Writing Skills Vocabulary building Social Studies History Exploration Human experience is continuous and interrelated. Relation of geography and history

Preplanning Suggestions

Audio-visuals about the lore of theocean. A list of books appears on the first page of the activity. Graph paper 376 362 FACT AND FICTION

Use films, filmstrips, printedma- -terials, or brainstorming withpu- pils to supply informationabout true and fanciful lore of theocean. For, example:

Poseidon (Neptune) Oceanids, Nereids, and Naiads Moby 0:ck Captain Stormalong Twenty Thousand Leagues Under tne Sea Exp orers of historical note The Voyage of the Beagle (Darwin) Polar expeditions Pirates and privateers Naval history Aquaculture

Career-oriented learningmay . . identify at leastone take place in schoolor out fact aboi0 the oceaWs of school. reputation that one has learned Educational Awareness outside of school. PPO

. relate outside reading Leisure-time activities and f,r, other learning to schoOl interests may lead toa car L;ork. PPO reer, and one's career may, in turn, affect the amount . describe a toolor ma- and'use of leisure time. c. devised for a special Lifestyle oceanographic task. PPO

Occupation's require the use of This extremely broadrange of pos- specific materials and equip- siblP,Subjects r,tJoted to the ment. ocean (past, present, ane, Future)can cf- Career Information fer motivation andsoc.rces for ir- dividual or group study,reports, skits, or creative writing. While accumulWng information, directpu- pils to loz:k especially forthe kinds of equipment used by thecharacters they are studying. Encourage use of outside resources.

The REACT page isa fun-type vocabulary experience. Some practice with cris..7,:rossing and scoringon the

377 .363 chalkboard or graph paper couldhelp pupils to prepare for workon their own.

LS/Level 6/5.

"Crisscross"

364 378 C RISSC ROSS

Use the list of oceanography words below to forma crisscros.s pattern

on the grid. Use all the words with as many crossings as possible'. You

could score .i/urself byfiguring the rectangulararea of the grid'that you usedconsdering the smaller the area, the better thescore. Examples of crisscrossing and scoring are on the other side of thepage.

Tv-

PLANKTON GLOBIGERINA WAVE AQUANAUT NEKTON DIATOM SALINITY TRENCH BENTHOS ALGAE BATHYSCAPHE CURRENT ABYSS FATHOM DREDGE SEAMOUNT

3 6 5 REACT Page 379 LS/Level 6/5 riaIIIIIIIIIIIIIINIIIIINIIIIIIIIIIIIIINIIIIINMIK E la K i LI EAM 0 N T.a A A-rectangle of 154 square N. L/V-BIGERINA units is needed to enclose this pattern. (11 x 14) L

- 4 I G A

1Y .. ___... REDG .

s V

00041,640"6"."...ad"."a".ta...... ""A"A"...0.6.0"#;""4"...."4

k,DREDGE S A rectangle of 126 square A A A. units is needed to enclose

M . L. L LOBIGERINA. this pattern. (9 x 14) U A N 1 : NEKTO N E . 4 T T '? --4...... m...... -Li

3 6 6

REACT. Page 380 LS/Level 6/5 RELATED MATERIALS

Exploring the World of Oceanography (Book) D. Telfer, ChildrensPres-s, 1224 West Van Buren Street, Chicago,Illinois 60607.

Food From the Sea (Film, Color, 11-min.) Bailey.FilmAssociates, 2211 Michigan . Avenue, Santa Monica, California 90404, 1972.

Ocean Products of Japan (Film Loop) BFA Educational Media,2211 Michigan Avenue, Santa Monica, California 90404, 1972,

Oceanography: Science of the Sea (Film, Color, 11-min.) BFA EducationalMedia, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. Our Working Worla (Multi-Media Kit) Lawrence Senesh. Science Research Asso- ciates, 259 East Erie Street,Chicago, Illinois 60611. Problems and Attitudes in School (Film, Color, 9-min.)Henk Newenhouse, 1825 Willow Road, Northfield,Illinois 60093, 1970. Saturday's Child (Book) Suzanne Seed. J. Philip O'Hara,Inc., 20 East Huron Street, Chicago, Illinois 60611, 1973. --- The Waters Around Us (Sound Filmstrip) Eye Gate House,Inc., 146-01 Archer Avenue, Jamaica, New York 11435, 1972.

You and the Oceans (Book) D. Sherman. Childrens Press, 1224 West VanBuren Street, Chicago, Illinois 60607, 1965.

Your Career in Oceanography (Book) Waldo T. Boyd. Julian Nessner, 1 West 39th Street, New York, NewYork 10018, 1968.

3d7

381 OCEANOGRAPHER

An estimated 5,200 oceanographersand.cicksely related technical_per- sonnel were employed in the United States in 1968. About four-fifths were employed by the Federal Government and colleges a d universities.Those Fed- eral agencies employing substantial numbers ofoc anographers were the Naval Oceanographic Office, the Bureau of Commercial Fiheries, andthe Environmen- tal Science Services Administration.

A growing number of oceanographers worked in privateindustry for firms that design and develop instruments and vehicles foroceanographic research. A few worked for fishery laboratories of state and localgovernments. The minimum educational requirement for beginning professionalpo- sitions in oceanography is thebachelor's degree witha major in oceanography, biology, a geo-science, one of the other basic sciences,mathematics, or engineering. For professional positions in research and teachingand for advancement to high-level positionsin most types of work, gradUate in oceanography training or one of the basfc sciences usuallyis required.

Undergraduate training inoceanography, marine science,ocean engineering, or fisheries was offered by only about fifteencolleges and universities in 1968; and onlyseven institutions offered the bachelor's with a major in oceanography. degree However, since oceanography isan interdis- ciplinary field, training in the related basic sciences, whencoupled with a strong interest in oceanography, is adequate preparation for-mostU64inning positions in the fieldor for entry into graduate school.

Important undergraduatecourses for the prospective oceanographer in the fields of-mathematics, are physics, chemistry, geophysics,geology, meteo- rology, and biology. In general, the student shouldspecialize in the particular science field which is closest to his area of interestin oceanography. For example, students interestedin chemical oceanography should a degree in chemistry. obtain

In 1968, about thirty-five colleges and universitiesoffered advanced degrees in oceanography and about thirty other institutionsoffered advanced courses in fisheries, marine science,or oceanographic engineering. The aca demic work of the graduate student in oceanography consistsprimarily of ex- tensive training in a basic science combined with furthertraining in oceanography'. The graduate student usually works part of the time aboardship--doing oceanographic research for hisdissertation and at thesame time acquiring familiarity with the sea and the techniques used to obtainoceanographic information. A variety of summer courses is offered by universitiesat the various marine stations alongour coasts. These are for both undergraduate end graduate students and are recommended particularlyfor students from in- 1-,4_ universities.

The beginning oceanographerwith the_bachelor's degree as a reearch or laboratory assistant usually starts or in a position involving routinedata collection, analysis,or computation. Most new oceanographers'receiveon-the- job training related to the specific work at hand. The nature and extent of

382

. 368 . the training.vary with the background and needs of theindividual. Thus, the new graduate who has a degree ina basic science rather than in usual-IS, can be provided oceanography enough understanding ofoceanographic principles to enable him to performadequately in this field.

Beginning oceanographershaving advanced degrees for research and usually can qualify teaching positions. Experienced oceanographers lected for administrative may be se- positions, in which they laboratory or direct may supervise a research specific surveyor research projects.

Adapted from: Occupational Outlook Handbook,1970-71 edition. U. S. Department of Labor,Washington, D.C. pp. 141-144.

3(19

383 KNOW THY CHICKENS

'SIXTHEXpERIENCE LEVELINFUSION STRATEGY

CAREER DEVELOPMENT FOCUS: There is a relationship betweelan individual's knowledge andacceptance of self and his career preference.

OCCUPATIONAL FOCUS: Poultry Farmer

ACTIViITIES

IN THIS INFUSION STRATEGY.

1. The Chicken Game

2. Poultry ProduCts

3. A Touch of Drama

EH 'o11! ty,.1 Teacher Goals

Teacher goals of this strategy combinea Self-Development Dimnsion sOconcept with subconcepts from Attitudesand Appreciations:Career :niwa- tioni and Educational Awareness, and subjectmatter concepts fOr the ocrupa- tion of Poultry Farmer. ' In this perspective the teacher's goalsare to:

Enhance pupil appreciation of realisticknowledge about one's own aptitudes and interests.

Give fiupils opportunities to'Matchself-knowledge with present career preferences.

Provide informational activities regardingpoultry farming and its requirements.

Relate poultry farming to other typesof farming and other types of businesses.

371

386

THE.CHICKEN GAME

Sixth Experience Level Activity

[PerformanceObjectives

Se] f-Development Dimension

. . explain how the workof a pouZtry farmer wouZd,or wOuld not, be suitable for. oneself.

Attitudes and Appreciations.Dimension

identifV the time scheduZingrequired by the raising of poultry.

. describe the'interdependence of thespeciaZties within the poultry buslness.

Career Information Dimension

. . Ziet materials and equipment requiredby a.poultry farmer. -7 . . explain why a,particular chicken hatcheryis Zocated where it is.

Educational Awareness Dimension

. . re/ate One's own skiZZs and,knowledgeto the poultry business.

1SubjectMatter Concepts

Language Arts Language Arts (Cont'd.) Listening and Speaking Writing Skills Discussion skills Writing a summary Noting and remeMbering Outlining details Paragraphing Reading Notettaking For information Library skills Social Studies Topics and subtopics Economics Grammar and Usage Division of labor Labeling and classifying Production of goods and services 373, Interdependence of city and rural 388 Subject Matter Concepts (Cont'd.)

R. Science Biology Living things need food,air, waste disposal;reproduce Man can control environmentsof living things.

Preplanning.Suggestions

Materials for keepinga record of brainstorming ideas Materials for children. to 'make notebooks--constructionpaper, e c. Resource materials aboutpoultry farming

374

389 THE CHICKEN GAME

More than 90% of poultry sold forMeat are chickens. Most of these birdsare raised in large commercial hatcheries. Others are a by-product of general farming. This activity seeksappre- ciation of the conditionsof poultry production.

Brainstorm with the children usingthe term "poultry" as a starting point. Encourage expression of anythingthat may come to mind on the subject and write the children's contributionson the chalkboara. Have chtldren jot down notes as they go alon4.,

Occupations require the use of . . . list materials and'equipment specific materials and equipment. requ.(7.red by a poultry fdrmer. PPO Career Information . . . explain why a particular chicken hatchery is located where Technological, economic, social, it is. PPO and political factors influence supply and demand of jobs. . . identify the time sched- ,- Career Informetion uZing required by the raising of poultry. PPO

Most occupations inclUde.common - . . describe the interdependence expectations, such,as punctuality; of the specialities within the dependability, and avoidance of poultry,business. PPO excessive absence.

Attitudes and Appreciations Discuss with children possibleways to organize the items they have suggested. Specialized occupations result in For example, larger headifigs might ,an interdependent society.

Attitudes and Appreciations different'kinds of chickmis different kinds'of poultry materials and equipment personal characteristics ofa poultry farmer customers of a poultry farmer businesses that supply the poultry farmer

Have pupils use their brainstorming notes'to begin an individual notebook s. 375 390 about the poultry business: Provide 'further information through selected audiovisual aids, encyclOpedias, and other printed materials. Part of each child's notebook could bea concentra- tion on one particular breedof chicken, including its historical development as a unique breed. For instance, the Rhode Island Red strain began in about 1850 whena sailing vess brought a little red-feathered roostr ':) Compton, Rhode Island: It was all :;() run with some of the local hens I the natural results were latc-t ,Toved upon by a man named

Isaac Wilbc .

In addii.lor, he d,Intities and functions of breed:nj Lrms, comercialhatcheries, and grow.i.9 farms could bedistinguished.

There is a relationship between T..n . . explain how the work ofa'

-individual's knowledge and . accep- poultry farmer would,or would tance.of self.and hiscareer pref- not, be suitable for oneseZf. erende. PPG Self-Development . relate one's own skiZZs and knowledge tothe poultry Knowledge and skills in subject business. PPO matter areas are helpful in occupational competence.

Educationnl Awareness As pupils become moreaware of the work of the poultry farmer,encourage expressions of personal feelingsabout the various job expectations. Which ticings seem appealing? Which things might be unple3sant or otherwise disadvantageous? How would a person getstarted in the poultry business? What knowledge and skills are needed? Do I h'ave, or could I acquire, any of these baSicrequire- ments? Vould I went to? Why, or why not?

, These ideas could be uided to the-notebook io a sepai.ate section. The pupil can tell whether or not lie poultry busint..ss might be suitablefor himself, together with reasors for thedecision at this time.

376 391 The REACT page directsfurther study. about kinds of poultry otherthan chickens. ThiS tan'lend itself to : 'ndividual work, an activity for small groups, oran activity for the whole class together.

SD/Level 6/1

"Let's TalkfTurkey"

3 7 7 392 LET'S TALK TURKEY

And not only turkey, but let's also put in a word for theduck, the

pose, the: guinea fowl, the pheasant,and the pigeon.

All of these birdsare raised Cpose

for their meator eggs.

Have you ever eaten turkey?

Probably so, right?How about

duck or any of the others?

.Have you ever eatenany kind

of eggs other than chickeneggs. pite,doluNc3F,

. Choose.one or more of Ahese kindsof poultry and find outas

:much as you can about its members. For'examp1e:

How are tame birds differentfrom their wild relatives?

What are their breedinghabits?

What different varietieshave been developed?

Where are.the largest hatcherieslocated?

How long does it take to raise the chickens toa size that can be marketed? '

Meanwhile, look for pictures of any or allofthese kinds of poultry. Perhaps some of your classmates would like to sharea collection orArade

pictures of different kinds ofpoultry..

378 REACT Page SD/Level 6/1 . 393 POULTRY PRODUCT::

Sixth Expoience Level Activity

Performance Objectives

Self-Development Dimension

. distinguish a rank order in one'stastes for poultry products.

Attitudes andAppreciations Dimension

. .relate the products,Of-the poultrybus.iness to the needs or expectationsofat least two other parts ofsociety.

Educational Awareness Dimension

. . . identify knowledge and skiZZs usedwith respect to the marketing and distribution of poultryproducts.

.Subject Matter Concepts

Language Arts Social Studies Grammar and Usage Economics Labeling and classifying Supply and demand Listening and Speaking Transportatign of goods Discussion skills Interdependence of city and.rural. Divisibn of labor

Preplanning Suggestions

Bulletin board display of uses of poultry products . Magazines, catalogs, newspapers, etc.for bulletin board pictures Resource materials for information aboutpoultry products

379

394 POULTRY PRODUCTS

This activity follows throughon. -implications of_the previous.one. Once the.poUl.try loroductsare shipped. from the hatchery or farm,what happens. to theM? -Are the birdsor eggs used for anything other than food?..

Specialized occupations result,in . . relate the products oj an interdependent society. the poultry business to the Attitudes and Appreciations needs or expectations ofat least two other parts of society. PPO Knowledge and skills in subject matter areas are helpful inoccu- . identify knowledge and pational competence. skills used with respectto .Educational Awareness the: markeiing and distribution of poultry products.. PPO

The main thrust of this'studyis t6, gathel and organize informationaboutany and all kinds of products that Canresu from the poultry-farmer'sdelivery of birds or eggs to the.generalmarket. To whom does a poultry farmer directly ship his products?What other middle- men are involved between the poultry- man and the ultimate consumer? What means,of packaging and preservingare used?

A combined bulletin boardand table display may be used to focuson such items, as:

(FOODS) TV dinners frozen meat pieS Canned soups prepared egg products. various'home-prepared form!..; of pet foods

(OTHER USES) feathers for decorations feathers for stuffings

38)0

395 fase,ly pets zoo exhibits experimental animals 0

There is a relationship between an . distingutsh a rank order individual's knowledge andaccep- in one's tastes for poultry tance of self and hiscareer pref- products. erence. PPO

Self-Development Discuss pupils'own experiences with poultry as food sourcesor otherwise. Has anyone ever eatena kind of bird other than chickenor turkey? What 0 , are the preferences of the class,for the different ways chickenmeat might be prepared? Has anyone had a fowl of some kind fora pet?

The REACT page applies the ideaof personal tastes toeggs and other poultry foods. Pupils willprobably need help definingsome of the methods of preparation ofeggs. A key concept for this consideration ofpoultry products is the interdependenceof the consumer and the poultry farmer. Help pupils to appreciate that tastesand preferences in eatingare essential factors in creating the marketthat the poultry farmer anticipates.

SD/Level 6/2

"What's Your Choice?"

381

396 WHAT'S YOUR CHOICE?

As you know, there are lots.of ways to cookeggs.

Some people even eet them raw!

Here are some of the most cOmmonways that eggs might be prepared:

F--1 Fried egg, sunny-side u), E] Poachedegg r--1 Fried egg,,over lightly EDHard-boiled' egg Fried egg, over hard Soft-boiled egg

SCrambledegg E] Egg salad

El Bastedegg,

Mark each box according to howyou feel about that way of preparing eggs. sMark yoursvery favoriteway with an "A." Mark the one you like least with an "X.," If there is one :that you havenever tasted, mark it with an "0." The ones that are left could bemarked "L" for likingor "N" for not caring.

Do the same for these parts ofa chicken:

r--1 Drumstick ED Back ED Wing 1 IGizzard [2] Thigh I I Liver Breast I I Heart

Neck .

382

. REACT Page 397 SD/Level 6/2 A TOUCH OF DRAMA

Sixth Experience Level Activity

[PerformanceObjectives

Self-Development Dimension

. describe at Zeast two personalcharacteristics required by farmers of any kind.

. . identify one's own present levelof academic skills development and locate areas in needof improvement.

Attitudes and Appreciations Dimension

. . take part in a dramatizationof a newly hired worker being oriented to duties ina commercial chicken hatchery.

. . discuss the suitability ofpoultry farming fbr bothmen and women.

Career Information Dimension

. . . point oUt potentially pleasantor unpleasant features of pouZtry raising.

Educational Awareness Dimension

. . . identi.t the training' or educational requirements fbr becoming a poultry farmer.

SUbject Matter Concepts

Language Arts Social Studies Listening and Speaking Geography Playing roles with Interaction between people dialogue and environments Pantomine Modification of environ- . Discussion skills ments Economics Division of labor Goods and services 0383 Interdependence of city and rural 398 C Preplanning Suggestions

Resource materials7-visuals, encyclopedias, booktmovies about poultry raising-and hatcheries LP.rge boxes, paints,etc. for background's for skits

384

'399 A TOUCH OF DRAMA

This activity suggests usingtypes of simple dramatizationsto provide pupils with means and motivationfor seeking further understandingabout the people in the poultry business.

A given work setting requires . . take part in a dramatization certain policies and procedures. of a newly hired worker being oriented to duties in Attitudes and Appreciations a commercial chicken hatchery. PPO The individual worker determines . . point out potentially pleasant which aspects of an occupationmay or unpleasant features ofpoultry be pleasant ot unpleasant. raising. PPO Career information . . . identify the trainingor educational requirements for becoming Career-oriented learningmay take a poultry farmer. PPO place in'school or out of school.

.Educational Awareness As knowledge about the poultrybusiness accumulates, interest pupils inusing their knowledge to developsimple forms of dramatizationon various themes about the subject. Some may prefer a skit format, othersa monologue or an interview approach. In any case, take full advantage of opportunitiesfor making props andscenery and for creating sound effects. Possible topics for dramatizationare:

The orientation ofa new employee to his work in a commercialhatchery

The orientation ofa new hen "employed" as an egg layer ina large commercial hatchery

A family on a smaller farmcarrying out their chores, especiallyin caring for the poultry

A chicken-hou,2 viewpoint,ofa family on a smaller farm carrying out their chores

'The adventures ofan egg from nest to frytng pan 385 400 . A great many taskscan be performed . discuss.the suitability 'by-men r women. of poultry fdrming for both men and women. Attitude's and Appreciations PPO

. . describe at Zeast two There is a relationship between an personaZ characteristics reqUired individual's knowledge and accep- by .farmers of any kind. PPO tance of self and his career preference.

Self-Development Discuss the ideas embodied in the dramatizations with emphasison the physical, social, and intellectual requirements for working in the poultry business. Relevant topics may be: understanding of the birds' needsfor health and growth; ability tostay with an established routine;knowledge of marketing conditions;dependence upon weather; relationship to suppliers and customers; organizationaland super- visory skills; anduse of tools or machinery.

There is a relationship betweenan . . identify one's. own present individual's knowledge and'accep- ZeveZ of academic skiZZs deveZop- tance of self and his career ment andJocate areas in need of preference. improvement. PPO Self-Development

The REACT page zeroes inon the subconcept of self-knowledge. Some discussion about self-knowledge,especially the implications foracceptance, would.be very helpful for mostpupils. Encourage distinction between passive acceptance, which assumesno future change, and active acceptance,which uses present reality as a means for readapting and improvingone's skills and attitudes as maturationand experience provide increasingper- .spective.

SD/Level 6/3

-"Row AM I Doing?"

386

401 HOW AM I DOING?

As you are getting close to entering juniorhigh school, take a good look at how you are doing inyour school work so far. Mark each" of the skills listed below

.with a "G" if you feel your work is good andyou really understand what you are doing;

with an "A" if you feel your work is average,or so-so, and you can keep track of things most of the time;

with an "N" if you feel you need to improve'your skill or understanding.

READING

ED I understand the readinglessons in school.

I read by myself .for fun..

CD I read by myself to find thingsout.

WRITING