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DOCUMENT RESUME
ED 074 664 EC 051 465
AUTHOR Contrucci, Victor J., Comp.; And OthersTITLE Learning to Earn a Living: A Resource Guide for
Implementation of the State Curriculum for theEducable Mentally Retarded.
INSTITUTION Kenosha Unified School District 1, Wis. Dept. ofSpecial Education.; Wisconsin State Dept. OfpublicInstruction, Madison. Div. for Handicapped -
Children.SPONS AGENCY Bureau of Education for the Handicapped (DhEW/OE) ,
Washington, D.C.REPORT NO Bull-2484PUB "FATE Sep 72GRANT OEG-59149-72NOTE 182p.
EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS *Class Activities; *Educable Mentally Handicapped;
Elementary School Students; *Exceptional ChildEducation; Guidelines; Lesson Plans; MentallyHandicapped; *Prevocational. Education; *ResourceGuides; Secondary School StUdents
ABSTRACTThe resource guide provides a selection of
approximately 50 teaching units on prevocational concepts and skillsfor use with educable mentally handicapped children at the primary,intermediate, and secondary levels. Stressed at each level aretraining for a job, choosing and getting a job, and working on thejob. Teacning units are organized into' behavioral objectives,activities, annotated resource materials, and evaluation. Fourteenunits at the primary level cover topics ,such as the farmer's work,why people work or don't work, jobs of the family, school as anoccupation, and responsibilities of the worker. Among the specificactivities of the 12 teaching units at the intermediate level arepantomiming jobs, discussing sources of family income, and readingnewspaper ads. A survey of local job opportunities, a study ofservices and agencies that assist in job finding, and a considerationof employee-emploYer relationships and wages are among the,activitiesof the 26 teaching units at the secondary level. A bibliography listsapproximately 150 books and 330 films or filmstrips, 60 otheraudiovisual materials, and 40 tests and evaluations. Entries ofteninclude an evaluative annotation as well as information regardingtitle, author, source, and cost. (DB)
FILMED FROM BEST AVAILABLE COPY
t
0
Lti
WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION
WILLIAM C. KAHL, STATE SUPERINTENDENT
Learning to Earn a Living
A RESOURCE GUIDE FOR IMPLEMENTATION OF THE STATr. CURRICULUM
FOR THE EDUCABLE MENTALLY RETARDED
Teaching Units prepared by
Kenosha Unified School District No. 1Department of Special Education
Donald P. Ricci, Coordinator of Special EducationRoger Andreoli, Teacher Consultant
and compiled, edited and printed under the direction of
U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOC,.:MENT HAS BEEN REPRO-DUCED FAACTLY Af.3 RECEIVED FROMTHE PERSON OR ORGANIZATION ()RIG:INATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY.REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY
Victor J. Contrucci, Project DirectorThomas S. Stockton, Project Consultant
James Despins, State Supervisor
September, 1972
William C. Kahl, State SuperintendentWisconsin Department of Public Instruction
John W. Melcher, Assistant Superintendent,Administrator, Division for Handicapped Children
Dr. Kenneth R. BlessingDirector, Bureau for Exceptional Children
Bulletin No. 2484
This resource guide was printed with funds under theU.S. Office of Education Project No. 20074 of Title VIof the Education of the Handicapped Act, under GrantAward No. 59149-72.
Foreword
This resource guide was developed by the Kenosha Unified School District under the leadership of DonaldRicci, Special Education Director; Roger Andreoli, Teacher Consultant, and eight special education teachers.The Division for Handicapped Children is pleased to share this publication with all teachers and others concernedwith the education of handicapped childi'en. The guide represehts another example of continuing cooperationbetween state and local educational agencies on behalf of children with special needs.
The guide is consistent with the Department of Public Instruction's Persisting Life Needs Approach to theeducable mentally retarded in the area of Wisconsin education. We sincerely hope that this guide as well aspreviously published guides will be utilized and modified as apprOpriate by teachers to meet individual needs oftheir pupils. Any suggestions you have for the further improvement of these empiric resource guides should bereferred to Mr. Victor J. Contrucci, Mentally Handicapped Section Chief ;n the Division for HandicappedChildren.
47,(eZzez_,John W. Melcher, AdministratorDivision for Handicapped Children
)
Acknowledgements
This resource guide was developed by special education administrators and a team of teachers from theKenosha Unified School District No. I in cooperation with the State Educational Agency Title V1-B,Education of the Handicapped Act Project, Implementation of the State EMR Curriculum.
The Kenosha Special Education Staff contributors were:
Donald P. Ricci, Coordinator of Special EducationRoger Andreoli, Teacher ConsultantJacqua (Spring) Koltz, TeacherGail Lindstrom, TeacherKaren Cederberg, TeacherLinda (Witte), TeacherMary Lubeck, TeacherJeannine DeSchneau, TeacherWarren Johnson, TeacherRichard Nopar, Teacher
The following personnel from the Special Education Instructional Materials Centers, The Division forHandicapped Children and the Division f'r Instructional Services were involved in the coordination,compilation, editing and printing preparation of the resource guide:
Kenneth R. Blessing, Director of the Bureau for Exceptional Children, DHC and former administrator of TitleVI-B EMR Curriculum Project
Victor J Contrucci, Program Chief of the Mentally Handicapped Section, DHC and project director of TitleV1-B EVIR Curriculum Project
James Despins, State Supervisor of the Mentally Handicapped, DHCKenneth McMahon, Instructional Media Specialist, DHCRobert Meyer, Career Education Coordinator, Instructional ServicesBetty Ross-Thomson, Field Director, Regional SEIMC-UWJohn Stadtmueller, Program Administrator of Title V I-B Education of the Handicapped Act.Thomas S. Stockton, Curriculum Consultant of Title VI-B EMR Curriculum ProjectCaryl Terrell. Publications Editor of Title VI-B EMR Curriculum ProjectBonnie Vailone, Publications Editor of Title VIi3 EMR Curriculum Project
Table of Contents
Foreword
Acknowledgements ei
Introduction
Primary Level Teaching Units1
A. Begins to learn about training for a jobI. Work in the area
a. What is work3
b. The farmer's work This is a sample of the in-depth coverage of an occu pationwhich may be appropriate at this level 5
2. One's own abilities and limitationsa. Why people work or don't work
180
b. Pre-vocational competencies(1) Attitudes and self-awareness(2) Skills 13
B. Begins to learn about choosing and getting a jobI. School as an occupation
a. Education 17b. Persona! appearance, personality, and character 20
2. Jobs of the familY 223. School workers
25C. Begins to learn about working on the job
I. Rights of the worker27
2. Benefits available to the worker29
3. Responsibilities o f the workeia. At home
31b. At school
324. Growth in social and personal skills
a. Acceptance by classmates and adults 35b. Continue interest in activities started and broaden interests 36
Intermediate Level Teaching Units . 37A. Develops ability to train for a job
I. Work in the area 392. One's own abilities and limitations
a. Why people work or don't work 43b. Pre-vocational competencies
(1) Attitudes and self-awareness 45(2) Skills 47
B. Develops knowledge about choosing and getting a job1. Requirements for employment
a. Education 49b. Self-care 51
2. Ways of getting a job 553. Services and agencies that assist in job finding 56
C. Develops knowledge about working on the job1. Rights of the worker 57
2. Benefits available to the worker60
3. Responsibilities of the worker62
4. Growth in social and personal skillsa. Acceptance by classmates and adults
64b. Continues inrerest in activities starred and broadens interests
66
Secondary Level Teaching Units 67A. Understands about training for a job
1. Types of jobsa. -Survey of local job opportunities
(1) Classification of jobs by skill69
(2) Industrial jobs 73(3) Service related jobs
77(4) Full-time and part-time work 79
2. One's own abilities and limitationsa. Reasons for earning a living
81b. Vocational competencies
(1) Attitudes and self.awarencss83
(2) Skills84
B. Understands about choosing and getting a job1. Requirements for employment
a. Legal papers required 86b. Skills and assets needed
(1) Tools 89(2) Task performance 90(3) Education and self-care 01
2. Ways of getting a joba. Letters of application and application forms 92b. Personal contacts and interviews 95c. Telephone contacts 98d. Newspaper want ads 101
3. Services and agencies that assist in job findinga. School related services 103b. Public employment services 105c. Private employment services. 108
C. Understands about working on the jobI. Rights of the worker 110
a. Labor and trade unions and working conditions 113b. Employee -employer relationships and wagesc. Unemployment compensation 115
2. Benef its available to the workera. Social security, insurance plans, and sick leave 118b. Pensions and retirement plans. 121
3. Responsibilities of the workera. Obligations to the employer 123b. Obligations to self and fellow worker
(1) Health, safety rules, and personal interactions 126c. Obligations to the government
(1) Income taxes 129 .
Appendices 131
Bibliography 135I. Books 1382. Films and filmstrips 1463. Other audio-visual materials 1684. Feedback collection 173
iv
Introduction
Over the years the Division for Handicapped Children has been fortunate in obtaining the cooperation andcontributions of teachers, administrators, supervisors and university staff members in the uesvelopment of cur-riculum materials for use by Wisconsin special education teachers. These .publications have been the result of aconcerted effort to continually improve the quality of irstruction for handicapped youngsters. 1 -12
Two recent DubliCations, concerned with the educable mentally retarded, are the Wisconsin EMR Curriculum2, de-veloped under the leadership of Dr. Kenneth Blessing, Director of the Bureau for Exceptional Children and anaccompanying Teachers Handbook3 developed as part of the implementation phase of the State Curriculum underthe direction of Mr. Victor J. Contrueci, Program Chief, Mentally Handicapped Section, Division for Handi-capped Children.
Dr. Blessing states in the introduction of the Curriculum:
"A Persisting Life Needs Approach to a Curriculum for the Educable Mentally Retarded represents a con-ceptualization in curricular planning and implementation involving over 250 of the std.e's special educationteachers. It further reflects the combined and integrated efforts Df 19 curricula study committeesorganized at the local district, county and university levels under the auspices of the ivision for Handi-capped Children of the Wisconsin State Department of Public Instruction. ehe period of five yearsthese curriculum study groups considered the characteristics and needs of the mild and border-line re-tarded,their interests and society's raquirements, their abilities and their limitations. This study of theeducable mentally retarded took place and was developed within the frame of reference of the persistinglife situations or needs curriculum model. This curriculum model was perceived as being the most appro-priate and flexible approach for the organization of the instructional program and for the incorporationof the concepts of prescriptive individualized teaching. As an educational curriculum document it stipu-lates the curricular content Wisconsin's special educators believe appropriate for the educable retardedas we enter the seventh decade of the twentieth century. Usage and evaluation of this curriculum willdetermine its educational relevance, appropriateness and required modifications."
The purposes of the Teachers' Handbook are to familiarize the teacher with the curriculum and to guide theteacher in writing teaching units using the behavioral objective approach. The Handbook has been used in a TitleVI-B Elementary and Secondary Education Act project to implement the State Curriculum in Wisconsin schools.4
This resource guide represents the third in a series of guides published by the Wisconsin Department of PublicInstruction, Division for Handicapped Children, using the format suggested in the Teachers' Handbook.5,6 Otherlocally developed curriculum guides using the Persisting Life Situations approach have also been made availableduring the last two years. 7'12
The purpose of this resource guide is to provide a selection of teaching units related to Persisting Life SituationNo. 7 of the Curriculum, Learning to Earn a Living. It is the intent of the guide to provide suggestions forteaching of skills and attitudes related to career education at appropriate. levels. The specific instructionalobjectives of the units are an attempt to provir'e a measurable sequencing of these skills and attitudes within theframework of the State Curriculum. While these teaching units are offered as illustrations of approaches beingemployed, the guide is by no means exhaustive. The teaching units contained in this document should be viewedas prototypes for additional units rather than as complete measures of the curricular needs of the educablementally retarded. Each unit can be used as a point of departure within the classroom and will perhaps requirechanges suitable to a particu.lar locale, composition of the class and individual skills of the particular special classteacher. The bibliography of instructional materials related to this persisting life situation should provide addi-tional resources for altering the techniques associated with the objectives of the teaching units. While many ofthese materials have been evaluated, a sample of an evaluation format is provided at the beginning of the Biblio-
r
vi
graphy section. If you use any of these materials send your comments to your appropriate SEIMC.* If youteach in an area not covered by an SEIMC send your evaluation to:
Kenneth McMahonInstructional Media ConsultantDivision for Handicapped ChildrenDepartment of Public Instruction126 Langdon Street, Madison 53702
Comments regarding the usefulness of curricular materials are an asset to this project. Your cooperation will beappreciated in filling out the evaluation postcard inside the front cover after you have read through and usedresource guide. The development and distribution of additional resource materials will depend on your evaluationof these existing publications. Please send your comments to:
*Appendix A*Appendix B
Thomas Stockton, ConsultantMR Currict\ilum ProjectsDepartment of Public InstructionDivision fotI Handicapped Children126 LangdOn StreetMadison WI 53702
Primary Level Teaching Units
A. Begins to learn about training fors job C. Begins to learn abu t working on the jobI. Work in the area I. Rights of the worker 27
a. What is work.b. T:ie farmer's wr,rk This is a sample
.3 2. Benefits available to the worker3. Responsibilities of the worker
29
of the in-depth coverage of an a. At home 31occupation which may be appro- b. At school 32priate at this level 5 4. Growth in social and personal skills
2. One's own abilities and limitations a. Acceptance by classmates and adults 35a. Why people work or don't work 8 b. Continue interest in activitiesb. Pre-vocational competencies started and broaden interests 36
(1) Attitudes and self-awareness 10
(2) Skills 13B. Begins to learn about choosing and getting a job
1. School as an occupationa: Educationb. Personal appearance, personality
and character..
17
202. Jobs of the family 223. School workers 25
PLS
.N
o. 7
Lea
rnin
g to
earn
a li
ving
LEV
EL:
Prim
ary
leve
lO
BJE
CT
IVE
:A
Beg
ins
to le
arn
ahni
it tr
aini
ng fn
r a
joh
AIM
:1.
Wor
k in
the
area
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:a.
Wha
t is
wor
k?S
UB
UN
IT.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. G
iven
a li
st o
f occ
upat
ions
, stu
-C
lass
com
pile
sa
list
ofoc
cupa
tions
they
have
dent
can
des
crib
e th
e co
mm
unity
obse
rved
on
TV
, in
scho
ol o
r in
com
mun
ity.
need
eac
h fu
lfills
.
2. G
iven
alis
t of p
erso
nal n
eeis
,st
uden
t can
nam
e th
e oc
cupa
tion
whi
ch s
uppl
ies
it.
Tea
cher
rea
ds b
ooks
and
/or
stud
ents
vie
w a
nd d
iscu
ssfil
ms
on o
ccup
atio
ns n
eede
d by
the
com
mun
ity.
Eac
h st
uden
tco
mpl
etes
am
atch
ing
exer
cise
ofw
orke
rs a
nd th
e ne
ed th
ey fi
ll, e
.g.
doct
orfix
es d
addy
's :a
rm
echa
nic
farm
eret
c.
rais
es c
ows
for
milk
help
s m
e w
hen
I'm s
ick
etc.
Eac
h st
uden
t rec
ords
new
voc
abul
ary
wor
ds a
ndpr
actic
es u
sing
them
in d
iscu
ssio
ns.
Cla
ss tr
ies
to im
agin
e w
hat f
amili
es w
ould
do
with
out
thes
e oc
cupa
tions
.
Tea
cher
sho
ws
pict
ures
of o
ccup
atio
ns a
nd s
tude
nts
take
turn
s id
entif
ying
and
des
crib
ing
need
met
.
Stu
dent
s co
mpl
ete
job
need
sta
tem
ents
suc
has
We
need
but
cher
s (f
irem
en, p
rinci
pals
, jan
itors
) be
caus
e.
Stu
dent
s lis
t act
iviti
es th
ey o
r th
eir
pare
nts
do a
ndre
late
them
to o
ccup
atio
ns, e
.g. p
aren
ts d
rive
stud
ent
to s
tore
in c
ar; b
us d
river
driv
es p
eopl
e to
sto
re in
bus.
Stu
dent
s lis
tth
eir
pers
onal
nee
ds a
nd te
ache
r ad
dsot
her
need
s of
adu
lts.
Cla
ss w
orks
toge
ther
to m
atch
thes
e ne
eds
with
occu
patio
ns.
See
boo
k an
d fil
m b
iblio
grap
hies
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. G
iven
a s
erie
s of
pai
red
phot
osst
uden
t can
poi
nt o
ut th
ose
that
illus
trat
ead
ults
wor
king
to e
arn
mon
eyat
- 1
thos
e th
atill
ustr
ate
adul
t rec
reat
ion.
4. G
iven
pic
ture
s of
occ
upat
ions
,st
uden
tca
ngr
oup
jobs
(1)
byin
door
-out
door
, (2)
for
adul
ts o
nly,
child
ren
only
oc;
for
ever
yone
, (3)
in c
ity-c
ount
ry,-
(4)
to h
elp
peop
leor
to m
ake
thin
gs.
Eac
h st
uden
t int
ervi
ews
his
pare
nts
abou
t all
wor
kers
who
com
e to
thei
r ho
use
to' m
eet
a ne
ed th
roug
:,w
ork.
Stu
dent
s pr
actir
e ne
w v
ocab
ular
y an
d ill
ustr
ate
new
occu
patio
ns w
ith d
raw
ings
or
mag
azin
e pi
ctur
eson
abu
lletin
'boa
rd.
Afte
r ta
king
a fi
eld
trip
inor
out
of s
choo
l, st
uden
tslis
t all
jobs
they
obs
erve
d.
Stu
dent
s pa
ntom
ime
jobs
and
the
soci
alne
eds
they
mee
t.'s
On
a la
rge
diag
ram
of s
choo
l bui
ldin
g,ho
spita
l or
tow
n m
ap s
how
ing
stor
es, s
tude
nt la
bels
nee
dsan
doc
cupa
tions
.
Stu
dent
s m
akez
di:a
win
gs o
r cu
t out
pic
ture
s sh
owin
ga
part
icul
ar k
irid
of a
ctiv
ity a
s a
mea
ns o
f ear
ning
aliv
ing
and
asa
mea
ns o
f rec
reat
ion,
e.g.
fish
ing
can
beco
mm
erci
al o
r sp
ort;
base
ball
can
be p
rofe
ssio
nal
orlit
tle le
ague
.
Stu
dent
s ro
le p
lay
occu
patio
ns a
nd o
ther
sgu
ess
anoc
cupa
tion
and
recr
eatio
n ac
tivity
rel
ated
to it
.
Usi
ng p
revi
ousl
y co
mpi
led
job
lists
, cla
ssca
tego
rizes
each
in th
e fo
ur s
ets
of c
ateg
orie
s: in
door
-out
door
;ad
ults
onl
y, c
hild
ren
only
or fo
r ev
eryo
ne; i
n ci
ty-
coun
try;
to h
elp
peop
le o
r m
ake
thin
gs.
Eac
h st
uden
t cho
oses
the
cate
gorie
s of
jobs
he w
ould
like
and
pant
omim
es jo
bs w
ithin
that
cat
egor
y fo
rot
hers
to g
uess
.
Stu
dent
s co
mpl
ete
mat
chin
g ex
erci
ses
usin
g th
e ca
te-
gorie
s an
d tit
les
of jo
bs.
Hel
pers
who
com
e to
our
nou
seC
oron
et F
ilms.
PLS
.N
o. f
7 I e
arni
ng to
ear
n a
livin
gO
BJE
CT
IVE
:A
. Beg
ins
to le
arn
abou
t tra
inin
g fo
r a
iob
AIM
:11
. Wor
k in
the
area
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-b.
The
farm
er's
wor
kS
UB
UN
IT-
Thi
s is
a s
ampl
e of
the
in -
dept
h co
vera
ge o
f an
occu
patio
n w
hich
may
be
appr
opria
te a
t thi
s le
vel.
LEV
EL:
Prim
ary
lPye
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
1. S
tude
ntca
n de
scrib
e ve
rbal
lyth
e ty
pes
of w
ork
that
the
farm
eran
d hi
s w
ife d
o.
Cla
ss v
iew
s an
d di
scus
ses
film
s re
late
d to
act
iviti
es o
nth
e fa
rm.
Stu
dent
s cu
t -ou
tpi
ctur
esof
farm
act
iviti
es a
nddi
scus
s th
em w
ithcl
ass.
The
yat
tach
labe
lsto
pict
ured
obj
ects
and
act
iviti
es.
Eac
h st
uden
t pra
ctic
es v
ocab
ular
y an
d co
pies
it in
note
book
.
Cla
ss li
sten
s to
and
sing
s so
ngs
rela
ted
to fa
rmac
tiviti
es. T
hey
iden
tify
all s
ound
s an
d po
int t
ore
late
d pi
ctur
es.
Cla
ss ta
kes
field
trip
toa
farm
with
indi
vidu
alas
sign
men
ts to
obs
erve
jobs
. On
retu
rn c
lass
writ
es-
than
k yo
u no
tes
to fa
rmer
vis
ited.
Tea
cher
'cad
s po
ems
and
stor
ies
abou
t far
m w
ork
tocl
ass.
Stu
dent
s dr
aw m
ural
s sh
owin
g fa
rmer
's w
ork.
Eac
h st
uden
t pan
tom
imes
a fa
rm jo
b an
d ot
hers
' ide
ntify
, per
haps
whi
le-
sing
ing
a ve
rsio
n of
Her
e w
ego
rou
nd th
e m
ulbe
rry
bush
, i.e
. Thi
s is
the
way
we
milk
the
cow
, driv
e th
e tr
acto
r, fe
ed th
e ch
icke
ns,
etc.
Usi
ng p
ictu
res
and
mur
als,
cla
ss id
entif
ies.
num
ber
wor
k in
volv
ed in
jobs
, e.g
. cou
ntin
g cr
ops,
row
s in
afie
ld, a
nim
als;
mea
surin
g m
ilk a
nd g
rain
; tel
ling
time.
Eac
h st
uden
t mak
es h
is o
wn
farm
scr
apbo
ok.
See
film
bib
liogr
aphy
, esp
. Enc
yclo
-pe
dia
Brit
anic
a F
ilms.
See
oth
er m
ater
ials
bib
liogr
aphy
.
Lens
k i,
Lois
The
littl
e fa
rm. B
eaty
,J.
Y. T
he fa
rm in
pic
ture
s. S
teve
n-so
n, R
ober
t Lou
is F
arew
ell t
o fa
rm.
New
lin, E
dith
Wor
k ho
rses
_
Eva
luat
ion
Beh
avio
ral O
bjec
tive
AC
tiviti
esA
nnot
ated
, Res
ourc
e M
ater
ials
Eva
luat
ion
2. G
iven
a s
erie
s of
pic
ture
s ill
us-
trat
ing
the
type
S o
f wor
k do
ne b
yth
e fa
rmer
and
a c
ateg
ory
for
each
seas
on, s
tude
nt c
an p
lace
the
type
of w
ork
with
in th
e pr
oper
cat
egor
yor
cat
egor
ies.
3. G
iven
a m
odel
farm
con
stru
cted
incl
ass,
stu
dent
can
iden
tify
bypo
intin
gto
the
farm
build
ing,
mac
hine
ry o
r fa
rm a
nim
al v
erba
llyan
noun
ced
by th
e te
ache
r.
Stu
dent
s pl
ant a
ssor
ted
seed
s in
cut
off
milk
car
tons
and
dele
gate
the
man
y jo
bs (
wat
erin
g, m
ulch
ing,
fert
ilizi
ng, w
eedi
ng, t
rans
plan
ting,
har
vest
ing)
.
Tea
cher
lead
s di
scus
sion
of s
eaS
onS
-usi
ng p
ictu
res
as a
visu
al s
timul
us.
Cla
ss d
ivid
es th
e fa
rmer
's w
ork
unde
r ea
chse
ason
.
Stu
dent
s vi
ew fi
lm o
r re
ad b
ook
abou
t sea
sons
on
the
farm
.
Eac
h st
uden
t add
s ne
w v
ocab
ular
y w
ords
to n
ote-
book
and
pra
ctic
es u
sing
them
in d
iscu
ssio
ns.
Cla
ss m
akes
a b
ulle
tin b
oard
of t
he fa
rm d
urin
gdi
ffere
nt s
easo
ns.
Stu
dent
s co
nstr
uct a
mod
el fa
rm u
sing
pic
ture
sas
agu
ide.
Gro
ups
of s
tude
nts
are
assi
gned
to c
onst
ruct
var
ious
build
ings
,fe
nces
,an
imal
s,et
c.T
hey
labe
lth
eir
obje
ct.
Cla
sslis
tens
tore
cord
sof
farm
anim
als
and
mac
hine
ry a
nd p
oint
s to
them
in th
e fa
rm m
odel
.
Eac
h st
uden
t dra
ws
a pi
ctur
e of
som
ethi
ng h
esa
w in
a fil
m o
r on
fiel
d tr
ip to
farm
. He
show
s pi
ctur
e to
clas
smat
es a
nd te
lls a
bout
it.
Stu
dent
s ta
ke tu
rns
nam
ing
all t
he o
bjec
ts in
the
farm
mod
el o
r:in
farm
pic
ture
s.
Tea
cher
giv
es e
ach
stud
ent a
list
of f
arm
obj
ects
. He
colle
cts
thes
e ob
ject
s fr
om th
e m
odel
in th
esa
me
orde
r as
on
the
list.
Stu
dent
s pl
ay v
ocab
ular
y bu
ildin
g ga
mes
,e.
g. fi
nd a
llan
imal
s w
hose
nam
es s
tart
with
"h"
.
Pro
ject
mat
eria
ls, e
.g. m
ilk c
arto
ns,
seed
s, e
tc.
See
boo
k an
d fil
m b
iblio
grap
hy.
Pro
ject
mat
eria
ls e
.g. b
alsa
woo
d,cl
ay, p
ipe
clea
ners
, etc
.
See
oth
er m
ater
ials
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. G
iven
an
asso
rtm
ent o
f far
mpr
oduc
ts o
bser
ved
in c
lass
and
pic
-tu
res
of fa
rm a
nim
als,
stu
dent
can
mat
ch th
e pr
oduc
t with
the
pict
ure
of th
e an
imal
that
pro
duce
dit.
(Sim
ilarly
for
plan
t-de
rived
pro-
duct
s.)
5. S
tude
nt c
an v
erba
lly d
escr
ibe
prod
ucts
that
the
farm
er c
an s
ell t
oge
t mon
ey fo
r hi
s w
ork.
Stu
dent
s la
bel p
ictu
res
of fo
od p
rodu
cts
deriv
ed fr
oman
imal
s by
sto
re n
ame
and
sour
ce.
Eac
h st
uden
t rec
ords
and
use
s vo
cabu
lary
wor
ds.
Cla
ss v
iew
s fil
m o
r ha
s gu
est s
peak
er a
bout
how
IS
ee fi
lm b
iblio
grap
hy.
vario
us d
airy
pro
duct
s ar
e pr
oduc
ed fr
om c
ow's
milk
.fl
Usi
ng il
lust
ratio
ns o
f lea
ther
pro
duct
s, w
ool,
feat
hers
etc.
cla
ss d
iscu
sses
whi
ch a
nim
als
prod
uce
them
.
Stu
dent
s pl
ay v
ocab
ular
y an
d m
atch
ing
gam
es to
rein
forc
e ne
w w
ords
and
ass
ocia
tions
.
Cla
ss r
evie
ws
the
type
s of
wor
k th
at th
e fa
rmer
does
,th
e an
imal
s an
d cr
ops
prod
uced
on th
e fa
rm a
nd th
epr
oduc
ts th
at th
e fa
rm p
rodu
ces,
Tea
cher
brie
fly e
xpla
ins
how
the
farm
er s
ells
his
prod
ucts
, how
they
. are
pro
dess
ed a
nd e
vent
ually
sol
dto
the
cons
umer
.
Stu
dent
s gr
oup
farm
er's
wor
k un
der
title
s of
prod
ucts
he c
an s
ell.
Cla
ss p
rese
nts-
a pr
ogra
m to
invi
ted
gues
ts (
pare
nts,
anot
her
clas
s, e
tc.)
sho
win
g ho
w th
e fa
rmer
mak
esa
livin
g.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Prim
ary
leve
lO
BJE
CT
IVE
: A-.
.Beg
ins
to le
arn
abou
t tra
inin
g fo
r a
job
AIM
.2.
One
's o
wn
abili
ties
and
limita
tions
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-a.
Why
peo
ple
wor
k or
don
't w
ork
SU
BU
NIT
-
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt s
tate
s a
reas
on fo
r an
adul
t to
wor
k ou
tsid
e th
e ho
me.
2. S
tude
nt n
ames
rea
sons
for
un-
empl
oym
ent.
3. S
tude
ntlis
tsw
ays
wor
king
mee
tsm
ater
ial,
soci
alan
d em
o-tio
nal n
eeds
.
Eac
h st
uden
t int
ervi
ews
adul
ts a
t hom
e ab
out w
hyth
ey w
ork
outs
ide
the
hom
e. H
e re
port
s th
is to
cla
ss.
Cla
ss m
akes
a c
ompo
site
list
of r
easo
ns a
nd d
iscu
sses
them
.
Stu
dent
s lis
t som
e m
ater
ial n
eeds
whi
ch th
ey r
ecei
vebe
caus
e so
me
adul
t at h
ome
wor
ks to
ear
na
livin
g fo
rtn
e fa
mily
.
Stu
dent
rol
e pl
ays
the
vario
us a
ttitu
des
and
resp
onsi
-bi
litie
s su
gges
ted
by th
e lis
t, of
rea
sons
:
Tea
cher
lead
s cl
ass
disc
ussi
on o
f com
mon
rea
sons
' for
a pe
rson
's b
eing
une
mpl
oyed
, e.g
.Jac
k of
of
,abl
ech
ild-c
are,
lack
of e
duca
tion
or s
peci
fic s
kbe
ing
laid
off;
.str
ike,
phy
sica
l dis
abili
ty, i
nabi
lity
to d
o th
ejo
b, in
abili
ty to
get
alo
ng w
ith c
o-w
orke
rs, l
engt
hyill
ness
,la
ck. o
f tra
nspo
rtat
ion,
lack
of j
obs
ina
com
mun
ity.'
Tea
cher
des
crib
es c
urre
nt e
mpl
oym
ent s
ituat
ion
inlo
calit
y.
Cla
ss d
iscu
sses
if e
very
one
mus
t wor
k.
Usi
ng s
tude
nt in
terv
iew
list
, tea
cher
poi
nts
out t
hem
ater
ial,
soci
al a
nd e
mot
iona
l nee
ds m
entio
ned.
Cla
ss d
iscu
sses
wor
king
for
adva
ncem
ent,
inte
rest
,se
curit
y, b
enef
its, w
orki
ng c
ondi
tions
, rel
atio
ns w
ithot
her
peop
le, s
alar
y, p
rest
ige,
pow
er, i
ndep
ende
nce.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
Usi
ng a
list
of a
ctiv
ities
, stu
dent
nam
es tw
o pe
ople
:.
one
for
who
m th
e ac
tivity
is fu
n an
d th
e ot
her
a jo
b:st
raw
berr
y pi
ckin
g, d
rivin
g a
vehi
cle,
cle
anin
g th
ech
alk
boar
d, w
ashi
ng d
ishe
s, b
akin
g, d
iggi
ng in
the
dirt
.
Stu
dent
s in
terv
iew
com
mun
ity o
r sc
hool
wor
kers
abou
t the
mat
eria
l, so
cial
and
em
otio
nal r
ewar
ds o
fth
eir
wor
k.
Eac
h st
uden
t tak
es p
art i
n a
wor
k si
tuat
ion
and
trie
sto
iden
tify
the
need
s it
mee
ts.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
A. B
egin
s to
lear
n ab
out t
rain
ing
for
a io
bA
IM:
2. O
ne's
ow
n ab
ilitie
s an
d lim
itatio
ns
CE
NT
ER
OF
INT
ER
ES
T U
NIT
.b.
Pre
-voc
atio
nal c
ompe
tenc
ies
SU
BU
NIT
-(1
) A
ttitu
des
and
self-
awar
enes
s
LEV
EL:
Prim
ary
leve
l
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an id
entif
y an
d ta
keca
re o
f his
bel
ongi
ngs
and
thos
e of
othe
r pe
ople
.
2. S
tude
nt o
beys
cla
ssro
om a
ndsc
hool
rul
es r
egul
arly
.
Stu
dent
s pr
actic
e fin
ding
thei
r ow
n be
long
ings
by
mem
ory
and
labe
l.
Tea
cher
stre
sses
conc
epts
of m
ine
and
thei
rs, o
fpo
sses
sion
and
of r
espe
ctin
g th
e pr
oper
ty o
f oth
ers,
just
as
you
wou
ld e
xpec
t oth
ers
to r
espe
ct y
our
prop
erty
.
Tea
cher
req
uire
s th
at e
ach
stud
ent t
ake
care
of h
isow
n be
long
ings
and
kno
w w
here
they
are
.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
taki
ng c
are
of o
ne's
thin
gs.
Stu
dent
s ro
le p
lay
situ
atio
ns-o
fMis
hand
ling
anot
her's
prop
erty
and
the
cons
eque
nces
invo
lved
.
Cla
ss d
efin
es r
ules
and
reg
ulat
ions
Tea
cher
str
esse
s th
at r
ules
are
mad
e to
hel
p us
as
wel
las
to h
elp
othe
rs. S
tude
nts
prov
ide
exam
ples
to s
how
this
str
essi
ng s
afet
y.
Stu
dent
s di
scus
s th
e ef
fect
iven
ess
of c
lass
room
and
scho
ol r
ules
. The
y fo
rm n
ew r
ules
if n
eces
sary
toes
tabl
ish
trus
t and
res
pect
of a
utho
rity.
Tea
cher
shou
ld p
rovi
de c
onsi
sten
t neg
ativ
e an
d po
sitiv
e re
-sp
onse
s ab
out f
ollo
win
g th
e ru
les.
Cla
ss v
iew
s an
d di
scus
ses
film
on
rule
s.
Stu
dent
s gi
ve th
eir
reac
tions
to fo
llow
ing
rule
s.
See
film
bib
liogr
aphy
esp
. Cor
onet
Film
s an
d E
ncyc
lope
dia
Brit
anic
a
See
film
bib
liogr
aphy
.
_Adv
entu
res
of th
e lo
llipo
p dr
agon
.R
OA
's F
ilms.
Foc
us o
nse
lf-de
velo
pmen
t -ki
t.S
cien
ce R
esea
rch
Ass
ocia
tes.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Ey,
tion
3. S
tude
ntpr
actic
esco
mm
onco
urte
sies
as
ever
yday
hab
its.
4. S
tude
nt e
v.nr
e,in
atb
VIP
"
teat
,.1
,hi
s je
ers
or to
milv
--
bysa
ying
he
is p
leas
ed.
5.ot
lili
acce
pts
resp
onsi
bilit
yfo
r co
mpl
etin
g si
mpl
eta
sks
and
clea
ns u
p ar
ea w
hen
thro
ugh
Stu
dent
s de
mon
stra
te c
omm
on c
ourt
esie
s. E
ach
stu-
dent
pra
ctic
es ta
king
turn
s an
cLsh
arin
g.
Tea
cher
mak
es a
list o
f who
is n
ext t
oen
cour
age
stud
ent t
o be
com
e re
spon
sibl
e fo
r fin
ding
out
whe
nhi
s tu
rn is
and
for
reco
gniz
ing
his
nam
e.
Tea
cher
obs
erve
s in
divi
dual
beh
avio
r an
dco
mm
ents
on it
to s
tude
nt in
priv
ate.
Cla
ss li
sts
cour
tesi
es w
hich
they
expe
ct fr
om fr
iend
s.
Stu
dent
sm
ake
abu
lletin
boar
d' o
n co
mm
onco
urte
sies
and
htW
to m
ake
frie
nds.
Tea
cher
pro
vide
s op
port
uniti
es fo
r st
uden
tto
wor
kw
ithea
chof
his
peer
sto
enc
oura
gefr
iend
ship
deve
lopm
ent a
nd m
ultip
le in
tera
ctio
ns.
I ,..a
clie
t enc
oura
ges
each
stu
dwil
to e
valu
ate
his
own
wor
k . a
ndex
pres
sa
reac
tion
or ju
dgm
ent,
.e.g
.ne
at-m
essy
,co
mpl
ete-
inco
mpl
ete,
mos
tlyrig
ht-
wro
ng, e
tc. A
lso,
if te
ache
r\f9
Ork
,he
allo
ws
stud
ent t
o co
mm
ent
on te
ache
r's c
ritiq
ue.
In s
how
and
tell
sitti
atio
ns, e
ach
stud
ent
show
s hi
sob
ject
to e
very
one
for
com
men
ts a
nd h
imse
lf co
m-
men
ts o
n ot
her's
obj
ects
.
Stu
dent
s ro
le p
lay
rece
ivin
gan
aw
ard
and
expr
essi
ngpl
easu
reat
acc
ompl
ishm
ent a
nd r
ecog
nitio
n,e.
g.te
levi
sed
Em
my
Aw
ards
.
Cla
ss e
stab
lishe
s w
ork
and
clea
n-up
rule
s fo
r in
de-
pend
ent w
ork.
Eac
h st
uden
t tak
es a
turn
as in
spec
tor
of c
lass
room
clea
n-up
act
iviti
es.
On
a cl
ass
field
trip
or
whe
n se
en in
a fi
lmab
out a
job
situ
atio
n, te
ache
r po
ints
out
tim
e sp
ent b
y ea
chw
.ork
er k
eepi
ng h
is -
wor
k ar
ea c
lean
for
safe
ty a
ndJu
lfort
rea
sons
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
6. S
tude
ntca
n co
urte
ousl
y an
dE
ach
stud
ent h
as th
e op
port
unity
to p
erfo
rm e
ach
ofef
fect
ivel
y m
onito
r w
ork
activ
ities
the
clas
sroo
m ta
sks.
.of
oth
er s
tude
nts.
Afte
r al
l stu
dent
s ar
e us
ed in
regu
larly
per
form
ing
thes
e ta
sks,
eac
hst
uden
t is
assi
gned
a tu
rn a
t bei
ngth
ecl
ass
mon
itor
of a
cla
ss w
ork
situ
atio
n, e
.g.
stac
king
dis
hes,
put
ting
away
boo
ksor
toys
, wat
erin
gpl
ants
, etc
.
7. S
tude
nt s
eeks
adu
lt ai
d in
res
olv-
ro'
teac
h,di
scus
SiO
li uf
ing
pers
onal
or
inte
rper
sona
lw
oo-
seek
ing
adul
t hel
p w
ith p
robl
ems.
Cla
ssvi
ews
film
orte
ache
rre
ads
stor
ies
alou
dco
ncer
ning
how
to r
esol
ve in
terp
erso
nal c
onfli
cts.
Stu
dent
s ro
le p
lay
com
mon
inte
rper
sona
l pro
blem
san
d su
gges
t met
hods
to r
esol
veth
em.
See
film
bib
liogr
aphy
.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E A
. Beg
ins
to le
arn
abou
t tra
inin
g fo
r a
job
AIM
S2.
One
's o
wn
abili
ties
and
limita
tions
CE
NT
ER
OF
INT
ER
ES
T U
NIT
b. P
re-v
ocat
iona
l com
pete
ncie
sS
UB
UN
IT:
(2)
Ski
lls
LEV
EL:
Prim
ary
leve
l
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1.S
tude
ntca
nco
mm
unic
ate
verb
ally
per
sona
l dat
a.
2. S
tude
nt u
ses
spee
ch to
mak
e hi
spe
rson
al n
eeds
kno
wn.
3. S
tude
nt c
an v
erba
lly n
ame
com
-m
on h
ouse
hold
and
cla
ssro
om o
b-je
cts,
par
ts o
f the
bod
y an
d pi
eces
of c
loth
ing.
Tea
cher
exp
lain
s im
port
ance
of b
eing
abl
e to
rel
ate
pers
onal
dat
a w
hen
aske
d, e
.g. w
hen
lost
, whe
nid
entif
ying
one
self,
whe
n as
king
dire
ctio
ns.
Eac
h st
uden
t has
his
par
ents
com
plet
e a
card
with
nam
e, a
ge, h
ome
addr
ess
and
phon
e nu
mbe
r an
dna
mes
and
pho
ne n
umbe
rs fo
r em
erge
ncie
s. E
ach
stud
ent c
arrie
s th
is w
ith h
im a
t all
times
.
Stu
dent
s pr
actic
e re
adin
g al
oud
into
a ta
pe r
ecor
der
thei
r pe
rson
al d
ata.
The
y th
en li
sten
to th
emse
lves
toju
dge
the
verb
al c
larit
y.
Pai
rs o
f stu
dent
s ro
le p
lay
a lo
st c
hild
and
a h
elpf
ulad
ult.
Cla
ss d
iscu
sses
the
need
to e
xpre
ss v
erba
lly o
ne's
need
s, e
.g. t
o be
left
alon
e, to
clo
se a
win
dow
bec
ause
of a
dra
ft et
c.
Tea
cher
dis
cour
ages
soc
ially
una
ccep
tabl
e fo
rms
ofco
mm
unic
atio
n,e.
g.sh
outin
g, s
tom
ping
,sh
ovin
g,po
intin
g.
As
an e
xper
imen
t, w
hole
cla
ss d
oes
not s
peak
toco
mm
unic
ate
but c
an o
nly
poin
t, no
d or
pan
tom
ime
wha
t the
y w
ant.
Afte
rwar
d cl
ass
disc
usse
s th
e va
lue
of v
erba
l exp
ress
ion.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
con
trol
ling
one'
sem
otio
ns.
Stu
dent
s pl
ay n
amin
g ga
mes
, e.g
. Thi
s is
a -
-- o
rW
hat i
s th
is c
alle
d?
Tea
cher
enc
oura
ges
accu
rate
nam
ing
of o
bjec
ts.
See
film
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. S
tude
ntpa
rtic
ipat
esin
grou
pac
tiviti
es, d
iscu
ssio
ns a
nd a
ssem
bly
line
type
act
iviti
es.
5. S
tude
nt c
an u
se te
leph
one
tom
ake
an e
mer
genc
y ca
ll.
Whe
n un
usua
l ite
ms
are
intr
oduc
ed, t
each
er p
rovi
des
apr
inte
dlz
,bel
and
stat
es n
ame
alou
d of
ten
tore
info
rce.
Stu
dent
s co
mpl
ete
wor
kshe
ets
mat
chin
g tit
les
and
obje
cts
corr
ectly
.
Tea
cher
enc
oura
ges
indi
vidu
als
to p
artic
ipat
e w
ithot
hers
by
prov
idin
g em
otio
nal s
uppo
rt, s
mal
lpe
ergr
oupi
ngs,
pup
pets
, fan
tasy
, int
eres
ting
proj
ects
and
field
trip
s, e
tc.
Stu
dent
s ta
ke tu
rns
in s
how
and
tell
sat
ions
, cla
ssdi
scus
sion
s et
c.
Cla
ss m
akes
a s
ever
al s
tep
proj
ect b
y as
sem
bly
line
tech
niqu
es. O
ne g
roup
doe
s th
e ta
sks
whi
le a
noth
erob
serv
es h
ow in
divi
dual
s m
ust c
oope
rate
and
are
inte
rdep
ende
nt. T
hen
the
two
grou
ps s
witc
h ro
les.
Stu
dent
s ex
perim
ent w
ith d
oing
the
job
back
war
dsan
ddi
scov
er s
ome
step
s m
ust b
e se
quen
tial
toco
mpl
ete
proj
ect c
orre
ctly
.
Tea
cher
rea
ds b
ook
to c
lass
or
show
s fil
m a
bout
part
icip
atin
gin
sch
ool f
or e
njoy
men
t and
bet
ter
lear
ning
.
Cla
ss v
iew
s fil
m o
r te
ache
r ex
plai
ns th
e us
eful
ness
of
,a te
leph
one
in r
each
ing
help
in a
n em
erge
ncy.
Stu
dent
sgi
veex
ampl
esof
wha
tco
nstit
utes
an
emer
genc
y an
d w
hat t
ype
of h
elp
they
wou
ld w
ant.
Tea
cher
con
nect
s ex
ampl
es to
spe
cific
act
ions
tota
ke.
Eac
h st
uden
t pra
ctic
es n
umbe
r re
cogn
ition
and
eye-
hand
coo
rdin
atio
n.
Tea
cher
dem
onst
rate
s di
alin
g an
dus
e of
pho
ne a
ndal
l stu
dent
s pr
actic
e.
Goi
ng to
sch
ool i
s yo
ur jo
h, J
ourn
alF
ilms
Inc.
Beh
avio
ral O
bjec
tive
Act
iviti
esI
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
6. S
tude
ntca
nco
rrec
tlyre
lay
verb
alin
stru
ctio
nsto
ath
irdpe
rson
.
7. S
tude
ntca
nco
rrec
tlyfo
llow
verb
al (
or w
ritte
n) s
eque
ntia
lst
epdi
rect
ions
.
8. S
tude
nt c
an d
emon
stra
te s
afe
use
and
care
of s
impl
e to
ols.
'
Stu
derit
s ro
le p
lay
emer
genc
ies
in w
hich
they
wou
ldph
one
for
help
.
On
a fie
ld tr
ip, t
each
er p
oint
s ou
t and
dem
onst
rate
sho
w to
use
var
ious
type
s of
pho
nes,
e.g.
pay,
prin
cess
,to
uch
tone
.
Stu
dent
s pr
actic
e au
dial
dis
crim
inat
ion
with
sou
nds,
lette
rs a
nd w
ords
.
Eac
h st
uden
t pra
ctic
es r
epea
ting
exac
tly th
e w
ords
he
hear
s.
Cla
ss p
lays
gam
e of
pas
sing
on
am
essa
ge to
oth
ers
inth
e cl
ass.
As
a gr
oup,
cla
ss fo
llow
s ve
rbal
or
writ
ten
inst
ruc-
tions
.
Stu
dent
s pl
ay S
imon
say
s.
Tea
cher
use
s'si
mila
rly w
orde
d in
stru
ctio
ns o
ften
until
stud
ents
are
ver
y fa
mili
ar w
ith w
hat t
o do
.
Stu
dent
s pr
actic
e fo
llow
ing
seve
ral
step
inst
ruct
ions
in w
orks
heet
, cla
ss r
outin
e an
d in
stru
ctio
nal
situ
a-tio
ns.
Cla
ssac
tiviti
esin
volv
e m
uch
mot
or-c
oord
inat
ion
prac
tice.
Tea
cher
dem
onst
rate
s us
e of
sev
eral
sim
ple
tool
s.
Eac
h st
uden
t rec
ords
spe
lling
and
use
s of
tool
alon
gw
ith a
sm
all d
raw
ing
in n
oteb
ook.
Stu
dent
s na
me
jobs
in w
hich
the
tool
sar
e us
ed.
Eac
h st
uden
t pra
ctic
es li
fting
, car
ryin
g an
dus
ing
the
tool
s.
Sm
all g
roup
s of
stu
dent
s w
ork
on p
roje
cts
whi
chre
quire
usi
ng th
e to
ols.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
9.. S
tude
nt c
an d
ispl
ay th
ese
basi
cvo
catio
nal s
kills
: fol
ding
,ca
rryi
ng,
stac
king
, sor
ting,
inse
rtin
g, li
fting
,fil
ing,
sw
eepi
ng, w
ashi
ng, b
-ush
ing.
10. S
tude
ntca
npe
rfor
mba
sic
mat
h sk
ills.
Tea
cher
dev
ises
task
s w
hich
requ
ire th
e ba
sic
skill
slis
ted.
Eac
h st
uden
t is
give
n in
divi
dual
inst
ruct
ion
inpe
r-fo
rmin
g al
l ski
lls.
Ove
r tim
e, e
ach
stud
ent i
sgi
ven
task
s w
hich
incl
ude
the
skill
s un
til h
e bu
ilds
a pr
ofic
ienc
y w
ith th
em.
Tea
cher
inte
grat
es b
asic
mat
hsk
ills
such
as
coun
ting
and
telli
ng ti
me
with
oth
er c
lass
activ
ities
.
Stu
dent
s pl
ayga
mes
whi
ch in
volv
e m
ath
skill
s an
dco
mpl
ete
prac
tice
wor
kshe
ets.
Dur
ing
clas
s di
scus
sion
s of
var
ious
jobs
, stu
dent
s ar
eas
ked
to id
entif
y w
orka
ctiv
ities
whi
ch in
volv
e m
ath
skill
s, e
.g. m
akin
g ch
ange
,ge
tting
to w
ork
on ti
me,
com
putin
g w
ages
and
hou
rs,
coun
ting
row
s of
eac
hcr
op, e
tc.
PLS
.N
o.7.
Lear
ninq
to e
arn
a liv
ing
OB
JEC
TIV
E:
B. B
egin
s to
lear
n ab
out c
hoos
ing
and
getti
ng a
job
AIM
.1.
Sch
ool a
s an
occ
upat
ion
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:a.
Edu
catio
nS
UB
UN
IT:
LEV
EL:
Prim
ary
leve
l
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
ntna
mes
skill
she
can
lear
n in
sch
ool.
2. S
tude
nt o
rally
giv
es r
easo
ns h
owgo
ing
tosc
hool
can
help
him
choo
se a
nd g
et a
job.
Tea
cher
lead
s cl
ass
disc
ussi
on o
n sk
ills
they
lear
n in
scho
ol, e
.g. t
o re
ad a
nd w
rite,
follo
w in
stru
ctio
ns, b
eco
urte
ous
and
punc
tual
, etc
.
In s
how
and
tell,
eac
h st
uden
t exp
lain
s a
skill
he
has
lear
ned.
Cla
ssvi
sits
ahi
gher
leve
lcl
assr
oom
. The
old
erst
uden
ts d
iscu
ss w
ith th
em in
wha
t way
s th
e cl
asse
sdi
ffer.
Lik
ewis
e, in
a v
isit
to a
you
nger
cla
ss, s
tude
nts
note
whe
re th
ey a
re a
head
in th
eir
lear
ning
.
Eac
h st
uden
t mak
es a
n ex
perie
nce
char
t sho
win
gsk
ills
he h
as le
arne
d in
sch
ool.
Cla
ssdi
scus
ses
wha
t job
requ
irem
ents
they
are
alre
ady
lear
ning
,e.
g.fo
llow
inst
ruct
ions
,re
turn
mat
eria
ls to
sto
rage
are
a, c
onse
rve
not w
aste
mat
e-ria
ls,
prac
tice
safe
ty, s
hare
res
pons
ibili
ties,
spe
cific
skill
s an
d ab
ilitie
s.,
Stu
dent
s or
teac
her
poin
ts o
ut s
imila
ritie
s be
twee
ngo
ing
to s
choo
l and
to a
job.
Usi
ng a
pla
y cl
ock,
teac
her
has
stud
ents
poi
nt o
ut w
hat t
ime
scho
ol s
tart
san
d en
ds, a
nd w
hat t
ime
they
mus
t lea
ve h
ome
to b
eon
tim
e at
sch
ool.
Tea
cher
sho
ws
how
the
sam
eap
plie
s to
an
offic
e or
fact
ory
wor
ker.
Stu
dent
sro
lepl
aybe
ing
empl
oyee
sof
teac
her.
Em
ploy
er r
equi
rek
job
perf
orm
ance
in o
rder
to b
epa
id.
Eac
h st
uden
t wal
ks th
roug
h a
care
er g
ettin
g di
plom
afo
r gr
ade,
juni
or a
nd s
enio
r hi
gh s
choo
l, w
orki
ngpa
rttim
e, w
orki
ng a
s an
ass
ista
nt, w
orki
ng a
lone
,ge
tting
old
and
ret
iring
(w
ear
diffe
rent
hat
s an
d m
ove
arou
nd c
lass
room
to la
bele
d ar
eas)
.
Goi
ng to
sch
ool i
s yo
ur jo
b, J
ourn
alF
ilths
Inc.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. S
tude
nt d
escr
ibes
act
iviti
es h
eC
lass
dis
cuss
es w
hat t
hey
like
to d
o at
sch
ool.
The
yen
joys
doin
g at
sch
ool w
hich
he
mak
e a
bulle
tin b
oard
on
this
illu
stra
ted
with
thei
rca
nnot
do
at h
ome.
draw
ings
or
mag
azin
e pi
ctur
es.
In s
how
and
tell,
eac
h st
uden
t exp
lain
s hi
s fa
vorit
ecl
assr
oom
pro
ject
or
activ
ity.
Tea
cher
poin
ts o
ut th
at in
sch
ool e
ach
pers
on h
asm
ore
frie
nds
avai
labl
e w
ith w
hom
to ta
lk, p
lay
orw
ork.
4. S
tude
nt n
ames
way
s in
whi
chS
tude
nts
mak
e a
list o
f way
s in
whi
ch th
ey c
an h
elp
goin
g to
sch
ool c
an h
elp
him
to b
eat
sch
ool.
a be
tter
mem
ber
()P
his
fam
ily.
Eac
h st
uden
t ide
ntifi
es th
e ty
pe o
f job
at h
ome
that
is s
imila
r to
eac
h sc
hool
job
he d
oes.
Stu
dent
s lis
t wor
k th
ey w
ould
like
to le
arn
to d
b in
the
hom
e. T
each
er c
onsu
lts w
ith p
aren
ts a
ndar
rang
esto
incl
ude
task
s of
this
nat
ure
in c
lass
room
dut
ies.
Cla
ss v
iew
s an
d di
scus
ses
or te
ache
r re
ads
to th
emI
See
film
bib
liogr
aphy
.ab
out l
earn
ing
to g
et a
long
with
oth
ers.
5. S
tude
ntis
able
tofin
ish
anT
each
er p
oint
s ou
t tha
t a g
ood
wor
ker
finis
hes
his
assi
gnm
ent.
jas
sign
men
ts. S
tude
nts
disc
uss
othe
r re
ason
s to
cor
n-\
plet
e th
eir
wor
k.
8.-
Stu
dent
isab
le to
wor
k at
a
give
n ta
sk w
ithou
t sup
ervi
sion
for
asp
ecifi
ed ti
me
perio
d.
Tea
cher
enc
oura
ges
stud
ents
to s
eek
help
ifth
eyca
nnot
fini
sh th
eir
wor
k.
Stu
dent
s co
mpl
ete
wor
kshe
ets
or p
ictu
re g
ames
and
hand
them
in w
hen
they
are
fini
shed
.
Tea
cher
est
ablis
hes
cert
ain
times
of t
he d
ay w
hen
stud
ents
are
. to
wor
k w
ithou
t sup
ervi
sion
on
hom
e-w
ork
or in
divi
dual
pro
ject
s.
Stu
dent
s w
ork
on s
ever
al ti
med
act
iviti
es o
r ga
mes
stre
ssin
g th
e am
ount
of t
ime
allo
wed
for
the
activ
ity.
Beh
avio
ral O
bjec
tive
7, S
tude
nt c
an n
ame
a sk
ill th
at h
ew
ants
to le
arn
to d
o w
hich
he
has
seen
oth
er c
hild
ren
doin
g.
Act
iviti
esA
nnot
ated
Res
ourc
,. M
ater
ials
Cla
ss d
iscU
sses
wha
t the
y w
Oc'
d lik
e to
bec
ome
and
,wha
t the
y w
ould
like
to le
arn.
Eac
h st
uden
t kee
ps a
dia
ry o
f all
thin
gs o
ther
s m
ust
do fo
r hi
m a
nd o
f ski
lls h
e se
es o
ther
chi
ldre
n do
ing.
Tea
cher
use
s th
ese
lists
to s
ugge
st r
eadi
ness
and
task
deve
lopm
ent a
ctiv
ities
for
stud
ent p
ract
ice.
Eva
luat
ion
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Prim
ary
leve
lO
BJE
CT
IVE
:B
. Beg
ins
to le
arn
abou
t cho
osin
g an
d ge
tting
a jo
bA
IM1.
Sch
ool a
s an
occ
upat
ion
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:b.
Per
sona
l app
eara
nce,
per
sona
lity
and
char
acte
rS
LIN
IT-
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
how
n a
serie
s of
pic
ture
s of
child
ren
in d
iffer
ent s
ocia
l situ
a-tio
ns,
stud
ent
can
tell
way
sin
whi
ch a
ppea
ranc
e is
not
pro
per
toth
e si
tuat
ion.
2. S
tude
ntca
nch
eck
his
own
appe
aran
ce in
mirr
or-
and
corr
ect,
his
appe
aran
ce to
his
abi
lity
and
the
teac
her's
sat
isfa
ctio
n.
3. S
tude
nt c
an te
llre
ason
s w
hycl
eanl
ines
sis
impo
rtan
t to
him
self
and
thos
e ar
ound
him
.
Stu
dent
s di
scus
s cl
othe
s ap
prop
riate
to c
erta
in o
cca-
sion
s, e
.g. w
ork,
par
ties,
vis
iting
rel
ativ
es.
Gro
ups
of s
tude
nts
prep
are
bulle
tin b
oard
s en
title
dT
his
is w
hat w
e w
ear
to c
hurc
h (s
choo
l, pa
rtifs
, pla
y)ill
ustr
ated
with
clo
thin
g ca
talo
g pi
ctur
es.
Eac
h st
uden
t con
stru
cts
a pi
ctur
e of
a s
ocia
l situ
atio
nw
ith c
ut u
p m
agaz
ines
whi
ch s
how
peo
ple
inco
rrec
tlydr
esse
d. H
e sh
ows
this
to th
e re
st o
f the
cla
ss w
hich
poin
ts o
ut th
e in
appr
opria
te it
ems.
Cla
ss v
iew
s an
d di
scus
ses
a fil
m o
n go
od g
room
ing.
Nur
se a
ids
teac
her
in p
rovi
ding
stu
dent
s w
ith in
divi
d-ua
l com
men
ts o
n th
eir
appe
aran
ce a
nd p
ossi
ble
way
sto
impr
ove
it.
Cla
ss c
ompi
les
a lis
t of g
ood
groo
min
g po
inte
rs.
Usi
ng p
ictu
res
of p
oorly
gro
omed
chi
ldre
n, e
ach
stud
ent e
valu
ates
the
appe
aran
ce u
sing
the
chec
klis
t.
Eac
h st
uden
t eva
luat
es h
imse
lf w
ith th
is li
st s
tand
ing
infr
ont o
fa
mirr
or. T
each
er m
akes
com
men
tsre
gula
rly.
On
field
trip
s, s
tude
nts
obse
rve
and
com
men
t on
the
appe
aran
ce o
f oth
ers.
Cla
ss r
evie
ws
less
on o
n pe
rson
al h
ygie
ne. N
urse
and
scho
ol d
enta
l hyg
ieni
st a
re g
ood
reso
urce
per
sonn
el.
Stu
dent
s co
mpa
re th
e sm
ell o
f soi
led
and
of c
lean
clot
hes.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. S
tude
ntre
port
sto
clas
s an
yob
serv
atio
nshe
note
sre
gard
ing
cour
tesy
,re
spec
tfuln
ess,
hone
sty
and
othe
r be
havi
or o
n hi
s ow
n pa
rt,
and
on th
e pa
rt o
f cla
ssm
ates
.
5. S
tude
ntde
mon
stra
tes
self-
awar
enes
s by
rea
listic
ally
des
crib
ing
his
pero
nal i
nter
actio
ns, c
hara
cter
and
pers
onal
ity.
A g
roup
of s
tude
nts
give
a c
lass
dem
onst
ratio
n of
was
hing
one
's h
ands
and
face
.
Stu
dent
s m
ake
a bu
lletin
boa
rd o
f cle
anin
g ai
ds.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
per
sona
l cle
anli-
ness
.
Tea
cher
set
s as
ide
time
each
day
for
"frie
ndlin
ess
and
cour
tesy
rep
orts
." S
tude
nts
are
enco
urag
ed to
mak
eco
nstr
uctiv
e co
mm
ents
on
othe
rs b
ehav
ior.
Tea
cher
kee
ps a
necd
otal
rec
ords
to r
emin
d st
uden
t of
his
past
goo
d be
havi
or.
Cla
ss d
iscu
sses
tact
fuln
ess
in g
ivin
g an
d re
ceiv
ing
cons
truc
tive
criti
cism
.
Stu
dent
s di
scus
s ac
cept
able
cla
ssro
om b
ehav
iors
and
role
pla
y ho
w to
impr
ove
unac
cept
able
beh
avio
rs b
yot
hers
.
Tea
cher
rea
ds s
torie
s ab
out h
ones
ty, r
espe
ctfu
lnes
set
c. a
nd c
lass
dis
cuss
es a
nd a
pplie
s to
thei
r si
tuat
ions
.
Stu
dent
s pr
actic
e in
trod
ucin
g an
d gr
eetin
g pe
ople
and
othe
r fo
rmal
beh
avio
r w
ith a
dults
or
stra
nger
s.
Cla
ss m
akes
list
of c
ourt
esy
wor
ds a
nd p
hras
es. A
sth
ese
wor
ds a
re u
sed
in c
lass
room
situ
atio
ns, s
tude
nts
call
atte
ntio
n to
tim
es th
ey a
re u
sed.
Stu
dent
s us
e se
lf-de
velo
pmen
tki
ts to
hel
p m
ake
them
selv
es m
ore
awar
e of
them
selv
es.
Eac
h st
uden
t des
crib
es a
fant
asy
pers
on h
e w
ould
like
to b
ecom
e. H
e ha
s th
is p
erso
n ac
t in
play
lets
thro
ugh
the
use
of p
uppe
ts.
Insm
all g
roup
dis
cuss
ions
eac
h st
uden
t sup
plie
sen
ding
s to
ope
n-en
ded
stat
emen
ts a
bout
sel
f and
grou
p di
scus
ses
and
com
pare
s re
plie
s.
Tea
cher
or
scho
ol c
ouns
elor
has
priv
ate
talk
with
each
stud
ent
abou
thi
spe
rson
&in
tera
ctio
ns,
char
acte
r an
d pe
rson
ality
.
See
film
bib
liogr
aphy
.
Yas
him
a, T
aro
Cro
w B
oy, V
ikin
gP
ress
, 195
5. W
hat d
o I s
ay?
Sim
onW
hitm
anan
dC
o.E
chbl
ach,
E.
Kin
dnes
sis
alo
t of t
hing
s. C
.R.
Gib
son
and
Co.
Cau
dill,
Reb
ecca
,D
id y
ouca
rry
the
flag
toda
y,C
harli
e?H
olt,
Rin
ehar
t, W
inst
on19
66.
See
boo
k bi
blio
grap
hy.
Foc
uson
self-
deve
lopm
ent
kit.
Sci
ence
Res
earc
h A
ssoc
iate
s.
Dev
elop
ing
unde
rsta
ndin
g of
sel
fan
d ot
hers
(D
US
O)
kit.
Am
eric
anG
uida
nce
Ser
vice
s In
c.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
i gLE
VE
L:P
rimar
y le
vel
OB
JEC
TIV
E:
B. B
egin
s to
lear
n ab
out c
hoos
ing
and
getti
nga
job
AIM
:7
Jobs
of t
he fa
mily
CE
NT
ER
OF
INT
ER
ES
T U
NIT
'S
UB
UN
IT:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt s
tate
s a
reas
on fo
r th
ehe
ad o
f the
hou
seho
ld to
wor
kou
tsid
e th
e ho
me.
2. S
tude
nt c
an s
tate
the
title
of
fath
er's
occu
patio
nan
d ca
nlis
tor
ally
the
dutie
s he
doe
s on
his
job.
Cla
ss d
efin
es th
e ph
rase
ear
ning
a li
ving
.
Stu
dent
s di
scus
s w
ho in
the
hous
ehol
d ea
rns
a liv
ing
for
the
fam
ily. T
his
is g
ener
ally
the
fath
er b
ut o
ften
isth
e m
othe
r, fo
ster
par
ents
, old
er s
iblin
g, o
ther
rel
a-tiv
e.
Eac
h st
uden
t nam
es a
n ite
m o
n w
hich
he
know
s hi
spa
rent
s sp
end
mon
ey fo
r th
e fa
mily
. Tea
cher
com
-pl
etes
list
of b
asic
nee
ds if
stu
dent
can
not i
dent
ify.
Tea
cher
may
nee
d to
giv
e fa
mili
es a
dvan
ce w
arni
ngvi
a le
tter
of th
e co
nten
ts o
f thi
s un
it.
Stu
dent
s lis
t all
the
occu
patio
ns th
ey k
now
. 'le
ache
rbr
iefly
des
crib
es e
ach.
Eac
hst
uden
tis
assi
gned
toin
terv
iew
the
mai
nbr
eadw
inne
r of
the
fam
ily a
bout
his
job
(nam
e of
empl
oyer
, typ
e of
job,
typi
cal d
utie
s).
At n
ext c
lass
, eac
h st
uden
t rep
orts
the
info
rmat
ion
heha
s le
arne
d. A
com
posi
te li
st is
ass
embl
ed.
Eac
h st
uden
t fin
ds a
pic
ture
or
mak
es a
dra
win
g of
a
pers
on in
his
fath
er's
occ
upat
ion
whi
ch h
e la
bels
with
the
job
title
.
Tea
cher
rea
ds c
lass
sto
ries
abou
t fat
hers
at w
ork
orcl
ass
view
s fil
ms.
Tea
cher
invi
tes
one
or m
ore
clas
s fa
ther
s to
spe
ak to
clas
s ab
out t
heir
occu
patio
ns.
Eac
h st
uden
t lea
rns
to p
anto
mim
e ta
sks
in h
is fa
ther
'soc
cupa
tion.
Oth
ers
gues
s th
e jo
b.
See
boo
k an
d fil
m b
iblio
grap
hy.
Beh
avio
ral O
bjec
tive
Act
iviti
esj
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
3. S
tude
ntca
nst
ate
nam
eof
fath
er's
pla
ce o
f em
ploy
men
t.T
each
er a
rran
ges
a fie
ld tr
ip to
a c
lass
fath
er's
pla
ceof
em
ploy
men
t whe
re h
e ta
kes
them
on
a br
ief t
our.
In p
repa
ratio
n fo
r tr
ip, t
each
er te
lls s
tude
nts
how
toac
t and
wha
t to
expe
ct to
see
. Afte
rwar
ds, c
lass
disc
usse
s th
eir
expe
rienc
es.
Eac
h st
uden
t mem
oriz
es s
ome
info
rmat
ion
abou
t his
fath
er's
job.
Tea
cher
loca
tes
ona
city
map
and
labe
lsth
eem
ploy
ers
ofal
lst
uden
ts'
fath
ers.
On
field
trip
teac
her
poin
ts o
ut if
they
pas
s an
y of
thes
e pl
aces
.
Eac
h st
uden
t dra
ws
a pt
ctur
e of
his
fath
er in
fron
t of
his
plac
e of
em
ploy
men
t.
4. G
iven
ave
rbal
desc
riptio
n of
Stu
dent
s ex
amin
e pi
ctur
es o
f the
var
ious
occ
upat
ions
fath
er's
occu
patio
n,st
uden
t can
.th
ey h
ave
disc
usse
d an
d na
me
them
.id
entif
y it
as h
is fa
ther
's jo
b.E
ach
stud
ent p
anto
mim
es a
n oc
cupa
tion
fc..
the
othe
rs to
gue
ss.
Tea
cher
cond
ucts
aga
me
ofI
am th
inki
ngof
som
eone
who
... u
sing
occ
upat
ions
of e
ach
stud
ent's
fath
er. S
tude
nts
gues
s.
Stu
dent
s pr
actic
e de
scrib
ing
thei
r fa
ther
's jo
b.
5. S
tude
nt c
anve
rbal
ize-
rea
sons
Tea
cher
ask
s ho
w m
any
stud
ents
' mot
hers
wor
kw
ily s
ome
mot
hers
wor
k ou
tsid
e of
outs
ide
of th
e ho
me.
The
se s
tude
nts
are
assi
gned
toth
e ho
me.
inte
rvie
w m
othe
rs: w
hy a
nd w
here
.
Cla
ss d
iscu
sses
rea
sons
for
wom
en to
wor
k, e
.g. e
arn
aliv
ing,
illne
ssof
fath
er, e
arn
extr
a m
oney
, car
eer,
serv
ice-
volu
ntee
rre
aliz
atio
n.w
ork,
self-
expr
essi
on,
self-
Eac
h st
uden
t dra
ws
a pi
ctur
e of
his
mot
her
wor
king
outs
ide
of o
r at
hom
e.
Stu
dent
s fin
d 'p
ictu
res
show
ing
wom
en w
orki
ng in
vario
us o
ccup
atio
ns a
nd m
ake
a bu
lletin
boa
rd.
Cla
ss v
iew
s an
d di
scus
ses
film
s ab
out w
omen
at w
ork.
Tea
cher
rea
ds c
lass
a s
tory
abo
ut a
wor
king
wom
an.
See
film
bib
liogr
aphy
.
Bro
wns
tone
, Cec
ily. A
ll ki
nds
ofm
othe
rs. N
ew Y
ork,
N.Y
.: D
avid
McK
ay, I
nc. 1
969.
Beh
avio
ral O
bjec
tive
Act
iviti
es6.
Ifap
plic
able
;st
uden
tca
nid
entif
y by
nam
e th
e pl
ace
of e
m-
ploy
men
t of h
is w
orki
ngm
othe
ran
d so
me
dutie
s in
volv
edin
her
job.
1.If
appl
icab
le, s
tude
ntna
mes
any
job
his
sibl
ings
may
hav
eou
tsid
eth
e ho
me
and
som
e of
the
dutie
sin
volv
ed.
8.If
appl
icab
le, s
tude
ntde
scrib
esan
y jo
b he
may
hav
e ou
tsid
eth
eho
me.
9. S
tude
ntlis
tsve
rbal
lyth
esp
ecifi
c ro
les
and
resp
onsi
bilit
ies
offa
mily
mem
bers
incl
udin
ghi
mse
lf.
Stu
dent
s w
ith w
orki
ng m
othe
rsin
terv
iew
them
abo
utth
eir
wor
k an
d re
port
to c
lass
.
On
field
trip
, cla
sspa
sses
and
see
s th
ese
plac
es o
fem
ploy
men
t.
Cla
ss a
rran
ges
to v
isit
the
wor
king
plac
e of
a c
lass
mot
her
for
a to
ur.
Stu
dent
s ro
le p
lay
dutie
s of
var
ious
occu
patio
ns a
ndot
hers
gue
ss.
Stu
dent
s w
ith o
lder
sib
lings
are
aske
d to
inte
rvie
wth
em a
bout
pos
sibl
e jo
bs.
Stu
dent
s de
scrib
e th
eir
sibl
ings
' job
to c
lass
.
An
olde
r si
blin
g sp
eaks
to c
lass
abo
ut h
is jo
b an
d w
hyhe
wor
ks.
Stu
dent
s dr
aw p
ictu
res
of th
eir
sibl
ings
' wor
king
.
Stu
dent
s pa
ntom
ime
vario
usjo
bs fo
r ot
hers
togu
ess.
Stu
dent
s lis
t job
s pe
ople
thei
r ag
e m
ight
be
able
todo
.
Stu
dent
s ro
le p
lay
thes
e jo
bs.
A g
roup
of s
tude
nts
mak
ea
bulle
tin b
oard
abo
ut jo
bsfo
r yo
ung
stud
ents
_
Cla
ss v
iew
s fil
m o
r te
ache
rre
ads
book
to c
lass
abo
utth
e us
ual r
oles
of f
amily
mem
bers
.
Eac
h st
uden
t dra
ws
a pi
ctur
e of
eac
h fa
mily
mem
ber
and
surr
ound
s th
em w
ithpi
ctur
es s
how
ing
wha
t the
irho
me
resp
onsi
bilit
ies
are.
Eac
h st
uden
t mak
esan
exp
erie
nce
char
t sho
win
gw
hat e
ach
mem
ber
of h
is fa
mily
does
.
Stu
dent
s pa
ntom
ime
vario
usfa
mily
rol
es.
Cla
ss d
iscu
sses
if th
ey c
ould
hand
le s
ome
of th
e ad
ult
resp
onsi
bilit
ies.
Ann
otat
ed R
esou
rce
Mat
eria
ls
The
y ne
ed m
e. E
duca
tiona
lR
ead-
ing
Ser
vice
.
Eva
luat
ion
PLS
.N
o.7
I ear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E-
B. B
egin
s to
lear
n ab
out c
hoos
ing
and
getti
ng a
jnh
AIM
.C
EN
TE
R O
F IN
TE
RE
ST
UN
ITS
UB
UN
IT:
IGO
LEV
EL:
Prim
ary
leve
l
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt n
ames
peo
ple
who
can
help
him
per
form
task
sin
and
arou
nd th
e sc
hool
.
2. G
iven
alis
tof
sch
ool
task
s,st
uden
t ind
icat
es th
ose
for
whi
ch h
eis
mos
t sui
ted
by in
tere
st o
r ab
ility
.
3. S
tude
ntde
scrib
espe
rson
alqu
aliti
esan
dsk
ills
poss
esse
d by
scho
ol h
elpe
rs w
hich
mak
e th
emhe
lpfu
l,
Cla
ss d
efin
es a
nd li
sts
exam
ples
of s
choo
l hel
pers
, e.g
.te
ache
r, p
rinci
pal,
teac
her's
aid
e, n
urse
, cou
nsel
or,
cafe
teria
wor
kers
, jan
itor.
Cla
ss v
iew
s fil
ms
abou
t the
wor
k of
sch
ool h
elpe
rs.
Stu
dent
s vo
lunt
eer
expe
rienc
es w
hen
a sc
hool
hel
per
help
ed th
em. S
tude
nts
recr
eate
thes
e in
rol
e pl
ayin
g.
Sch
ool w
orke
rs d
emon
stra
te th
eir
jobs
for
clas
s.
Stu
dent
s pr
actic
e pa
ntom
imin
g th
ese
task
s an
d ot
hers
gues
s.
Stu
dent
s ro
le p
lay
the
vario
us s
choo
l job
s.
Eac
hst
uden
tex
pres
ses
apr
efer
ence
am
ong
the
vario
us jo
bs.
Tea
cher
pre
pare
s an
inte
rest
inve
ntor
y w
orks
heet
tohe
lp u
nder
stan
d st
uden
ts' i
nter
ests
.
Eac
h st
uden
t dra
ws
a pi
ctur
e of
a s
choo
l wor
ker
helik
es.
Re
desc
ribes
the
pers
on \Q
\he.
cla
ss a
nd \e
lls 't
&k\
ear
es
Stu
dent
s ro
(e p
(a,(
bei
ng h
e(pf
u( a
nd u
nne(
ofu(
and
clas
s di
scus
ses
resu
lts fo
r st
uden
ts!
Sch
ool c
afet
eria
wor
kers
. Eye
gate
Hou
se.
Beh
avio
ral.
Obj
ectiv
eA
ctiv
ities
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
cr,
4. S
tude
nt p
oint
s ou
t how
he
can
help
othe
rs w
itha
give
n sc
hool
task
.
Usi
ng th
e lis
t of c
lass
dut
ies,
eac
h st
uden
t tel
ls h
owhe
has
hel
ped
som
eone
fini
sh a
task
.
Eac
h st
uden
t cho
oses
a s
choo
l job
to in
vest
igat
e an
das
ks th
e sc
hool
hel
per
wha
t typ
e of
hel
p th
ey w
ould
like
from
stu
dent
s. H
e re
port
s ba
ck to
cla
ss.
Stu
dent
s ro
le p
lay
a sc
hool
hel
per
bein
g he
lped
by
stud
ents
.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Prim
ary.
_ le
vel
OB
JEC
TIV
E:
C. B
egin
s to
lear
n ab
out w
orki
ng o
n th
e jo
bA
IM:
1. R
ight
s of
the
wor
ker
CE
NT
ER
OF
INT
ER
ES
T U
NIT
SU
BU
NIT
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1.S
tude
ntde
scrib
esco
nditi
ons
unde
r w
hich
he
likes
to p
lay
and
wor
k.
2. G
iven
a ta
sk b
eyon
d hi
s ab
ility
,st
uden
t ask
s fo
r as
sist
ance
.
3. H
avin
g co
mpl
eted
a ta
sk, s
tude
ntas
ks a
dult
if he
has
don
e th
e ta
skco
rrec
tly.
Tea
cher
rea
ds c
lass
boo
k ab
out w
orki
ng o
r pl
ayin
g in
a di
ffere
nt s
ettin
g. E
ach
stud
ent d
ecid
es if
he
wou
ldlik
e to
live
that
way
.
Stu
dent
s m
ake
list o
f the
ir lik
es a
nd d
islik
es a
bout
whe
re th
ey s
pend
mos
t of t
heir
day.
Stu
dent
s dr
aw p
ictu
res
of th
emse
lves
doi
ng s
ome-
thin
g th
ey li
ke to
do.
Cla
ss d
iscu
sses
the
setti
ngch
osen
.
Tea
cher
run
s ex
perim
ent i
n va
ryin
g th
e en
viro
nmen
tin
whi
ch th
e cl
ass
wor
ks. C
lass
dis
cuss
es a
ny n
otic
e-ab
le c
hang
es.
Tea
cher
lead
s cl
ass
disc
ussi
on o
f diff
erin
g ab
ilitie
s du
eto
age
, siz
e, w
eigh
t, st
reng
th, e
xper
ienc
e.
Pai
rs o
f stu
dent
s pe
rfor
m ta
sks
whi
ch o
ne p
erso
nal
one
coul
d no
t do
with
out g
reat
diff
icul
ty,
e.g.
mov
ing
a la
rge
box.
Cla
ss v
iew
s fil
m o
r te
ache
r re
ads
stor
y ab
out g
ivin
gan
d re
ceiv
ing
help
whe
n ne
eded
.
Tea
cher
enc
oura
ges
stud
ents
to a
sk fo
r he
lp in
doi
ngan
d ev
alua
ting
task
s.
Eac
h st
uden
t fol
low
s th
e ro
utin
e of
sho
win
g hi
sco
mpl
eted
wor
k to
the
teac
her
whe
n he
is u
nsur
e th
atit
is d
one
corr
ectly
.
See
tilm
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. S
tude
nt e
xpla
ins
why
som
e st
uT
each
er e
ncou
rage
s st
uden
ts to
eva
luat
e th
eir
own
dent
s ar
e re
war
ded
for
task
com
ple-
wor
k.tio
n bu
t oth
ers
are
not.
As
an e
xper
imen
t, te
ache
r al
tern
ates
ext
rinsi
c re
war
dsan
d ve
rbal
pra
ise
with
no
over
t sta
tus
sym
bol.
Cla
ssdi
scus
ses
whe
ther
they
not
iced
the
diffe
renc
e or
felt
less
rew
arde
d w
hen
they
wer
e on
ly p
rais
ed.
Stu
dent
s di
scus
s if
they
mus
t be
rew
arde
d al
l the
tim
eor
ifm
aint
aini
nga
good
perf
orm
ance
can
besu
ffici
ently
rew
ardi
ng.
Cla
ss d
istin
guis
hes
betw
een
situ
atio
ns in
whi
ch th
eyar
e ex
pect
ed to
do
wel
l (so
cial
beh
avio
r) a
nd th
ose
for
whi
ch th
ey c
an e
xpec
tsp
ecifi
cpr
aise
(ne
wle
arni
ng s
ituat
ion)
.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E-
C. B
egin
s to
lear
n ab
out w
orki
ng o
n th
e jo
bA
IM.
2. B
enef
its a
vaila
ble
to th
e w
orke
rC
EN
TE
R O
F IN
TE
RE
ST
UN
ITS
UB
UN
IT.
LEV
EL:
Prim
ary
leve
l
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt d
escr
ibes
ben
efits
oth
erth
an m
oney
for
wor
king
.
2. S
tude
nt r
elat
es w
ays
in w
hich
his
.pre
sent
wor
k ha
bits
can
hel
p hi
mw
hen
he h
as a
job.
Cla
ss d
efin
es a
nd g
ives
exa
mpl
es o
f priv
ilege
s in
volv
edin
cla
ssro
om d
utie
s.
Stu
dent
s m
ake
a lis
t of r
ewar
ds o
ther
than
mon
ey,
e.g.
enjo
ymen
t, co
mpa
nion
ship
,fe
elin
gus
eful
orne
eded
, im
prov
ing
abili
ties
and
skill
s, g
aini
ng e
xper
i-en
ce.
Usi
ng li
st o
f cla
ssro
om d
utie
s an
d in
spec
tion
char
t,cl
ass
disc
usse
s if
jobs
mus
t be
rew
arde
d ov
ertly
to b
edo
ne.
Stu
dent
s lis
t com
mon
adu
lt vo
lunt
eer
jobs
and
why
peop
le d
o th
em. e
.g. l
ibra
ry o
r sc
hool
aid
e nu
rsin
gho
me
or h
ospi
tal a
ide
or v
isito
r, G
irl o
r B
oy S
cout
lead
er.
Stu
dent
s di
scus
s th
e ty
pes
of r
ewar
ds w
hicY
i one
doe
sno
t rec
eive
imm
edia
tely
, e.g
. wee
kly
awar
d fo
r go
odbe
havi
or o
r le
arni
ng, b
icyc
le a
t birt
hday
if g
ood
etc.
Eac
h st
uden
t des
crib
es th
e ty
pes
of r
ewar
ds h
e lik
esto
rec
eive
bes
t.
Stu
dent
s ru
n a
clas
s st
ore
or r
esta
uran
t with
eac
hpe
rson
per
form
ing
a sp
ecifi
c jo
b.
Eac
h st
uden
t eva
luat
es h
is r
ole
and
wor
k ha
bits
.
Stu
dent
s lis
t wor
k ha
bits
whi
ch g
ood
wor
kers
hav
ean
dw
hich
they
shou
ldde
velo
p,e.
g.pu
nctu
al,
thor
ough
, nea
t, po
ised
etc
.
Eac
h st
uden
t mak
es a
n ex
perie
nce
char
t com
parin
ghi
s pr
esen
t wor
k ha
bits
with
thos
e lis
ted
for
adul
ts.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. G
iven
a c
lass
exe
rcis
e in
div
idin
gw
ork
amon
g a
grou
p of
stu
dent
s,st
uden
t can
des
crib
e in
wha
t way
she
bene
fits
from
the
wor
kof
othe
rs.
Dur
ing
clas
s st
ore
or r
esta
uran
t ope
ratio
n, d
utie
s ar
edi
vide
d am
ong
smal
l gro
ups
of s
tude
nt. E
ach
stud
ent
is in
volv
ed in
at l
east
one
suc
h co
oper
ativ
e, a
ssem
bly
line
divi
sion
ofla
bor.
Eac
h st
uden
t tel
ls h
is r
eact
ions
to w
orki
ng o
n an
asse
mbl
y lin
e.
Stu
dent
s ro
le p
lay
an u
ncoo
pera
tive
mem
ber
of th
ete
am a
nd d
iscu
ss th
e re
sults
for
prod
uctiv
ity a
ndte
am m
oral
e.
Cla
ss v
iew
s a
film
abo
ut th
e as
sem
bly
line
proc
ess.
IS
ee fi
lm b
iblio
grap
hy.
PLS.
No.
7 Le
arni
ng to
ear
n a
livin
g
OB
JEC
TIV
E:
C. B
egin
s to
lear
n ab
out w
orki
ng o
n th
e jo
bA
IM:
3. R
espo
nsib
ilitie
s of
the
wor
ker
CE
NT
ER
OF
INT
ER
EST
UN
IT-
a. A
t hom
eSU
BU
NIT
:
LEV
EL:
Prim
ary
leve
l
0
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
i. S
tude
nt n
ames
and
dem
onst
rate
sho
useh
old
dutie
s he
can
per
form
at
hom
e.
2. S
tude
nt li
sts
dutie
s pe
rtai
ning
toa
give
n ro
om in
the
hom
e.
3. S
tude
nt d
escr
ibes
ver
bally
the
outc
omes
if h
ouse
hold
task
s ar
e no
tpe
rfor
med
in th
e ho
me.
Stu
dent
slis
t hou
seho
ld c
hore
s an
d in
dica
te w
hich
ones
they
alre
ady
do.
Stu
dent
s di
scus
s w
hy th
ey c
an't
do th
e ot
her
chor
es,
e.g.
phy
sica
lly to
o sm
all,
too
heav
y, to
o da
nger
ous.
Stu
dent
s ta
ke tu
rns
dem
onst
ratin
g ho
useh
old
chor
esan
d ex
plai
ning
eac
h st
ep a
s th
ey d
o it.
A g
roup
of s
tude
nts
mak
es a
bul
letin
boa
rd a
bout
hous
ehol
d ch
ores
usi
ng m
agaz
ine
pict
ures
.
Eac
h st
uden
t pan
tom
imes
a ta
sk a
nd o
ther
sgu
ess.
Giv
en p
ictu
res
of m
essy
roo
ms,
eac
h st
uden
t tak
es a
turn
poi
ntin
g ou
t a c
hore
that
mus
t be
done
.
Stu
dent
com
plet
es a
wor
kshe
et m
atcn
ing
chor
es a
ndcl
eani
ng e
quip
men
t with
roo
ms
in th
e ho
use.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
hou
seho
ld c
hore
s.
Usi
ng a
hou
se d
iagr
am o
r do
ll ho
use,
eac
h st
uden
tte
lls th
e ch
ores
that
mus
t be
done
in a
giv
"eQ
Losa
m.
Tea
cher
sho
ws
film
abo
ut fa
mily
sha
ring
of r
espo
nsi-
bilit
ies.
Cla
ss a
pplie
s th
is to
thei
r fa
mili
es.
Stu
dent
des
crib
es a
roo
m th
at h
as n
ot b
een
care
d fo
r.
Giv
en p
airs
of p
ictu
res,
eac
h st
t pnt
can
poi
nt to
the
mes
sy r
oom
and
then
the
clea
ned
up r
oom
and
iferb
ally
des
crib
e th
e ch
ange
s se
en.
Cla
ss p
lays
a_
gam
e of
Fam
ily jo
bs m
inus
one
. Eac
hst
uden
t cho
oses
a jo
b to
pla
y. A
s. e
ach
stud
ent i
sre
mov
ed fr
om th
e gr
oup,
thos
e re
mai
ning
dis
cuss
the
effe
ct o
n fa
mily
mem
bers
and
oth
er c
hore
s.
--
--
See
film
and
oth
er m
ater
ials
bib
li-og
raph
ies.
PLS
.N
o,7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
C. B
egin
s to
lear
n ab
out w
orki
ngon
the
job
AIM
:3.
Res
tam
ibili
ties
of th
e w
orke
rC
EN
TE
R O
F IN
TE
RE
ST
UN
ITa.
At s
choo
l
LEV
EL:
Prim
ary
leve
l
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt n
ames
and
dem
onst
rate
sS
tude
nts
list a
ll po
ssib
le r
oom
dut
ies.
task
s he
can
do
in th
e cl
assr
oom
.
2. S
tude
nt s
tate
s re
ason
s fo
r pr
oper
care
of c
lass
room
sup
plie
s.
3.G
iven
aw
orks
heet
depi
ctin
gar
ticle
sin
the
clas
sroo
m a
nd a
diag
ram
of t
he c
lass
room
sho
win
gfu
rnitu
re, s
tude
nt d
raw
s lin
es c
on-
nect
ing
each
obj
ect t
o its
pro
per
plac
emen
tin
the
room
on
the
diag
ram
.
Eac
h st
uden
t che
cks
off t
he o
nes
he c
an ,I
read
y do
.\
Stu
dent
pan
tom
imes
cho
re a
nd o
ther
s gu
ess
.'., 1
Tea
cher
pos
ts a
hel
pers
cha
rt a
nd p
uts
star
s ne
xt to
the
nam
es o
f tho
se w
ho-d
o cl
ass
chor
es w
ell.
Cla
ss r
uns
a sc
hool
cle
anup
cam
paig
n w
ith p
oste
rsan
d lit
ter
mon
itors
at r
eces
s. T
each
ers
awar
d pr
ize
tobe
st s
choo
l hel
per.
Eac
h st
uden
t com
plet
es w
orks
heet
s ;n
otch
ing
clas
s-ro
om c
hore
s to
cle
anin
g eq
uipm
ent.
Tea
cher
dem
onst
rate
s pr
oper
car
e of
cla
ss s
uppl
ies,
stre
ssin
g sa
fety
and
min
imiz
ing
was
te.
Stu
dent
s gu
ess
how
muc
h ob
ject
s co
st a
nd h
ow m
uch
thei
rcl
ass
cons
umes
. Tea
cher
exp
lain
s co
sts
and
amou
nts
in te
rms
rele
vant
to s
tude
nts'
exp
erie
nces
.
Stu
dent
s le
arn
to r
ecyc
le s
ome
scho
ol s
uppl
ies.
On
field
trip
s,te
ache
rpo
ints
out
how
wor
kers
cons
erve
thei
r m
ater
ials
. He
expl
ains
that
em
ploy
ers
or th
ose
peop
le w
ho p
ay fo
r m
ater
ials
exp
ect t
hose
who
use
them
to a
void
was
te.
Eac
h st
uden
t poi
nts
to th
e ite
ms
in th
e ro
om n
amed
by th
e te
ache
r or
ano
ther
stu
dent
.
Stu
dent
s pl
ay a
rid
dle
gam
e an
d ot
hers
gue
ss th
ena
me
of th
e ob
ject
, e.g
.I a
m g
ray
and
used
to c
lean
the
blac
kboa
rd. W
hat a
m I?
Beh
avio
ral O
bjec
tive
Act
iviti
es
4, S
tude
nt d
escr
ibes
per
form
ance
of a
task
in s
eque
ntia
l ord
er.
5. S
tude
nt g
ives
exa
mpl
es o
f the
resu
lts o
f not
bei
ng a
goo
d sc
hool
help
er.
Tea
cher
fills
a ba
g w
ith c
lass
room
obj
ects
. Eac
hst
uden
t pla
ys th
e se
nsor
y ga
me
by fe
elin
g th
eob
ject
sin
the
bag
with
out s
eein
g th
em a
nd id
entif
ying
them
by n
ame.
Eac
h st
uden
t tak
es a
turn
des
crib
ing
how
to d
o a
task
whi
le a
sec
ond
stud
ent d
oes
the-
task
. Cla
ssw
atch
esan
d po
ints
out
err
ors
and
good
poi
nts.
For
task
s w
hich
are
def
..,ite
lyse
quen
tial,
teac
her
poin
ts o
ut w
hat m
ust b
e do
ne fi
rst t
oco
mpl
ete
task
.
Tea
cher
pur
pose
ly p
erfo
rms
a ta
sk in
the
wro
ng o
rder
and
lets
stu
dent
s po
int t
his
out a
ndco
rrec
t.
Stu
dent
s nu
mbe
r in
cor
rect
ord
er p
ictu
res
of th
eva
rious
ste
ps o
f a ta
sk.
Stu
dent
s pr
actic
e ex
plai
ning
task
s in
sequ
entia
l ord
er.
Stu
dent
scu
t out
pic
tUre
s of
litte
ran
d ca
rele
ss. -
acci
dent
s an
d m
ake
post
er.
Stu
dent
s ke
ep a
dia
ry o
f all
untid
ines
s th
ey S
eein
one
day.
In c
lass
stu
dent
s di
scus
s w
hat
to d
o.
Cla
ss m
ight
dec
ide
to r
un a
sch
ool c
lean
-up
cam
paig
n.
Stu
dent
s no
te h
ow m
any
of th
e cl
assr
oom
chor
es a
rere
late
d to
cle
anin
g up
or
tidyi
ngup
Vie
roo
m.
Cla
ss p
lays
gam
e of
Cla
ssro
om jo
bsm
inus
one
. Eac
hst
uden
t pla
ys th
e ro
le o
f a c
lass
room
cho
reor
sup
ply.
As
each
is r
emov
ed fr
omgr
oup,
cla
ss d
iscu
sses
the
effe
ct o
n cl
ass
mem
bers
and
oth
erac
tiviti
es.
Stu
dent
s w
rite
slog
ans
to h
elp
rem
ind
stud
ents
to b
ego
od s
choo
l hel
pers
.
A g
roup
of s
tude
nts
mak
ea
post
er s
how
ing
how
acci
dent
s m
ay b
e ca
used
by
care
less
ness
.
Gud
y se
quen
ce c
a'
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
Beh
avio
ral O
bjec
tive
Act
iviti
es
6.S
tude
nt-
dem
onst
rate
s ea
ch o
fth
e fo
llow
ing
safe
ty r
ules
: how
toca
rry
haza
rdou
s -it
ems,
how
tom
ove
a ve
ry h
eavy
obj
ect,
beha
vior
on s
tairw
ays
and
in h
alls
, han
dlin
gho
t liq
uids
or
pots
and
oth
er r
ules
.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
saf
ety.
Tea
cher
dem
onst
rate
s ea
ch o
f the
saf
ety
rule
s.
Tea
cher
dev
ises
task
s fo
r st
uden
ts th
at r
equi
re th
emto
use
goo
d sa
fety
pra
ctic
es.
Eac
h st
uden
tis
enco
urag
ed to
tell
othe
rsif
they
appe
ar to
be
doin
g so
met
hing
uns
afe.
On
field
trip
s, te
ache
r an
d ai
des
requ
ire s
afet
y ru
les
be c
lose
ly fo
llow
ed. T
each
er p
oint
s ou
t how
wor
kers
they
wat
ch a
re s
afet
y co
nsci
ous.
Stu
dent
s w
ho h
ave
had
acci
dent
s te
ll cl
ass
how
itha
ppen
ed a
nd h
ow lo
ng it
took
to r
ecup
erat
e.
See
film
bib
liogr
aphy
.
Ann
otat
ed R
esou
rce
Mat
eria
;::E
valu
atio
n
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
EC
. Beg
ins
to le
arn
abou
t wor
king
on
the
lob
AIM
-4.
Gro
wth
in s
ocia
l and
per
sona
l ski
pC
EN
TE
R O
F IN
TE
RE
ST
UN
IT-
a. A
ccep
tanc
e by
cla
ssm
ates
and
adu
ltsS
UB
UN
IT.
LEV
EL:
Prim
ary
leve
l
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt n
ames
per
sona
lity
trai
tsth
at a
re im
port
ant i
n ,v
oi k
ing
and
play
ing
with
oth
ers
in a
gro
up.
2. S
tude
nt d
emon
stra
tes
habi
ts h
eco
uld
deve
lop
orim
prov
eth
atw
ould
hel
p m
ake
his
beha
vior
mor
eso
cial
ly a
ccep
tabl
e.
Stu
dent
s lis
t qua
litie
s th
ey li
ke a
nd d
islik
e in
frie
nds
and
adul
ts.
Eac
h st
uden
t int
ervi
ews
a sc
hool
hel
per
abou
t wha
tw
ork
habi
ts a
nd a
ttitu
des
are
impo
rtan
t in
thei
r jo
bs.
Cla
ssre
view
s co
mm
on c
ourt
esie
s an
d ro
lepl
ays
vario
us w
ork
situ
atio
ns in
volv
ing
them
.
Afte
r w
orki
ng o
n a
grou
p pr
ojec
t, st
uden
ts d
iscu
ssw
hom
they
enj
oyed
wor
king
with
the
mos
t and
why
.
Stu
dent
s te
ll th
eir
expe
rienc
es w
ith fa
ir pl
ay, t
akin
gtu
rns,
sha
ring,
fist
-fig
htin
g, e
tc.
Stu
dent
s ro
le p
lay
conf
lict s
ituat
ions
and
dis
cuss
how
to r
esol
ve th
em.
Ifav
aila
ble,
teac
her
vide
o-ta
pes
clas
s du
ring
som
eac
tivity
. Cla
ss v
iew
s ta
pe a
nd c
omm
ents
on
each
pers
on's
Tea
cher
has
con
fere
nce
with
mis
beha
ving
stu
dent
s to
disc
uss
the
prob
lem
and
wor
k to
war
ds r
esol
utio
n.
Pos
itive
soc
ial b
ehav
ior
is r
ewar
ded
and
enco
urag
ed.
Stu
dent
s ro
lepl
ayun
soci
able
peo
ple
and
othe
rspo
int o
ut th
e ba
d be
havi
or a
nd h
ow to
cor
rect
it.
Tea
cher
rea
ds s
torie
s ab
out b
adly
beh
avin
g st
uden
tsan
d cl
ass
poin
ts o
ut th
'e p
robl
em a
nd h
ow to
sol
ve it
.
PLS
.N
o.Le
arni
ng to
ear
n a
livin
gLE
VE
L: P
rimar
y le
vel
OB
JEC
TIV
E-
C. B
egin
s to
lear
n ab
out w
orki
ng o
n th
e jo
bC
r)A
IM-
4. G
row
th in
soc
ial a
nd p
erso
nal s
kills
CE
NT
ER
OF
INT
ER
ES
T U
NIT
b. C
ontin
ue in
tere
st in
act
iviti
es s
tart
ed a
nd b
road
enin
tere
sts
SU
BU
NIT
-
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt in
depe
nden
tly c
ontin
ues
inte
rest
in a
n as
sign
ed a
ctiv
ity fo
r a
min
imum
tim
e pe
riod
2. S
tude
nt c
omm
ents
ver
bally
on
grow
thin
his
acad
emic
wor
kth
roug
h co
mpa
rison
of a
n ex
ampl
eof
his
wor
k fr
om e
arlie
r in
this
or
the
prev
ious
yea
r to
exa
mpl
e of
pres
ent w
ork.
3.A
fter
field
trip
,st
uden
t use
sco
rrec
tly n
ew v
ocab
ular
y w
ords
or
term
s, in
dica
tive
of tr
ip e
xper
ienc
ein
ver
bal d
escr
iptio
n of
trip
.
4. G
iven
free
tim
e, s
tude
nt le
arns
(with
teac
her's
gui
danc
e)to
pla
yco
rrec
tly a
new
gam
e.
Stu
dent
sel
ects
or
is a
ssig
ned
a ro
om d
uty
for
a w
eek.
Tea
cher
obs
erve
s st
uden
ts a
ttent
ion
leve
l thr
ough
out.
Stu
dent
beg
ins
and
com
plet
es a
long
terr
a ar
t pro
ject
,e.
g. c
lay
Jr p
aper
mac
he s
culp
ture
, gift
for
pare
nts.
Eac
h st
uden
t kee
ps a
dia
ry a
bout
cla
ss n
ews
each
day
for
a w
eek.
At e
nd o
f wee
k, h
e pu
ts in
form
atio
nto
geth
er in
a b
ookl
et o
n sc
hool
.
WI,-
teac
her,
stu
dent
ver
bally
com
pare
s ex
ampl
es o
fhi
s pr
intin
g an
d cu
rsiv
e w
ritin
g.
Stu
dent
com
plie
s hi
s fo
rmer
abi
lity
in m
ath
with
his
curr
ent w
ork.
Eac
h st
uden
t mak
es a
n ex
perie
nce
char
t com
parin
ghi
s fo
rmer
with
his
cur
rent
kno
wle
dge
and
skill
s.
tIt
itlic
tdi
scus
sion
'on
oxpo
ci1,
,se
n th
ehi
llhi
lltie
litS
mak
e a
list o
f thi
iigs
touu
i
On
trip
,te
ache
r or
gui
de p
oint
s ou
t and
nam
esva
rious
obj
ects
.
Cla
ss d
iscu
sses
exp
enel
itlw
,lid
d 1t
ipI
,den
tte
lls s
omet
tlitic
i he
saw
or
h
Tea
cher
pro
vide
s vo
cabu
lary
rei
nfor
cem
ent w
ithvo
-ca
bula
ry li
sts,
wor
d-ob
ject
mat
chin
g sh
eets
, film
orfil
mst
rip, r
elat
ed a
rt p
roje
cts
etc.
Tea
cher
gui
des
stud
ent i
n le
arni
ng r
ules
and
act
ions
of a
new
gam
e. S
tude
nt p
ract
ices
new
gam
e.
Cla
ss e
arns
free
tim
e to
wor
k on
indi
vidu
alor
gro
uppr
ojec
ts.
Intermediate Level Teaching Units
A. Develops ability to train for a job1. Work in the area2. One's own abilities and limitations
a. Why people work or don't workb. Pre-vocational competencies
(1) Attitudes and self-awareness 45
(2) Skills 47
B. Develops knowledge about choosing and getting a job
1. Requirements for employmenta. Education 49
b. Self-care 51
2: Ways of getting a job 55
3. Services and agencies that assist in jobfinding 56
C. Develops knowledge about working on the job1. Rights of the worker 57
2. Benefits available to the worker 60
3. Responsibilities of the worker... .62
4. Growth in personal skillsa. Acceptance by classmates and adults 64
b. Continues interest in activitiesstarted and broadens interests 66
37
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing_
LEV
EL:
Inte
rmed
iate
Lev
elO
BJE
CT
IVE
:A
. Dev
elea
sabi
litv
to tr
ain
for
a jo
bA
IM:
I. W
ork
in th
e ar
eaC
EN
TE
R O
F IN
TE
RE
ST
UN
IT.
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
1. G
iven
occ
upat
iona
l car
ds, s
tu-
dent
can
iden
tify
each
by
nam
e an
dbr
iefly
des
crib
e.
2. G
iven
an
end
prod
uct o
r re
sult,
stud
ent
can
verb
ally
trac
e ba
ckth
roug
hits
evol
utio
n na
min
g al
lin
term
edia
te p
roce
sses
and
peo
ple
invo
lved
.
Cla
ss v
iew
s fil
ms,
use
s au
dio-
vis
ual m
ater
ials
or
read
sst
orie
s on
var
ious
occ
upat
ions
.
Stu
dent
s cu
t out
mag
azin
e ph
otog
raph
s an
d la
bel t
heoc
cupa
tions
illus
trat
ed.
Cla
ss u
ses
thes
ein
gam
esi
tuat
ions
to r
einf
orce
vii
ribul
ary
and
desc
riptio
ns o
foc
cupa
tions
.
Eac
h st
uden
t pan
tom
imes
job
and
othe
rs g
uess
title
:
Cla
ss p
ract
ices
des
crib
ing
jobs
by
play
ing
Who
am
I?ga
me
(afte
r de
scrib
ing
job,
oth
ers
gues
s oc
cupa
tion)
.
Usi
ng c
lass
room
or
fam
iliar
obj
ects
, cla
ss c
ompi
les
the
list
of s
teps
inits
pro
duct
ion
and
who
mig
ht b
ein
volv
ed in
the
wor
k, e
.g. f
ood,
clo
thin
g, b
ooks
.
Cla
ss v
iew
s an
d di
scus
ses
film
s or
film
strip
s ab
out t
hepr
oduc
tion
of v
ario
u, p
rodu
cts
Stu
dent
s m
ake
post
ers
with
mag
azin
e pi
ctur
es to
show
the
prod
uctio
n of
fam
iliar
item
s.
Stu
dent
s pr
actic
e de
scrib
ing
the
prod
uctio
n pr
oces
sby
pla
ying
Wha
t am
I? (
afte
r de
scrib
ing
the
orig
ins.
and
inte
rmed
iate
step
s,ot
hers
gues
s w
hat
final
prod
uct i
s).
Stu
dent
dra
ws
a w
ork
pyra
mid
to ,,
,how
var
iety
and
inte
rdep
ende
nce
of jo
bs in
volv
edin
pro
duci
ng a
prod
uct.
See
boo
k, fi
lm b
iblio
grap
hies
and
othe
r m
ater
ials
, esp
. RO
A.
Mag
azin
es a
nd m
ount
ing
pape
r.
Occ
upat
iona
l car
ds fr
om P
eabo
dyLa
ngua
ge D
evel
opm
ent S
erie
s.
See
Sex
tant
Sys
tem
s, In
c. in
Oth
erm
ater
ials
bib
liogr
aphy
.
See
film
bib
liogr
aphy
Mag
azin
es a
nd m
our
ring
pape
r.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. G
iven
seve
ral
job
title
sor
pict
ures
illus
trat
ing,
jobs
,st
uden
tca
n ca
tego
rize
them
as
(a)
serv
ice
orpr
oduc
t and
(b)
rel
ated
to id
eas,
peop
le o
r th
ings
.
4. G
iven
a jo
b tit
le, s
tude
nt c
ande
scrib
ean
dde
nion
stra
teba
sic
task
s an
d/or
rel
ated
ski
lls.
Usi
ng o
ccup
atio
n ca
rds
from
abo
ve e
xerc
ises
, tea
cher
intr
oduc
es tw
o w
ays
of g
roup
ing
the
jobs
, as
serv
ice
or p
rodu
ct a
nd a
s re
late
d to
idea
s, p
eopl
e or
thin
gs.
.Cla
ssvi
ews
and
fr.
serv
ices
.
Gro
ups
of s
tude
nts
enac
t afa
mili
ar a
ctiv
ity, e
.g.
shop
ping
in' a
food
or
clot
hing
sto
re, g
ettin
g ga
solin
efo
r th
e ca
r, e
tc. A
s ea
ch p
erso
n do
es a
job,
itis
labe
lled
by o
ccup
atio
n an
d as
ser
vice
or
prod
uct o
rre
late
d to
idea
s, p
eopl
e or
thin
gs. F
or in
stan
ce, t
hene
wsp
aper
adv
ertis
emen
t abo
ut th
e cl
othi
ng s
ale
isw
ritte
n an
d ill
ustr
ated
by
a w
riter
and
art
ist,
both
idea
rel
ated
jobs
. The
clo
thin
g is
a p
rodu
ct o
f var
ious
thin
gre
late
djo
bs.
The
sale
scl
erk
isa
serv
ice
pers
onne
l, a
peop
le r
elat
ed jo
b.
Usi
ng m
agaz
ine
pict
ures
, stu
dent
s ta
ke tu
rns
iden
tify.
ing
jobs
by
nam
e an
d ca
tego
rizin
g th
em.
Cla
ss v
iew
s an
d di
scus
ses
film
s w
hich
sho
i^, t
he m
arl,
task
s in
volv
ed in
com
mon
jobs
.
Stu
dent
s pa
ntom
ime
the
task
s of
a jo
b an
d ot
hers
gues
s jo
b tit
le.
Cla
ssvi
sits
vario
us w
ork
situ
atio
ns a
nd w
atch
esw
orke
rs d
o th
eir
jobs
, not
ing
the
varie
ty o
f tas
ksin
volv
ed.
'aet
\ %\.\
Net
A. \
\%\.%
%ev
e N
.z.%
as
pat o
f z )
thz
desa
idab
n fo
r 61
s ow
n us
e.
C..\
ass
vz\
z,V
es tt
Nes
e \'a
&s
izzm
\tN s
etN
eith
cs
at h
ome.
Eac
h st
uden
t pra
ctic
es o
rally
des
crib
ing
and
dem
on-
stra
ting
the
task
s of
a jo
b.
Idea
s,pe
ople
,th
ings
,W
isco
nsin
Sta
te E
mpl
oym
ent S
ervi
ce.
See
film
bibl
iogr
aphy
esp.
Aei
rlC
orp.
,A
ifii
irrI
uchl
d lo
llsIn
c., C
entr
on E
duca
tiona
l Film
s
See
film
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
5. G
iven
a jo
b tit
le, s
tude
ntca
n lis
tth
e du
ties
of th
e w
orke
r.
6. G
iven
a jo
b tit
le, s
tude
ntca
nde
scrib
e th
e ro
le o
f thi
s w
ork
in th
eco
mm
unity
.
7. G
iven
a jo
b tit
le, s
tude
ntca
nna
me
seve
ral
busi
ness
esin
tow
nw
hich
em
ploy
this
pos
ition
.
Usi
ng p
revi
ousl
y pr
epar
ed o
ccup
atio
nal
card
s, s
tu-
dent
s pr
actic
e in
sm
all g
roup
s na
min
g an
dde
scrib
ing
all t
he jo
bs.
On
a cl
ass
field
trip
, eac
h st
uden
t is
assi
gned
a w
orke
rto
inte
rvie
w a
bout
the
dutie
s of
his
job.
He
repo
rts
tocl
ass.
Stu
dent
s re
ad r
esou
rce
mat
eria
ls a
bout
var
ious
jobs
toco
mpl
ete
the
list o
f dut
ies.
Cla
ss d
iscu
sses
and
list
s go
ods
and
serv
ices
that
thei
rco
mm
unity
nee
ds a
nd th
e oc
cupa
tions
that
sup
ply
them
.
Eac
h st
uden
t mak
es a
n ex
perie
nce
char
t of w
hat
good
s an
d se
rvic
es h
e ne
eds
on a
typi
cal d
ay. H
e th
enlis
ts th
e ty
pes
of jo
bs w
hich
pro
vide
him
with
wha
the
nee
ds.
Cla
ss v
iew
s an
d ba
ses
disc
ussi
on o
n fil
ms
or fi
lmst
rips
abou
t ser
ving
com
mun
ity n
eeds
.
Usi
ng th
e oc
cupa
tiona
l car
ds, s
tude
nts
iden
tify
thos
eoc
cupa
tions
hel
d by
thei
r pa
rent
s an
d re
lativ
es.
Cla
ssm
akes
a li
st o
f com
pani
es fo
r w
hich
they
wor
k.
Usi
ng th
e te
leph
one
dire
ctor
y,gr
oups
of s
tude
nts
wor
k to
geth
er to
com
pile
the
nam
es o
f oth
er c
om-
pani
es h
iring
var
ious
occ
upat
ions
.
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
ersp
eaks
tocl
ass
abou
t wha
t sor
ts o
f wor
kers
vario
us b
usin
esse
sm
ust h
ire.
Tea
cher
hel
ps to
poi
nt o
ut u
nusu
albu
sine
sses
whi
chhi
re w
orke
rs d
iscu
ssed
,e.
g. z
oo, r
epai
r st
ore,
nur
sing
hom
e.
Cla
ss b
ecom
es fa
mili
ar w
ith th
em
ajor
indu
strie
s of
the
com
mun
ity. E
ach
stud
ent
prac
tices
nam
ing
aco
mpa
ny a
nd it
s ty
pes
of w
orke
rs.
See
boo
k an
d ot
her
mat
eria
ls b
ibli-
ogra
phie
s
See
film
and
oth
er m
ater
ials
bib
li-og
raph
ies,
esp
. Soc
iety
for
Vis
ual
Edu
catio
n, In
c.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
8. G
iven
a jo
b tit
le, s
tude
nt c
an li
stth
e tr
aini
ng a
nd q
ualif
icat
ions
for
the
posi
tion.
9. G
iven
job
title
s an
d a
list
ofw
ork
rela
ted
voca
bula
ry, s
tude
ntca
nm
atch
jobs
and
voca
bula
rypr
oper
ly.
10. G
iven
a s
erie
s of
job
desc
rip-
tions
, stu
dent
can
sup
ply
job
title
s.
Voc
atio
nal c
ouns
elor
exp
lain
s th
e ba
sic
trai
ning
and
qual
ifica
tions
for
mos
t job
s. H
e pr
ovid
es v
ocat
iona
lm
ater
ial o
n va
rious
jobs
of i
nter
est t
o th
e st
uden
ts.
Eac
h st
uden
t add
s sp
ecifi
c in
form
atio
n ab
out q
ualif
i-ca
tions
to h
is jo
b an
d ta
sk d
escr
iptio
ns.
Stu
dent
s in
terv
iew
par
ents
and
acq
uain
tena
nces
with
jobs
to fi
nd o
ut th
e qu
alifi
catio
ns fo
r va
rious
jobs
.
Eac
h st
uden
t sel
ects
a jo
b he
mig
ht b
e in
tere
sted
inho
ldin
g an
d de
term
ines
wha
t tra
inin
g an
d qu
alifi
ca-
tions
he
wou
ld h
ave
to a
cqui
re to
be
elig
ible
for
it.
Cla
ss d
ivid
es in
to in
tere
st g
roup
s to
inve
stig
ate
jobs
ina
rela
ted
field
, e.g
. foo
d pr
epar
atio
n, c
onst
ruct
ion,
fire
fight
ing.
Eac
h gr
oup
com
pile
s a
list o
f voc
abul
ary
(e.g
. too
ls,
task
s, c
loth
ing
etc.
) co
mm
on to
a g
roup
of j
obs.
The
yex
plai
n th
ese
term
s to
the
rest
of t
he c
lass
.
Cla
ss p
lays
voc
abul
ary
and
job
desc
riptio
n gu
essi
ngan
d m
atch
ing
gam
es.
Stu
dent
s in
crea
se fa
mili
arity
with
jobs
dis
cuss
ed b
ycl
ass
by in
terv
iew
ing
wor
kers
in th
at jo
b, m
akin
g a
post
er o
f the
ir-du
ties
and
lear
ning
to p
anto
mim
e th
eir
task
s.
Stu
dent
s pr
actic
e de
scrib
ing
and
nam
ing-
jobs
in s
mal
lgr
oups
.
Cla
ss p
lays
Who
am
I? b
y gi
ving
job
desc
riptio
n an
dot
hers
gue
ss jo
b tit
le.
PLS
.N
o,7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E.
A. D
evel
ops
abili
ty to
trai
n fo
r a
iob
,AIM
:2.
abili
ties
and
limita
tions
Inte
l
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-a.
Why
peo
ple
wor
k or
don
't w
ork
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
Act
iviti
es.
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
1. S
tude
nt c
an d
iscu
ss r
easo
ns fo
rw
orki
ng.
2. S
tude
ntca
nst
ate
oral
lyth
em
ain
sour
ces
of e
arne
d in
com
e an
dse
vera
lso
urce
s of
sup
plem
enta
ryfa
mily
inco
me.
3. G
iven
the
clas
slis
t of s
uppl
e-m
enta
ry in
com
e so
urce
s, s
tude
ntca
n ex
plai
n on
e of
them
to th
ecl
ass.
Cla
ss d
efin
es w
ork
and
lists
fam
iliar
exa
mpl
es.
Stu
dent
s vo
lunt
eer
exam
ples
of t
heir
wor
k ex
perie
nce
and
why
they
did
it.
Gro
ups
of s
tude
nts
inte
rvie
w s
choo
l wor
kers
as
tow
hy th
ey w
ork
and
repo
rt b
ack
to c
lass
.
Dis
cuss
ion
emph
asiz
es w
orki
ng to
ear
n m
oney
to p
ayfo
r ne
cess
ities
of .
life
but
als
o po
ints
out
soc
ial a
ndem
otio
nal n
eeds
met
by
wor
king
.
Cla
ss d
iscu
sses
and
list
s on
bla
ckbo
ard
sour
ces
ofea
rned
fam
ily in
com
e. P
ossi
ble
answ
ers
are:
fath
er's
empl
oym
ent;
mot
her's
em
ploy
men
t; si
blin
g's
empl
oy-
men
t; A
DC
-Aid
to d
epen
dent
,:ihi
ldre
n; o
r so
cial
secu
rity.
Tea
cher
sho
ws
film
on
fam
ily e
mpl
oym
ent.
Gla
ssdi
scus
ses
and
lists
on b
lack
boar
dpo
ssib
leso
urce
s of
sup
plem
enta
ry fa
mily
inco
mes
. Pos
sibl
ean
swer
s ar
e: s
avin
gs b
onds
U.S
.; sa
ving
s in
tere
st;
bonu
ses
wor
k, a
llow
ance
sea
rned
; ser
vice
s in
lieu
of
wag
es; s
ellin
g pr
oper
ty; r
ent f
rom
oth
er p
rope
rty;
stoc
ks; r
oom
ers;
and
ext
ra jo
b.
Stu
dent
s co
py th
ese
lists
and
. ne
cess
ary
note
s to
expl
ain
each
in th
eir
note
book
s.
In s
mal
l gro
ups,
stu
dent
s ga
ther
info
rmat
ion
abou
ton
e of
the
sour
ces
of s
uppl
emen
tary
inco
me.
Eac
hst
uden
t pra
ctic
es th
e m
ater
ial b
y gi
ving
a r
epor
t to
the
clas
s.
How
peo
ple
earn
and
use
mon
ey.
Wes
tche
ster
, II.:
Ben
efic
Pre
ss.
Why
do
peop
le w
ork?
Mad
ison
,'W
is.:
Vis
ual E
duca
tion
Con
sulta
nt,
Inc.
Bar
r, J
ene,
Wha
t can
mon
ey d
o?C
hica
go:
Alb
ert W
hitm
an &
Co.
1967
.
Pam
phle
tsfr
omth
eF
eder
alG
over
nmen
t on
the
seve
ral w
elfa
repr
ogra
ms
and
soci
al s
ecur
ity.
Fat
hers
wor
k, M
othe
rs w
ork
too,
The
y ne
ed m
e, C
hurc
hill
Film
s.
Spi
tze,
Haz
el T
aylo
r an
d P
atric
ia H
.R
otz,
Whe
re D
oes
the
Mon
ey G
o?A
ustin
, T.:
Ste
ck-V
augh
Co.
196
9.
Ros
som
ando
,F
eder
ic,
Flo
renc
eLe
vent
hal a
nd M
arily
n S
tzym
asze
k,E
arni
ng M
oney
. New
Yor
k, N
.Y.:
Fra
nklin
Wat
ts, I
nc. 1
967.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. S
tude
ntca
ngi
vere
ason
s fo
run
empl
oym
ent.
For
furt
her
info
rmat
ion,
indi
vidu
alst
uden
ts c
anco
mpo
sea
ques
tionn
aire
tous
ein
inte
rvie
win
gpe
rson
s re
ceiv
ing
thes
e ty
pes
of in
com
e.
Cla
ss d
iscu
sses
situ
atio
nsin
whi
ch a
per
son
who
norm
ally
wor
ks m
ight
be
unem
ploy
ed.
Sch
ool s
ocia
l wor
ker
spea
ks to
cla
ss a
bout
rea
sons
why
peo
plt.N
. are
una
ble
to w
ork.
Voc
atio
nal
coun
selo
r br
iefly
expl
ains
how
soc
ial
secu
rity
help
s th
e un
empl
oyed
and
how
dis
abili
tyin
sura
nce
help
s th
e in
jure
d.
Stu
dent
s w
ith s
ome
expe
rienc
e w
ith u
nem
ploy
men
tsh
are
info
rmat
ion
with
the
clas
s.
5. S
tude
ntca
nna
me
soci
alS
choo
l soc
ial w
orke
r sp
eaks
to c
lass
abo
ut s
ocia
lag
enci
es w
hich
aid
fam
ilies
who
p.:c
agen
cies
whi
ch h
elp
peop
le w
ho a
re u
nabl
e to
wor
k.un
able
to w
ork.
5. S
tude
nt c
an c
orre
ctly
com
plet
eop
en-e
nded
def
initi
ons
of w
age
and
sal
Usi
ng th
e te
leph
one
dire
ctor
y, c
lass
com
pile
s a
list o
fso
cial
pub
lic a
nd p
rivat
e ag
enci
es w
hich
hel
p fa
mili
esin
nee
d of
the
nece
ssiti
es o
f life
and
whi
ch h
elp
find
jobs
.
Stu
dent
s ro
le p
lay
reac
tions
to s
uch
a si
tuat
ion
inth
eir
fam
ily.
Voc
atio
nal c
ouns
elor
exp
lain
s th
e di
ffere
nce
betw
een
wag
e an
d sa
lary
. He
prov
ides
the
stud
ents
with
gene
raliz
ed r
ules
link
ing
type
of w
ork
and
skill
leve
lw
ith r
ecei
ving
eith
er a
wag
e or
a s
alar
y.
Tea
cher
lead
s ga
me
empl
oyin
g sp
eedy
app
licat
ion
ofth
ese
rule
s to
exa
mpl
e oc
cupa
tions
.
Eac
h st
uden
t com
plet
es a
rithm
etic
wor
kshe
ets
usin
gw
age
per
hour
to c
ompu
te p
ay.
Wha
t peo
ple
do C
hild
craf
t Vol
. 10
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
EA
, Dev
elop
s ab
ility
to tr
ain
for
a lo
bA
IM2.
One
's o
wn
abili
ties
and
limita
tions
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-b.
Voc
atio
nal c
ompe
tenc
ies
SU
BU
NIT
-(I
) A
ttitu
des
and
self-
awar
enes
s
LEV
EL:
Inte
rmed
iate
Lev
el
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt n
ames
way
s in
whi
ch h
eis
diff
eren
t fro
m a
noth
er s
tude
nt in
the
clas
s.
2. S
tude
ntve
rbal
izes
area
sin
whi
ch h
e ha
s no
ticed
phy
sica
l and
men
tal g
row
th in
him
self.
Cla
ss d
iscu
sses
and
poi
nts
out h
ow s
tude
nts
are
alik
ean
d di
ffere
nt. -
Stu
dent
s co
mpa
re th
emse
lves
with
othe
rs in
the
clas
s as
to h
eigh
t, w
ei h
t, co
lor
of e
yes
and
hair,
etc
.
Stu
dent
s co
mpa
re th
eir
expe
rienc
es, i
nter
ests
, str
ong
poin
ts a
nd w
eak
poin
ts to
poi
nt o
ut fu
rthe
r di
ffer-
ence
s an
d si
mila
ritie
s.
Stu
dent
s po
int o
ut e
xter
nal s
imila
ritie
s an
d di
ffer-
ence
s w
ith y
oung
peo
ple
in o
ther
par
ts o
f the
U.S
.an
d ot
her
coun
trie
s:
Cla
ss r
eads
boo
k or
vie
ws
film
s an
d di
scus
s si
mila
ritie
san
d di
ffere
nces
to p
eopl
e se
en.
Con
vers
atio
ns s
tres
s th
at e
very
one
is u
niqu
e an
d ye
tsi
mila
r to
oth
ers.
Stu
dent
s de
scrib
e th
emse
lves
as
they
rem
embe
r th
eyw
ere
at a
n ea
rlier
age
.
Eac
h st
uden
t writ
es a
n ex
perie
nce
char
t on
the
man
yw
ays
he h
as g
row
n, in
clud
ing
heig
ht, w
eigh
t, sk
ills,
men
tal,
phys
ical
and
em
otio
nal a
bilit
ies.
If av
aila
ble,
stu
dent
s br
ing
in p
hoto
grap
hs o
f the
m-
selv
es to
illu
stra
te th
eir
grow
th.
Tea
cher
or
guid
ance
cou
nsel
or d
iscu
sses
with
indi
-vi
dual
s ar
eas
of g
row
th s
how
n in
exa
mpl
es o
f pas
tac
adem
ic w
ork,
the
prog
ress
cha
rt, e
mot
ion
card
san
d/or
ane
cdot
al r
ecor
ds.
See
boo
ks a
nd fi
lm b
iblio
grap
hies
also
.
Fry
,R
osal
ieK
.P
rom
ise
of th
era
inbo
w,
N.Y
.:F
arre
rS
trau
sG
iroux
.
Doe
s co
lor
real
ly m
ake
a di
ffer-
ence
? A
IMS
Inst
ruct
iona
lM
edia
Ser
vice
.
Gui
danc
e:W
orki
ng w
ithot
hers
.A
IMS
Inst
ruct
iona
l Med
ia S
ervi
ces
Chi
ld's
wor
ld, c
olor
stu
dy p
rints
of
moo
ds a
nd e
mot
ions
.
Cos
grov
e,M
arjo
rie,
Dis
cove
ring
You
rsel
f,S
cien
ceR
esea
rch
,Ass
o-
ciat
es.
See
'boo
k bi
blio
grap
hy, e
spec
ially
Am
eric
anG
uida
nce
Ser
vice
and
Sci
ence
Res
earc
h A
ssoc
iate
s.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. S
tude
nt li
sts
reas
ons
why
som
e'pe
ople
cann
otbe
com
eat
hlet
es,
doct
ors,
mus
icia
ns e
tc.
4. S
tude
nt d
emon
stra
tes
feel
ings
of
self-
wor
th a
nd p
ride
in th
e w
ork
hedo
es a
nd th
e sk
ills
he le
arns
.
Ea
Eac
h st
uden
t rel
ates
pre
sent
act
iviti
es w
ith in
itial
lear
ning
expe
rienc
es,
e.g.
,sk
ippi
ng a
nd n
ow fo
lkda
ncin
g; th
row
ing
a ba
ll an
d no
w p
layi
ng b
aske
tbal
lor
foot
ball,
lear
ning
to b
alan
ce a
nd n
ow r
idin
g a
bicy
cle,
etc
..
Cla
ss d
iscu
sses
the
pers
onal
lim
itatio
ns w
hich
ste
mfr
om th
e di
ffere
nces
bet
wee
n pe
ople
.
Stu
dent
s na
me
jobs
\whi
ch r
equi
re u
nusu
al o
rar
ticu-
lar
phys
ical
abi
litie
s; e
.g. f
ootb
all p
laye
r-st
reng
th a
nd.
wei
ght;
surg
eon-
inte
llige
nce
and
dext
erou
s ha
nds;
athl
etes
-spe
ed a
nd s
tren
gth;
mus
icia
n-m
usic
al a
bilit
y.
Loca
l em
ploy
er o
r vo
catio
nal c
ouns
elor
spe
aks
tocl
ass
abou
t job
s w
hich
req
uire
par
ticul
ar c
hara
cter
is-
tics.
Stu
dent
s de
cide
if so
me
of th
ese
abili
ties
can
bele
arne
d or
dev
elop
.'
Tea
cher
obs
erve
s in
divi
dual
stu
dent
s as
they
wor
kan
d w
hen
thei
r w
ork
isev
alua
ted
by o
ther
s. H
een
cour
ages
indi
vidu
als
to d
iscu
ss a
nd e
valu
ate
thei
row
n w
ork.
Tea
cher
use
s fil
mst
rips
to g
uide
cla
ss d
iscu
ssio
n of
self-
wor
th.
By
prov
idin
g op
port
uniti
es to
app
ly a
cade
mic
lear
n-in
gto
wor
k or
ever
yday
situ
atio
ns,
teac
her
en-
cour
ages
stu
dent
s to
feel
that
wha
t the
y le
arn
is
usef
ul o
utsi
de c
lass
. For
inst
ance
afte
r a
field
trip
to a
groc
ery
stor
e,cl
ass
sets
upits
own
stor
e an
din
divi
dual
s ap
ply
mat
h, p
hysi
cal a
bilit
ies,
voc
abul
ary,
man
ners
, etc
. to
runn
ing
it.
Mak
ing
frie
nds
serie
sho
w-'d
o yo
ura
te. B
FA
Edu
catio
nal F
ilms
`
Life
in th
e te
ens.
Suc
cess
MO
tiva-
tion
Inst
itute
.
.PLS
.N
o.7 Learning to
barn
a li
ving
OB
JEC
TIV
E:
A. D
evel
ons,
abiti
ty to
trai
n fo
r aj
obA
IM:
2. O
ne's
ow
n ab
ilitie
itind
lim
itatio
nsC
EN
TE
R O
F IN
TE
RE
ST
UN
ITfa
-.V
ocat
iona
l ,,:r
)mpf
tenc
ies
SU
BU
NIT
:(2
)S
kills
LEV
EL
Inte
rrne
diat
e Le
vel
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Fie
sour
r,, M
ater
ials
Eva
luat
ion
I. S
tude
ntde
mon
stra
tes
spec
ific
skill
s he
can
lear
n an
d pr
actic
e at
hom
e w
hich
ca-
ser
ve a
s vo
catio
nal
prep
arat
ion.
2. S
tude
nt c
an d
escr
ibe
pers
onal
qual
ities
he
prac
tices
at h
ome
or in
scho
ol a
nd r
elat
es th
em to
voc
a-tio
nal p
repa
ratio
n.
9
Cla
ss c
ompi
les
a lis
t of
gnei
al s
kills
they
wou
ld n
eed
for
Ih
in 0
1111
Ch
The
y .H
e
Tea
cher
hin
tiu
pr
ovid
f; P
r aC
tIC
e 10
thes
e sk
ills
10re
gula
r cl
a,st
oom
rou
tir, _
Lri
d he
lps
to in
form
pare
nt:
of th
e op
L(.
1 te
i pia
t..-,
Jo!
thes
e sk
ills
at h
ome.
Stud
ents
pla
y a
gam
e of
twen
ty q
uest
ions
or
role
plu
s,,
occu
patio
ns v
it?-i
ski
lls n
eede
d as
clu
es.
_..is
ted
skill
s In
clud
e: u
se a
nd r
ecog
nitio
n of
took
.us
ean
dre
pair
ofm
achi
nery
;ge
nera
lcl
eani
ng,
laun
deri
ng a
nd ir
onin
g, m
akin
g be
ds; f
ood
plan
woq
.pu
rcha
se, p
repa
ratio
n an
d cl
eanu
p; s
ewin
g an
d ca
reof
war
drob
e; g
ener
al m
easu
rem
ent,
gene
ral r
epai
rs;
com
mon
1:0
1.11
tesw
!,; c
arin
g fo
r si
ck f
amily
01ch
ildre
n. te
leph
onin
g pr
oced
ures
: com
puta
tL,n
,et
c.
Cla
ss c
ompi
le.
L,t
of p
erso
nal q
ualit
ies
nece
ssar
yfo
r em
plp,
,rn,
Tea
cn,a
hel
ps to
PT
()v
ide
prac
tic,
in th
ese
abili
ties
10th
e re
gula
r cl
assr
oom
101
_011
W.
Stud
ents
eva
luat
e ea
ch o
ther
's p
rogr
ess
in ,m
prov
ing
thes
e sk
ills
regu
larl
y
Cla
ss v
irrt
vs a
nd d
iscu
sses
film
stri
ps O
n \.v
or k
hab
its.
Sugg
este
d a,
.as
incl
ude-
cle
anlin
ess,
ple
asan
t spe
akin
gvo
ice,
01;1
1101
11S.
We,
a n
on,
depe
ndab
ility
,th
orou
ghne
ss, n
on,,s
py, t
nom
ptne
r,s
etc.
Alle
n, B
etty
and
Mitc
hell
P. B
rigg
s.M
ind
your
man
ners
.P
hila
delp
hia:
Lip
pinc
ott.
Wor
k ha
bits
xia
di ti
t itle
sA
vid
Cor
pora
tion
Beg
inni
ngro
..;po
n.ci
h v
serie
s.
Cor
on--
Film
s.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
s.,u
rr-
1,.
eval
uatio
n
3. S
tude
nt li
sts
jobs
hi c
ould
lear
nat
sch
ool a
s vo
catio
nal p
repa
ratio
n.S
tude
nts
in e
stig
ate
whi
ch s
choo
l wor
kene
ed o
rw
ould
be
wi l
ing
to h
ave
stud
ent h
elpe
rs, e
.g. c
usto
dian
,ga
rdeh
er,
cafe
teria
food
wor
kers
,of
fice
wor
kers
, t4h
ers,
sto
ckro
om m
an, a
udio
-vis
ual o
per-
ator
, rec
reat
ion
teac
hers
, Hul
se.
inte
rest
ed s
tude
nts
prac
tice
the
skill
s ne
eded
and
role
-pla
yas
king
to b
e an
ass
ista
nt.
Ifsu
cces
sful
ly"h
ired"
, stu
dent
rep
orts
to c
lass
on
his
expe
rienc
es.
Tea
cher
pro
vide
s cl
assr
oom
act
iviti
es w
hich
dev
elop
voca
tiona
l ski
lls a
nd m
otor
coo
rdin
atio
n.
Kno
ll, J
ohn
r\11
,_,!:
iO
ur,o
hsin
scho
ol.
Mat
hem
atic
sfo
rem
plr,
',men
t.Jo
tv. ;
own,
Pa
Maf
f!x
Inc.
iate
s,
Ber
nste
in, W
ork
for
inde
pend
enc-
.!,N
ew Y
ork:
Joh
n D
ay C
o.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Inte
rmed
iate
Lev
elO
BJE
CT
IVE
:B
. Dfv
elop
s kn
owle
dge
abou
t cho
gsin
gan
d ge
tting
&jo
bA
IM:
Req
uire
men
ts fo
r em
ploy
men
tC
EN
TE
R O
F IN
TE
RE
ST
UN
IT:
_a._
Edu
catio
nS
UB
UN
IT:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt n
ames
skill
she
has
lear
ned
or c
an le
arn
at s
choo
l tha
tw
illbe
adv
anta
geou
s to
him
inge
tting
a jo
b an
d w
hich
he
mig
htno
t be
able
to a
cqui
re a
t hom
e.
2. S
tude
nt te
llsin
his
ow
n w
ords
reas
ons
why
hig
h sc
hool
dip
lom
a is
asse
t in
secu
ring
empl
oym
ent.
co
Cla
ss c
ompi
les
alis
tor
mak
es a
bul
letin
boa
rdill
ustr
atin
g pe
rson
al s
kills
lear
ned
at s
e-fo
ol.
Stu
dent
cho
oses
hyp
othe
tical
job
and
lists
his
dutie
san
d w
hat s
choo
l ski
lls w
ould
hel
p hi
mdo
them
.
Tea
cher
mak
es w
orks
heet
s w
hich
grou
p se
vera
l ski
llsw
ith a
n oc
cupa
tion.
Stu
dent
s ch
eck
skill
s w
hich
actu
ally
app
ly to
per
form
ing
job.
Tea
cher
pre
pare
s w
orks
hec
L, w
hich
list
a s
peci
fic s
kill
and
vario
us o
ccup
atiq
ns. E
ach
stud
ent
chec
ks th
ejo
bs w
hich
req
uire
the
skill
.
Tea
cher
lead
s di
scus
sion
of w
hat h
igh
scho
oldi
plom
am
eans
and
wha
t mus
t be
done
to a
chie
veit,
e.g
.,nu
mbe
r of
year
ssc
hool
ing,
cour
sere
quire
men
ts,
atte
ndan
ce, e
tc.
Stu
dent
s re
ad a
ds fo
r jo
bs in
new
spap
er s
how
ing
that
dipl
omiis
nec
essa
ry r
equi
rem
ent f
,,rge
tting
man
yjo
bs.
Cla
ss r
eads
per
tinen
t inf
orm
atio
n fr
ombr
ochu
res
from
Dep
t. of
Hea
lth, E
duca
tion
and
Wel
fare
rega
rd-
ing
impo
rtan
ce o
f hav
ing
high
sch
ool d
iplo
ma.
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
ersp
eaks
tocl
ass
abou
t the
impo
rtan
ce o
f hav
ing
a di
plom
a w
hen
com
petin
g fo
r a
job.
The
rel
atio
n be
twee
nha
ving
adi
plom
a an
d a
high
er w
age
rate
is p
oint
edou
t.
New
spap
ers
Gov
ernm
ent b
roch
u(u,
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Ev?
luat
ion
3. S
tude
ntre
late
shi
spr
esen
tE
ach
stud
ent m
akes
an
expe
rienc
e ch
art l
istin
g hi
ssc
ool
activ
ities
tosp
ecifi
cjo
bsc
hool
sub
ject
s, h
obbi
es a
nd o
ther
act
iviti
es w
hich
poss
ibili
ties.
add
to h
is e
mpl
oyab
ility
.
Voc
atio
nal c
ouns
elor
poi
nts
out t
hat e
mpl
oyer
s w
illge
nera
lly a
sk s
choo
l per
sonn
el a
bout
abi
litie
s an
dch
arac
ter
of a
stu
dent
bef
ore
hirin
g hi
m o
r re
ques
tse
vera
l let
ters
of r
ecom
men
datio
n fr
om n
on-r
elat
ives
.
Usi
ng s
ugge
sted
occ
upat
ions
, gro
ups
of s
tude
nts
list
rele
vant
exp
erie
nces
whi
ch a
ny o
f the
m m
ight
hav
ew
hich
wou
ld h
elp
them
qua
lify
for
the
job.
Cla
ss d
iscu
sses
the
impo
rtan
ce o
f vol
unte
er w
ork
and
obse
rvat
ion
of w
orke
rs in
acq
uirin
g jo
b sk
ills.
Tea
cher
em
phas
izes
how
sch
ool a
ctiv
ities
pre
pare
stud
ents
for
jobs
.
See
boo
ks u
nder
Sci
ence
Res
earc
hA
ssoc
iate
s,R
icha
rd R
osen
Pre
ss,
Fin
ney
Co.
s'
4. S
tude
nt c
an m
atch
type
s of
jobs
Stu
dent
s su
gges
t job
s of
inte
rest
to th
em. G
roup
sC
ome
to w
ork
with
us
book
kits
with
the
corr
ect
skill
and
edu
ca-
rese
arch
skill
and
educ
atio
nal
requ
irem
ents
with
and
Sex
tant
'ser
ies.
Sex
tant
Sys
-tio
nal r
equi
rem
ents
.lib
rary
reso
urce
san
dm
ater
ial
from
voca
tiona
lte
rns,
Inc.
coun
selo
r or
by
wor
ker
into
, vie
ws.
Cla
ss p
lays
com
petit
ive
gam
e of
iden
tifyi
ng r
equi
rem
ents
with
job.
'3in
g te
xtbo
ok p
ictu
res,
eac
h st
uden
t cal
led
onid
entif
ies
jobs
and
maj
or r
equi
rem
ents
.
Cla
ss v
iew
s fil
ms
on jo
b re
quire
men
ts.
jS
ee fi
lm b
iblio
grap
hy.
PLS
.N
o.7.
Lea
rnin
g to
ear
n a
livin
gO
BJE
CT
IVE
:B
. Dev
elop
skno
wle
dge
abou
t cho
osin
gan
d ge
tting
a jo
bA
IM:
L R
equi
rem
ents
for
empl
oym
ent
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-b.
Sel
f car
eS
UB
UN
IT:
LEV
EL:
Inte
rmed
iate
Lev
el
Beh
avio
ral O
bjec
tive
1. G
iven
a li
st o
f pro
per
and
im-
prop
er h
ealth
hab
its, s
tude
nt c
ircle
sal
l pro
per
heal
th h
abits
.
2. G
iven
a s
erie
s of
gro
omin
g ai
ds(s
oap,
was
hclo
th,
toot
hbru
sh,
com
b), s
tude
nt c
an d
emon
stra
teth
eir
prop
er u
se fo
r go
od g
room
ing.
3. S
tude
nt li
sts
reas
ons
why
goo
dhe
alth
hab
its a
nd g
ood
groo
min
gar
e im
port
ant i
n ge
tting
a jo
b.
Stu
dent
sha
bits
.
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
revi
ew a
nd r
ead
info
rmat
ion
on h
ea''
hS
ee b
ook
bibl
iogr
aphy
and
hea
lthte
xtbo
oks.
Cla
ss c
ompi
les
a ch
,:r:k
list o
f goo
d he
alth
h,in
it-E
ach
stud
ent r
ates
his
ow
n pe
rfor
man
ce.
Cla
ss v
iew
s an
d di
scus
ses
a fil
mon
-sc
ud a
nd b
adhe
alth
and
gro
omin
g ha
bits
.
Stu
dent
s re
late
per
sona
l hea
lth h
: bits
to <
< ..
rper
sona
lac
tiviti
es th
roug
h di
sc:
and
role
pla
ying
.
Stu
dent
s m
ake
abo
ar('
ILIs
trat
ing
good
znd
poor
gro
orni
r,e
bits
and
use
ful g
r.,
aids
.
Cla
ss d
iscu
sses
:he
impo
rtan
ce o
f one
'sap
pear
ance
one'
s se
lf-co
nf W
ence
and
oth
er p
eopl
e's
opin
ions
and
reac
tion,
. Tea
r ie
ria
tni:,
-.3s
izes
em
ploy
er's
exp
ecta
-tio
ns a
l- ,ti
tdo
med
em
ploy
ees
Cla
ss v
iew
s an
d di
scus
ses
a fil
mon
goo
d gr
oom
ing
habi
ts.
Tea
cher
lead
s cl
ass
revi
ew o
f goo
dgr
oom
ing.
Stu
-de
nts
prac
tice
usin
g va
rious
gro
omin
gai
ds a
nd H
eal
low
ed to
exp
erim
ent w
ith d
iffer
ent
hair
styl
es, e
tc.
Hom
e ec
onom
ics
teac
her
and/
ornu
rse
mig
ht b
eap
prop
riate
res
ourc
e pe
ople
.
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
er s
peak
s to
clas
s ab
out t
he im
port
ance
of
appe
aran
ce in
bus
ines
san
d to
str
ange
rs.
Dur
ing
field
trip
s,st
uden
ts o
bser
ve th
e pe
rson
alap
pear
ance
of w
orke
rs.
See
film
bib
liogr
aphy
.
See
film
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
es'A
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. :3
tude
nt li
sts
adva
ntag
es o
f ex-
hibi
ting
a pl
easa
nt p
erso
nalit
y.
Tea
cher
poi
nts
out j
obs
whi
ch r
equi
re e
xtre
mes
of
clea
nlin
ess
(hos
pita
l job
s, fo
od p
repa
ratio
n an
d se
rv-
ice,
laun
derin
g).
Stu
dent
s ro
le-p
lay
getti
ng r
eady
for
a jo
b in
terv
iew
,st
ress
ing
extr
a ca
re in
gro
omin
g.
Usi
ng m
agaz
ine
or o
ther
pic
ture
s of
wor
kers
, eac
hst
uden
t tak
es a
turn
at p
oint
ing
out t
he a
ppea
ranc
e of
the
wor
ker
and
how
this
ben
efits
or
detr
acts
from
his
wor
king
pos
ition
.
Stu
dent
s ev
alua
te e
ach
ethe
r's p
erso
nal a
ppea
ranc
efr
eque
ntly
.
Cla
ss li
sts
posi
tive
and
nega
tive
pers
onal
ity tr
aits
.
Stu
dent
s ro
le-p
lay
thes
e ch
arac
teris
tics
so th
at th
eir
mea
ning
is c
lear
.
Inw
ritte
nex
erci
ses,
stud
ents
prac
tice
usin
g an
dsp
ellin
g th
ese
voca
bula
ry w
ords
.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
per
sona
lity.
See
film
bib
liogr
aphy
.
Tea
cher
lead
s di
scus
sion
and
dem
onst
ratio
n of
polit
elis
teni
ng a
nd s
peak
ing
habi
ts,
appe
aran
ce a
nd-c
on-
duct
. Stu
dent
s pr
actic
e an
d ev
alua
te e
ach
othe
r.
Stu
dent
s ro
le-p
lay
moo
ds a
nd e
mot
ions
as s
ugge
sted
.dy
the
teac
her.
Stu
dent
s re
ad s
toria
s de
alin
g w
ith c
ontr
ol o
fem
o-I
See
boo
k an
d ot
her
mat
eria
ls b
ibli-
tions
.og
raph
ies.
Eac
h st
uden
t mak
es a
che
cklis
t of p
erso
nalit
ytr
aits
and
rate
s hi
s ow
n be
havi
or. S
tude
nts
com
men
t on
each
oth
er's
beh
avio
r.
Cla
ss u
nder
take
s a
grou
p pr
ojec
t req
uirin
gco
oper
a-tio
n. A
fterw
ard
clas
s di
scus
ses
impo
rtan
ce o
fco
op-
erat
ion
and
plea
sant
per
sona
litie
s w
hen
peop
le a
rew
orki
ng c
lose
ly to
geth
er.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
5. S
tude
nt d
escr
ibes
wor
k si
tua-
tions
in w
hich
pos
itive
per
sona
lity
char
acte
ristic
s ar
e ad
vant
ageo
us in
obta
inin
g an
d ho
lein
g a
job.
6. S
tude
nt n
ames
inst
ance
s of
fair
play
lear
ned
in s
choo
l act
iviti
es a
ndre
late
s th
em to
obt
aini
ng a
nd h
old-
ing
a jo
b.
7. S
tude
nt li
sts
posi
tive
pers
onal
itytr
aits
of s
omeo
ne h
e re
spec
ts.
Tea
cher
pre
sent
s ca
se s
tudi
es c
once
rnin
g w
ork
rela
-tio
nshi
ps. S
tude
nts
disc
uss
how
to r
esol
ve th
e pr
ob-
lem
s no
ting
the
impo
rtan
ce o
f und
erst
andi
ng th
epr
oble
m a
nd p
ositi
ve p
erso
nalit
y ch
arac
teris
tics.
Stu
dent
s to
le -
play
var
ious
wor
k si
tuat
ions
to d
ram
a-tiz
ein
teq;
prso
nal-r
elat
ions
hips
and
thei
ref
fect
on
wor
ker
mor
ale
and
prod
uctiv
ity.
Voc
atio
nal c
ouns
elor
poi
nts
out h
ow a
n in
terv
iew
ertr
ies
to ju
dge
the
pers
onal
ity a
nd c
hara
cter
of
pers
onbe
ing
inte
rvie
wed
for
a jo
b.
Stu
dent
s lis
t res
pons
ibili
ties
lear
ned
in s
choo
l tha
tw
ill b
e im
port
ant i
n ge
tting
and
hol
ding
a jo
b, e
.g.
neat
ness
, pro
mpt
ness
, hon
esty
, wor
king
with
and
with
out s
uper
visi
on.
Tea
cher
adm
inis
ters
soc
iogr
ams
with
in c
lass
room
and
keep
s th
em c
onfid
entia
l.
Cla
ss d
iscu
sses
the
reas
ons
for
havi
ng a
nd o
beyi
ngru
les
in s
choo
l, sp
orts
, and
on
a jo
b.
Tea
cher
pre
sent
s ca
se s
tudi
es c
once
rnin
g fa
ir pl
ay,
hone
sty,
loya
lty, e
tc. S
tude
nts
disc
uss
situ
atio
ns a
ndtr
y to
res
olve
pro
blem
s.
Cla
ss u
ses
situ
atio
ns in
film
s or
boo
ksas
bas
is fo
rdi
scus
sion
.
Cla
ss r
evie
ws
voca
bula
ry li
st r
efer
ring
to p
erso
nalit
ytraits.
Eac
hst
uden
tw
rites
apa
ragr
aph
desc
ribin
gth
epe
rson
ality
of s
omeo
ne h
e re
spec
ts. H
e re
ads
this
tocl
ass
and
they
dis
cuss
it.
Stu
dent
sta
ketu
rns
desc
ribin
g ea
chot
her
usin
gvo
cabu
lary
wor
ds.
See
film
bib
lioT
ohy
,C
oron
etF
ilms.
Beh
avio
ral O
bjec
tive
Act
iviti
esI
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
8. S
tude
nt d
escr
ibes
way
s in
whi
chpu
nctu
ality
and
hon
esty
cou
ld h
eip
a pe
rson
in g
ettin
g an
d ke
epin
g a
job.
9. S
tude
nt r
ole
play
s si
tuat
ions
inw
hich
sel
f-co
ntro
l and
loya
lty c
anhe
lp y
ou k
eep
a jo
b.
10. S
tude
nt w
rites
a sh
ort p
ara-
grap
h on
the
mea
ning
of c
ourt
esy
and
depe
ndab
ility
.
11. S
tude
nt c
an r
ealis
tical
ly s
tate
an e
valu
atio
n of
his
cha
ract
er o
nth
ese
poin
ts.
Stu
dent
s dr
amat
ize
wor
k an
d in
terv
iew
situ
atio
nsin
volv
ing
punc
tual
ity,
hone
sty,
tard
ines
s an
d di
s-ho
nest
y.
Cla
ss d
iscu
sses
wha
t an
empl
oyer
has
a r
ight
to e
xpec
tfr
om e
mpl
oyee
s. T
his
is r
elat
ed to
wha
t par
ents
and
scho
ol o
ffici
als
can
expe
ct fr
om s
tude
nts.
Stu
dent
s di
scus
s th
e co
nseq
uenc
es fo
r di
shon
esty
etc
.in
sch
ool,
at h
ome
and
on a
job.
Tea
cher
set
s up
situ
atio
ns fo
r st
uden
ts to
rol
e-pl
ayan
d di
scus
s.
Cla
ss u
ses
situ
atio
ns in
film
s or
boo
ks a
s ba
sis
for
disc
ussi
on.
Stu
dent
s in
terv
iew
wor
kers
abo
ut s
elf
ontr
ol a
ndio
yalty
on
thei
r jo
bs.
Loca
l em
ploy
er o
r vo
catio
nal c
ouns
elor
spe
aks
tocl
ass
abou
t the
exp
ecte
d co
nduc
t of w
orke
rs.'
Whe
n em
otio
nal
situ
atio
nsoc
cur
incl
assr
oom
,te
ache
r le
ads
clas
s di
scus
sion
abo
ut s
elf-
cont
rol a
ndho
w to
res
olve
the
prob
lem
.
Stu
dent
s lis
t exa
mpl
es o
f cou
rtes
y an
d de
pend
abili
ty.
Gro
ups
of s
tude
nts
dram
atiz
e th
ese
situ
atio
n-.
Cla
ss v
iew
s an
d di
scus
ses
film
s de
pict
ing
cour
tesy
and
disi
:mirt
esy,
etc
.
Stu
dent
s co
mr:
cr'i
the
beha
vior
of c
lass
mem
bers
on th
ese
poin
ts.
Eac
h st
uden
t pra
ctic
es th
is v
ocab
ular
y an
d w
rites
abou
t its
mea
ning
.
Voc
atio
nal c
ouns
elor
and
/or
teac
her
obse
rves
uden
tov
er ti
me
and
has
apr
ivat
e co
nfer
ence
with
eac
hst
uden
t abo
ut h
is c
ondu
ct a
nd c
hara
cter
.
Eac
h st
uden
t trie
s to
rea
listic
ally
eva
luat
e hi
mse
lf an
dre
ceiv
es a
dult
feed
back
.
See
film
bib
liogr
aphy
, asp
. Cor
onet
Film
s.
See
film
bib
liogr
aphy
, esp
. Enc
ycio
-pe
dia
Brit
anic
a F
ilms
and
Eye
gate
Hou
se In
c.
Get
ting
to k
r,ow
:no
serie
s. H
Film
s.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
nter
med
iate
Lev
elO
BJE
CT
IVE
:B
. Dev
elop
s kn
owle
dge
abou
tch
or/s
12.4
.And
get
ting
A jo
t)A
IM:
7 W
ays
of g
ettin
ciaj
alL
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:S
UB
UN
IT:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
1. S
tude
nt c
an n
ame
peop
le w
hoco
uld
help
him
find
a jo
b.
2. S
tude
ntro
lepl
ays
mak
ing
a
pers
onal
con
tact
, exp
lain
ing
to th
ein
divi
dual
wha
the
wan
tsan
dan
swer
ing
nece
ssar
y qu
estio
ns in
a
cour
teou
s an
d al
ert m
anne
r.
Cla
ss c
ompi
les
alis
t of t
ypes
of p
eopl
e w
ho c
ould
help
find
jobs
,e.
g.ne
ighb
ors,
rela
tives
,w
orki
ngfr
iend
s, c
ouns
elor
t-s
Eac
h st
udei
iden
tifie
s as
man
y sp
ecifi
c pe
ople
as
poss
ible
who
cou
ld h
elp
him
find
a jo
b. H
e re
cord
san
d ke
eps
the
list.
Tea
cher
or
voca
tiona
l cou
nsel
or e
xpla
ins
the
purp
ose
ofle
tters
of r
ecom
men
datio
n. E
ach
stud
ent
lists
peop
le w
ho a
re fa
mili
ar w
ith h
is a
bilit
ies,
inte
rest
s or
trai
ning
who
are
not
rel
ativ
es.
Voc
atio
nal c
ouns
elor
sho
ws
clas
s ho
wto
obt
ain
the
nam
e an
d ph
one
num
ber
o st
rang
ers
who
hav
ejo
ieto
fill.
Stu
dent
s co
llect
nam
es a
nd p
hone
num
bers
conc
ern-
ing
jobs
from
new
spap
er a
ds, c
omm
unity
,sc
hool
of
chur
chbu
lletin
boar
ds,
radi
oan
noun
cem
ents
,co
unse
lors
, etc
.
Cla
ss d
iscu
sses
poi
nts
to r
emem
ber
in ta
lkin
gab
out
jobs
with
an
acqu
aint
ance
or
stra
nger
.
Stu
dent
s co
mpi
le a
list
of b
asic
que
stio
ns w
hich
mig
ht b
e as
ked
at a
n in
terv
iew
.
Stu
dent
s ro
le-p
lay
both
inte
rvie
wer
and
inte
ryw
ee.
Eac
h st
uden
t get
s so
me
prac
tice
in b
oth
role
s.O
ther
stud
ents
obs
erve
and
com
men
t.
Ifav
aila
ble,
teac
her
tape
reco
rds
orvi
deo-
tape
sin
terv
iew
s so
that
eac
h st
uden
tca
n cr
itiqu
e hi
s ow
npe
rfor
man
ce.
Aud
io o
r vi
deo
tapi
ng e
quip
men
t.
Eva
luat
ion
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
B. D
evel
ops
know
ledg
e ab
out c
hoos
ing
and
getti
ng a
job
cri
c7)
AIM
:3.
Ser
vice
s an
d ag
enci
es th
at a
ssis
t in
lob
findi
ng
LEV
EL:
I nte
rmed
k,ve
l
CE
NT
ER
OF
INT
ER
ES
T U
NIT
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
1. G
iven
acl
ass
com
pile
d lis
t of
scho
ol jo
bs, s
tude
nt id
entif
ies
the
scho
olpe
rson
nel
toco
ntac
t for
doin
g ea
ch jo
b.
2. G
iven
acl
ass
com
pile
d lis
t of
hom
e an
d co
mm
unity
jobs
, stu
dent
indi
cate
ssp
ecifi
cin
divi
dual
s an
dge
nera
l typ
es o
f peo
ple
to c
onta
ctab
out d
oing
eac
h jo
b
3. G
iven
a s
er.3
s of
pic
ture
s ill
us-
trat
ing
way
s fo
r ch
ildre
n an
d ad
ults
toap
ply
for
jobs
,st
uden
t can
verb
ally
desc
ribe
the
appl
icat
ion
met
hod
or s
ituat
ion.
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
F v
alua
tion
Stu
dent
sin
terv
it:w
scho
ol w
orke
rs a
bout
pos
sibl
est
uden
t hel
per
jobs
and
who
to c
onta
ct.
Eac
h st
uden
t rep
orts
to c
lass
and
one
list
is c
ompi
led.
Tea
cher
poi
nts
out w
hy th
e pa
rtic
ular
sch
ool p
er-
sonn
el li
sted
as
cont
act i
s th
e lik
ely
supe
rvis
or.
Stu
dent
s in
terv
iew
com
mun
ity w
orke
rs a
bout
pos
si-
ble
stud
ent h
elpe
r jo
bs a
nd w
ho to
con
tact
.
Stu
dent
s co
mpi
le jo
bs li
sted
for
com
mun
ity jo
bs in
new
spap
er, o
n sc
hool
, com
mun
ity o
r ch
urch
bul
letin
boar
ds, c
ouns
elor
etc
.
Cla
ss c
ompi
les
one
com
posi
te li
st.
Voc
atio
nal c
ouns
elor
exp
lain
s th
e ro
le o
f per
sonn
elof
ficer
s at
bus
ines
ses.
Stu
dent
s w
ith w
ork
expe
rienc
e te
ll ho
w a
nd to
who
mth
ey a
pplie
d fo
r w
ork.
Voc
atio
nal
coun
selo
rde
scrib
esva
rious
way
sfo
rpe
ople
to a
pply
for
jobs
.
Stu
dent
s fin
d pi
ctur
es o
r ta
ke p
hoto
s of
act
ual o
rro
le-p
layi
ng a
pplic
atio
n si
tuat
ions
. Eac
h st
uden
t tak
esa
turn
at d
escr
ibin
g th
e si
tuat
ion.
Cla
ss v
iew
s an
d di
scus
ses
vario
us fi
lms
show
ing
way
sto
app
ly fo
r jo
bs.
Stu
dent
s m
atch
the
pict
ures
of a
pplic
atio
n m
etho
dsw
ith th
e jo
bs a
nd c
onta
ct p
erso
nnel
dis
cuss
ed in
the
earli
er a
ctiv
ities
. Wha
t met
hods
are
mos
t app
ropr
iate
?
Gro
ups
of s
tude
nts
role
pla
y th
ese
situ
atio
ns.
See
film
bib
liocr
..ohy
.
PLS
.N
o.7
Lear
ning
toea
rnat
ivin
g_O
BJE
CT
IVE
:C
. Dev
elop
s kn
owle
dge
iLlti
t wor
king
on
the
job
AIM
:I.
Rig
hts
of th
e w
orke
r
Into
vel
CE
NT
ER
OF
INT
ER
ES
T U
NIT
.S
UB
UN
IT.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an c
orre
ctly
use
a c
lass
com
pile
d vo
cabu
lary
list
of w
ords
pert
aini
ng to
rig
hts
and
priv
ilege
s in
the
clas
sroo
m.
2. S
tude
nt s
tate
s re
ason
s w
hy h
em
ight
be
disq
ualif
ied
for
a pa
rtic
u-la
r jo
b or
dut
y.
Cla
ssre
ads
essa
yson
right
san
dpr
ivile
ges
and
disc
usse
s th
eir
pers
onal
rig
hts
and
priv
ilege
s.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
rig
hts
and
rule
s.
Fro
m d
iscu
ssio
n, c
lass
com
pile
s vo
cabu
lary
list
. Eac
hst
uden
t cop
ies
list a
nd d
efin
es e
ach.
Stu
dent
s co
mpi
le a
list
of a
ll cl
assr
oom
dut
ies
and
all
stud
ent c
lass
room
rig
hts.
Tea
cher
ass
igns
jobs
to e
ach
stud
ent.
Afte
r pe
rfor
m-
ing
it fo
r a
whi
le, e
ach
stud
ent e
xpla
ins
to c
lass
his
resp
onsi
bilit
ies,
rig
hts
and
if he
doe
s no
t ful
fill h
isdu
ties,
the
effe
ct o
n ot
hers
and
just
ifiab
le p
unis
h.m
ent.
Cla
ss d
iscu
sses
impo
rtan
ce o
f cla
ssgo
vern
men
t, ru
les
and
regu
latio
ns. E
ach
stud
ent t
ells
of s
ome
expe
ri-en
ce o
f his
with
rul
es a
nd r
egul
atio
ns.
Eac
h- s
tude
nt d
escr
ibes
sel
ecte
d ph
otos
or
pict
ures
usin
g ne
w v
ocab
ular
y an
d co
ncep
ts.
Eac
h st
uden
t dis
cuss
es th
e im
port
ance
of d
oi,
his
job
prom
ptly
, nea
tly a
nd c
orre
ctly
.
Tea
cher
mak
es a
cha
rt a
nd g
ives
rew
ard
cred
it fo
rpr
oper
com
plet
ion
of c
lass
room
dut
iuC
lass
ap-
poin
ted
insp
ectio
n te
am m
onito
rs c
lass
dut
ies
daily
and
rew
ards
cre
dit.
Cla
ssro
lepl
ays
hypo
thet
ical
cour
ttr
ial
ofm
is-
dem
eano
rs c
omm
itted
whi
le d
oing
a jo
b.
Col
lect
ed e
ssay
s an
d D
ycla
ratio
n of
Inde
pend
ence
and
Bill
Rig
hts.
See
film
bib
liogr
aphy
, esp
.B
egin
-ni
ng r
espo
nsib
iler
ies,
Cor
onet
Film
s.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
er s
peak
s to
clas
s ab
out t
he im
port
ance
of d
oing
a jo
b ac
cord
ing
to s
peci
ficat
ions
follo
win
g st
anda
rd r
ules
and
with
out
cons
tant
sup
ervi
sion
.
3. G
iven
a h
ypot
hetic
al jo
b si
tua-
disc
usse
s th
e im
port
ance
of r
ecog
nizi
ng r
ight
s of
tion,
stud
ent
i'ile
ntifi
esrig
hts
ofot
hers
.ot
hers
.
Stu
dent
s m
ake
an e
xper
ienc
e ch
art i
ndic
atin
g ho
wot
hers
can
hel
p us
. Tea
cher
use
s fil
m s
on h
elpe
rs a
ndre
spon
sibi
lity
as b
asis
for
disc
ussi
on':
Gro
ups
of s
tude
nts
role
pla
y jo
b si
tuat
ions
obs
erve
din
sch
ool o
r co
mm
unity
. Obs
erve
rs p
oint
out
eac
hpe
rson
's r
ight
s an
d du
ties
and
how
he
can
help
oth
ers.
Eac
h st
uden
t com
pare
s hi
s re
spon
sibi
litie
s w
ith th
ose
of a
n ad
ult s
uch
as h
is p
aren
t.
Cla
ssho
lds
apa
rty
or s
ome
grou
p pr
ojec
t. A
llpa
rtic
ipat
ein
plan
ning
,as
sign
eddu
ties,
cle
an-u
p.C
lass
dis
cuss
es th
e fu
n an
d w
ork
invo
lved
, if t
hey
help
ed s
omeo
ne o
r if
som
eone
hel
ped
them
.
,4.
Giv
en a
task
bey
ond
his
abili
ty,
Stu
dent
s di
scus
s th
e ne
cess
ity fo
r he
lpin
g an
d be
ing
stud
ent a
sks
for
assi
stan
ce.
help
ed b
y ot
hers
, lis
ting
vario
us e
xam
ples
.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
hel
ping
oth
ers
whe
n a
job
is to
o bi
g fo
r on
e pe
rson
.
Eac
h st
uden
t com
plet
es o
pen-
ende
d st
atem
ents
, e.g
.W
hen
I nee
d he
lp, I
feel
or I
do
Stu
dent
s ro
le p
lay
situ
atio
ns in
sch
ool,
at h
ome
or in
the
com
mun
ity in
whi
ch th
ey m
ight
nee
d as
sist
ance
and
wha
t the
y w
ould
do.
As
appr
opria
te s
ituat
ions
aris
e in
cla
ssro
om r
outin
e,te
ache
r m
akes
com
men
ts a
bout
hel
ping
oth
ers.
See
film
bib
liogr
aphy
and
Beg
in-
ning
res
pons
ibili
ty s
erie
s.r',
-gon
etF
ilms.
See
film
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
5. S
tude
nt d
escr
ibes
the
wor
kico
nditi
ons
unde
r w
hich
he
pref
ers
to w
ork.
ssde
fines
wor
king
con
ditio
n an
d w
rites
list o
fam
ples
.
Sm
all g
roup
s of
stu
dent
s tu
n a
,;las
sex
perim
ent i
nw
hich
they
cha
nge
the
light
ing,
tem
pera
ture
, odo
ran
d so
und
envi
rove
nts
in th
e cl
assr
oom
whi
le th
eot
hers
do
clas
s pr
ojec
ts.
At t
he ti
me
of e
ach
chan
ge, e
ach
stud
ent w
rites
dow
nth
e ef
fect
he
notic
es a
nd h
ow h
e re
acts
to it
. At e
ndof
.ex
perim
ent,
stud
ents
com
pare
thei
r no
tes
and
disc
uss.
Cla
ssvi
ews
film
sab
out
vario
usjo
bs w
ith v
ery
Sti!
film
bib
liogr
aphy
.di
ffere
nt w
orki
ng c
ondi
tions
.
Stu
dent
s ro
le p
lay
thes
e va
rious
con
ditio
ns to
dec
ide
if th
ey w
ould
like
to w
ork
unde
r th
em.
Cla
ss c
ompi
les
alis
t of a
nd il
lust
rate
s th
e va
rious
clot
hing
or
safe
ty g
ear
whi
ch v
ario
us w
orki
ng c
ondi
-tio
ns r
equi
re.
Eac
h st
uden
t writ
es a
nd d
efin
es n
ew v
ocab
ular
yw
ords
inno
tebo
ok a
nd p
ract
ices
usin
g th
em in
disc
ussi
on.
PLS
.N
o.
OB
JEC
TIV
E:
7 Le
arni
ng to
ear
n a
livin
g
C. D
evel
ops
know
ledg
e ab
out w
orki
ng o
n th
e jo
bA
IM:
-1-f
. s .
I-1-
k
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:S
UB
UN
IT:
LEV
EL:
I nte
rmed
iafe
Lev
el
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. G
iven
a c
lass
exe
cis
e in
div
idin
gw
ork
byas
sem
bly
line
orsp
ecia
lized
labo
r, s
tude
nt c
an d
e-sc
ribe
in w
hat w
ay h
e be
nefit
s fr
omth
e w
ork
of o
ther
s.
2. S
tude
nt li
sts
jobs
he
coul
d do
at
hom
e an
d in
the
neig
hbor
hood
that
wou
ld n
ot n
eces
saril
y be
rew
arde
dw
ith m
ooey
.
Cla
ss d
efin
es a
ssem
bly
line
wor
k.
Stu
dent
s vi
ew a
nd d
iscu
ss fi
lms
on a
ssem
bly
line
prod
uctio
n,
Cla
ss ta
kes
field
trip
to a
loca
l fac
tory
to w
atch
an
asse
mbl
y lin
e at
wor
k. S
tude
nts
inte
rvie
w w
orke
rsab
out t
heir
wor
k an
d ho
w th
ey li
ke b
eing
par
t of a
larg
er p
roce
ss.
Cla
ss u
nder
take
s a
larg
e pr
ojec
t whi
ch c
an b
e su
b-di
vide
d in
to a
n as
sem
bly
line
proc
ess.
Eac
h st
uden
tpa
rtic
ipat
es. T
hen
each
stu
dent
mak
es th
e w
hole
proj
ect a
lone
and
con
tras
ts th
e am
ount
of t
ime
spen
tan
d le
vel o
f enj
oym
ent.
Stu
dent
s di
scus
s th
eir
reac
tions
to b
eing
par
t of a
nas
sem
bly
line
and
wor
king
coo
pera
tivel
y w
ith o
ther
s.
Stu
dent
sro
lepl
ayun
coop
erat
ive
wor
kers
inan
asse
mbl
y lin
e an
d co
ntra
st th
e m
ood
and
prod
uctiv
ityof
the
grou
p.
Stu
dent
kee
ps a
dia
ry o
r lo
g fo
r a
wee
k of
jobs
he
perf
orm
s fo
r no
mon
ey.
Gro
ups
ofst
uden
ts m
ake
post
ers
with
mag
azin
epi
ctur
es o
r dr
awin
gs o
f peo
ple
perf
orm
ing
task
s fo
rw
hich
they
do
rot r
ecei
ve d
lrect
pay
men
t.
Cla
ss c
ompi
les
a jo
int
list
of th
ese
jobs
. Stu
dent
sdi
scus
s w
hy th
ey d
o th
ese
jobs
with
out p
ay a
nd li
stre
ason
s.
Eac
h st
uden
t int
ervs
ews
his
pare
nts
and
othe
rs a
bout
why
they
do
cert
ain
jobs
with
out p
ay a
nd w
ny th
eyth
ink
child
ren
shou
ld ,d
;;°.
See
film
bib
liogr
aphy
, esp
. RO
A's
Film
s.
Beh
avio
ral O
bjec
tive
Act
iviti
es_
4--
3. S
fuoe
ni, s
tate
is r
easo
ns«.
9be
pai
d fo
rpe
r fo
r ru
ed n
The
hom
e.
4. S
trid
ent g
ives
an
exam
ple
of a
pers
onal
exp
erie
nce
in w
hich
a fe
el-
ing
of a
ccom
plis
hmen
t, no
t mon
ey,
was
suf
ficie
nt r
ewar
d.
Tea
cher
nor
ms
out t
hat s
ayin
g th
ank
Yoi
r, o
rso
win
ggr
atitu
oa a
re r
-evi
rds
to m
any
peop
le.
Voc
atio
nal c
ouns
elor
spe
aks
to c
lass
abo
ut th
e lo
btr
aini
ng th
ey W
E: r
ecei
ving
by
doin
g va
rious
hom
ejo
bs.
Stu
dent
s di
scus
s th
eir
feel
ings
tow
ard
pare
nts
and
sibl
ings
and
how
thei
r co
ntrib
utio
ns in
dica
te lo
ve a
nd,O
C!C
t.
Cla
ss c
ompi
les
a vo
cabu
lary
list
of e
mot
ions
and
disc
uss
situ
atio
ns in
whi
ch th
ey h
ave
felt
them
.
A g
rcrd
p of
stu
dent
s m
ake
a pi
ctur
e co
llage
pos
ter
illus
trat
ing
the
emot
ion
voca
bula
ry to
aid
ass
ocia
tion
and,
disc
ussi
on o
f wor
d m
eani
ngs.
Cla
ss v
iew
s an
d di
scus
ses
Ym
on
cont
rolli
ng i?
rflO
Eac
h st
uden
t com
plet
es o
pen-
ende
d st
atem
ents
abo
utem
otio
ns a
nd a
ttitu
des,
e.g
.I f
ool
whe
n m
ym
othe
r m
akes
lunc
h fo
r m
e.I
feel
whe
n I
help
mak
e di
nner
.
Stu
dent
.. in
terv
iew
par
ents
abo
ut h
ow th
e fe
el d
oing
wor
k fo
r fa
mrly
mem
bers
. Eac
h re
port
s to
cla
ss O
nfin
ding
s
Stu
dent
s te
ll of
exp
erie
nces
whe
n th
ey w
ere
prou
d of
in a
ccom
, lis
hmen
ts
Eac
h st
uden
t rel
ate
an in
cide
nt w
hen
they
wan
ted
som
eone
els
e to
giv
e th
em r
ecog
nitio
n or
a r
ewar
d fo
ra
job
wel
l don
e. C
lass
com
pare
s an
d di
scus
ses
thes
ein
cide
nts
and
if ch
ey a
llag
ree
on th
eir
pers
ona!
reac
tions
to th
em.
Cla
ss r
eads
sto
res
or s
ees
a fil
m,a
bout
chi
ldre
n w
hofe
el r
ewar
ded
whe
n th
ey a
ccom
plis
h so
met
hing
.
Tea
cher
des
crib
es v
olun
teer
age
ncie
s an
d ch
urch
and
civi
c gr
oups
whi
ch p
rovi
de fr
ee c
omm
unity
ser
vic
es.
Ann
otat
ed R
esou
rce
Mat
eria
ls
Yel
l,
Als
ose
efil
mbi
blio
grap
hy,
esp.
Soc
iety
for
Vis
ual E
duca
tion.
See
film
bib
liogr
aphy
.
tr,v
vr,1
1 an
d / k
it.
Eva
luat
ion
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
L. D
evel
ops
know
ledg
e ab
out w
orki
naon
the
job
AIM
:3.
Res
pons
ibili
ties
of th
e w
orke
r
LEV
EL:
Inte
rmed
iate
Lev
el
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:S
UB
UN
IT:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
I. S
tude
nt d
escr
ibes
situ
atio
nsin
whi
ch h
e ca
n di
spla
y lo
yalty
to h
iscl
an -
and
scho
ol a
ndre
spec
tof
auth
ority
figu
res.
2. S
tude
nt n
ames
task
s w
hich
illu
s-tr
ate
his-
dep
enda
bilit
y at
sch
ool
and
in th
e co
mm
unity
.
Cla
ss d
iscu
sses
mea
ning
of l
oyal
ty a
nd r
espe
ct. E
ach
stud
ent r
ecor
ds d
efin
ition
and
exa
mpl
es a
nd u
ses
voca
bula
ry in
dis
cuss
ion.
Stu
dent
s vi
ew fi
lm o
r re
ad b
ooks
on
loya
lty a
ndre
spec
t.
Gro
ups
of s
tude
nts
role
pla
y si
tuat
ions
sho
win
g th
ese
qual
ities
and
cla
ss d
iscu
sses
.
Usi
ng m
agaz
ine
or b
ook
pict
ures
, stu
dent
s pr
ovid
e a
stor
y lin
e or
inte
rpre
t situ
atio
n in
term
s of
loya
lty,
resp
ect a
nd m
anne
rs.
Eac
h st
uden
t, ke
eps
a di
ary
for
a da
y rio
ting
all
situ
atio
nsin
whi
ch h
e di
spla
ys th
ese
quai
ities
. He
repo
rts
to c
lass
.
Cla
ss d
iscu
sses
mea
ning
of d
epen
dabi
lity.
Eac
h st
u-de
nt r
ecor
ds d
efin
ition
and
use
s w
ord
prop
erly
.
Eac
h st
uden
t pre
sent
s an
exa
mpl
e fr
om h
is d
aily
expe
rienc
es o
f an
act o
f dep
enda
bilit
y.
Usi
ng c
lass
room
list o
f wor
k re
spon
sibi
litie
s, e
ach
stud
ent e
valu
ates
his
ow
n de
pend
abili
ty in
com
plet
-in
g ta
sks
on ti
me
and
prop
erly
.
Tea
cher
rea
dsst
orie
sab
out d
epen
dabi
lity
in th
eco
mm
unity
toth
ecl
ass.
Stu
dent
s co
mpa
re a
ndco
ntra
st th
e st
orie
s, a
nd tr
y to
app
ly th
em to
thei
row
n ex
perie
nces
.
Stu
dent
s C
opile
a li
st o
f use
ful c
omm
unity
ser
vice
sth
at th
ey m
ight
do
to b
uild
com
mun
ity c
itize
nshi
pan
d de
pend
abili
ty, e
.g.
clea
ning
up
litte
r, o
beyi
ngtr
affic
rul
es, i
mpr
ovin
g co
mm
unity
app
eara
nce,
hel
p-in
g pe
ople
who
are
hav
ing
diffi
culty
with
a ta
sk.
See
film
bib
liogr
aphy
esp
. Cor
onet
Beg
inni
ng r
espo
nsib
ility
ser
ies.
Boy
who
crie
d w
olf a
nd B
oy a
ndth
e di
ke.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. S
tude
nt li
sthi
s sp
ecifi
c ro
le a
ndre
spon
sibi
litie
s a
'som
e, s
choo
l and
in th
e co
mm
uc t
4. G
.a
sele
ctio
n of
pro
ject
s,st
uden
t sel
ects
a p
roje
ct, c
ompl
etes
it w
ithin
an
agre
ed u
pon
time
limit
and
pres
ents
his
com
plet
ed p
roje
ctto
his
cla
ss.
A g
roup
of s
tude
nts
illus
trat
esth
is li
st w
ith m
agaz
ine
pict
ures
on
the
bulle
tin b
oard
.
Cla
ss c
ompi
les
a lis
t of j
obs
that
mus
t be
done
aro
dth
e ho
me.
Stu
dent
s ro
le p
lay
fam
ily m
embe
rs d
oing
thes
e ta
sks.
Eac
h st
uden
t dra
ws
a ca
rd w
itht f
amily
mem
ber's
title
and
tells
wha
t res
pons
ibili
ties
this
per
son
per-
form
s in
his
hom
e.
Cla
ss v
iew
film
sor
read
sst
orie
s ab
out f
amili
esw
orki
ng to
geth
er.
Usi
ng th
e lis
t of t
asks
, eac
h st
uden
t sta
tes
whe
ther
he
has
the
abili
ty to
do
the
task
and
if h
e re
gula
rly d
oes
it. Stu
dent
s pr
actic
e so
me
of th
e ho
me
task
s to
impr
ove
thei
r ab
ilitie
s.
Tea
cher
mak
es a
list
of p
roje
cts
for
indi
vidu
als
to d
ofo
r a
clas
s op
en h
ouse
, sho
w a
nd td
11 d
ay o
r ot
her
occa
sion
.
Eac
h st
uden
t sel
ects
a p
roje
ct a
nd w
orks
on
it w
ithlit
tle a
ssis
tanc
e fr
om o
ther
s.
Whe
n co
mpl
eted
eac
h st
uden
t jud
ges
his
own
proj
ect
and
tells
teac
her.
He
writ
es a
sho
'rt d
escr
iptio
n of
his
proj
ect w
hich
isin
clud
edin
a re
port
on
all
the
stud
ent p
roje
cts.
Cla
ss d
ispl
ays
all p
roje
cts
and
each
stu
dent
judg
es th
epr
ojec
ts o
f oth
ers.
See
film
bib
liogr
aphy
esp
. Soc
iety
for
Vis
ual E
duca
tion.
a.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
C. D
evel
ops
know
ledg
e ab
out w
orki
ng o
n th
e lo
bA
IM:
4. G
row
th in
soc
ial a
nd e
rson
alsk
ills
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-a.
Acc
epta
nce
by c
lass
mat
esan
d ad
ults
SU
BU
NIT
:
LEV
EL:
.In
term
edia
te L
evel
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
ntde
scrib
espe
rson
ality
trai
ts th
at a
re im
pOrt
ant i
n w
orki
ngsu
cces
sful
ly w
ith o
ther
s on
a jo
b.
2. S
tude
nt n
ames
hab
its h
e co
uld
deve
lop
or im
prov
e th
at w
ould
help
mak
e hi
sbe
havi
or m
ore
soci
ally
acce
ptab
le.
Voc
atio
nal
coun
selo
r sp
eaks
tocl
ass
abou
tth
epe
rson
ality
trai
ts o
f int
eres
t to
empl
oyer
s.
Cla
ss c
ompi
les
alis
t of p
ositi
ve p
erso
nalit
y tr
aits
.E
ach
stud
ent r
ecor
ds d
efin
ition
and
uses
voc
abul
ary
in d
iscu
ssio
ns.
Stu
dent
s ne
w a
nd d
iscu
ss fi
lms
on p
erso
nalit
y on
the
job.
Usi
ng v
ario
us p
ictu
res
of w
ork
situ
atio
ns,
stud
ent
the
com
mon
nece
ssar
ytr
aits
e.g.
punc
tual
ity,
polit
enes
s to
str
ange
rs, d
epen
dabi
lity,
neat
ness
.
Stu
dent
rol
e pl
ays
wor
k si
tuat
ions
show
ing
posi
tive
and
nega
tive
pers
onal
ity tr
aits
. Oth
ers
iden
tify
thes
etr
aits
.
Tea
cher
des
crib
es n
egat
ive
beha
vior
inso
cial
situ
a-tio
ns. S
tude
nts
reac
t and
tell
wha
tpe
rson
sho
uld
have
done
.
Eac
h da
y st
uden
t is
resp
onsi
ble
for
chec
king
and
corr
ectin
g hi
s pe
rson
al a
ppea
ranc
e.
Cla
ss m
akes
a b
ulle
tin b
oard
or th
e th
eme
Hap
pine
ssis
a fr
iend
who
..
listin
g go
od p
erso
nalit
ych
arac
teris
tics.
Eac
h st
uden
tlis
tsth
ese
trai
tsin
the
form
of a
chec
klis
t. W
ith te
ache
r's a
ndco
unse
lor's
hel
p, h
eev
alua
tes
his
own
perf
orm
ance
on th
ese
poin
ts. T
hen
he li
sts
way
s he
cou
ld im
prov
e hi
sse
lf-ra
ting.
See
film
bib
liogr
aphy
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
Stu
dent
s di
scus
s w
hat k
inds
of b
ehav
ior
they
like
and
disl
ike
in o
ther
peo
ple.
Gro
ups
ofst
uden
ts r
ole
play
situ
atio
ns b
ased
on
this
dis
cuss
ion.
Tea
cher
des
crib
es w
ork
situ
atio
nsin
whi
ch o
nepe
rson
is u
nsoc
iabl
e. S
tude
nts
role
pla
y th
ese
situ
a-tio
ns s
how
ing
how
this
beh
gvio
ref
fect
s pr
oduc
tivity
and
mor
ale
and
how
toco
pe w
ith it
.
Stu
dent
pra
ctic
es a
skin
g ot
hers
wha
tth
ey e
xpec
t of
him
and
then
che
ckin
g la
ter
whe
ther
he
succ
essf
ully
met
exp
ecta
tions
.
Cla
ss d
iEcu
sses
the
valu
e of
impr
ovin
g so
cial
beh
avio
r.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
C. D
evel
ops
know
ledg
e ab
out w
orki
ng o
n th
e jo
bcr
)A
IM:
4. G
row
th in
soc
ial a
nd p
erso
nal s
kills
LEV
EL:
Inte
rmed
iate
Lev
el
CE
NT
ER
OF
INT
ER
ES
T U
NIT
b. C
ontin
ues
inte
rest
in a
ctiv
ities
sta
rted
and
bro
aden
s in
tere
sts
SU
BU
NIT Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. A
ssig
ned
a ro
om r
espo
nsib
ility
,st
uden
tpe
rfor
ms
task
inde
-pe
nden
tly :u
r an
agr
eed
upon
tim
epe
riod.
2. B
y as
sign
men
t or
thro
ugh
soon
-ta
neo
US
curio
sity
,st
uden
tre
-
sear
ches
info
rmat
ion
on o
ne to
pic
and
narr
ates
info
rmat
ion
to c
lass
givi
ng fa
cts
he d
id n
r:i k
now
pre
-vi
ousl
y.
3. A
fter
cons
ider
able
dis
cuss
ion
orin
vest
igat
ion
of a
rious
job
poss
ibil-
ities
, stu
dent
sel
ects
jous
in w
hich
he ta
kes
;ipa
rtic
ular
nter
est a
ndco
ntin
ues
f.'C
t iga
tive
activ
ities
whi
ch h
e sh
ares
with
teac
her
orot
her
stud
ent.
Usi
ng c
lass
list
of r
oom
dut
ies.
eac
h st
uden
t tak
estu
rn p
erfo
rmin
g al
l dut
ies
with
teac
her
supe
rvis
ion
and
help
.
Tea
cher
exp
lain
sth
atfo
ra
wee
k, e
ach
assi
gned
stud
ent w
ill a
lso
be r
esoo
nsib
le fo
r hi
s ow
n su
per-
visi
on. C
lass
con
duct
s th
is e
xper
imen
t for
a w
hile
. If
som
eone
forg
ets
or d
oes
his
job
poor
ly, c
lass
dis
cuss
esth
,,im
port
ance
of e
ach
pers
on's
con
trib
utio
n to
the
over
all r
unni
ng o
f the
cla
ss.
Ove
r a
perio
d of
tim
e, c
lass
' com
pile
s a
list o
f top
ics
whi
ch h
ave
aris
en d
urin
g cl
ass
disc
ussi
on a
bout
whi
chpe
ople
wou
ld li
ke to
kno
w m
ore.
Tea
cher
enc
oura
ges
each
stu
dent
to s
elec
t a to
pic
and
gath
er s
ome
info
rmat
ion
to r
epor
t to
clas
s.
Stu
dent
s ar
e gi
ven
free
, tim
e fo
r re
sear
ch. T
each
erde
mon
stra
tes
use
of c
ard
cata
log
and
ency
clop
edia
s.
Eac
h st
uden
t writ
es d
own
his
mat
eria
l and
atta
ches
itto
a b
ulle
tin b
oard
ent
itled
"D
id y
ou k
now
".
Stu
dent
s ro
le p
lay
vario
us jo
bs th
ey w
ould
like
to d
o.
Eac
h st
uden
t col
lect
s pi
ctur
es o
f job
s of
inte
rest
tohi
m a
nd li
sts
seve
ral p
eopl
e w
ho h
old
thes
e jo
bs.
Stu
dent
obs
erve
s or
inve
stig
ates
thes
e jo
bs a
bout
dutie
s an
d sk
ills
invo
lved
.
A. Understands about training for a job1, Types of jobs
a. Survey of local job opportunities(1) Classification of jobs by skill 69(2) Industrial jobs 73(3) Service related jobs 77(4) Full-time and parttime work 79
2. One's own abilities and limitationsa. Reasons for earning a living 81
P. Vocational competencies(1) Attitudes and self-awareness 83(2) Skills 84
E. Understands about choosing and getting a job1, Requirements for employment
a. Legal papers required 86P. Skills and assets needed
(1) Tools 89(2) Task per formance 90(3) Education and self care 91
2. Ways of getting a -joba. Letter!, of application and application forms 92b. Personal cuntacs and interviews........ 95c. Telephone cc ,tacts 98d. Newspaper s' ant ads 101
Secondary Level Teaching Units
3. Services a. tencies that assist in job findinga. Schoo Jted services 103b. Public employment services 105c. Private employment services 108
C. Understands about, working on the job1. Rights of the worker
a. Labor and trade unions and workingconditions 110
h. Employee-employer relatiorislcpsand wages 113
c. Unemployment compensation 1152. Benefits available to the worker
a. Social security, insurance plans,and sick leave 118
b. Pensions and retirement plans 121
3. Responsibilities of the workera. Obligations to the employer 123b Obligations to self and fellow wor ker
(1) Health, safety rules, andpersonal interactions....... .............. 126
c. Obligations to the government(1) Income taxes 129
67
PLS
.N
o. 7
7 Le
arni
ng to
ear
n a
livin
gLE
VE
L:S
econ
dary
OB
JEC
TIV
E:
A. U
nder
stan
ds a
bout
trai
ning
for
a jo
bA
IM:
1. T
ypes
of j
obs
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:a.
Sur
vey
of lo
cal i
cib
oppo
rtun
ities
SU
BU
NIT
-(1
) C
lass
ifica
tion
of jo
bs b
y sk
ill
Beh
avio
ral O
bjec
tive
Act
iviti
es.
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
1. S
tude
nt c
an li
st jo
bs in
the
job
cate
gory
uns
kille
d.
co2.
Stu
dent
can
list
jobs
in th
e jo
bca
tego
ry s
emi s
kille
d.
Tea
cher
lead
s di
scus
sion
of t
he d
iffer
ence
s be
twee
nfo
ur c
ateg
orie
s of
jobs
:P
rofe
ssio
nal;
colle
ge tr
aine
dS
kille
d; tr
ade
scho
\ol t
rain
edS
emi-s
kille
d; o
n-th
e-jo
b tr
aini
ngU
nski
lled;
no
form
al tr
aini
ngtr
aini
ng
Dis
cuss
ion
emph
asiz
es th
at a
ll jo
bs r
equi
re b
asic
ski
llsan
dili
ties
and
corr
ect w
ork
attit
udes
. Get
ting
and
keep
ing
ob a
lso
requ
ires
cert
ain
skill
s.
Uns
kille
d re
fers
to a
cat
egor
y of
jobs
. Man
y su
ch jo
bsle
ad to
sem
i-ski
lled
jobs
ifpr
oper
atti
tude
s an
dtr
aini
ng a
re p
rovi
ded.
Cla
ss li
sts
unsk
illed
jobs
on
the
boar
d.
Cla
sspr
epar
esa
form
toor
gani
ze jo
b da
tafo
rco
mpa
rison
. Usi
ng W
ISC
and
oth
er m
ater
ials
pro
vide
dby
sch
ool v
ocat
iona
l cou
nsel
or, s
tude
nts
com
pile
afo
lder
of b
asic
job
data
, e.g
. dut
ies,
pay
sca
le, t
rain
ing
requ
ired,
hou
rs, e
tc.
Stu
dent
s de
fine
and
add
new
wor
ds to
voc
atio
nal
voca
bula
ry n
oteb
ook.
Stu
dent
s m
atch
thei
r lis
t of u
nski
lled
jobs
to lo
cal
plac
es o
f em
ploy
men
t.
Tea
cher
mak
es a
mas
ter
list f
rom
all
four
cat
egor
ies
of w
ork
and
the
stud
ents
labe
l the
uns
kille
d jo
bs.
Tea
cher
give
sa
slid
eor
pict
ure
pres
enta
tion
ofse
mi-s
kille
d w
ork.
Cla
ss d
iscu
sses
and
def
ines
sem
i (m
eans
par
t).
Look
ing
ahea
d to
a c
aree
r, s
et o
f 36
colo
r sl
ides
, $10
a s
et, U
.S. B
urea
uof
Lab
or S
tatis
tics.
WIS
Cor
Wis
cons
inIn
form
atio
nS
yste
m fo
r S
tude
nts
and
Cou
nsel
-or
s, D
PI.
Beh
avio
ral O
bjec
tive
Activities
Ann
otat
ed R
esou
rc&
Mat
eria
lsE
valu
atio
n
3. S
tude
nt c
an li
st jo
bs in
the
job
cate
gory
ski
lled.
4. S
tude
nt c
an li
st jo
bs in
the
job
cate
gory
pro
fess
iona
l.
Stu
dent
s ad
d pr
efix
sem
i to
as m
any
wor
ds a
spo
ssib
le a
nd d
iscu
ss th
e de
rived
mea
ning
, e.g
., se
mi-
annu
al, s
emi-w
eekl
y, s
emi-s
wee
t,se
mi-f
inal
, sem
ida
rkne
ss, s
emi-c
onsc
ious
, sem
i-circ
le s
emi-a
utom
atic
.
Cla
ssdi
scus
ses
or g
uest
spe
aks
abou
t on-
the-
job
trai
ning
.
Stu
dent
s ex
amin
e th
e ev
alua
tion
form
for
wor
kex
perie
nce
and
com
pile
alis
t of t
hose
ski
lls th
atm
ight
be
taug
ht o
n th
e jo
b.
Stu
dent
s C
ompi
le a
list
of s
emi-s
kille
d jo
bs. S
tude
nts
divi
de th
e lis
t and
com
pile
nee
ded
data
on c
lass
form
.
Stu
dent
s lo
ok th
roug
h ne
wsp
aper
wan
t ads
to fi
ndjo
bs w
ith o
n-th
e-jo
b tr
aini
ng.
Usi
ng m
aste
r lis
t of a
ll fo
ur k
inds
of j
obs,
stu
dent
sla
bel t
hose
cla
'ssi
fied
as s
emi-s
kille
d.
Tea
cher
giv
es s
lide
or p
ictu
re p
rese
ntat
ion
ofex
am-
ples
of s
kille
d jo
bs.
Tra
de s
choo
l rep
rese
.qat
ive
spea
ks to
cla
sson
req
uire
-m
ents
for
skill
ed jo
bs a
nd th
e tr
aini
ng p
rovi
ded
bytr
ade
scho
ols.
He
expl
ains
the
diffi
culty
of jo
bre
quire
men
ts a
nd th
e ne
ed fo
r th
ese
requ
irem
ents
.
Stu
dent
s co
mpi
le a
list
of l
ocal
trad
e sc
hool
s fr
om th
elo
cal t
elep
hone
dire
ctor
y.
Stu
dent
s co
mpi
le a
list
of s
kille
d jo
bs. C
lass
div
ides
the
list a
nd p
repa
res
job
data
she
ets
on th
e cl
ass
form
.
tUsi
n l
mas
ter
list o
f all
four
kin
ds o
f job
s, s
tude
nts
'Cho
ose
thos
e of
ski
lled
type
.
Tek
her
give
sa
slid
eor
pict
ure
pres
enta
tion
onor
otes
sion
al jo
bs.
Tea
cher
lead
s cl
ass
disc
ussi
on o
f the
req
uire
men
t of
core
cie
trzi
p;ng
for
prof
essi
onal
pos
ition
s.
Sch
ool l
ibra
ry r
esou
rces
Info
rmat
ion
prov
ided
by
Voc
atio
n-al
Cou
nsel
or
WIS
C; S
RA
Car
eer
Kits
; Sex
tant
Ser
ies
Loca
l new
spap
ers
Tra
de s
choo
l cat
alog
s
Tex
tboo
ks fr
om tr
ade
scho
ols.
Loca
l tel
epho
ne d
irect
ory.
WIS
C; S
RA
Car
eer
Kits
; Sex
tant
Ser
ies;
Voc
atio
nal
coun
selo
r;S
choo
l lib
rary
res
ourc
es.
Beh
avio
ral O
bjec
tive
;Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
lur
act
5. G
iven
alis
tof
seve
ral
jobs
,st
uden
tca
nse
para
teth
esk
illed
from
the
unsk
illed
jobs
.
6. G
iven
alis
tof
seve
ral
jobs
,st
uden
t can
iden
tify
thos
e re
quiri
ngsp
ecia
l tra
inin
g an
d ex
plai
n w
here
this
trai
ning
can
be
obta
ined
.
7. G
ives
. job
des
crio
nons
of s
emi-
ski!!
ed jo
bs in
the
.imm
unity
, stu
-de
nt r
ates
how
wel
l he
can
do th
ejo
bs (
full
or p
art-
time)
.
Stu
dent
s m
ake
a lis
t of p
rofe
ssio
nal j
obs.
Cla
ss d
ivid
eslis
t and
pre
pare
s da
ta s
heet
s us
ing
clas
s fo
rm.
Usi
ng m
aste
r lis
t of a
ll fo
ur k
inds
of j
obs,
stu
dent
sch
oose
thos
e of
pro
fess
iona
l typ
e.
Stu
dent
s :-
evP
w d
iffer
ence
s in
cla
ssifi
catio
n of
jobs
by s
kill.
Eac
hst
uden
tse
lect
sa
job
from
the
give
nlis
t,de
scrib
esit
brie
fly a
nd c
ateg
oriz
esit
acco
rdin
g to
skill
.
Cla
ss v
iew
: and
dis
cuss
es-
film
strip
s on
var
ious
jobs
disc
usse
d ac
cord
ing
to s
kill
leve
l.
Stu
dent
s re
view
jobs
req
uirin
g sp
ecia
l tra
inin
g th
atar
e av
aila
ble
loca
lly.
Cla
ss v
iew
s an
d di
scus
ses
film
strip
s on
var
ious
ski
lled
jobs
.
Stu
dent
s po
int o
ut e
xam
ples
of t
rade
sch
ool,
publ
icsc
hool
, on-
the-
job
and
wor
k ex
perie
nces
pro
vidi
ngth
e ne
eded
trai
ning
.
Stu
dent
s id
entif
y jo
bs w
hich
req
uire
mat
h, r
eadi
ng,
spel
ling,
pen
man
ship
, etc
. and
rel
ate
thes
e to
thei
rsc
hool
cou
rses
.
Stu
dent
s in
terv
iew
loca
l em
ploy
ers
and
empl
oyee
sab
out e
duca
tion
and
trai
ning
req
uire
men
ts fo
r va
rious
jobs
.
Sch
ool o
r vo
catio
nal c
ouns
elor
s an
swer
cla
ss q
ues-
tions
on
educ
atio
nal q
ualif
ir.at
iom
, and
on
the
impo
r-ta
nce
of tr
aini
ng a
nd c
ontin
uous
lear
ning
and
suc
cess
expe
rienc
es.
Stu
dent
s se
lect
one
or
mor
e jo
b de
scrip
tions
pre
pare
din
pre
viou
S e
xerc
ises
. Stu
dent
s ro
le p
lay
dutie
s of
each
pos
ition
.
See
film
strip
s bi
blio
grap
hy
See
film
strip
s bi
blio
grap
hy
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
Stu
dent
list
s jo
b qu
alifi
catio
ns a
nd c
heck
s of
7 th
ose
he h
as o
r w
illyo
n at
tain
. Stu
dent
indi
cate
sco
urse
of
actio
n to
com
plet
e jo
b qu
alifi
catio
ns.
Cla
ss c
ompa
res
jobs
of t
heir
inte
rest
and
who
h cl
ass
is q
ualif
ied.
Hav
ing
com
plet
ed s
elf-
eval
uatio
n fo
rjo
bst
uden
tid
entif
ies
indu
strie
s or
bus
ines
ses
inar
e: w
here
he
coul
d ho
ld s
uch
a jo
b.
Stu
dent
writ
es a
wan
t ad
for
the
jobs
he
is in
tere
sted
in h
oldi
ng o
r fo
r w
hich
he
isqu
alifi
ed. H
e co
mpa
res
thes
e w
ith a
ctua
l cla
ssifi
ed a
ds.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
EA
. Und
erst
ands
abo
ut tr
aini
ng fo
f a jn
hA
im.
I. T
ypes
of j
obs
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-a.
Sur
vey
of lo
cal j
ob o
ppor
tuni
ties
SU
BU
NIT
.(2
)In
dust
rial l
obs
LEV
EL:
Sec
onda
ry L
evel
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. G
iven
alis
t of f
acto
ries
and
aci
ty m
ap, s
tude
nt c
an lo
cate
thos
efa
ctor
s in
the
city
and
indi
cate
.th
ose
not f
ound
in th
e co
mm
unity
.
Stu
dent
s he
lp e
ach
othe
r lo
cate
and
labe
l all
fact
orie
sin
tow
n on
city
map
, usi
ng te
leph
one
dire
ctor
y an
dne
wsp
aper
ads
.
Stu
dent
s co
mpi
lelis
tof
all
indu
strie
s an
d th
eir
prod
ucts
in th
e ar
ea.
Fro
m th
is, c
lass
mak
es a
list
of v
ario
us jo
bs w
hich
mus
t be
enta
iled.
Stu
dent
com
mitt
ees
inve
stig
ate
qual
ifica
tions
, wag
es;
hour
s,re
spon
sibi
litie
s an
d ot
her
char
acte
ristic
s of
thes
ejo
bsth
roug
hth
epe
rson
nel
offic
e,sc
hool
coun
selo
r, fr
iend
s, p
aren
ts, n
ewsp
aper
art
icle
s, W
ISC
.
Cla
ss p
lans
vis
it to
loca
l fac
tory
. Eac
h st
uden
t col
lect
sin
form
atio
n on
a ty
pe o
f job
whi
ch h
e pl
ans
toob
serv
e on
the
visi
t.
Usi
ng p
ictu
res
of v
ario
us fa
ctor
ies,
stu
dent
s vo
lunt
eer
nam
es o
f job
s do
ne th
ere.
Eac
h st
uden
t com
pare
s hi
s lis
t with
his
exp
erie
nces
on th
e fa
ctor
y vi
sit,
Cla
ss. d
iscu
sses
the
rela
tions
hip
of th
e jo
bs t-
the
proc
ess
of m
akin
g th
e co
mpa
ny's
pro
duct
and
the
use
of th
is p
rodu
ct b
y th
e pu
blic
.
Stu
dent
s de
velo
p a
lette
r fr
om th
e cl
ass
requ
estin
gem
ploy
men
t inf
orm
atio
n fr
om a
com
pany
. The
lette
rca
n in
clud
e in
form
atio
n ab
out t
he p
urpo
se o
f the
unit
and/
or in
vite
a r
epre
sent
ativ
e to
vis
it cl
ass.
Eac
h gr
oup
uses
the
mas
ter
lette
r to
writ
e to
the
indu
strie
s th
ey a
re r
espo
nsib
le fo
r re
port
ing
on to
the
rest
of t
he c
lass
.
City
map
, new
spap
ers,
tele
phon
edi
rect
orie
s.
Mur
phy,
Jam
es H
andb
ook
of jo
bfa
cts,
Chi
cago
:S
cien
ceR
esea
rch
Ass
ocia
tes,
teac
her
reso
urce
Fac
tory
: How
a p
rodu
ct is
mad
e,B
aile
y F
ilms
Ass
oc.
Aut
omat
ion:
Wha
t it i
s an
d w
hat i
tdo
es, C
oron
et F
ilms.
Fin
cher
,R
oss,
Rey
nold
san
dS
impk
ins
SuC
cess
inla
ngua
ge,
Chi
cago
:F
olle
z.t
Bas
icLe
arni
ngP
rogr
am.
Voc
atio
nal E
nglis
h, b
ooks
I an
d II,
New
Yor
k: G
lobe
Boo
k C
o.
Beh
avio
ral O
bjec
tive
2. S
tude
nt c
an s
tate
dut
ies
of a
nof
fice
wor
ker.
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
Whe
n ad
equa
te in
forM
atio
n ha
s be
en c
olle
cted
by
the
grou
ps, e
ach
grou
p gi
ves
a .p
rese
ntat
ion
to in
clud
e:lo
catio
n of
fact
ory
on c
ity m
ap, r
oute
to ti
ave
l the
re,
pict
ures
of p
rodu
ct a
nd ty
pes
of jo
bs in
volv
ed a
ndot
her
empl
oym
ent i
nfor
mat
ion.
Stu
dent
s m
ake
post
ers
show
ing
how
sim
ilar
jobs
are
done
at v
ario
us fa
ctor
ies.
Stu
dent
s vi
ew fi
lmst
rips
of jo
bs th
ey h
ave
inve
sti-
gate
d.
Cla
ss d
evel
ops
a fo
rm o
n w
hich
to k
eep
pert
inen
tin
form
atio
n ab
out e
ach
job
or b
usin
ess
inve
stig
ated
.E
ach
stud
ent k
eeps
a n
oteb
ook
of th
ese
for
his
_..v
nre
fere
nce.
Cla
ss d
iscu
sses
the
dutie
s of
an
offic
e w
orke
r.
Sch
ool b
usin
ess
teac
her
spea
ks o
n qu
alifi
catio
ns a
nddu
ties
of v
ario
us ty
pes
of o
ffice
wor
kers
.
Stu
dent
s lis
t and
loca
te o
n m
ap a
ll bu
sine
sses
whi
chw
ould
pro
babl
y hi
re o
ffice
wor
kers
.
Cla
ss o
bser
ves
offic
e w
orke
rs in
bus
ines
s sc
hool
cla
ss,
loca
lvo
catio
nal
tech
nica
lsc
hool
orat
loca
lbu
sine
sses
.
Stu
dent
s us
e m
aste
r le
tter
deve
lope
d ab
ove
to o
btai
nem
ploy
men
t inf
orm
atio
n.
Stu
dent
uses
job
form
dev
elop
ed a
bove
to k
eep
pert
inen
t inf
orm
atio
n ab
out o
ffice
wor
kers
.
Cla
ss v
iew
s an
d di
scus
ses
film
s on
offi
ce w
orke
rs.
Stu
dent
s di
scus
s th
e ro
le o
f the
offi
ce w
orke
rs in
com
plet
ing
the
prod
uct o
f the
bus
ines
s.
Eac
h st
uden
t rol
e-pl
ays
typi
cal o
ffice
wor
ker
dutie
s(u
sing
add
ing
mac
hine
, typ
ewrit
er a
nd te
leph
one,
filin
g, a
lpha
betiz
ing,
del
iver
ing
mat
erso
rtii
sail
etc.
)."
\
Mag
azin
es,
trad
ejo
urna
ls,
Life
,Lo
ok
See
film
bib
liogr
aphy
.
Laub
ach,
Kirk
and
Laub
ach
Eve
ryda
yR
eadi
ngan
dW
ritin
g.S
yrac
use,
N.Y
.: N
ew R
eade
rs P
ress
,19
70.
Bus
y of
fice,
bus
y pe
ople
, Chi
cago
:--
-W
hitm
an a
nd C
o.
See
fibi
blio
grap
hy,
Offi
ce c
ourt
esy,
Offi
ce e
tique
tte,
Enc
yclo
pedi
a B
ritan
nica
Film
s.
Offi
ce m
achi
nes,
tele
phon
e, o
ther
offic
e se
t up
mat
eria
ls
Ada
ms,
Cha
rles
and
Sam
aria
Kim
ball,
Job
fact
s, A
ddis
on W
esle
yP
ub. C
o., 1
967.
Old
mag
azin
es, p
hoto
s.
Offi
ce s
et-u
p m
ater
ials
.
Bas
iccl
eric
alsk
ills
prog
ram
,P
erce
ptua
lD
evel
opm
ent
Labo
rato
ries.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. G
iVen
a li
st o
f job
s, s
tude
nt c
anse
para
te th
e lis
t int
o th
ose
in in
-du
stry
and
thos
e in
sm
all b
usin
ess.
Cla
ss d
iscu
sses
impo
rtan
ce o
f cou
rtes
y,ac
cura
cy a
ndco
oper
atio
n in
thes
e ty
pes
of jo
bs.
A g
roup
of s
tude
nts
inve
stig
ates
and
repo
rts
to th
ecl
ass
abou
t the
dut
ies,
qua
lific
atio
ns,
wag
es a
nd h
ours
ofof
fice
wor
kers
, usi
nglib
rary
mat
eria
ls, W
ISC
mat
eria
ls, i
nten
tievv
offi
ce w
orke
rs, l
ocal
bus
ines
ses
and
pers
onne
l offi
ces.
Stu
dent
s lis
t all
dutie
s O
f offi
ce w
orke
rs a
nd r
elat
eth
ese
to s
choo
l lea
rnin
g ex
perie
nces
.
A' g
roup
of s
tude
nts
mak
es a
pos
tdr
depi
ctin
g th
edu
ties
of a
n of
fice
wor
ker.
Eac
h st
uden
t pra
ctic
es a
nd th
en p
erfo
rms
time
tria
lsof
var
ious
offi
ce r
outin
es, e
.g. s
ortin
g, a
lpha
betiz
ing,
usin
g te
leph
one
dire
ctor
ies,
etc
.
Stu
dent
dis
cuss
es th
is jo
b in
rel
atio
n to
his
indi
vidu
alab
ilitie
s an
d in
tere
sts
in a
cou
nsel
ing
situ
atio
n.
Tea
cher
lead
s di
stus
sion
of t
he d
iffer
ence
bet
wee
nin
dust
ry a
nd s
mal
l bus
ines
ses.
Stu
dent
s lis
t cha
ract
er-'
istic
s of
bot
h an
d fin
d lo
cal e
xam
ples
usi
ngne
wpa
pers
and
tele
phon
e di
rect
orie
s. S
tude
nts
loe
thes
e on
map
.
Cla
ss c
ompi
les
list o
f job
s re
late
d pr
imar
ilyto
eith
erin
dust
ry o
r sm
all b
usin
ess.
Stu
dent
s ill
ustr
ate
this
list
on a
pos
ter
with
pic
ture
s or
pho
tos
of th
e jo
bs.
Stu
dent
s di
scus
s th
e re
latio
nshi
p be
twee
n th
e en
dpr
oduc
t of t
he in
dust
ry o
r sm
all b
usin
ess
and
the
jobs
done
with
in th
e co
mpa
ny.
A g
roup
of s
tude
nts
uses
mas
ter
lette
rde
velo
ped
abov
e to
obt
ain
empl
oym
ent a
nd jo
b in
form
atio
nfr
om lo
cal s
mal
l bus
ines
ses.
Com
mitt
ees
use
WIS
C m
ater
ial,
libra
ry m
ater
ials
and
new
spap
erar
ticle
s 'a
ndco
nsul
t per
sonn
elof
fices
,sc
hool
cou
nsel
ors
and
btis
ineq
teac
hers
and
loca
lte
chni
cal
and
voca
tiona
lsc
hPol
sfo
rin
form
atio
n
Tel
epho
nedi
rect
orie
s,m
ap,
new
spap
ers.
Mag
azin
es
WIS
C; S
exta
nt S
erie
s, S
RA
Car
eer
Kits
New
spap
ers
Tel
epho
ne b
ook
Bas
icel
emen
tsof
prod
uctio
nE
ncyc
lope
diaa
r-i-t
-ann
ica
Film
s/
1/2
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fi!S
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ning
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job
lobs
LEV
EL:
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l
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Occ
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lou
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hand
book
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ovrr
nini
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r t.n
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Off
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Job
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e fo
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r in
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ff
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nOr
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ball
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n of
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aree
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mer
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1 H
ospi
tal A
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iatio
n84
0 N
otch
Lk(
: Sho
re_D
nvi,
Chi
cago
. 11.
616
11
Dep
t. of
Med
icin
e S
urge
ryV
oter
an;
Act
in!n
ist i
ii iO
nW
ashi
ngto
n, D
C.
AL(
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. 100
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otat
ed R
esou
rce
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eria
lsE
valu
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n
.,)
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r
rf'
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ook,
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Prin
ting
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econ
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el
Ann
otat
ed R
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ftri
arith
met
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t r.
a fo
bat
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-07.
.=(i
;
LEV
EL
e co
n d
a r
Eev
ot
RE
ST (
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for
earn
inc.
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hyin
g
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iviti
crs
of d
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ibub
on O
fc,
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Ann
otat
ed R
esou
rce
Mat
elia
ls
Kab
n. C
ho
os H
Usi
ng D
olla
rs a
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ense
. P.0
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C.J
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ear
Ore
Pub
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rllt
!'ad
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7ty
A
tS
of
St
ref 19
69
, sho
l)pur
gR
TA
IJni
c,i
FR
oss
Rey
nold
s,in
dS
impk
ins
The
icin
you
r fu
ture
_U
nit
:S
n000
s to
L -
ingu
age
/J.1
Chi
cgo-
Fol
1eff
pp; 3
72-3
73.
Ran
cla*
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tting
a io
b,P
.; lo
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Ptik
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act'
Mak
tf
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o p
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v/or
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n C
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li df
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w p
eopl
ean
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e m
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itl;n
efic
. Pre
ss
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lual
lon
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nnot
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Res
ourc
e M
ater
ials
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luat
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nj to
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n a
livIn
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VE
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-11.
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nitr
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o jo
bow
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to c
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id
Ann
otat
ed R
esou
rce
Mat
eria
lsE
val
uatio
n
Lear
ning
to e
arn
a liv
ing
-U
nder
stan
ds a
bout
trai
ning
_ fo
ra
fob
own
abili
ties
an,'
I! :
tt io
nS
LEV
EL:
Sec
onda
ry le
vel
RE
ST
UN
I-b.
Voc
atio
nal c
oMpe
Lenc
ies
Ski
rk
,,
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
diY
i,ren
ces
inth
eir
abili
ties
with
inds
!n k
eet)
ing
disc
ussi
on c
onst
rur:
-
Liac
h:.i
.orin
olei
tes
and
tival
uate
sre
sults
ofab
ilcne
i, w
ith te
ache
r or
sch
ool
ori w
ho m
ight
be
invo
lved
at
i nor
rh
loca
l voc
atio
n 3l
edu
catio
n co
unse
ico
un-,
elor
stat
e or
loca
lit
ci,ft
ice
repr
esen
tativ
e, o
r pr
ivat
e em
ploy
-fr
-nrf
:!sen
tarly
e.
rlelis
t ot s
kills
or
CO
fTlp
eten
Cle
, tha
t10
1.1!
)0Jr
need
ed th
roug
h, th
e su
rvey
job.
ht,Ip
s 0:
gani
ze' p
ract
ice
seso
nsro
tte
stin
g ru
nsof
thes
er
r-nd
ritm
lde
xter
ity;
filin
g by
inn
.-L)
,Tor
wor
d;fil
ing
for
spee
d an
d/or
ite
leph
one
dire
ctor
y; s
ortin
g m
ail;
avid
i,i)P
Ie.i:
t.s. p
acka
ging
or
wra
ppin
g pa
iiiel
s:rn
it-bo
it as
sem
bly;
me(
Tha
nica
l rea
son-
-Tw
ord
cot-
roar
( io
n;of
=tC
. lobs
from
wan
tad
-,U
sing
ion
info
rmat
ion
shee
ts, h
e lis
ti
iisili
ficat
ions
for
jobs
.S
tude
ntra
tes
poin
t, ii.
p c
onip
+.!t
vrm
or
can
do w
ell;
inp-
itenr
need
impr
ovem
ent;
liabi
lity
'to
cla
ss fo
r co
nstr
uctiv
eab
out d
utie
s an
dte
(A)!
rij)
.3r
'1-=
''',e
to o
ther
jobs
, dec
ide
pthy
sfl-:
-lilim
itatio
n fo
r th
e jo
b,
See
test
Liib
liogr
aphy
.
See
bib
liogr
aphy
of o
ther
mat
eria
ls.
Pet
erso
n, R
icha
rd J
. and
Edn
a H
.Jo
nes,
Gui
de to
jobs
for
the
men
-ta
llyre
tard
ed.
Pitt
sbur
gh,
Pa.
:A
mer
ican
Inst
itute
sfo
r R
esea
rch.
1964
Rev
. Edi
tion.
d,V
irgin
ia,
You
rab
ilitie
s,S
cien
ce R
esea
rch
Ass
ocia
tes.
Car
son,
Est
her
:1 P
repa
re fo
r w
ork,
Hay
war
d, C
a.: A
llen
Co.
See
film
bib
liogr
aphy
See
boo
k an
d ot
her
mat
eria
ls b
ible
ogra
phie
s.
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
and
0 rio
tcL
c.,,l
ified
grou
p et
cm
ore
rese
arch
ithe
Gan
'tan
swer
fit),
oThe
rs p
rese
nt T
heir
jobs
, eac
hst
uden
t10
11,1
101
!he
job
also
.
first
ut j
obgr
eat i
nter
est t
o cl
ass
for
th,,f
teac
her
Lan
prov
ide
film
sor
mz?
-. r
oil
Cla
ss ,n
vite
s sp
eake
r to
giv
ef;L
io;ft
icat
ions
and
act
ual d
utie
,01
thes
e:1
Igh
zn7.
.0,7
.jo
b; a
nd h
ow to
obt
ain
th.-
nece
ssar
yin
tatio
nsIf
thes
e jo
b.; a
re c
fts
,rhe
i lis
ting
of lo
cal j
obop
oort
u-11
,!.r
r,Jd
,_F
itev
alua
tes
his
own
abili
ties
and
1,1
t1it1
00.7
70c5
.1 jo
bs a
nd d
ecal
's w
here
he
mig
in
."!..
1is
roc
7I n
iiii
job
oi)p
ortu
nitie
,
oare
hji d
iscu
sses
l'oc
i31
wor
kon
nrar
ntu
nnie
s. in
divi
dbifl
y he
sho
uld
disc
-Lis
s7r
-7-
7iL
le b
yS
i ud,
-!ot
In p
revi
ous
,
,rnp
orfO
riCt.:
'of
high
s10
1
dinl
orna
Tor
q,:I
nng
a lo
b. S
tude
nts
rela
te.i!
liS
Cl .
l lea
rnin
g ex
perie
ncs
Fin
ding
your
job
serie
s,M
rrr
neap
oills
, Min
n.,-
Fin
ney
Cu.
6vu
)ur
nes.
r ,r
sOn,
Est
her
0. C
ampu
s w
ork
expe
rienc
e,H
ayw
ard,
Ca.
:A
llen
Co.
/t":-
, III
your
hdl
ick;
. Edu
-cra
f 1.
S('(
' tn
bib_
:rog
raph
y
Bab
).,it
film
and
ficou
clP
leas
ant
v in
t.,N
.Y.:
Ha
cour
t,B
race
and
Wor
ld C
o.
See
boo
k an
d ot
her
inat
erra
ls b
ib Ii
unde
rsta
nds
Jo: a
nd g
ettin
g a
lob
t!int
_.;.1
,-, f
or e
mpl
oym
ent,
ES
T U
NT
Lgii
requ
ired
LEV
EL:
Set
:ora
tory
leve
l
Act
iviti
esA
iTho
tate
d R
esou
rce
Mat
eria
lsE
valu
atio
n
L-=
'),-1
',(1
i;::C
h;iIn
s th
at e
m-p
loy-
,,..
!(_
_IC
F,11
icy
rihrn
t)e.
For
..v.f
ges
oric
ivo
rk iw
irrut
for
com
loirl
job,
:
OV
;:-1
IJqJ
f Pap
ers
exat
iL)f
.r..!
s,o
iii
iico
ntai
nt,d
.
,]vf
ork
IjVr
il,f1
9 w
hich
jobs
jo n
.);
and
thos
:: w
hich
,Ile
'of;
.rt
:_;T
ucitT
y.1.
,:
') m
inor
s an
d.its
,rnp
oria
tIct2
of c
)b..y
ir.g
thi
!.7.
--..?
0,14
P.-.
Ihs
0-'0
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inor
by
Iorr
g co
ndim
c.0.
.an
d m
inim
um
--
,t);,;
job
ithia
t-c
n b
r.,.
met
on
foca
l91
eA
t e th
,rse
rig
ti7t
V C
.,.11
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inor
s, g
ivin
g
iftLi
stt,i
7,ny
job'
s, c
on's
ider
ed to
o
thos
e
Get
ting
ajo
b.l'a
nA
Lto,
CZ
L.
Fea
ron
Pr
His
fwv,
Sta
rtin
ga
job,
:_:;1
1(.::
,rio
:
i'ubl
ishi
ng C
o.
wan
t ah
Pho
niV
.E.
Ric
hard
s no
.
Jobs
in y
our
futu
re, N
Cv
Yob
L. ,o
1-: S
ervi
ces.
Sta
rtin
g vv
rIrk
, Chi
cago
: Sci
once
copy
of s
tate
1...
"01f
.;Li
vis
for
rn,n
ot
1
nor
!d.
g0fr
ic fo
r1:
1/i
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ioa,
Av.
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1,7
r).
Act
ivits
el.
Ann
um -
d H
ess
-rM
ater
ial-
Eva
luat
ion
--t7
11+
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171
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itten
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ting
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fi
uris
unt
il ca
n ni
si ly
.
es h
is p
erso
nal b
ard
,n
, ii
in o
n hi
s sh
eet v
lith
tor
ins.
,-;
11l0
f1:,
rirg
aci u
fth
e
dgen
cies
issu
e bi
rth
cetti
fi-ci
soc
ial s
ecur
ity n
umbe
rs.
.r.
city
r11
;.1
If;;0
;.n
clio
ih.
--to
r;\J
illth
ese
(..;:
..itii
ber
oC
ompl
ii,rc
t..>
or
the
71i-
Imr.
nir
,h()
1.11
d id
entif
y th
e of
f ice
s1
eh:c
urt-
Jr)
k;n
at.-
k(: t
;;L;L
If t e
tc.
Via
i+r
a jo
b tr
anS
parO
nCle
S,
cite
dT
rans
pare
ncie
sIn
c.,
Bin
gha
rnto
n,N
.Y.
1390
2(P
.O.
Bp.
-,88
8)
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
t Li(i
e:1
(i';u
s S
r he
nee
d fo
r em
ploy
ers
to r
nakc
It p,
..2is
peco
ve e
mpl
oyee
s.
Su:
den:
o,...
vhat
type
ot a
forr
natio
nem
ploy
erv)
,,t,;
krai
lw a
nd th
eref
ore
%%
rho
wou
ldm
ake
reue
en(a
.j r
elat
ive)
.
le,,c
her
c.ou
n,a,
stre
ss th
atde
nt; r
no!.i
wer
mis
sion
oi t
hepe
rson
bef
ore
usin
glu
rnle
iere
nce.
SIu
dent
s ac
idna
me,
add
ress
and
a:c;
ipal
loo
,:f1,
..;(a
or-o
.i-a
ref,
ence
s to
per
sona
lor
Tle
rer
aa
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Sec
onda
ry le
vel
Und
erst
ands
abo
ut c
hoos
ino
Incl
get
ting
a jo
bfo
r em
ploy
men
tT
UN
IT:
b. S
k ill
s an
d as
sets
nee
ded
QO
IS
-fiv
eA
ctiv
ities
Ann
otat
ed R
esou
rce
Mat
eria
ls
arlo
usI
can
,jS
IL.C
d'
usin
g
Cla
stu
ck
IS(il
!,(.1
P -
..1
nd li
stto
ols
they
hav
e se
en w
orke
rs
rsf:l
,roc
,:bo
ut p
rofe
sson
s sh
owin
g va
rious
See
film
bib
!iogr
z.ph
y, e
sp. S
terli
ng,
Edu
catio
nal F
ilms
and
Cas
tle P
ro-
duct
ions
Stu
dent
arch
ht' T
ook
used
by
wor
kers
they
hdl,?
nves
tigat
ed a
s w
ork
poss
ibili
ties.
LOC
,I O
M;
non
lead
er, b
usin
esS
. tea
cher
or
com
ics
teac
her
spea
ks to
cla
ss o
n to
ols
ad in
Jar
,00s
`Sta
r'.)
,I,n-
Jrni
rne
use
of to
ols.
Stu
dent
s re
late
tool
s t.
-_-n
d P
rodu
ct.
Stu
dent
,a.
post
ers
of to
ols,
thei
r us
es a
nd to
ol
Jr L
inge
to b
orro
w v
ario
us to
ols
from
sch
ool
tr-r
-w.
Afte
r in
stru
ctio
n in
thei
r us
e, s
tude
nts
IT)
dc-o
cepa
ce_
Whe
n pe
rfor
man
ce is
dent
5; o
irfor
m s
impl
e an
d co
mpl
ex
nide
, ,!
in id
s,-
:nd
actg
ce te
chn;
ques
of t
ool u
se
Eva
luat
ion
Indu
stria
l tra
inin
g te
xts,
Chi
cago
:D
elm
ar P
ublis
hing
Inc.
Gen
eral
hand
book
of
tool
s an
dcr
afts
Sim
ple
mac
hine
s, V
isua
l Edu
catio
nC
onsu
ltant
s, In
c.
mag
azin
es
See
film
oib
l ogr
aphy
, esp
. Ste
rling
,E
duca
tiona
l Film
s an
d C
astle
Pro
duct
ions
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E-
AIM
1; R
e11
1".A
111
.11*
LA
O14
I19
IsSS
LEV
EL:
Sec
onda
ry. l
evel
uire
men
ts fo
r em
lo m
ent
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-h
Ski
lls a
nd a
sset
s ne
eded
SU
BU
NIT
-(2
) T
atk
oetfo
rman
ce
Beh
avio
ral O
biec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. G
iven
a jo
b tit
le, s
tude
nt c
an li
stan
d ev
alua
te h
is o
wn-
abi
litie
s on
nece
ssar
y ta
sks.
2. G
iven
a w
ork
situ
atio
n, s
tude
ntco
mpi
etes
task
s to
sat
isfa
ctio
n of
supe
rvis
or.
Ref
errin
g to
wor
k de
scrip
tion
shee
ts d
evel
oped
ear
-lie
r, s
tude
nts
list t
asks
of s
ever
al ty
pes
of w
orke
rs.
With
teac
hers
or :b
usin
ess
teac
her's
aid,
stu
dent
sde
velo
p se
lf-te
stin
g si
tuat
ions
on
thes
e ta
sks.
Afte
rsu
ffici
ent p
ract
ice
stud
ents
test
eac
h ot
her
for
spee
dan
d ac
cura
cy a
nd r
ecor
d ev
alua
tions
on
pers
onal
resu
me
shee
ts. P
erio
dic
prac
tice
and
rete
stin
g m
ay b
eao
vise
able
to a
ssur
e te
st c
redi
bilit
y an
d to
-al
low
for
incr
ease
d ab
ilitie
s. S
ugge
sted
task
s ar
e: 3
/16"
x 3
/4"
bolt
asse
mbl
y;m
arbl
e so
rtin
g; d
exte
rity
boar
d;:li
se o
f's
ciss
ors;
use
ofkn
ife;
sort
ing
scre
ws;
pac
kagi
ng_
mar
bles
; bol
t ass
embl
y bo
ard;
Ya"
x 2
bolt
and
nut
asse
mbl
y; w
rapp
ing
parc
els,
sor
ting
nail,
use
of b
asic
hand
tool
s; a
bilit
y .to
mak
e ch
ange
; fili
ng b
y st
ock
num
bers
, by
num
bers
, by
lette
r al
phab
etic
ally
, by
sim
ple
wor
ds, b
y na
me,
. by
addr
ess;
'sor
ting
mai
l; us
eof
tele
phon
e di
rect
ory;
jani
toria
l wor
k; la
undr
y so
rt-
ing;
use
of r
etai
l pric
elis
t; m
echa
nica
l rea
soni
ng,
cler
ical
spe
ed a
nd a
ccur
acy;
sim
ple
repa
ir w
ork;
food
asse
mbl
y an
d se
rvic
e.
The
re a
re e
leve
n m
ain
aptit
udes
nee
ded
for
empl
oy-
men
t: ve
rbal
, num
eric
al, s
patia
l, fo
rm p
erce
ptio
n,cl
eric
al p
erce
ptio
n, m
otor
coo
rdin
atio
n; fi
nger
dex
-te
rity,
man
ual d
exte
rity,
eye
-han
d-fo
ot c
oord
inat
ion,
colo
r di
scrim
inat
ion,
inte
llige
nce.
Bef
ore
wor
king
on
a ta
sk, t
each
er a
nd s
tude
nts
list a
llpo
ssib
le c
riter
ion
on w
hich
to e
valu
ate
one'
s w
ork.
Afte
r co
mpl
etin
g ta
sks,
eac
h st
uden
t is
eval
uate
d on
thes
epo
ints
by
fello
w s
tude
nts
and
teac
her.
Ifdi
fficu
lties
are
enc
ount
ered
stu
dent
ana
lyze
s hi
s ta
skun
til h
e fin
ds th
e st
ep w
hich
he
cann
ot p
erfo
rm.
Stu
dent
s ro
le-p
lay
wor
k si
tuat
ions
whe
re w
ork
is n
otdo
pe s
atis
fact
oria
lly a
nd w
orke
r is
crit
iciz
ed a
nd m
ust
Apt
itude
san
doc
cupa
tions
,C
oron
et F
ilms.
Diff
eren
tial
Apt
itude
Tes
t-M
echa
nica
l Rea
sonr
: (G
rade
12
norm
s an
d G
rade
8 n
orm
s)
Diff
eren
tial A
ptitu
de T
est-
Cle
rical
Spe
ed a
nd A
ccur
acy
(Gra
de 1
2no
rms;
Gra
de 8
nor
ms)
Min
neso
taC
leric
alT
est-
Num
ber
Com
paris
on a
nd W
ord
Com
paris
on.
PL-
6.N
o.
OB
JEC
TIV
E:
AIM
:1.
Re
CE
NT
ER
OF
INT
ES
SU
BU
NIT
:(3
)Lear
ning
to_e
arn
a liv
ing
B. U
nder
stan
ds a
bout
cho
osin
g an
dge
tting
a jo
but
-nts
for
empl
oym
ent
LEV
EL:
Sec
onda
ry le
vel
UN
IT:
b. S
kills
and
ass
ets
need
edca
tion
and
self-
care
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an d
iscu
ss th
e im
por-
tanc
e of
a h
igh
scho
ol d
iplo
ma
and
of s
choo
l- le
arne
d sk
ills
in g
ettin
gan
d ke
epin
g a
job.
2. S
tude
nt d
emon
stra
tes
self-
care
and
groo
min
g sk
ills
regu
larly
. 4--
3. S
tude
nt c
an e
xpla
in th
e de
ed in
a jo
b si
tuat
ion
for
groo
min
g an
dse
lf-ca
re s
kills
and
a p
leas
ant p
er-
sona
lity.
Stu
dent
s ch
eck
over
job
desc
riptio
n fo
rms
to d
eter
-m
ine
wha
t sor
ts o
f wor
k re
quire
and
Whi
ch d
ono
_ t
requ
ire h
igh
scho
ol d
iplo
mas
.
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
er s
peak
sto
cla
sson
the
sign
ifica
nce
of a
hig
h sc
hool
dip
lom
a to
an
em-
plov
er.
Eac
h st
uden
t rep
orts
to c
lass
wha
t sch
ool-l
earn
edsk
ills
are
need
ed fo
r th
e' jo
bs fo
r w
hich
he
isin
-te
rest
ed in
app
lyin
g. O
le r
elat
es th
is to
his
own
scho
olex
perie
nces
.
Cla
sslis
tse
lf-ca
re a
nd g
room
ing
skill
s co
nsid
ered
impo
rtan
t whe
n se
ekin
g or
hol
ding
a jo
b.
Stu
dent
s ra
te e
ach
othe
r on
sel
f-ca
re a
ndgr
oom
ing
skill
s.
If in
divi
dual
prb
blem
s ex
ist,
teac
her
may
con
duct
a,
clas
s re
view
of a
rea
or p
rovi
de in
divi
dual
ized
inst
ru-
ctio
n.
Stv
dent
s ro
le p
lay
wor
k an
d sc
hool
situ
atio
ns e
m-
ph is
izin
g th
e ne
ed fo
r go
od g
room
ing
regu
larly
.
Pai
rs o
f stu
dent
s ro
le p
lay
inte
ract
ions
with
som
eone
with
a p
leas
ant p
erso
nalit
y an
d an
othe
rw
ith a
n un
-,pl
easa
nt p
erso
nalit
y. T
he r
elat
ion
to g
roup
coo
per-
atio
n, fr
ee c
omm
unic
atio
n an
dco
mpa
ny im
age
and
mor
ale
is s
tres
sed.
Cla
ss d
iscu
sses
the
impo
rtan
ce o
fco
urte
sy a
nd c
o-.
oper
ativ
enes
s in
wor
k si
tuat
ions
.
Stu
dent
s 'd
iScu
ss a
nd r
ole-
play
how
toov
erco
me:
or
impr
ove
'a b
ad s
ituat
ion.
Sta
y in
sch
ool,
Mid
dlet
on W
i:V
isua
l Edu
catio
n C
onsu
ltant
s In
c.
PLS
.N
o.7
Lear
ning
to e
arn
livin
gO
BJE
CT
IVE
B. U
nder
stan
ds a
bout
cho
osin
aend
get
ting
alob
MA
IM:-
2; W
ays
of g
ettin
g a
job
LEV
EL:
Sec
onda
ry le
vel
CE
NT
ER
OF
INT
ER
ES
T U
NIT
.a
Lette
rs o
f app
licat
ion
and
appl
icat
ion
form
sS
UB
UN
IT.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an s
tate
the
purp
oses
of a
lette
r of
app
licat
ion
to a
nem
ploy
er.
2. G
iven
sev
eral
lette
rs o
f app
lica-
tion
of v
aryi
ng q
ualit
y, s
tude
nt c
anev
alua
te e
ach,
giv
ing
a re
ason
for
each
judg
men
t.
3. S
tude
nt c
an,w
rite
a go
od q
ualit
yle
tter
of a
Ppl
icat
ion.
Stu
dent
s di
scus
s w
ays
to a
pply
for
a jo
b in
clud
ing
ale
tter
of a
pplic
atio
n.
Cla
si'e
xam
ines
sev
eral
sam
ple
lette
rs o
f app
licat
ion.
Eac
h st
uden
t poi
nts
out a
goo
d or
bad
lette
r w
ritin
gte
chni
que.
Stu
dent
mak
es a
list
of n
ew v
ocab
ular
y w
ords
use
d.
Cla
ss d
isct
.ssc
s th
e im
pres
sion
a le
tter
can
give
anem
ploy
er b
y th
e ha
ndw
ritin
g, g
ram
mar
, nea
tnes
s,co
mpl
eten
ess
and
clar
ity o
f inf
orm
atio
n, e
tc.
Cla
ss c
ompi
les
a lis
t of i
nfor
mat
ion
whi
ch s
houl
d be
incl
uded
in a
. let
ter
of a
pplic
atio
n. G
iven
a s
ampl
ejo
b, e
ach
stud
ent l
ists
the
info
rmat
ion
to in
clud
e in
a
lette
r of
app
licat
ion
for
that
job
and
writ
es th
e le
tter.
In s
mal
l gro
ups,
eac
h pe
rson
's le
tter
isre
ad a
ndev
alua
ted
byot
hers
, Fro
m th
esu
gges
tions
, eac
hst
uden
t rew
rites
his
lette
r an
d sa
ves
it as
an
exam
ple.
Stu
dent
s pr
actic
e sp
ellin
g an
d us
ing
voca
bula
ry u
sed
in a
pplic
atio
ns.
Stu
dent
s re
view
abo
ve e
xerc
ises
.
Eac
h st
uden
t writ
eth
ree
lette
rs o
f app
licat
ion,
one
for
each
of t
hree
ver
y di
ffere
nt jo
bs. S
mal
l gro
ups
ofst
uden
ts e
valu
ate
each
oth
er's
lette
rs.
Eac
h st
uden
t writ
es a
lette
r re
ques
ting
an in
terv
iew
.O
ther
s ev
alua
te a
nd c
omm
ent.
Stu
dent
sav
es a
cor
-re
cted
cop
y as
an
exam
ple.
Stu
dent
s re
view
bus
ines
s le
tter
form
ats,
add
ress
ing
anen
velo
pe a
nd fo
ldin
g le
tters
for
inse
rtio
n.
See
boo
k, o
ther
mat
eria
l and
film
sbi
blio
grap
hies
Voc
atio
nal E
nglis
h, b
ooks
I an
dN
ew Y
ork:
Glo
be B
ook
Co.
Suc
cess
in la
ngua
ge, C
hica
go: F
ol-
lett
Bas
ic L
earn
ing
Pro
gram
,
Laub
ach,
Kirk
and
Lau
bach
, Eve
ry-
day
read
ing
a-lid
- w
ritin
g, S
yrac
use,
N.Y
.: N
ew R
eade
rs P
ress
, 197
0.
See
abo
ve r
efer
ence
s
Beh
avio
ral O
bjec
tive
4. S
tude
nt c
an s
tate
the
uses
of
appl
icat
ion
form
s.
5. S
tude
nt c
an d
escr
ibe
the
pro-
cedu
fe fo
r ob
tain
ing
and
retu
rnin
gan
app
licat
ion
form
(1)
by
mai
l, (2
)at
a p
erso
nnel
offi
ce a
nd -
(3)
right
befo
re a
n in
terv
iew
.
6. S
tude
nt c
an d
efin
e al
l the
term
sus
ed o
n an
aver
age
appl
icat
ion
form
.
7. S
tude
nt c
an a
ccur
atel
y co
mpl
ete
&lo
b ap
plic
atio
n fo
rm.
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
A g
roup
of s
tude
nts
obta
in s
ampl
e ap
plic
a:on
,form
sfr
om lo
Cal
bus
ines
ses
to u
se a
s cl
ass
exam
ples
.C
lass
exam
ines
the
sam
ples
not
ing
sim
ilarit
ies
and
diffe
r-en
ces.
Stu
dent
s di
scus
s w
hy e
mpl
oyer
nee
dsto
kno
wth
e in
form
atio
n, r
eque
sted
. Eac
h st
uden
tch
ecks
his
own
pers
onal
dat
a sh
eet t
o m
ake
sure
he
has
all t
he_
info
rmat
ion
need
ed.
Bus
ines
s te
ache
r or
loca
l em
ploy
er s
peak
sto
cla
ssab
out t
he in
form
atio
n an
d im
pres
sion
s w
hich
'em
-pl
oyer
s us
e to
sel
ect a
n em
ploy
ee. H
e m
ight
com
pare
the
adva
ntag
es o
f let
ters
of a
pplic
atio
n, a
pplic
atio
nfo
rms
and
inte
rvie
ws.
Stu
dent
s dr
amat
ize
vario
us w
ays
to o
btai
n an
app
li-ca
tion
form
. Stu
dent
s di
scus
sm
anne
rs, w
hat t
o as
kfo
r, w
here
'nd
whe
n to
go, w
here
writ
e, e
tc.
Pai
rsof
stud
ents
role
play
' an
appl
ican
t and
ase
cret
ary
at a
per
sonn
el o
ffice
.
Sam
ple
appl
icat
ion
form
s
As
clas
s ex
amin
es s
ever
al fo
rms,
eac
h 5:
uden
t rec
ords
Hud
son,
Mar
gare
t W. a
nd A
nn A
.W
eave
r,I
wan
t a jo
b, P
hoen
ix,
N.Y
.: F
rank
E. R
icha
rds
Pub
lishe
r
a de
finiti
on fo
r al
l voc
abul
ary
wor
ds.
Stu
dent
s pr
actic
e sp
ellin
g an
d us
ing
thes
e te
rms.
Usi
ng h
is p
erso
nal d
ata
shee
t, ea
ch s
tude
ntco
mpl
etes
a sa
mpl
e ap
plic
atio
n fo
rm w
ith a
ssis
tanc
e.
Cla
ss e
valu
ates
-eac
h co
mpl
eted
form
for
accu
racy
,ne
atne
ss,
legi
bilit
y, fo
llow
ing
dire
ctio
ns, c
ompl
ete-
bibl
iogr
aphi
es.
ness
, hon
esty
, ove
rall
impr
essi
on.
See
boo
k, o
ther
mat
eria
ls a
nd fi
lm
Pai
rs o
f stu
dent
s ro
le p
lay
an e
mpl
oyer
rev
iew
ing
anap
plic
atio
n fo
rm a
nd a
skin
g th
eap
plic
antq
uest
ions
.
Eac
h st
uden
t trie
s to
com
plet
ean
app
licat
ion
form
with
out h
is p
erso
nal d
ata
shee
tas
a r
efer
ence
. Cla
ssdi
scus
ses
any
'pro
blem
s th
ey h
ad
Job
appl
icat
ion
skill
test
. Hun
ting-
ton,
N.Y
.: S
peci
al S
ervi
ce S
uppl
yC
o.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
8. G
iven
sev
eral
app
licat
ion
form
s,st
uden
t can
poi
nt o
ut s
imila
ritie
san
d di
ffere
nces
am
ong
them
.
Stu
dent
s pl
ay a
com
petit
ive
gam
e to
iden
tify
the
mos
t sim
ilarit
ies
and
diffe
renc
es in
a g
iven
tim
epe
riod.
Stu
dent
s pr
actic
e fil
ling
out s
ever
al d
iffer
ent f
orm
s to
note
sim
ilarit
ies
and
diffe
renc
es.
Cla
sslis
tsth
e di
ffere
nces
and
trio
s to
gue
ss th
ere
ason
.
400
. PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Sec
onda
ry le
vel
OB
JEC
TIV
EB
. Und
erst
ands
abo
ut c
hoos
ing
and
getti
ng a
jOb
AIM
:2.
Way
s of
get
ting
a jo
bC
EN
TE
R O
F IN
TE
RE
ST
UN
ITin
terv
iew
sS
UB
UN
IT:
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
1. S
tude
nt c
an n
ame:
a. f
riend
, are
lativ
e, a
teac
her,
. a
frie
nd o
f his
pare
nts
and
a co
unse
lor
Who
can
help
him
cho
ose
or g
et a
job.
2. S
tude
nt c
an s
tate
way
s in
whi
cha
pers
onal
con
tact
will
hel
p hi
mch
oose
or
get a
job.
3. S
tude
nt c
an li
st r
easo
ns w
hy a
job
inte
rvie
w is
impo
rtan
t fro
m th
eem
ploy
er's
poi
nt o
f vie
w a
nd r
ea-
sons
why
itis
impo
rtan
t for
him
-se
lf.
Cla
ss c
ompi
les
a lis
t of t
ypes
of p
eopl
e w
ho c
an h
elp
them
cho
ose
or g
et a
job.
Eac
h st
uden
t &pi
es th
is li
stan
d id
entif
ies
peop
le b
y na
me
in a
s m
any
cate
gor:
esas
pos
sibl
e fo
r hi
s ow
n us
e.
Stu
dent
s su
gges
t way
s in
whi
ch th
ese
indi
vidu
als
can
help
them
.
Eac
h st
uden
t tel
ls h
ow h
e w
ould
con
tact
and
ask
hel
pof
one
per
son
on th
e lis
t.
Stu
dent
s ro
le p
lay
pers
onal
con
tact
situ
atio
ns.
Fro
m e
xper
ienc
es, c
lass
com
pile
s a
list o
f typ
es o
fh
1p th
ey c
an e
xpec
t to
rece
ive,
e.g
. an
intr
oduc
tion
to a
n em
ploy
er, d
escr
iptio
ns o
f typ
es o
f job
s, a
ct a
s a
refe
renc
e, s
ugge
st jo
b va
canc
ies,
sha
re jo
b ex
peri-
ence
s, e
tc.
Cla
ss d
iscu
sses
rea
sons
why
som
e of
thes
e pe
ople
_hav
ejo
b in
form
atio
n, e
.g. w
ork
at s
ame
plac
e an
d kn
ow o
fva
canc
y, k
now
som
eone
who
nee
ds h
elp,
had
asi
mila
r jo
b ex
perie
nce.
Cla
ss v
iew
s an
d di
scus
ses
a fil
m o
n pe
rson
al c
onta
cts,
Stu
dent
spa
irof
fto
role
play
mak
ing
pers
onal
cont
acts
abo
ut jo
bs.
Cla
ss li
sts
reas
ons
why
an
empl
oyer
wou
ld w
ant t
om
eet a
nd ta
lk w
ith a
pro
spec
tive
empl
oyee
.
.S
tude
nts,
with
job
expe
rienc
e re
late
thei
r ex
perie
nces
conc
erni
ng lo
b in
terv
iew
s.
AB
C's
of g
ettin
g an
d ke
epin
g a
job
ur-
Beh
avio
ral O
bjec
tive
.A
ctiv
ities
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
4. S
tude
nt c
an n
ame
and'
dem
on-
stra
tein
terv
iew
man
ners
or
eti-
quet
te.
5. In
pre
para
tion
for
a sp
ecifi
c jo
bin
terv
iew
, stu
dent
can
des
crib
e, h
isqu
alifi
catio
ns fo
r th
e jo
b an
d w
rite
ques
tions
abo
ut th
e jo
b he
wou
ldas
k in
the
inte
rvie
w.
Stu
dent
s su
gges
t way
s in
whi
ch th
e em
ploy
erw
ill tr
yto
dec
ide
if th
e ap
plic
ant s
houl
d re
ceiv
e th
e jo
b.T
hen
each
stud
ent
sugg
ests
how
to m
ake
him
self
anat
trac
tive
appl
ican
t on
thes
e sa
me
poin
ts.
.Pai
rs o
f stu
dent
s ro
le p
lay
an in
terv
iew
and
then
disc
uss
wha
t the
y le
arne
d ab
out t
heco
mpa
ny a
nd th
ejo
b fr
om th
e in
terv
iew
. The
n ea
ch s
tude
ntsu
gges
tsho
w h
e ca
n ge
t the
mos
tin
form
atio
n of
use
tohi
mse
lf fr
om th
e jo
b in
terv
iew
.
Cla
ss r
evie
ws
intr
oduc
tions
, dre
ss a
nd p
erso
nal
ap-,
pear
ance
rul
es a
nd b
asic
man
ners
:
Stu
dent
s w
ith e
xper
ienc
e de
scrib
e a
job
inte
rvie
w;
wha
t hap
pens
, wha
t was
he
aske
d, h
ow lo
ng d
id it
take
, did
he
sit d
own,
how
did
he
feel
, did
he
fill o
utfo
rms.
Bus
ines
s te
ache
r or
per
sonn
el o
ffice
r fr
oma
loca
lco
mpa
ny s
peak
s to
cla
ss o
n th
e im
port
ance
of a
job
inte
rvie
w. C
lass
may
invi
te th
em to
con
duct
a jo
bin
terv
iew
in fr
ont o
f the
cla
ss.
Cla
ss v
iew
s an
d di
scus
ses
a fil
m o
n jo
b in
terv
iew
s.
Pai
rs o
f stu
dent
s ro
le p
lay
a jo
b in
terv
iew
afte
r w
hich
clas
s m
akes
com
men
ts.
Usi
ng jo
b de
scrip
tion
shee
ts d
evel
oped
ear
lier,
each
stud
ent p
repa
res
for
a jo
b in
terv
iew
by
read
ing
the
desc
riptio
n, e
valu
atin
g hi
s qu
alifi
catio
ns a
nd d
evel
op-
ing
seve
ral
ques
tions
abo
ut th
e jo
b or
wor
king
cond
ition
s w
hich
he
shou
ld a
sk a
t the
inte
rvie
w.
Tea
cher
or
coun
selo
r po
ints
out
way
s to
use
the
wan
tad
or
job
desc
riptio
n to
pre
pare
for
an in
terv
iew
.
Eac
h st
uden
t upd
ates
his
per
sona
l dat
a sh
eet
to ta
kew
ith h
im to
a jo
b in
terv
iew
.
See
filrr
i and
oth
er m
ater
ial b
ibli-
ogra
phie
s
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
6. S
tude
nt c
an d
emon
stra
teth
ew
ays
to a
pply
for
a jo
b in
terv
iew
.
7. S
tude
nt c
ansu
cces
sful
lyro
lepl
ay a
job
inte
rvie
w.
Oth
er in
terv
iew
pre
para
tion
sugg
estio
ns in
clud
e: le
arn
ail y
ou c
an a
bout
the
com
pany
; gat
her
toge
ther
and
take
all
nece
ssar
ypa
pers
; kno
w w
hat y
ou h
ave
toof
fer;
kno
w w
hy y
ouw
ant t
o w
ork
for
the
firm
; be
wel
l-res
ted,
wel
l-gro
omed
and
conf
iden
t; ar
rive
early
,go
alo
ne; b
ring
a pe
n.
Cla
ss w
rites
a m
odel
lette
rfo
r jo
b in
terv
iew
. Eac
hst
uden
t cop
ies
this
for
his
own
use.
Cla
ss r
evie
ws
how
to a
ddre
ss a
nd c
lose
bus
ines
sle
tters
and
how
toob
tain
com
plet
e ad
dres
s.
Stu
dent
s ro
le p
lay
usin
g th
ete
leph
one
to a
sk fo
rE
job
inte
rvie
w.
Cla
ss r
evie
ws
man
ners
and
appr
opria
te b
ehav
ior
and
dres
s fo
r a
job
inte
rvie
w.
Eac
h st
uden
t sel
ects
a w
ant a
d fo
rw
hich
he
wis
hes
toin
terv
iew
. He
appl
ies
for
a jo
b in
terv
iew
to w
hich
afe
llow
stu
dent
rep
lies
inth
e ro
le o
f em
ploy
er.
Bot
hpr
epar
e fo
r th
e jo
b in
terv
iew
by w
ritin
g qu
estio
nsth
ey w
ould
ask
. Bot
h ro
lepl
ay a
job
inte
rvie
w b
efor
eth
e cl
ass
whi
chco
mm
ents
on
it.
Stu
dent
s te
ll po
ssib
lein
terv
iew
situ
atio
ns a
nd w
hat
they
wou
ld d
o,e.
g. a
rriv
ed la
te, f
orgo
t leg
alpa
pers
or
data
sum
mar
y sh
eet.
Giv
en s
ever
al c
ase
stud
ies
of jo
b in
terv
iew
s, s
tude
nts
com
men
t.
Laub
ach,
Kirk
and
Lau
bach
,E
very
-da
y re
adin
g an
d w
ritin
g.S
yrac
use,
N.Y
., N
ew R
eade
rs P
ress
.
"I w
ant a
job"
tran
spar
enci
es.
Bin
g-ha
mto
n, N
.Y.:
Uni
ted
Tra
nspa
ren-
cies
, Inc
.
Dof
in, Y
vette
, Hel
p yo
urse
lfto
ajo
b, p
arts
Ian
d II.
Min
neap
olis
:F
inne
y C
o.
Tur
ner
Car
eer
Gui
danc
eS
erie
s,C
hica
go: F
olle
tt P
ub. C
o.
See
oth
er m
ater
ial,
book
san
d fil
mbi
blio
grap
hies
.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
EB
. Und
erst
ands
abo
ut c
hoos
ing
and
getti
ng a
job
coA
IM2.
Way
s of
get
ting
a io
bC
EN
TE
R O
F IN
TE
RE
ST
UN
IT-
c. T
eliT
hnne
. .nn
tart
SU
BU
NIT
:
LEV
EL:
Seco
ndar
y le
vel
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an li
st w
ays
in w
hich
ate
leph
one
call
can
be u
sed
to fi
nd a
job.
2. G
iven
mat
eria
ls,
stud
ent
can
dem
onst
rate
findi
ngth
eph
one
num
bers
of c
ompa
nies
in th
e ph
one
dire
ctor
yan
dpr
oper
lydi
alin
gth
em.
3 S
tude
nt c
an li
st o
bjec
tives
of a
.tele
phon
eca
ll,e.
g. to
be
unde
r-st
dod,
to m
ake
a go
od im
pres
sion
,to
gat
her
info
rmat
ion,
to g
ive
info
r-m
atio
n.
Stu
dent
s re
view
the
seve
ral w
ays
cf fi
ndin
g ou
t abo
ut'
avai
labl
ejo
bs. T
hen
they
list w
ays
of u
sing
the
tele
phon
e to
do
them
.
Stu
dent
s lis
t the
type
s of
info
rmat
ion
they
nee
d to
know
abo
ut a
job
befo
re th
ey k
now
whe
ther
they
are
qual
ified
toap
ply.
Can
all
this
info
rmat
ion
beob
tain
ed o
ver
the
phon
e?
Cla
ss r
evie
ws
use
of te
leph
one'
dire
Cto
ry.
Stu
dent
s pr
actic
e by
doi
ng a
lpha
betiz
ing
exer
cise
s.
Usi
ng te
leph
one
book
s, e
ach
stud
ent c
ompl
etes
the
phon
e nu
mbe
rs o
f fac
torie
s an
d co
mpa
nies
:ist
ed o
n a
wor
kshe
et. S
tude
nts
disc
uss
wha
t to
do if
sev
eral
phon
e nu
mbe
rs a
re li
sted
for
a co
mpa
ny.
Tea
cher
str
esse
s th
e im
port
ance
of p
rope
r an
d ac
cu-
rate
dia
ling
of te
leph
one.
Stu
z:%
.':.-
,ts p
ract
ice
vario
us te
leph
onin
g si
tuat
ions
and
then
dis
cuss
exp
erie
nces
.
Cla
ss c
ompi
les
a lis
t of t
elep
hone
tech
niqu
es w
hich
wou
ld a
void
pro
blem
s th
ey h
ave
enco
unte
red
on th
eph
one,
incl
udin
g: s
peak
cle
arly
and
dis
tinct
ly, l
iste
nca
refu
lly; t
ake
note
s, a
sk to
spe
ak w
ith a
spe
cific
pers
on s
uch
as p
erso
nnel
offi
cer.
Tw
o st
uden
ts d
ram
atiz
e th
ese
tech
niqu
es fo
r cl
ass.
The
pho
ne c
alls
you
mak
e. T
urne
r-Li
ving
ston
Com
mun
icat
ion
Ser
ies.
Chi
cago
: Fol
lett
Pub
. Co.
Beh
avio
ral O
bjec
tive
4. S
tude
nt c
an n
ame
and
dem
on-
stra
tete
leph
one
man
ners
or
eti-
quet
te.
5. S
tude
nt c
an li
st q
uest
ions
to a
skth
e em
ploy
er a
bout
the
job
ina
tele
phon
e co
ntac
t.
tude
ntca
nlis
tan
d pr
epar
ean
swer
s fo
r in
terv
iew
que
stio
ns h
em
ight
be
aske
d by
the
empl
oyer
on
the
phon
e.
7. S
tude
nt c
anro
le p
lay
a te
le-
phon
e co
nver
satio
n to
(a)
set
up
anin
terv
iew
,(b
)ob
tain
. jo
bin
for-
mat
ion,
cr
(c)
give
inte
rvie
w in
for-
mat
ion.
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Stu
dent
sm
anne
rs.
view
and
disc
uss
afil
m o
n te
leph
one
Cla
ss c
ompi
les
a lis
t of t
elep
hone
man
ners
.
Tw
o st
uden
ts d
ram
atiz
e ba
d an
d th
engo
od te
leph
one
man
ners
.
Tw
o st
uden
ts d
ram
atiz
e a
phon
e co
nver
satio
n an
dot
her
stud
ents
poi
nt o
ut g
ood
and
bad
man
ners
empl
oyed
.
Stu
dent
s di
scus
s w
hat t
o do
ifco
mpa
ny c
alle
d ha
s a
switc
h bo
ard
and
if pe
rson
cal
led
is n
ot a
vaila
ble.
Stu
dent
s re
fer
to p
revi
ous
lis_
of in
form
atio
n ne
eded
abou
t a jo
b. E
ach
stud
ent w
rites
a li
st o
fqu
estio
ns to
get t
his
info
rmat
ion
and
mak
es -
it in
to a
form
for
use
in th
e te
leph
one
cont
act.
Stu
dent
s pa
ir of
f to
role
pla
y ti:
:spa
rt o
f a te
leph
one
cont
act.
Cla
ss d
iscu
sses
exp
erie
nces
.
Ref
errin
g to
the
info
rmat
ion
list a
bove
, eac
h st
uden
tlis
ts q
uest
ions
whi
ch th
e em
ploy
erm
ay w
ish
to k
now
abou
t an
appl
ican
t. E
ach
stud
ent a
nsw
ers
thes
equ
estio
ns a
bout
him
self
conc
erni
ng s
ever
al jo
bs.
Stu
dent
s pa
ir of
f to
role
pla
y th
ispa
rt o
f a te
leph
one
cont
act.
Cla
ss d
iscu
sses
exp
erie
nces
.
Stu
dent
s ro
le p
lay
vario
us jo
b te
leph
one
calls
with
diffe
rent
pur
pose
s in
min
d,e.
g. s
ettin
g up
an
inte
r-vi
ew, o
btai
ning
job
info
rmat
ion;
giv
ing
inte
rvie
win
form
atio
n ab
out h
imse
lf, le
avin
g a
mes
sage
etc
.
Tea
cher
tape
rec
ords
tele
phon
eco
ntac
ts fo
r ea
chst
uden
t to
revi
ew h
is p
erfo
rman
ce.
Cla
ss d
iscu
sses
thei
r ex
perie
nces
and
how
toim
prov
eth
eir
perf
orm
ance
.
Bel
l Tel
epho
ne C
o., f
ilm a
nd T
ele-
trai
ning
Kit
Eva
luat
ion
Beh
avio
ral O
bjec
tive
Act
iviti
es
8. S
tude
nt c
an r
ole
play
a .t
ele-
phon
eco
nver
satio
nto
ask
per-
mis
sion
to u
se s
omeo
ne's
nam
e as
are
fere
nce.
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
Cla
ss r
evie
ws
impo
rtan
ce o
f giv
ing
refe
renc
es w
hen
appl
ying
for
jobs
. Can
this
be
done
on
the
phon
e?W
hat i
nfor
mat
ion
mus
t you
giv
e th
e pe
rson
for
him
-to
dec
ide?
Wha
t inf
orm
atio
n m
ust y
ou r
ecor
d ab
out
the
pers
on w
ho w
ill b
e a
refe
renc
es
Stu
dent
s pa
ir of
f to
role
pla
y th
is s
ituat
ion.
Cla
ss d
iscu
sses
exp
erie
nces
and
how
to im
prov
e th
eir
perf
orm
ance
,
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E.
0 U
nder
ston
dom
bmut
ch00
0ing
nndg
etin
Qoj
obA
IM:
2 W
ayso
fget
_g_t
in a
job
LEV
EL:
Sec
onda
ry le
vel
CE
NT
ER
OF
INT
ER
ES
T U
NIT
.d.
Nev
vspo
er w
ant a
dsS
UB
UN
IT:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an s
tate
the
purp
ose
ofth
e cl
assi
fid s
ectio
n of
the
new
s-pa
per
and
in p
artic
ular
the
wan
t^
ads.
2. S
tude
ntca
n16
teth
ehe
lpw
ante
d se
ctio
nin
a w
hole
new
spa
per
unai
ded.
3. S
tude
nt c
an id
entit
y an
d in
ter
-pre
t all
the
info
rmat
ion
in, s
impl
ew
ant a
ds.
0 ..a
Stu
dent
s ex
amin
e th
e cl
assi
fied
sect
ions
of n
ewsp
a-pe
rs. S
tude
nts
list a
nd d
efin
e vo
cabu
lary
wor
ds u
sed
ofte
n: b
uy, s
ell,
wan
t, hi
re, e
mpl
oy, t
rade
, par
t-tim
e,fu
lltim
e, te
mpo
rary
, per
man
ent,
job,
pos
ition
, etc
.
Stu
dent
s co
mpi
le li
st o
f use
s fo
r w
ant a
ds a
nd w
how
ould
mak
e us
e of
them
in th
ese
way
s.
Tea
cher
poi
nts
out o
ther
sec
tions
of t
he n
ewsp
aper
whi
ch m
ay g
ive
you
sim
ilar
info
rmat
ion,
e.g
. bus
ines
s*se
ctio
n, W
omen
's s
ectio
n, g
arde
ning
or
hobb
y se
c-.
tions
.
Cla
ss r
evie
ws
othe
r m
eans
,.of f
indi
ng o
ut w
hat j
obs
are
.ava
ilabl
e:. w
ord,
of m
outh
, sig
nson
faC
tory
win
dow
or
bulle
tinbo
ard,
com
myn
ity c
ente
r or
scho
ol in
form
atio
n ce
nter
.
Eac
h st
uden
t loo
ks th
roug
h a
who
le n
ewsp
aper
. Cla
ssas
a w
hole
lists
on b
oard
the
clue
sto
use
inid
entif
ying
the
sect
ions
of t
he n
ewsp
aper
.
Stu
dent
s pr
aatic
e fin
ding
the
help
wan
ted
sect
ion.
Stu
dent
s se
lect
sev
eral
wan
t ads
as
exam
ples
.
Cla
ss c
ompi
les
a lis
t of t
erm
s us
ed in
wan
t ads
and
adeq
uate
ly d
efin
es th
em fo
r vo
catio
nal v
ocab
ular
ylis
ts.
Cla
ss c
ompi
les
alis
t of t
he ty
pes
of in
form
atio
nin
clud
ed in
a w
ant a
d.
Stu
dent
s di
Scu
ss w
hy a
ll th
is in
form
atio
n is
nec
essa
ry:
By
rem
ovin
g so
me
deta
ils, d
oes
this
con
fuse
rea
der?
Wou
ld y
ou s
till k
now
if y
ou w
ere
qual
ified
to a
pply
?
Loca
l new
spap
ers
t.
The
jobs
you
get,
The
Tur
ner-
Livi
ngst
on R
eadi
ng S
erie
s. C
hica
go:
Fol
lett
Pub
. Co.
Beh
avio
ral o
bjec
tive
4. S
tude
nt c
an fi
nd w
ant a
ds in
whi
chhe
isin
tere
sted
and
for
whi
ch h
e is
qua
lifie
d to
app
ly.
5. S
tude
nt c
an w
rite
a w
ant a
d.
6. S
tude
nt c
an e
xpla
in th
ece
dure
follo
ed to
writ
e an
dm
it an
ad
to th
e ne
wsp
aper
.
7. S
tude
nt c
to u
se in
ans
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
lt:at
ion
. Eac
h st
uden
t sea
rche
s fo
r w
ant a
ds o
f int
eres
t to
him
self.
He
read
s al
oud
thos
e he
find
san
d ex
plai
nth
em to
the
clas
s. O
ther
ask
him
spe
cific
ques
tions
whi
ch h
e m
ust a
nsw
er b
ased
on
the
wan
t ad.
Eac
h st
uden
t pic
ks a
cla
ssro
om jo
ban
d lis
ts' t
hequ
alifi
catio
ns fo
r fil
ling
it. H
e th
en w
rites
a w
ant a
d.O
ther
s in
the
clas
si-e
ad th
e ad
and
dec
ide
wha
t the
job
is a
nd-if
the
ad is
suf
ficie
nt.
Stu
dent
1.v
-ites
a r
egul
ar jo
b -d
escr
iptiO
nfo
r th
e sa
me
clas
sroo
m/jo
b. H
e po
ints
out
sim
ilarit
ies
and
diffe
r:en
ces.
;in,
sty
le, a
mou
nt a
nd ty
pe o
f inf
orm
atio
n,le
ngtW
etc.
bet
wee
n'th
e ad
and
job
desc
riptio
n.
n ex
plai
n pr
oced
ikes
erin
g a
wan
t ad.
A s
tude
ntca
llsth
e ne
wsp
aper
to fi
nd o
ut th
epr
oced
ure
for
subm
ittin
g an
d pa
ying
for
an a
d.
tude
fits
com
pute
the
cent
of r
unni
ng th
eir a
ds.
Usi
ng a
tape
rec
orde
r or
vid
eo-t
ape
to r
evie
w a
ctio
ns,
stud
ents
rol
e-pl
ay .e
mpl
oyer
or p
erso
nnel
offi
cera
6d.
appl
ican
t for
a jo
b.
Stu
dent
s di
scus
s th
e pr
os a
ndco
ns o
f tel
epho
ning
abou
t job
, writ
ing
a le
tter
and
visi
ting
the
pers
onne
l.
offic
e.
Sch
neid
er,
Ber
nard
,G
ettin
g an
dho
ldin
g a
job.
, Pho
enix
, N.Y
.: F
rank
E. R
icha
rds
Pub
lishe
r.
PLS
.N
o7
Lear
nin.
toea
rn a
livi
n
OB
JEC
TIV
E:
B. U
nder
stan
ds' l
bout
chO
osin
g an
d ge
tting
a jo
bA
IM/
3.-
Ser
vice
s an
d ag
enci
es th
at a
ssis
t in
job
findi
ngC
TE
R O
F IN
TE
RE
ST
UN
IT-
,a.
Sch
ool r
elat
ed s
ervi
ces
UB
UN
IT
LEV
EL:
Sec
onda
ry IP
I/P1
Beh
avio
ral O
bjec
tive
Act
iviti
eSA
nnot
ated
Res
ourc
e M
ater
ials
\,E
valu
atio
n
1. S
tude
nt c
an n
ame
scho
ol p
er-
sonn
el w
ho c
an h
elp
him
cho
ose
and
get a
job.
tr 2. S
tude
nt c
an s
tate
a jo
b tr
aini
ngas
pect
of e
ach
of h
is c
urre
nt c
lass
es.
Voc
atio
nal c
ouns
elor
or
teac
her
expl
ains
wha
t sch
ool
serv
ices
-ar
e-av
aila
ble
to h
elp
him
cho
ose
a jo
b of
inte
rest
, eva
luat
e pi
s sk
ills
and
appl
y fo
r a
job.
Loc
alV
ocat
iona
l Edu
catio
n C
ouns
elor
can
: sol
icit
aid
from
busi
ness
es, k
eep
aliS
t of f
Ull.
and
par
t-tim
e jo
bsav
aila
ble,
test
' and
adv
ise
stud
ents
of a
bilit
ies
and
cour
se n
eeds
, arr
ange
for
trai
ning
or
wor
k-st
udy
Sch
edul
es, h
elp
inve
stig
ate
post
-sec
orid
ary
trai
ning
cour
ses,
arr
ange
for
fihan
cial
ass
ista
nce
for
trai
ning
,co
unse
l on
for
job
sam
plin
g, e
tc.
.
Voc
atio
nal c
ouns
elor
exp
lain
s th
e C
apst
one
Pro
gram
if it
is in
ope
ratio
n in
the
dist
rict.
Stu
dent
s w
ith jo
b_ e
xper
ienc
ere
late
how
sch
ool
perS
onne
l wer
e in
volv
ed.
Eac
h st
uden
t lis
ts s
choo
l 'pe
rson
nel,
how
they
can
help
him
and
how
and
whe
n to
-re
ach
them
whi
ch h
ere
cord
s on
his
Per
Son
al d
ata
shee
t.
Eac
h st
uden
t lis
ts h
is ,c
urre
nt c
ours
es o
npa
per,
ski
llsle
arne
d in
cou
rse
and
an a
ppro
pria
te jo
b fo
r w
hich
this
is a
req
uire
men
t.
Cla
ss c
ompi
les
a lis
t of i
nter
estin
g jo
bs, s
kills
req
uire
d'
and
in w
hat s
choo
l cou
rses
they
lear
n th
em.
Stu
dent
s po
int o
ut if
a s
choo
l cou
nsel
or a
dvis
ed th
emon
thei
r sc
hedu
les.
Wha
t cou
rses
wer
e re
com
men
ded
and
for
wha
t rea
sons
?
Bro
char
d, J
ohn
H.,
Sch
ool s
ubje
cts
and
jobs
. Sci
ence
Res
earc
h A
ssoc
i-at
es.
Car
eers
with
out c
olle
ge. W
isco
nsin
Sta
te E
mpl
oym
ent S
ervi
ce.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. S
tude
nt c
ompl
etes
a s
choo
l tes
t-in
g, p
rogr
am a
ndhs
cou
nsel
ed o
n th
ere
sults
by
a vo
catio
nal o
r te
ache
rco
unse
lor.
4. S
tude
nt c
arrie
s bu
t pro
cedu
re to
requ
est j
ob a
vaila
bilit
y in
form
atio
nfr
om th
e vo
catio
nal c
ouns
elor
.
Voc
atio
nal
coun
selo
r 's
peak
sto
clis
sab
out t
hepu
rpos
e an
d pr
oced
ure
for
test
ing.
He
show
s cl
ass
sam
ple
test
s, r
evie
ws
the
dire
ctio
ns a
nd c
ompl
etes
som
e sa
mpl
e qu
estio
ns: H
e ex
plai
ns h
ow te
stin
gpo
ints
to a
bilit
ies
and
defic
ienc
ies
in o
ne's
edu
ca-
tiona
l bac
kgro
und.
He
shou
ld a
lso
revi
ew s
kill
test
sth
at a
re d
irect
ly jo
b re
late
d an
d th
eir
usef
ulne
ss.
Voc
atio
nal c
ouns
elor
or
teac
her
expl
ains
how
thel
ist
of fu
ll an
d pa
rt-t
ime
jobs
is c
ompi
led
and
upda
ted
with
the
help
of l
ocal
bus
ines
ses.
Tea
cher
or
coun
selo
r ex
plai
ns w
hat m
ater
ial m
ay b
eus
eful
to th
em a
nd h
ow to
arr
ange
to s
ee it
.
See
boo
k an
d .o
ther
mat
eria
l bib
li-og
raph
ies.
Fin
d yo
ui jo
b (b
ook
serie
s) M
in-
neap
olis
: Fin
ney
Co.
I wan
t to
be s
erie
s, R
icht
ext P
ress
.
Gui
danc
e se
ries
,boo
klet
s, C
hica
go:
Sci
ence
Res
earc
h A
ssoc
iate
s.
WIS
C m
ater
ials
, DP
I.
PLS
.N
o.
OB
JEC
TIV
EB
UA
IM:
3. S
erifi
ces
and
agen
cies
that
ass
ist i
njo
b fin
ding
7 Le
arni
ng to
ear
n a
livin
gI
1I
II.
IIIU
Is 1
111$
1 Is
IILE
VE
L:S
econ
dary
Lev
el
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:h
Piih
lir P
rnpj
aym
ent
SP
IVIr
PS
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
Act
iviti
es_A
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an n
ame
and
loca
te o
na
map
the
publ
ic e
mpl
oym
ent a
-ge
ncie
s in
the
area
.
2. S
tude
nt, c
an s
tate
and
exp
lain
serv
ices
ofa
publ
ic e
mpl
oym
ent
agen
cy.
3. S
tude
nt c
an e
xpla
in S
tate
Em
-pl
oym
ent
serv
ices
o'f
imm
edia
teus
eful
ness
to h
imse
lf.
Tea
cher
or
voca
tiona
l cou
nsel
or e
xpla
ins
the
purp
ose
of e
mpl
oym
ent s
ervi
ces
offe
red
by th
est
ate.
Stu
dent
s lo
ok u
p an
d lis
tal
l pub
lic e
mpl
oym
ent
agen
cies
list
ed in
the
tele
phon
e di
rect
ory.
Eac
h st
uden
t tra
ces
the-
raite
and
mod
e of
tran
spor
-ta
tion
he w
ould
take
from
his
hom
e an
d fr
om S
choo
lto
vis
it ea
ch o
f the
age
ncie
s
Stu
dent
s lo
cate
new
spap
er a
ds b
y pu
blic
and
priv
ate
empl
oym
ent a
genc
ies
and
busi
ness
wan
t ads
and
com
pare
tbei
r st
yle,
con
tent
and
info
rmat
ion.
1-1
'"den
ts c
ompi
le-a
list
ofio
ther
pub
lic a
genc
ies
whi
chm
ight
hel
p th
em -
choo
se o
r ge
t a jo
b.
Pub
lic a
genc
y re
pres
enta
tive
spea
ks to
clas
s ab
out t
hepu
rpos
es, s
ervi
ces
and
mat
eria
ls o
ffere
d by
a pu
blic
empl
oym
ent a
genc
y.
Cla
sses
a fi
eld,
:tfip
to p
ublic
em
ploy
men
t age
ncy.
Fro
m th
errr
ated
atz.
and
info
rmat
ion
gain
ed,
a gr
oup
of s
tude
nts
mak
es a
dis
plaY
bn-
serv
ices
.
Eac
h st
uden
tin
vest
igat
es a
ser
vice
of t
he p
ublic
agen
cy a
nd r
epor
ts o
n it
to-t
he c
lass
.
Voc
atio
nal c
ouns
elor
spe
aks
to c
lass
on th
ose
publ
icse
rvic
es o
f use
to th
e st
uden
ts n
ow a
nd in
the
near
futu
re.
Cla
ssid
iscu
sSes
whe
n to
use
the
serv
ices
of t
hepu
blic
agen
cy: l
ay-o
ffs, l
osin
g jo
b', u
nhap
py w
ith jo
b, w
ant
high
er w
ages
, mor
e tr
aini
ngor
new
loca
tion.
Tel
epho
ne d
irect
ory
liste
dun
der
Wis
cons
in, S
tate
of a
nd E
mpl
oy-
men
t in
whi
te p
ages
and
Gov
ern-
men
t and
Em
ploy
men
t in
yello
w-p
ages
.
Mat
eria
ls fr
om S
tate
Em
plO
ymen
tA
genc
y.
Beh
avio
ral O
bjec
tive
.A
ctiv
ities
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
4. S
tude
nt c
anlis
tan
d de
mon
-st
rate
the
use
of in
form
atio
nal s
erv-
-ic
es a
vaila
ble
from
the
publ
ic s
elf -
-se
rvic
e ce
nter
. (P
oste
d w
age
law
,Jo
b C
orps
info
rmat
ion,
rec
ent j
obop
enin
gs,
occu
patio
nal
outlo
oks)
.
5. S
tude
ntca
n de
mon
stra
te th
epr
oper
way
:to u
se jo
b fo
lder
s.
6. S
tude
nt c
an w
rite
a go
od q
ualit
yle
tter
to th
e W
isco
nsin
Em
ploy
-m
ent S
ervi
ce in
quiri
ng a
bout
job
plac
emen
t in
his
area
and
aro
und
the
stat
e.
7. S
tude
nt c
an c
ompl
ete
a W
.S.E
.S.
appl
icat
ion
form
and
ID c
ard.
Sev
eral
'stu
dent
s rO
lepl
ay a
situ
atio
n in
whi
ch th
ew
orke
r de
cide
d to
mak
e us
e of
pub
lic s
ervi
ces.
Cla
ss ta
kes
a tr
ip to
the
publ
ic a
genc
y. s
elf-
serv
ice
.
cent
er. T
each
er p
oint
s ou
t how
to lo
cate
and
use
the
info
rmat
ion
ther
e:
Stu
dent
s ex
amin
e sa
mpl
es o
f the
mat
eria
l in
clas
s an
dde
mon
stra
te h
ow to
use
it:
Indi
vidu
als
are
assi
gned
to g
athe
rab
out J
ob C
orps
, wag
e la
ws
and
look
s an
d re
port
to c
lass
..
mor
e in
form
atio
nO
ccup
atio
nal o
ut-
'
Stu
dent
s ex
amin
e sa
mpl
es o
f the
se m
ater
ials
and
prac
tice
thei
r us
e.
Tea
cher
or
voca
tiona
l cou
nsel
or c
an p
oint
out
clu
esas
to h
ow to
mak
e th
e be
st u
se o
f the
se m
ater
i
Eac
h st
uden
t. se
arch
es 'f
or in
form
atio
n on
a s
peci
ficjo
b, c
opie
s in
form
atio
n he
nee
ds to
kee
p an
d re
gist
ers
his_
sele
ctio
n in
a s
ampl
e re
" iV
ratio
n bo
ok.
Cla
ss r
evie
ws
busi
ness
lette
rs a
nd c
ompi
les
a lis
t of a
llin
form
atio
n w
hich
sho
uld
be in
clud
ed in
the.
lette
ri
Eac
h st
uden
t' w
rites
a le
tter.
Cla
ss c
ompa
res
lette
rsan
d w
rites
a c
ompo
site
lette
r. E
ach
stud
ent c
opie
sth
is le
tter
for
his
own
use
late
r.
One
cop
y of
the
lette
r is
mai
led_
Cla
ss d
iscu
sses
the
form
at a
nd c
onte
nfof
the
repl
y.
Stu
dent
s us
e W
ISC
mat
eria
l for
obt
aini
ng in
form
atio
nab
out s
peci
fic jo
bs.
Cla
ss r
evie
ws
usef
ulne
ss o
f and
pro
cedu
re fo
r fil
ling
out a
pplic
atio
n fo
rms.
Eac
h st
uden
t upd
ates
'his
pers
onal
dat
ash
eet
ifne
cess
ary.
Voc
atio
nal E
nglis
h, b
ook
Ian
d II,
New
Yor
k: G
lobe
Boo
k, C
o.
Laub
ach,
Kirk
and
Lau
bach
, Eve
ry-
day
read
ing
and
writ
ing.
Syr
acus
e,N
.Y.,
New
Rea
ders
Pre
ss, 1
970.
Beh
avio
ral O
b'ec
tive
Act
iviti
es,
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
8. S
tude
nt c
an r
ole
play
an
inte
r-vi
ew a
ta
publ
ic e
mpl
oym
ent a
-ge
ncy.
t
9. S
tude
nt c
an n
ame
a jo
b he
isin
tere
sted
in w
hich
'req
uire
sa
civi
lse
rvic
e ex
amin
atio
n.
Stu
dent
s di
scus
s an
d fil
l out
a W
.S.E
.S. a
pplic
atio
nfo
rm to
geth
er. T
hen
each
stu
dent
com
plet
eson
ehi
mse
lf.
A s
tude
nt in
vest
igat
es a
nd r
epor
ts to
cla
sson
the
need
for
and
proc
edur
e fo
r ge
tting
an
ID c
ard.
Eac
hst
uden
t fill
s ou
t an
ID c
ard.
Pai
rsof
stu
dent
s ro
le p
lay
corr
ect a
nd in
corr
ect
man
ner
of a
skin
g re
cept
ioni
st fo
r an
app
licat
ion
form
and
an ID
car
d fo
rm.
Cla
ss li
sts
the
pers
onal
dat
a an
d le
gal
pape
rs w
hich
ast
uden
t sho
uld
have
whe
n he
is in
terv
iew
ed.
Cla
ss r
evie
ws
intr
oduc
tions
, ask
ing
ques
tions
,pe
r-so
nal a
ppea
ranc
e an
d, g
ener
al a
ttitu
des
and
man
ners
- to
use
in a
n: in
terv
iew
situ
atio
n.
Stu
dent
sro
lepl
ay c
ouns
elor
or
inte
rvie
wer
and
appl
ican
t. O
ther
s cr
itiqu
e pa
rfor
than
ce.
A s
tude
nt r
epor
ts o
r ta
pe r
ecor
dsan
act
ual-i
nter
view
.C
lass
list
ens
to a
nd c
ritiq
ues
the
inte
rvie
w.
Voc
atio
nal c
ouns
elor
exp
lain
s th
e ci
vil s
ervi
cesy
stem
,an
d po
ints
out
jobs
for
whi
ch m
embe
rs o
f the
cla
ss-m
ight
wis
h to
app
ly. H
e al
so e
xpla
ins
whi
ch jo
bsre
quire
a c
ivil
serv
ice
exam
inat
ion
and
inte
rvie
w.
Stu
dent
s ex
amin
e sa
mpl
e ex
amin
atio
ns. A
stu
dent
chec
ksou
t of
apu
blic
libra
ryth
eci
vil
serv
ice
exam
inat
ion
revi
ew b
ook.
Cla
ss e
xam
ines
this
and
prac
tices
the
dire
ctio
ns a
nd q
uest
ions
.
,
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Sec
onda
ryO
BJE
CT
IVE
-B
. Und
erst
ands
abo
ut c
hoos
ing
and
getti
ng a
job
FS
AIM
:3
Ser
vice
s an
d ag
enci
es th
at a
ssis
t in
job
findi
ngC
EN
TE
R O
F IN
TE
RE
ST
UN
IT-
c. P
rivat
e em
ploy
men
t ser
vice
sS
UB
UN
IT:
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an n
ame
and
loca
te o
na
map
priv
ate
empl
oym
ent a
genc
ies
in th
e ar
ea.
2. 'S
tude
nt c
an id
entif
y th
e ty
pes
of p
rivat
e ag
enci
es.
3. S
tude
nt c
an e
xpla
in w
hy p
rivat
eag
enci
es c
harg
e a
fee
for
thei
r se
rv-
ices
.
4. S
tude
nt c
an s
tate
way
s in
whi
chpr
ivat
e an
d pu
blic
age
ncie
s di
ffer.
Cla
ssco
mpi
les
alis
tof
all
priv
ate
empl
oym
ent
agen
cies
from
,the
tele
phon
e di
rect
ory.
Eac
h st
uden
ttr
aces
the
rout
e an
d m
ode
of tr
ansp
orta
tion
on a
map
to e
ach
of th
ese
agen
cies
.
Stu
dent
s cu
t out
and
com
pare
ads
of p
ublic
and
priv
ate
empl
oym
ent.
agen
cies
and
bus
ineS
S w
ant a
ds.
Stu
dent
s in
vest
igat
e ea
ch p
rivat
e ag
ency
list
ed a
ndth
en c
ateg
oriz
e th
eim
by-s
imie
s.r
Som
e st
Ude
nts
mak
e a
disp
lay
of a
genc
y in
form
atio
n.
Priv
ate
agen
cy r
epre
sent
ativ
e sp
eaks
to c
lass
abo
ut
/.p'u
rpos
ean
d fu
nctio
ning
of a
priv
ate
agen
cy. H
eex
plai
ns fe
es a
nd th
e co
ntra
ct if
req
uire
d.
Stu
dent
s ex
amin
e th
e co
ntra
ct c
aref
ully
and
dis
cuss
the
oblig
atio
n in
volv
ed in
sig
ning
it.
Cla
ss d
iscu
sses
how
to fi
ll ou
t the
con
trac
t and
any
othe
r ap
plic
atio
n fo
rms
of th
e ag
ency
.
Eac
h, s
tude
nt m
akes
a c
hart
com
parin
g pu
blic
and
priv
ate
agen
cies
on
serv
ice'
s, c
lient
ele,
pro
cedu
res,
fees
,. ob
ligat
ions
,et
c.C
lass
com
pile
s a
com
posi
tco
mpa
rison
cha
rt fr
om th
ese
indi
vidu
al e
ffort
s.
Rep
rese
ntat
ive
of p
rivat
e ag
ency
com
pare
s, h
is -
ser
-vi
ces
etc.
With
that
of a
pub
lic a
genc
y.
Stu
dent
s ex
amin
e qu
alify
ing
exam
s of
apr
ivat
eag
ency
and
com
pare
thes
e w
ith th
ose
of a
pub
licag
ency
.
Tel
epho
ne d
irect
ory,
city
map
Beh
avio
r& O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
-E
valu
on
5. S
tude
nt c
an li
st li
mita
tions
of
priv
ate
agen
cies
.
6 "
!den
* lo
cate
s an
ad
In a
pri-
Jo,
4g4r
Win
a lo
cal n
ewsp
aper
and
writ
es a
n ap
prop
riate
lette
r in
resp
onse
.
7. S
tude
nt c
an n
ame
and
loca
telo
cal f
acili
ties
othe
r th
an p
ublic
and
priv
ate
empl
oym
ent a
genc
ies
whi
chre
nder
em
ploy
men
t pla
cem
ent s
ery
ides
.
8. G
iven
a li
st o
f 11:
41-
title
s; s
tude
ntst
ates
wag
y c
.!-ilk
orpr
ivat
e en
-ijiy
irnim
ent a
genc
y an
,:re
arfo
r ea
ch ju
dgm
ent.
Stu
dent
s re
view
com
paris
on c
hart
abo
vean
d ch
eck
off t
hose
that
wou
ldlim
itth
eir
use
ofpr
ivat
eag
enci
es.
Tea
cher
or
voca
tiona
l cou
nsel
or s
peak
sito
cla
sson
the
limita
tions
of o
iny
a pr
ivat
eag
ency
.
Cla
ss r
evie
ws
findi
nfad
s in
new
spap
ers
and
inte
rpre
t-in
g ab
brev
iatio
ns
Eac
h st
uden
t lon
ate%
thre
e ad
s ab
out j
obs
in w
hich
he
is in
tere
sted
in a
pply
ing.
He
lists
the
qual
ifica
tions
for
the
job
and
chec
ks o
ff hi
s ab
ilitie
s.
Cla
ss r
evie
ws
writ
ing
busi
ness
lette
rS. C
lass
Mak
es a
,co
mpo
site
lette
t and
a li
st o
f inf
orm
atio
n w
hich
mus
tR
efer
to 7
B2a
act
iviti
es.
Stu
dent
s in
vest
igat
e ot
her
empl
oym
ent s
ervi
ces
(inc-
ludi
ng c
omm
unity
cent
ers,
oppo
rtun
ityce
nter
s,ch
urch
es, e
tc.)
in th
e ar
ea. C
lass
com
pile
sa
list o
fth
ese
and
loca
tes
them
on
am
ap.
Tea
cher
or
voca
tiona
l cou
nsel
or le
ads
clas
sdi
scus
sion
on w
hy s
ome
busi
ness
es h
ave
thei
r ow
nem
ploy
men
tof
fices
.
Sor
tie §
tude
riti'
visi
ta
bUsi
ness
em
ploy
men
t offi
cere
ques
ting
sam
ple
mat
eria
ls a
nd r
epor
t bac
k to
cla
ss.
Bus
ines
s re
pres
enta
tive
di§O
Uss
es h
isco
mpa
ny's
nee
dfo
r a
pers
onne
l offi
ce.
Usi
ng th
e co
mpa
rison
cha
rt a
bove
, cla
ss li
sts
jobs
whl
oh a
te b
est a
pplie
d to
r di
rect
lyor
thro
ugh
som
ety
pe o
f age
ncy:
Voc
atio
nal c
ouns
elor
com
men
ts o
nth
eir
sele
ctio
n..;
PLS
.N
o.7
I ear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E:
C. U
nder
stan
ds a
bout
wor
king
on th
e jn
ino
AIM
:I .
R ig
hts
of ib
p w
nrke
rC
EN
TE
RU
NIT
:
LEV
EL:
Sec
onda
ry
OS
t.!.
.'1
SI
.10
III
ON
Oel
Bei
viod
ool
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an d
efin
e a
labo
r un
ion
and
a tr
ade
unio
n an
d gi
ve e
x.am
ples
of e
ach.
2. S
tude
nt c
an 1
,44T
ne o
ccup
atio
ns.
requ
iring
uni
on m
embe
rshi
p.
3. S
tude
nt c
an li
st th
e st
eps
for
join
ing
a un
ion.
4. S
tude
nt c
an n
ame
the
thre
est
ages
of t
rain
ing
in ,a
trad
e un
ion,
i.e.
appr
entic
e,jo
urne
yman
and
mas
ter.
Cla
ss c
ompi
les
alis
tof
:loc
alun
ions
from
the
tele
phon
e ye
llow
pag
es. U
sing
a m
aste
r le
tter,
eac
hst
uden
tpi
cks
one
unio
n to
writ
eto
requ
estin
gin
form
atio
n. C
lass
rev
iew
s bu
sine
ss le
tters
.
Stu
dent
s m
ake
a po
ster
or
disp
lay
from
the
mat
eria
lsco
llect
ed a
nd in
divi
dual
s m
ake
repo
rts
to c
lass
onva
rious
asp
ects
of l
abor
and
trad
e' u
nion
s.
Voc
atio
nal c
ouns
elor
or
loca
l lab
or u
nion
rep
rese
nta-
tive
spea
ks to
cla
ss o
n th
ehis
tory
and
pre
sent
rol
e of
labo
r un
ions
.-
Voc
atio
nal c
ouns
elor
, spe
aks
to c
lass
abo
ut o
pen
and
clos
ed s
hops
and
the
pow
er o
f uni
ons.
He
expl
ains
the.
effe
ct o
f-un
ions
and
pro
fess
iona
l ass
ocia
tions
on
occu
patio
nal a
nd li
cens
ing
requ
irem
ents
.
`Cla
ss c
ompi
les
a lis
t of o
ccup
atio
ns w
hich
req
uire
unio
n m
embe
rshi
p.
Labo
r un
ion
spea
ker
expl
ains
the
proc
edur
e fo
rjo
inin
g a
labo
r un
ion.
Lik
ewis
e fo
r tr
ade
unio
ns.
Stu
dent
s fil
l out
sam
ple
form
s an
d ro
le p
lay
the
proc
edur
e: fo
r jo
inin
g a
unio
n.
Eac
h st
uden
t sel
ects
a jo
b he
is in
tere
sted
in a
nd te
llS.
clas
s w
heth
er-,
or. n
ot h
e w
ould
nee
d to
join
a u
nion
.
Voc
atio
nal
coun
selo
rde
scrib
esto
the
clas
s th
etr
aini
ng s
tage
s in
a tr
ade
unio
n.:
__C
lass
writ
es a
mas
ter
lette
r to
obt
ain
info
rmat
ion
abou
t tra
de u
nion
s. E
ach
stud
ent p
icks
a tr
ade
unio
n
Beh
avio
ral O
bjec
tive
5. S
tude
nt c
an d
escr
ibe
oblig
atio
nsa
mem
ber
owes
to h
is u
nion
.
Act
iviti
es'
jA
nnot
ated
:Res
ourc
e M
ater
ials
Eva
luat
ion
and
writ
esa
lette
rre
ques
ting.
info
rmat
ion
abou
ttr
aini
ng, p
roba
tion
perio
ds, w
ages
and
dut
ies.
Stu
dent
repo
rts
to c
lass
wha
fhe
finds
out
.
Stu
dent
s co
mpa
re a
nd c
ontr
ast t
he w
ages
, ski
lls,
dutie
s, tr
aini
ng a
nd s
tatu
s of
trad
e un
ion
mem
bers
at
the
vario
us s
tage
s.
Cla
ss d
efin
es r
elat
ed v
ocab
ular
y: d
ues,
neg
otia
tions
,st
rike,
ste
war
d, s
cabs
, grie
vanc
e, p
icke
tt, e
tc.
Eac
h st
uden
t rep
orts
the
amou
nt o
f due
s an
d w
hat i
t*m
used
for
of th
e un
ion
he in
vest
igat
ed a
bove
.
Voc
atio
nal c
ouns
elor
exp
lain
s to
cla
ss a
bout
uni
onco
ntra
cts,
per
iodi
c ne
gotia
tion
of te
rms
and
poss
ibili
-.
ties
for
strik
es, e
sp. o
f loc
al u
nion
s.
Stu
dent
s gi
ve e
xam
ples
of f
riend
s or
rel
ativ
es w
hoha
ve g
one
out o
n st
rike.
One
suc
h pe
rson
cou
ld s
peak
to c
lass
on
his
expe
rienc
es.
Voc
atio
nal c
ouns
elor
or
loca
lla
bor
repr
esen
tativ
eex
plai
ns th
e un
ion
prin
cipl
e of
"on
e fo
r al
l and
all
for
one"
and
oth
er u
nion
obl
igat
ions
.
6. S
tude
nt c
an d
escr
ibe
situ
atio
nsLa
bor
unio
n re
pres
enta
tive
expl
ains
the
wor
ker
bene
-in
whi
chun
ions
will
help
the
fits
of u
nion
mem
bers
hip,
e.g
: str
engt
h in
num
bers
,w
orke
r.im
prov
ing
wor
king
con
ditio
ns, n
egot
iatin
g w
ages
and
frin
ge b
enef
its fo
r al
l, he
lp if
lose
job,
spe
cial
rat
es o
nin
sura
nce,
etc
.
Stu
dent
s ro
le-p
lay
som
e of
thes
e F
ituat
ions
.
Stu
dent
s in
terv
iew
uni
on m
embe
rs a
bout
why
they
join
ed a
nd w
hat b
enef
its th
ey h
ave
rece
ived
.
Voc
atio
nal
coun
selo
rsp
eaks
tocl
ass
abou
t the
adva
ntag
es a
nd d
isad
vant
ages
of u
nion
mem
bers
hip.
Cla
ss v
iew
s an
d di
scus
ses
3 fil
m o
n la
bor
and
trad
eun
ions
.S
ee fi
lm b
iblio
grap
hy.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
7. G
iven
ase
ries
ofin
dust
rial
phot
ogra
phs,
stud
ent
iden
tifie
sw
orki
ng c
ondi
tions
and
saf
ety
prac
tices
.
Cla
ss d
iscu
sses
and
com
pile
s a
list o
f var
ious
wor
king
cond
ition
s.
Eac
h st
uden
t aS
ks, h
is w
orki
ng fr
iend
s or
rel
ativ
es to
desc
ribe
thei
r w
orki
ng c
ondi
tions
. He
repo
rts
this
tocl
ass.
Stu
dent
s m
ake
a po
ster
Of v
ario
us w
orki
ng c
ondi
-tio
ns.
Cla
ss r
evie
ws
safe
ty p
ract
ices
and
mak
es a
pos
ter
abou
t ind
ustr
ials
afet
y pr
actic
es.
Cla
ssta
kes
seve
ral
field
trip
sto
diffe
rent
loca
lbu
sine
sse.
g.fa
ctor
ies,
, con
stru
ctio
nsi
tes,
stor
es,
offic
e bu
ildin
gs. A
fter
each
trip
, eac
h st
uden
t nam
es a
job
he o
bser
ved
and
the
rela
ted
wor
king
and
saf
ety
cond
ition
s he
saw
./
,,
Usi
ng la
bor
mag
azin
es a
nd :i
ndus
tria
l jou
rnal
s, s
tu-
dent
s co
llect
pic
ture
s an
d pr
actic
e id
entif
ying
.wor
k-in
g an
d sa
fety
con
ditio
ns.
Cla
ssro
lepl
ays
som
e of
thes
e co
nditi
ons.
Eac
hst
uden
t eva
luat
es h
is o
wn
abili
ty to
wor
k in
larg
e or
smal
l gro
ups,
noi
se o
r, q
uiet
, ind
oors
or
outd
oors
,si
tting
or
stan
ding
.
Stu
dent
s re
late
saf
ety
and
wor
king
con
ditio
ns to
the
clot
hing
req
uire
men
ts o
f var
ious
jobs
, e.g
. wai
tres
s-ha
ir ne
t; co
nstr
uctio
n w
orke
r an
d m
iner
-har
d ha
t and
cove
ralls
; mec
hani
c-co
vera
lls; m
achi
nist
-gog
gles
etc
.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
0I3J
EC
TIV
EC
. Und
erst
ands
abo
ut w
orki
ng o
n th
cs jn
hA
IM. -
''
L R
ight
s of
the
wor
ker
CE
NT
ER
:OF
INT
ER
ES
T U
NIT
-h_
Em
ploy
ee e
inpl
owl.
rela
tions
hips
and
wag
esS
LIB
UN
IT.
LEV
EL:
Sec
onda
ry
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
ntca
nna
me
resp
onS
i-V
ocat
iona
l .co
unse
lor
i or
loca
l em
ploy
er s
peak
s to
bilit
ies
ofan
empl
oyer
tohi
s--
clas
s ab
out t
he o
blig
atio
ns o
f an
empl
oyer
to h
isem
ploy
ee.
errip
loN
tees
. Eac
h st
uden
t lis
ts th
ese.
Usi
ng v
ario
usjo
bs, e
ach
stud
ent n
otes
diff
eren
ces
in th
e w
ay a
n4
ernp
loye
r w
ould
ta r
y ou
t the
se r
espo
nsib
ilitie
s.
Cla
ssde
fines
rela
ted
voca
bu h
erw
orki
ng h
ours
,w
orki
ng .c
ondi
tions
, min
imum
wag
e,In
sur
nce,
frin
gebe
nefit
s, r
aise
s, p
rom
otio
ns, e
tc.
Stu
dent
s ro
le p
lay
an e
mpl
oyer
exp
lain
ing
the
bene
-fit
s av
aila
ble
from
his
com
pany
.
Cla
ss r
ole
play
s or
actu
ally
con
duct
s a
busi
ness
oper
atio
n as
a p
roje
ct. V
ario
us r
oles
are
ass
igne
d an
din
stru
ctiv
e si
tuat
ions
are
intr
oduc
ed b
y th
e te
ache
r.A
fterw
ards
cla
ss d
iscu
Ssi
ons
anal
yze
wha
t hap
pene
dan
d W
hy.
Stu
dent
em
ploy
er tr
ies
.to im
prov
e w
orke
r pr
oduc
ti-vi
ty b
y m
ore
supe
rvis
idn,
trai
ning
or
com
mun
icat
ion.
Stu
dent
s ro
le p
lay
varia
tions
of t
hese
situ
atio
ns a
nddi
scus
s ho
w th
e em
ploy
er a
nd e
mpl
oyee
eac
h fe
el.a
bout
-th
e ro
les
of. g
ivin
g an
d ta
king
crit
icis
m a
ndin
stru
ctio
n.
2. S
tude
nt c
an e
xpla
in th
e ne
ces-
sity
for
supe
rvis
ion,
wor
k ev
alua
-tio
n an
d tr
aini
ng, a
nd c
omm
uni-
catio
n w
ith e
mpl
oyer
on
a re
gula
rba
sis.
Cla
ss v
iew
s an
d di
scus
ses
tape
s on
per
sona
l int
er-
actio
ns a
nd jo
b in
terv
iew
s on
the
job.
Cla
sslis
ts th
e pu
rpos
es o
f sup
ervi
iion
etc.
Eac
hst
uden
t con
trib
utes
an
exam
ple
whe
re th
is is
impe
ra-
tive
for
a jo
b to
be
com
plet
ed.
A fo
rmer
stu
dent
vis
its-c
lass
to d
iscu
ss h
is e
xper
ienc
eson
the
job.
Voc
atio
nal
coun
selo
rdi
scus
ses
the
valu
eto
the
wor
ker
of s
uper
visi
on a
nd tr
aini
ng, e
tc.
The
Wor
ld o
f wor
k (2
0 ta
pes,
Edu
catio
nal S
yste
ms
for
Indu
stry
.
Job
expe
rienc
e ki
ts, C
hica
go: S
ci-
ence
Res
earc
h A
ssoc
iate
s.
See
film
and
oth
er m
ater
ial b
ibli-
-dgr
aphi
es a
lso.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e,M
ater
ials
Eva
luat
ion
3. S
tude
nt c
an s
tate
way
s in
whi
cha
wor
ker
may
ear
n a
rais
e or
pro
-m
otio
n.
4. S
tude
nt c
an r
ole
play
situ
atio
nsin
whi
ch a
n em
ploy
ee is
fire
d fr
omhi
s jo
b.
,5. S
tude
nt c
ande
fine
the
term
min
imum
wag
e an
d st
ate
wha
t the
curr
ent r
ate
is a
nd w
ho is
cov
ered
.
Cla
ss d
efin
es r
aise
and
pro
mot
ion
and
each
', st
uden
tte
lls a
n ex
ampl
e of
a fr
iend
or
rela
tive
who
has
rece
ived
eith
er.
Cla
sslis
tsth
e re
ason
s fo
r th
ese
rew
ards
. Are
thes
e be
yond
doi
ng th
e jo
b ad
equa
tely
?
Voc
atio
nal c
ouns
elor
., or
loca
l ,em
ploy
er s
peak
s to
Cla
ss a
bout
way
s to
ear
n a
rew
ard,
req
uire
men
tslo
rpr
omot
ion
to a
noth
er jo
b, m
erit
rais
es w
ithin
a jo
b,jo
b la
dder
s an
d up
war
d m
obili
ty.
Stu
dent
s no
te p
aral
lel s
ituat
ions
in th
eir
scho
ol a
ndho
me
life.
Cla
ss v
iew
s an
d di
scus
ses
a fil
m o
r ta
pes
on d
oing
ajo
b w
ell.
Cla
ss d
efin
es b
eing
fire
d an
d be
ing-
laid
off.
Eac
hst
uden
t giv
es a
n ex
ampl
e of
a-.
frie
nd o
r re
lativ
e w
hoha
s be
en fi
red,
put
on
prob
atio
n or
laid
off.
Cla
ss li
sts
the
reas
ons
give
n fo
r th
ese
actio
ns.
V,o
catio
nal c
ouns
elor
or
loca
l em
ploy
ercl
ass
abou
t rea
sons
for
bein
g fir
ed o
rin
clud
ing
econ
omic
slu
mps
. He
also
list
sW
orke
r ca
n do
.
spea
ks to
laid
off,
wha
t the
Stu
dent
s no
te th
e di
ffere
nces
and
sim
ilarit
ies
ofjo
bfa
ilure
and
of s
choo
l fai
lUre
:
A s
tude
nt w
rites
to th
e st
ate
empl
oym
ent a
genc
y on
beha
lfof
the
clas
sre
ques
ting
liter
atur
eon
the
min
imum
wag
e. H
e re
port
s to
cla
ss.
Stu
dent
s m
ake
a po
ster
sho
win
g w
hat j
obs
are
and
are
not c
over
ed b
y th
e m
inim
um w
agei
llevi
K
Eac
h st
uden
t pra
ctic
es m
akin
g a
mon
thly
bud
get
the,
min
iniu
m w
age
and
a pa
rt-t
ime
job
as th
eba
sis.
Cla
ss r
evie
ws
com
putin
g ho
urly
wag
es e
tc.
Voc
atio
nal c
ouns
elor
spe
aks
to c
lass
on
the
orig
in a
ndpu
rpos
e of
the
min
imum
wag
e la
w.
See
film
and
oth
er m
ater
ials
bib
li-og
raph
ies_
The
Wor
ld o
f wor
k, E
duca
tiona
lS
yste
ms
for
Indu
stry
.
Bro
chur
es fr
Om
Uni
ted
Fun
d, S
o-ci
al S
ervi
ces;
etc
.
atom
yof a
n ac
cide
nt, W
isco
nsin
Tel
epho
ne C
o:
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
-O
BJE
CT
IVE
-C
. Und
erst
ands
abo
ut w
orki
ngon
the
jnh
AIM
:-
I. R
jets
of t
he w
orke
r ni
nf A
jnh
CE
NT
ER
OF
INT
ER
ES
T U
NIT
:
LEV
EL:
Seco
ndar
y
I'll.
I11
'1I
SU
BU
NIT
:
Beh
avio
ral O
bjec
tive
Act
iviti
es
1. S
tude
nt c
an b
riefly
exp
lain
wha
tth
eun
empl
oym
ent c
ompe
nsat
ion
bene
fit p
rogr
am is
.
2. G
iven
a n
umbe
r of
situ
atio
ns,
stud
ent c
an c
orre
ctly
iden
tify
thos
ew
orke
rs w
ho a
re e
ligib
le to
rec
eive
unem
ploy
men
t com
pens
atio
n.
3. G
iven
a n
umbe
r of
situ
atio
ns,
stud
ent c
an c
orre
ctly
iden
tify
thos
ew
orke
rs w
hoar
eno
t elig
ible
tore
ceiv
eun
empl
oym
ent,
com
-ii.
pens
atio
n
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
v.7.
3n
VO
catio
nal c
ouns
elor
brie
fly o
utlin
es th
e pu
rpos
e of
unem
ploy
men
t com
pens
atio
n.
Cla
ss w
rites
a fe
tter
toge
ther
req
uest
ing
info
rmat
ion
abou
t the
pro
gram
from
a lo
cal a
genc
y. S
tude
nts
give
repo
rts
on m
iteria
ls r
ecei
ved.
Stu
dent
s m
ake
a po
ster
illu
stra
ting
the
bene
fits
and
prov
isio
ns o
f the
pro
gram
.
Eac
h st
uden
t com
pu'te
s th
e be
nefit
s by
the
mon
th o
fel
igib
le r
ecip
ient
s un
der
vary
ing
cond
ition
s pr
ovid
edby
the
teac
her.
Eac
h st
uden
t pre
pare
s a
mon
thly
,bu
dget
bas
ed o
n th
is in
com
e. E
ach
stud
ent c
ompu
tes
the
gros
s pa
y of
a w
orke
r re
ceiv
ing
the
min
imum
wag
e fo
r a
40 h
our
a w
eek
job
and
com
pare
s th
e tw
oin
com
es.
Cla
ss c
ompi
les
a lis
t of r
easo
ns w
hy a
pers
on m
ight
need
une
mpl
oym
ent c
ompe
nsat
ion.
Cla
ss li
sts
the
elig
ibili
ty r
equi
rem
ents
on
the
boar
d.
Eac
h st
uden
t mak
es u
p an
' exa
mpl
e of
a w
orke
r's'
empl
oym
ent s
ituat
ion
and
the
othe
rs d
ecid
e if
he is
elig
ible
.
Stu
dent
s ro
le p
lay
situ
atio
ns in
whi
ch th
ey w
ould
be
elig
ible
for
unem
ploy
men
t com
pens
atio
n.
Cla
si d
efin
es a
nd u
ses
rela
ted
voca
bula
ry.
Cla
ss r
evie
ws
elig
ibili
ty r
equi
rem
ents
and
list
sdi
s-
qual
ifyin
g co
nditi
ons,
e.g
. dis
hone
sty
in r
epor
ting
reas
on fo
r un
empl
oym
ent,
refu
sing
a jo
b of
fer
with
-ou
t goo
d re
ason
, los
s of
job
due
eto
labo
r di
sput
eor
s
preg
nanc
y.
Beh
avio
ral O
bjeO
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. S
tude
nt c
an li
st th
e tw
o pa
pers
need
ed to
file
acl
aim
and
the
proc
edur
al s
teps
for
filin
g.
5. S
tude
nt c
an n
ame
the
pena
lties
for
frau
dule
nt c
laim
s.'
6. S
tude
ntca
nde
mon
stra
tere
-
spon
sibi
litie
s co
nnec
ted
with
rec
eiv-
ing
unem
ploy
men
t com
pens
atio
n.
Stu
dent
s ro
le p
lay
som
e of
thes
e si
tuat
ions
.
Cla
ss d
iscu
sses
dis
hone
sty
in a
pply
ing
for
aid.
Rep
rese
ntat
ive
of u
nem
ploy
men
t age
ncy
spea
ks to
clas
s ab
out h
ow to
app
ly fo
r ai
d. H
e di
spla
ys a
nd fi
llsou
t cla
im fo
rms.
Eac
h st
uden
t cop
ies
the
proc
edur
ean
d na
me
and
addr
ess'
of s
peci
fic c
onta
ct p
erso
n on
refe
renc
e ca
rd fo
r w
alle
t. E
ach
stud
ent c
ompl
etes
acl
aim
for
filin
g.
Stu
dent
s fin
d ad
dres
s of
age
ncy
and
trac
e th
e be
stro
ute
from
sch
ool t
o th
e ag
ency
.
Stu
dent
s co
py a
sam
ple
wor
k re
cord
and
mak
e up
one
of th
eir
own
whi
ch w
ould
qua
lify
them
. Cla
ssdi
scus
ses
why
you
nee
d a
wor
k re
cord
.
Tea
cher
poi
nts
out t
he c
onne
ctio
n be
twee
n ea
chpe
rson
's s
ocia
l sec
urity
car
d an
d th
e 'u
nem
ploy
men
tco
mpe
nsat
ion
prog
ram
.
Cla
ss li
sts
the
four
pen
altie
s fo
r fr
audu
lent
cla
ims
onth
e bo
ard.
Cla
ss d
efin
es fr
aud.
Stu
dent
s di
scus
s w
hy b
enef
its c
ould
be
disc
ontin
ued
-and
pas
t fra
udul
ent b
enef
its r
ecov
ered
.
Cla
ss-
disc
usse
s th
e ef
fect
on
the
wor
ker
and
his
fam
ily o
f rec
eivi
ng a
ny o
f,the
se p
enal
ties.
Voc
atio
nal c
ouns
elor
exp
lain
s th
e re
spon
sibi
litie
s of
ai'e
cipi
ent o
f une
mpl
oyrn
eat c
ompe
nsat
ion,
i.e.
effo
rtto
find
a jo
b, h
ones
t rep
ortin
g of
wag
es e
arne
d du
ring
bene
fit p
erio
d an
d ke
epin
g a
reco
rd o
f ben
efit
chec
ks.
'Cla
ss d
iscu
sses
why
thes
e co
nditi
ons
are
nece
ssar
y.
Giv
en s
ampl
e da
ta, e
ach
stud
ent m
akes
a r
ecor
d of
wag
es a
nd b
enef
it ch
ecks
.
Stu
dent
s ro
le p
lay
carr
ying
out
thes
e re
spon
sibi
litie
san
d th
e co
nseq
uenc
es o
f not
doi
ng s
o.
Cla
ss r
evie
ws
way
s to
find
a jo
b.
. Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
7. S
tude
nt c
an n
ame
orga
niza
tions
-th
at y
ou c
an g
o to
for
help
sho
uld
you
need
it,
8. S
tude
nt_
can
give
exa
mpl
es o
fsi
tuat
ions
that
cou
ld q
ualif
y a
per-
son
for
assi
stan
ce fr
om c
harit
able
orga
niza
tions
.
Cla
ss m
akes
alis
tof
help
ful o
rgan
izat
ions
, e.g
.,S
alva
tion
Arm
y, R
ed C
ross
, Com
mun
ityR
elie
f Age
n-ci
es, A
DC
, UN
ICE
F, W
elfa
re,.
Res
cue
,Mis
sion
, St
Vin
cent
DeP
aul,
Chu
rche
s,F
amily
Ser
vice
, City
Hea
lth B
urea
u, W
elfa
re B
urea
u, G
oodw
illIn
dust
ries,
Uni
ted
Fun
d.
Cla
sS in
vite
s a
repr
esen
tativ
e o.
f the
loca
l Uni
ted
Fun
dor
oth
er c
harit
able
age
ncy
to d
iscu
ss th
at a
genc
y's
wor
k.
Stu
dent
s di
scus
s ho
w e
ach
orga
niza
tion
coul
d he
lpth
em.
Cla
ss d
iscu
sses
whe
n pe
ople
nee
d he
lp,
e.g.
,fir
e,flo
od, e
xplo
sion
, tor
nado
es,
war
, per
sona
l .ill
ness
,pe
rson
al a
ccid
ent,
deat
h of
hea
d of
hous
ehol
d or
nea
rre
lativ
e, o
rpha
ns, h
urric
anes
.
Cla
ss d
iscu
sses
wha
t nee
ds to
be
done
to h
elp
thes
epe
ople
.
Cla
ss d
iscu
sses
:
Whe
re d
oes
the
mon
ey c
ome
from
that
is u
sed
to h
elp
thes
e pe
ople
?
Who
giv
es th
e m
oney
and
why
is it
giv
en?
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
OB
JEC
TIV
E: C
. Und
erst
ands
abo
ut w
orki
ng o
n th
e jo
t"03
AIM
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-:
-
LEV
EL:
ciar
onda
ry
."
a. S
ocia
l sec
urity
, ins
uran
ce p
lans
and
sic
k le
ave
SU
BU
NIT
-
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1.. S
tude
nt in
depe
nden
tly a
cqU
ires
a S
ocia
l Sec
urity
num
ber.
2. S
tude
nt c
an id
entif
ybe
nefit
sso
cial
secu
rity
prov
ides
.
Tea
cher
take
sa
poll
to s
ee h
ow m
any
stud
ents
alre
ady
have
a s
ocia
l sec
urity
car
d. T
hose
with
them
expl
ain
to c
lass
why
and
how
they
got
them
.
A s
tude
nt w
rites
on
beha
lf of
the
clas
s to
the
loca
lso
cial
sec
urity
offi
ce fo
r in
form
atio
n. H
e re
port
s to
clas
s on
app
licat
ion
proc
edur
e.
Eac
h st
uden
t loc
ates
the
addr
ess
of th
e lo
cal s
ocia
lse
curit
y of
fiCe
in th
e te
leph
one
dire
ctor
y an
d tr
aces
aro
ute
on m
ap th
ere
frO
m h
is h
ome
and
scho
ol.
Stu
dent
s ro
le p
lay
proc
edur
e fo
r ob
tain
ing
card
.
Cla
ss r
evie
ws
fillin
g ou
t app
licat
ion
form
s.
Stu
dent
obt
ains
info
rmat
ion
pam
phle
ts a
bout
pur
-po
se a
nd d
educ
tion
syst
em fr
om lo
cal o
ffice
. He
repo
rts
to c
lass
.
Cla
ss v
iew
s fil
mst
rip a
bout
soc
ial s
ecur
ity.
Cla
ss li
sts
type
s of
ben
efits
and
gro
ups
who
rec
eive
bene
fits,
e.g
. ret
irem
ent,
disa
bilit
y, s
urvi
vors
.
Stu
dent
s ro
le p
lay
type
s of
rec
ipie
nt's
. If s
tude
nts
orth
eir
fam
ilies
are
alre
ady
rece
ivin
g so
cial
sec
urity
bene
fits,
they
exp
lain
circ
umst
ance
s an
d am
ount
of
aid
to c
lass
.
Stu
dent
s ex
amin
e pa
yche
ck r
ecei
pts
notin
g th
e ab
bre-
viat
ion
FIC
A a
nd a
mou
nt o
f reg
ular
ded
uctio
n. E
ach
stud
ent c
ompu
tes
som
e gr
oss
pay
and
dedu
ctio
nsar
ithm
etic
pro
blem
s.
Voc
atio
nal c
ouns
elor
or
agen
cy r
epre
sent
ativ
e ex
-pl
ains
the
payr
oll d
educ
tion
syst
em a
nd a
nsw
ers
othe
r cl
ass
cil i
ectin
nc
tele
phon
e di
rect
ory,
loca
l map
A m
atte
r of
bus
ines
s, E
du-c
raft
Get
ting
a jo
b, P
hoen
ix, N
.Y.:
F.E
.R
icha
rds
Co.
Wha
t you
sho
uld
know
abo
ut s
ocia
lse
curit
y? M
iddl
eton
, Wi.:
Vis
ual-
Edu
catio
n C
onsu
ltant
s, In
c.
Beh
avio
ral O
bjec
tive
Act
iviti
es.
Ann
otat
ed R
esou
rce
Mat
eria
lsF
valin
t
3. S
tude
nt c
an ,n
ame
situ
atio
ns in
whi
ch h
e w
ould
nee
d hi
s so
cial
secu
rity
num
ber.
4. S
tude
nt c
an s
tate
the
Pur
pose
of
insu
ranc
e pr
ogra
ms
and
can
list t
hety
pes_
Cla
ss c
ompi
les
a lis
t of s
ituat
ions
in w
hich
they
mig
htne
ed to
kno
w th
eir
soci
al s
ecur
itynu
mbe
r, e
.g. j
obap
plic
atio
n, in
sura
nce
form
s, u
nem
ploy
men
t com
pen-
satio
n, b
ill o
f sal
e, tr
aini
ng s
choo
lad
mis
sion
s.
,,VoC
atio
nal c
ouns
elor
exp
lain
s to
cla
ss w
hyth
e so
cial
secu
rity
num
ber
is u
sed
cons
iste
ntly
.
Cla
ss r
evie
ws
proc
edur
e fo
r re
plac
ing
a lo
st s
ocia
l -se
curit
y ca
rd. E
ach
stud
ent r
ecor
ds h
is n
umbe
ron
his
wal
let i
dent
ifica
tion
and
data
car
ds.
Cla
ss d
efin
es in
sura
nce
emph
asiz
ing
prot
ectio
n.
Usi
ng te
leph
one
yello
w p
ages
, cla
ssco
mpi
les
a lis
t of
poss
ible
type
s of
insu
ranc
e. E
ach
stud
ent
writ
es a
lette
r re
ques
ting
info
rmat
ion
from
a lo
cal i
nsur
ance
com
pany
usi
ng a
mas
ter
lette
r fo
rmat
.--
Voc
atio
nal c
ouns
elor
or
loca
l ins
uran
cere
pres
enta
tive
spea
ksto
clas
son
insu
ranc
e pr
ovis
ions
and
pro
-ce
dure
s.
Stu
dent
s m
ake
post
er o
f typ
es o
f peo
ple
who
nee
dva
rious
insu
ranc
e pr
ogra
ms.
---
A lo
cal b
usin
ess
repr
esen
tativ
esp
eaks
to c
lass
abo
utco
mpa
ny in
sura
nce
bene
fits
for
thei
rw
orke
rs.
Stu
dent
s ex
amin
e sa
mpl
e in
sura
nce
polic
ies
and
list
voca
bula
ry w
ords
.
Voc
atio
nal
coun
selo
r di
scus
ses
the
econ
omic
s of
insu
ranc
e po
licie
s an
d w
hat
are
min
imal
cov
erag
epo
licie
s.
Stu
dent
s co
llect
and
dis
cuss
mag
azin
ean
d te
levi
sion
ads-
by v
ario
us-in
sura
nce
com
pani
es.
Voc
atio
nal
coun
selo
rex
plai
nsth
e O
ld A
ge a
ndS
urvi
vors
Insu
ranc
e pr
ogra
m.
Law
son,
Gar
y, E
very
day
busi
ness
.S
acra
men
to, C
a.: C
al-C
entr
al P
ress
sam
ple
insu
ranc
e po
licie
s
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
5. S
tude
nt c
an d
efin
e si
ck le
ave.
Stu
dent
s ro
le p
lay
wha
t hap
pens
whe
n a
wor
ker
beco
mes
ill w
hile
on
the
job,
mus
t sta
y ho
me
in b
ed,
mus
t lea
ve a
job
due
to p
regn
ancy
or
long
-ter
mill
ness
, etc
.
Voc
atio
nal c
ouns
elor
com
men
ts o
n th
e st
uden
t rol
epl
ayin
g an
d ex
plai
ns th
e w
ide
varie
ty o
f pos
sibl
eco
mpa
ny p
olic
ies.
Stu
dent
s gi
ve e
xam
ples
bas
ed o
nfa
mily
or
frie
nds'
exp
erie
nces
.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Sec
onda
ryO
BJE
CT
IVE
C. U
nder
stan
ds a
bout
wor
king
on
the
job
AIM
:9
Ben
efits
ava
ilabl
e to
the
wor
ker
on a
nd o
ff th
e jo
b(C
EN
TE
R O
F. I
NT
ER
ES
T U
NIT
-b.
Pen
sion
s an
d re
tirem
ent p
lans
SU
BU
NIT
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an-
-def
ine
retir
emen
tan
d pe
nsio
n.
2:S
tude
nt c
an li
st m
eans
of p
ro-
vidi
ng fo
r fin
anci
al s
ecur
ity p
rior
tore
tirem
ent.
Cla
ss d
efin
es a
nd g
ives
exa
mpl
es o
f peo
ple
who
are
retir
ed o
r on
pen
sion
, inc
ludi
ng b
eing
ret
ired
but s
till'
wor
king
.
Eac
h st
uden
t sel
ects
a jo
b or
indu
stry
of i
nter
est t
ohi
m a
nd in
vest
igat
es th
e us
ual o
r fo
rced
dat
e of
retir
emen
t and
com
pany
pen
sion
pla
nsif
any.
He
repo
rts
on th
is to
cla
ss.
Voc
atio
nal c
ouns
elor
exp
lain
s pe
nsio
n pr
ogra
ms
inc-
ludi
ng w
hat h
appe
ns to
the
mon
ey u
ntil
it is
pai
d ou
t.
Stu
dent
s ro
le p
lay
reas
ons
for
retir
emen
t and
dis
cuss
.
Cla
ss c
ompi
les
a lis
t of r
etire
men
t pro
visi
ons:
cor
n-pa
ny p
ensi
on p
lans
, gov
ernm
ent p
lans
, reg
ular
sav
-in
gs, i
nves
tmen
ts, a
nnui
ties,
etc
.
Eac
h st
uden
t inv
estig
ates
one
of t
hese
mea
sure
s an
dre
port
s to
cla
ss.
Voc
atio
nal c
ouns
elor
spe
aks
to c
lass
on
the
adva
n-ta
ges
and
disa
dvan
tage
s of
the
vario
us m
eans
to r
each
finan
cial
ret
irem
ent s
ecur
ity.
Stu
dent
s di
scus
s ot
her
mea
ns o
f sup
port
for
retir
edpe
ople
, e.g
. rel
ativ
es, n
eigh
bors
, wel
fare
etc
.
Stu
dent
s co
mpa
re a
bud
get f
or a
wor
ker
and
one
for
a re
tired
per
son,
incl
udin
g po
ssib
le in
crea
sed
med
ical
and
spec
ial d
iet i
tem
s.
Pam
phle
ts fr
omlo
cal
indu
strie
s,sa
ving
s ba
nks,
inve
stm
ent b
roke
rs,
Arm
y re
crui
ting
offic
e, e
tc.
Beh
avio
ral O
bjec
tive
Act
iviti
es'
M3.
Stu
dent
can
rol
e pl
ay a
n em
o-tio
nally
wel
l-adj
uste
d an
d an
em
o-tio
nally
poor
ly-
adju
sted
retir
edpe
rson
.
4. S
tude
nt c
an s
tate
rea
sons
why
com
pany
pen
sion
pla
ns a
re a
n im
-po
rtan
t con
side
ratio
n w
hen
choo
s-in
g a
lifet
ime
job.
Stu
dent
s ro
le p
lay
retir
ed p
eopl
e th
ey k
now
. Fro
mth
is th
ey li
st th
e ch
arac
teris
tics
of th
e ha
ppy
and
the
sad
retir
ees.
The
y lis
t how
ret
irees
spe
nd th
eir
time.
Voc
atio
nal c
ouns
elor
lead
s di
scus
sion
abo
ut w
hy th
esu
dden
cha
nge
from
wor
king
to r
etire
men
t may
crea
te u
nhap
pine
ss a
nd h
ow in
divi
dual
s ca
n pr
epar
efo
r, r
etire
men
t to
avoi
d bo
redo
m a
nd in
activ
ity.
Cla
ss w
rites
a m
aste
r le
tter
seek
ing
info
rmat
ion
abou
tco
mpa
ny p
ensi
on p
lans
. Eac
h st
uden
t use
s th
is to
. writ
e to
com
pany
of i
nter
est t
o hi
m. H
e re
port
s to
clas
s on
the
info
rmat
ion
he r
ecei
ves.
Stu
dent
s co
mpa
re th
eva
rious
pens
ion
plan
s an
ddi
scus
s th
e ad
vant
ages
and
dis
adva
ntag
es o
f eac
h.
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Sec
onda
ryO
BJE
CT
IVE
:C
. Und
erst
ands
abo
ut w
orki
ng o
n th
e lo
bA
IM-
3. R
espo
nsib
ilitie
s of
the
wor
ker
CE
NT
ER
OF
INT
ER
ES
T U
NIT
-.
a. O
blig
atio
ns to
em
pfov
erS
UB
UN
IT-
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an li
st r
easo
ns w
hy h
isem
ploy
er e
xpec
ts h
im to
be
ontim
e.
2. S
tude
nt c
an e
xpla
in r
easo
ns w
hyhi
s em
ploy
er e
xpec
ts h
im to
take
prop
er c
are
of to
ols
and
equi
pmen
t.
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
er s
peak
s to
clas
s on
wor
ker
oblig
atio
ns to
an
empl
oyer
.
Cla
ss c
ompi
les
alis
t of r
easo
ns w
hy th
e ha
bit o
fpu
nctu
ality
is im
port
ant i
n an
y si
tuat
ion.
Stu
dent
s co
mpa
re a
nd' c
ontr
ast s
tude
nt-t
each
er to
empl
oyee
"-em
ploy
erob
ligat
ions
abo
ut p
unct
ualit
y.T
each
er c
omm
ents
on
wha
t he
and
the
scho
ol s
yste
mex
pect
from
stu
dent
s.
Cla
ss d
iscu
sses
wha
t exc
uses
for
tard
ines
s ar
e ac
cept
-ab
le a
nd w
hich
are
una
ccep
tabl
e in
eac
h si
tuat
ion.
A s
tude
nt in
vest
igat
es p
ossi
ble
pena
lties
for
tard
ines
sin
var
ious
jobs
.
Giv
en a
n ho
urly
wag
e an
d a
wor
k si
tuat
ion,
eac
hst
uden
t com
pute
s th
e fin
anci
al lo
ss fo
r ta
rdin
ess.
Cla
ss v
isits
a fa
ctor
y an
d w
atch
es th
e us
e of
a ti
me.
cloc
k. S
tude
nts
exam
ine
a pu
nche
d tim
e cl
ock
card
and
disc
uss
its fu
nctio
n.
Cla
ss v
iew
s an
d di
scus
ses
a fil
mst
rip o
n jo
b ob
liga-
tions
.
Stu
dent
gro
up in
vest
igat
es th
e m
onet
ary
valu
e of
tool
s eq
uipm
ent
inva
rious
jobs
usin
gin
dust
rial
mag
azin
es a
nd c
atal
ogs.
Voc
atio
nal c
ouns
elor
or
loca
l em
ploy
er e
xpla
ins
the
finan
cial
resp
onsi
bilit
yfo
rto
ols
chec
ked
out
toin
divi
dual
wor
kers
. Spe
aker
def
eren
tiate
s be
twee
nro
utin
e m
aint
enan
ce a
nd c
arel
ess
brea
kage
.
See
film
bib
liogr
aphy
Indu
stria
l mag
azin
es a
nd c
atal
ogue
s
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. G
iven
a s
erie
s of
neg
ativ
e w
ork
habi
ts,
stud
ent
can
reco
mm
end
step
s to
cor
rect
eac
h.
Stu
dent
s su
gges
t par
alle
l obl
igat
ions
in h
ome
and
scho
ol s
ituat
ions
.
Sho
p st
uden
ts a
nd h
ome
econ
omic
s st
uden
ts d
emon
-st
rate
the
tran
sfer
of s
choo
l tra
inin
g w
ith e
quip
men
tto
the
hand
ling
of jo
b eq
uipm
ent.
Voc
atio
nal c
ouns
elor
lead
s cl
ass
disc
ussi
on o
n "A
day'
s w
ork
for
a da
y's
pay.
"
Cla
ss c
ompi
les
a lis
t of b
ad s
choo
l and
wor
k ha
bits
.E
ach
stud
ent
pick
son
e an
dde
scrib
esst
eps
toim
prov
e br
hav
i or
.
Bad
habi
ts to
con
side
r in
clud
e: c
arel
essn
ess;
non-
crtio
n, la
zine
ss, t
ardi
ness
or
abse
nce
with
-ou
t cau
s., i
shon
esty
, atte
ntio
n to
out
side
inte
rest
s,la
ck o
f ini
tiativ
e, la
ck o
f am
bitio
n, d
islo
yalty
, im
-pr
oper
gro
omin
g,se
lf-sa
tisfa
ctio
n,irr
espo
nsib
ility
,un
adap
tabi
lity,
trou
blem
akin
g,su
llenn
ess,
conc
eit,
sarc
asm
, tac
tless
ness
, arg
umen
tativ
enes
s.
Stu
dent
s ro
le-p
lay
prob
lem
situ
atio
ns r
esul
ting
from
the
sugg
este
d i3
ad w
ork
habi
ts a
nd v
ario
us w
ays
tore
solv
e pr
oble
ms.
Stu
dent
s ill
ustr
ate
good
ver
sus
bad
wor
k ha
bits
on
post
ers.
Indi
vidu
als
role
pla
y th
ese
habi
ts a
nd o
ther
sco
mm
ent.
Cla
ss c
ompa
res
and
cont
rast
s cl
assr
oom
atm
osph
ere
with
job
atm
osph
ere
conc
erni
ng w
ork
habi
ts.
Soc
ial w
orke
r or
per
sonn
el o
r gu
idan
ce c
ouns
elor
spea
ks to
cla
ss a
bout
inte
rper
sona
l pro
blem
s at
wor
kan
d ho
w to
res
olve
them
.
Stu
dent
s re
cord
nam
es a
nd h
ow to
con
tact
per
sonn
elw
ho m
ight
hel
p hi
m in
a s
imila
r si
tuat
ion.
With
hel
p of
voc
atio
nal c
ouns
elor
, stu
dent
s de
velo
pse
lf-ev
alua
tion
scal
es a
nd o
ther
eva
luat
ive
mea
sure
s of
perf
orm
ance
prod
uctiv
ity,
pers
onal
grow
than
dso
cial
abi
lity.
Hud
son,
Mar
gare
t and
Ann
Wea
ver
Get
ting
read
y fo
r pa
y da
y P
hoen
ix,
N.Y
.: F
rank
E. R
icha
rds
Pub
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
Cla
ss d
iscu
sses
adj
ustm
ents
one
mus
t mak
eon
a n
ewjo
b, in
clud
ing,
how
to g
et a
long
with
all
sort
s of
peop
le, r
egul
ar a
nd ir
regu
lar
sche
dule
s of
wor
k ho
urs,
long
hour
sof
conf
inem
ent,
stan
ding
,si
tting
orw
alki
ng a
ll da
y, 's
ubm
ittin
g to
aut
horit
y, w
orki
ngw
itho-
Ut s
uper
visi
on, e
tc.
Men
at w
ork
and
New
em
ploy
eean
d fe
llow
wor
kers
, McG
raw
Hill
.P
re-v
ocat
iona
lpr
ogra
m.
Edu
ca-
tiona
l Pro
ject
ions
Cor
p. S
ee F
ilmbi
blio
grap
hy d
escr
iptio
n.
PLS
.N
o.7
Lear
ning
to e
arn
a liv
ing
LEV
EL:
Sec
onda
ry__
OB
JEC
TIV
E:
C. U
nder
stan
ds a
bout
wor
king
on
the
job
Is3
Cr)
AIM
:3
Res
pons
ibili
ties
of th
e w
orke
rC
EN
TE
R O
F IN
TE
RE
ST
UN
IT:
h. O
blig
atio
ns to
sel
f and
fello
w w
orke
rsS
UB
UN
IT.
(1)-
Hea
lth, s
afet
y ru
les,
and
per
sona
l int
erac
tions
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
1. S
tude
nt c
an d
emon
stra
te h
owph
ysic
al fi
tnes
s is
rel
ated
to w
orke
rpr
oduc
tivity
in s
ever
al jo
bs.
2. S
tude
nt c
an n
ame
phys
ical
fit-
ness
and
-saf
ety
trai
ning
asp
ects
of
his
curr
ent s
choo
l wor
k.
Usi
ng jo
b de
scrip
tions
, eac
h st
uden
t lis
ts th
e ph
ysic
alas
pect
s of
sev
eral
jobs
in w
hich
he
is in
tere
sted
. The
nhe
rel
ates
thes
e ph
ysic
al a
spec
ts to
sim
ilar
aspe
cts
ofhi
s da
ily a
ctiv
ities
and
eva
luat
es h
is a
bilit
y to
per
form
the
jobs
.
Cla
ss d
iscu
sses
exp
erie
nces
, with
sta
min
a, te
nsio
n, r
est
perio
dS, r
egul
ar b
edtim
e ho
urs
in r
elat
ion
to s
choo
lac
tiviti
es, s
ocia
l fun
ctio
ns a
nd w
ork.
Stu
dent
s w
how
ork
disc
uss
thei
r ex
perie
nces
.
Stu
dent
s co
mpa
re a
ttend
ance
rec
ords
of w
orke
rs to
dem
onst
rate
thei
r re
latio
nshi
p to
ach
ieve
men
t.
Stu
dent
s su
gges
t way
s in
whi
ch th
ey c
an im
prov
eth
eir
phys
ical
fitne
ss,
heal
th, d
iet a
ndre
st a
ndre
laxa
tion.
sch
edul
es to
pre
pare
for
the-
str
ains
of
addi
tiona
l hou
rs o
f wor
k.
Cla
ss c
ompi
les
alis
t of a
ll sc
hool
cou
rses
they
are
taki
ng a
nd th
en e
ach
stud
ent v
olun
teer
s ph
ysic
al o
rsa
fety
trai
ning
asp
ects
of t
hese
cou
rses
.
A fe
w s
tude
nts
inve
stig
ate
and
brin
g ba
ck to
cla
ss a
list o
f sch
ool s
hop
safe
ty r
ules
and
sch
ool r
oom
and
hall
safe
ty i
ules
. Cla
ss r
elat
es th
ese
rule
s to
con
ditio
nsat
a jo
b an
d in
the
com
mun
ity a
t lar
ge. W
hy a
re th
ese
rule
s ne
cess
ary?
Are
they
obs
erve
d?
Stu
dent
s m
ake
a po
ster
sho
win
g un
safe
ver
sus
safe
wor
king
con
ditio
ns.
Stu
dent
s ro
le p
lay
wha
t wou
ld h
appe
n w
ithou
t rul
es.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
3. S
tude
nt c
an li
st s
afet
y pr
actic
esfo
r jo
bs in
eac
h of
thes
e si
tuat
ions
:of
fice
or s
tore
, con
stru
ctio
n or
out
-do
or w
ork
and
fact
ory.
4. S
tude
nt c
an d
emon
stra
te s
itua-
tions
sho
win
g th
e re
latio
nshi
p be
-tw
een
cour
tesy
and
saf
ety.
5. S
tude
nt c
an w
rite
a pa
ragr
aph
on p
erso
nal c
osts
of a
ccid
ents
.
Stu
dent
s fo
rm g
roup
s on
the
thre
e m
ain
area
s an
din
vest
igat
e sa
fety
pra
ctic
es in
the
area
.
Eac
h gr
oup
mak
es a
pos
ter
or g
ives
a r
epor
ton
thes
esa
fety
pra
ctic
es.
Eac
hst
uden
tse
arch
es n
ewsp
aper
for
repo
rts
ofin
dust
rial a
nd o
ther
wor
k ac
cide
nts.
Cla
ss r
evie
ws
labo
r la
ws
for
min
ors
and
the
defin
ition
of h
azar
dous
wor
king
con
ditio
ns.
Stu
dent
s di
scus
s si
tuat
ions
whe
re c
ourt
esy
and
safe
tyar
e in
terc
hang
eabl
e ac
tions
.
Som
e st
uden
ts m
ake
a po
ster
dep
ictir
.gth
ese
sit-
uatio
ns w
hile
oth
ers
role
pla
y ea
chsi
tuat
ion
in a
nun
safe
. and
dis
cour
tesy
man
ner
and
then
in a
saf
e an
dco
urte
ous
man
ner.
Stu
dent
s w
ith p
hysi
cal h
andi
caps
dis
cuss
any
spec
ial
safe
ty h
azar
ds th
ey e
ncou
nter
and
acce
ptan
ce o
f the
irha
ndic
ap b
y ot
hers
.
Stu
dent
ssu
rvey
loca
lin
dust
ries
and
unio
ns a
nd'c
onta
ct h
ealth
insu
ranc
e co
mpa
nies
abo
ut th
em
ost
com
mon
wor
k ac
cide
nts.
Cla
ss c
ompi
les
a lis
t of t
hese
and
disc
usse
s po
ssib
le c
ause
s of
acc
iden
ts, l
engt
h of
time
to r
ecup
erat
e, c
osts
, etc
.
Eac
h st
uden
t fin
ds a
new
spap
er a
rtic
leor
que
stio
nshi
s w
orki
ng p
eers
or
rela
tives
abo
ut jo
bac
cide
nts.
Eac
h re
port
s to
cla
ss. T
hose
who
kno
wac
cide
nt .
vict
ims
tell
wha
t hap
pene
.d a
nd h
ow lo
ngit
took
tore
cove
r.
Voc
atio
nal c
ouns
elor
rep
orts
on
the
cost
s in
tim
e,m
oney
and
inco
nven
ienc
e to
the
wor
ker
and
his
boss
of a
wor
k ac
cide
nt.
Com
mon
sig
ns o
f com
mun
ityse
r-vi
ce a
nd s
afet
y. D
unub
a, C
a.: F
ern
Trip
p. s
afet
y si
gns
in p
acke
t.
Beh
ayio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
CO
6. S
tude
nt c
an r
ole
play
situ
atio
nsre
veal
ing
pers
onal
inte
ract
ions
on
the
job.
Stu
dent
s w
ho w
ork
shar
e pe
rson
al in
tera
ctio
n ex
peri-
ence
s su
ch a
s at
cof
fee
or lu
nch
brea
k, w
ash-
up ti
me,
aski
ng fo
r he
lp, u
nion
or
staf
f mee
tings
, or
com
pany
soci
al fu
nctio
ns.
Gro
ups
of s
tude
nts
role
pla
y w
orke
rs a
nd s
uper
viso
rsin
per
sona
l int
erac
tions
.
Stu
dent
sdi
scus
sba
d w
ork
inte
ract
ions
such
as
prac
tical
joke
s, g
oofin
g of
f, te
lling
lies
or
spre
adin
gru
mor
s, e
tc.
Tea
cher
intr
oduc
es s
ever
al w
ork
conf
lict s
ituat
ions
.C
lass
dis
cuss
es v
ario
us w
ays
to r
esol
ve th
e co
nflic
t,w
hat t
o do
if in
volv
ed a
nd w
ho c
an h
elp.
Stu
dent
s ro
le p
lay
wor
kers
and
sup
ervi
sors
in v
ario
ussu
gges
ted
situ
atio
ns.
Eva
luat
ion
PLS
.o:
7 Le
arni
ng to
ear
n a
livin
g.LE
VE
L:S
econ
dary
OB
JEC
TIV
E-
C. U
nder
stan
ds a
hco
it w
orki
ng r
in th
e jr1
113.
Res
oons
ibfli
ties
of th
ew
orke
rC
EN
TE
R O
F IN
TE
RE
ST
UN
IT:
c_O
blig
atio
ns to
the
gove
rnm
ent
SU
BU
NIT
-(I
) In
com
e ta
xes
Beh
avio
ral O
bjec
tive
Act
iviti
es-
Ann
otat
ed R
esou
rce
Mat
eria
lsE
valu
atio
n
1. S
tude
nt c
an e
xpla
in th
e pu
rpos
eof
'into
me
taxe
s (f
eder
al, s
tate
and
/or
loca
l).
2. S
tude
nt c
an s
tate
the
two
me-
thod
s by
whi
ch in
com
e ta
xes
are
dedU
cpa
yrol
l ded
uctio
nsan
d lu
mp
sum
ref
und
or p
aym
ent
by.A
pril
15th
.
3. S
tude
nt d
emon
stra
tes
step
by
step
pro
cedu
re fo
r fil
ing
inco
me
tax
form
.
Tea
cher
lead
s cl
ass
disc
ussi
on o
f tax
atio
n an
d sp
ecifi
-ca
lly o
f inc
ome
taxe
s at
the
fede
ral,
stat
e an
d lo
cal
leve
ls.
Eac
h st
uden
t writ
es a
que
stio
n he
wou
ld li
ke a
n-sw
ered
. The
n th
e cl
ass
mak
es a
com
posi
te le
tter
and
send
s it
to th
e lo
cal t
ax o
ffice
. The
rep
ly is
dis
cuss
ed.
Cla
ss c
ompi
les
a ch
art a
bout
who
pay
s, fo
r w
hat,
how
paid
, whe
n, w
ho is
exe
mpt
, etc
.
voca
tiona
l cou
nsel
or o
r te
ache
r ex
plai
ns th
e de
-1
duct
iony
i sys
tem
and
filin
g' o
f inc
ome
tax
info
rmat
ion
early
in th
e ye
ar.
Stu
dent
s ex
amin
e pa
yrol
l ded
uctio
n sl
ip. E
ach
stu-
dent
com
pute
s se
vera
l wag
e pr
oble
ms
notin
g ot
her
dedu
ctio
ns.
Stu
dent
s ex
amin
e sa
mpl
e in
com
e ta
x fo
rms
and
dedu
ctio
n sc
hedu
les.
A ta
x re
pres
enta
tive
expl
ains
syst
em a
nd w
orks
out
sev
eral
sam
ple
inco
me
tax
form
. pro
blem
s.
Cla
ss d
efin
es r
elat
ed v
ocab
ular
y: d
educ
tion,
with
-ho
ldin
g, 1
040A
tax
form
, dea
dlin
e, In
tern
al-
Rev
enue
Sys
tem
, fili
ng, W
-2 a
nd W
-4 fo
rms,
tax
cred
it, ta
xsc
hedu
le, e
tc.
Cla
ss c
ompi
les
alis
t of a
ll st
eps
for
filin
g re
turn
.tu
dent
s ro
le .p
lay
each
ste
p an
d di
scus
s its
impo
r-ta
nce.
E c
h st
uden
t lis
tsin
com
e in
form
atio
n w
hich
is
need
ed to
com
plet
e fo
rm. T
each
er p
oint
s ou
t how
toob
tain
this
info
rmat
ion
and
how
to r
ecor
d or
sav
e it
for
tax
and
othe
r pu
rpos
es.
Law
son,
Gar
y D
., E
very
day
busi
-ne
ss. S
acra
men
to, C
a.: C
al-C
entr
alP
ress
.
Beh
avio
ral O
bjec
tive
Act
iviti
esA
nnot
ated
Res
ourc
e M
ater
ials
Eva
luat
ion
4. S
tude
nt c
anfil
l out
a s
ampl
ein
com
e ta
x re
turn
form
, giv
en th
ene
cess
ary
inco
me
info
rmat
ion.
Tog
ethe
r cl
ass
fills
out
a s
ampl
e in
com
e ta
x rie
turn
.
Tea
cher
pr'o
vide
s va
rious
inco
me
data
a Id
situ
atio
ns.
Eac
h st
uden
t pra
ctic
es fi
lling
out
inco
mta
x re
turn
.
Tea
cher
che
cks
for
sign
atur
e an
d da
te.
Stu
dent
slis
tal
lco
mm
erci
al a
nd p
ubli
agen
cies
whi
ch w
ill a
ssis
t the
indi
vidu
al in
filli
ng o
ut th
e fo
rm.
Appendix A
1A complete listing of these publications is available from Publications Order Se vice, Wisconsin Department ofPublic Instruction, 126 Langdon Street, Madison, Wisconsin 53702.
2A Persisting Life Needs Approach to a Curriculum for the Educable Mentally Retarded, Bulletin No. 0-58,Division for Handicapped Children, Wisconsin Department of Public Instruction, Madiscin, Wisconsin, 1970.$2.00.
3Teachers' Handbook for Implementation of the State Curriculum for Educable Mentally Retarded, BulletinNo. 0-60. Division for Handicapped Children, Wisconsin Department of Public Instruction, Madison, Wiscon-sin: 1970. $.50.
4Further information regarding the organization and objectives of this project can be found in the followingarticles of the Division for Handicapped Children publication the "Bureau" Memorandum: K. Blessing. ANeeds Approach to-Curriculum Development Involving Prescriptive Teaching, Vol. XI, No. 2, December1969; T. Stockton, Same Song, Second Verse, Implementing the EMR Curriculum: Phase II, Vol. XII, No. 2,December 1970; V. Contrucci and T. Stockton. State EMR Curriculum Project Survey, initial report,. Vol.XIII No. 3, Spring 1972; and V. Contrucci and T. Stockton. State EMR Curriculum Project Survey, Vol. XII I,No. 4, Summer 1972:
5Learning to Manage One's Money: A resource gui e for implementation of the State Curriculum for theEducable Mentally Retarded. Bulletin No. 1451, Division for Handicapped Children, Wisconsin Departmentof Public Instruction, Madison, Wisconsin. 1970. $.75.
6
7
Physical Education CurriCulum for the Mentally Handicapped, Bulletin No. 2101, Division for HandicappedChildren, WisConsin Department of Public Instruction, Madison, Wisconsin, 1971. $1.50.
Music Curriculum for Educable Mentally.Retarded. Title VI-Music Laboratory, Weisberg Center, CooperSchool, Superior Public Schools, Superior Wisconsin. June 1972.
8Recreation Environmental Occupations for Exceptional Students. Nels P. Evjue Memorial Forest OutdoorLaboratory, Merrill Area Public Schools, Merrill, Wisconsin.
9Resource Lesson Plans for the MentallY.Retarded, Persisting Life Situation No. 2; Learning,to UnderstandOneselfand Get Along With Others, and No. 7, Learning toEarn a Living. Omro Public Schools. 1972,
10Physical Education for the Mentally Retarded, Persisting Life Situations No. 5, Learning to Keep Healthy,and No. 10, Learning Wise Use of Leisure Time. Sheboygan County School for Special Education.
11Arithmetic Curriculum. Riverview School, Manitowoc County. Revised Summer 1972. $1.50.
12AGuide for Reading Skills, related to Persisting Life Situation No. I, Learning to Communicate Ideas.
Cooperative Educational Service Agency No. 5,1972.
131
FOUG L AS
Cae.c9ciAppendix B
E(,"e
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LAND
IRON
1 L_
) -TWASHBURN SAWYER I
'41rUPNE TT
I..."71
L__ICE
I BAR EL-0 N- RUSK*.
T CR titi
I
tPIERCE -1
IN.Pt Pi N-
Th"-J rS.
AY
HIPPEW-A
1 CLARK-
I
FALO iTRLE
PA
CESA OFFICES1 - Ashland.2 - Minocqua3 Gillett4 - Cumberland5 - Elmwood6 - Chippewa Falls7 - Stevens Point8 - Appleton9 - Green Bay
10,- Plymouth11 - LaCrosse12 - Portage13 = Waupun14 - Fennimore15 - Madison16 - Waukesha17 - Janesville18 - Burlington19 - Milwaukee
132
ON
MONROE.
CROSSE
t);.- -VERNON
- -;FORD
1
IC
"RANT
LI
1 VILAS
FOREST I FLORENCE'-\
II ONE*
L__IMARNETTEI, 2,
,1 LINCOLNI
-II LANGLADEI - r-- --1- "1 i.. /") / Cr
I
i i
--1 2 .1-.
.
1to< %00iltEN3MIKIElli
1_L il.1 - A iiL. L
. /113RowN-Th fl, ;t5--
nt- Ti ,4; ' N EE
.1A ON
HAWA
'WOOD I PORTAGE WALIP1
I .I
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P
E
- - - -SAUK
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HEBOYGAN
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6,-----/L. _0<MM-11
WisconsinCOOPERATIVE EDUCATIONAL
SERVICE AGENCIES
DIRECTORY OF//SPECIAL EDUCATION INSTRUCTIONAL /MATERIALS CENTER
North-Central Special'EducationInstructional Materials Center
Serves - Coop. Ed. Service AgenciesNo. 2 and 7
Mrs. Ardis WeissO'Day St. /Merrill, Wisconsin 4552
Area Code 715 -.536:864
Rural Special Educationinstructional Materials Center
Serves Coop. Ed. Service Agency No. 3
Municipal BuildingGillett, Wisconsin 54124
Area Code414 855-2114
CESA No. 5
Serves - Coop; Ed. Service Agency No. 5
Mr. George HeinemanP.O. Box 158Elmwood, Wisconsin
Area Code 715 - 639-4201
Special Education ProfessionalService Center
Special Education Center
Serves - Coop. Ed. Service Agency No. 11
P.O. Box 388Holmen, Wisconsin. 54636
Area Code 608 - 526-3356 .
Janesville Special EducationInstructional Materials Center
Serves - Coop. Ed. Service Agency No. 197
Mr. Doriald UpsonGlen Oaks SchoolHighway 51Janesville, Wisconsin 53545
Area Code 608 - 752-7471 Ext. 288
Milwaukee Special EducationInstructional Materials Center
Serves\ City of Milwaukee
Mrs. Charlotte Tock54740 P.O. Box 1.0K
Milwaukee, Wisconsin 53208Area Code 414 - .476 -3670 Ext. 426
Serves Coop. Ed. Service Agency No. 6
Mr. Sam Mule325 West Park AvenueChippewa Falk, Wisconsin 54729
Area Code 715 -.723-2822
Fox Valley Special EducationInstructional Materials Center
Serves - Coop. Ed. Service AgenciesNo. 8 and13
Mr. Gerald GreenPolk LibraryUniversity of Wisconsin-OshkoshOshkosh Wisconsin 54901
Code 414 235-6220 Ext. 749
UnWersity of Wisconsin Regional SpecialEducation Instructional Materials Center
Serves All areas of the State nit servedby one of the local SEIMC's
Dr. LeRoy Aserlind415 West Gilman StreetMadison, Wisconsin 53706
Area Code-68 262:4913
For further information please contact one of the Centers listed or
Mr. Kenneth McMahon'Instructional Media ConSultantDivision for Handicappedhildren126 Langdon StreetMadison, Wisconsin 53702
Area Code 608 - 266-7292
133
Bibliography
I. Books 1382. Films andliimstrips 1463. Other audio-visual materials... 1684. Feedback mollection 173
135
The following pages include several bibliographies whichmay be useful to thOse using this resource guide. They are:(I) Book. bibliography, (2) Films and filmstrips bibliog-raphy, (3) Other audio visual materials and (4) FeedbackCollection evaluation tools. All materials in each bibliog-raphy were circulated for, evaluation. Those rated notappropriate, and appropriate butpoor quality were droppedfrom this final listing. Where comments were not obtainedthe material is marked not evaluated. All given class gradelevels refer to normal student abilities provided by thepublisher unless otherwise stated.
The listing of books and instructional materials does notindicate endorsement of any materials or publishers by theDivision for Handicapped Children. It is only a means of
bringing to your attention recent or helpful materials. Allrequests for further information should be made directly tothe listed source or publisher and not the Division forHandicapped Children. If you have the oppOrtunity toevaluate any of these materials, send your 'evaluation toyour local SEIMC.*
The format for each entry is:
Publisher.
Street address, City, State, Zip code.
Title. Author.Date. Price. Grade level. Evaluation.Description. Symbol identifying source of description.
*Appendix B
This is a sample of an evaluation format which we recommend using forconsistency in evaluating any of the materials listed in, the following biblio-graphies. This format can be reproduced locally, If you use any of thesematerials please send your comments to your appropriate SEIMC listed onpage 133. If you teach in an area not covered by a SEIMC send your ev-aluations to Kenneth McMahon, Instructional Media Consultant, Room 628Division for Handicapped, Children, Department. of Public Instruction, 126Langdon Street, Madison, 53702.
Materials. Evaluation
Publisher Approximate LevelName of Material Reading Level
General DescriptionPlease rate the following points:1. Pupil progress with material2. Interest level for student3. Can be used independently by student4. Adeqbacy of teachers manual br instructions5. Duraollity6. Cost/benefit ratio Ifs it worth the cost?)
1.
2.3.
4.5.6.
Excellent Average Poor Does Not Apply
137
Book Bibliography
Addison-Wesley Publishing Co., Inc.Reading, Mass., 01867
Job facts Adams, Charles and Samaria KimballNot evaluated.
Allen Co.Box 1810, Center Sta., Cleveland, Ohio 44106
Campus work experienceVery appropriateKinds of jobs
Teenagers prepare for work
Applications for jobs, interview and other. Two differentlevels. Expendable workbook. Print is small. Appropriate
American Guidance Service, Inc., National Forum Founda-tionPublishers' Bldf., Circle Pines, Mn. 55014
Discovering myself1964. Secondary level. Very appropriate for teacher use.One of: graded series of developmental guidance texts,teachers' guides and flip chartsfor class discussion. Includesmeeting difficulties, disappointments, criticism, self consciousness, understanding, moods and impulses, relationshipswith wherS, the world of work, how much school for me,choosing high school electives, vocation& guidance, etc.b
Everywhere we goKeyed to grade 4. Not evaluated.Stories about boys and girls as they learn about new things,ideas, working and playing together, problem solving,looking at their behavior, learning to accept responsibilityand learning gradual independence and self reliance. Class-room charts are available to coincide with chapters in book.b.
Guidance texts and chartsSecondary level. Not evaluated.Series focus is on self-understanding, friends, school,groups, family, and education. b.
The people around usKeyed to grade 5. Not evaluated.Deals with personal development needs' of pre-teen childrenand the environment of present day cultural complexity.Classroom charts are available to coincide with chapters inbook. b.
138
Planning my future1962. Grades 7-9. Not evaluated.One of a series of graded guidance :le x ts. Flip charts tostimulate discussion are also available. b.
Seeing ourseNes1965. Keyed to grade 6. Not evaluated.This is one of a graded series of developmental guidancetexts, teacher's guides, and flip charts for class discussion. Itdeals with what we know about ourselves, other people,school, families, friendi, groups, jorbs. b.
American Management Association135 West 50 Street, New York, N.Y. ICJ:20
A.M.A. book of employment formsMiscellaneous. Very appropriate
American Trucking Association1616 P Street, N.W., Washington, D.C. 20036
Trucking as a careerPamphlets. Grades 4-6. Very apororiate.
Arco Publishing. Company, Inc.219 Park. Avenue South, New York, N.Y. 10003
Career guidance series: your future in - --$59.95 - 40 titles. Grades 7-9. Not evaluated.The Arco-Rosen series of career guidance books updatedand now available in paperback. b.
Benefic Press
10300 W. Roosevelt Road, Westchester, H. 60153
How people earn and use money.Miscellaneous. Very appropriate.
Charles A. Bennett Co., Inc.809 West Detweiller Drive, Peoria, II. 61614
Managing IivingtimeMiscellaneous. Very apprcipriate.
The Bruce Publishing Company2642 University Avenue, St. Paul, Min. 55114
Focus (Discovery through guidance). by Charlotte MarieBruck.
Grades 7-9. Not evaluated.A group guidance booklet for eighth, grade with units oneducational focus, social focus, personal focus, and voca-tional focus. b-
Quest (Discovery through guidance). by Charlotte MarieBruck.
Grades 7-,9. Not evaluated.A group guidance booklet for 7th graders with units oneducational quest, social quest, personal quest, and vocLi-,tional quest. b.
Children's Press1224 Van Buren St., Chicago, II. 60607
I want to be --- series.Appropriate. Kinds of jobs.
Chronicle Guidance PublicationsMorevia, N.Y. 1:118
Chronicle guidance service$46.50 per year. Grades 7-9. Very appropriate.Includes occupational briefs, career adjus ii,,t1nt posters,college information, professional articles o interest tocounselors, etc. b.
Finding your orbit. by Haldman, Hoffman, Moore andThomas.
1966. $1.00. Grades 7-9. Not evaluated.Workbook helps students analyze their abilities, interestsand aptitudes and use these insights to investigate appropri-ate occupational and educational opportunities. b.
Coward-McCann and Geoghegan Inc.200 Madison Avenue, New York, N.Y. 10016
Police: skill and science combat crime, by Carroll B. Colby.Revised edition 1971. $3.49. Not evaluated.
Smoke eaters: Trucks, training and tools of the nation'sfiremen, by Carroll B. Colby. ,
1954. $3.49. Grades 5-7. Very appropriate.
Trucks on the highway: Pickups, panels, flat beds, big rigsand special purpose cargo movers. Carroll B. Colby.1964. $3.49. Grades 5-7. Very appropriate.
Continental Press, Inc.
Around the neighborhood (Set)$3.50 per book. Very appropriate.Set of books on helpers in the community. b.
John Day Co.62 West 45th St., New York, N.Y. 10036
How to hold your jobVery appropriate.
Application for jobs and interviews and keeping the job.
Is my job for you? by Dic Gardner.1962. $3.00. Grades 4-6. Very appropriate,Interview with 15 workers on the job. b.
Dodd, Mead and Company432 Park Avenue South, New York, N.Y. 10016
Behind the scenes at the airport. by Cooke.Grades 4-6. Appropriate.
Modern American "carer" women. by Eleanor Clymer andLillian Erlich.1959. Mature 5th and 6th graders. Appropriate.
What does a policeman do? by Johanna Johnston andMartin Harris.1959. Grades 4-6. Very appropriate.
Encyclopedia of careers and vocational guidance. Vol. I andIL by Wm. E. Hooke.1967. Grades 4-6. Very appropriate for teacher.
Doubleday and Company, Inc.277 Park Avenue, New York, N.Y. 10017
The real book about robots and thinking machines. byJulian May.1962. $1.95. Very appropriate as a general reference butvocabulary too high.
Discusses jobs that can be done by machines which replacemen and how this changes our economic structure. 13-
Farrar, Straus and Giroux Publishing Co.19 Union Square West, New York, N.Y. .10003
Promise of the rainbow, by Rosalie K. Fry.Very appropriate.
Story stresses the importance of each personindividual. b.
Fearon Pub. Inc.2165 Park Blvd., Palo Alto, Calif. 94306
Getting a jobVery appropriate.
as a unique
Why a job, kinds of jobs, obtaining a job, places to go tofind a job, applications and interviews, work permits andlaws, special training, the paycheck.
Jerry works in a service station The jobs you getMiscellaneous.Very appropriate. Very appropriate.
Applications and interviews.J. G. Ferguson Publishing CompanyChicago, Ill. Keeping that job
Appropriate.Encyclopedia of careersGrades 6-12. Not evaluated. Looking for o jabThese, are referenex books lin "two parts) designed to Very appropriate.provide the student with career information on a general as Places.to look.well as specific level. The career information containseducational levels, job history, nature of the work, require- The Millers and ltliillire B., butcher, baker, chef.ments, methods of entering, advancement, employment Not evaluated.
.outlook, earnings, an working conditions. Covers 71 majorcareer fields and 650 individual occupations. On your ownVolume I Caree Plamning. Volume II Careers and Occupa- Very appropriate.bons. c. The paycheck.
Vocations in agrvecaltureGrades 7-9. Not ,aluated.
Finney Company3350 Gorham Av e, Minneapolis, Mn. 55426
PaycheckVery appropriate.
Service station ,attentiantVery appropriate_Kinds of jObs.
Find your job (43cTh,series)Grades 7-9. Very Lonropriate. Starting a jobDesigned to help Aavv learners, underachievers and students Very appropriate.in special classes. b. Work permits and laws.
Occupational guidanceGrades Very appropriate but expensive.A series of 800 ocr.upational briefs, including those ofinterest to jobound as well as college bound youth. b.
OccupationaLgzaidiarnmSeriesGrades 7-9. Very appoppriate but expensive.Series of books designed to give vocational assistance. tostudents. World:mucks are included to help them reachpersonal career der stns. b.
Follett Publishing Company1010 West Washington Boulevard, Chicago, III. 60607
Anita Powers, office workerAppropriate but high skills level.
Changing that job..Very appropriate.
Getting that jobVery appropriate.Obtaining a job, places to look for a job, applications andinterviews.
Holding a job.Very Appropriate.
140
Training for a job.Very 'apPropriate.Special training.
Wanting a jobVery appropriate.Why a job.
You and your occupationVery appropriate.Importance of jobs, obtaining a job
you and your payVery appropriate.The paycheck.
What then, Raman? by Shirley L. Arora.1960. Grades 4-6. Not evaluated.Book develops positive attitudes toward learning. b.
General Motors CorporationDetroit Mi. 48202
Can i get a job? Let's find out.Free. Comic book approach. Very appropriate.
Guidance Associates, Division of Harcourt Brace
Jovanovich, Inc.Pleasantville, N.Y. 10570
Careers in depth series
Grades 7-9. Not evaluated.Series of books to help students investigate a wide varietyof careers. A self-evaluation test is a part of each book. b.
C. R. Gibson and Co.Knight Street, Norwalk, Conn. 06856
Kindness is a lot of things. by Edith Eckblad.1967. $1.95. Not evaluated. ,
Harcourt, Brace and World, Inc.757 Third Avenue, New York, N.Y. 10017
School bell in the valley. by Natalie S. Carlson.1963. Grades 4-6. Not evaluated.Develops positive attitudes toward learning. b.
Harper and Row Publishers
2500 Crawford Avenue, Evanston, II. 60201
Schools without failure, by William Glasser.Very appropriate for teachers.
So you want to be ... Series$4.43. Grades 7-9. Appropriate,Series of books 'on specific occupations.
Holt, Rinehart and Winston'383 Madison Ave., New York, N.Y. 10017
Did you carry the flag, Charley? by Rebecca Caudill.1966. $3.50. Grades K-3. Not evaluated.
Use your head, Hildy. by May Justus.Not evaluated.Book stresses individual responsibility,
L.C. Johnson Press, Inc.Rockford, Ill.
Occupational essentials: Skills and attitudes for employ-ment. by David J. Richter.
1970 Third Edition.Appropriate for teachers.
.Alf red A. Knopf, Inc.501 Madison AyenUe, New York, N.Y. 10022
At Daddy's officeVery appropriate.
Mommies at workVery appropriate
Unusual careers. by Martha Mesnzer.1962. Grades 4-6. Not evaluated.
J. B, LippincottEast Washington Square, Philadelphia, Pa. 19105
Aviation from the ground up. by John Joseph Floherty.Not evaluated.
Compare different occupations in and around an airport.
Mind your manners. by Betty Allen and Mitchell P. Briggs.964. $4.00. Very appropriate.
Wh n I grow up by Lois Lenski.Not evaluated.
Lycins and Carnahan Publishing Co., affiliate of Meredith407 East 25th Street, Chicago,_II. 60616
Understanding your needs by Dana L. Farnsworth.Not evaluated.
Mafex Associates, Inc.
Box 519, Johnstown, Pa. 15907
Mathematics for, employment.Very appropriate.
Main Cooperative Extension Servicec/o Department of Education, Augusta, Me. 04330
Let's explore your career1968. Grades 10-13. Not evaluated.Designed to assist young people in self ar :alysis fromstandpoint of interests, ability- and personality with relationto occupational choice. b.
McCormickTMathers Publishing Co., Inc. subsidiary of.Litton Publishing Inc.450 West 33rd Street, New York, N.Y. 10001
Learning social skills - Interpersonal relations (Set). TheChallenge Reader Serie.6 books. Non graded. Not evaluated.
McGraw-Hill-Whittlesey House330 West 42nd Street, New York, N.Y. 10036
Planning your career by Robert Calvert, Jr.Grades 7-9. Not evaluated.
David McKay Inc.750 Third Avenue, New York, N.Y. 10017
All kinds of mothers, by Cecily Brownstone.1969. $2.95. Grades K-2. Not evaluated.
McKnight and McKnight Publishing CompanyU.S. Route 66 at Towanda Avenue, Bloomington, II. 61701
Planning your future$1.20. Grades 10-12. Not evaluated.Emphasizes those developmental tasks of later adolescencewhich coincide with or follow high schoolgra uation. b.
141
Melmont Publishers, Subsidiary of Children's Press1224 West Van Buren Street, Chicago, II. 60612
Random House S'chool and Library Service, subsidiary ofRadio Corp. of America457 Madison Avenue, New York, N.Y. 10022
Our friendly helpers by Elaine Hoffman.1954. Not evaluated. Careers in depth library
Grades 7-9. Not evaluated.About school helpers; Family helpers; More friendly helpers In-depth investigation of one career in each book. b.by Elaine Hoffman and June Hefflefinger.1955; 1954; 1954. Not evaluated. Career wise kit
Grades 7-9. Not evaluated.Fathers at work; Women at work by Ruth S. Kit includes a library of 92 books, counselor's guide, wallRadlauer. charts, and student profile forms. b.1959; 1958. Not evaluated
Julian Messner, Inc.1 West 39th Street, New York, N.Y. 10018
Your career booksGrades 7-9. Not evaluated.Series of books offering advice and information on specificcareers. Includes personal and educational requirements,guides to colleges and schools for special training, salary-ranges, and growth opportunities. b.
William Morrow and Company Inc.425 Park Avenue South, New York, N.Y. 10016
The janitor's girl by Frieda Friedman.Not evaluated.
Book stresses person's unique individuality and the contri-butions each person can make to a total effort. b.
Tim and the \tool chest by Jerrold Beim.1951. Primary. Not evaluated.Using tools. \\.
is
National AssociationOf Manufa turers of the U.S.A.277 Park Avenue, New York, N.Y. 10017
Job reviews
Grades 7-9. Not evaluated.Bookleti provide information on entry jobs not requiringmore than a high school diploma. b.
National Education Association1201 16 Street N.W., Washington, D.C. 20036
Unfinished stories for use in the classroomNot evaluated.
Used to deilelop decision making skills. b.
Ohio State Bureau of Employment ServicesColumbus, Ohio
Choosing your occupationGradas 10.12. Not evaluated.The booklet is slanted to high school students about toenter labor market. Self-inventory included, b.
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Frank E. Richards Publishing Co.324 First Street, Box 370, Liverpool, N.Y. 13088.
Getting a jobVery appropriate.Why get a social security card.
Getting ready for pay dayVery appropriate.
I want a jobVery appropriate.Why a job, applications and interviews, work permits andlaws, special training, social security cards.
On the jobVery appropriate.importance of jobs, why a job, special training.
Richtext Press
1224 West Van Buren St., Chicago, II. 60607
I want to be (Series)Grades 7-9. Very appropriate.A guidance- reading program of 36 books. Also includespupil language skill notebooks and an annotated teachersnotebook. b.
Richards Rosen Press, Inc.
29 East 21st Street, NeW York, N.Y. 10010
Aim high libraryGrades 7-9. Very appropriate.Series of career information books for those not planningpost-high school education. b.
Turn yourself on: Goal planning for success by Dr. RobertLinneman:
1970. $4.00. Grades 10-12. Not evaluated.Designed for the student who is not quite certain what hewants out of life. b.
Scholastic Book Serviced50 West 44th Street, New York, N.Y. 10036.
Jobs in your futureVery appropriate.Kinds of jobs, obtaining a job, work permits and laws,keeping the job, miscellaneous, social security cards.
Science Research Associates259 East Erie Street, Chicago, II. 60611
A book about me by Edith Sherman JayNot evaluated.A child's responses to the hundreds of illustr.ations in thisflexible activity book provide many insights for counselorsand teachers. b.
Charting your job future by Lambert C. Gilles.$1.95. Grades 9-12. Not evaluated.This practical activity text provides self-administered in-'ventories to help students assess their interests, abilities andpersonality and relate them to careers. b-
Discovering your real interestsNot evaluated.
Discovering yourself by Marjorie Cosgrove.1969. $1.95. Grades 7-9. Very appropriate.Helps develop the concept of self; includes self appraisalcharts, quizzes, examples, lists films, readings, groupactivities and materials for, class projects and discussion. b.
Do your dreams match your talents?Very appropriate.
Exploring the world of jobs by Donald Kitch.Grades 7-9. Not evaluated.40 page booklet covers what people do in different jobs,how jobs differ, importance of all jobs, what employerswant, five major job groups. b.
Finding part-time jobs.Appropriate.Places to goto find a job.
Guidance series booklets$53.'34 - set of 57. Grades 10-12. Appropriate.57 illustrated 4E1:55 page booklets provide vocational,educational, personal and social guidance for high schoolstudents. b.
Junior guidance series booklets21 for $3.25 or 80 cents each. Primary-Intermediate. Notevaluated.
Booklets provide helpful directions for child as he moves'from,childhood to adolescence. b.
Keeping the jobNot evaluated.
Keys to vocational decisions, Grades 8-12$5.75. Not evaluated.This hardbound text helps the student learn about himself,ih is study habits, skills, future education and career. b.
My educational plans
$1.95; $.35 manual. Grades 7-9. Not evaluated.Enables student to plan a realistic high school program withthe aid of 15 thorough self-appraising inventories. b.
On the jobNot evaluated.
Our world of workNot evaluated.Importance of jobs.
Planning my future by. Wendell P. Hill.$.90. Grades 7-9. Not evaluated.Contains self-administered tests and inventories to guidestudent in making preliminary vocational and educationaldecisions. b.
Planning your job future by Emery Stoups and LucilleRosen [lei m.
Grades 7-9. Not evaluated.A 40 page booklet on discovering your interests, developingyour abilities; your personality, learning about jobs, andrelating interest, abilities and personality to jobs. b.
School subjects and jobs by John H. Brochard.Grades 4-9. Not evaluated.48 page booklet on the need to make choices and set goals,and how school subjects relate to jobs. Includes anexcellent chart relating school subjects and jobs. b..
Social science resource book by Ronald Lippitt, RobertFox and Lucille Schaible.1969. ApprOpriate.Socialsciencelaboratory units in the form of situationstories with questions. Units include: learning to use socialscience; .discovering differences; friendly and unfriendlybehavior; being and becoming; individuals and groups;deciding and doing; influencing each other. Glossary.
Starting work.Very. appropriate.Work permits and laws.
Studying human behavior by Lippitt and Fox.Not evaluated.
What could I be? by Walter Lifton.$1.32. Grades 4-6. Not evaluated.Introduces the world of work, guides children in viewingoccupational fields in terms of their abilities and interests,and helps them see the value of school as preparation forwork. b.
What employers wantVery appropriate.
What good is math? by Willa Norris and Wallace
Man heimer.
Grades 4-6. Not evaluated.
143
Widening occupational roles kitGrades 6 and above. Not evaluated.Explores 400 different occupations pinpoints the extentand type of education needed to prepare for a particularoccupation. b.
Working for the cityNot evaluated.
Your abilities by Virginia Ballard.80 cents. Grades 7-9. Not evaluated.A booklet in Junior Guidance Series. Covers mental,artistic, and physical abilities, ability to make it, build it, orfix it, and ability to get along with others. h.
Your personality and your job.Very appropriate.
Charles Scribner's Sons597 Fifth Avenue, New York, N.Y. 10017
What do you want to be? by,Francoise Seignobose1957. $2.75. Grades 4.6.
Who built the dam?'by Norman Bate.$2.50. Grades 4 -6.
Sextant Systems, Inc.3048 N. 34 Street,. Milwaukee, Wis. 53210
Come to work with us (Beginning sextant series)1970. Very appropriate.Career awareness series for grades K-3. Each volumecontains 15-18 representative occupations in one industryor occupational location. Attractive colored illustrationsdepicting children in appropriate attire performing adultwork roles. b.
Junior sextant seriesGrade 8. Not evaluated.A. guidance kit designed to help eighth graders with highschool subject selection and career planning. Includes 400job cards, 20 student workbooks, and teacher's manuals. b.
Open door booksNot evaluated.
Twenty four fascinating autobiographies by contemporarYAmericans from minority backgrounds who achieved suc-cess against odds. Mini-book size. b.
Simon and Schuster, Pocket Books Inc.1 `West 39th Street, New York, N.Y_ 10018
How to winfriends and influence people by Dale Carneige.Very appropriate teacher reference.
When I grow up by:Kay Mace.Not evaluated.
144
Steck-Vaughn Co.P.O. Box 2028, Austin, Tx. 78767
The huyan value series by Clyde V..Arnspige\r.Appropriate.3 books-Values to learn, Values to share, Values to live by.Teach human value relationships.
A job for youKinds of jobs, places to go to find a job, etc.
U.S. Government Printing Office, Division of PublicDocumentsWashington, D.C. 20402
Dictionary of occupational titles (DOT)1965, Vol. I. $5.00; Vol. II. $4.25: Appropriate. Highreading level.Vol. I alphabetical listing of 35,000 job titles and 22,..pobdefinitions. Vol. groups jobs according to work field,purpose, product, subject matter, industry, worker traitsand abilities. b:
Health careers guidebook1969. $1.75. Grades 7-9. Appropriate.Written for young people, describes 200 jobs in health fieldand gives information about education, training andlicensing requirements; salaries, working conditions and jobprospects. b.
. Occupational outlook handbookPublished every two years. Appropriate, Adult non-technical.Includes a section on "Tomorrow's-Jobs" and over 700individual occupation reports. Occupations are groupedinto related fields. b.
U.S. Dept. of Labor, Bureau of Labor Statistics341 Ninth Avenue,New York, N.Y. 10001
(School subject) and your career (Series? 1970. Free.Grades 7-9. Not evaluated.A series of leaflets covering: biology, English, foreignlanguage, math, science, social science. b.
Selected characteristics of occupations by worker traits andphysical strength.1968. $1.25. Grades 7-9. Appropriate.A supplement to the Dictionary of Occupational Titleswhich lists jobs by wOrker'traits with subdivisions by levelof strength required. b.
Viking Press, Inc.625 Madison Avenue, New York, N.Y. 10022
The Cave by Elizabeth Coatsworth.Not evaluated,
Book deals with cooperation, courage and self conficence
like to be me by Barbara Del Geddes.. .
Appropriate.Develops self-concept.
Just me by Marie Hall Ets.Not evaluated.
Vocational Guidance, Universal Publishing and DistributingCorp.
235 E. 45 Street, New York, N.Y. 10017
Vocational guidance manualsGrades 7-9. Not evaluated.A series of books coveringinformation. b.
a wide variety' of vocational
Warp Publishing Company,325 N. Colorado Avenue, Minden Nb. 68959
Your careerGrades 7-9. Not evaluated.A workbook in which to record personal data, scholasticrecords, abilities and aptitudes, interests, personality traits,post-high school plans and aspirations, requirements forvocational fields under consideration, and a budget forpost-high education. b.
Albert Whitman and Company560 West Lake Street, Chicago, IL 60606
Busy office, busy peopleVery appropriate.
Dairyman DonPrimary grades. Appropriate.
Good morning teachesPrimary grades: Appropriate.
Miss Terry at the library. . Primary grades. Appropriate.
Who am I? by Sally FabryNot/evaluated.
4Wisconsin State Employment Service1 West Wilson Street, Madison, Wis. 537(12.
Careers without collegeFree. Grades 7-9. Very appropriate.Booklet discusses the world of work and several occupa-tional fields not requiring a college education. b.
Ideas, people, things
Not evaluated.Pamphlet points out that while most jobs require dealingwith all.three to some extent, there are some which dealprimarily with ideas, with people, or with things, or with acombination of two of them. A few jobs classified in thismanner are given as examples. b.
World of work series by Occupational Analysis Field Center1970. Grades 7-9. Not evaluated.An excellent series of booklets on jobs in Wisconsin(examples: beef and dairy raising jobs, fruit and vegetableprocessing jobs, malt liquor industry jobs.) b.
The World .Book Encyclopedia, Subsidiary of Field Enter-prises Educational Corp.510 Merchanise Mart Plaza, Chicago, II. 60611
A career planning guide by Edgerton,Grades 4-6. Not evaluated.
How to get the jobVery appropriate.Applications and interviews.
The job aheadAppropriate.Why a job, places to go, applications and interviews, specialtraining, keeping the job, paycheck, miscellaneous.
Job family series
$19.50 per set; $1.20 each. Grades 4-9. Not evaluated.Set of-20 booklets' broadens student's range of occupationalconsideration. Describe jobs at several educational levelswith job families, b-
-.
Jobs in clerical workAdvanced 5th graders, Not evaluated.
Jobs in mechanical workAdvanced 5th graders. Not evaluated.
Junior guidance series booklets$19.00- set of 21. Juniorhigh grades. Not evaluated.21 illustrated 40 page bookle-ts provide education, voca-tional, and social guidance for junior _high students. b.
a Bureau for Audio Visual Instruction Catalog 1971, Unb K-I2 Guide for the integration of career development i
c Vocational guidance on wheels, Wisconsin Mobile Gu idd
Jipson, Frederick J. Index of special education media, 1
e Publisher's literature
FOOTNOTES
ersity of Wisconsin
.to local curriculum, Wisconsin Department of Public Instruction December 1971
nce Career Project, June 1971
70
145
Films and Filmstrips Bibliography
ABC T.V. Producers
The Awesome servantNot evaluatedMotivational film
Academy Films.748 North Seward St., Hollywood, Cal. 90038
AirfreightColor. 14 minutes. BAV 1 0041. $5.50. Not evaluated.Use: Geog., S; Guid., J,S; Lang. Arts, P; Soc. St., I,J.Demonstrates the rapidly developing pate of the movementof produce, textiles and machinery by air transportationmeans. Illustrates with care and detail the stops involved inweighing in, loading and transporting air fre1ght Carefullyexplains the work of the pilot and co-pilot, ramp agent andcontrol tower operators.a:
Truck transport the long haulBlack and white. 17 minutes. BAVI 3368. $3.00. NotevaluatedUse: Lang. Arts; P; Soc. St., P, I. Shows several trucks onthe. road. Follows one large trailer truck from Los Angelesto Spokane, Washington. Includes loading the truck with acargo picked up by many smaller trucks, the driver makinghis safety checks before starting off, the change of driversalong the way, ferrying the truck across the'Columbia Riverand the final arrival at Spokane, a.
AIMS Instructional Media Services, Inc.Box 1010, Hollywood, Cal. 90028
Are you ready for a job?Color. 10 minutes, BAVI 2270. $4.50. Not evaluated.Use Guidance, J,S. Stresses the need for preparation andtraining for the better jobs available today. Emphasizes theimportance of various school subjects as they apply to theworld of work, a.
community helpers cleaners and laundriesColor. 13 minutes. BAVI 0443. $5.00. Not evaluated.Use: Soc. Studies, P. Provides an awareness of importanceof clean clothing. Extends knowledge of the community byshowing the workers, machinery and businesses engaged incleaning and laundering. a.
146
Now communications helps the communityColor. 11 minutes. BAVI 2794. $4.50. Not evaluated.Use: Elem. Sci., P, I; Soc. Studies, P, I. Shows the rolecommunications play in finding a dog that has bitten a
small boy. Portrays how information is quickly dissemi-nated throughout the community and how it leads toconstructive action. a.
Does color really make a difference?Color. 11 minutes. BAVI 1224. 54.50. Not evaluated.Use: Guid., P; SOc. St., P. Through artistic use of coloredraincoats, hoods and rain boots that represent differentracial groups, shows children walking home .from *schooland playing in the rain. Portrays their attitude andtreatment of one another in different, yet parallel socialsituations. Presents an "open-ended" conclusion to provokediscussion. a.
Guidance: let's have respectColor. 10 minutes. BAVI 3857. S4.50. Not evaluated.Use: 6trici...P, I. Shows four episodes centering on respect.Provides visual situations leading to further discussion. a.
Guidance: working with othersColor. 10 minutes. BAVI 5673. $4.50. Not evaluated.Use: Citizenship, P, I; Guid., P, I, .1; Soc. Probs., P, I.
Presents four episodes each providing an "open-ended"problem to be solved. Describes social situations pertainingto respect for race, the opposite sex, the handicapped andbecoming involved. a.
Rules, laws and youColor. 11 minutes. BAVI 6517. $4.50. Not evaluated.Use: Citizenship, P, I; Soc. St.., P, I. Describes why laws andrules are made and presents several examples where rulesare necessary. Indicates, that rules and laws are for thebenefit of all of us and are necessary for progress. a,
Transportation by helicoptersColor. 10 minutes. BAVI 1800. $4.50. Not evaluated.User Lang. Arts, P, I; Soc. Sti Jies, P, I. Shows the flightcapabilities of the, helicopter, its various miles in transporta-tion and ways in which it helps people do their jobs. a.
Trucks and truck transportationColor.10 minutes. BAVI 2803. $4.50. Not evaluated.Use: Soc. Studies, P, I. Indicates.the importance of trucksin bringing goods to businesses and individuals. Shows thebasic types of trucks as well as those designed to do aspecialized job. a.
Association Films, Inc.512 Burlington Ave., La Grange, III. 60525
Eddie, Inc.Black and white. Free. Not evaluated.First lesson in free enterprise. Encourages the neighborhoodboys to earn some pocket money by starting their ownbusiness. b.
Avid Corporation, Instructional Systems DivisionP. 0. Box 4263, East Providence, R.I. 02914
Employment opportunity seriesColor. MR grades intermediate-junior high. Very appropri-ate.
Six color filmstrips with accompanying record, each dealswith one of the following subjects: ''Working in a hospital""Working in a laundry and dry cleaning plant" "Jobs foryoung men" "Working with cars" "Working with people""Clerical and stock work". The entire series presents anoverview of 39 separate job classifications, designed for theeducable MR or slow learner. c.
Work habits and attitudes seriesColor. MR grades intermediate-junior high. Very appro-priate.Four color filmstrips with accompanying records dealingwith the following subjects: "Getting along on the jobparts 1, 2, 3, 4." These filmstrips review 16 habits andattitudes which are basic to any successful work experience.Situational characteri-ations of,..tr a means of establishingpositive work habits and attitudes. Used for educableretarded or slow learners. c.
Safety /health /citizenship programMR grades intermediate-junior high. Very appropriate.Six filmstrips .dealing with safety at home, health andhygiene, safety at work, caring for your family, drivingsafety and citizenship. C.
Career descriptioris\(Filmstrip kit)Grades 4-6. Not evaluated.Six filmstrips provide career information to children:at theintermediate level, using people, data, things approach,. b.
World of work seriesMR grades intermediate-junior high: Very appropriate.Five filmstrips-dealing With introduction to world of work,findina a job, the job interview, the job application andyour paycheck. b..
Income management seriesMR grades 6-12. Very appropriate.Four filmstrips dealing with money, wise buying, planning abudget and bank services. c.
AvideskNot evaluated.A multi-media, self-instructional unit for use in individual-ized instructional programs. Prepared programs for the
Avidesk include: Practical basic arithmetic skills; Countingand using change; Basic measurement/linear/weight/liquid;Occupational preparation; Employment opportunities;Budgeting; Home planning; Family health and safety. c.
Getting along on the job (kit)MR grades junior-senior high. Very appropriate.Four filmstrips concerning job attitudes, problems, situ-ations and necessary adjustments. b.
BFA or Bailey Films Association Educational Films11559 Santa Monica Boulevard, Los Angeles, Ca. 90025
Behind the scenes at the supermarketColor, $120.00; Black and white, $60.00; Rental, $6.50.Not evaluated.Johnny visits a supermarket and learns that a great manypeople, doing many different jobs, are needed to help thesupermarket serve the community. b.
Character formation (Set)Six color filmstrips. Each $6.00; Set $36.00. Grades 4-6.Not evaluated.
The circus$12.00 for set of 2. Grades 4-6. Not evaluated.Children learn how animals of the circus are fed and trainedand how people of circus live and work. 13
Factory: how a product is madeColor. 13 minutes. BAVI 4226. $5.00. Not evaluated.Use: Soc. St., I, J. Illustrates the many steps involved in themanufacture of a typical factory product. Starts with theplanning board of a toy factory, follows the manufacture ofa toy from the initial idea, through its experimental
.development, engineering, production, assembly and finalsale in a retail store. a:
Making friends series': How do you rate at home; How doyou rate at school; How do you rate with your friends.Not evaluated.Captioned filmstrips. This series designed for group discus-sions in a participation unit with review frames andchecklists to enable students to rate themselves at theconclusion of each filmstrip. b.
Mimeographing techniquesBlack and white. 15 minutes. BAVI 4828. $3.00. Notevaluated.Use: Bus. Ed., S,C; Teach.:C,A. Demonstrates in d tail theprocedures for hand and electric mimeographing. I . dicatesthe use of the equipment for maximum efficiency.:Coverstyping and correction of a stencil, setting the stei:j1 on themimeographing machine, adjusting the copy, inking the-stencil. and producing clean black-and-white copy. Stressespointers on hoW to type good stencils and how to use toolsof mimeographing. a-
147
People who work at nightBlack and white. 13 minutes. BAVI 3699. $3.00. Notevaluated.Use: Lang. Arts, P, I; Soc. St., P, I; Read. Readiness, P.Illustrates a .few of the many activities carried on by peoplewho work at night. Travels around the city with a taxidriver to -observe such people as a gas station attendant, adruggist, a bus driver, and a hotel clerk. Visits a newspaperplant, a dairy, a factory, and a bakery to see people whoprovide us with goods and. services. a.sdn2,
Stay in schoolColor. 11 minutes. BAVI 6008. $4.00. Not evaluated.Use: Guild., J, S. Relates the job opportunities of the newtechnology to the necessary training, at least a high schooleducation. Provides glimpses of vocational opportunities,but emphasizes- the vanishing opportunities for the un-trained and unskilled. "Plan now and prepare carefully forthe future." a-
Workers who build housesColor, $150.00; Rental $8.00. Not evaluated.Shows division of labor, specialization, conversion ofmaterials into products, payment of wages, pride ofworkmanship, cooperation, supervision, quality control anduse of the product by the buyer. b.
Arthur Barr Productions, Inc.1029 North Allen Ave., Pasadena, Cal. 91104
TruckingBlack and white. 9 minutes. BAVI 2281. $2.00.-.Notevaluated..
Use: Lang. Arts, P, I; Soc. St., P,-A, 2; Clubs, J. Portrays theimportant part played by trucks of many kinds in haulingfood, oil, lumber, and cattle in ' far west. Shows alivestock truck being serviced for a c. ip to an isolated ranchto pick up 35 head of cattle. Shows the driver getting readyfor the run, the loading and transporting-of the cattle, andcompletion of the trip at the Los Angeles stockyards. a.
We want goods and serw,.0.s
Color. 10 minutes. BAVI 7018. $4.50. Not evaluated.Use: Lang. Arts., P; Soc. St., P. Shows that people havemany wants, including.goods and services. Indicates that weall are consumers, and it takes many producers to provideour goods and services. Presents our dependence uponothers for daily needs. a.
Brigham Young University Dept. of A-V Communications285 Herald R. Clark Building, Provo, Utah 84601
Mirror, mirrorColor. 22 minutes. BAVI 7295. $8.25. MR grade seniorhigh. Appropriate.Use: ,Guidance, 5; Psych., C. Presents a story about aninsecure 17-year-old boy who thought that he was anobody, that he was dumb like some people said he, was,
148
that he just couldn't do anything right acid that he didn'tfeel like trying anymore. Presents a series of conversationswith a "mirror voice" that talks to the boy about hisself-defeat attitude, emphasizes how important it is to keeptrying, to change when necessary to things he can do well,and to stop thinking and acting like other people expect.Traces the boy's painful but successful struggle to rid -himself of his self-defeating attitude and to keep tryinguntil he found the thing in which he was successful, a.
Charles Cahill and Associates, Inc.5420 Melrose, Hollywood, Cal. 90028.
Bakery beatCole 15 minutes. BAVI 2982. $5.75. Not evaluated.Use: d., J, S; Home Ec., I, J, S; Clubs, J, A. Contraststhe artisan baker operating a small ,bakery with the bakersat a large, mass production bakery. Emphasizes the pride ofcraftsmanship and shows the processes of bread making,cake making, and cake decorating. a.
Dairy: Farm to doorColor. 11 minutes. BAVI 7695. $4.00. Not evaluated.Use: Health, P, I; Soc. St P, I. Shows the various stepsthrough which milk passes between the dairy farm and theconsumer. Explains the pasteurizing and homogei.'zingprocesses, the bottling and marketing processes, and refersto the many food products which come from milk. a.
CoMmunity helpers: the sanitation departmentNot evaluated.
Firemen on guardNot evaluated.
Going placesColor. 8 minutes. Grades 4-6. Not evaluated.Stresses importance of learning for now and the future. b.
Health: You and your helpersNot evaluated.
Policemen, day and nightNot evaluated;
Postman, rain orNot evaluated.
shine
Truck farm to storeNot evaluated,
Community helpers seriesColor. $25.00 per see; $6.50 eachtlmstrip. Not evaluated.Color filmstrips visualize the services and duties of com-munity helpers who are of significance to the child. Set No.1: bus driver, doctor, fireman, grocer, mailman, policeman.Set No. 2: dentist, librarian, milkman, sanitation depart-ment crew, service station attendant, street maintenancecrew. b.
Community workers seriesS25.00 per set; S6.00 each filmstrip. Not evaluated.Series helps the child understand how helpers make thecommunity a better place in whiCh to live. The fire house,Firemen at work, Larry helps the police, Policemen atwork, Post office workers, Workers for health. b.Castle Productions, Division of United World Films221 Park Avenue S, New York, N.Y. 10003
Basic machines: drill pressBlack and white. 10 minutes. BAVI 0190. $2.00. Notevaluated.Use: Ind. Arts, J, S, C; Ind. Mgt., C; Teach., C; Mech. Engr.,C. Describes the drill press in dezail, its construction,operation and use. Proceeds from a clear explanation of thesimple drill press to more complicated types. a.
Basic machines: the latheBlack and white. 16 minutes. BAVI 0191. $2.00. Notevaluated.
Use: Ind. Arts, J, S, C; Ind. Mgt., C; Teach., C. Explains useof lathe to shape cylindrical work, how the workpiece. issupported between centers, and how power is applied torotate the workpiece, and how the spindle speed, -positionof the cutting tool, and rate of feed may be varied to fit thejob. Shows examples various types of lathe work. a.
Basic machines: the shaper ,
Black and white. 15 minutes. BAVI 0192. $2.00. Notevaluated.Use: Ind. Arts, J, S, C; Ind. Mgt., C;.Teach., C. Explainsshaper used to produce flat surfaces on metal. Comparisonwith hand file in purpose; does more work better andfaster. Shows how 'cutting tool is mounted and positioned;how the workpiece is mounted; how the length of stroke,cutting speed, and table feed are adjusted .to fit the job.. a.
Centron Educational Films1621 West Ninth St., Lawrence, Ka. 66044
Jobs in the city - constructionColor. 9 minutes. $120.00. Not evaluated.Giant new apartment complex takes form through the workof construction men - general foreman, crane operator,concrete workers, carpenters, eleCtriciatisi plumbers, etc. e.
Jobs in the city distribution IColor. 101/2 minutes. $135.00.1Not evaluated,Traces the movement of a shipment of color TV sets fromthe factory to the truck diver, warehouse' worker, retailsalesman and finally to the consumer, e.
Jobs in the city manufacturingColor. 11 minutes..$150.1.00. Not evaluated.Focuses on Jim Davis, welder in a factory. Illustrates howan assembly line works, why mass production is efficientand why Jim's job 's important to all the other factoryworkers. e.
Jobs in the city servicesColor. 11 minutes. $150.00. Not evaluated.Audience investigates the differences between goods andservices and focuses on some people who provide servicesbus driver, 'bowling alley employeeS, repairman, theateremployees, laundry workers, etc. e.
Jobs in the city women at workColor. 11 minutes. $150.00. Not evaluated.Explores the world of women at work. Features womenworking as newspaper printer, physician, bank teller, pilot,mathematician, aircraft executive, realtor, etc. e.
CCM Films866 Third Avenue, New York, N.Y. 10022
You and your familyBlack and white. 10 minutes. BAVI 2508. $2.00. Notevaluated.Use: Guid., J; Sociol., S; Home Ec., J, S; CIL )s, J, A.Presents three typical home situations with several alterna-tive ways of meeting those situations. Problems: (1) gettingan invitation to a dance which is forbidden by the parents:(2) helping mother with supper dishes; (3) coming homelater than the "deadline." Should be an excellent startingpoint for a discussion of home responsibilities and relation-ships. a
You and your ;WendsBlack and white. 8 r utes. BAVI 2509. $2.00. Notevaluated.Use: Gu'id., J; Home Ec., J, S; Clubs, J. Arising out ofseveral problems in human relationships at a "coke" partyat home. The observer asked to rate the actions of theseboys and girls as far as loyalty, good manners anddependability are concerned. Should be an excellent start-ing point for a discussion of young peoples' relationshipstoward one another. a.
Churchill Films662 North Robertson Boulevard, Los Angeles, Cal. 90069
Fathers workNot evaluated.
Mothers work tooNot evaluated.
They need meNot evaluated.
Airplanes work for usColor. 11 minutes. BAVI. $4.00. Not evaluated.Use: Lang. Arts, I; Soc. Studies, I. Dramatizes some of tkrcommon and uncommon uses of aircraft: airplanes- andhelicopters used for fire patrol, rescue work, weatherpatrol, construction of power lines and crop dusting.
149 .
Explains air to ground communications and :,pecial groupof community occupations, a.
Our family works together11 minutes. Primary grades. Not evaluated.
Everyone helps in a communityColor. 14 minutes. BAVI. $5.00. Not evaluatedi,Use: Soc. St., P, I. Develops two concepts: the interdepend-ence of people in a community and the benefits of adivision of labor. Combines photography of real people andthings with an animated model of a community indeveloping the story of the growth of a community andhow each person specializes in what he can do best. a.
Job interview: three young men.Color. 16 minutes. 5,tV I. $1.00. Not evaluated.Use: Guid., S; Soc. Probs., S. Depicts three young menbeing interviewed for trainee positions. Discusses topicsraised during the interview: appearance, attitude, reliability,motivation, school record and goals. Asks viewers to ratethe applicants. Uses hidden camera technique, a.
Job interview : three young womenColor. 17 minutes. BAVI. $6.00. Not evaluated.Use: Guid., S; Soc. Probs., S.- Depicts three young womenbeing interviewed for trainee positions. Discu,,suz topicsraised during the interview: appearance, attitude,motivation, school record, and goals. Asks viewers to rateapplicants. Uses hidden camera technique. a.
People of the western shoreColor. 16 minutes. BAV I. $6.00. Not evaluated.Use: Geog., I, J; Soc. St., I, J. Surveys certain key industriesalong our Pacific Coast region through the daily lives of theworkers and their families. Develops the concept ofinterdependence of man; that each person contributessomething in goods or services and is dependent on othersfor other things and that the development of a countrydepends on the cooperation of all its people as yr .or, andas individuals. a.
Coronet Films65 East South Water St., Chicago, H. 60601
Are you popular? 2nd EditionBlack and white. 11 minutes. BAVI 0131. $2.00. Notevaluated.
Use: Guid., J, S. Shows that Caroline and Wally are popularand welcome in any group because they are considerate,friendly, and interested in other people. Presents theirexamples as a helpful guide to the personal and. socialproblems commonly faced by teenagers. a.
Aptitudes and occupations, 2nd edition16 minutes. Secondary level. Not evaluated.
150
Automation. What it is and what it doesColor. 15 minutes. BAVI 4966. 55.00. Not evaluated.Use: Gen. Sci-J, S; Soc. Probs., S; Soc. St., J, S. Exploresthe meaning and levels of automation from an electric: canopener to transfer machines in an assembly line to the moresophisticated feedback of a computer- controlled petrole urnrefinery. Encourages exploration of the implications ofincreasing automation in the future, a.
Beginning responsibility: being on timeBlack and white. 11 minutes. BAVI 3996. $2.25. Notevaluated.Use: Guid., P, I; Soc. St., P. Presents Jimmy, who missesout on things_ because he is not on time, as he observesfiremen and train engineers and ealizes how important it isto come when called and to be prompt. Finds him learningthat he'can help himself by getting ready in advance and byestimating how long it takes to get things done, a.
Beginning responsibility: books and their caieBlack and white. 11 minutes. BAVI 4659. $2.25. Notevaluated
Use: Guid., P; Lang. Arts, P. Shows some of the importantsteps in the proper care -of a book: how to open and shut it,and hoW not to soil it, the proper kind of bookmark, whereto keep the book when not in use, and how to mend it ifdamaged. Stresses that books are something to appreciateand enjoy, a.
Beginning responsibility: lunchroom mannersBlack and white. 11 minutes. BAVI 5077. $2.25. Notevaluated.
Use: Guid., P. Illustrates good manners and shows why theyare important to a pleasant lunch hour. Uses Mr. Bungle, a
puppet, to represent bad manners. Discusses keeping in line,cleaning tables, washing hands and proper behavior whileeating. a.
Beginning responsibility: other people's thingsBlack and :white. 11 minutes. BAVI 3993. $2.25. Notevaluated.
Use: Guid., P, I, Soc., St., P, I. Helps children recognize andpractice the habit of respecting the property of others.Snows a group of children drawing pictures which tell astory of. what results when property is damaged and whenthere is carelessness with other people's things. Conveys thefact that positive social attitudes and cooperation have realadvantages. a.'
Beginning responsibility: rules at schoolBlack and white. 1-1 minutes. BAVI 6164. $2.25. NotevaluatedUse: Guid., P; Soc. St.. !" Applies the concept of reasonsfor rules to the larger community and other aspects of 1497.Shows a basic principle c dimocracy in operation as a classmakes its oovn rules for a e sit to a museum. Shows hovVthetrip becomes more interesting and pleasant because of therules. a'
Beginning responsibility: takingcare of thingsBlack and white. 10 minutes. BAVI 0226. $2.00. Notevaluated.
Use: Guid., P; Lang. Arts, P; Psych., C; Soc. St., P; Teach.,C. In story form tries to make reasonable and meaningful tothe small child that he should take care of things at homeand at school. Shows how to take care of things, using toys,clothes and other things familiar to the child, a,
Beginnii -esponsibility: using money wiselyBlack anu white. 11 minutes. BAVI 6850. $2.25. Notevaluated.
Use: Guid., P, 1; Teach., A. Shows simple economic faCtsabout money and its use. Relates how things may beobtained by trading, but most purchases require money.Points out that money is exchanged for time and skills,such necessities as food, clothing, housing, taxes, andsavings, and that careful choices are necessary to keepwithin one's income. a.
Careers in the building trades11 minutes, 16 mm. Grades 7-9. Not evaluated.Film shows Bob observing carpenters, plumbers, brick-layers, electricians, painters, plasterers, and glaziers on aconstruction site. Also relates school subjects to buildingtrades. b-
Aptitudes and occupationsColor. $195.00. Grades 7-9. Not evaluated.A counselor and a group of students examine achievement,aptitude and interest tests used to help students in theselection of satisfying occupations. b.
Choosing your occupationGrades 7-9. Not evaluated.Self appraisal, occupational possibilities, preparation re-quirements and guidance services are covered. b.
CommUnication for beginners11 minutes. Primary grades. Not evaluated.
Dairy Farm, 2nd editionColor. 14 minutes. BAV 1 0522. $5.75. Not evaluated.Use: Lang. Arts, P, I; Soc. St., P; I;' Read. Readiness, P.Shows life on a midwestern dairy farm: the cultivating,harvesting, and storing of feed crops, the feeding andmilking of the cows, and the pfeparation of the milk formarket. Follows Dick and Betty .Lou in typical, dailyroutine activities on a dairy farm; a.
Developing responsibilityr:!ack and white $65.00, Color - $130.00. 11 minutes.Ci--odes 4-6. Not evaluated.Stoi v of boy and dog" points out that responsibility entailshard work, difficult deCisions and missing out on fun but italso naves great satisfaction. b.
Everyday Courtesy, 2nd editionBlack and white. 11 minutes. BAVI 670. Not evaluated.Use: Citizenship, 1; Lang. Arts, I. Shows that courtesyinvolves both speal;ing and listening. Shows the need forlearning about courteous forms of introductions, extendingand accepting or& and written invitations, showing respectfor one's elders and other social acts that make it easier andmore pleasant for everyone. a.
Fairness for beginnersBlack and white. 11 minutes. BAVI 1959. $2.25. Notevaluated.
Use: Guid., P; Lang. Arts, P; Soc. St., P. Shows how inTommy's room, the "Farmer in the Dell" is not only agame but starts a lesson in fairnesS. Pictures the children allfinding ways of being fair whether working in their room,playing outside, or taking turns at the drinking fountain.Describes how, by sharing, taking turns, choosing fairly,and respecting the rights of others, they mak theirs ahappy class, a-
Family lifeBlack and white. 11 min. BAV 1 0699. $2.00. Not evalu-ated.Use: Guid., J, S; Teach., C; Sociol., S; Clubs, J, A. Presentstypical family problems due to mismanagement of money,time, and responsibilities. Shows one faMily solving theseproblems through application of four principles of homemanagement: scheduling work and activities, taking re-sponsibilities, earning privileges, and intelligent handling offinances. Poses the question "What can YOU do to helpyour family have a better family Vera.
Fred meets a bank11 minutes. Grades 4-6. Not evaluated.
Earning money while going to school.Grades 7-9. Not evaluated.
Golden rule: a lesson for beginnersBlack and white. 11 minutes. BAVI 0721. $2.00. Notevaluated.
Use: Guid., P, I; Lang. Arts, P, I; Soc. St., P, I. Interpretsthe Golden Rule, a standard accepted by religions all overthe world, in a visual manner clearly understood by youngchildren. Uses everyday situations to which the rule appliesand thus encourages children to apply it to their ownactions. a.
High school: your challengeBlack and white. 16 minutes. BAVI 0926. $3.00. Notevaluated.
Use: Guid., J, S, C; Soc. St., J. Tells the story of a boy whohad considered dropping out of school but elected toremain and the change in the boy's attitude, developing
,from his awakened insights, a.
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H6v1i friendly are you?;:1.1-:k and white. 11 minutes. BAVI 0983. $2.00. Not
!)se: C,' I, J; Clubs, J_ Presents the idea of what,!?n,-Iship is, what it means, and how to make friends..e..,:snstrates characteristics of friendliness such as gener-
and consideration. Emphasizes the two-way "give-nr.l.iake' nature of friendship, its responsibilities as well as
. reward;. a.
LetAing along with others(.31a,:.ac and white. 11 minutes. BAVI 27A7. $2.25. Not
evaluated.One; Guid., P. Considers the development of attitudes as a
Jess learns how to get along with each other in games, at;ionie and at school. a.
Helpers who come to our house11 minutes. Primary grades. Not evaluated.
How To Get Cooperationblack and white. 10 minutes. BAVI 1000. $2.00. Notevaluated.
Use: Guid., J, S, C; Citizenship, J, S; Soc. Probs., J; Soc.St., J; Clubs, J, A. Presents fundamental place of groupaction in our society and suggests ways of enlistingcooperation of others to this end. Demonstrates need for avariety of methods while showing how desired ends can beattained more readily through working effectively withothers. a.
How to investigate vocationsBlack and white. 11 minutes. BAVI 1342. $2.25. Notevaluated.Use: Citizenship; J; Guid., J, S. Tells how a high school boystarted out to investigate possible vocations by taking teststo determine his interest traits, reading books cx, differentvocations, listing questions to which he wanted answers,and talking to people in various occupations. Shows him ina summer job picked to give him a chance to find out abouthis final selection of an occupation, a.
How to keep a jobBlack and white. 11 minutes. BAVI 1002. $2.00. Notevaluated.
Use: Guid., S, C; Com., S; Ind. Arts, S; Clubs, J. Dramatizeseffectively the importance of dependability, cooperation,initiative, and loyalty on the job. Shows examples ofattitude and work which "get by" when times are good butwhich lead to lay-offs during retrenchment. Stresses thequalities leading to satisfaction and advancement with acompany. a.
I want to be a secretary
Color, 18 minutes. BAVI 1036. $3.50, and Black andwhite. 18 minutes. BAVI 1037. $3.00. Not evaluated.Use: Comm., S; Guid., S; Teach., C. Discusses clericalaptitudes and gives important clues to aspirants as to theirown chances of success in this field, a.
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Keep up with your studiesBlack and white. 10 minutes. Grades 4-6. Not evaluated.Motivates interest in doing well. b.
Kindness to othersNot evaluated.Shows Sam's experiences with his classmates and thepleasures that come from practicing kindness. b.
Learning from disappointments1961. Black and white $65.00, Color $130.00. 11minutes. Grades 4-6. Not evaluated.Helps in growing up and learning to handle a commonproblem, disappointments. b.
Let's share with othersBlack and white. 11 minutes. Not evalua--(1.On different way', of shat ing; when we should and shouldnot share. b.
Life in a coal mining townBlack and white - $65.00, Color $130.00. 11 minutes.Grades 4-6. Not evaluated.Film focuses on family life in a Kentucky mining town andshows the many economic uses of coal. b.
Mind your mannersBlack and white. 11 minutes. BAVI 0914. $2.00. Notevaluated.
e: Citizenship, J; Home Ec., J; Lang. Arts., I; Soc. St., I,.J. Brings out the value of good manners by showing howk owing what to do puts one at ease. Stresses suchs ituations as telephone and table manners, courtesy toward
dies, and manners on a bus. a.
The new house: where did it come from,Primary grades. Not evaluated:-Child learns that many people work together to build thehouses we live in. b.
People are different and alikeGrades 4-6. Not evaluated.
Personal qualities for job successBlack and white. 11 minutes. BAVI 2616. $2.25. Notevaluated.
Use: Guid., J, S, C; Soc. Work, 5; Clubs, J. Shows threeyoung people in interviews for positiuns. Brings out thequalities deemed important in securing and holding a job. a.
Playground safety, 2nd editionBlack and white. 11 minutes. BAVI 1711. $2.25, Notevaluated,
Use: Safety, P, I, J. Shows how to recognize danger zonesexisting on a playground and what to do about them.Emphasizes safe play area, keeping out of the way ofothers, and' learning to play correctly. Dramatizes theviolent forces of many objects as a baseball bat and the safeuse of playground equipment. a.
School rules: how they help usBlack and white. 9 minutes. BAVI 2726. $2.25. Notevaluated.
Use: Citizenship, J; Guid., 1, J; Soc. St., I, J. Showseveryday rules in action on the city street, on the basketballcourt, and in school halls. Pictures a boy trying to gainexception to the library rules and thus shows that schoolrules are ways to make life in school smoother, morepleasant and to help people to get along together, a.
Sharing time in our classColor. 11 minutes. BAVI 4224. $4.50. Not evaluated:Use: Guid. P; Lang. Arts P; Teach. C, A; Read. Readiness P.Demonstrates in a classroom situation ways for carrying outan effective sharing time among young children. Empha-sizes that children sl- illd nlan whit they ate going to sayand that they should speak distinctly. a.
,res in our communityBlack and whit.. 10 minutes. BAVI 3222. $2.25. Notevaluated.
Use: Lang. Arts, P; Soc. St., P. Gives a general appreciationof the services stores provide and establishes the relation-ship between stores and the families in the community.Piscusses_differences_between_individual stores and- depart-ment stores; shows where stores get the goods they sell; andgives examples of the many operations that go on in aStore. a'
Truck farmBlack and white. 11. minutes. BAVI 4051. $2.25. Notevaluated.Use: Lang. Arts, P, I; St., P, I. Introduces Bill andCathy who live with their parents on the family's truck.farm. Shows how the children help with planting, harvest-ing and other jobs when they are not in school. Shows whitwork is done on a truck farm, what the farm produces,,endwhere its products go. a.
Ways to good habitsBlack and white. 10 minutes. BAVI 2390. $2.00. Notevaluated.
Use: Guid., J; Psych.; C; Teach., C; Clubs, J. Illustratesmany kinds of good and bad habits among boys and girls insuch areas as sports, safety, health, and personality. Stressesthe methods of building good habits by deciding on-whathabits to build, getting sor.ieone to help, starting rightaway, and practicing regularly without slipping back to theold habit. a
Ways to settle disputes.
Black and white. 10 minutes. BAVI 2391 $2.00. Notevaluated.
Use: Guid., P; I ; Phys. Ed., P, I; Psych., C; Safety ,P, I; Soc.St., r-", I; Teach., C; Clubs, J. Describes means of children'sgetting along together in spite of differing points of view.ShoWs that battling is no fun; compromise is better:Emphasizes four principles in settling disputes: compro-mise, obeying the rides, finding the facts, and finding.
opinions. Illustrates each principle with episodes on theplayground, on the street, or in the halls. a-
We go to school, 1st editionBlack and white. 10 minutes. BAVI 2392. $2.25. Notevaluated.
Use: Lang. Arts, P, I; Guid., C; Psych., C; Teach.; C, Thestory of a boy entering a new elementary school, and of thevarious activities he finds there. Illustrated are the impor-tance of taking turns at work and play, keeping everythingin its proper place, cooperation, consideration of others,acrd sharing. a.
We go to school, 2nd edition1970. Color. 11 minute B,, JI 7686. $4.50. Not evalu-ated.Use: Guidanc, , P; Lamy. ,1 ts, P; Psych., C; Teaching, C.Presents idea to youngsters that school is Made especiallyfor them. Demonstrates classmates who are working to-gether, helping each other, helping their teacher, andworking by themselves. Encourages audience to relate thefilm's activities to their own. a.
What to do about upset feelings11 minutes. Not evaluated.On understanding why you are upset; facing responsibili-ty. b.
Where do our letters go?Black and white. 11 minutes. BAVI 3617. $2.25. Notevaluated.
Use: Lang. Arts, P, I; Soc. St., P, I. Follows the invitationsthat Jerry's sister and mother are sending out for a surpriseparty on Jerry:- how letters are prepared' for mailing,handled at the post office, and reach their destination. a.
Where does our meat come from?Black and white. 11 minutes. BAVI 5078. $2.25. Notevaluated.Use: Soc. St., P, I. Takes us behind the scenes to showwhere me:-. 'tomes from starting with the raising of cattle,hogs, and sheep. Visits the stockyards, packing plant, andends with the shipment at the supermarket. a
You and your parentsBlack and white. 13 minutes BAVI 2510. $3.00. Notevaluated.
Use: Citizenship, J; Guid., S, C; Teach., C; Clubs, A. Takesthe typical problem of a young man in high school whoseparents seem unwilling' to relinquish parental authority onsuch things as the hours he keeps. Shows the reluctance ofparents to relinquish authority and the necessity for youngpeople to demonstrate their ability to assume responsibilitysuccessfully. Stresses need for mutual understanding be:tween parents and their adolescent children in solving such
. problems. a.
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Your communication skills: reading1969. Black and white. 11 minutes. BAVI 7357. $2.25: Notevaluated.Use: Eng., J; Lang. Arts, I. Points out that understandingwritten messages involves more than understanding of thesymbols used and the ability to adjust reading speeds.Emphasizes that understanding requires the ability todistinguish fact from fiction and to relate the new messagesto the many messages and ideas already stored in one'sbrain, a.
Your communication skills: speakingBlack at J.1 whit- rnin_ites. ':,AV! 7358.
evaluated.
Use: Eng., J: Lang. Arts, I; Speech, I, J. Presents demonstra-tions showing why a speaker must select his language to suithis audience, how he can help control his own nervousnessand ways he can avoid boring, confusing, or angering hislisteners. Uses an animated "communication line" to showthe path a message takes between speaker and listener. a.
Ycur communication skills: writing1969. Black and white. 11 minutes. BAVI 7359. S2.25. Notevaluated.Use: Lang. Arts, I, J. Demonstrates how information,feelings and abstract ideas can all be communicated froinone person to another with the proper words. Shows theimportance of selecting words which will av ', rcAdermisinterpretation and will most accurately communicate aparticular message. Describes what effects the appearanceof a written message may have on the reader. a.
You and your workBlack and white. 11 minutes. -BAVI 2511. $2.00. Notevaluated.
Use: Guid., J, 5, C; Teach., C; Clubs, J. The story of 'ayoung man finding himself after being "fired" from his jobof part-time work. Shows how boredom and lack of interestresult primarily from one's attitude towards his work andhow success and satisfaction result from a positive attitude.Illustrates point of view of a successful young carpenter,farmer, secretary, and salesman. a
Your job: finding the right oneBlack and white. 14 minutes. BAVI 4581. $3.00. Notevaluated.
Use: Guidance, S,C..Shows the importance of finding the"right" job. Describes how the consideration of abilities,interests and training are factors in finding jobs. Indicatesways to organize a plan of action which will result in joboffer. a;
Your job: 'applying for itBlack and white. 14 minutes. BAVI 4582. $3.00. Notevaluated.
Use: Guidance, S, G. DisCusses the typical way of applyingfor jobs. Describes the importance of appearance, gettinggood leads on jobs, perserverance and making the most ofyour assets. a-
154
Your job: fitting inBlack and white. 16 minutes. BAVI 4583. $3.50. Notevaluated.Use: Guidance, S, C. Describes the importance of learningand following company rules, learning from mistakes andpaying close attention to instructions. Indicates he ,pfu1attitudes to have when starting a job. a
Your job: you and pour bossBlack and white. 16 mi-Int,ito, RAVI 4534. V. i(). Notevaluated.
We. Guidarit 3, C. Discusses the relationship betweenworker and boss as seen from both points of view. Usesinterviews with supervisors and employees, answering manyof the questions faced by yoUng people regarding dependa-bility, familiarity and authority. a
Your job: getting aheadBlack and white. 16 minutes. BAVI 4585. $3.50. Niitevaluated.Use: Guidance, S, C. Interviews experienced workers, givingtips on getting ahead. Uses example of a young manentering a career as a newspaperman. Discusses questionsabout changing jobs, recognizing dead end jobs, pickingareas for advancement and planning for additional educa-tion. a
Your job: good work habitsBlack and white. 14 minutes. BAVI 4586. $3.00. Notevaluated.Use: Guidance, S, C. Interviews two high school graduateson their first full-time jobs in which they recognize work ofgood quality, done with safety and satisfaction. Indicatesthat good work habits, such as working steadily, con-centrating and planning ahead can lead to a prom ition, araise and other benefits. a.
Counseling Films, Inc.
Career counseling films (series)Grades 7-9. Not evaluated.A series of 40 films, 14 to 17 minutes in length, make upthis career counseling library. Available in 16 mm. or super-8. b.
Louis DeRochemont Associates18 East 48th Street, New York, N.Y. 10017
Jobs in the health field1967. Color. 11 minutes. $43.09 or free loan. Grades 4-6.Not evaluated.Color film on health careers highly recommended byNVGA. b.
When I'm old enough, goodbye!Black and white. 25 minutes. BAVI 5468. $2.00. Notevaluated.Use: Guid., S. Portrays dramatically the problem Dougencounters "on the outside" after his -decision to 'quitschool and take a job. Considers the reason for dropouts,
the false reasoning behind them, their tragedies and possiblesolutions. a.
Denoyer-Geppert Times Mirror5235 Ravenswood Ave., Chicago, III. 60640
Wonderful world of work seriesBlack and white. Several purchase Dlar Primary grade..Not evaluated.
iIr,trips and records deal Specifically with the occupa-tions children most often see around the home, pointingout the skills that these workers must acquire to satisfac-torily perform their jobs. b
Dibie-Dash Productions, Motion Pictures4949 Hollywood Boulevard (Suite 2081 Hollywood, Ca.90037
Getting a job is a jobColor. 17 minutes. BAVI 7114. $6.00. Not evaluated.Use: Guidance, S. Follows two young people as they seekemployment, pointing out right and wrong ways ofapplying for a job. a
Walt Disney Productions, Educational Film Division3505 Buena Vista Avenue, Burbank Ca. 91503
Fight1970. Color. 8 minutes. BAVI 7537. $3.50. Not evaluated.Use: Citizenship, P, 1; Soc. Probs., P, I. Poses the question(through a dramatized incident) of what to do whensomeone deliberately trips you. Various options and alter-natives leading to certain consequences are explored. Afinal solution is not offered. The problem is left open forclass discussion. a
Doubleday and Company, Inc., School and Library DivisionGarden City, L.I., New York 11530
Careers series filmsGrades 7-9. Not evaluated.Tits ii,clude: agribusiness; clerical; communications; con-struction; education; general services; government service;health service; leisure industries; making a choice; mechani-cal; sales; and technicians. b
Pat Dowling Pictures1056 South Robertson Boulevard, Los Angeles 35, Cal.Fathers go away to work1959. Slack and white. 11 minutes. Primary grades. Notevaluated.
, Educational EnCchment Materials, Inc.Norwalk, Con. 06351
I want to be . .. seriesBlack and white. Primary grades. Not evaluated. -Filmstrips designed to introduce children to various careerareas, doctor, firemen, librarian, nurse, pilot, teacher. b.
Educational Film Library Assn., Inc.17 W. 60 St., New York, N.Y. 10073
Goir places1960. Color R lutes. 16 -nrri cr . Grades 7.9. Note wiled
ir,sy n age rs taking over jobs to which theyaspire. A youthful narrator offers constructive suggestionsfor students. Used to motivate toward education andtraining for careers, b
Educational Projections Corp.527 Cornmerc4i: Jackson, PA is
pre 4r-ern.
80 film lessons and 40 student learning manuals. Notevaluated.
Titles consist of: Moving to a new place, A new place tolive, Your city helpers, City transportation, Lookirif; f,,r ajob, Using the want ads, Arvs he want-ads, ii
out an appliiri%ition, Filling or,,rt 4 rmethcal record, Thea job, The first day on the job, Getting
along on the rob, Safety on the job, The role of the union,On the job benefits, The first paycheck, How to handleyour money, Opening a savings account (interest), Openinga checking account. Checking on your expenses, Buyingcarefully, Installment buying, Borrowing money, Sendingmoney to the family, Keeping in touch with the family,When you get sick, Staying healthy, If you get into trouble,Finding out about other jobs in your company, How schoolhelps to prepare you for advancement, Boy friends and girlfriends, How to plan your recreation, A well-balancedindividual, Six success stories.
Each title contains two filmstrips and one learning manual.Filmstrip A is a concept or motivation lesson, filmstrip Bexpands the concept covered in filmstrip A and developsskills in reading, grammar and math. A self check learningmanual gives additional practice in reading and math.Available as complete program of 40 units or each unitavailable individually. c
Educational Reading Service Inc.East 64 Midland AvenueParamus, N.J. 07652
Fathers at work$42.00 for set of 6; $7.00 each. Grades 4-6. Not evaluated.Shows six .fathers working at different occupations. My dadis a: carpenter; moving man; shoe store worker; factoryworker; supermarket worker; and service station worker. b.
Mothers Work, Too$42.00 for set of 6; $7.00 each. Grades 4-6. Not evaluated.My mother is a: waitress; dental assistant; works in a bank;works in an office; works in a drugstOre; and works athome. b-
155
They need me$42.00, each 57.00. 4-6. Not evaluated.Makes children aware c r emotional and social interde-pendency between themselves and their family membersand friends. b.
What do you think$42.00, each S7.00. Gi adv's 4-6. Not evaluated.Encourages childrer critically about Theirvalues. b.
School helpersBlack and white. $32.50 for 6 filmstrips. Grades K-3. Notevaluated.
Series makes students aware of contributions by schoolstaff. Told through a s,rmnIn story. b.
Edu-craft, Inc.6475 Dubois, Detroit, Mica. 48211
Con), ,o work with usGrades 4-6. Not evaluated.
World of work filmstrip kitsThe WOW Series was conceived as an answer to the need forbringing the world of work into the classroom. The seriesconsists of brief, informative, realistic filmstrip tr;...3tmentsof various occupationsexplaining their nature and import-ance.
World of work filmstrip kit K-3Not evaluated.Each kit contains a filmstrip, record and study guide in thefollowing categories: Wally, the work watcher; Th;: News-paper boy; The Junior house-maker; Drug storz; Super.market; Servistation; Electrical servicers; Gas and oilservicers; TelephOne servicers; Mail delivery; and DairyProduct delivery. d.
World of work filmstrip kitGrades 4-6. Not evaluated.Each kit contains a filmstrip, record and guide: The kitscover the following categories: What else do fathers do?;Just what do mothers do?; It's in your hands; Food, shelter,clothing (Home Economics); Helping the healing hands(Health); Getting the goods to users (Distributive occupa-tions); A matter of business (office occupations); It's thegrowing thing (natural resources); At your service (PersonalServices); Raw steel to rolling wheels (technical andindustrial); The electrical workers; The gas and oil workers;the Telephone workers. d.
Encyclopedia Britarrica Films, Education Corp.Educational Services Dept., Chicago, III.
AirportBlack and white. 10 'minutes. BAVI 0057. $2.25. Notevaluated.
Use: Aero., S; Eny., J, S; Lang. Arts, P, I; Soc. St., P, 1.Typical activities around a busy airport. How flights are
156
guided in and out. Planes_made ready for their passengers;ticket sales, baggage and mail handling, food trays prepara-tion, and the work of the supervisors. Follows one big DC-6flight from hangar to takeoff. Precautions and proceduresin handling private plane traffic, a-
Are manners importantBlack and white. 11 minutes. BAVI 3092. S2.25. Notevaluated.Use: Lang. Arts, P, I; Soc. St., P, 1. Uses everyday events toshow that manners are needed to keep things runningsmoothly. Pictures what happens at home, on the street, onthe playground, and at school, when someone fails to giveconsideration to the rights of others. Ends with questionsfor viewers to discuss. a-
Autumn on the farmColor. 10 minutes. BAVI 0167. $4.00. MH primary-intermediate grades. Appropriate.Use: Lang.. Arts., P, I; Nat. Sci., P. I; Read. Readiness, P;Soc. St., P, I. One of a series of four color films on theseasons, filmed during the months of September, Octoberand November. A portrayal of the autumn season, theharvest, preparation for winter months. Joan and JerryJohnson [..w'king apples; seeing a grasshopper, goldenrod,wild asters and milkweed pods; watching the filling of asilo, and picking grapes. Other scenes showing harvesting'corn by machine, finding pumpkins, gathering hickory nuts,a chipmunk busily searching for food, a skunk looking forfood and a flock of turkeys. a.
Basic eleme rs of productionBlack and white. 13 minutes. BAVI 3241. $3.00. Notevaluated.
Use: Econ., S, C; Soc. Probs., S; Soc. St., C, A. Presents twovery different production methods the slow simpleproduction of handmade pottery and the assembly lineproduction of aluminum pots. Demonstrates how basic toboth are the four elements of production: Natural re-sources, labor, capital, and management. Brings out theneed for efficient use of these elements. a.
The Community bakerBlack and white - $60.00; color $120.00. 11 minutes. MH'intermediate grades. Appropriate.Shows step by step process of bread making, packaging andselling. b.
Dairy farmerColor. 17 minutes. BAVI 6482. $6.00. Not evaluated.Use: Ag., S, A; Soc. St., I, J; Clubs, J, A. ReVeals the workand way of life of the modern dairy farmer. Highlights hisproblems and examines the economic and geographicalfactors of dairy industry development. Illustrates andcontrasts the large ultra-modern highly mechanize'd farmerwith the small modern, family-owned and operated farm. a.
Developing your personalityBlack and white. Not evaluated.
Eggs
Black and white. 11 minutes. Grades 4-6. Not evaluated.Care and feeding of hens - candling, packing, storing andshipping of eggs. b.
Farm family in springColor. 16 minutes. BAVI 1118. $6.75. Not evaluated.Use: Geog., P, I; Soc. Studies, P, I. Takes place on a farmaround Whitewater, WisConsin. Describes the activities ofthe family while planting garden and field, tending to thebirth of a calf, taking trips to town and choosing a 4-H clubproject. a.
Getting a job
Black and white. 16 minutes. BAVI 3040. $3.00. Not_evaluated.
Use: Guid., S; Soc. Probs., S. Introduces a high schoolsenior who has decided he can no longer put off the matterof looking for a job and who therefore decides the generalarea into which he wants to go by listing possibleemployers. Shows the school's vocational counselor suggest-ing low he can learn about these various companies, whomto contact and what information to prepare prior to theinterviews. Outlines six possible roads to a job. a-
Getting along with parentsBlack and white. 15 minutes. BAVI 3252. $3.00. Notevaluated.
Use: Guid., S; Clubs, J, A. Looks at the question of mutualrespect between teenagers and their parents. Uses,a situa-tion in which six high school students decide to visit a nightclub after the Junior Prom. Shows parents' opposition fordifferent reasons, disclosing varied family backgrounds andattitudes. Points out the two sides to the problem and thatboth have a right to be heard. a.
Getting the news
Color. 16 minutes. BAVI 1135. $6.75. Not evaluated.Use English, J; Guidance, I. J; Soc. Studies, 1. Shows thevarious ways in which we obtain news. Discusses thefunction of new media: functions and duties of reporters,the police teletype, radio, wire services, television, niotionpicture, and video tape. Illustrates how new media gathersinformation on a story connected with a local man andchild who might be carrying smallpox. a.
Good citizens
Color. 11 minutes. BAVI 6412. $4.00. Not evaluated.Use: Citizenship, P. Explores good citizenship practices athome, at school and in the community. Relates individualbehavior to the welfare of the community and the entirecountry. a.
Geography series
Black and white. Grades 4-6. Not evaluated.Explores occupations found in given regions of the U.S. b.
Growing upPrimary grades. Not evaluated.
Keeping clean and neatBlack and white. 10 minutes. BAVI 3883. $2.00. Notevaluated.Use: Health, I. Emphasizes the social values o1 cleanlinessand neatness. Shows how these qualities can be achieved.Uses, two eighth grade students who.visit lower grade roomsto select helpers for their assembly program. Uses flash-back technique to show how these two achieved their goodappearance. a.
The LighthouseColor, $135.00.12 minutes. Grades 4-6. Not evaluated.Story of a boy whose father is a lighthouse keeper.
Making work easier1964. Grades 4-6. Not evaluated.Machines and safety - shows how scientific principles easework. b-
Office courtesyBlack and white. 11 minutes. BAVI 2926. $2.25. Notevaluated.Use: Comm., S, C; Ind. Mgt., A. Allows a receptionist to seeherself as others see her and thus shows the results of bothcourteous and discourteous behavior to both the individuals'concerned and the company. a.
Orange grower11 minutes. Grades 4-6. Not evaluated.
Office EtiquetteBlack and white. 14 minutes. BAVI 1552. $3.00. Notevaluated.Use: Comm., J, S, C; Guid., J, S; Psych., C; Clubs, J, A.Presents interestingly the basic rules of office etiquette:know your job and enjoy it; enjoy the people you workwith; be considerate of them; and be considerate of youremployer. Illustrates such points as admitting mistakes,accepting criticism graciously, organizing and planningwork efficiently, helping others, and courtesy on thetelephone. a-
Our community services.1970. Color. 14 minutes. BAVI 7589. $4.75. Not evalu-ated.
Use: Soc. St., P. Illustrates some basic public servicesprovided for the people in an urban community. Points outthe difference between public and private services. Explainshow community services are paid for by various taxes.
I
Shows how the people can utilize their existing publicservices to improve their community. a.
Policeman 2nd editionColor. 11 minutes. BAVI 3715. $3.75, and black and white.11 minutes. BAVI 1718. $4.00. Not evaluated.Use: Read. Readiness, P; Lang. Arts, P; Civics, J. Follows atypical patrolman through one of his regular shifts of duty.In due course, the use of motorcycles and patrol cars withtwo-way radio communication is demonstrated and ex-
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plained. Lessons in pedestrian and vehicular 'traffic safetyare developed, along with the role of the policeman inrescue work and the apprehension of a speeding driiier. a.
Spring on the farmColor. 10 minutes. BAVI 2086. $3.50. MH primary-intermediate grades. Very appropriate.Use: Lang. Arts, P, I; Nat, Sci., P, I; Read. Readiness, P;Soc. St., P, I. Photographed in Wisconsin's open rural areas.Shows characteristic seasonal conditions of the shrubbery,of vegetation and of animal life. Particularly good forestablishing readiness backgrounds among children who arenot closely identified with rural life. Leisurely pace,well-chdsen narration, excellent photography. a.
Truck driverBlack and white. 16 minutes. BAVI 4528. $3.50. Notevaluated.
Use: Soc. St., P, I. Dramatizes the events that occur duringa single trip in the working life of a long-distance truckdriver, from the time he reports for work in Chicago untilhe reaches his destination at Sandusky, Ohio. Describes the
"organization of a truck terminal an,' demonstrates how itoperates. Suggests the importance of the trucking industryto local and national life. a.
Truck farmer.Black and white. 11 minutes. BAVI 2280. $2.00. Notevaluated.Use: Soc. St., I, J; Geog., S. Treats the geography of theRio ;Grande delta and provides authentic recordings of theprobleMs and activities of a truck farmer. Reproductions ofconversations between the 'farmer and a visiting tourist, anda discussion of crop matters by the farmer's family, providea knowledge of their problems and methods of solution.The. labor question with respect to the employment ofMexican families for field work is clearly portrayed.Planting, irrigating, spraying, harvesting, packing and ship-ping truck crops are shown in detail. Scenes of the farmer'shomelife focus attention upon living standards madepossible by the application of scientific farming methods. a-.
Yours, mine, and oursColor. 11 minutes. BAVI 2840. $4.00. MH primary grades.Appropriate.Use: Guid., P; Lang. Arts, P; Soc. St., P. .Pictures sevensituations occurring during a typical school day program.Provides. time for the class to formulate solutions oraltecinktives in the concepts of ownership, responsibility andcorreaiehavior in the classroom and on the playgrOtind, a.
Why fa ers workNot evaluated.
Eyegate House, Inc..146-01 Archer Ave., Jamaica, N.Y. 11435
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Program No. 117 Occupational education seriesMH junior high grades. Appropriate but several mistakeswithin series.Kit containing 9 filmstrips, 4 records, teachers guide. Titlesinclude: The ABC's of getting and keeping a job; Fixing aflat tire; The Gas station attendant; How to use yourcheckbook; The Job interview; The Nurse's aide; TheSchool cafeteria worker; The Stocker in a supermarket; TheVariety store; The Waitress.
The American farmer and our food supply (series)Not evaluated.
Wonderful world of workGrades 4-6. Not evaluated.
Education in a democracyNot evaluated.
Getting along with friends.Not evaluated.
School daysNot evaluated.
Sticking to your jobNot evaluated.
Patterns of behavior (series)Grades 4-6, 9 Filmstrips. Not evaluated.
Rise of industrial AmericaGrades 4-6. Not evaluated.
Where our daddies workPrimary grades. Not evaluated.
Work and ?(ay at schoolNot evaluated.
Workers for the public welfare$42.50 - set; $5.25 - each. Grades 4-6. Not evaluated.Develops concepts, appreciation, and understanding ofmany types of public employees who serve the communitywhere they live. b.
Films, Inc.1144 Wilmette Avenue, Wilmette, III. 60091
School courtesyBlack' and white. 20 minutes. BAVI 1927. $3.00. Notevaluated.Use: Guid., P, I; Lang. Arts, P, I; Safety, P, I; Soc. St., P, I;Clubs, J. Pictures a boy and his sister entering a new schooland the many ways in which they are made to feel welcomeby the other pupils. Emphasizes and illustrates how
consideration for others makes school a happier place.Illustrates courtesy as taking turns at the drinking fountain,walking instead of running in halls, cleaning up after lunch,inviting others to play, and cooperation in group projects. a
Warren Scholoat Productiohs, Inc., Gordon Flesch CompanyMinneapolis, Minnesota
--44oral value seriesGrades 4-6. Not evaluated.Series of open ended dilemma situations. Viewers make achoice of appropriate responses to everyday human pro-blems or situations. b-
J. G. Ferguson Publishing Co.Chicago, III.
Vocations in agriculture1965. 15 min., 16 mm. film. Grades 7-9. Not evaluated.Illustrates the broad range of vocational opportunities inagriculture and related fields.
Ford Motor Co., Motion Picture Dept.3000 Schaefer Rd.,Dearborn, Mich. 48124
Listen, ListenNot evaluated.
Guidance AssociatesPleasantville, N.Y. 10570
Preparing for jobs of the 70'sNot evaluated.
Your personality, the you others know$35.00. Grades 7-9. Not evaluated.Two part sound filmstrip in which peers discuss positiveand negative personality traits, relationship between per-sonality and physical appearance, realistic self improvementgoals, working for self discovery. b.
Babysitting: the fob the kids$35.00. Grades 4-6. Not evaluated.Teaches sound basic approach to the job, emergencies,making decisions and care of children. b.
High schoOl course seleCtion and your career$35.00. Grades 7-9. Not evaluated.Two sound film strip provide a basic introduction tocourse planning and ishowi relationship of educationalchoice and career, planning. b.
If you're, not going to college-Grades 7-9. Not evaluated.
People we knowGrades 4-6. Not evaluated.
Preparing for the world of workS35.00. Grades 7-9. Not evaluated.This two-part sound fila :trip demonstrates the necessity ofchoosing occupations Jr: line with aptitudes and interestsand investigates five major areas of vocational education. b.
Wh.:, work at all?Grades 7-9. Not evaluated.
First things: Sound filmstrip for primary yearsNot evaluated.Series helps children grow in understanding of themselvesand others as individuals and members of groups withinsociety. b.
Getting and keeping your first job$35.00. Grades 7-9_ Not evaluated.This two-part sound, filmstrip wovides suggestions forsuccessfully making the transition from school to the worldof work. b.
Jam Handy Productions2781 East Grand Boulevard, Detroit, Mich. 48211
How can I understand others?Not evaluated.
A Special breed22 minutes. Free rental. Grades 4-6. Not evaluated,Introductory film which could provide motivation toconsider construction and heavy machinery as occupational
NVGA rating: excellent, b.
The most important business in the worldNot evaluated.
Harcourt, Brace and World Inc.757 Third-Avenue, New York, N.Y. 10017
BabysittingNot evaluated.Filmstrip and record
Alfred Higgins Productions9100 Sunset Boulevard, Los Angeles, Ca. 90060
To a baby sitterColor. 14 minutes. BAV 12b35. $5.00. Not evaluated.Use: Home Ec., J, S; Safety, J, S; Clubs, J, A. Reviews thesafe practices of sitter and parents...Considers, the responsi-bilities of each, the precautions to be taken, and the waysof meeting emergencies. a-
Holt, Rinehart and Winston, Inc.383 Madison Ave., New York, NY 10017
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We all work (from five friends at school series)1967. $30.00 for set _of 6 filmstrips. Grades K-3. Notevaluated.
In this one filmstrip from the set, children tell what theirfathers do tr support the family and what their mothers do .
to maintain the home. b.
Imperial Films
Fathers work, mothers work tooGrades 4-6. Not evaluated.
Instructo set
Homes, L.: ije3, and neighhorsNOT
international Film Bureau322 South Michigan Avenue, Chicago, III. 60604
Airport helpersColor. 10 minutes. BAVI 0151. $3.75.` Not evaluated.Use -Lang. Arts, P; Soc. St., P. Shows airport helpers atwork. Stresses variety of helpers necessary for safe andefficient operation. Includes electricians, field sweepers',fuel suppliers, weather for toaster, control tower,operator, baggage loader, and others. a.
Clear gain
Not evaluated.Vocational training for the MR.
radar
Chairmaker and the boys ,
21 minutes. $195.00. Grades 4-6. Not evaluated.Integrity of craftsmanship in furniture industry is depict-ed. b.
Selling your personalityBlack ,and white. 9 minutes. BAVI 1967. $2.25. Notevaluated
Use: _Co -m., S C. The wrong and right ways to approach acustomer and conduct a sale. Illustrates various thoughtlesserrors by salesgirls such as, lack -of interest in the customer,cleaning nails publicly, using the same expressions repeated-
ly and dull facial -expression. Reviews the mistakes madeand gives customer reactions. Proper approach illustratedthroughout. Available to non-profit organizations only. a-
Who is,Pete?
25 minutes. 16 mm. film. Grades 7.9. Not evaluated.Shows how a teacher utilizes results of school testingprogram td determine strengths and weaknesses and -helpher. meet neds of individual students. b,
Journal Films, Inc.909 West Diversey Parkway, Chicago, II. 60614
Business office1970. Color. 9 minutes. BAVI 7431. $4.00. Not evaluated.Use: Bus. Educ., S; Guidance, S. Shows work done and
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machines used in small and large busio, ss offices. Demon-strates the use of business techniques in preparing for a highschool prom. a.
Going to school is your jobColor. 15-minutes. BAVI 0278. $5.00. Not evaluated.Use: Citizenship, P. Emphasizes how people work togetherin a school to make it a place in which to learn how toassume responsibility and to work together. Compares theschool to a community in which many jobs are done bymany different people,thus making for healthy and happy,people contributing to the welfare of all. a.
Vocations it agriculture .
Color. 15 minutes. BAVI 6208. $5.00. Not evaluated.Use: Ag., J, S; Guid,, J, S. Explores the 'many vocationsrelated to agriculture: research, engineering, businesstices, teaching, communication, conservation, services, vet-erinary medicine, and farming itself. Suggests the trainingnecessary for these professions. a.
J & F Films1401 Walnut Street, Suite' 400, Philadelphia, Pa. 19102
Every hour every dayColor. 30 minutes. BAVI 4789. $6.75. Not evaluated.Use: Citizenship, I, J; Soc. St., I, J; Clubs, A. Describes the
`ever- present and varied services of the policeman as aneighbor and citizen of the community as well as a
professional man with highly trained skills in a position ofresponsibility. a.
Library of CongressWashington, D.C.
Getting and keeping your first job, Part IINot evaluated.
McGraw-Hill Book Co.Manchester'Road, Manchester, Mo. 63011
Families and learning.' everyone's a teacher1^67. Color. 11 minutes. $129.00. Grades 4-6. NA.evaluated.
Presents way youngsters learn from family life, b.
Jobs and interviews: getting started1970. Color. 18 minutes. BAVI 7586. $6.75. Not evalu-ated.
Use: Guidance, S, A. Depicts a young black man who getsadvice on the most effective. steps in finding and getting a_.job. Emphasizes the importance of the job interview,Describes the main pefp ses of an interview and reviewssome bad approaches i d attitudes the young black manshould avoid when in an-interview situation.-a.
'l
Jobs for men: where am I going?1970. Color. 10 minutes. BAVI 7598. $5.00. Not evalu-ated.
Use:. Guidance, S. Depicts a young black high school
graduate, Eddie Blake, who is dissatisfied with his dishwash-ing job, and so decides to look ror a better job with afuture. Shows how Eddie went about assessing his owncapabilities and discussing job openings With an employ-ment counselor. Observes Eddie's job interview whichillustrates many important points on interviewing success-fully. a.
Jobs for women: where: are you going Virginia?1970. Color. 15 minutes. BAVI 7563. $5.01). Not evalu-ated.
Use: Guidarice, S, A; Social Work, S, A. Shows the jobsituation of a young bla woman who wants to move up,to a better job positi . Follows and explains \\the mostefficient path to follow in choosing and finding the rig!-.job. Reviews career fields that hold many job opportunitiesfor women. a
See a.job series
Grades 7-9. Not evaluated.This series of sound filmstrips is particularly useful forstudents with poor reading and writing skills.
Jobs and advancements: on the move
1969. Color.' 14 minutes. BAVI 7587. $5.75. Not evalu-ated.
Use: Guidance, S, C, A. Goes inside a large automobilemanufacturing plant-to picture and record the comments ofa particular automobile establishment thought importantfor job advancement. Shows a job counselor (or supervisor)suggesting to an employee ways in which he might improvein order to be considered for a.job promotion. a.
Our school workersNot evaluate
Schools and rules: rules to view a zoo by19p7. Color. 11 minutes. BAVI 7511. $4.00. [gotated.Use: Guidance, P; Soc. St., P. Follows a clas on their tripthrough a zoo and points Out rules the students arefollowing and why it is important that they follow them.Describes consequences the class experienced when onemember did not follow a rule. a.
evalu-
TroublemakerBlack and white. 13 minutes. BAVI 4765. $3,00. Notevaluated.:
Use: Guid., S, C. Presents a high school student, who is notliked by most others, trying to gain favorable attention by"informing" and spreading false or distorted information.Shows how he starts trouble by making insinuating remarksabout one of the girl students and later how he attempts todiscredit one of the school's star football players. Ends withthe school dance where he discovers that the group doesnot want to listen to him and his realizing that his effortsRave made him a complete outsider.a
Cities and communication: Keeping the community in-formed.
8 minutes. Not evaluated.Carol's cat leads her to investigate ways in which TV,newspapers and other communication media serve thecommunity.
Now to get a job and keep itNot evaluated.
Person to person communicationNot evaluated.
Selling yourself t'o a:7 employerNot evaluated. j
A klorld of wo/k series
Grades 7-9. N t evaluated.Aimed at t e potential school dropout and non-collegebound stude t, b.
Now do you doBlack any' white. 15 minutes. BAVI 0980. $3,00, Notevaluated
Use: En ., J, S; Guid., J, S; Clubs, J, A. 1 well-organizedapproach to the problem of how to introduce persons, oneto another, illustrated in this film. Organized to be oftiinter st to teenagers, illustrates introductions under varying
circumstances: boys and girls of same age; persons of sameand/opposite sex; acknowledging introductions, etc: a-
D iry industryBieck and white. 11 minutes. BAVI 0523. $2.00. Notevaluated.
Use: Soc. St., J; Guid., S; Ag., S; Ind. Mgt., A. Production,processing, and marketing of dairy products in 1942. Jobson the dairy farm: herding cattle, milking, and sterilizingequipment. Jobs as feed experts held by men who have aknowledge of dairying. Dairy plant operation, productprocessing, and marketing, which offer opportunities fortrained men and women. Other opportunities as buttermakers, cheese makers, laboratory testers, ice cream makers,technicians, and dairy managers.
You want to look rightNot evaluated.
Modern Learning Aids1212 Sixth Avenue, New York, N. Y. 10036
Imaginary theyColor. 22 minutes. BAVI 2816. $7.50. Not evaluated.Use: Social Probs., S; Soc. Studies, J, S; Sociology, S.Explores the need, for rules and laws, shows who reallymakes them and illustrates how they are nothing more thana flexible set of rules designed to do the greatest good forthe greatest number. Draws a parallel between a group ofteenagers trying to convince their principal to allow aschool boat ride and a group of home owners attempting to
161
dissuade their traffic commissioner from building a roadthrough _their community. Requires careful teacher prepara-tion for use. a-
March of Times of Time Life 'Broadcasting Inc.Time-Life Building, Rockefeller Square, ,1271 Avenue ofthe Americas, New York, N.Y. 10020
Careers for girls
1949. Black and white. 17 minutes. BAVI 0348. $3.00. Notevaluated.
Use: Guid., J, S, C; Soc. Pro'k,s., :3. Soc. St., J; Clubs, J, Avocational exploration film designed to make girls andyoung women aware of the many types of jobs that aretoday open to women. Stresses importance of analyzingone's own interests and abilities - then learning aboutdifferent occupatiOns, their- requirements, opportunities,and rewards. Briefly describes stenography, secretarial,Modeling, sales, technician, nierchandising, desjgniri,a; nurs-ing, teaching, acting, music, and journalism jobs. a,
Henk Newenhouse Inc,1825 Willow Road, Northfield, III. 60093
Everyone helps in a community by ChurchillColor, $150.00; Black and white, $75.00. Not evaluated.Work in pioneer days is contrasted with work today inwhich each person specializes in what he can do best.P----=
It's up to you . . . choosing a career
1970. Color, 11 minutes. BAVI 7410. $4.00. Not evalu-ated.
Use: Guidance, J, S. Expresses some teenage insights intochoosing a career. Relates the job concerns of four youngteenagers. Does not tell the viewer what to do but presentssome information on which to base his own conclusion.Produced by two 19-year old college freshmen. a-
,
Our family works together by ChurchillColor, $120.00; Black and white, $60.00. Not evaluated.A family trip, off to a poor start, becomes a success as eachmember does his job. b
What do fathers do? llColor, $120.00; Black and white, $60.00, Not evaluated.Toby learns how his father's earnings ,buy things his familyneeds and wants, b.
Ohio State University190 West 17th Avenue, Columbus, Oh. 44223
Police reporterBlack and white. 18 minutes. BAVI 2522. $4.00. Not
S, C; Guid., C; Lang. Arts, I; Soc. St., J; Clubs, J,A. Presents the "whn+" and "how" of the police reporter'sjob on a metropolitan newspaper. Shows how informationon potential news stories is obtained frorri such sources aspolice records and short-wave radio; how the telphonemay be used effectively in verifying and gathering addi-
162
tional information; the "leg-work" required for filling inthe story; and the close coordination necessary betweenreporter, city desk, and the rewrite man. Emphasizes reedfor alertness, memory, and initiative in good report, a
Perceptual Development Laboratories6767 Southwest Avenue, St. Louis, Mo. 63143
Visual Learning SystemsNot evaluated.A prograM utilizing a modified movie projector andfilms in a multi-function way. Live action, stillgraphy, animation, tachistoscopic projection andcontrols. Programs available include:
special
photo-pacing
Oral communication programFrom junior high to adult level. Not evaluated.Three demonstration films, student workbooks and 20listening exercises and tapes. Program objective is tor ve lo p recognition of the importance of communicationshills in personal development, job qualifications jobadvancement and successful living.
Job attitude seriesHigh school level through adult. Not evaluated.Teacher's guide, 6 demonstration films, student workbooks.Designed to develop positive job attitudes trough under-standing of how a company is organized, profit operations;need for authority in, company operations. Describe,.purpose of company policies, rules, -standards and proce-dures. Discusses role of the supervisor. Stresses the impor-tance of cooperation, teamwork and good attitude towardwork, job and company..
Basic clerical skills programHigh school level through adult. Not evaluated,9. demonstration films, 8 self-scoring drill films, threetiming films, student workbookS, and related materials. .
Objective is to train beginning typist, in the opera;-in ofmanual, standard, electric or selectric typewriters.
Typing skill improvement program a continuation ofabove program.Not evaluated.
Popular Science Audio Visuals, Inc.355 Lexington Avenue, New York, N.Y. 10017
Building self-confidenceNot evaluated.
Career planning in a changing world$6.75. Grades 7-9. Not evaluated.Captioned filmstrip encourages young people to thinkrealistically about job opportunities as they change withsocial andstechnological changes. b.
How to find ayob for yourself.Not evaluated.
How to get a job and keep itGrades 4-6. Not evaluated.
/ How to study occupationsGrades 4-6. Not evaluated.
Interest pays offGrades 4-9. Not evaluated.
The meaning of work
1970. $6.75. Grades 7-9. Not evaluated.Captioned filmstrip depicts work as man's major activityand discusses the changing nature of the work force. b.
The flow of goods and services$6.00. Grades 7.9. Not evaluated.Filmstrip shows the economic interdependence of varioussegments of society and highlights production and distribu-tion of goods and services. b.
Your job outlook1970, $6.75. Grades 7-9. Not evaluated.Captioned filmstrip pre-sents a point of view from which toconsider career choice.as it ielates to job prospects for thefuture. b
Nevi carder opportunities.Grade's 4-6. Not evaluated.
So you-want a summer jobGrades 4-6. Not evaluated.
Striving for excellenceNot evaluated.
When you go to workGrades 4-6. Not evaluated.
Racine Technical InstituteRacine; Wis.
A day with ydur family$7.00. NoteValuated.Shows how each farni! member has certain needs andrespons)bilities that are important to all family members. b./Cominunity workers and helpers series$7.5,0 each.
Titles are: department store workers; doctors; officeworkers; hospital workers; school workers; supermarketworkers. Series takes primary grade students.on fascinating
,,behind-the-scene visits to communittoricers and helperswhose goods and services-affect heir lives; emphasis is onmeaning of,communITY and community interdependence. b.
Working in the U.S. community series$7.00 each. Grades K-3. Not evaluated.Titles are: Chicago transportation community; Detroit-manufacturing community; New Orleans- marketing comamunity; San Francisco - financial community. b.
Getting to know-me series$8.00 each.
A boat named GeorgeNot evaluated.
Shows how a few words can clear up misunderstandings andjaomote friendships and fun; stresses the importance ofworking with others. b.
Listen, Jimmy!Not evaluated.
Jimmy learns the way to wiri the respect of his classmates isby doing instead of by talking; stresses succeeding the rightway. b.
People are like* rainbowsNot evaluated.
cells how people both similar and different make up ourworld; stresses the importance of being yourself. b.
Strike thieel You're in!Where the action is Not evaluated.Not evaluated.
Tim can't play baseball but is good at math, so he becomesSlide-tape presentation. the team scorekeeper; stresses recognition of- one's abili-
ties. b.
ROA's FilmsMilwaukee, Wisc. Learning to live together series
$6.50 each. Not evaluated.The adventures of the lollipop dragon Titles are: Learning to be forgiving; Learning how,.to beBlack and white; Not evaluated., liked; Learning to be unselfish; Learning to make friends;Six filmstrips and 3 records on' social attitudes and human Working together in the family, Series encourages studentsvalues. An excellent ,way to develop awareness in children to understand and respect other peopled. teaches 'Aatabout rights and needs of others. b. tolerance and understanding can lead to more wholesome
friendships and that life can-be more enjoyable by learningto live with others; shows how family cooperation leads to
Game of might have been
$6.50. Not evaluated.On wishful thinking and accepting reality. b.
happier'- relationships; b.
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Robert goes shopping
$7.00. Not evaluated.Depicts elements of the neighborhood; what stores offer;individuals as consumers. b.
Science Research Associates259 East Erie Street, Chicago, II. 60611
Focus on self development (kit)Primary grades. Not evaluated.Kit includes 5 sound filmstrips, 4 story records, 20 photocards and an activity book "Here I Am." Designed to helpchildren gain an understanding of themselves, others, theenvironment, and its effects. e.
Widening occupational roles kit1968. Black and white. $26.25. Grades 7-9. Not evaluated.Five filmstrips are a part of kit and illustrate the vitalrelationship between,education and job opportunities. b.
Society for Visual Education Inc.1345 Diversey. Parkway, Chicago, II. 60614
Community workers and helpersMH primary-intermediate grades. Appropriate.8 captioned filmstrips about people in daily life and howwe rely on them.
Job opportunities now1970. $49.50. Grades 4-6. Not evaluated. Stresses skills,work attitudes and education. For mature regular 6thgraders. b.
c,
What is a job? by Walter M. LiftonGrades 4-6. Not evaluated.
Characteristics and importance of a joblare stressed. b.
Learning to'live togetherEach filmstrip and guide $6;50, each record -for twofilmstrips - $3.50. Grades 4 6. Not evaluated.Part I: Working together in the family; Learning to usemoney wisely; and two others on forgiving and beingunselfish. Part II: Getting along with family and threeotherS on sharing, making friends and4Deing liked, b.
Dairy helpersNot evaluated.
Developing basic values (series)Grades 4-6. Not evaluated.
'Series inckides: Acceptance of differences; Consideration ofothers; and Recognition of Responsibility. b.
Foundations for occupational planning (series)Use at 5th grade level and ibove. 5 filmstrips in series. Notevaluated.
What good is school by Waiter LiftonGrades 4-6. Not evaluated.
Filmstrip relates importance of school to work.
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A family at work and playNot evaluated.
Fire department helpersNot evaluated.
Moving goods for people in the cityNot evakiated.
Neighborhood fundsand helpersNot evalUated.
People and their needsNot evaluated.
Police department helpers--Not evaluated.
Postal helpers,
Not evaluated.
Supermarket helpersNot evaluated.
Sterling Educational Films.241 East 34th-Street, New York, N.Y. 10016
Boring and drillingColor. 15 minutes. BAVI 7156. $5.00. Not evaluated.Use: Indus. Arts, J, S; Clubs, A. Shows the proper use andselection of basic boring and drilling tools for woodprojects. Presents excellent close:up and cut-away views ofdrilling processes. a-
Metal work-hand tools: snips and shearsColor. 13 minutes. BAV I 7205. $5.00. Not evaluated.Ind. Arts J, S. Demonstrates the proper use and cuttingcharacteristics of the straight, combination,. curved bladeand aviation snips (left, right and universal styles} and thefoot-squaring shears. a.
Metal work-hand tools: layout tools for metal workColor. 13 minutes. BAVI 7204. $5.00. Not evaluated.Use: Ind. Arts J, S. Describes and demonstrates measuring.-tools (try square, dividers, calipers) and marking tools.(scribers, punches, and 'calipers). Illustrates methods oftransferring designs to metal and the use of layout fluids. a.
Metal work-hand tools: files'Color. 13 minutes. BAVI 7203: $5.00. Not evaluated.Use: Ind. Arts J, S. Shows the basic characteri,,i.ics of files(size, shape and cut) along with the types of files (flat,half/round, round, square, mill, and jewelers). Demon-strates straight, draw and fine filing techniques,a.
Meta% work-machine operation: drillpress
Color. 13 minutes. BAVI 5799. $5.00. Not evaluated.Use: Ind. Arts J, S. Shows how to use ,two types of powerdrills, the drill pfess and the electric hand drill. Illustratesand explains the major cNmponents, how to use in difficult
situatiL:ns, and safety precautions. a.
Metal work-machin operation: lathe-chuckworkColor. 13 minutes. BAV 1 6091. $5.00. Not evaluated.Use: Ind. Arts S, C, A. Shows the main components, properuse and safety precautions. Demonstrates setting up anddoing chuckwork. a.
Metal work-machine operation: lathe-work between centersColor. 13 minutes. BAVI 6079. $5.00. NOt evaluated.Use: Ind. Arts 5, C, A. Shows the main components, proper .
use and safety precautions. Demonstrates on setting up andtraining work between centers. a.
First step typing
Color. 14 minutes. BAVi 4582. $5.00. Not evaluated.Use: Bus. Ed., J, S, C; Clubs A. Shows the purpose andcorrect handling, of various ,manipulative parts of thetypewriter. Describes the insertion and withdrawal ofpaper, shift key action and carriage return, a.
Typing posture and the keyboardColor. 14 minutes. BAV 1 4588. $5.00. Not evaluated.Use: Bus. Ed., J, S, C; Clubs, A. Shows the interrelationshipbetween the typist, typewriter and copy. Uses golfers, cars,drums and kittens to indicate the imOortance of posture,the home-row, rhythmic speed and striking action, a.
Typing techniques
Color. 14 minutes. BAV 1 4589. $5,00. Not evaluated.Use: Bus. Ed., J, S, C; Clubs, A. Describes correctingtypographical errors on ordinary typing paper and oncarbons; handling and insertion of carbon copies; envelopes,and the realignment of an interrupted letter..a
Typewriter, techniques
;Color. 14 minutes. BAV 1 4590. $5.00. Not evaluated.Use: Bus. Ed., J, S, C; Clubs, A. Demonstrates the action ofelectric typing as compared to manual typing. Describes themanipulative parts of the manual machine, a.
Remedial typing
Color. 14 minutes. BAVI 4591. $5.00. Not evaluated.Use: Bus. Ed;, J, S, C; Clubs, A. Discusses reading, rhythmand pre-positioning. Shows that most common typingerrors result from poor posture and finger positioning, badstriking action and carriage return, a.
Stout State University, Audio-Visual CenterMenomo.sie, Wisconsin 54751
American IndustryColor. 19 minutes. BAVI 1930. $6.75. Not evaluated.Use: Indus. Arts, J, S, Soc. Studies, I, J. Explains thatproducts developed, to . meet man's needs are planned,produced, and sold to attain a profit for the business.Illustrates the estrnents needed to produce automobiles,bread, andpiper. a.
John Sutherland Educational Films201 North Occidental Boulevard, Los Angeles, Ca. 90026
Modern CorporationBlack and white. 28 minutes. BAVI 6856. $3.75. Notevaluated.
Use: Bus. Ed., s, C; Econ., S, C. Shows how we dependupon business for products, jobs and income they provide,for the investment opportunities offered and for theincome generated for stockholders and government intaxes. Shows how the sale proprietorship is transformedinto a partnership and then into a small corporation.Relates the advantages of the corporate firm to the firmitself and to potential investors. Emphasizes the limited /liability of stockholders, the ease of selling corporateshares, the widespread public ownership of shares of stock;and the continuity of life of a corporation if it changes .1ownership or changes officers. Compares small corporationswith large corporations, a.
Wisconsin Department of Resource Development.Board of Economic Development, 123 West Washington,Madison, Wis.
We like it here
Color. 27 minutes. BAV: 6590. $2.00; and color, 55minutes. BAVI 2829. $3.25. MH junior-senior grades. Veryappropriate.Use: Clubs, J, A. Surveys with spectacularly beautifulphotography. Wisconsin's industry, agra-business, educa-tional facilities, summer and winter recreation, beauty of itsnatural resources, and the results of the program of theState Historical Society_ and restoring and preserving itshistory and traditions, a.
Visual Education Consultants, Inc.2066 Helena Street, Madison, Wisconsin
The apple industry from orchard to youGrades 4-12. Notevaluated.Another of the How Americans Work Series that shows careof the orchard, including pruning, -spraying, fertilizing andthinning; then takes up harvesting, washing, grading, andboxing the fruit. It is well received in Agriculture, Health,and GUidance classes as well as Social Studies. e.
Budget ideas for youthGrades 7-12. Not evaluated.
Created for the "Aliowance" age group, there are manypoints in this ,lesson that apply to all ages which handlemoney! It deals with determining the amount and source ofyour income, making a plan for controlling your money,and using the plan you have made. e-
Business methods fo: young peopleGrades 7-12. Not evaluated.
Encourages accurate, up-to-date business methods for theyoung earner. Discusses advantages and methods of prepa.-a-
165
tion of a budget. Shows proper methods of check writingand record keeping for checking accounts. e.
Cotton from soil to fabricGrades 4 -12. Not evaluated.This is the story of cotton from planting thru variousfinishing processes. Beautiful photographs show the cottonplant, flower, and fibers bursting from the boll. Discussesalso the use of modern machinery in planting, cultivatingand harvesting cotton. Recommended for use in socialscience, home economics, and agriculture classes. e.
HandwritingGrades 4-12. Not evaluated.
Illustrates why handwriting affects our progress in school,in business, and, at home.' A brief history of writingprecedes the simple guides which will aid in developingmore legible handwriting. Produced in cooperation with the/Handwrit . ng Foundation. e.
Howto read a newspaper intelligentlyGrades 4-12. Not evaluated.
This story shom:,studentsIbirie of the ways to help themifffirove their newspaper reading habits, one of the essentialskills of good citizenship. e.
How to ride a city busGrades K-6. Not evaluated.
Teaches safety, courtesy and knowledge of bUs proce-dures.e.
How to Tell Time, Part I, II, IllGrades K-6. Not evaluated.Simple exercises, questions and learning activities areincluded. e-
How trucks help your communityGrades 4-12. Not evaluated. ,
There are two main ways in which our communities arehelped by trucks - through their services and through thejobs they create.. Shows that a community without truckswould soon fail tokeep pace in ioday's world. e.
Is farming for me?Grades 4-12. Not evaluated.
Qne out of every five men: gets his living from the soil.Answers some of the questions asked regarding the farm asa career. It points out the pitfalls as well as the rewards ofthis work. e.
Jean's farm friendsGrades K-3. Not evaluated.Serves as a two-fold lesson in Primary reading and the studyof farms and farm animals. It is a charming story of a littlefarm girl and f.er animal friends. There are only 75 wordsused in the entire story. e.
Job outlook for youthGrades 7-12, Not evaluated.
Emphasis is placed on the poor job prospect for young
166
people who leave school too early and stresses theimportance of education in promotions and lifetime earn-ings. e.
Johnny thriftGrades K-12. Not evaluated.An interesting story, in cartoon style, about Johnny'sintroduction to the meaning of thrift. The Teacher's Guidecontains practical Related Learning Activities for eachgrade level, including High School e.
Money lessons for primary gradesGrades K-6. Not evaluated.Teaches the basic concept of thrift - To save is to have. As amoney lesson, it is designed to teach recognition of variouscoins and bills by describing the pictures on the currency.Also an excellent arithmetic lesson. e.
The planned lifeGrades 4-12. Not evaluated.Makes children aware of the need for planning theirslives so
---they--will_be_happy, successful citizens. Gives goals for a
well-planned life. Story iibaseclon_a summary of educa-tional goals of the school. e.
The policeman's career,Grades 7-12. Not evaluated.
The filmstrip shows and explains the qualifications neededto become a policeman or policewoman. It vividly illu-strates the training given in the Police Academy includingclassroom instruction in law and police procedures, firstaid, life-saving, and how to deal with emergencies. Studentslearn why a policeman's career requifes hard work, intelli-gence and dedication. e.
Safety test for you and youi'homeGrades K-12. Not evaluated.Shows some of the reasons for the "little accidents" at
,rne that quietly kill thousands of people each year. Atour through the yard, up the porch and into various roomsof the home, illustratds and discusses danger spots.Emphasis is placed on the need to think about, and correct,unsafe practices. Photos supplied through courtesy of theNational Safety Council. e.
Simple machinesGrades 4-12. Not evaluated/A visual presentation of/the basic facts regarding the six.simple machines; and a discussion of how they help man by,multiplying his strength. Essential for Physics Courses. Veryuseful in elementary General Science classes. e.
Stay in schoolGrades 7-12. Not evaluated.
Discusses the many advantages of staycng in school until ahigh school diploma has been obtained. Emphasizes thatsuccess in any field is more easily attained with as muchacademic training'as it is possible to acquire. e.
Story of meat animalsGrades K-12, Not evaluated.
Shows that cattle, lambs, and hogs are really nothing morathan grass and other feeds which human beings cannotconsume, but which, turned into meat, we can eat. e.
Supplying a city with fresh produceGrades 4 -12, Not evaluated.The photographs illustrate the accomplishment of thistremendous job in a large city aid show many of the peopleinvolved in performing this work. Students gain an under-standing and appreciation of the work-a-day world and itsrelation to himself and his family. e.
What is a game manager?
Grades 4-12. Not evaluated.
Excellent for both Conservation and Vocational Guidanceclasses. Shows the various phases in the daily work of aGame Manager. Illustrates why a careful balance of Naturemust-be . maintained in order to be of best service to manand wildlife alike. Explains needed educational backgroundfor this vocation. e.
What you should know about social securityGrades 7-12. Not evaluated.
Presented as if the viewer were a worker covered under theprogram, this filmstrip discu ses such points as: who canreceive retirement, survivond disability payments;where the money comes from; how much a person is likelyto receive; why Social Se.curity Numbers are necessary; howthe program affects employers; and what changes have beenmade in the program since its inception, e.
Why do people work?Grades 4-12. Not evaluated.
Shows that work is not dull drudgery to be endured,- butthat it is undertaken for worthwhile purposes and can beone of the most enjoyable aspects of life. Serves to instillcommendable attitudes towards work, especially when firstused in the Intermediate grades. e.
The working woman today and tomorrowGrades 4-12. Not evaluated.
This story shows and explains the changing role of womenin our society. It encourages girls to prepare themselves forlives that can, and very likely will, include employment aswell as marriage. e.
Your guidance service
Color. Grades 7-12. $6.00. Not evalua*,,fOffers humorous insight to student problems. The youngperson cap see himself, fictionized but recognizable, inmany of the color drawings. He learns that the guidancecounselor will help him, not only with future plans butwith immediate problems which, left unsolved, might bethe basis for greater ones. The value of testing, personalitytrait evaluation, and other factors is discussed. e.
YoUr school safety patrolGrades K-12. Not evaluated.
This filmstrip shows the importance of. a school safetypatrol in eliminating many of the chances of injury Or deathwhich might affect your school children. Shows duties ofthe Patrol and where to seek help in organizing a Patrol inyour school. e.
FOOTNOTES
aBureau for Audio Visual Instruction Catalog 1971, University of Wisconsin
bK-12 Guide for the integration of career development into local curriculum, VVisconSin Department of Public Instruction December 1971
cVocational guidance on wheeli, Wisconsin Mobile Guidance Career Project , June 1971
dJipson, Frederick J. Index of special education media, 1970
e Publisher's literature
167
Other Audio-Visual Materials
American Book Company35 Fifth Avenue, New York, N.Y. 10003
Music for young Americans song bookCome along to the cornfield 4th grade.Find work, my daughtera and The lumberjack's song bothfor 6th grade.Very appropriate.
American Guidance Service, Inc., National Forum Founda-tionPublishers' Bldg., Circle Pines, Mn. 55014
DUSO (Developing understanding of self and others) (kit)1970. $82.00. Primary. Not evaluated.A program of planhed experiences to develop understand-ing of self and others. Includes a manual, story books,posters, records or cassettes, puppets, role playing cards,puppet props and group discussion cards. c.
B'nai B'rith Vocational Service1640 Rhode Island Avenue NW, Washington, D.C. 20036
Guidance kitGrades 4-6. Appropriate.Kit contains a copy of every publication listed in currentBBVS catalog, literature in the fields of education andvocational guidance. b.
The Brtice Publishing Company
2642 University Avenue, St. Paul, Min. 55114
Search: Discovery througn guidanceGrades 4-6. Not evaluated.
Searchligfr on self. Students have opportunities to evaluatetheir personal feelings and goals.
Silver Burdett Company, a division Of GeneralCorp.
46 South Northwest Highway, Park Ridge, II. 60068
Learning
New music horizons song bookDown in a coal mine, Men at work and Peanut picking songfor 5th graders.Not evaluated.Careers Inc.
P.O. Box 135, Largo, Fla., 33540
168
Briefs, guides, kits, summariesGrades 7-9. Very appropriate.Covers a wide range of career information. b.
Children's Record Guild100 Sixth Avenue, New York, N.Y. 10013
Let's help Mommy; Daddy comes home; Listening for theprimary grades. (Record of farm and city sounds.)Very appropriate.
John Day Company
257 Park Avenue South, New York, N.Y. 10010
Work for indepehdence. A series of special educationphoto-stimuli aids. by Owen Bernstein, Ph.D. -and BebeBernstein, M.S.
1971. Very appropriate.Unit I Work is fun! The Primary child Unit I I Work isdoing! The Adolescent Unit III Work is living! The Youngadult. Photographs and teacher's guide.
Educational Reading Service Inc.East 64 Midland Avenue, Paramus, N.J. 07652
Women of destiny
636.90 8 cassette tapes. Grades 4-6. Not evaluated.Inspiring stories of brave women who overcame enormouspersonal obstacles to lead the way for others. Helen Keller,
,Clara Barton, Florence Nightingale, Maclaine Curie, JulietteLow, Elizabeth Blackwell, Amelia Earhart, BetEy Ross. b.
Educational Record Sales157 Chambers Street, New York, N.Y. 10007
Living with others: Citizenship$17.50. Not evaluated.These recordings permit a youngster to picture. himself in avariety of situations so he can learn for himself how to copewith them. b.
The pre-adolescent years (Family and friends)$4.98 tapes. Grades 5-6 and older. Not evaluated.Child is helped to' understand perceptions and points ofview of. others leading to a reduction in decision-makingbased only on his egocentric point of view. b.Teaching children values$5.95. Not evaluated.
Utilizing problem solving techniques, this record provides
children with an understanding cl integrity, responsibilityand love. b.
The world of work$35.70 six 12 inch, 33 1/3 rpm records. Grades 7-9. Notevaluated.
A series of recoRiings to stimulate thinking about careeropportunities and provide a convenient approach to thestudy of occupations. b.
Educational Systems for Industry
The world of workGrades 7-9. Not evaluated.
20 tape cassettes about work environment and on-thejobinterpersonal relations, employer expectations, behaviorthat will help get promotions, etc. b.
Gordon Flesch Company Minnesota Mining & Manufactur-ing Co. 3M Co.3M Center, St. Paul, Min. 55101
Careers (Series) Tapes unlimited
1970. $85.50 for set of 12: $7.50 each. Grades 7-9. Notevaluated.
Series provides a study of 12 major industries, giving thestudent a brOad outlook before committing himself to a
course of study. Includes opportunities in: construction,distribution, health service, hotels, motels, 'restaurants,industries, transportation. b.
The.fireman and his work18 min. tape. Very appropriate.
Understanding of the contributions of the fireman tocommunity safety is developed through guided worksheetactivity in which the learner identifies commonly distin-guished elements of the fireman's Uniform, equipment,tools and services. Awareness of fire dangers and the needfor fire safety is created. b..
Let's meet the doctor14 min. tape. Very appropriate.Introduces the doctor and his work through guidedworksheet identification by the learner of some of thecommon procedures and equipment a physician uses in aphysical examination. Family doctors and specialists aredifferentiated and their image as a friend to the child isstressed. b.-
Let's meet the nurse,,10 min. tape. Very appropriate.ThroLigh reference to worksheet illustrations, the learnervisits -a hospital nurse, a dental nurse, a physician's nurse, aschool nurse and a visiting nurse, and is oriented to theduties of each in the community. b.
Let's meet the teacher13 min. tape. Very appropriate.Acquaints the learner with the background and training of
the typical elementary classroom teacher and gives them an
understanding of the teacher's "homework" in planning thedaily lessons and classroom activities of the learner. b.
The mailman and his work16 min. tape. Very appropriate.Orients the learner to the essentials of U.S. mail service andthe jobs of the mailman and some of his co-workers.Worksheet pictures and response items involve the learnerin identifying mail boxes, transportation equipment, stampsand other components of mail service observed in daily life.b.
My father works14 min. tape. Very appropriate.
Builds awareness that many different .kinds of work arenecessary to keep the world we live in functioning. Thelearner identifies worksheet illustrationsbf a variety of jobsinvolving different levels of skill and is guided to recognizethat all work is worthwhile, b.
The policeman and his work23 min. tape. Very appropriate.Introduces the learner in simple terms -to the role of thepolice officer in the community. In worksheet illustrationsthe learner identifies the officer's uniform, badge and someof the common equipment used in police work. The imageof the police officer as a friend is developed. b.
Guidance Associates
Pleasantville, N.Y. 10570
First things: sound filmstrip for primary years (kit)Primary. Not evaluated.
IntroduceS primary grade children to basic concepts of theirsocial and physical environments. The fundamental objec-tive of the series is to help each child growin understandingof himself .and other persons as individuals and as membersof groups within the society. More explicitly, this filmstripseries aims to help each child develop: acceptance of andrespect for himself ;'understanding of the differences amongindividuals within a given group; understanding of, how anindividual's feelings and actions are influenced by the groupto which he belongs; identification with individuals in othergroups, on the baSis of shared feelings and desires;recognition of various interactions that occur betweenindividuals and/or groups; awareness of how individual'sexpectations of each other influence their interactions;awareness of the various affects interactions have on eachindividual involved; realization of the alternative possibili-ties for interactions with others. Each kit contains afilmstrip, record and study guide. The kits are divided intothe following categories: Who do you think you are; Guesswho's in n group; What happens between people ?; You gotmad: are you glad?; What do you expect of others?; Listenthere are sounds; Look about you; People we know; Placesto go. c.
169
Vocational guidance libraryGrades 7-9: Not evaluated.A set of 40 cassette tapes: Your future - in or as an variousoccupations. b.
Vocational interviews$270.00 - set of 40; $7.50 each. Grades 7-9. Not evaluated.A library of 40 interviews available in 5-inch reel tapes or incassettes. Persons interviewed describe nature of work theyperform, skills required, rate of advancement, etc. b.
Harcourt, Brace and World, Inc.757 Third Avenue, New York, N.Y. 10017
Ohio vocational interest survey (OVIS)Grades 7-9. Not evaluated.
Based on 24 interest scales. Profile chart is compared withanswers on student questicinnaire.. completed prior tosurvey, concerning occupational plans, etc. b.
Imperial International Learning247 W. Court Street, Kankakee, II. 60901
Careers at sea
'Grades 7-9. Not evaluated.
Four tapes or cassettes or- the -job interviews which give aninsight into the major requirements for a career at.sea. b-
Occupational interview casettesCarlton Films. Grades 7-9. Not evaluated.A series of 50 on-the-job interviews provides students withinsights into the work-a-day world from which people whoactually do the work. b.
Pre-recorded tapes for Vocational guidanceSet of 50 $249.50; each $5.50.' Grades 7-9. Notevaluated.
A series of 50 on-the-job interviews cover working condi-tions, occupational demands, fringe benefits, earnings,retirement, job qualifications, etc.!):
Me, myself and I filmstrip kitGrades 4-6. Not evaluated.This kit expands the maturity. concept and points outdeveloping socially acceptable behavior.The kit contains filmstrips and records and are divided intothe following segments: How can I improve myself; Wheredo we go from here; What about other people; Who am I;Why do my feelings change; What can I do about. c.
McGraw-Hill-Whittlesey House330 West 42nd Street, New York, N.Y. 10036
Career interviews /series)Grades 7-9. Not evaluated.40 taped career interviews. b.
170
A man's --,rkGrades 7-9. Not evaluated.
Consists of 100 on-the-job interviews (on records) with mentalking about their jobs. b.
Tests: adjustment, aptitude, attitude and interestGrades 7-9. Not evaluated.
Aptitude, attitude and interest "tests" assist students in selfevaluation in relation to the world of work. b.
Merchandiser Film Productions419 Park Avenue South, New York, N.Y. 10016
Opportunities in retailing span the centuriesGrades 7-9. Not evaluated.
An 11 minute tape presenting the challenges and benefits ofa career in retailing.' b
NEWIST
787 Lombardi Avenue, Green Bay, Wis. 54305
Learning equals earning
T.V. guidance series. Grades 7-9. Not evaluated.First seven programs on self-understanding are followed bytwo- on school guidance services and twenty video-tapedfield trips into business and industry. b.
Occupational AwarenessP. O. Box 5098, Los Angeles, Calif. 90055
Occupational Awareness mini-briefs.Not evaluated.
Subject oriented occupational information in outline form'organized into 45 subject packets including special educa-tion. Packet includes teacher's guide, 30 student work-sheets, 30 student summary sheets and occupational out-lines. Prices range from $7.25 to $64.40.
F,A. Owen Publishing CompanyInstructor Publications Inc., Instructor Park, Dansville,N.Y. 14437 i.
OCcupational chartsGrades 4-6. Not evaluated.
Children may review the education needed and the courseof study to pursue to enter a particular occupation. b.
Palmer Productions25 West 45 Street, New York, N.Y. 10036
Career development service
1970. Grades 7-9. Not evaluated.Includes check lists, inventories, etc. b.
The Psychological Corporation, subsidiary of HarcourtBrace Jonahovich
304 East 45 Street, New York, N.Y. 10017
Differential aptitude testsNot evaluated..Measures verbal reasoning, numerical ability, abstract rea-soning; space relations, mechanical reasoning, clerical speedand accuracy, spelling and sentences and relates aptitudesto occupations. b.
Radio House
Magic with mannersNot evaluated.This series is designed to help boys and girls cope
successfully with problems which they meet as they beginto grow up (emphasis on common sense attitude ofconsideration for others). b.
RDA's Films1696 N. Astor St., Milwaukee, Wis. 53202
True book community helpers (Set)$6.00 each, set of six: Not evaluated..Adopted from the famous "True. Books" for use with anysocial studieS text. Captioned art work tells the story ofpeople we rely on every day in terms the primary pupil canrelate to his experience. Develops an understanding andappreciation of the people of the community. b.
Community helpers$8.00 a set. Very appropriate.Each set of 8 colored picture story study prints depictingspecific jobs and various duties associated with it. Completelesson on reverse side: Police dept. helpers; Fire dept.helpers; Postal helpers; Dairy helpers; Supermarket helpers;and Hospital helpers.
Science Research, Associates-
259 East Erie Street, Chicago, II. 60611
Charting your job future by Lambert L.' G illes.$1.95. Grades 7-9. Not evaluated.Provides self-administered inventories to help studentsassess their interests, abilities, and personalities and relatethem to careers. b.
Focus on self-development (kit)Primary. Very appropriate.A developmental program designed for use in the classroomby teachers. Its overall objectives' are to lead the childtoward an understanding of self, understanding of othersand an understanding of the environment and its effects.The kit' includes a. guide, five-full color filmstrips withaccompanying records, four story records, twenty photo-cards (one photo per side) ant.: one copy of the pupilactivity book Herel Am. c.
Kuder Form E. general interest inventoryGrades 6-12. Very appropriate.Measures individual preference for activities in ten areas:outdoor, mechanical, scientific, computational, persuasive,
artistic, literary, musical, social service, and clerical. Directsstudents' attention to vocational areas in keeping with theirinterests. b.
Job experience kitsGrades 7-9. Not evaluated.Kits are a collection of work-stimulation experiences in 2Qrepresentative occupations designed to give students oppor-tunities to solve problems typical to the occupation. b.
Our working worldVery appropriate.Our working world focuses on the family in the first grade,In step with the child's growing world, the programexpands" to the neighborhbod in the second grade and tothe entire metropolitan community in the third. A com-plete set of materials for each grade includes one RecordSet, one textbook, one activity per student and oneTeachers Resource Unit. b.
Pupil record of educational programsGrade 6 and above. Not evaluated.
Test contributes an index of a student's achievement level,intelligence and educational goals. b.
What could I be? (kit)Not evaluated.
What I like to do$8.57 (pack of 25). Grades 4-7. Not evaluated.Easy-to-use interest inventory: Identifies preferences in art,music, social studies, active play, quiet play, manual arts,home arts and science. b.
Widening occupational roles kit (Work)1968. $211.35: Grades 7 -9. Not evaluated.Kit includes 400 junior occupational briefs (jobs), 5 juniorguidance booklets, 35 student workbooks, teachers manual,and 5 color filmstrips. Kit helps students expand theirknowledge of the world of work, job families, self
:understanding, and educational requirements for various'occupations: b.
Your future in meteorology (Occupational kit) by Berry1965. Grades 4-6. Not evaluated.
Sextant Systems, Inc.Milwaukee, Wis. 53210
Beginning sextant series
4th grade and younger. Very appropriate.Attractive colored illustrations depict childrerin appropri-ate attire performing adult work roles. b.
Come to work with us book kit.Grades K-3. Very approp:.ate.
The Beginning Sextant,Series "Come To Work With Us" i4designed to meet the need for career development materials
171
and provide for the expanding interests and experiences ofyoung children. The books give the child a tool with whichto explore, investigate and learn about different fields ofemployment. He is given the opportunity to select aparticular field or specific job that interests him. At this agelever the selebtion may change from day to day and may bebased on the equipment'used, the clothes worn, or what hisParents do, bUt whatever the reason forhis'choice, the childis given a specific goal to strive for, as well as,a meaning forhis life and learning. Each kit contains a filmstrip, recordand guide and the kits ere divided into the followingcategories: Television station; Hospital; Home construction;Airport; Aerospace industry; Toy factory; Departmentstore; Hotel; Dairy; Telephone company; School; andNewspaper, C.
Sextant series
Grades 7-9. Not evaluated.
A guidance kit containing 16 illustrated volumes, 16 wallcharts, 100 personal profiling forms, 100 plastic.profileforms, an occupational cross-index, and an instructionalguide. b
Society for Visual Education, Inc.1345 Div.ersey Parkway, Chicago, IL 60614
Community helpers
1971. $8.00 each set of 8 pictures. Grade K-4. Veryappropriate.Policeman, Fireman, Postal workers, Dairy helpers, Hospitalhelpers, Supermarket helpers. b.
Study PrintsNot evaluated.
8 on School, friends and helpers; 4 on A Family at workand play; and 8 on Neighborhood friends and helpers. b.
Success Motivation Institute
Life in the teens
$599.00 - complete series. Grades 7-9. Very appropriate.Ten cassette taped lessons for teenagers include aids inself-understanding, motivation for success in school, andselecting and planning your career. b.
Troll AssociatesEast 64 Midland Avenue, Paramus, N.J. 07652
People who help our communitySet, $24.95. each,$2.50. Not evaluated.
Ten color transparencies show children how importantworkers, such as policemen and doctors, all contribute tomake the . community a safe, clean and pleasant place tolive.
U.S. Department of Labor, Bureau of Labor Statistics41 Ninth Avenue, New York, N.Y. 20001
Looking ahead to a career$10.00 a set. 7 . evaluated..Set of 36 color slides that show the changing occupationaland industrial mix and what this implies for manpowerdevelopment, education, and training.
Valient I.M.C.237 Washington' Avenue, Hackensack,.N.J. 07602
Exploring the world of workGrades 7-9. Not evaluated.This series of tapes or cassettes focuses on the interest areasof the, Kuder Vocational Preference Record. b.
How to find a job kit.Grades 6-12. Not evaluated.The kit is designed to provide the student with firsthandknowledge and application of the hows and whys of jobapplications, W-2 forms, as well as federal withholdingforms. The kit contains transparencies and ditto masters soas to insure maximum use in the classroom. c.
On-the-job interview seriesGrades 7-9. Not evaluated.50 tapes of actual on-the-job interviews, varying in lengthfrom 15 to 25 minutes. b.
Planning beyond high schoolGrade 7-9. Not evaluated.This series of six records, tapes or cassettes helps thestudent investigate the broad range of alternatives open tohim afterhe graduates from high school. b.
Wisconsin Department of Public Iristruction126 tangdon Street, Madison, Wis. 53702
Wisconsin Instant Infoitnation Systerit for Students and.Counielors (WISC)A deck of aperture cards containing information onVVisConsin occupations and training schools in microficheform for use with readers or reader/printers. b.
FOOTNOTES
a Bureau for Audio Visual Instruction Catalog 1971, University of Wisconsin
K-I2 Guide for the integration of career development into local curriculum,,Wisconsin Department of Public Instruction December1971
c Vocational guidance on wheels, VVisconsin'Mobile Guidarice Career Project, June 1971dJipson, Frederick J. Index of special education media, 1970
e Publisher's literature
172
1
Feedback Collection
The follOwing partial listing of tests and evaluations coniesfrom the Project Feedback and is cross referenced underemployability, self-evaluation, self-help, independence andself-Concept. Project Feedback was funded under Title VI-BEHA, to develop 'a viable model and procedures forProviding information to state, local and in-classroomspecial education professionals regarding the effectivenessof their instructional services. One aspect of Project-Feedback consists of a collection/of tests and measureswhich can be.used to index instructional and administrativeobjectives.
At present the collection containg of standardized an nstandardized tests, ehaviorrating "scales and mmary evaluation sheets. ff. com-puterized incleKifig system by key words and authorsprovides,aeaess to, the individual entries in the collection.The- "Cc-41ection, is housed* in the Department of 4iblicit?Instruction/Instructional Professional Library, 126 La gdonStreet, Madison, Wisconsin. I nquailies should be addrssedto Project Feedback at above address. The Division forHandicapped.Children does n t recommend any one testover another.
over 300 entriel cc. sist-
000025 Self-concept test.Purpose to test student's feeling about himself in threegeneral areas: self-esteem, environmentmastery, academicability. Age 5-12. Grade kindergarten 6.
000046 Tennessee self-concept scale.Purpose to evaluate physical self, moral-ethical self, per-sonal self, family self, social self, and self criticism. Age
. 12-adult. Grade 6-adult.
000069 Picture interest inventor1y.Purpose to help identify occupational preferences bynon-verbal (pictorial) means in order to assist students withfuture educationalcollege.
and vocational plans. Grade 7-adult
000088 Vineland social maturity scalePurpose to rriple various aspects of social behavior inorder to have a measure of how mature or independent aperson is. Age 0-adult. Grade preschool-college and adult:
000155 Fundamental achievement seriesPurpose to measure the.verbal and numerical capabilities ofpeople who may have had limited educational opportuni-ties, to serve as an employment test for, the disadvantaged.Grade 6-12 Adult MR ancLculturally disadvantaged.,
0001,67 Student ability inventory.Purpose to measure a child's attitude toward various aspects
of school life and his self-concept. Age 4-8. Grade preschool-4
000172 Y.E.M.R. Performancemoderately and rnildlyretarded.Purpose to identify the performance level of a pupil in daily
profile for the young
living skills found in the curriculum. Age'0-13. Gradepreschool-
000174 Student opinionare.Purpose to provide a student with a selfevaluatOn instru-ment concerning his personality and his role as a student.Age 14-19. Grade 9-12.
000179 Work adjustment evaluation.Purpose to evaluate the work adjustment of an employee insix areas: response to supervisor; response to co-workers;emotional; attitude toward work; production;'atte-rtdaoce:,Adult.
000180 Employment information form.Purpose to find information about an individual's employ;ment situation and his attitudes and behavior towardAlso there is., a section applicable tcr.,a person who is.unemployed which asks why he is nPworyng, is
looking for work and what his future plans are. .Adult;'
000181 WEC Follow-up form.Purpose to find out information about a retarded.Stuci,ent'semployment situation' and his attitudes and behaviortoward employment. Also there is a section applicable tostudents who are unemployed which asks why they are', notworking, if they are looking for work, what their future.plans are. Grade 9-12 and adult MR.
000182 Work experience form, parent interview form.Purpose to find through parent interview, informationrelevant to a child's employability.' Included 'are hisdevelopmental history, hjs relatiOnShip to family and
friends and his work habits;attitudes and experiences. Alsoincluded are parent rating sheet and test observation ofparent. Grade 9-12 MR.
!.
`173
000183 Employability ratings
Purpose .to find out personality characteristics relevant to a
employability. Age 14-19 MR. Grades 912.
000224 Student self-evaluation,
Pmpose to find out a student's attitudes about school, h6concept of himself, es e student, and his concepi of how his
parents and teacher s see hen. Agr-, 6-19. Grade 1-12.
000236 Snide:1.1 attitude scat"
Purpose to find out a student's attitude toward school andtoward lumsifif as a student. Age 14-19. Grades 9-12.
000256 OUest;onnau e.
PWOOSe to (fitter mine a youth's, basic attitudes towardhimself anti the world. The instrument was originally used
in a study of delinquents. Age 11-19. Grade 6-12.
000262 Omnibus inikntory-form B.
PillOO,Se to find out how children think abbut themselves,
other. people and school. Age 5-14t Grade i udergarten 8.
000274'About orePurpose to aupraisi: five areas of self-concept in school.children. The areas are the generalized !telt, the .self in
relation to others, 'the self as achieving, th:e self in school,
and the physical self. Age 10-13. Grade 5-7i
000275 About me.
PUrpose to hod out about a student's interests, hots he.spends his, time and how he sees' himself. To prov,idebad.:gr ound information for individualized help for Students. Age 5-12. Grade kindergarten 6.
-000276 These tell about me questionnaire
Purpose to find Out a ch. is school interests and attitudes
:bout sublqc1, molter, dtsc,pline and recreation, to providebackground information for individualized help for a
student. Age 5.12 Grano 1.6.
000284 S. y
,r rd;1;cin'
00021;5
1-,to. `1; ft!tI!
; I;(s
12. Age' 9.3durt,
frJiu ratmgdo ,w,trtifn,!n:1 fo;
J:1,91ftty ;1;:.,, 12 .)Ow; (1
01:1028F, Aft:
r'urdf,:pse f.
11
.11,11!
nix di)ol T t-oms; l`
000292 The way it looks to me,
Purpose to find o'ut about a boy's self-concept. Age 11-15.
Grade 6-9.
000294 How I see-myself a rating-scale for students.
Purpose to determine how a student sees himself. Age 8-12.
Grade 3-6.
000297 Self-concept inkrument a learner 'scale.
PL use to determine r an elementary school child's selfcol.. nt as a student. Age 6-9. Grade 1-3.
000302 Empor al arts test.
Purpose to pro% lstrument for r-neasuring knowledgeof essential facts and principles taught in a beginningindustrial arts course. Age 14-19. Grade 9-12.
000303 Middleton industrial arts test.
_Purpose to provide an objective examination covering the
basic facts, principles and knowledge of a comprehensive
course in industrial arts.-Age 14-19. Grades 0 12.
Other tests of interest are:
California Test Bureau
Del Monte Research Park, Monterey., Calif.
Occupational interest inventory, 1956 revision.
10 scores in fields of interests, types of interests, and levels
of interests, Intermediate: 7.12 and college and adults.Advanced: 9.12 and college and adults.
Consulting Nychologist, Press
270 Town and Country Village, Palo Alto, Calif,
Vocational interest blank fir men, Revised; vocat:onaiinterest blank for women, Revised.
Men's blank: 56 occupational interest scures.'pluS 4 others.
VtioMen's blank: 30 occupational interest scores, plus 1
Grady, 1,2, colftw,
Sci.uice Resoarer, Associates;
259 East Chwa.p, 11, III.
Kudof rec,roci voc.dt:on,11, furor C
10 ,,corin. rut 1YoJd .;freds of intitesl, sco..qVif
9 12 ;Ind co!logo
form
38 score,: for '4.10(::+fic occootIons, e,q forester,
Following is an opinion postcard for your evaluation of the usefulness of thiscurriculum. After you have had the opportunity to look over this publicationplease write your comments on this postcard and return it to the Division forHandicapped Children, Department of Public Instruction.
Kenosha Resource Guide Learning to Earn a Living
My opinion of the Guide is based on'
reading the guide[ 1
trial of a complete [1 trial of a p,irtion of 71,Iunit a unit
t,Y
r
T4 ,
41 '
3r45414 fri2re 4. " , ,7-7.47...7.,
t''''',711.4'0.`4 :: 'y ,Y ,;','Oa
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P.711
144 4,
5
a
=
CA1
2
116 vr ugi Upt,IJI (1.11 III lapromote friendships and fun; stresses the importance of
Grades 4.6. Not evaluated,working with others, b.
So you want a summer jobListen, Jimmy!
Grades 4-6. Not evaluated.Not evaluated.
Jimmy learns the way to win the respect of his classmates isStriving for excellence
by doing instead of by talking; stresses succeeding the rightNot evaluated.
way, b.
When you go to workPeople are like rainbows
Grades 4-6. Not evaluated.Not evaluated,
Tells how people both similar and different make up ourRacine Technical Institute
world; stresses the importance of being yourself, b.Racine, Wis,
Strike three! You're in!Where the action is
Not evaluated.
Not evaluated,Tim can't play baseball but is good at math, so he becomes
Slide.tape presentation,the team scorekeeper; stresses recognition of one's abili-
ties. h.
ROA's Films
Milwaukee, VVisc,Learning to live together series
$6.50 each. Not evaluated.
The adventures of the lollipop dragon Titles are: Learning to be forgiving; Learning how to beBlack and white. Not evaluated.
liked; Learning to be unselfish; Learning to make friends,Six filmstrips and 3 records on social attitudes and human Working together in the family. Series encourages studentsvalues. An excellent way to develop awareness in children to understand and respect other peoplei teaches' thatabout rights and needs of others. b.
tolerance and understanding can lead to more wholesoMe
Gate of might have been
$6.50. Not evaluated.
On wishful thinking and accepting reality. b.
friendships and that life can be more enjoyable by learning
to live with others; shows how family cooperation leads to
hippier relationships, b.
163
we rely on mem.
Job opportunities now
1970. 549.50, Grades 4.6, Not evaluated. Stresses skills,
work attitudes and education, For mature regular 6th
graders. b.
What is a job? by Walter M. Lifton
Grades 4.6. Not evaluated.
Characteristics and importance of a job; are stressed. b.
Learning to live together
Each filmstrip and guide $6.50, each record for two
filmstrips $3.50. Grades 4 6. Not evaluated.
Part Working together in the family; Learning to use
money wisely; and two others on forgiving and being
unselfish. Part II: Getting along with family and three
others on sharing, making friends and being liked. b.
Dairy helpers
Not evaluated.
Developing basic values (sekes)
Grades 4-6. Not evaluated.
'Series includes: Acceptance of differences; Consideration of
others; and Recognition of Responsibility, b.
Foundations for occupational planning (series)
Use at 5th grade level and ibove. 5 filmstrips in series, Not
evaluated.
What good is school by Waiter Litton
Grades 4-6. Not evaluated.
Filmstrip relates importance of school to work, b.
164
Boring and drilling
Color, 15 minutes, BAVI 7156, $5.00. Not evaluated,
Use: Indus. Arts, J, S; Clubs, A. Shows the proper use and
selection of basic boring and drilling tools for wood
projects, Presents excellent close up and cutaway views of
drilling processes. a.
Metal workhand tools: snips and shears
Color. 13 minutes. BAVI 7205. $5.00. Not evaluated.
Ind. Arts J, S. Demonstrates the proper use and cutting
characteristics of the straight, combination,. curved blade
and aviation snips (left, right and universal styles) and tilt',
foctquaring shears, a.
Metal workhand tools: layout tools for metal work
Color. 13 minutes. BAVI 7204. $5.00. Not evaluated.
Use: Ind. Arts J, S. Describes and demonstrates measuring,.
tools (try square, dividers, calipers) and marking tools
(scribers, punches, and calipers). Illustrates methods of
transferring designs to metal and the use of layout fluids. a.
Metal workhand tools: files'
Color. 13 minutes. BAVI 7203; $5.00. Not evaluated.
Use: Ind, Arts J, S. Shows the basic characteristics of files
(size, shape and cut) along with the types of files (flat,
half/round, round, square, mill, and jewelers). Demon
strates straight, draw and fine filing techniques,a.
Metal workmachine operation: drill press
Color. 13 minutes. BAVI 5799. $5.00, Not evaluated,
Use: Ind. Arts J, S. Shows how lc use two types of power
drills, the drill press and the electric 'land drill. Illustrates
and explains the major omponents, how to use in difficult
Typing techniques
Color, 14 minutes. BAVI 4589, $5,00. Not evaluated.
Use Bus, Ed., J, 5, C; Clubs, A. Describes correcting
typographical errors on ordinary typing paper and on
carbons; handling and insertion of carbon copies; envelopes,
and the nalignment of an interrupted letter, a.
Typewriter techniques
Color, 14 minutes, BAVI 4590, $5.00. Not evaluated,
Use: Bus. Ed,, J, S, C; Clubs, A. Demonstrates the action of
electric typing as compared to manual typing. Describes the
manipulative parts of the manual machine. a.
Remedial typing
Color, 14 minutes. BAVI 4591.$5.00. Not evaluated.
Use: Bus. Ed., J, S, C; Clubs, A. Discusses reading, rhythm
and prepositioning. Shows that most common typing
errors result from poor posture and finger positioning, bad
striking action and carriage return. a.
Stout State University, AudioVisual Center
Menomo .ie, Wisconsin 54751
American Industry
Color. 19 minutes, BAVI 1930. $6.75. Not evaluated,
Use: Indus. Arts, J, S, Soc. Studies, I, J. Explains that
products developed, to . meet man's needs are planned,
produced, and sold tc attain a profit for the business.
Illustrates the fAments needed to produce automobiles,
bread, and piper, a.
minutes, DiM I Ma. s.to. MH juniorsenior grades. Very
appropriate.
Use: Clubs, J, A. Surveys with spectacularly beautiful
photography Wisconsin's industry, agra-business, educa
tional facilities, summer and winter recreation, beauty of its
natural resources, and the results of the program of the
State Historical Society and restoring and preserving its
history and traditions. a.
Visual Education Consultants, Inc.
2066 Helena Street, Madison, Wisconsin
The apple industry from orchard to you
Grades 4.12. Not evaluated.
Another of the How Americans Work Series that shows care
of the orchard, including pruning, 'spraying, fertilizing and
thinning; then takes up harvesting, washing, grading, and
boxing the fruit. It is well received in Agriculture, Health,
and Guidance classes as well as Social Studies. e.
Budget ideas for youth
Grades 7-12. Not evaluated,
Created for the "Allowance" age group, there are many
points in this lesson that apply to all ages which handle
money! It deals with determining the amount and source of
your income, making a plan for controlling your money,
anti using the plan you have made. e.
Business methods fol. young people
Grades 7.12. Not evaluated.
Encourages accurate, uptodate business methods for the
young earner, Discusses advantages and methods of prepa"a.
165
IIVyV tU OM' d city 1JUJ
Grades K-6. Not evaluated,
Teaches safety, courtesy and knowledge of bus proce-
dures,e.
How to Tell Time, Part I, II, Ill
Grades IC6, Not evaluated.
Simple exercises, questions and learning activities are
included. e.
How trucks help your community
Grades 4.12. Not evaluated.
There are two main ways in which our communities are
helped by trucks through their services and through the
jobs they create. Shows that a community without trucks
would soon fail to,keep pace in today's world. e.
Is farming forme?
Grades 4.12. Not evaluated.
One out of every five men, gets his living from the soil,
Answers some of the questions asked regarding the farm as
a career. It points out the pitfOs as well as the rewards of
this work. e.
Jean's farm friends
Grades K-3. Not evaluated.
Serves as a wo-f old lesson in Primary reading and the study
of farms and farm animals. It is a charming story of a little
farm girl and her animal friends. There are only 75 Words
used in the entire story. e.
Job outlook for youth
Grades 7.12. Not evaluated.
Emphasis is placed on the poor job prospect for young
. 160
Grades 7-12. Not evaluated.
The filmstrip shows and explains the qualifications needed
to become a policeman or policewoman. It vividly illu-
strates the training given in the Police Academy including
classroom instruction in law and police procedures, first
aid, life-saving, and how to deal with emergencies. Students
learn why a policeman's career requires hard work, intelli
gence and dedication. e.
Safety test for :mu and your home
Grades K-12. Not evaluated.
*1-,ows some of the reasons for the "little accidents" at
me that quietly kill thousands of pet;;:le each year. A
tour i.rough the yard, up the porch and into various rooms
of the home, illustrates and discusses danger spots.
Emphasis is placed on the need to think about, and correct,
unsafe practices. Photos supplied through courtesy of the
National Safety Council. e.
Simple machines
Grades 4.12. Not evaluated/
A visual presentation of the basic facts regarding the six
simple machines, and a discussion of how they help man by,
multiplying his strength. Essential for Physics Courses, Very
useful in elementary General Science classes. e.
Stay in school
Grades 7.12, Not evaluated.
Discusses the many advantages of staying in school until a
high school diploma has been obtained. Emphasizes that
success in any field is more easily attained with as much
academic training as it is possible to acquire. e.
rs
41.0
receive retirement, survivors nd disability payments;
where the money comes from; how much a person is likely
to receive; why Social Sicurity Numbers are necessary; how
the program affects employers; and what changes have been
made in the program since its inception. e.
14. :yuLcinliLldleU.
This filmstrip shows the importance of a school safety
patrol in eliminating many of the chances of injury or death
which might affect your school children. Shows duties of
the Patrol and where to seek help in organizing a Patrol in
your school. e.
FOOTNOTES
a
Bureau for Audio Visual Instruction Catalog 1971, University of Wisconsin
bKI2 Guide for the integration of career development into local curriculual, Wisconsin Department of Public Instruction Decembei 1971
c Vocational guidance on wheels, Wisconsin MobileGuidance Career Proiect s June 1971
dJipson, Frederick J. Index of special education media, 1970
e
Publisher's I iterature
167
... y uk11.11%bs
posters, records or cassettes, puppets, role playing cards,
puppet props and group discussion cards, C.
hal B'rith Vocational Service
1640 Rhode Island Avenue NW, Washington, D.C. 20036
Guidance kit
Grades 4-6, Appropriate.
Kit contains a copy of every publication listed in current
BBVS catalog, literature in the fields of education and
vocational guidance. b.
The Bruce Publishing Company
2642 University Avenue, St. Paul, Min. 55114
Search: Discovery through guidance
Grades 4-6. Not evaluated,
Searchlighl on self, Students have opportunities to evaluate
their persondl feelings and goals.
Silver Burdett Company, a division Of General Learning
Corp.
46 South Northwest Highway, Park Ridge, IL 60068
New music horizons song book
Down in a coal mine, Men at work and Peanut picking song
for 5th graders.
Not evaluated,
Careers Inc,
P.O. Box 135, Largo, Fla. 33540
168
Der fistein,
1971. Very appropriate.
Unit I 'Work is fun! The Primary child Unit II Work is
doing! The Adolescent Unit III Work is living! The Young
adult. Photographs and teacher's guide.
Educational Reading Service Inc,
East 64 Midland Avenue, Paramus, N.J. 07652
Women of destiny
$36.30 8 cassette tapes. Grades 4-6. Not evaluated.
Inspiring stories of brave women who overcame enormous
personal obstacles to lead the way for others, Helen Keller,
Clara Barton, Florence Nightingale, Madaine Curie, Juliette
Low, Elizabeth Blackwell, Amelia Earhart, Betsy Ross. b.
EmIMI~~.1=.
Educational Record Sales
157 Chambers Street, New York, N.Y. 10007
Living with others: Citizenship
$17,50. Not evaluated.
These recordings permit a youngster to picture himself in a
variety of situations so he can learn for hirnser, how to cope
with them. b.
The pre-adolescent years (Family and friends)
$4.98 tapes. Grades 5-6 and older. Not evaluated.
Child is helped to understand perceptions and Points of
view of others leading to a reduction in decision-making
based only on his egocentric point of view. b.
TeaChing children values
$5.95. Not evaluated.
Utilizing problem solving techniques, this record provides
akuucilt d UlUdU UUUUUK wore committing himself to a
course of study. Includes opportunities in: construction,
distribution, health service, hotels, motels, 'restaurants,
industries, transportation. b.
The fireman and his work
18 min. tape. Very appropriate,
Understanding of the contributions of the fireman to
community safety is developed through guided worksheet
activity in which the learner identifies commonly distin-
guished elements of the fireman's uniform, equipment,
tools and services. Awareness of fire dangers and the need
for fire safety is created. b.
Let's meet the doctor
14 min. tape. Very appropriate.
Introduces the doctor and his work through guided
worksheet identification by the learner of some of the
common procedures Lind equipment a physician uses in a
physical examination. Family doctors and specialists are
differentiated and their image as a friend to the child is
stressed, b.
Let's meet the nurse,
10 min, tape. Very appropriate,
Through reference to worksheet illustrations, the learner
visits a hospital nurse, a dental nurse, a physician's nurse, a
school nurse and a visiting nurse, and is oriented to the
duties of each in the community. b.
Let's meet the teacher
13 min, tape, Very appropriate,
Acquaints the learner with the background and training of
MIN. Int midge
of the police officer as a friend is developed. b.
Guidance Associates
Pleasantville, N.Y. 10570
First things; sound filmstrip for primary years (kit)
Primary. Not evaluated.
Introduces primary grade children to basic concepts of their
social and physical environments. The fundamental objec-
tive of the series is to help each child grokin understanding
of himself .and other persons as individuals and as members
of groups within the society. More explicitly, this filmstrip
series aims to help each child develop: acceptance of and
respect for himself; understanding of the differences among
individuals within a given group; understanding of how an
individual's feelings and actions are influenced by the group
to which he belotigs; identification with individuals in other
groups, on the basis of shared feelings and desires;
recognition of various interactions that occur between
individuals and/or groups; awareness of how individual's
expectations of each other influence their interactions;
awareness of the various affects i lteractions have on each
individual involved; realization of the alternative possibili-
ties for interactions with others. Each kit contains a
filmstrip, record and study guide. The kits are divided into
the following categories; Who do you think you are; Guess
who's in group; What happens between people ?; You got
mad: are you glad?, What do you expect of others ?; Listen
there are sounds; Look about you; People we know; Places
to go. C.
169
hour tapes or cassettes on-thELjob interjews which give an
insight Hto the major requirements fora career at-sea. b.
Occupational interview casettes
Carlton Films. Grades 7-9. Not evaluated.
A series of 50 on-the-job interviews provides student; with
insights into the work-a-day world from which people who
actually do the work. b-
Pre-recorded tapes for vocational guidance
Set of 50 5249,50, each $5.50. Grades 7-9. Not'
evaluated,
A series of 50 on-the-job interviews cover working condi-
tions, occupational demands, fringe benefits, earnings,
retirement, job qualifications, etc. b,
Me, myself and I filmstrip kit
Grades 4-6. Not evaluated.
This kit expands the maturity. concept and points out
developing socially acceptable behavior.
The kit contains filmstrips and records end are divided into
the following segments: How can I improve myself; Where
do we go from here; What about other people; Who am I;
Viiy do my feelings change. What can I do about, c.
McGrawHill-Whittlesey House
330 West 42nd Street, New York, N.Y. 10036
Career interviews iseries1
Grades 7-9. Not evaluated.
40 taped career interviews. b.
170
Occupational Awareness
P. 0, Box 5098, Los Angeles, Calif, 90055
Occupational Awareness mini-briefs,
Not evaluated.
Subject oriented occupational information in outline form'
organized into 45 subject packets including special educa-
tion, Packet includes teacher's guide, 30 student work-
sheets, 30 student summary sheets and occupational out-
lines. Prices range from $7,25 to $64.40,
1.1.0.1r/...waymPlfm..~P
F.A. Owen Publishing Company
Instructor Publications Inc., Instructor Park, Dansville,
N.Y. 14437
Occupational charts
Grades 4-6. Not evaluated, ,
Children may review the education neetled and the course
of study to pursue to enter a particular occupation, b.
armanw...m....~1.11.0*
Palmer Productions
25 West 45 Street, New York, N.Y. 10036
Career development service
1970. Grades 7-9. Not evaluated.
Includes check lists, inventories, etc. b.
The Psychological Corporation, subsidiary of Harcourt
Brace Jonahovich
304 East 45 Street, New York, N.Y. 10017
Community helpers
$8.00 a set. Very appropriate,
Each set of 8 colored picture story study prints depicting
specific jobs and various duties associated vith it. Complete
lesson on reverse side: Police dept. helpers; Fire dept.
helpers; Postal helpers; Dairy helpers; Supermarket helpers;
and Hospital helpers.
Science Research Associates
259 East Erie Street, Chicago, 1 1. 60611
Charting your job future by Lambert L. Gilles.,
$1.95. Grades 7.9, Not evaluated.
Provides self-administered inventories to help students
assess their interests, abilities, and personalities and relate
them to careers. b.
Focus on self-development (kit)
Primary. Very appropriate.
A developmental program designed for use in the classroom
by teachers. Its overall objectives" are to lead the child
toward an understanding of self, understanding of otheh
and an understanding of the environment and its effects.
The kit' includes a guide, five-full color filmstrips with
accompanying records, four story records, twenty photo.
cards Ione photo per side) anu one copy of the pupil
activity book Here I Am, c.
Kuder Form E. general interest inventory
Grades 6-12. Very appropriate.
Measures individual preference for activities in ten areas:
outdoor, mechanical, scientific, computational, persuasive,
What could I De,. Kit
Not evaluated.
What I like to do
$8.57 (pack of 25). Grades 4.7. Not evaluated.
Easy-to-use interest inventory. Identifies preferences in art,
music, social studies, active play, quiet play, manual arts,
home arts and science, b.
Widening occupational roles kit (Work)
1968. $211.35. Grades 7-9. Not evaluated.
Kit includes 400 junior occupational briefs (jobs), 5 junior
guidance booklets, 35 student workbooks, teachers manual,
and 5 color filmstrips. Kit helps students expand their
knowledge of the world of work, job families, self
understanding, and educational requirements for various
occupations, b.
Your future in meteorology (Occupational kit) by Berry
1965. Grades 4.6, Not evaluated,
Sextant Systems, Inc.
Milwaukee, Wis. 53210
Beginning sextant series
4th `grade and younger, Very appropriate.
Attractive colored illustrations depict children in appropri-
ate attire performing adult work roles, b.
Come to work with us book kit,
Grades K-3. Very appropriate.
The Beginning Sextant Series "Come To Work With Us" is
designed to meet the need for career development materials
171
11C1i1C1
1971. 58.00 each set of 8 pictures. Grade K -4. Very
appropriate,
Policeman, Fireman, Postal workers, Dairy helpers, Hospital
helpers, Supermarket helps, b.
Study Prints
Not evaluated,
8 on School, friends and helpers; 4 on A Family at work
and play; and 8 on Neighborhood friends and helpers, b.
Success Motivation Institute
Life in the teens
$599,00 complete series, Grades 7-9. Very appropriate.
Ten cassette taped lessons for teenagers include aids in
self-understanding, motivation for success in school, and
selecting and planning your career. b.
Troll Associates
East 64 Midland Avenue, Paramus, N.J. 07652
knowledge and application of the howl and whys of job
applications, W-2 forms, as well as federal withholding
forms. The kit contains transparencies and ditto masters so
as to insure maximum use in the classroom. c.
On- the -job interview series
Grades 7-9. Not evaluated.
50 tapes of actual on- the -job interviews, varying in length
from 15 to 25 minutes. b.
Planning beyond high school
Grade 7.9, Not evaluated.
This series of six records, tapes or cassettes helps the
student investigate the broad range of alternatives open to
after he graduates from high school. b.
Wisconsin Department of Public lristruction
126 Langdon Street, Madison, Wis, 53702
Wisconsin Instant Information SysteM for Students and
Counselors (WISC)
A deck of aperture cards containing information on
Wisconsin occupations and training schools in microfiche
form for use with readers or reader/printers, b.
FOOTNOTES
a
Bureau for Audio Visu,11 Instruction Catalog 1971, University of Wisconsin
ow. .
hK-12 Guide for the integration of career development into local curriculum, Wisconsin Department of Public Instru6tion December 1971
C Vocational guidance on wheels, Wisconsin Mobile Guidarice Career Project, June 1971
d Jipson, Frederick J. Index of special education media, 1970
ePublisher's literature
172
,311-t..amwift y, dl.;clUelf111;
ability. Age 5-12. Grade kindergarten 6.
000046 Tennessee self-concept scale.
Purpose to evaluate physical self, moral-ethical self, per-
sonal self, family self, social self, and self criticism. Age
12- adult, Grade 6-adult.
000069 Picture interest inventory.
Purpose to help identify occupational preferences by
non-verbal (pictorial) means in order to assist students with
future educational and vocational plans. Grade 7-adult
college.
000088 Vineland social maturity scale
Purpose to sample various aspects of social behavior in
order to have a measure of how mature or independent a
person is. Age 0-adult. Grade preschoolcollege and adult,
000155 Fundamental achievement series
Purpose to measure the.verbal and numerical capabilities of
people who may have had limited educational opportuni-
ties, to serve as an employment test for the disadvantaged.
Grade 612 Adult MR and,culturally disadvantaged..
000167 Student ability inventory.
Purpose to measure a child's attitude toward various aspects
of school life and his self-concept. Age 4.8. Grade preschool
4.
000172 Y.E.M.R. Peri wma 'Ice profile for the young
moderately and mildly retarded,
Purpose to identify the performance level of a pupil in daily
000174 Student opinionare.
Purpose to provide a student with a self-evaluation instru
ment concerning his personality and his role as a student.
Age 14-19. Grade 9-12.
000179 Work adjustment evaluation,
Purpose to evaluate the work adjustment of an employee in
six areas: response to supervisor; response to co-workers:
emotional; attitude toward work; production; attendance.
Adult.
000180 Employment information form.
Purpose to find information about an individual's employ-
ment situation and his attitudes and behavior toward it.
Also there is a section applicable to a person who is
unemployed which asks why he is not: working, is
looking for work and what his future plans are. Adult;
000181 \NEC Follow-up form.
Purpose to find out information about a retarded student's
employment situation and his attitudes and behavior
toward employment. Also there is a section applicable to
students who are unemployed which asks why they are not
working, if they are looking for work, what their future,
plans are. Grade 9.12 and adult MR.
000182 Work experience form, parent interview form.
Purpose to find through parent interview, information
relevant to a child's employability. Included are his
developmental history, his relationship to family and
friends and his work habits, attitudes and experiences. Also
included are parent rating sheet and test observation of
parent. Grade 9.12 MR.
173
