document resume - ericdocument resume ed 082 392 ec 052 549 author picago, stanley t.; and others...

DOCUMENT RESUME

ED 082 392 EC 052 549

AUTHOR Picago, Stanley T.; And OthersTITLE Career Development-Special Education. Volume II:

Secondary Edition 7-12.INSTITUTION Eau Claire Joint School District 5, Wis.SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE),

Washington, D.C.PUB DATE 73GRANT OEG-0-72-0291NOTE 294p.

EDRS PRICEDESCRIPTORS

ABSTRACT

MF-$0.65 HC-$9.87*Career Education; Class Activities; ConceptFormation; *Curriculum Guides; *Educable MentallyHandicapped; *Exceptional Child Education;Interpersonal Competence; Mentally Handicapped;Resource Guides; *Secondary School Students

The curriculum guide provides teaching units andactivities to integrate career education concepts into the curriculumfor educable mentally handicapped children in grades 7 through 12..Focused on are 1(5 concepts of career development such as theinterrelationship between occupations and life style and betweeneducation and work. In addition, 12 persisting life situations suchas learning to travel and move about and learning to manage one'smoney are cross referenced with the career development concepts.Career concepts and life situations are coordinated in chart formwith behavioral objectives, topic learning activities (organized bysubject areas such as social studies or art), resources (such asrecords, books, or filmstrips), learning outcomes, and suggestedevaluation procedures. Examples of learning activities at the juniorhigh level for the concept of the interrelationship of education andwork are listing skills which require training (social studies) andlearning to use the telephone properly (language arts). The senior.high curriculum is organized by subject areas (such as pre-vocationalinformation, job adjustment, or language arts) and grade level.Appended is supplementary information for students such as selfrating forms, and a list of ways to develop an attractivepersonality. (For a related curriculum guide at the elementary levelsee EC 052 548) . (DB)

FRO:',I BEST ;,VAILABLE COPY

CA EER

EVELOPMENT

PECI

O

Secondary Edition7-12

E UCATI ONEau Claire, Wisconsin

1973

U.S.OEPARTMEHTer HEALTH.FOH!CATiON &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT O'FF ICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

CAREER DEVELOPMENT - SPECIAL EDUCATION

A guide for the integration of career education concepts into theexisting special education curriculum, K-12, developed by a teamof special education administrators and teachers and the careereducation team from the Eau Claire Joint School District No. 5.

Eau Claire School System contributors include:

Stanley T. Picago, Special Education CoordinatorEvadine L. Elchinger, TeacherLinda C. Nickence; TeacherRobert A. Rau, TeacherJames A. Schoenrock, TeacherJanis E. Stamm, Teacher

Clifford H. Stanford, Ca:eer EdUcation Project DirectorJames R. Bowman, Secondaf:y Career ConsultantThomas L. Frisbie, Career CounselorIan M. Sraith, Elementary Career Consultant

Special technical assistance in preparing and assemblingthis publication was provided by Mary Wysocky, secretary.

The following personnel from the Division of Instructional Servicesand the Division for Handicapped Children were involved in thecoordination, compilation, and general preparation of this guide:

Robert S. Meyer, Consultant, Department of Public InstructionMrs. Alverna Robinson, Consultant, Mentally RetardedJohn H. Stadtmueller, Administrator, Title VT -B, EHAThomas S. Stockton, Curriculum Consultant of Title VI-B, EHA

VOLUME II: SECONDARY

May, 1973

This publication was developed through Title VI-B of theEducation of Handicapped Act, Project 20132, under agrant from the United States Office of Education, No. 59149-72,as part of a research and development project in careereducation, Project No. 01.038-153-212, under a grant fromthe United States Office of Education, No. OEG-0-72-0291,conducted under Public Law 90-576.

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PREFACE

Career Education is not a new concept or practice in theEau Claire Area Schools. For many years special education classes,as well as regular school programs, have addressed themselves tomany of the basic principles included in this Career EducationCurriculum Guide. This guide, however, does represent a new thrustto implement an effective career education program for the specialeducation students in this district. A similar commitment is beingmade for all Eau Claire Area School District students. Needless tosay, this thrust is in harmony with the educational philosophy ofthis school district.

Dr. Marvin G. LansingSuperintendent of SchoolsEau Claire Area School System

iiic

FOREWORD

This guide was developed through,the combined efforts of the Eau ClaireJoint School District's special education department, career education team,and the State of Wisconsin, Department of Public Instruction's Division forHandicapped Children. Its foundations were established on occasion of acareer education workshop, summer, 1972, and took final form in a specialholiday workshop, December, 1972.

Written by teachers of the mentally retarded, this guide is designedto provide teaching units'and activities which will allow for integrationof career education concepts into the curriculum preSently used forteaching mentally retarded children, kindergarten through grade twelve.

Proposed activities in this guide revolve around the sixteen conceptsof career development found in Wisconsin's .K -12. Guide fol. IntegratingCareer Development Into Lode' Curriculum and the Twelve 'Persisting LifeSituations found in EMR Curriculum,.A Persisting Life Needs APproach.

For.convenLent reference, each section of this two volume guide list&the sixteen concepts of career development on a separate page, followed bya page which cross references the sixteen career concepts pertinent to thatsection of the guide with the twelve persisting life situations.

Cognizant of the fact that this is a guide, the authors envision thatthe suggested activities will be 'expanded, edited, and/or revised byteachers to meet specific classroom -situations and student needs.

1`This ,;aide is an excellent companion publication to the following

sources: Wisconsin's K-12 Guide for ialmating, Career Develoemeat IntoLocal Curriculum; EMR Curriculum, A Persisting Life Needs Approach,Bulletin No. 058-70; Teachers' Handbook for Implementation of the StateCurriculum for Educable Mentally Retarded, Bulletin No. 060-70; andLearning to Earn A Living, Bulletin No. 2484, all available through theWisconsin Department of Public Instruction and/or the Division forHandicapped Children, 126 Langdon Street, Madison, Wisconsin, 53702.

ivc

Concept 1

Cont cot

Coikcept

SIXTEEN CONCEPTS OF CAREER DEVELOPMENT

An understanding and acceptance cf self is importantthroughout

2 Persons need to be recognized as having dignity and.2orth,

3 -Icoupatiens exist for a purpose.

Concept 4

Concet

Conc.!?pt

There is n wide variety of careers whit:h may becir,ssified in several ways,

5 Work rrz.,-; diffp7,?nt thin: to different people,

Educatifl and are interrelated.

Concept 7

Concept 8

Concept

Concept 10

Individuals differ in their interets , abilities,attitudes an-! values.

Occupational supply and demand has an Impact oncareer planning.

Job specialization creates interdependency.

Environmc:at and indivi6-Jal potential interact toiff.luencf, career devel*pment.

Concept 11 Occuations ,c7e a styles are interrelated..'

Concpt 12 In(rfivieunis can rn to perform adequately in avarLcty of c,c,pens.

Concept 13 UIP.-?_7- f-v-eIcmcn.: requires a continuous andsnail series of choices.

Concept 14 Various p.-,roup::,and institutions influence thenLtnre stiucture of'wov.c.

Concept 15 Individuals are rfoonS-lble for their careerplanning.

Concept 16 Job characteric::.enri individuals must befiexibin in -a changing sociaty:

VC

CAREER CONCEPTS/PERSISTING LIFE SITUATIONS

A Cross Reference

Proposed activities in the junior high school section of this guidecenter around the sixteen concepts of career development. Following islisted each of the twelve persisting life situations and the career conceptswhich are correlated with each within the guide.

P.L.S. #1 - Learning to Communicate IdeasCareer Concepts: 6, 9, 13.

P.L.S. #2 - Learning to Understand One's Self and to Get Along With OthersCareer Concepts: 1, 2, 7, 9, 11.

P.L.S. #3 - Learning to Travel and Move AboutCareer Concepts: 8, 10, 12, 13.

P.L.S. #4 - Learning to Handle and Adjust to One's Social, Technological,and Physical EnvironmentCareer Concepts: 1, 3, 4, 8, 9, 10, 11, 12, 13, 14.

P.L.S. #5 - Learning to Keep HealthyCareer Concepts: 1, 2, 11.

P.L.S. #6 - Learning to Live SafelyCareer Concepts: 6, 11.

P.L.S. #7 - Learning to Earn a LivingCareer Concepts: ,24-3, 5, 9, 11.

P.L.S. #8 - Learning HomemakingCareer Concepts: 3, 11, 13.

P.L.S. #9 - Learning to Manage One's MoneyCareer Concepts: 11, 13.

P.L.S. #10 - Learning Wise Use of Leisure TimeCareer Concepts: 3, 5, 11, 14.

P.L.S. #11 - Learning to Appreciate, Create, and Enjoy BeautyCareer Concepts: 1, 7, II.

P.L.S. #12 - Learning to be a Responsible CitizenCareer Concepts: 1, 2, 3, 5, 7, 9, 14.

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TABLE OF CONTENTS

Volume I: Primary/Intermediate (K-6)

Section I: Primary (Grades K-3)

Acknowledgements is

Grant Specifications iiaPreface iiiaForeword ivaSixteen Concepts of Career Development vaCareer Concepts /Persisting Life Situations viaTable of Contents visaPrimary Teaching Activities 1-26

Section II: Intermediate (Grades 4-6)

Sixteen Concepts of Career Development iib

Career Concepts/Persisting Life Situations ilibIntermediate Teaching Activities. 1-30

Volume II: Secondary (7-12)

Section I: Junior High School (Grades 7-9)

Acknowledgements is

Grant Specifications iic

Preface iiicForeword ivc

Sixteen Concepts of Career Development vcCareer Concepts/Persisting Life Situations vicTable of Contents -viic

Junior High School Teaching Activities 1-28Appendix Al-A33

Section II: Senior High School (Grades 10-12)

Sixteen Concepts. of Career DevelopmentCareer Concepts/Persisting Life Situations

iidiiid

Senior High School Activities 1-212. Social Studies 10 1-18Pre-Vocational Information 11 19-40Job Adjustment 12 41-62Language Arts 10 63-98Language Arts 11 99-110Language Arts 12 111 -146Mathematics I 147-154Mathematics II 155-184FAence/Health 185-212

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1

CONCEPTS OBJECTIVES

Concept 1:

An understanding andacceptance of self isimportant throughoutlife.

P.L.S. #2:Learning to understandone's self and to getalong with others.

P.L.S. #4:Learning to handle andadjust to one's social,technological, and physi-cal environment.

P.L.S. #5:Learning to keep healthy.

P.L.S. #11:Learning to appreciate,create, and enjoy beauty.

P.L.S. #12:Learning to be a responsi-ble citizen.

The student should...

understand something aboutthe structure and functionof physical self. Con-sider: differences,changes, disorders,handicaps, sex.

understand reasons forcaring for physical self.Consider: food, rest,exercise, and harmfulnessof drugs, tobacco, alcohol.Learn to guard againstdiseases.

understand the need forfriends.

recognize his/her friendlycharacteristics.

TOPIC-LEARNING ACTIVITIES

The student could...

Health:

view film of human anatomy.Discuss charts and posterson anatomy. Discuss simi-larities and differences.Discuss need for combinedmental and physical health.

become aware of commoncommunicable diseases, i.e.,venereal diseases. Learnprotection methods againstdisease and illness, theneed for sleep and exer-cise, and the dangers thatresult from the use ofdrugs, tobacco, and alcohol.

participate in developinga sociogram.

discuss the need forfriends, and how to be afriend.

discuss and define mentalillness, and the helpavailable.

Reading:

look for and read storiesof athletes. Collect pin-tues of people who aredifferent. Examples: skincolor, height, weight.

Home Economics:

study and understand thevarious sizes in wearingapparel, the importance ofpersonal appearance. LearnAbout the four basic foodgroups and balanced diet.

la


Mathematics:

study measurement terms(height-weight). Makecharts indicating heightand weight.

study statistics relatedto hospital expense. Con-sider insurance, work loss,etc.

Physical Education:

plan a program forrecreation.

2

Special EducationGrades 7-9

RESOURCES LEARNING OUTCOMES EVALUATION PROCEDURES

Newspaper.Information texts.Library.

Bulletin board.Films.Class trip to hospital.Charts.

EMR Curriculum Guide.

Mott Basic Language SkillsUnit 9, Page 102.

Dr. Maxwell Maltz - Kit"Secrets"(Personality Develop-ment).

Filmstrips:

"Alcohol - Why Drink?""Drugs - Your Decision""Marijuana - A Foolish Fad""Narcotics - Uses andAbuses"

"Tobacco - Why Smoke?""Venereal Disease - APresent Danger"

Film-of-the-Month -"Knowing Yourself"1. You Are Not Just Like

Everybody Else.2. Your Search forSelf.3. Who Do I Want To Be.4. To Be.Somebody.5. Understanding Myself.

See appendix pages A-1through A-9.


recognize the basicdifferences and thebasic similarities inpeople.

understand the correla-tion of physical changeand behavior with age.

understand the normaland acceptable sex in-fluences at'particularage levels.

be aware of the dangersof drugs, alcohol, andtobacco.

be aware of preventivemethods regarding illnessand disease.

Teacher observation andtesting.

3

CONCEPTS OBJECTIVES. TOPIC-LEARNING ACTIVITIES

Concept 2:

Persons need to be recog-nized as having dignityand worth.



P.L.S. #7:Learning to earn a living.

P.L.S. #12:Learning to be a respon-sible citizen.


learn how to adjust to andlive with his handicaps.

have an awareness of hisstrengths and weaknesses.

have an awareness ofpurpose for living andlearning,

develop a sense of se-curity within himself/herself.


Health:

discuss the following topics:

1. What is personality?2. Why do I act as I do?3. What do I do that people

like?4. What do I do that people

dislike ?'

5. Can I change my badpoints?

6. Why should I change?7. What is respect? How

do I give it or get it?8. Who cares about me?9. Who do I care abc..Jt?

10. What can I do forothers?

11. What can I do tor my-self?

12. What can't I do?13. What must I learn to eto?14. How do'I want others to

Chink ana feel about rue?

Language Arts:

role play, participate inpanel discussions, examinebooklets and bulletin boardson mannerisms, .read playsand stories::

Physical Education:

participate in team games tolearn sportsmanship.

Social Studies:

study the minority groups.Reveal the history of theIndian, Negro, etc.

3a



Home Economics:

discuss:

1. How does dress affectmanners?

2. How does our appearanceaffect the opinionsothers have of us?

3. Do we dress the samefor all occasions?

4. How would one dresswith regard todifferent jobs?

Related Activities:

construct sociogram, assumesome room duties, practiceBig Brother method oflearning.

4


RESOURCES .LEARNING OUTCOMES .EVALUATION PROCEDURES

Use text apl work pads' for"A Heall-1--!.. Yoe. It con-cerns bu:_it character,responsibid 7ies as a teen-ager, your family, friends,and marriage.


See appendix pages A-10through A-22.

Filmstrips:

"Learning to Live WithYourself"

"What Do You Believe AboutLife"

"What Do You Expect ofOthers"


become aware of personalimportance in the familyand community.

realize that there is aneed and purpose forhuman existence.

recognize problems ofsocial groups.

understand relationship.between appearance andacceptance.

Teacher observation ofstudent attitude and behavior.

5

CONCEPTS OBJECTIVES TOPIC-LEARNING ACTIVITIES

Concept 3:

Occupations exist for apurpose.

P.L.S. #4:.

Learning to handle andadjust to one's social,technological, andphysical environment.


P.L.S. #8:Learning homemaking.

P.L.S. #10:Learning wise use ofleisure time.



understand that there isa need for everyone'sservices.

begin to provide forindividual needs.

understand the need todevelop his/her life tothe fullest.

recognize the need to beself-supporting.

develop an attitude forgiving and contributingto making this a betterworld.

become aware of whatsociety demands from anindividual.


Social Studies:

study the needs of the commu-nity (farm and city).. List

services received from thecommunity (fire dept., etc.).Discuss services renderedwithin school building, e.g.,food services, janitorial,etc. Take field trip tobakery, dairy, telephonecompany, -power plant, policedepartment, fire department.Prepare a bulletin board oncommunity occupations andgoods produced in this area.

Health:

discuss work as a necessaryexperience to develop ahealthy body and mind.

discuss leisure time:

1. What are the fun thingsI like o do?

2. How much money do I needto enjoy life?

3. What does it mean to workand save for somethingspecial?

Art:

develop and construct a townusing cardboard, blocks, etc.Exhibit necessary facilities,industries, and businessesthat comprise the averagetown while including particu-lar characteristics of thelocal area.

select committees to developinformation and models perti-nent to Communication, trans-portation, health, and safety.Examples: police and fireprotection, etc.

5a



Reading:

discuss father's occupation.Organize a format Co use wheninterviewing parents. Discuss:

1. Why does mother workoutside the home?

2. Why do some familiesreceive aid?

3. Where does the aidcome from?

4. Could everyone receiveaid?

search for reading materialon Welfare.

listen to a Welfare worker.

discuss advantages anddisadvantages of Welfare.

Mathematics:

present the idea of saving,and how to budget money.Have an awareness of pro-

, viding necessities. Learnthe cost of utilities,transportation, and recrea-tion.

6

Special EducationGrades 79

RESOURCES LEARNING OUTCOMES

Newspaper.Library.Field trips.Chamber of Commerce.

Mott Basic Language StudyGuide - 300B; 600A, Page 44;600B. Published by AlliedEducation Council,Gallen, Michigan 49113

Filmstrip-of-the-Month -"You and Your Money"1. You the Consumer, #4142. What Clothes Should I

Wear, #3173. Getting and Using

Money, #3624. So Your Budget Won't

Budge, #325

"Preparing.For Work"I. Marriage and Career,

#3992. Your Life of Work, #3373. Volunteer Work, #4174. The Meaning of Work,

#411.


identify sources ofservices citizens re-ceive from the community.

understand the role anindividual.plays in thecommunity.

establish a purpose forplanning a future occu-pation.

recognize work as anecessary factor forsurvival.

EVALUATION PROCEDURES

Checklist.

Discussion.

Observation.


Concept 4:

There is a wide varietyof occupations which maybe classified in severalways.

P.L.S. #4:Learning to handle andadjust to one's social,technological, andphysical environment.

The student should".

become aware of his/herabilities and how they canfulfill necessary servicesin a variety of fields.

broaden their outlook onjob possibilities in areaspreviously unknown to him/her.

The student could..,

Social Studies:

list job opportunities inthe local area.

list skills required forvarious jobs.

LanRuaRe:

collect information andwrite reports pertinent tovarious occupational areas.Examples: restaurants,hospitals, governmentbuildings, institutions forlearning, nursing homes,landscaping firms, transpor-tation facilities, factories,day care and nursery centers:

develop guides on janitc,rialwork, food service, andnursing.

listen to head custodiandescribe his work.

select pictures, prepareslides, and tape a descrip-tion of various communityoccupations.

Science:

present factors which relateenvironment to job existence:

1. How has ecology createdjob opportunities?

2. How has ecology limitedor eliminated someoccupations?

8



Telephone - yellow pages.Local newspaper.Local employment agency.Business places.Counselors.Dictionary of OccupationalTitles.

Occupational Outlook Hand-book.

Custodians.

Mott Basic Language Skills600 A, Unit 11-13-14-15600 B, Unit 6, 7.

The student should,

realize that servicesare needed in a widevariety of settings.

recognize changing per-sonal interests.

List at least three areasof interest.


Concept 5: The student should...

Work means different things begin to analyze his/herto different people. thinking with regard to

work.



P.L.S. #12:

Learning to be a respon-sible citizen.


Language Arts:

discuss and list: Why dopeople work?

realize that work has apersonal meaning to every view films and filmstrips onperson. occupations that require:

special talent, acquiring ofskills, a denoted interest,basically attendance andeffort only..

use above list as categoriesto analyze individual inter-est.

discuss with parents andolder family members thepersonal reasons for working.

listen to parents speak onthe value of work. Listento senior high students whoare involved in the work-study program.

listen to senior high specialeducation teacher explain thesenior high work-study pro-gram.

discuss the advantages ofcompleting high school educa-tion.

discuss:1. What could you do if you

quit school now?2. Could you feel different

about working as yougrow older?

write short reports statingreasons for wanting to work.

10


RESOURCES

Library."Scope" weekly magazine.Parents.

Senior high students.Speaker - senior high

special educationinstructor.

See appendix pagesA-23 and A-24.

Filmstrip:

"Eight to Two - The9onderful World ofWork - VocationalOpportunities"

"Why Do People Work"

LEARNING OUTCOMES 1 EVALUATIONPROCEDURES


list basic reasons forwanting to work,

understand some factorswhich will affect work-ing opportunities.

acquire a realistic pic-ture of his/her futureas a senior high student.

Teacher observation.

11


Concept 6:

Education and work areinterrelated.

P.L.S. #1:Learning to communicateideas.

P.L.S. #6:Learning to live safely.


become aware of specificqualifications which arenecessary to every job.Examples: attendance,dependability, respect forauthority, ability to takecorrection, respect forpolicies, getting alongwith co-workers.

realize that attainedskills offer greater oppor-tunities. A basic educationopens doors to a betterliving.

develop ability to uselegible and organizedwritten material.

develop ability to usecomprehensive and organ-ized speech.


Health:

discuss the specific quali-fications necessary for thevarious health careers.Relate qualifications toindividuals in the class.Discuss forming good habits,behavior, and attitudes.

Social Studies:

list skills which requiretraining. Discuss how orebecomes skilled in a par-ticular area.

learn about ways to travel.Examples: car pools, bus,train, and taxi. Discuss,"What must a truck driverknow besides how to drivea truck?" "What must awaitress know besides howto carry food?" "How doesa person get a social se-curity number?" "Why isit needed?"

Language Arts:

learn to use the telephoneproperly. Become acquaint-ed with the use and purposeof the yellow pages. Listnumbers important to everyhousehold (police, doctor,fire dept., ambulance).

Science:

learn to read a thermometer.Make a weather chart.Listen to radio and TVweather reports.

lla



Reading:

present exercises tostrengthen comprehension,exercises to teach follow-ing directions.

develop a communicationvocabulary, including roadsigns, safety signs.

perform exercises on mapreading (city and state).

1.2



Local employment agency.Bus and train schedules.City transportation faci-

Social Security office.Newspaper.Telephone book.Library.EMR Curriculum Guide.

Mott Basic Language Series600 A, Unit 8

Filmstrips:

"Why We Learn""Why We Listen""Why We Read"

"Speaking Over Barriers"Wisconsin Telephone Co.

Teacher's guide and illus-trations.Vocabulary cards.


.realize that personalwork habits are presentlybeing established andhave been for some time.

be aware of communitytransportation facili-ties.

understand somethingabout Social Securityand its benefits.

be aware of ways andmeans to become skilled.

be able to take a tele-phone message.


Checklist of information.

13

V

CONCEPTS OBJECTIVES

Concept 7:

Individuals differ in theirinterests, abilities, atti-tudes and values.

P.L.S. 42:Learning to understandone's self and to getalong with others.


P.L.S. 412:Learning to be a respon-sible citizen.


recognize a difference ofabilities and interestsamong family members.

be aware of the differ-ence in attitudes andvalues among peers.

identify self.



Reading:

define interests, abilities,attitudes, and values. Lookfor stories which stresspeople's differences inthese areas.

listen to several shortstories.

complete survey on like anddislike for each story.1. Mystery2. Adventure3. Fantasy and Fables4. Sports, etc.

English:

complete a short interestinventory which can be ad-ministered to class. Discussthe results, emphasizingdifferences.

compare abilities in hand-writing, art, singing, shopworking, and sports.

explain attitudes throughdramatizations, role playing.Prepare a written descriptionof someone in the classroom.Use prepared material for aguessing game. Survey in-terest in television programs.

write reports on the livesof people who are of parti-cular interest.

interview faculty members,asking such questions as:Do you have a hobby? What isit? What kind of car do youdrive? Why? What is yourfavorite sport?

13a



English: continued

compare the results ofinterviews.

have faculty members pro-vide evaluations as tothe performance of thestudent during the inter-view.

Music:

listen to different typesof music. Survey classmembers for likes anddislikes.

Art:

study and discuss a varietyof art productions. Discusslikes and dislikes.

Health:

Survey and discuss likes anddislikes in dress, food,hobbies, sports, televisionshows, movies.

14



Dictionary.Library.Checklist of interests.Counselor.Teacher.EMR Curriculum Guide

See appendix page A-25

Filmstrips:

"Communication Gap""Self-Discipline - CleanSpeech - Temperance"

"Social Development""Style All Your Own""Developing Real Friendship""Exploring Moral Values ""

(Prejudices and Authority)


recognize pers.6nal in-terests, abilities,attitudes, and values.

become aware of occa-sional need for a changein attitude or values.

discover the meaning ofprejudice.

respect the feelings ofothers with regard todifferences in interests,abilities, attitudes,and values.



15

CONCEPTS OBJECTIVES

Concept 8:

Occupational supply anddemand has an impact oncareer planning.

P.L.S. #3:Learning to travel andmove about.

P.L.S. 1,4:Learning to handle andadjust to one's social,technological, andphysical environment.

TOPIC-LEARNING ACTIVITY


realize that a certainamount of skill or abilityis necessary to fit intoany occupation which is indemand.

understand that many occu-'pations are becoming moresophisticated.

understand that the needsand desires of peoplebasically create jobs.


Social Studies:

survey the local area todetermine the demands of thecommunity.

discuss work with seniorhigh student in work-study.

obtain information of jobpossibilities in many commu-nities.

collect and display newsarticles with regard toemployment.

listen to a speaker from theemployment office.

discuss moving to areaswhere demand is greater, i.e..Minneapolis, Milwaukee, etc.

survey his/her fam'Lly historywith rega:i:d to the way thefather and grandfather wereable to earn a living. Com-pare possibilities for thefuture.

review the history of thecommunity to compare needsof the past with those ofthe present.

Language Arts:

develop a unit on using thedaily newspaper.1. World news.2. Local news.3. Announcements.4. Sports page.5. Advertising.6. Want ads.

develop spelling and vocabu-lary units from the paper.

16



Chamber of Commerce.Employment Office.Senior high students and

teacher.Neighborhood Youth Corps.Newspaper.Library.


-Filmstrips:

"Job Opportunities in aHospital"

"Job Opportunities in aRestaurant"

"Job Opportunities in aSupermarket"

"Careers Ahead"


realize that there must bea need for the serviceswhich he/she is capable ofdoing.

consider that he/she mayhave to leave the commu-nity to find employment.

recognize certain areasof work that are becomingobsolete.

Teacher observation througha type of "Where and Why"

17


Concept 9:

Job specialization createsinterdependency.



P.L.S. #4:Learning to handle andadjust to oue's social,technological, andphysical environment.

P.L.S. #7:Learning to earn a livina.



understand the need forcooperation among workers.

recognize that business,industrial, or institu-tional organizations arecomprised of workers whoperform interrelatedtasks.


Social Studies:

tour a large, local indus-try. Prepare a study be-ginning with the raw mater-ials used in constructionof the product. Survey theskills necessary to be em-ployed at the plant. Stddythe assembly line mechanics.

compile a list of the vari-ety of jobs involved fromstart to finish in the con-struction of a product,

discuss other merchandiseproduced by the industry.

Health:

discuss cooperation in thehome:I. Duties of each member.2. Respect for brothers,

sisters, and parents.3. Is it necessary to be

paid?4. Who pays parents for

their work in the horn: -,?

5. List what you voluntari-ly do for others.

6. What are volunteeragencies? Name some.

Home Economics:

prepare a meal. Designateseparate responsibilitiesto each student. Stress tl.e

cooperation of each studentto determine the success ofa finished product

Related Activity:

prepare materials for bulle-tin boards (a group project).Prepare reports as groupprojects.

18



Tour of UniRoyal, hos-pital, etc.

Encyclopedia.Film on rubber.


See appendix pages A-26through A-29

Filmstrips:

"Job Attitudes - Troubleat Work"

"Getting Along on theJob"


become more aware of theneed for getting alongwith others.

recognize that goods andservices are dependentupon one another.

develop an attitude anddesire to help oneanother.

Teacher evaluation of check-list: listing qualificationr..-Leded to succeed in a

climate.

19

CONCEPTS OBJECTIVES

Concept 10:

Environment and individualpotential interact to in-fluence career development.




begin to understand per-sonal limitations andpossibilities in theworld of work.

recognize the influencebeing received from his/her parents.

acknowledge the helpavailable through theschool.



Social Studies:

survey community jobs avail-able in the area of services.Discuss ways and means ofbeing trained.

tour a vocational school.

review work-study programoffered in senior high school.

English:

write or report orally thetype of work done by parents.Discuss possibilities of con-tinuing in this occupation.Consider, these questions:.

What do I want to do? Whatdo my parents want me to do?Would I consider moving awayfrom my parents to have ajob?

Reading:

read information regardingthe neighboring communities.Consider major occupations,major geographical differen-ces, distance from home.

tour a larger city on basic-ally a sightseeing tour.Discuss advantages and dis-advantages of moving.

Health:

discuss the physical andmental requirements forspecific job categories:J.. Community services and

utilities2. Food services3. Custodial care4. Nursing5. Construction6. Highway and street

maintenance7. Household maintenance.

20



Employment Agency.

EMR CurriculuM Guide.

See appendix pages A-30and A-31.

Audio Tapes:

"Understanding Yourself""Is There a Method to Help

you in Choosing aCareer?"


have developed a basicoverview of employmentareas available withinthe community geared tohis/her ability.

have-a realistic outlookof job possibilities.

consider factors involvedin moving to another area.

Teacher observation:,

Suggestion: Develop aquestionnaire pertinent tothe material covered.

21

CONCEPTS

Concept 11:

OBJECTIVES

Occupation and life styleare interrelated.







P.L.S. #9:Learning to manage one'smoney.




begin to understand thecorrelation between howan individual wants tolive and the way he/shecan afford to live.

develop a clear under-standing of what life islike today and what fac-tors will influence achange as he/she growsolder.



Social Studies:

prepare a personal informa-tion. booklet. List all per-tinent family,data, i.e.,age of each family memberand occupation, years offorwl education, schoolsattended, previous occupa-tions held by family members.When possible, state wages.Answer the following ques-tions: Do parents rent orown? Do they have an auto-mobile, telephone, televi-sion, camping equipment,life insurance, etc.

discuss leisure time. Con-sider these questions:What do you do as a family?What do you do with friends?

Math:

discuss basic costs and ex-penses of operating a house-hold. Consider: utilities,taxes, insurance, rent, food,medical expenses, clothing,entertainment, etc. Budgeta low income family. Stresspracticality and necessity.

Health:

discuss family relationshipand the need for each other.

22



Filmstrips:

"Families are Important""Teen's Roie in the Family""Understanding Brothers and

Sisters""Approach to Understanding""Discovering What Life isAll About"

"Family Feelings""The Importance of Belong-

ing"

"Problem With Parents""Your Family Tree""Exploring Moral Values"

(honesty - personal)"Alcohol, Decisions About

Drinking""Broken Homes and Families""Independence and Responsi-bility - Two-Sided Coin"

Audio Tapes:

Givp and TakeDo You Get Mad at Your

Parents?.

Is the Good Life Good Enough"Is Nour Parent's OpinionValuable?

The student should..,

be aware that the inabilityto perform certain jobswill determine life styles.

understand that personalattitudes and values con-tribute to life style.

be aware that wages willdetermine money availablefor leisure time.

realize that some familytraits will never change,while others may changeoften.


Teacher observation ofstudent discussions.

Suggestion: Develop per-sonal inventory card.

23

CONCEPTS OBJECTIVES

Concept 12:

Individuals can learn tofunction effectively in avariety of occupations.



E7


understand that there aremany occupations withsimilar performancepatterns.

begin to analyze his/her feelings and de-sires for additionaltraining with the hopethat it may improve jobpossibilities.

realize that individualshave assets and limita-tions.

be aware of the benefitsfrom senior high work-study programs or a part-time job.

TOPIC - LEARNING ACTIVITIES


Health:

study the occupational areasof similar performance. Ex-

amples: hospitals, nursinghomes; day care centers,nurseries; restaurants, foodservices.

Social Studies:

compare such occupations asforestry, conservation;caretaking, landscaping;road construction, buildingconstruction; maintenance,janitorial; trucking, delivery,

discuss areas of seasonaltype work. Explore interestsin indoor-outdoor activities.

Reading: (9th grade students,

develop an occupation cardfile with correspondingillustrative material. Usemagazines and newspaper.Write for free materiallisted through ReadersServices in scholastic jour-nals.

Related Activity:

prepare bulletin board.

RestaurantSchools Hospital

Helper

Nursing Home

24



Filmstrips:(To be previewed)

"Construction Worker""Gas Station Attendant""Hospital Workers""Is Farming for Me?""Working in a Laundry andDry Cleaning Shop"

"Working in the Cities""Working with Cars""Working With People""Truck Driver""Restaurant Worker""Nursing Assistant""Working in a Hospital"


list one occupation whichwould be considered ser-viceable to a number ofareas of employment.

increase personal know-ledge of possible occu-pations suitable to

'limited abilities.

understand that furthertraining may expandpersonal occupationalchoices.

A matching checklist -types of industry matchedwith types of services.

25


Concept 13:

Career development requiresa continuous and sequentialseries of choices.




P.L.S. 08:Learning homemaking.

P.L.S. #9:Learning to manage one'smoney.


be aware that this is alifelong process, subjectto change.

learn to make decisions,to search, and to plan.

consider the challengewhen deciding to re-locate.


Health:

prepare a bulletin board onhow interests and desireschange with physical andmental growth.

discuss the future changesone can expect.

Social Studies:

discuss planning with seniorhigh students who are esta-blished in a work-studyprogram.

Language Arts:

interview three adults. Askeach one:1. How many employers have

you had since you enteredthe world of work?

2. How many times have youactually changed theperformance of the workyou have done?

participate in a group dis-cussion: tell about deci-sions each has had to makein his/her life. Evaluatea right or wrong if possible.

Reading:

choose selections relatingthe decisions and choicesothers have made that alteredtheir lives in some way. Askfor suggested booklist fromlibrarian.

Mathematics:

discuss cost of moving,transportation, utilities.

compare wages and necessaryexpenses.

26


RESOURCES

Senior high students.Librarian.EMR Curriculum Guide.

See appendix pages A-32and A-33.

Transparencies:

"I Want a Job"

Filmstrips:

"Stay in School""Making Decisions""What Can I Do About It?"

LEARNING OUTCOMES


be aware of the lifestages of the humanbeing and the factorsthat influence him/herat different stages.

recognize factors in-volved in moving fromplace to place.


Individual evaluation byobservation of teacher.

Suggest a type of test ondecision making - correlationof age and interests.

27

CONCEPTS OBJECTIVES

Concept 14:

Various groups and institu-tions influence the natureand structure of work.



P.L.S. #12:Learning to be a responsi-ble citizen.


understand that laborunions,.laws,:licenses,labor management; and pro-fessional organizationsgreatly influence theworld of work.

realize a responsibilityto federal, state, andlocal governments.



Social Studies:

listen to speakers represent-ing both labor and manage-ment.

list occupations which re-quire a license.

define and understand socialsecurity, unemployment com-pensation, group insurance,income tax, withholding tax,exemptions, benefits, retire-ment plans.

Health:

discuss the different fac-tors involved in variousoccupations, i.e., some jobsrequire:1. wearing uniforms2. specific hair grooming3. a knowledge of the

correct way to handlefood.

4. physical examination5. proper shoes or protec-

tive garb.6. working night hours7. overtime8. alternating shifts9. Saturday and Sunday hours

10. inservice training

28



Speakers.EMR Curriculum Guide.

Mott Basic Language Skills600A, Unit 5, Page 58

600B, Unit 11, Page 127

600B, Unit 12, Page 143

Transparencies:

"My Social Security Card""Work Permits and HealthCertificates"


have an awareness of thefactors involved duringemployment or unemploy-ment.

understand that beingemployed makes him/herresponsible to groupsoutside the family.

A test of matching terms anddefinitions - can be doneorally.

Test type of vocabulary com-prehension.

A-1

A. Growing Up

1. Growing Up Takes a Long Time

It isn't easy to understand yourself at this time, or other people.

The problems you have at this time are frightening.HealthGetting along with othersSchoolYourselfYour family

You need opportunities to "try out" decisions you make in solvingor resolving problems.

2. Growing Up Means -

Learning to develop pleasant relationships with people ofall ages.

Assuming responsibility for things you do, and acceptingthe consequences.

Finding some sense of direction as you make immediate andlong range goals.

Resources:

Filmstrips: "Adolescent - Know Thyself" (Eyegate)"The Real You" (SVE)"An Age of Change" (McGraw-Hill)

SRA Booklets: You're Maturing NowGetting Along With ParentsYour Problems: How to Solve ThemHow to Get Along With Others

Classroom Discussions:

Handouts: Problems Found to be Important to Most Boys and GirlsProblems About MyselfAbout Me and My HomeMy FamilyMy FeelingsAbout MyselfStudent Personal Data Form

A-2

Problems Found to be ImportantTo Most Boys and Girls:

1. Your health.

2. Getting along with other people.

3. You and your school.

4. Yourself.

5. You and your family and home.

What Can be Done About Problems?

1. Know what your problem is and what is causing it.

2. Know if you can do anything about it.

3. Know what you can do about it.

How To Solve or Resolve Your Problem:

1. Find out what the problem is and what is causing it.

2. List all different ways of solving the problem.

3. Decide which way works best for you and go to work on it.

Problems About Myself

1. I get mad too much.

2. I am not nice looking.

3. I bite my fingernails too much.

4. I always get into trouble.

5. I feel bad about things I do.

6. I'm afraid to be home alone at night.

7. I'd like to get a job.

8. I worry too much.

9. I'd like more clothes.

10. I'd like to know what I'm going to bewhen I grow up,

11. I'm afraid of the dark.

12. I wish I were good at games.

13. I am too bashful.

14. I am too crabby.

15. I don't have much fun.

A-3

About Me and My Home

1. I wish we had a nice house.

2. I wish we had more money.

3. I'd like to have my own room.

4. I'd like to take music lessons.

5. I don't like to take music lessons.

6. I wish my dad were home more.

7. My parents are too bossy.

8. I wish my parents liked me more.

9. My parents treat me like a little kid.

10. I have to do too much work at home.

11. I wish my dad would play with me more.

12. I don't like my brother.

13. I don't like my sister.

14. My parents don't think I'm ever right.

A-4

Write any additional problems you have about home on the blank lines

at the end of the list.

My Family

1. I am cheerful at home.

2. I save some time to do things withmy family.

3. I show an interest in what others inmy family are doing.

4. I make a sincere effort to understandmy parents' viewpoint and discussimportant matters with them.

5. My parents can count on me to carry outunpleasant decisions without sulking.

6. I try to have my friends and parentsknow each other.

7. I take time to tell my parents about myactivities outside the home when theyare interested.

8. My parents can count on me to do my bestto take advantage of the opportunitiesthey make for me.

9. My parents can depend on me to be respon-sible for taking care of my own health.

10. I try to keep from asking for specialfavors that others in my family don't get.

A-5

SomeNever Times Usually Always

My Feelings

1. I don't resent it if my opinions arenot accepted by others.

2. I can be frank without hurting otherpeople.

3. I-can accept criticism without havingmy feelings hurt.

4. I am able to overcome discouragement.

5. I can control my temper.

6. I am sympathetic toward other's problems.

7. I stay good-natured when I am teased.

8. I am tolerant of other races andreligions.

9. I can accept older people's judgments,realizing that their experience isgreater than mine.

10. I refrain from making alibis for myself.

A-6

SomeNever Times Usually Always

. 011=11.0=1/MP=

ABOUT MYSELF

For each statement put a check in one of the columns.

I like to be the center of attention.

People don't understand me.

I can overcome discouragement.

I control my temper.

I make excuses for my mistakes.

I am polite to everybody.

It hurts my feelings to be criticized.

I get along better with people who areolder than I am.

I like to hear the opinions other people have.

I stand up for what I think is right.

I like to be by myself more than I like to bewith people.

I like to play jokes on people.

I like for people to trust me.

When anyone gives me a job to do, I try todo it the best I know how.

I finish what I start to do.

I like to be with lots of people.

I am careful not to hurt anyone's feelings.

I talk about others.

I try but I never seem to succeed.

I can laugh at my own mistakes.

I like to help others.

I like to hurry through with anything I do.

A-7

Some

Never times Usually Always

00110,

STUDENT PERSONAL DATA FORM

To the Student:

A-8

The purpose of this form is to bring together essential information aboutyou, so that we will know you better. Answer the questions as completely aspossible. The forms are for confidential use only.

Date

Home Address Name

City Age

Phone Date of Birth

Father's or Guardian's Name

Father's Occupation Highest Grade Completed

Mother's Occupation Highest Grade Completed

List the subject that:

You like best: You dislike most:

Do you plan to graduate from high school?

Is easiest: Is hardest:

you do not plan to graduate from high school, encircle the last gradeAlich you plan to complete. Grade 8, 9, 10, 11, 12.

State briefly the chief reason why you might leave school.

What do you plan to do when you leave high school?

go to college go to business school

go to technical school go to work

go to trade school military service.

other plans, what are they?

If you have decided upon the particular school or college that you plan to

enter after leaving school, name it.

A-9

What occupations or fields of work have you considered for your life's work?

1st choice

2nd choice

3rd choice

Reason for your first choice

How much schooling do your parents or guardians want you to complete?

What vocation do your parents want you to follow?

Why?

Name as many occupations as you can:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

A-10

I. Personality Characteristics

What is personality? According to Webster, the word person comesfrom the Latin word, persona, which means a face mask used by actors onthe stage. The mask hid the real person and showed the audience onlywhat he wanted them to see. From this word, persona, comes our wordsperson and personality.

Today we think of personality as being all that we think and feeland say and do - - or the way we act and react to ourselves and otherpeople. When we understand the traits that make up our personality,we can better understand ourselves.

It is no easy job to know ourselves. During adolescent years, wecannot understand why we act the way we do--much less understand theways people act or react to us. We constantly ask the questions -Do I like the way I am? Do others like me?

Our personality may be considered as a hub of a wagon wheel --the spokes extending from the hub point to factors that shape personality.These hubs point up the differences among us. We need to be aware ofthese differences in order, to better understand ourselves.

A. Physical buildtall heavyshort postureslim grooming

B. Temperamentis the name of our mood (disposition)easy-going grouchypleasant angryeven hostilehappy moody

C. Abilitiesschool athleticart writingmusic scientific

D. InterestsSports ComputationalArtistic MechanicalLiterary ClericalScientific Social ServiceMusical Persuasive

E. Expressive traits which show our inner feelingsPoliteness FriendlyTalkative QuietCritical Understanding

A-11

Vocabulary List:

1. Personality 10. Security 20. Friendliness

2. Trait 11. Gossip 21. Kindness

3. Attitude 12. Heredity 22. Thoughtfulness

4. Ability 13. Environment 23. Friend

5. Interest 14. Emotions 24. Sympathetic

6. Characteristic 15. Positive 25. Jealousy

7. Affection 16. Extrovert 26. Temperament

8. Achievement 17. Introvert 27. Physique

9. Adventure 18. Submissive 28. Aptitude

19. Dominant

PERSONALITY INVENTORY

1. Manner

Are you grouchy?

Are you indifferent?

Are you half-heartedly polite?

Are you usually gracious?

Are you always gracious?

2. Friendliness

Do you like people?

Are you too critical of them?

Are you friendly?

3. Courtesy

Are you courteous with your fellow classmates?

Do you treat others as if they were guests in your home?

Do you listen attentively to what others tell you?

4. Honesty

Are you prompt in paying your debts?

Do you waste your time?

Do you take anything which doesn't belong to you?

5. Adaptability

Can you take criticism fairly well?

Are you able to treat different kinds of people indifferent ways?

Do you like to meet people?

A-12

Yes No

0.

6. Forcefulness

Do you talk with conviction?

Is your voice distinct?

Are you energetic in your actions?

7. industry

Do you work as hard when your teacher is away aswhen he is around?

Do you like to keep caught up in your work?

8. Cooperative Spirit

Are you glad to work with others and give unfailingcooperation?

Are you usually willing to cooperate?

9. Memory

Do you have a good memory for faces?

Do you have a good memory for figures?

Do you have a good memory for names?

Do you get statements twisted in your mind?

10. Tact

Do you irritate people by what you say and do?

Do you say the wrong thing at the wrong time?

11. Patience

Do you lose your temper quickly?

Do you antagonize others by your irritations?

A-13

Yes No

011,

n

12. Enthusiasm

Do your friends think that you are enthusiastic?

Are you the quiet kind that has very little emotionor fails to express it?

13. Self-Confidence

Do you worry a great deal?

Do you think about your own faults too much?

14. Initiative

Do you go ahead without being told?

Do you think of new ways of improving?

Do you ever start anything new?

Are you inclined to do only what you are told orwhat other people do?

15. Dependability

Can you be counted on to do a job right and on time?

Do your teachers have to keep after you?

Are you always on time?

Do you come to school when you do not feel like it?

A-14

Yes

PERSONALITY CHARACTERISTICS

Rate yourself in the following areas:

1. Courtesy and good manners

2. Neatness and cleanliness

3. Cooperativeness

4. Cheerfulness

5. Mix well with a group

6. Honesty

7. Even tempered

8. Dependable

9. Good listener

10. Unselfish attitude

11. Posture

12. Health

13. Loyal to friends

14. Sportsmanship

15. Ability to get along with others

16. A sense of humor

17. Ability to adjust to new people and newsituations

18. Broad-mindedness

19. Generosity

20. Ambition to succeed

A-15

Excel. Good Fair Poor1 2 3 4

.

A-16

Personality and You

Personalily is what makes you different from everyone else. The

way you walk, talk, think, and feel are included in your personality.You need to get a better understanding of your personality. Listed

below are some ways people behave and feel.

Put a check beside the ways that you think best describes you.

Like to talk a lot.

Move slowly.

Feel happy most of the time.

Gossip a lot.

Envy no one.

Get angry often.

Love life.

Have few close friends.

Seldom bored.

Laugh a lot.

Wish you were somebody else.

Like to listen while others talk.

Feel sad a lot.

Move quickly.

Like to be.alone.

Gossip once in a while.

Glad you are yourself.

Never laugh.

___---Bored a lot.

Jealous of lots of people.

Tired of living.

Like to be with people.

Have many friends.

PERSONALITY CHECK LIST

1. I control my temper.

2. I study hard.

3. I am friendly with others.

4. I stand up for what I think is right.

5. I talk about others.

6. I do things quickly.

7. I make friends easily.

8. I force my opinions on others.

9. I am good at sports.

10. I can take orders.

11. I make excuses for my mistakes.

12. I accept responsibility.

13. I make good grades.

14. I am a "good sport".

15. I read a lot.

16. I complete things I start to do.

17. I get discouraged easily.

18. My feelings are hurt easily.

19. I like to do new things.

20. I laugh at my own mistakes.

A-17

Some-Never times Usually Always

A-18

CHARACTERISTICS OF ATTRACTIVE PERSONALITY AND HOW TO DEVELOP THEM

PersonalityA. Those things about a person which make him different from

another person.B. Has to do with those qualities of being a person rather than

a thing.

Characteristic How to Develop It

1. Attractive Appearance 1.

2.

3.

4.

5.

6.

Keep yourself cleanDress neatly and suitablyAvoid gaudy or clashing color in dressAvoid flashy or freak stylesUse a deodorant.Find suitable hair style

7. Keep nails well groomed

2. Good Posture 1. Head up2. Shoulders back3. Free swinging style of walking4. Deep breathing5. Systematic exercise6. Correct sitting posture

3. Good Manners 1. Proper table manners /1{,NA

2. Courtesy to others3. Consideration for others4. Respect for the rights of others5. Avoid talking about others

4. Correct Speech 1. Avoid profanity2. Use good grammar3. Pronounce words properly4. Speak distinctly5. Avoid slang6. Use words correctly

5. Self Confidence or 1. Ability to stick to itPerseverance 2. Become a good workman

3. See a job through4. Mingle with people5. Be, think, and talk success6. Practice intelligent conversation7. Seek acquaintances of hose above you8. Don't boast or talk loudly9. Do not venture opinions about things

you do not understand10. Have a bank account.

6. Pleasant Disposition andInitiative

A-19

1. Ability to see what needs doingand doing it.

2. Practice looking on the bright side

3. Cultivate a friendly dispositiontoward everyone

4. Do not be a "funny" man5. Do not play practical jokes6. Avoid a continuous or silly grin7. Avoid boisterous talk

7. Agreeableness 1. Do not be a bully(getting along with others) 2. Do not wear a chip on your shoulders

3. Do not gossip or carry tales4. Avoid unnecessary arguments or

quarrels5. Be reasonable and patient with others6. Try to understand the other person's

point of view7. Before speaking or acting, consider

the effect on the feelings of others8. Be as courteous to inferiors as

superiors

9. Give every man credit for doing hisbest

10. Aim at constant and hearty cooperation11. Do what you are supposed to do, when

you are supposed to

8. Wholesomeness

9. Loyalty or reliabil'..ty

1. Do not brag2. Do not pretend to believe everything

you do not believe In3. Do not be a "yes" man4. Do not misstate the facts5. Do not pretend to be something

different from what you are6. Have your honest convictions about

matters you are familiar with7. Express your convictions frankly and

tactfully when necessary or advisable8. Be square9. Do not betray those who trust you

1. Be trustworthy and dependable2. Complete work assignments on time3. Attend regularly and on time4. Treat your friends the same to their

face as to their backs5. Try to improve your school by trying6. If you do not agree, be loyal to what

you believe7. If employed, quit if you dislike your

work

A-20

Six Simple Rules for Developing Healthy Personalities

1. Become genuinely interested in other people.

2. Smile.

3. Remember that a man's name is to him the sweetest and most importantsound in the English language.

4. Be a good listener. Encourage others to talk about themselves.

5. Talk in terms of the other man's interests.

6. Make the other person feel'important -- and do it sincerely.

Several Things to Consider in Making Friends

1. Friendliness is the art of showing respect and affection towardothers.

2. Kindness is an important factor.

3. Thoughtfulness is necessary for a good personality. To consider thefeelings of others is one secret to success.

4. A person should be able to laugh at himself and enjoy life fully.Develop a good sense of humor.

5. Practice thinking about the good in others. Don't be a "fuss budget"Inconsiderate remarks often hurt, embarrass, and irritate others.

6. Gossip is the root of many personality problems. Idle tattling isa definition of gossiping. It is a serious personality handicap.

A-21

GRADE SELF-APPRAISAL CHECKLIST

Consider the words in this list and check how often you think theydescribe you as you are:

1. Honest2. Happy3. Friendly4. Sad5. Serious6. Self-confident7. Sensitive8. Jealous9. Popular

10. Shy11. Clumsy.12. Show-off13. Afraid14. Kind15. Respectful16. Modest17. Proud18, Lazy19. Neat20. Prompt21. Thrifty22. Self-controlled23. Accurate24. Dependable25. Angry26. Moody27. Considerate28. Open-minded29. Unreasonable30. Alert31. Demanding32. Industrious33. Reliable34. Courteous35. A Leader36. Cooperative37. A Follower

Always Usually Sometimes Never

A-22

SELF-RATING CHART

Read carefully the statements below; compare yourself with the standardsgiVen and place in each square the number that describes you best.

1. Always 2. Usually 3. Generally 4. Sometimes 5. Seldom

Responsibility

Am I on time to class and with my work?

Do I behave myself in classroom during teacher's absence?

Do I bring my materials to class everyday?

Must I be spoken to individually because I have not listened to classdirections?

Was I willing to accept a class office?

Do I take part in class discussions?

Inquiring Mind

Do I read the directions before asking questions?

Do I do more work than is required?

Do I use the library regularly?

Do I bring things related to the classwork to class?

Social Concern

Do I think of how my actions and speech will affect others before Iact or speak?

Do I keep order in my section of the room by behaving myself.

Am I courteous to my fellow students and the teacher?

Do I show an active interest in every class activity?

Work Habits

Do I do only my own work, without talking?

Am I ready to start working as soon as I enter the room?

Do I listen and follow directions?

Do I work until the job is finished?

WILL YOU STAY IN SCHOOL?

Check either yes or no for each statement.

1. I have a lot of trouble with my school subjects.

2. I feel that many students at school don't like me.

3. I feel that my teachers don't like me.

4. I have more friends who don't go to school than who do.

5. I'm too old for the rest of the people in my school.

6. I don't think my parents care whether I finish schoolor not.

7. Other members of my family have not finished school.

8. I study my lessons very little, if at all.

A-23

Yes No

MY SCHOOLWORK AND I

1. I like school.

2. I plan my study time.

3. I know exactly what the assignment is.

4. I have a good place to study.

5. I can keep my mind on my work.

6. I keep my study tools in order(pencils, paper, notebook, etc.)

7. I can follow directions.

8. My teachers help by encouraging the class.

9. I get my assignments in on time.

10. I like-to learn about things.

11. I enjoy finding out why things work the waythey do.

12. When the teacher calls on me, I can usuallyanswer the question.

13. I enjoy talking about new i-leas.

14. I enjoy telling my folks about my school work.

15. I have a keen desire to be successful.

16. Usually I can see good reasons for learningan assignment.

17. I try to make the best grades I can.

A-24

Very Usually

Seldom Yes Always

A-25

A. Ways People Are Different

1. Physical characteristicsTall Posture EyesShort Grooming VoiceSlim Skin colorFat Halt

2. Emotional needsAffection - The need to feel we are liked and also the need to

like other people.Achievement - The need to feel we are doing well; to succeed in

what we do; to feel that others appreciate us.Adventure - The need to try new things and to have new experiences,Security - The need to feel welcome and comfortable with others

wherever we may be.

3. Social skillsThe need to try to understand why people act the way they do.The ability to get along with ()the!. people.

Resources:

Filmstrips: "Who Are You" (SVE)"The Need to Belong" (SVE)"The Art of Friendships" (SVE)

SRA Booklets: All About YouHow to Get Along With Others


Handouts: Student Personal Data BlankThat I Like and Dislike About MyselfRating Scale for Social SkillsHow to Get Along With Other PeopleHow Do You Get Along With Other People

RATING SCALE FOR SOCIAL SKILLS

Skill

1. Do you like people?

2. Do you like most of the people you know?

3. Are you a good listener?

-4. Do you make friends easily and ?peep them?

5. Do you try to make other people like you?'

6. Do you like to help other people?

7. Do you express appreciation for what othersdo for you?

8. Are you tactful?

9. Do you work well as a member of a team?

10. Do you consider that your actions and speechrill affect others before you act or speak?

Good

A-26

Poor Moderate

A-27

TRAITS THAT TURN PEOPLE OFF

1. A compulsion to show off knowledge.

2. Exaggerates to the point that it's the next thing to lying.

3. Moodiness. Friendly one day, unfriendly the next.

4. Bossiness. Must run everything.

5. Not reliable. Word is no good.

6. Chronic complainer. Negative attitude about many things.Inveterate crepehanger.

7. Nosy. Asks lots of questions that are none of his/her business.

8. Gossipy. Knows everything about everybody and tells it. Makesyou wonder what she is saying about you.

9. Says things in anger then tries to smooth it over by buying alittle gift.

10. Always fishing for compliments but never gives any.

HOW DO YOU GET ALONG WITH OTHERS?

1. Do I get along quite well with most people?

2. Do I like most of the people I know?

3. Do most people seem to like me?

4. Am I always worried about what another personis thinking of me?

5. Am 1 interested in listening to the otherfellow, rather than just waiting for him tostop talking and listen to me?

6. Do I always insist on my own way, never changingmy ideas to fit in with the others?

7. Do I often act silly just so people will payattention to me'

8. Do I often make up excuses, instead of givingthe real reasons for something?

9. Do I spend much time moping because ofsomething I don't have, like a big allowanceor a pretty face or lots of clothes?

10. When we're making plans, do I think only aboutmyself and never consider other people?

11. Do I do my share in thinking up ideas and indoing jobs that need to be done?

12. Am I afraid to meet a new person--even ifit's someone my own age?

13. Do I feel lonely and wish I had more friends?

14. Do I feel miserable because other peopledon't appreciate tie?

15. Am I a good sport, even when things don'tgo my way?

Yes

A-28

No Scmotimns

WHAT WOULD YOU DO IF -

1. You started in school and theother children didn't seemfriendly?

2. You wanted to go to a party andthought you didn't have theright thing to wear?

3. Dad asked you to do some jobaround the house on the day ofthe Scout picnic.

4. Other boys and girls had morespending money than you?

5, A friend gets a new bike likethe on you've been wanting butcan't afford?

6. If you are asked to sell ticketsfor a school play instead of play-

ing a part you had hoped to get?

7. If you aren't doing well in oneof your classes at school?

8. You had never made a speech before

a large audience and were asked

to speak on a school program?

9. You envy a brother (or sister)because of some talent that makes

him popular.

A-29

Pretend not to care.Try harder to be friendly yourself.

Keep to yourself.

Sulk, pout, or cry.Not go to the party.Fix up an old dress or suit.

Get mad and make a fuss.Miss the picnic,Ask to do the job another day.

Keep away from them when they were

spending.Beg parents for more money.Try to earn some money at a part-

time job.

Try and find something wrong with

the bike.Say, "Gee, I'm glad you got it even

if I can't have one."Pester Dad to buy yet? one.

Refuse to sell tickets.Criticize the person who get:, the

part.Do the job of selling tickets the

best you know how.

Blame the teacher.Ask the teacher what to do about it.

Try to get out of the class.

Refuse to do it.On the day of the program say you

are sick.Ask someone who is used to speaking

to give you some tips.

Try and copy the things he does.

Criticize him.Develop an ability of your own.

A-30

NAME: DATE:

SENTENCE COMPLETION TEST

1. I feel that my father seldom

2. When the odds are against me

3. I always wanted to

4. To me the future looks

5. I know it is silly but I am afraid of

6. I feel that a real friend

7. Compared with most families mine

8. My'mother

9. I would do anything to forget the time I

10. If my father would only

11. I believe that I have the ability to

12. I could be perfectly happy if

13. I look forward to

14. Most of my friends don't know that I am afraid of

15. I don't like people who

16. My family treats me like

17. My mother and I

18. My greatest mistake was

19. I wish my father

20. My greatest weakness is

21. My secret amblition in life

22. Some day I

23. I wish I could lose the fear of

24. The people I like best

25. Most families I know

A- 31

26. I think that most mothers

27. When I was smaller, I felt guilty about

28. I feel that my father is

29. When luck turns against me

30. What I want most out of life

31. When I am older

32. My fears sometimes force me to

33. When I'm not around, my friends

34. When I was a small child, my family

35. I like my mother but

36. The worst thing I ever did

37. The worst thing that ever happened to me was

A-32

A. Ways People Make Adjustments

When you have a problem--when you can't do something you want to do --you can react in one of three different ways.

1. You can avoid the problem by running away. This is called theflight reaction. You use the flight reaction in several ways.- - You make alibis or excuses.- - You pretend the problem doesn't exist.

2. You can fight the problem. You do this by- - Arguing or getting mad.- - Rebelling against trouble.

3. You can compromise.- - Giving in a little bit in order to gain in other ways.- - Adjusting to the situation.- - Making the best of things.

Resources:

Filmstrips: "How to Adjust" (Eyegate)

SRA Booklet: All About You


Handouts: What Would You Do If?

A-33

B. Ways People Make ChoicesEverything we do is a matter of choice.- - Turn right or left.- - Drive fast or slowly.- - Work hard or goof off.

These choices set your patterns of behavior and of accomplishment.They greatly influence your life, your success, and your happiness.

1. Personal choices-- Friends-- Activities

2. Educational choices- - High school

- - College or technical training

3. Occupational choices- - Working with ideas- - Working with things- - Working with people

Your success will depend upon the goals you set for yourself and yourwillingness to work toward achieving these goals. People who do not succeedlack WILL.

Will is that elusive spark that makes the difference between successand failure. More popularly, its called "get up and go".

Resources:

Filmstrips:

SRA Booklets:

"Choosing Your Career" (Guidance Associates)"What Good Is School?" (SVE)"Which College for Me" (FOM)"Four Who Quit" (Guidance Associates)

What High School Can Do For YouChoosing Your Career

r---


Handouts: Robert's Loss

SENIOR HIGH SCHOOL SECTION

Grades 10-12

SIXTEEN CONCEPTS OF CAREER DEVELOPMENT

Concept 1 An understanding and acceptance of self is importantthroughout life.

Concept 2 Persons need to be recognized as having dignity andworth.

Concept 3 Occupations exist for a purpose.

Concept 4 There is a wide variety of careers which may beclassified in several ways.

Concept 5 Work means different things to different people.

Concept 6 Education and work are interrelated.

Concept 7 Individuals differ in their interests, abilities,attitudes and values.

Concept 8 Occupational supply and demand has an impact oncareer planning.

Concept 9 Job speciellzation creates interdependency.

Concept 10 Environment and individual potential interact toinfluence career development.

Concept 11 Occupations and life styles are interrelated.

Concept 12 Individuals can learn to perform adequately in avariety of occupations.

Concept 13 Career development requires a continuous andsequential series of choices.

Concept 14 Various groups and institutions influence thenature and structure of work.

Concept 15 Individuals are responsible for their careerplanning.

Concept 16 Job characteristics and individuals must beflexible in a changing society.

lid

CAREER CONCEPTS/PERSISTING LIFE SITUATIONS

A Cross Reference

Proposed activities in the senior high school section of this guidecenter around the sixteen concepts of career development. Following islisted each of the twelve persisting life situations and the career conceptswhich are correlated with each within the guide.

P.L.S. #1 - Learning to Communicate IdeasCareer Concepts: 6, 9, 13.

P.L.S. #2 - Learning to Understand One's Self and to Get Along With G;.--drsCareer Concepts: 1, 24 7,-91 11.

P.L.S. #3 - Learning to Travel and Move AboutCareer Concepts: 8, 10, 12, 13.

P.L.S. #4 --Learning to Handle and Adjust to One's Social, Technological,and Physical EnvironmentCareer Concepts:, 1,. 3,.4, 8, 9, 10, 11, 12, r3, 14.

P.L.S. #5 - Learning to Keep HealthyCareer Concepts: 1, 2, 11.

P.L.S. #6 - Learning to Live SafelyCareer Concepts: 6, 11.

P.L.S. #7. - Learning to Earn a LivingCareer Concepts: 2, 3, 5, 9, 11.

P.L.S. #8 - Learning HomemakingCareer Concepts: 3, 11, 13.

P.L.S. #9 - Learning to Manage'One's MoneyCareer Concepts: 11, 13.

P.L.S. #10 - Learning Wise Use of Leisure TimeCareer Concepts: 3, 5, 11, 14.

P.L.S. #11 - Learning to Appreciate, Create, and Enjoy BeautyCareer Concepts: 1, 7, 11.

P.L.S. #12 - Learning to be a Responsible CitizenCareer Concepts: 1, 2, 3, 5, 7, 9, 14.

iiid

1

CONCEPTS OBJECTIVES

Concept 1:

An understanding and acceptance of selfis important throughout life.

Concept 2:

Persons need to be recognized ashaving dignity and worth.

Concept 7:

Individuals differ in their interests,abilities, attitudes and values;

P.L.S. #1:Learning to communicate ideas.

P.L.S. #2:Learning to understand one's self andto get along with others. :-


know that to understand self means toUnderstand all factors that comprise theindividual.

understand the terms heredity, environ-ment, and self-determination.

recognize those personal factors primari-ly determined by heredity.

recognize the changes that take place inan individual's environment from birthuntil.school age.

describe those elementary school experi-ences that made him/her feel good, andthose that made him/her feel worthless.

tell which activities he/she enjoyed inelementary school.

recognize the problems in adjustment thestudents had at the elementary schoollevel.

demonstrati how opportunities for makingdecisions change during elementary schoolyears.

2

Special EducationSocial Studies 10Unit: Understanding Self

LEARNING ACTIVITIES EVALUATION RESOURCES


develop definitions forheredity, environment,self-determination.

list factors influencedby heredity.

list developmental tasksshowing approximate age ofof accomplishment.

discuss a child's changingenvironment.

work with parents to com-plete a checklist ofdevelopmental tasks re-lating to early childhood,development.

bring in baby pictures andcompare with classmate's.

discuss elementary schoolexperiences.

list favorite elementaryschool subjects and acti-vitics.

discuss good and badteachers and reasons whythey were either.

develop a list of choicesa student had at theelementary school level.Compare these with pre-school choices.

Write definitions ofterms: heredity, en-vironment, and self-,determination.

Return completed check-list by parents.

From teacher-developedlist, identify thosefactors determined byheredity.

Evaluate class discussion.

Write short paragraphdescribing elementaryschool.

Careers Guide.

3

CONCEPTS OBJECTIVES

Concept 1:

An understanding of self is importantthroughout life.

Concept 2:

Persons need to be recognized as havingdignity and worth.

Concept 7:

Individuals differ in their interests,abilities, attitudes, and values.

P.L.S. #1:Learning to Communicate Ideas.

P.L.S. #2:Learning to understand one's self andto get along with others.

P.L.S. #4:Learning to handle and adjust to one'ssocial, technological,- and physicalenvironment.


discuss changes that take place withinself physically and emotionally duringjunior high years that help better self-understanding.

list common problems encountered in thejunior high school period.

recognize opportunities he/she had forself-determination during the junior highschool period.

discuss how his/her interests were met atthe junior high school level.

list the most and least liked activitiesand subjects at the junior high schoollevel.


LEARNING ACTIVITIES


through class discussion,compile a list of commonproblems of the juniorhigh school student.

list opportunities fordecision-making at thejunior high level.

use school re ords todiscuss areas wherepersonal problems wereexperienced in varioussubject areas. Discussreasons for these pro-blems.

develop a list of activi-ties participated inoutside the schoolcurriculum.

EVALUATION

From a list of adjustmentproblems, indicate thosethat ara typical of thejunior high school period.

Write a short theme on howthe student has alreadymade decisions that willaffect his/her future.

RESOURCES

5

CONCEPTS OBJECTIVES

Concept 1:


Concept 7:


Concept 2:




P.L.S. #4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.


understand why he/she is in the specialeducation classes to relate his feelingsabout it.

identify ways in which the .high schoolmay be able to meet his needs based on hisown interests, abilities\,, attitudes andvalues.

list the goals he has for his high schoolyears.

7


CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:

Individuals differ in their interests,abilities, attitudes and values.



P.L.S. #4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.-1


develop a definition of the term "self".

write a brief description of himself.

understand the needs of mankind.

identify those subjects in school whichare the most personally interesting andexplain why.

identify any personal skills achievedwhich represent sources of pride.

express personal opinions about subjects.

-re

8




develop a definition ofself that is understand-able and discuss it withthe students.

discuss factors that makeup the whole person.

Write a definition of theterm "self".

Write a brief self desc-rip-tion.

Discuss Maslow's Heirarchyof Needs.

Compile a list of thesubjects that are person-ally enjoyed and disliked.Explain why.

Write personal opinion ofschool rules and regula-tions.

Maslow's Needs Theory.

Student Handbook.

9

CONCEPTS OBJECTIVES,

Concept 3:

Occupations exist for a purpose.

:onceot 8:

Occupational supply and demand has animpact on career planning.

Concept 11:

OccupaLions and life styles areinterrelated.

P.L.S. #3:Learning to travel and move about.



/learn the physical geography of the area.

!understand that geography can determinetypes of work.

list reasons for early community settle-ment.

understand that the needs of the earlysettlers helped determine their occupp-

*.ons.

know important community industries inthe 1800's.

understand why these industries developed,and recognize the kinds of jobs whichresulted.

understand the factors that developedithe locale into an industrial and servicecommunity.

recognize the rpical day of an earlysettler.

10

Special EducationSocial Studies 10Unit: Wisconsin History.

LEARNING ACTIVITIES


discuss the major landformsof the area.

review early explorationof the area.

construct a map showingthe major landforms.

examine, slides, pictures,and books depicting earliestarea settlements.

review and discuss reasonswhy certain industriesdeveloped in the area.

locate sites of early areasettlement and industry.

investigate the influenceof industry and agricultureon the economic growth ofthe area.

I EVALUATION

Identify on a map themajor landforms of thearea.

RESOURCES

Write four reasons forearly settlement in thearea.

Complete a landform map.

Write a paragraph de-scribing the factorsinfluencing the develop-ment of the community.

Sawdust CityRivers Flow On

State Historical Societypamphlets.

"Wisconsin Tales and Trails".

Eau Claire City map.

Film "Eau Claire" -Chamber of Commerce.

Stereoscope - pictures ofearly Eau Claire.

11

CONCEPTS OBJECTIVES

Concept 3:


Concept 8:



identify and understand the health, educa-tion,_ and welfare services centered inthe area, and recognize how these servicesprovide jobs.

recognize the recreational servicesz:rttered in the area.

locate the retail and transportationcenters of the area.

know the major industries in the area.

recognize how these industries determinethe careers of many area people.

P.L.S. #3:Learni

i

g to travel and move about.

1P.L.S. #4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.

P.L.S. #7:Learning to earn a living.'

12

Special EducationSocial Studies 10Unit: Wisconsin History

LEARNING ACTIVITIES


tour local agencies pro-viding health, education,and welfare services.

compile a list of localrecreational facilitiesand services used bystudents.

locate on a local mapthese various facilities.

listen to a speaker fromparks and recreation.

tour of the area.

listen to a speaker fromthe local Chamber ofCommerce.

tour some of the majorindustries of Eau Claire.

EVALUATION RESOURCES

The student will listservices provided by thehealth, education, andwelfare agencies.

The student will describearea recreational possi-bilities.

The .student w.111 name andlocate area retail andtransportation centers.

The student will list themajor area industries andthe basic products theyproduce.

Speakers - City-County Nurse.,Welfare Worker, Parks andRecreation Worker.

Field trip - city.

City handbook.

Yellow pages.

CONCEPTS

Concept 3:

13

OBJECTIVES


Occupations exist for a purpose. recognize forces that determine thephysical geography of the state.

. P.L.S. #3:Learning to travel and move about. realize the routes of early exploration

in the state.

recognize the natural resources of thestate which attracted early settlers.

understand that certain jobs were createdbecause of the resources available.

P.L.S. #7:Learning to earn a living. know the areas of early settlement within

the state.

14

SpeCial Educationsocial Studies 10Unit: Wisconsin History

LEARNING ACTIVITIES


study rel!.gf map o- thestate and view filmstripsrelated to the glacialperiod.

develop a chart showingtypes and locations ofthe state's naturalresources.

complete map showingroutes of early explorers.

report on the early in-. dustries of the state.

do map work locatingearly settlements.

EV.A111;TION

Write a brief paragraphdescribing the forces thatinfluenced Wisconsin'sgeographical formation.

Complete the map andreports.

RESOURCES

Filmstrip on Glaciers.

15

C(: CEPTS OBjECTIVES

Concept 8:

Occupational supply and demand has yinimpact on career planning.

Concept 11:

Occupations and life styles are inter-related.



P.L.S. #12:Learning to be a responsible citizen.

The student shonA...

locate the lumbering, railroad, farming,and recreational centers in Wisconsin.

show how these centers create a greatvariety of jobs.

name and locate urban centers of Wisconsin.

compare- the industries of the variousurban centers with those of this area.

16

Special EducationSocial Studies 10Unit: Wisconsin History

LEARNING ACTIVITIES



participate in a classdiscussion of how the geo-raphy of the state led tothe location of these vari-ous cer.ters.

locate the areas on a mapof the state.

using a state map, locatethe urban centers of thestate.

discuss reasons why theseareas became urban centers.

determine distances fromthis area.

develop a chart showingthe industries of variousurban areas.

Select one center anddescribe why it developed.

Match major industrieswith their areas.

CONCEPTS I OBJECTIVES

Concept 3:




understand the local form of government.

recognize the purpose for city government.

realize the duties of the city manager/mayor and other local officials.

18

Special EducationSocial Studies 10Unit: Eau Claire



construct an organizationalchart for the city govern-ment.

attend a city councilmeeting and discuss.

Complete the organizationalchart of the city govern-ment.

City Handbook.

Field trip - city councilmeeting.

19

CONCEPTS OBJECTIVES

Concept 5:

Work means different things todifferent people.

Concept 7:


Concept 13:

Career development requires a continuousand sequential series of choices.



P.L.S. #7:Learning to earn a living..


understand the major reasons people work.

compare personal goals with those of his/her parents and those of the school, anddetermine what degree of influence thefactors have.

recognize personal goals.

20

Special EducationPre-Vocational Information 11Unit: Why People Work



read and discuss, "TheNight Man".

discuss reasons whypeople work.

develop a notebook whichwill contain all completedmaterial for the course.

discuss individual goalsand evaluate theirpossible attainment.

compare individual goalswith those of otherstudents.

develop a list of typicalgoals parents have fortheir children.

through study of theschool handbook, deter-mine what the goals ofthe school are for thestudents.

using lists compiled bythe students, comparesimilarities of goals.

Write a list of four majorreasons why people work.

Write a brief essaystating major personalgoals.

From a list of thirtygoals, select those whichare parent goals and thosewhich are school goals.

List five goals of theparents, school, andstudents which are simi-lar.

Personal Code Anthology"The Night Man"

Getting a job PacemakerBooks, PP.1

Succeeding in the World ofWork, McKnight PP. 1-8

Learn to Earn, RelayedInstruction, Mafax,PP. 4a-5a

Maturity, Science ResearchAssociation

School Handbook

Films:

5465 "When I'm Old Enough,Goodbye"

0701 "Finding Your LifeWork"

21

CONCEPTS

Concept 13:

OBJECTIVES


Concept 15:

Individuals are responsible for theircareer planning.

P.L.S. 07:

Learning to earn a living.


recognize how he intends to reach his/herselected goals.

report what he/she has done to reachpersonal goals.

22

Special EducationPre-Vocational Information 11Unit: Goal Selection


Class discussion ofvarious methods ofobtaining goals.

The student will list thesteps he/she intends to

to echieve personalgoals.

On 6, checklist of fifteenmethods of goal achievement,check those that have beendnne.

23

CONCEPTS OBJECTIVES

Concept 7:


Concept 6:

Education and work are interrelated.



demonstrate his/her ability to be punctualand have good attendance.

define what loyalties an employer expects.

demonstrate his/her ability to completeassigned tasks.

understand how task completion at schoolrelates to task completion on a job.

24

Special EducationPre-Vocational Information 11Unit: Employer Expectations



review previous schoolattendance records.

develop a list of accept-able reasons for tardinessand absence on the job andin school.

take a field trip to thestate employment serviceoffice.

discuss the characteristicsof a good worker.

discuss methods of report-ing necessary absence andtardiness.

collectively develop adefinition of loyalty.

list those behaviors whichindicate loyalty to anemployer.

use role playing to demon-strate situations whichdemand employer loyalty.

discuss reasons for com-pletion or non-completionof assigned tasks.

Record of improved atten-dance and less tardiness.

List acceptable reasonsfor absence and tardinessand tell how to reportthem both at school andon the job.

List those loyalties anemployer has a right toexpect.

During the school year,only completed work willbe accepted.

Learn to EarnPP.. 60a-73a

Employment OfficeSchool Records

World of Work - Your Job andSuccess

PP. 18-20

Succeeding in the World ofWork

PP. 130, 135-137PP. 127-128

P. 125

25

CONCEPTS OBJECTIVES

Concept 2:




understand the term "criticism".

recognize and identify different types ofcriticism.

understand possible behaviors resultingfrom criticism.

realize the various health and safetyfactors of proper grooming involved inbeing a successful employee.

26

Special EducationPre-Vocational Information 11Unit: Criticism



develop a definition of"criticism" throughclass discussion.

discuss and list reasonsfor criticism on the job.

demonstrate through roleplaying the differenttypes of criticism andthe results of each.

discuss reasons for thedominance of negativecriticism.

discuss the results ofnot being able to acceptcriticism on the job.

develop a personal groom-ing checklist.

discuss the relationshipof good grooming and healthand its affect on jobattendance.

report on grooming safetyfactors required in schooland compare these factorswith job situations.

Write a definition forthe term "criticism".

From tapes illustratingthe types of criticism,have students identifyeach one.

List four examples ofreaction of criticism.

List five health andsafety factors of goodgrooming on the job..

World oE Work - Your Job andSuccess

PP. 23-25


PP. 72-73, 102-103


PP. 54155, 129-130

World of Work - Your Job andSuccess

PP. 69-70

27

CONCEPTS OBJECTIVES


Education and work are interrelated, define the following types of wages, i.e.,hourly, commission, salary.

Concept 5: compute and compare hourly wages, salary,commission.

Work means different things to differentpeople. understand the term "fringe' benefit.

Concept 1:list six types of fringe benefits.

identify personal satisfaction gainedAn understanding and acceptance of self from work.is important throughout life.

Concept 15: list six of the most often consideredfactors which lead to job advancement.

Individuals are responsible for theircareer planning.

Concept 16:

Job characteristics and individuals mustbe flexible in a changing society.



28

Special EducationPre-Vocational Information 11Unit: Wages and Sal2ries



develop in class dis-cussion definitions fonhourly wage, commission,salary.

through discussion andwritten assignments, learnmethods of computing wages.

discuss and develop adefinition for the term"fringe benefit".

pick four major industriesin the city and investigatetheir fringe benefits.Discuss and compare thefringe benefits available.

discuss a list of personalsatisfactions an employeemay obtain through work.

list, define, and discussthe following: seniority,knowledge of work, qualityof work, initiative, per-severance, cooperativeness,ability to think, adapta-bility, adequacy of training.

Write definitions of thefollowing terms: hourlywage, commission, salary.

Solve written problemson wages with 757'accuracy.

Write a definition for theterm "fringe benefits".

List six types of fringebenefits.

Write a list of threethings that may be con-sidered personal satisfac-tions of work.

List six of the ten mostconsidered factors leadingto advanciment.

Match ten factors withdefinitions.

Learn to EarnPP. 77a-83a

World of Work - Your Joband Success

PP. 109-113

Learn to EarnPP. 84-86a


PP. 84

Film: BAVI 3046"A Good Place to Work"


PP. 87-110

DVR Evaluation Forms

29

CONCEPTS OBJECTIVES

Concept 4:

There is a wide variety of careers whichmay be classified in several ways.


categorize local businesses and industryinto ten major work areas.

Concept 9: identify entry occupations in the tenmajor work areas.

Job specialization creates interdependency.complete an occupational brief for anentry occupation.


30

Special EducationPre-Vocational Information 11Unit: Areas of Work

LEARNING ACTIVITIES


define the ten major areasof work.

develop a list of localbusinesses and indus-tries, and categorizethese into the ten majorareas of work.

develop a list of typicaljobs in these industries,and identify those whichare entry occupations.

explain the four cate-gories of the occupationalbrief and discuss the itemsunder each category.

using the list of entryoccupations, completetwenty occupationalbriefs.


Be able to categorize alist of local businessesand industries into theten major areas of work.

From a list of thirtyjobs, check those whichare entry occupations.

From a list of ten occupa-tions, check those whichare entry occupations andcomplete a brief on one.

Charting Your Job FuturePP. 38-43

D.O.T.Occupational Outlook Hand-book

Filmstrip:"Factory Workers"

Charting Your Job FuturePP. 47-51

Film:BAVI #1342"How to Investigate Voca-

tions"

31

CONCEPTS OBJECTIVES

Concept 13:


P.L.S. #4:

Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.


list four services offered by the stateemployment agency.

compare the services of the state employ-ment agency with those of private employ-ment agencies.

develop a help wanted language vocabularylist.

select entry occupations from want ads.

32

Special EducationPre-Vocational Information 11Unit: Seeking Employment



take a field trip to theWisconsin State EmploymentAgency and list the ser-vices provided.

discuss the procedure forapplication for servicesand eligibility require-ments

make a collection of employ-rent materials from variousagencies.

compare services and costsof private employmentagencies with those ofthe state agency.

examine help wanted ads andcompile a list of thecommonly used terms andabbreviations. Write de-finitions for these termsand abbreviations.

from copies of area papers,seLact entry occupationsan% make a bulletin board.

List four services offeredby the Wisconsin StateEmployment Agency.

From a checklist of ser-vices, indicate thosewhich are offered by thestate employment agencyand those offered byprivate agencies.

Match ninety want ad termsand abbreviations withtheir definitions.

From a sheet of want ads,circle those which referto entry occupations.

Wisconsin State EmploymentService.

Films:

"Finding Your Job"Find the Right Job""I Want a Job"

GettinR aPP. 4(3',-52

News; s: wan: ads.

33

CONCEPTS OBJECTIVES

Concept 10:

Environment and individual potentialinteract to influence career develop-ment.

P.L.S. 44:Learning to handle and adjust to onesocial, technological, and physical.environment.


identify a list of employers for directcontact.

list some of the family and friends whomight help with job leads.

identify the possibilities for employmentin the local school system and university.

locate the local civil service agency.

identify the civil service system as apossible source of employment.

34

Special EducationPre-Vocational Information 11Unit: Locating Work Opportunities

LEARNING ACTIVITIES EVALUATION. RESOURCES


from the yellow pages,select five employers andlist the job offerings ineach place.

make a cumulative list ofall students' lists.

construct a list of allemployed members of thefamily and their employers.

make a list of employedfriends and their em-ployers.

organize a list of theentry occupations inthe local school systemand university.

collect civil serviceemployment bulletinsDud locate entry occu-pations.

The collection of thecompleted assignments.

Completion of list ofentry occupations.

On a unit examination,identify civil service asa possible employer.

Local telephone directory.

Job listings from local schoolsystem and university.

Getting a JobP. 48

Civil Service Bulletin

35

CONCEPTS OBJECTIVES

Concept 6:


Goncept 15:

Individuals are responsible for theircareer plaaining.

Concept 16:

Job characteristics and individualsmust be flexible in a changing society.




complete a standard personal data sheet,i.e., resume', etc.

complete a standard educational datasheet, i.e., resume'.

discuss the kinds of work students willbe able to complete.

examine a student-prepa):ed work experiencedata sheet.

measure personal skill development througha checklist of skills.

36

Special EducationPre-Vocational Information 11Unit: Job Application



through class discussion,develop a list of infor-mation considered personaldata.

provide information askedfor on the developed list.

complete the standard per-sonal data sheet.

complete a standard educa-tional data sheet.

discuss the types of workexperience included on adata sheet.

organize a list of thetypes of information aboutwork experience that shouldbe included.

complete and discuss ateacher-prepared check-list.

Completion of personaldata sheet.

Complete a work experiencedata sheet.

Completion of checklist.


PP. 38-51

Learn to EarnP. 34a

Learn to EarnP. 36a

Learn to EarnP. 36a

DVR checklist on livingskills.


PP. 149-150

37

CONCEPTS OBJECTIVES

Concept 2:


Concept 6:





define the term, "personal reference".

list four personal references.

complete a medical history.

complete a state employment serviceapplication.

list the names of personnel directors offive major employers.

list the seven parts of a letter ofapplication.

complete all seven parts of a letter ofapplication.

LEARNING ACTIVITIES


38

Special EducationPre-Vocational Information 11Unit: Applying for Work

EVALUATION

develop a definition ofItpersonal reference"through class discussion.

complete a teacher -madepersonal reference datasheet.

develop a list of ques-tions that might beasked on a medicalhistory.

develop a vocabulary listof terms used.

discuss form.

call local employers toobtain t1.1-: names of

personnel directors.

Write a definition of theterm "personal reference".

Completion of form.

Completion of a medicalhistory.

Completion of all parts ofthe state employmentservice form.

List the seven parts of aletter of application.

develop through discussiona list of the parts of a Write or type a letter ofletter of application. application.

discuss and completeeach part.

RESOURCES


DVR application.

State employment serviceapplication form.

Getting a JobPP. 58-68


PP777-47

39

CONCEPTS OBJECTIVES


list three methods of obtaining aninterview.

list and define the four steps inpreparing for an interview.

gist and define the three parts of aninterview and complete a personal inter-view.

40

Special EducationPre-Vocational Information 11Unit: Interviews

LEARNING ANIVITIES EVALUATION RESOURCES


discuss the followingmethods of obtaining aninterview: personal con-tact, written application,telephone contact.

discuss the following:1. Knowing time and place.2. Securing information

about the company.3. Preparing a personal

data sheet.4. Being properly

groomed.

discuss the importance ofthe following: appearance,what you say, behavior.

List the three methods of Getting a Jobobtaining an interview. P. 66

List all four steps.

Evaluate each interviewon evaluation form andtape interviews.


PP. 52-66


Getting a JobPP. 77-82

"Getting and Keeping a Job"complete a minimum of two Filmstrip FSS-29practice interviews.

41

CONCEPTS OBJECTIVES

Concept 5:




identify reasons for rules and regula-tions on a job.

42

Special EducationJob Adjustment 12Unit: Starting Work



discuss school rules andregulations. Develop alist of typical rules andregulations found on jobs.

develop a list of unusualrules and regulationswhich may be related tospecific jobs.

compare reasons for rulesand regulations on the joband in school.

discuss the importance ofknowing the rules andregulations of a job.

construct a bulletin boardillustrating safety pre-cautions on a job.

keep daily time card andlog book of activitieson the job.

report on the rules andregulations of variousjobs.

interview administrationand form a panel to reporton rules and regulations.

On a teacher-made list ofrules and regulations,write the reason for eachrule and regulation.

Student Handbook.

UniRoyal Handbook.

School administrators.

43

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


P.L.S. #2:Learning.to understand one's self andto get along with others.



report the names of his/her co-workers.

introduce himself/herself to his co-workers.

44

Special EducationJob Adjustment 12Unit: Meeting Co-Workers

LEARNING ACTIVITIES



Say the names of allclassmates.

learn the first and la717names of all classms. Have students introduce

all spezkers during therole play introductions year.self to Gther,

The students will b aMeto tell the names of co-workers on their job.

Be able to write the firstname, last name, and jobtitle of immediate super-visor.

CONCEPTS

Concept 12:

45

Individuals can learn to performadequately in a variety of occupations.

Content 16:

Job characteristics and individuals mustbe flexible in a changing society.

52aUt 5:


Concept 9:

Job specialization creates interdepen-dency.

P.L.S. 42:Learning to understand one's self andto get along with others.


OBJECTIVES


111 what possible changes pertaining tohours, duties, rates of pay, vacations,etc., may take place on the job.

describe the quantity and quality ofwork required on these jobs.

define the difference between qualityof work and quantity.

46

Special EducationJob Adjustment 12Unit: Successful Job Adjustment



discuss changes withemployer and report toclass.

discuss types of jobswhich have many changesbuilt into them. Example:seasonal factory workers.

Participate on a panelto discuss the quantityand quality requirementsfor various jobs.

discuss the importance ofseeking co-worker's adviceon how to improve quantityand quality of work. Ex-ample: short cuts,efficiency, etc.

Oral reports on changes Speakers - employers.related to the studentindividual work trainingstation.

Student participation.

Student participationon panel.

47

CONCEPTS OBJECTIVES

r.-:4cept 1:


Concept 2:


Concept 16:

Job characteristics and individuals-mustbe flexible in a changing society.

P.L.S. #2:Learning to understand one's self and toget along with others.

P.L.S. 14:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.


initiate necessary communication withco-workers.

48

Special EducationJob Adjustment 12Unit: Communication Problems on the Job


The student zould...

report on typical communi-cation problems. Example:home, work, school, teamsports, etc.

role-play communicationproblems.

view filmstrip on communi-cation problems.

discuss daily communica-tion problems. Examples:job changes, personal needs,co-workers, discussion andlisting.

Student reports and panelparticipation.

List ten (minimum) typicalcommunication problems.

Filmstrip - GuidanceAssociation

Filmstrip - Sears -"The New Man""The Isolate"

49

CONCEPTS OBJECTIVES

Concept 1:

An understanding and acceptance ofself is important throughout life.

Concept 2:


Concept 16:


P.L.S. 12:Learning to understand ones self andto get along with others.



understand positive and negative typesof criticism.

50

Special EducationJob Adjustment 12Unit: Criticism.



role play typical criticismtechniques they have experi-enced.

interview employers or super-visors on problems incriticism.


Reports and interviews.

The student will demonstratehis/her ability to acceptcriticism on the job.

Guidance association.

Problems on the job.

51

CONCEPT

Concept 7:


Concept 16:

Job characteristics and individualsmust.be flexible in a changing society.


OBJECTIVE


list ten do's and ten dont's on the job.

52

Special Eduatir.lnJob Adjustmcnt 12Unit: Personal Work Habits



discuss in small groupsthe do's and don'ts onthe job.

discuss how the do's willbe able to help you holda job.

develop a master list ofdo's and don'ts forpersonal file.

Student participation in Occupational Essentialsgroup discussion.

Be able to list the do'sand don'ts.

53

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 13:


Concept 16:






list work habits that help a workermaintain employment.

54

Special EducationJob Adjustment 12Unit: Personal Work Habits



evaluate self based ongrooming and healthhabits.

evaluate self on attendanceand promptness skills.

evaluate self on socialskills.

evaluate self on taskcompletions.

rate classmates on groom-ing, attendance, socialskills, and task completion.

List work habits thatcontribute to job success.

55

CONCEPTS OBJECTIVES

Concept 8:


Concept 12:





understand' reasons for changing jobs.

report on job advancement opportunitieswhere he/she is employed.

interview parents and report on advance-ment procedures where they are employed.

56

Special EducationJob Adjustment 12Unit: Changing Jobs

LEARNING ACTIVITIES EVALUATION


develop through large groupdiscussions a list of rea-sons for changing jobs withina firm.

report on advancement oppor-tunities in the firm whereemployed.

report on advancement pro-cedures at parents' placeof employment.

RESOURCES

Correctly identify thosereasons why people changejobs. (matching quiz)

57

CONCEPTS OBJECTIVES


identify the necessary steps to jobadvancement.

58

Special EducationJob Adjustment 12Unit: Advancement

LEARNING ACTIVITIES EVALUATION RESOURCES .


research and develop reportson advancement procedures inlocal firms.

participate in panel dis-cussion concerning methodsof increasing job skills.

Students will list three Local employers.steps that lead up tojob advancement. Vocational school handbook--

catalogue.

59

CONCEPTS OBJECTIVES

Concept 8:


Concept 12:




list reasons for changing employers,

list the steps to seeking new employment.

60

Special EducationJob Adjustment 12Unit: New Employment



report on reasons theyhave changed jobs.

develop rules to followwhen seeking new employ-ment.

Quiz - list reasons forchanging employers.

List steps to seekingnew employment.

61

CONCEPTS OBJECTIVES

Concept 7:


Concept 11:

Occupations and life styles areinterrelated.

P.L.S. #7:

Learning to earn.a living.

P.L.S. #10: 4.

Learning wise use of leisure time.


discuss the purpose of leisure timeactivities.

62

Special EducationJob Adjustment 12Unit: Recreation and Leisure Time



prepare an individual reportof personal leisure timeactivities.

compile a group list ofactivities.

discuss the benefits ofdeveloping a leisure timeprogram.

participate in a panelreport of inappropriateleisure time activities.

review local recreationalfacilities.

Preparation of report.

Language Arts - English One

OVERVIEW

Basically exploratory in nature, the sophomore language arts

program is centered around the development of an adequate self concept.

Units taught are based on three anthologies entitled Maturity, Personal

Code, and Getting Along. The anthologies provide a student with a

personal log in which reactions to reading as well as creative written

thoughts may be recorded.

Other units taught include How to Study, and The Library and Its

Uses. Scope, a weekly literature magazine, is used in develz,ping

reading, writing, and vocabulary skills.

(See Career Development Concepts 1, 2, and 7.)

RESOURCES

Maturity, Scholastic Scope Press

Personal Code, Scholastic Scope Press

Getting Along Together, Scholastic Scope Press

Action Series, Scholastic Scope Press

Scope Magazine

Local Newspaper.

LANGUAGE ARTS 10

The individual reading skill development program is an integralpart of concept one, the development of an adequate self-concept.

The program is designed to establish a positive attitude towardreading and extinguish the fears and hesitancy based on previousexperiences.

Concept six, education and work are interrelated, recognizes thestudent's need to achieve to meet future employment requirements.

Wisconsin's special education curriculum uses Persisting LifeSituations of which numbers one and two, learning to communicate ideas,and learning to understand oneself and to get along with others, arestressed in the reading skill development program.

NOTE: The "Action Series" is a skill building basic reader unit.The use of this series provides daily reading exercises and reviewof basic skills and improvement of comprehension.

The purpose of its use is to provide sequential development ofreading skill centered around the unit theme of self-concept andinterpersonal relations.

63

CONCEPTS OBJECTIVES

Concept 1:


Concept 7:


P.L.S.Learning to communicate ideas.


identify his potential in the area ofcommunication skills.

64

Special EducationLanguage Arts 10Unit: Basic Skills Evaluation


The student could.

participate in diagnosticand achievement tests inthe following areas

reading skillshandwriting skillswriting skills

develop an individualprofile of his/her communi-cation skills.

develop a list of goalsto achieve in languagearts,

develop a program of skilldevelopment; list topicsto be covered.

RESOURCES

Developing of individualstudent profile.

Illinois Test of Psycholin-guistic Abilities.

Spacne - Tests of ReadingSkills.

Polche Basic VocabularyChecklist.

Wi2e Range Achievement Test.

Palmer Writing Skills.

65

CONCEPTS OBJECTIVES

Concept 6:


Concept 7:




understand the need for reading:1. on _he job2. in school3. daily living.

66

',pecial EducationLonguage Ars 10Urit: Purpose of Reading

LEARNING ACTIVITIES EVALUATTON RESOURCES


list and compare thereading needs of variousoccupations: ordering,specialized vocabulary,written directions, pre-paring reports, for ad-vancement.

discuss the needs forreading in various highschool classes.

discuss the non-readerin school.

discuss the kinds ofreading he does or seesother people do in dailyliving.

Student participatAon inclass discussion,

Our American Language GlobePress.

Vocational English Book IGlobe Press.

67

CONCEPT OBJECTIVES

Concept 6:


Concept 7:


be able to express how his readingproblems have affected him.

be able to establish personal goals in theIndividuals differ in their interests, area of reading achievement.abilities, attitudes and values.


68

Special EducationLanguage Arts 10Unit: Reading Problems



report on past schoolexperiences in readingprogram.

make a list of methods usedto conceal reading problem.

discuss opportunitiesmissed due to readingproblems.

review past performance(test scores).

develop a list of resourcesavailable to the class.

organize a tutor-helperprogram within the classto assist reading program.

volunteer and develop aschedule for use ofteaching machines.

Student participation inclass discussions.

Student developed programsfor reading improvement.

Acceptance and usage oftutors and resourcematerials.

Development of a personalprogram for reading im-provement.

RESOURCES.

69

CONCEPTS OBJECTIVES

Concept 6:





be able to tell how study habits areimportant.

demonstrate ability to follow directions.

70

Special EducationLanguage Arts 10Unit: Study Skills



through classroom dis-cussion determine his/her own method of study.

relate previous experiencesinvolving good and badstudy habits.

.develop a list of studyskills that will be dis-cussed and worked on.

discuss importance of beingable to follow directions:a. in schoolb. on the job.

give examples of oral andwritten directions.

Student participation willbe used for evaluation.

Write a brief plan forimproving study habits.

Check student's dailyability to follow directionsin class.

Basic Reading SkillsScott Foresman

71

CONCEPTS OBJECTIVES

Concept b:


P.L.S. #1:

Learning to communicate ideas.


develop the ability to skim writtenmaterial to locate specific information.

will be able to summarize material whichhas been read.

72

Special EducationLanguage Arts 10Unit: Study Skills


The student could..,

quickly find answers tospecific questions aboutwritten material in alimited amount of time.

practice skimming in othersubject areas.

have students write briefsummaries of storiesread.

orally summarize materialsread.

write summaries of tripstaken.

weekly summarize accom-plishments in school.

Evaluation will be basedon ,the student's abilityto quickly find informa-tion in all study areas.

Basic Reading SkillsScopeAction

73

CONCEPT OBJECTIVES

Concept 6:.


P.L.S. #1:

Learning to communicate ideas..


be able to 'complete a simple writtenoutline.

74

Special EducationLanguage Arts 10Unit: Outlining



through class discussiondevelop the basic formatfor an outline.

discuss reasons for out-lining materials.

develop and write meaningfor terms:main headingssub headings.

complete outlines ofparagraphs, chapters,etc.

Have student completeoutline with materialsupplied by teacher.

Outline chapters in textsfor science or socialstudies.

Basic Reading SkillsP. 143-147

Texts from other subjects.

75

CONCEPTS OBJECTIVES


Education and work are interrelated. be able to use the index of a book.

be able to use the table of contents.


76

Special EducationLanguage Arts 10Unit: Reference Books

LEARNING ACTIVITIES


examine index of variousbooks in the classroom.

use indexes to locatevarious materials in books.

arrange topics in theorder they would be foundin en index.

define purpose of thetable of contents.

locate table of contents invarious books.

discuss organization oftables of contents.

EVALUATION

Using a teacher-made test,locate pages On which specificinformation is found in aparticular book.

Teacher test.

RESOURCES

Basic Reading Skills

77

CONCEPT .OBJECTIVES




understand that a glossary is an alpha-betical listing of special words or termswith definitions and comments.

be able to read various maps, charts,diagrams, and graphs found in books,magazines, ecc.

78

Special EducationLanguage Arts 10Unit: Reference Books

LEARNING ACTIVITIES EVALUATION- RESOURCES


locate glossary in varioustexts.

collect materials frompapers, magazines, books,and etc.

explain to class what thereasons are for the use ofmaps, diagrams, etc. (i.e.,put much information intoshort form).

Locate definitions in.glossaries.

Completion of exercisesin Basic Reading Skills.

Basic Reading SkillsTexts from other areas.

Basic Reading SkillsAny maps, diagrams, charts,etc., provided by students.

79

CONCEPTS OBJECTIVES

Concept eit The student should...

Education and work are interrelated. be able to use the dictionary.


80

Special EducationLanguage Arts 10Unit: Dictionaries



discuss guide words andtheir purpose in a dic-tionary.

demonstrate how words aredivided into syllables ina dictionary.

discuss pronunciation keyin dictionary and pro-nunciation as shown '-)yeach word.

select appropriate meaningof words from words havingmore than one meaning.

discuss how parts of speechare shown in a dictionary.

discuss how pictures anddiagrams help in a dic-tionary.

Completion of Exercisesin Basic Reading Skills.

Teacher prepared testson skills.

Basic Reading Skills

Dictionaries.

81

CONCEPTS OBJECTIVES




recognize the main ideas of storiesread.

be able to write the main ideas of thestories read.

82

Special EducationLanguage Arts 10Unit: Comprehension



read stories from "Action"series and select from alist of main ideas the oneappropriate to each story.

after reading stories,write in a sentence themain idea of each story.

through class discussion,identify the best main ideafrom those suggested by thestudents.

RESOURCES

Completion of exercises in Action, SBSthe Action series.

there are 22 lessons whichinclude main idea identifi-cations.

Scholastic Book

Basic Reading SkillsScott Foresmari, P. 74

83

CONCEPTS OBJECTIVES

Concept 6:


P.L.S. #1:



use context clues to obtain definitiouof words.

84




discuss the possibility ofwords having a variety ofmeanings.

write meanings for teacherselected words.

select correct meanings ofwords with more than onemeaning by using cluesfrom context of sentence.

use words in sentencesshowing variety of meaningsfor the same word.

RESOURCES

Teacher prepared test on Action Lessons #3, 40, 41,definition from context 61, 63, 64, 76.clues.

Mott 901 A-B

Basic Reading SkillsScott Foresman PP. 7

85

CONCEPTSMIL

Concept 6:


P.L.S. #1:


OBJECTIVES


remember sequence of events in storiesread.

put events from stories in propersequence.

86



The sti3dent could...

after reading stories, puta list of events in correctsequence..

answer questions aboutstories such as, "Whathappened first, etc.".

using a list of events,put them in a logicalsequence.

discuss and define theterm "sequence".

Put events in correctsequence from list ofstatements.

Completion of exercisesin. text.

Action lesson 1fr11, 16, 21,

26, 32, 39, 40, 44, 46, 51,etc.

87

CONCEPTS OBJECTIVES

Concept 6:


P.L.S. #1:Learning to commuricate ideas.


select proofs from statements in story.

recognize fact and opinion statementsmade in story.

88




discuss difference betweenthe meanings of fact andopinion.

select statements fromstories read to provefacts.

from lists of statementsselect those which arefacts.

list proofs for the factsselected.

have students make state-ments and attempt to proveor dispryve them.

Students prove statementsin discussion.

Select statements fromstories to prove statements.

Action Lessons #22, 31,39, 44, 46, 51, 56, 60,62, 66, 73, 75, 77.

Basic Reading SkillsP. 106, 110, 115.

CONCEPTS

89

EVALUATION

Concept I.:




recognize correct inferences and makecorrect inferences from statements mdein stories.

90




make inferences fromstories read.

discuss variety of in-ferences and how we knowwhich is the correct in-ference.

make statements whichshow inference and haveothers discuss what isbeing inferred.

Class discussion. Action Lessons 1t50, 51, 56,60, 62, 66, 72, 75, 77.

Basic Reading SkillsP. 112

91

CONCEPTS OBJCTIVES


Education and work are interrelated. identify specific details from materialread.


92


LEARNING ACTIVITIES..{


answer specific questions.about details of storiesread after reading stories.

look for specific detailsin stories based onquestions asked beforereading.

EVALUATION

Class Discussion.

RESOURCES

Action les:,on #28, 52, 63.

93

CONCEPTS OBJECTIVES

Concept 6:



recognize compound words.

be able to recognize, read and writecontractions.

P.L.S. #1: be able to write common abbreviations.Learning to communicate ideas.

94

Special EducationLanguage Arts 10Unit: Word Study

'LEARNING'ACTIVITIES-.:


discuss meaning of com-pound words.


select compound words fromselections.

write definitions for com-pound words.

write sentences usingcompound words.

discuss meaning of con-tractions.

match contractions withwords.

write contractions insentences.

through class discussioncompile list of abbrevia-tions.

write sentences substituing abbreviations wherepossible.

Identify compound wordsfrom lists.

Complete exercises fromMott.

Completion of exercises.

Write abbreviations forteacher-made list.

Action lessons #2, 3, 13, 60,62, 17, 45, 52, 53, etc.

Mott Series 600A-B

Action Lessons #32, 66, 74,58, 64.

Mott 600A-B

Action Lesson #75

95

CONCEPTS OBJECTIVES


Education and work are interrelated. be able to correctly use the vowel sounds.

be able to say the common consonantsounds and blends.

P.L.S. #1:


96


LEARNING ACTIVITIES


review the long and shortvowel sounds.

read words using correctvowel sounds.

mark short and long vowelsin words.

make lists of words con-taining various vowelsounds.

list common blends andwords in which they occur.

write sentences. usingwords with blends.




Mott 300A, 300B

Action lessons 6, 16, 7, 20,72, 54, 50, 45, 8, 76, etc.

Action Lessons #21, 26, 46,61, 74, 34, 51, 68, etc.

Basic Reading SkillsPP. 36, 41, 47, 54.

97

CONCEPTS OBJECTIVES

Concept 6:




be able to identify prefixes and suffixesand know their meanings.

be able to carry on oral discussion.

98




write definitions forprefixes and suffixes.

use words containingprefixes and suffixesin sentences.

throughout series oppor-tunities are given forstory telling, role play-ing, and oral reading ofplays, etc.

Completion of Mott exercises. Mott 600A-B

Basic Reading SkillsP. 33.

Language Arts - English Two

OVERVIEW

Tne junior year language arts program is directed toward continuing

development of basic communication skills. Units are centered around

occupational settings and interpersonal relationships.

A student is given the opportunity to use communication skills in

his/her daily classwork. Although subject matter areas are the same

for all students, materials used are geared to individual ability levels.

Units taught include Starting Work, On The Job, Keeping the Job,

Working for the City, and Time Out for Leisure. These units develop the

skills of communication and also .introduce the student to the world of

work.

(See Career Development Concepts 1, 2, 3, 4, 6, 12, and 15.)

RESOURCES

New Roch :r Occupational Reading Series, Science Research Associates, Inc.

Scholast....: Scope.

LANGUAGE ARTS 11

The junior level.language arts program rel,eats the central themeof self-concept and personal improvement. "Maturity" is used as abasal text and provides an avenue of written and oral expression.The class emphasis is the exploration of what are mature behaviorsand how they are developed.

The selection of "Maturity" was made to further concepts one,understanding and acceptance of self, and two, persons need to berecognized as having dignity and worth.

99

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:

Persons need to be recognized ashavin dignity and worth.

P.L.S. #2:Learning to understand one's selfand to get along with others.


be able to tell in what way he is likeother people in the world.

be able to describe the type of personhe would like to be.

100

Special EducationLanguage Arts 11Unit: Knowing Yourself



discuss the basic drivesthat are essential to allpeople: food, love, shelter,family, success.

discuss in what way p eachstudent is different.

write a paragraph describ-ing yourself, physically,mentally, emotionally.

describe what an ideal youwould be like.

discuss methods of be-coming the kind of personyou would like to be.

Write a self description.

Complete a personalitytype checklist.

Write a list of objectivesfor improving one's self.

Maturity and MaturityLog Book

CONCEPTS

101

OBJECTIVES

Concept 1:


Concept 2:


Concept 7:




P.L.S. #4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment,


discuss relationships within his family.

102

Special EducationLanguage Arts 11Unit: Family Relation hips



either orally or in writingdescribe the members of hisfamily.

discuss the roles played byeach member of the family.

develop a list of construc-tive ways each studentmight contribute to familyrelationships.

discuss approaches toproblems which may arisein family situations.

role play father and motherand how to react to problemsof raising children.

describe what you would orwould not do if you werea parent.

Completion of writtenmaterials and discussionin class.

Maturity PP. 44-58

103

CONCEPTS

Concept 1:

OBJECTIVES


An understanding and acceptance of self understand the reasons for going tois important throughout life. school.

Concept 6:


Concept 13:

Career development rewires a continuousand sequential series of choices.




104

Special EducationLanguage Arts 11Unit: Why Go To School?



through class discussiondevelop a list of waysschool may be helpful toyou in the future.

discuss what things youhave learned in school.sofar which have aided youin any way.

discuss ways in which youfeel scho61 coulo be mademore meaningful and providewhat you need.

Based entirely on classdiscussion and pupils'participation in the same.

Maturity

School Guide

105

CONCEPTS OBJECTIVES

Concept 2:


Concept 16:


P.L.S.Learning to communicate ideas.




develop the ability to deal withadversity in a mature manner.

106

Special EducationLanguage Arts 11Unit: Accepting Adversity



read and discuss storiesfrom the Maturity Series.

describe fictitious andreal situatn of adversityand methods of coping withthem.

relate how they have re-acted to adversity in thepast.

RESOURCES

Teacher create situation Maturity, P. 92-114and ask students to write Log Booktheir reactions to them,.i.e., written paragraphsshowing problems and notsolutions.

107

Concept l:

CONCEPTS OBJECTIVES

An understanding and acceptance of selfis important t:lroughout life.

Concept 2:


Concept 7:



P.L.S. #2:Learning to understand one s self andto get along with others.

P.L.S. #4:Learning to LE:-."le and adjust to one's

social, technolus_cal, and physicalenvironment.

The student should":

be able to express what he feels andthinks.'

108

Special EducationLanguage Arts 11Unit: Individuality



complete questionnaire inMaturity Log Book, P. 22.

discuss results of thequestionnaire.

read poem, "Mass Produc-tion".

discuss student's inter-pretation.

give ihort talk on onetopic related to thestudent's feelings andopinions, i.e , Why Ibelieve

discuss what "Growing Up"means.

write replies to questionsfrom advice wanted columnin local paper.

Completion of exercisesIn Maturity Log Book.

Maturity

Local papers.

109

CONCEPTS OBJECTIVES

Concept 13:



develop a plan for his future.

110

Special EducationLanguage Arts 11Unit: Your Future



discuss what the studentswill consider beingsuccessful.

read "The Road Not Taken".

discuss the importance ofdecision making.

discuss "If you couldhave any one thing youasked for in your life,what would you choose?Why?"

RESOURCES

Write a brief essay onwhat your plans are forthe future.

Maturity Series

Language Arts - English Three

OVERVIEW

The senior year language arts program is correlated to the student's

need to communicate on the job, and job seeking skills. The students

review letter writing, application forms, and personal data sheets.

Additional emphasis is placed on developing leisure reading skills

through the use of popular magazines and library resources and controlled

vocabulary classics.

(See Career Development Concepts 6, 7, and 11)

RESOURCES

Classic Series - Scott, Foresman and Company

Magazines - Scope, Hot Rod,. Rod and Gun, Field and Stream, Teen, Ingenue,and Seventeen.

Selected Novels - Shane, Call of the Wild, Huckleberry Finn.

Vocational English, Book I and II

Communication Series - Turner-Livingston

LANGUAGE ARTS 12

The senior level language arts class is designed to provide thestudent with additional writing and reading experience in the area ofpersonal choice. The novels and activities selected express tht themeof positive self development. The student is exposed to highly readablematerial and required to respond through oral and written expression.

The career education concepts correlated to this material are:Concept 1: An understanding and acceptance of self is importantthroughout life; Concept 2: Persons need to be recognized as havingdignity and worth; Concept 7: Individuals differ in their interests,abilities, attitudes, and values; Concept 10: Environment and individualpotential interact to influence career development; and Concept 11:Occupations and life styles are interrelated.

111

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:


P.L.S. Ill:





through a variety of reading selections,explore the attitudes of others towardsolving personal problems and makingchoices in their life styles.

develop an understanding of the componentsof a strong positive self-concept.

understand that decision making is alearned process.

understand that his/her attitudedetermines personal future growth.

through reading, see how others havesolved problems.

be able to express through oral orwritten expression his /her hopes for thefuture.

112a

LEARNING ACTIVITIES


read The Red Pony.

discuss and/or write howthe young boy learns toface and handle his problems.

discuss and/or write aboutthe personal problems thefamily have had to face andhow they solved them.

develop a list of typicalproblems a teenager mustovercome in order todevelop a mature attitude.

read Jonathon LivingstonSeagull.

discuss and develop howchange, growth, and educa-tion never end.

discuss and/or write atheme on how not settinggoals prevents peoplefrom changing and growing.

discuss post high schooleducational plans.

read The Call of the Wild.

describe the charactersportrayed that have aninfluence on the dog'slife.

list the positive influencesand the negative influenceson the dog's life.,

describe and compare howdevotion to a job or personcan affect greater achieve-ment from workers.

list the positive influenceson their lives, people, orevents.

write a theme on a singleevent or person that influencedtheir lives.

112

Special EducationLanguage Arts 12Unit: Novels



in Shane, discuss the pro-blem of overcoming handi-caps of past experience,(reputation).

in Shane the adolescentpicture of Shane changesand shows maturation;discuss what changes takeplace.

in Shane, discuss how workis presented as good.

in the scene that showsShane and the farmerremoving a tree stump,interpret what the stumprepresents.

write a new ending toShane, or write a themedescribing Shane's past.

write a theme comparingthe life style of themain character in Pearlto modern man's widefield of choice in careerplanning.

discuss and/or write howthe pearl changed theattitudes of the maincharacter toward hisson's future.

read Flowers for Algernon.

discuss and/or write aboutsociety's attitude towardhandicapped individuals.

develop a list of problemshandicapped individualsface in our society.

Class participation indiscussions.

Written themes.

Development of classlisting projects.

Novels:ShaneThe PearlThe Red PonyThe Call of the WildFlowers for AlgernonTo Build a FireJonathon Livingston Seagull

Records:To Build a FireMaturity - introduction -

(Scholastic Press)

Film:

"Charley"

Scope Magazine

113

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:



P.L.S. #2:

Learning to understand one's self and toget along with others.



develop an understanding of problems ingaining acceptance from others.

be able to provide proper definitionsof pride, revenge, shame, and cruelty.

114

Special EducationLanguage Arts 12Unit: Interpersonal Relationships



read "The Prom" inGetting Together.

discuss and/or write theirreactions to Dick Gregory'sproblem of being rejected.

discuss methods that couldbe used to gain acceptance.

develop definitions forvocabulary terms.

role play restaurant sceneand allow students tocreate their own reactions.

Written material (paragraphs,themes).

Oral participation.

Getting Together

Scholastic Press.

115

CONCEPTS OBJECTIVES

Concept 1:


Concept


Concept 7:

Individuals differ in their interests,abilities, attituaes, and values.


P,L.S. #2:Learning to understand one's self andto get along with others.



understand how to select and developfriendships.

be able to define the term "friendship ".

be able to list the characteristics ofa good.friend.

116

Special EducationLanguage Arts 12Unit: Interpersonal Relations



read "Come Go With Me".

discuss and/or write aboutwhat factors they use tojudge other individuals.

discuss and list the pro-blems of a new student inclass and how they areaccepted.

write or discuss the pro-blems that develop withcliques.

discuss and/or write abouthow high school has allowedthem to develop new friends.

discuss and/or write abouthow special education classhas helped or prevented newfriendships.

Written material.

Class participation.

Teacher-made quiz.

Getting Together

Scholastic Press.

117

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:






understand the role of peers, culture,and parents in developing a definition ofmanhood.

understand how self concept affectsdefinition of manhood.

118


LEARNING ACTIVITIES EVALUATION .RESOURCES


read "To Be A Man", playform.

develop a definition formanhood.

discuss and/or writeabout problems in definingmanhood.

discuss and/or write abouthow environment influencesdefinition of manhood --other cultures' definitions.

study the goals of womanliberation movement.

develop a list of com-petencies that fit de-finition of manhood.

develop list of positiveand negative peer pressureson a teen's life style.

list/or discuss parentalinfluences on adolescentsin determining definitionof manhood.

Written material.

Class participation.

Teacher-made quiz.

Getting TogetherScholastic Press

119

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:


P.L.S. 01:Learning to communicate ideas.

P.L.S. 02:Learning to understand one's self andto get along with others.



develop an understanding of the meaningof friendship.

determine the responsibilities they haveto their friends.

120

Special EducationLanguage Arts 12Unit: Interperscnal Relations



read "Three MinuteFriendships".

discuss friendship. Listthe responsibilities afriendship demands.

discuss similar situationsthey have faced and theirresponses.

Class discussion Getting TogetherScholastic Press

Student experiences.

121

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:




P.L.S. #4:Learning to handle and adjust'to,one'ssocial, technologic;a1, and physicalenvironment.


list the goals they have for school.

be able to determine what school and cityresources have been developed for theirbenefit.

122


LEARNING ACTIVITIES EVALUAT ION. RESOURCES


read "A Tough Decisionin play form.

discuss and/or write whatthe student interprets tobe the reasons for themain character's decision.

evaluate the decision anddevelop a list of alterna-tives.

develop a list of extra-curricular activities thatbenefits their developmentof social and recreationalskills.

Written material.

Class participation indiscussion.

Student experiences.

Student School Handbook

Parks and Recreation Dept.


123

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:






develop an awareness self - concept needs.

recognize that individuals differ intheir needs.

124

Special Ed.lcationLanguage ArtsUnit: Interpersonal Relations



read "The Poolroom".

write and/or discuss thereasons Hymic changed intoa social delinquent.

discuss the reasons personsneed to dominate otherindividuals.

discuss what reactions thestudents would have had,had they been present.

Class participation;written work.


Student experience.

125

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7 :


P.L.S. #I:Learning to communicate ideas.




develop an understanding of the importantfactors to consider in relationshipswith the opposite sex.

develop an understanding of typicalstereotypes of the sexes.

126

Special educationLdnguage Arts 12Unit: DLting and Marriage

LEAFWINI; ACTIVITIES


read "Initiation"Getting Together,

discuss the followingfactors in regards tothe selection of a date:1. How important are

looks?2. Hew important is

dress?3. What kind of person-

ality would you wantyour date to have?

read "Sunday Afternoon"


discuss and compile a listof "gripes" about theopposite sex.

discuss whether the"gripes" are fact oropinion.

From a teacher-developedchecklist, check thosequalities or descriptionsthat would best describea desirable date.

Write a short paragraphon "gripes" about theopposite sex.

Getting TogetherScholastic Book ServicesPP. 42-92

127

CONCEPTS

Concept 1:

OBJECTIVES


Concept 2:


Concept 7:






develop an understanding of the variousconcepts of "love".

126

Special EducationLanguage Arts 12Unit: Dating and Marriage

LEARNING ACTIVITIES EVALUATION. RESOURCES


read "What Is This ThingCalled Love".

through class discussion,attempt to write a briefdefinition of the term"love".

discuss reasons for goingsteady.

discuss importance oflooks and love.

discuss age differencesand relationship to love.

discuss: "Can love changepeople's habits?".

discuss ways of showinglove.

Evaluation is based onclassroom participationin discussions.

Students may write ashort description oflove.

Getting 'Logether

129

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:






understand the importance of notrevealing privileged information if itmay hurt someone.

130




read and discuss "TheInvestigation".

discuss the reasons behindGeorge's wanting to findout about Andy's past,i.e., jealousy.

discuss why George tellsChris about Andy.

discuss when informationabout another person shouldbe shared and when itshould not.

discuss the effect of pastexperiences on future.

Write an opinion on whether.George did the right thing',or not.

Getting TogetherScholastic Book Service

131

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:


B.L.S. #1:Learning to communicate ideas.

P.L.S. #2:

Learning to understand one's self andto get along with others.



show the importance of having an accurateunderstanding of yourself.

132




read "One Big Night".

discuss the reasons forblind dates and students'opinions of whether theyare usually good or bad.

discuss how the narrator'srole changes at the endof the story.

discuss what feelingJunie Jo has on the busride.

Write what you feel JunieJo's opinion was of herdate.

Participation in classdiscussion.

Getting TogetherScholastic Book Service.

133

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:






understand problems involved in beingseparated from loved ones.

understand that people mature emotionallyat different rates.

134




read "Just Talking to aKid".

discuss the problems re-sulting from being sepa-rated from your lovedones due to being drafted.

discuss and define theterm "grown up".

discuss why some people"grow up" faster thenothers.

discuss problems of re-lationship with the othersex when one person ismore "grown up".

Write a definition of"grown up 11 or mature.

List characteristics of a"grown up" person.

Getting TogetherScholastic Book

135

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:






understand possible problems relatedto teenage marriages.

136




read "Teenage Marriage,Will It Really Work?"

hold class discussion onthe reasons so many teensmarry.

compile a list of problemsthat might arise:a. moneyb. halt to education

c. adoption of livinghabits.

discuss factors in ateenage marriage thatworks.

have a panel discussion onthe question, "ShouldTeenagers Marry".

Have students write aparagraph telling whyteenagers should getmarried or why theyshould not.

Getting TogetherScholastic Book Service

CONCEFTS

137

OBJECTIVES

Concept 1:


Concept 2:


Concept 7:




P.L.S.'#4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.

The student

understandtroubles at

should...

that all families haveone time or another.

138

Special EducationLanguage.Arts 12Unit: Understanding Your Family



read, "Four Families WithProblems" as a sample oftypical problems.

in "City Trap", discussthe effects of povertyon the relationshipswithin a family.

discuss whether P.J.should leave home.

'taught in the Middle" -discuss the position inthe family and how itrelates to how a child istreated.

"Old Vays and New" -discuss obligations ofchildren to become whattheir parents want themto.

"The Rebel" -discuss methods used bychildren to rebel againstparents.

list reasons children rebelagainst parents.

Evaluation 1.4 based on howwell the students are ableto relate their own pro-blems and discuss methodsof coping with them.

Getting Together

CONCEPTS

Concept 1;

139


Concept 2:


Concept 7:




P.L.S. #4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment,

OBJECTIVES


understand the problems faced when ateenager runs away from home.

140

Special EducationLanguage Arts 12Unit: Understanding Your Family



read "Runaways".

through discussion ofstory, compile a list ofreasons teenagers run awayand what they are lookingfor by running.

bring in newspaper ar-ticles in regards towhat happens to runaways.

have students relatepersonal experiences withfriends who have runaway.

discuss alternatives torunning away from home.

discuss legal aspects ofrunning away.

Write what you would tell Getting Togethersomeone who you knew wasgoing to run away.

List other methods ofdealing with problemsrather thal running away.

141

CONCEPTS OBJECTIVES'

Concept 1:


Concept 2:


Concept 7:






understand the problems faced byunwanted pregnancy and decisions thatmust be made.

142


LEARNING ACTIVITIES EVALUATION I RESOURCES


read "The Awful Silence".

discuss the followingdecisions which may haveto be made if a teenagegirl becomes pregnant:1. marriage or not?2. abortion?3. keeping child or

giving up for adoption,

discuss how the situationmay affect other membersof the family, i.e.,mother and father.

Based only on classdiscussion. Getting Together

143

CONCEPTS OBJECTIVES

Concept 1:


Concept 2:


Concept 7:






be able to make decisions in regardsto family problems.

144


LEARNING ACTIVITIES I EVALUATION RESOURCES

The student could... Completion 61 the activities.

read "What Do You Think".

after reading each of thefour short plays, havestudents either write ortell how they would handleeach situation.

read "The Contest".

discuss reasons why a sonfeels it's necessary toprove to his father he isa man.

Getting TogetherScholas,tic Book Service

CONCEPTS

Concept 1:

145


Concept 2:


Concept 7:





OBJECTIVES


be able to understand the affects ofloneliness.

be able to understand the differencebetween loneliness and being alone.

be able to use positive techniques andalternatives to prevent loneliness.

LEARNING ACTIVITIES


read "The Broken Places"and "Loneliness".

develop a list of possibleproblems that could havecaused Barbara's problem.

write and/or discusswhat personal problemshave resulted in a feelingof loneliness.

write their descriptionof loneliness.

develop a list of techni-ques to defeat a feelingof loneliness.

describe and comparewithdrawal and loneliness.

146


EVALUATION


Written work.

RESOURCES


147

CONCEPTS OBJECTIVES

Concept 1:


Concept 6:


Concept 7:



NOTE:The basic mathematics program iscentered around individual instruction,but many group activities are beneficialto provide class unity and periods forgroup discussion and demonstration.


identify his level of achievement inthe area of mathematics skills.

discuss and develop possible goals tobe obtained in mathematics for thecoming year.

148

Special EducationMathematics IUnit: Basic Skills

LEARNING ACTIVITIES


participate in diagnosticand achievement testingin basic math skills, i.e.,addition, subtraction,multiplication, division,written problems.

develop student and classprofile chart.

discussion of possibleprograms for mathematicsremediation.

evaluate materials andprocedures available.

EVALUATION- RESOURCES

Class planning of mathematics Wide Range Achievementimprovement program. Test.

Mathematics For Achieve-ment (achievement test)

Practical Mathematics(diagnostic tests)

Teacher-Made ProfileChart.

149

CONCEPTS OBJECTIVES

Concept 1:

An understanding and acceptance of selfis Important thrOUghout life.

Concept 6:





understand the base 10 system ofmathematics.1. associative2. distributive3. communicative4. identity element

identify the four basic properties ofmathematics in addition, subtraction,division, and multiplication.

150



The student could....

investigate the historyand growth of mathematics.

study early countingsystems.

study the introduction ofsymbols and manipulationof math symbols.

study the basic proper-ties of the arabic numeralsystem.

study computer language,base two.

develop a series of basecharts, one through thir-teen.

Develop charts illustratingearly mathematics systems.

Develop number charts of basesystems other than base 10.

Unit - teacher-made quiz.

Mathematics for Achieve-ment I and II,Houghton Mifflin

Filmstrip:History of Mathematics

Teacher-made overheadprojector transparen-cies.

The Story of NumbersSymbols. and SpaceGolden Press

151

CONCEPTS OBJECTIVES

Concept 1:


Concept 6:




recognize the importance of mathematicsskills in everyday business.

LEARNING ACTIVITIES

152

Special EducationMathematicsUnit: Basic Skills



collect a varied amountof sales slips and orderforms from communitybusinesses, i.e.,McDonalds, Henrys, Sears,Pennevs, Service Stations,Catalog order forms.

develop specialized orderforms for well knownbusinesses copying thatof McDonalds.

practice using cashregisters in demonstrationat local business (Sears,Wards).

gather manuals from cashregister sales officesthat teach how to usetheir registers.

Class completion of chartlisting mathematics skillsused in business.

Development of salesslips, sales reports,and ordering forms.

Assorted Business Mathtextbooks.

Cash register manuals.

Fieldtrips - businesses,training films - !ears,Pennys.

Catalogs - order sheets.

McDonalds - order blanks.

Mathematics for Achieve-ment I-VIIIHoughton-Mifflin.

153

CONCEPTS OBJECTIVES

Concept 6:




list the many different types of mathskills found in a list of entry leveloccupations.

state the kinds of math necessary tosucceed on the job (entry occupations).

LEARNING ACTIVITIES


compare a class-made listof every day math skillsto a list of entry occupa-tions.

participate in a paneldiscussion of work-studylevel students, aboutmath on the job.

154



Teacher-made quiz.

Class development ofmaster list of occupa-tionel math skills.

Report from OccupationalOutlook Handbook on threeentry occupations andmathematics necessary tosucceed on the job.

Mathematics for AchievementI-VIII, Houghton-Mifflin

Occupational Outlook Hand-book, U.S. Printing Office

Speaker - Work-study levelstudent, senior classTopic - "Math on the Job".

155

CONCEPTS OBJECTIVES


Occupations exist for a purpose. list those entry occupations that aresalaried.

Concept 6:compute the hourly wage of a salaried

Education and work are interrelated. position.

compare entry occupation of salaried andhourly wage jobs.



156

Special EducationMathematics IIUnit: Wages And Salaries

LEARNING ACTIVITIES


develop a list of severalarea salaried entryoccupations.

prepare a report of salariedentry occupations from theDictionary of OccupationalTitles and Occupational Out-look Handbook. Computeactual hourly rates ofsalaried positions. Com-pare salaried to hourlywage entry occupations.

EVALUATION

Student reports.

RESOURCES

Quiz - Computation ofhourly rates of salariedpositions.

Quiz - comparison ofhourly wage and salariedpositions..

Occupational OutlookHandbook

Dictionary of OccupationalTitles

Pamphlets on specific jobs.

Sextent series.

157

CONCEPTS OBJECTIVES

Concept 6:


P.L.S. #4:Learning to handle and a4ilist to one'ssocial, technological, and physicalenvironment.



compare the services and interest ratesof a bank, credit union, and loanagencies.

158

Special EducationMathematics IIUnit: Borrowing



list the names of variousarea credit unions.

determine what servicescredit unions offer.

compare the services ofa credit union, a bank,and a loan agency.

determine what interestrates are typical of acredit union.

fill out application forcredit union.

Multiple choice test,comparing credit unions,banks, and loan agencies.

RESOURCES

Telephone directory.

C.U.N.A. pamphlets.

Credit union applications.

159

CONCEPTS

Concept t:Education and work are interrelated.


P.L.S. i7:Learning to earn a

OBJECTIVES


determine the actual cost of owning acar.

evaluate used cars to determine value.

160

Special EducationMathematics IIUnit: Buying a Car

LEARNING ACTIVITIES


dezvei.Jp through reports andclass discussion how toevaluate a used car, motor,transmission, body, andtires.

discuss typical guaranteeand warranty plans avail-able.

study contracts from localcar dealers.

discuss and list the reasonsstudents obtain a car.

determine the usual pricethat a high school studentpays for a used car.

develop through panelreports: the cost of -a. insuranceb. maintenancec. gasoline

Where to buy a car -a, private ownerb. large dealerc. small dealer


Describe what should bechecked on a used carbefore purchase.

Student reports.

Local auto dealers' contract

Better Business Bureau.

AAMA Blue Book of used carprices.

Consumers Bulletin (How toselect a used car)

Newspaper (local)

CONCEPTS

161

.1.1a.rlbr

Concept 6:




OBJECTIVES


do comparative shopping.

162

Special EducationMathematics IIUnit: Everyday Arithmetic

LEARNING ACTIVITIES


discuss discount and lowprice stores.


compare discount stores tospecialty stores in thecommunity.

compare small local storesto national chain stores.

take a field trip to alocal shopping center.

report on consumer educa-tion.

Have student comparative Newspaper ads.shop during field trip.

Consumer bulletin(annual).

Catalogs.

Follett Press.

Turner Livingston Series.

Magazine articles -consumer education.

163

CONCEPTS OBJECTIVES

Concept 6:


P.L.S. #4:Learning to handle and adjust to one'ssocial,.technological, and physicalenvironment.



understand how to compute commonmeasurement.

164

Special EducationMathematics IIUnit: Automotive Mathematics



take a pretest of measure-ment skills.

practice measurement ofsquare foot and yard.

practice measurement ofliquid and dry measurement.

compute miles per hour andmiles per gallon for cars.Use map to practice measur-ing in miles, cost oftravel, etc.

Test - compute cost ofcarpeting, painting, andpaneling.

Test - compute quantitiesfor recipes; etc.

Determine cost of travel...,ing by car, bus, plane',-and compare.

Turner Livingston -"measurement"

Cookbooks.

Pamphlets from localbusinesses on painting,carpeting, and paneling.

Bus schedules.

State maps.

165

CONCEPTS OBJECTIVES

Concept 3:


Concept 6:


111111111.1




list the reasons car insurance is re-quired in most states.

list the different kinds of autoinsurance coverage.

166

Special EducationMathematics IIUnit: Automotive Mathematics

LEARNING ACTIVITIES EVALUATION, RESOURCES


discuss the personalliability of a car owner.

review state requirementsfor auto insurance.

study and correctly com-plete an automobile in-surance application.

listen to a speaker ex-plain auto insurance re-gulations of state, andalso describe his/her joband its responsibilities.

review related auto in-surance occupations, i.e.,adjusters, body repairmen,etc.

Student will correctlydefine the state require-ments for auto insurance.

Student will work problemscomputing different typesof automobile coverage.

State drivers manual.

Newspaper articles.

Magazine articles.

Consumers Bulletin.

Speakers,:a. Motor Vehicle Depart-

ment representativeb. Insurance adjusterc. American Family In-

surance representative

167

CONCEPTS OBJECTIVES

Concept 3:


Concept 6:






list the different forms of life insur-

ance.

LEARNING ACTIVITIES


report on typical types oflife insurance. Explain thedifferent needs.

discuss different forths oflife insurance available:term, annuity whole life,etc., and compare costs.

discuss life insurance asa form of fringe benefits.

168

Special EducationMathematics IIUnit: Insurance

EVALUATION ,RESOURCES

Student reports.

Quiz - types of lifeinsurance.

General Math.

Laidlaw - Book I

"Purpose and Types of LifeInsurance".

169

CONCEPTS OBJECTIVES

Concept 3:


Concept 6.:






realize reasons for obtaining a healthinsurance policy.

understand how and when to apply forworkmen's compensation.

identify some area firms offering healthinsurance as a fringe benefit to theiremployees.

170

Special EducationMathematics IIUnit: Insurance



prepare a report on thehealth insurance policyhis/her parents have forthe family.

report on the increasingcost of health insurance.

discuss workmen's compen-sation in the state.

determine who is eligiblefor benefits and how toapply.

Student reports.

Student reports.

Quiz - health insurance -why is it needed?

Mile Cross, Blue ShieldAgent - speaker.

Pamphlets from healthinsurance companies.

Workmen's Compensation laws

Pamphlets.

171

CONCEPTS I OBJECTIVES

Conceit 6: + The student should...


P.L.S. #4:Learning to handle and adjust to one'ssocial, technological, and physicalenviro-ment.


complete a personal state and federalincome tax form.

LEARNING ACTIVITIES


discuss how taxes are used,and the services of govern-ment.

complete sample tax forms.

172

Special EducationMathematics IIUnit: Taxes

EVALUATION

The student will completeand file his personalstate and federal incometax form.

RESOURCES

State tax forms.

Federal tax forms.

Federal Guide to Income Tax.

173

CONCEPTS OBJECTIVES

Concept 3:

Occupations exist for a pur:pose.

Concept 5describe those jobs that he/she feels

Work means different things to different qualified to apply for.people.


list average beginning wage for a varietyof entry occupations.

com:I'te the weekly wages of specificConcept 6: jobs.


Concept 7:


Concept 13:

Career development requires a con-tinuous and sequential series ofchoices.



P.L.S. #9:Learning to manage one's money.

compare weekly wages of different jobs.

define overtime pay.


survey entry occupationsto determine beginningwages.

compare earning rates toEau Claire's rates:.of pay.

list typical entry occupa-tions selected by students.

report on pay rates forpart-time employment.

discuss jobs they haveworked.

compute problems of daily,weekly wages.

discuss overtime pay.

174

Special EducationMathematics IIUnit: Wages and Salaries

Student reports.

Student repOrts.

Quiz - computing wages andovertime pay.

review state and federal laws Checklist of when minimumconcerning minimum wages and wage law is applicable.hours.

Dictionary of OccupationalTitles.

Experiencing Mathematics.Singer Series

General Mathematics,Book II

Mathematics for AdultLiving - Mafex Association

Occupational Essentials,Johnson Press

Occupational OutlookHandbook

Newspaper.

175

CONCEPTS

Concept 6:


P.L.S. #4:




OBJECTIVES


recognize the advantages and disadvan-tages of installment buying.

176

Spzcial EducationMathematics IIUnit: Borrowing



list the major stores thatprovide installment buying.

determine the credit costsadded for installment buying.

RESOURCES

list the types of credit cardsavailable in the area. Ex-

amine credit card applications.

determine the reasons forobtaining a credit card.

discuss the possible dangersof installment buying.

Student will list theadvantages and disadvan-tages of installment buying.

177

CONCEPTS OBJECTIVES

Concept 6:






compare a bank to a loan agency.

178


LEARNING ACTIVITIES. EVALUATION


develop a list of the namesof local loan companies.

discuss what services theyoffer the public. Comparetheir services with thoseof a bank.

obtain sample contractsand typical interest ratesof loan agencies.

discuss and compare theinterest rates of loanagencies and banks.

determine what individualswould most likely use aloan agency.

RESOURCES

Quiz - Match types ofservices and interest tobanks and agencies.

179

CONCEPTS OBJECTIVES

Concept 6:



P.L.S.' #7:


P.L.S. #9:

Learning to manage one's money.


define the word credit.

understand the added costs for credit.

recognize the savings that cash purchasesprovide.

180


LEARNING ACTIVITIES. EVALUATION' RESOURCES


develop a definition ofcredit.

practice determiningcredit costs, using thetypical bank rates.

Correctly write or statea definition of credit.

Teacher-made test ofpercentage problems.

181.

CONCEPTS OBJECTIVES

Concept 6:


P.L.S. ?4:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.

P.L.S. 47:Learning to earn a.living.


The student should..,

identify the banking services for loans,savings, and checking accounts.

realize the many types of employment abank offers.

understand the procedure for opening asavings and/or checking account.

list the requirements for obtaining abank loan.

identify the methods of developing agood credit rating.

183

CONCEPTS OBJECTIVES

Concept 6:


al11{1.mil


P.L.S. #4:


---f.L.S. #7:


P.L.S. #9:

Learning to manage one's money.


recognize the necessity of mathematicsskills to everyday living. Determinethe typical expenses of a high schoolstudent.

list the personal priorities for pur-chases.

develop a personal budget.

determine the cost of renting an apart-ment.

184

Special EducationMathematics IIUnit: Household Mathematics

LEARNING ACTIVITIES. EVALUATION RESOURCES


develop a master list of Complete a budget foreveryday expenditures of a expenses while attendinghigh school student. school.

determine the possiblesources of income for ahigh school student.Compare expenditures toincome.

develop priorities forexpenditures.

construct an individualbudget for personal weeklyexpenses.

construct a monthly budget.

project a list of expensesfor the school year.

determine personal incomefor the coming year.

develop a budget for asingle person renting anapartment. Collect rentads. Discuss apartmentliving and possible addi-tional costs. Visit anapartment complex tointerview manager andobtain information as tothe types of employmentoffered there.

Write a list of expendi-tures in their order ofimportance.

The development of anindividual budget thatincludes the additionalcosts of living alone.

Newspaper ads.

Key Apartments - manager.

CONCEPTS

185

OBJECTIVES


Education and work are interrelated. understand the necessity for proper careof hair.

demonstrate good grooming.

describe the composition of the skin.




learn methods and reasons for keepingthe skin clean.

186

Special EducationScience/HealthUnit: Personal Hygiene



discuss the composition ofhair.

describe reasons for dand-ruff, the effects ofvarious hair sprays, etc,on hair, and reasons andmethods for keeping hairclean.

use diagrams to show anddiscuss functions ofvarious skin parts.

discuss the necessity ofskin cleanliness, i.e.,perspiration, infection,etc.

discuss the Affects ofMake-up on skin.

Student care of his/herown hair as observed byteacher.

Students will name anddescribe function ofvarious skin parts.

On diagram of skin,locale and label parts.

Student's will demonstratecleanliness of skin.

Your Life in Your HandsMafex, P. 63

Your Life In Your HandsMafax, PP. 64-69

187

CONCEPTS OBJECTIVES


demonstrate proper methods of oralhygiene.

ident4fy parts of teeth.

maintain proper ,aral hygiene.

demonstrate the ability to maintainproper hygiene of feet and hands.

188

Special EducationScience/HealthUnit: Personal Hygiene

LEARNING ACTIVITIES



using diagrams of teeth andmouth, discuss proper oralhygiene.

listen to oral hygienistspeak and demonstrateproper oral hygiene.

discuss and demonstratemethods and reasons forcleanliness; of hands andfeet.

discuss athlete's foot,shoe sizing, fingernailand toenail care.

Indication of proper care Your Life in Your Hands

of mouth by students. Nafex, PP. 15-18

Observation of handcleanliness.

189

CONCEPTS

Concept 1:




OBJECTIVES


understand the terms sperm, ova.

describe the developmental pattern ofthe fetus.

understand the development of the humanbody from birth to puberty.

190

Special EducationScience/HealthUnit: Physical Growth


The sudent could...`,.,

1

discus with classmati:sconception and rolesplayed; by sperm and ovain development of fetus.

discuss. rate at which afetus developes to showthe rapid growth.

compare size at concep-tion with that at birth.

discuss rates of growth;compare sizes of indivi-duals at different ages.

discuss factors thataffect growth.

Write definitions for,sperm, ova..

Write short paragraphdescribing growth of thefetus.

191

CONCEPTS OBJECTIVES


describe the changes that take place inthe body at the age of puberty.

describe the term maturation as it appliesto physical maturation.

192

Special EducationScience/HealthUnit: Physical Growth

LEARNING ACTIVITIES .EVALUATION RESOURCES


discuss the meaning of theterm puberty.

discuss physical and psy-chological changes thatmay take place &t puberty.

view films.

discuss terms maturationand the variance in ageswhen physical maturationtakes place.

Write a brief definitionof the term puberty.

Describe in writing thedetermination of physicalmaturation.

0

193

CONCEPTS OBJECTIVES

Concept 1:

An underrtanding and acceptance ofself is Important throughout life.





recognize the basic parts of thecirculatory system.

understand the function of thecirculatory system.

know the various parts of the respira-tory system.

194

Special EducationScience/HealthUnit: Body Systems



using diagrams and charts,identify the circulatorysystem and its parts.

discuss the function ofthe circulatory system.

discuss methods of main-taining the circulatorysystem in a healthy con-

)dition.

briefly discuss diseaseswhich may affect thecirculatory system.

discuss the respiratorysystem, its parts, andfunctions.

view films.

draw diagram of respira-tory system and labelparts.

On a diagram of thecirculatory system, havethe student label themajor parts.

On a list of parts, havestudent write the functionof each part.

Individual reports ontopics dealing with thecirculatory system.

Write brief paragraphdescribing parts andfunctions of the respira-tory system.

Your Life in Your HandsMafex, chart 6, 7.

195

CONCEPTS OBJECTIVES

Concept 1:

An understanding and adceptance of selfis important throughout life.

Concept 6:


P.L.S. #2:Learning to understand one's selfand to get along with others.

P.L.S. #4:Learning to hanae and adjust to one'ssocial, technological, and physicalenvironment.



describe the functions of the digestivesystem.

name the various parts of the digestivesystem.

describe methods for maintaining ahealthy digestive system.

,..,

196




show film on digestivesystem.

discuss the function ofthe digestive system.

on diagram, locate variousparts of the digestivesystem.

discuss possible diseasesthat affect the digestivesystem.

Teacher made test. Your Life in Your HandsChapter 8

197

CONCEPTS OBJECTIVES

Concept 1:






describe the function of the nervoussystem.

identify the major parts of the nervoussystem.

recognize the major glands of the bodyand their functions.

198




view the film, "Nervousstem" -and discuss its

major points.

discuss the brain'sfunction.

listen to teacher-directedlecture on how the nervoussystem controls variousparts of the body.

discuss glands such asthe thyroid, pituatory,etc., and describe howpoor functioning of glandswill affect the body.

locate glands on diagram.

Teacher-made unit test.

Locate, label, and tell.'functiod of various glands.

RESOURCES

Your Life in Your HandsChart V

-Your Life in Your Hands-Chapter 34

199

CONCEPTS

Concept. 1:

An understanding and acceptance of selfis important throughout P.fe.


P.L.S. #4:



OBJECTIVES


describe the basic function of theskeletal system and muscles.

identify parts of the reproductionsystem and their functions.

200


LEARNING ACTIVITIES

The'student

view a film of skeletalsystem and demonstratehow the skeletal systemsupports the body and helpsmovement.

using models, explain re-lationship between musclesand skeletal system.

through class discussion,compile a definition ofreproduction.

discuss system parts andfunctions.


Write deaczl.ption of thefunction of.bones andmuscles.

CONCEPTS

Concept I:

201

OBJECTIVES

An understanding and acceptance of selfis important thmAghout life.






realize the value of nutrients for goodhealth.

list the energy nutrients and thebuilding nutrients.

identify the basic vitamins.

list food sources for the vitamins.

recognize the function of variousvitamins.

LEARNING ACTIVITIES


define nutrients in _lass.

202

Special EducationScience/HealthUnit: Nutrition

construct food table toshoW amounts of nutrientsin variety of foods.

make a chart listingvitamins, their sources,and their functions.

report on diseases causedby vitamin deficiency.


Write a definition of Pathways in Science

"nutrient". Biology P.

Match names of foods withtypes cf nutrients theyprovide.

Completion of chart. Pathways in ScienceBiology P. 152-153

203

CONCEPTS OBJECTIVES


understand the term calorie.

count the number of calories he/sheconsumes in a day.

identify high and low calorie foods.

understand the importance of caloriecontrol in the diet.

204

Speci. EducationScien,e/HealthUnit: Nutrition



through class discussion,define the term calorie.

complete a weekly record offoods eaten and the numberof calories consumed.

discuss requirements fordifferent people inamount of calories needed.

Write a definition ofcalorie.

Hand in weekly caloriecount.

Pathways in ScienceBiology, PP. 155-159

205

CONCEPTS OBJECTIVES


understand what protein does for thebody.

identify foods in the protein group.

list the reasons for fat in a diet,

identify foods in the fat group. fr

know the f,inction of carbohydrati;s andlist foods which are high in car6ohy-drates.

206

Special EducationScience/HealthUnit: Nutrition


The student could... Teacher-made quiz.

read section on protein,fats, etc.

discuss function of proteinin the body. Make a listof protein foods.

view films on protein andfats.

list fatty foods.

Your Life in Your HandsPP. 54-57

207

CONCEPTS OBJECTIVES

Concept 13:


P:L.S. #2:Learning to understand one's self and toget along with others.

P.L.S. 04:Learning to handle and adjust to one'ssocial, technological, and physicalenvironment.



P.L.S. #10:Learning wise use of leisure time.


understand the physical harms of smoking.

know the dangers of alcohol to the body.

recognize the types of drugs and telltheir general affects.

LEARNING ACTIVITIES


discuss reasons why peoplesmoke.

collect articles ou smokingand health.

discuss relationship oflung cancer, chronicbronchitis, heart dis-order, et:c., to smoking.

participate in a panel dis-cussion of the pros and consof drinking.

compile a list of harmfulaffects of alcohol.

reports on AA and othersuch organizations.

discuss sedative, stimulants,narcotics, etc.

listen to speaker on drugs.

208

Special EducationScience/HealthUnit: Tobacco, Alcohol, Drugs

EVALUATION-

Unit Exam.

Panel participation.

RESOURCES



Filmstrips:

A-16 "Alcohol, Part I"A-17 "Alcohol, Part II"


Filmstrips:

"Narcotics, I""Narcotics, II""Addiction in America"

225-C

209

CONCEPTS OBJECTIVES

Concept 1:


P.L.S. #2:Learning to understand one's se!f andto get along with others.


understand what maleness and femalenessare.

210

Special EducationScience/HealthUnit: Sex Education

LEARNING ACTIVITIES


through class discussion,define what being a maleor female means; i.e.,male role in life.

discuss what is expectedof males aad females inour society.

develop lists of roles ofmales and females in oursociety.

through discussion, de-velop chronological listof attitudes of males to-ward females and femalestoward males duringgrowth.

discuss reasons for thechanges in attitude as aperson matures.


Write a short definition Ann Landers' books on sexof male and female. education.

211

CONCEPTS OBJECTIVES

Concept 1:





describe the physical changes whichtake place to develop a person sexually.

understand that he/she has certain re .sponsibilities along with his/hersexual maturity.

LEARNING ACTIVITIES


discuss changes that takeplace in the male and femalebody and reasons for thesechanges.

emphasize the naturalnessof the changes.

discuss the variance inages for sexual change.

learn the term puberty anddiscuss its meaning andimplications.

discuss the respect oneindividual should show toanother.

discuss the emotional as-pects of sexual relationsas opposed to the strictlybiological aspects.

212

Special EducationScience/HealthUnit: Sex Education


Based on class discussionand short quiz.

Research: Dr. Rose Dyk

Book: Questions TeenagersAsk About Sex

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