November 1, 1999 › uploads... · The Guidance Division of the Oklahoma Department of Vocational and Technical Education is pleased to provide the 1999 Career Activity File. You

November 1, 1999

Dear Oklahoma Counselors and Teachers:

The Guidance Division of the Oklahoma Department of Vocational and TechnicalEducation is pleased to provide the 1999 Career Activity File. You are encouraged touse the ideas and activities within the file to observe Career Development Month inNovember and to enhance your classroom or guidance curriculum throughout theschool year.

This year’s theme is “School-to-Work Sustainability.” The Career Activity File willshow you how to continue or enhance what you are currently doing with School-to-Work.

I would like to specifically recognize Janet Hawkins, career information specialist, forher leadership in developing the content of this publication. Other contributors wereKaren Thomas, Wilma Jean Lovejoy, Jorja Jacobs, Jimmie Archey, and DwightThurmond, career specialists; Carri Hoffman, career systems specialist; Melanie Eick,disability specialist; and Fern Green-Bowling, educational equity/diversity specialist.This partnership of individuals made this edition of the Career Activity File possible.

We sincerely hope you find the materials in the Career Activity File helpful indelivering career awareness, exploration, and preparation to your students. A postcardto update our mailing list is attached to the inside flap of the back cover — returning itwill guarantee updates each year. If you have suggestions concerning the use of theCareer Activity File, or suggestions for improving the Career Activity File for next year,please call the Oklahoma Department of Vocational and Technical Education, GuidanceDivision (405) 743-5123.

Sincerely,

Kelly Arrington, Guidance CoordinatorGuidance Division

OKLAHOMA DEPARTMENTOF VOCATIONALAND TECHNICAL EDUCATION

1500 West Seventh AvenueStillwater, OK 74074-4364(405) 377-2000

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Career Activity File K-12 School-to-Work Sustainability

Table of Contents

Introduction Letter .................................................................................Inside Front Cover

Acknowledgments ................................................................................................................ 2

School-to-Work Sustainability ............................................................................................ 3Guidance Models in School-to-Work

Career Awareness ................................................................................................ 4Career Exploration .............................................................................................. 5Plan of Study ....................................................................................................... 6Preparation and Application ............................................................................... 7Success in the Workplace .................................................................................... 8School-to-Work Glossary of Terms ...................................................................... 9

The Employer Participation Model ................................................................................... 12

Oklahoma Labor Market Information .............................................................................. 17

Career Poster and Poetry Contest .................................................................................... 20

Suggestions and Tips for Counselors and TeachersAll Means All Checklist ............................................................................................. 22

Career Development Month ActivitiesElementary

Third Graders Go to Work ................................................................................ 25Job Traits Lesson Plan ...................................................................................... 37Career Collages Lesson Plan ............................................................................ 39Expenses Maze .................................................................................................. 40

Middle School/Junior HighHosting an Interview Day ................................................................................. 41Communication Skills Lesson Plan .................................................................. 48Employment Skills Lesson Plan ....................................................................... 49Telephone Crypto Career Report ...................................................................... 50Career Report .................................................................................................... 51

High SchoolTeachers-as-Advisors — Senior Seminar ......................................................... 52A Legal Guide for Young Adults ........................................................................ 53Life Role Decisions Lesson Plan ....................................................................... 64Gender Advantages and Disadvantages Lesson Plan ..................................... 65

Bulletin Board Ideas.......................................................................................................... 66

Career Development Products .......................................................................................... 69

**Please return enclosed postcard found on inside flap of back cover to receive freeCareer Activity File updates each year.

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Acknowledgments

Special thanks to:

Springfield, Missouri, Area Chamber of Commerce and the Springfield Public Schoolsfor sharing their “Students Go to Work” materials with the Oklahoma Alliance forManufacturing Excellence.

Sheli Streck, Project Careers Coordinator, and English class teachers and counselors atEmerson Junior High, Enid School District, for sharing “Hosting an Interview Day.”

National Employer Leadership Council for use of excerpts from “The EmployerParticipation Model.”

Oklahoma Bar Association (OBA) for sharing “Legal Guide for Young Adults in Oklahoma.”To obtain free copies of entire booklet, contact OBA at 1-800-522-8065 or 405-416-7023.

The staff of the Art and Printing Departments ofOklahoma State Department of Vocational and Technical Education

Kim Hale, Illustrator/Graphic DesignerGloria Koch, Desktop Publishing SpecialistKathryn Anderson, EditorDanny Darrow, Printing Plant Supervisor

The Career Development Month activities for all levels are from Career DevelopmentActivities. For more information about this resource, contact:

Customer Service DivisionOklahoma Department of Vo-Tech1500 West Seventh AvenueStillwater, OK 74074-43641-800-654-4502

This Activity File has been provided by Career Development Services, CareerInformation, and the Guidance Division of the Oklahoma Department ofVocational and Technical Education. If you have questions or commentsconcerning this material, contact:

Oklahoma Department of Vocational and Technical EducationGuidance Division

1500 West Seventh AvenueStillwater, OK 74074-4364

PLEASE DUPLICATE AND SHARE THE FOLLOWING MATERIALS WITHPARENTS, TEACHERS, ADMINISTRATORS, AND OTHERS CONCERNEDWITH CAREER DEVELOPMENT.

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What does sustainable mean?

• To keep in existence; maintain.• To supply with necessities or

nourishment; provide for.• To support from below; keep from

falling or sinking.• To support the spirits, vitality, or

resolution of; encourage.• To prove or corroborate; confirm.• To keep up competently.

How do we make school-to-work(STW) sustainable?

To maintain STW and have communitiesthat are educationally sound,economically vital, and socially just, wemust ensure that our communities useand maintain practices like those listedabove. A realistic and necessary goal forthe future of our students andcommunities is that ALL stakeholdersmust think of STW as an attitude and notjust another initiative. We must provideneeded resources for our schools,individuals, and organizations toimplement local initiatives, technologies,and/or systems that respect the inter-

connectedness of the community. Wemust make the day-to-day education ofour children one that prepares them fortoday and the future by providingmeaningful activities and learningenvironments that encourage bothacademic and technical education withequal fervor. Business and industry mustactively participate and be engaged in theeducational system. This participationcreates a shared pride of ownership thatkeeps business and industry involved inand caring about the educational systemand our students.

We must encourage our stakeholders tostand up against those critics who woulddeprive our children of opportunities thatallow students to make better informedcareer decisions. We must ensure thatour initiative is competently administeredand properly accountable to the people itserves. We must collaborate with TechPrep, High Schools That Work, WorkforceIndustry Councils, Local Youth Councils,One-Stop Centers, and other local, state,and federal agencies that are workingtowards similar community goals.

School-to-Work Sustainability

Contact Dr. Dale Barnett, Oklahoma Department of Vo-Tech, (405) 743-5826, for moreinformation.

With these thoughts in mind, the following is a revised Guidance Model to help sustainSchool-to-Work.

CareerAwareness

CareerExploration

AcademicsVocational andTechnical Education

Career Planningand Preparation

TechnicalEducation

Work-site Learning

PostsecondaryEducationTraining

AcademicsAcademicsSuccess in the Workplace

6-Year Plan of StudyW

ith Continuing Career GuidanceK-6 7-8 9-10 11-12 13-14+

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Ca

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bility

Career Awareness helps students understand the role of work, one's own uniqueness, and basic knowledge aboutcareer clusters or groups of different occupations.

Curriculum Infusion/IntegrationCareer Awareness Software (S, P)Career Fairs/Days (S, E, P)Career Interviews (All)Career Videos (All)Character Development (All)Field Trips (All)Hands-On Activities (All)In-Class Speakers (All)Learning Centers (S)Job Shadowing (All)NCDG/Other Career Competencies (S, E)Project-Based Learning (S, W)Role-Play/Simulation (S)School-Based Enterprises (S, E, P)

Assessment of CurrentCareer InterestsFamily Histories (S, P)Interest Inventories (S, P)Personal Narratives (S, P)Tell Me About [-----] Day (S, P)

Life Skills/Personal DevelopmentCooperative Learning (S)Decision-Making Skills (S, P, W)Identifying and Developing Personal Qualities (S, P)

• Extracurricular Activities• Individual Learning Styles

Self-Esteem/Self-Confidence (All)Study Work Habits (All)Time Management (All)

CareerAwareness

CareerExploration



TechnicalEducation

Work-site Learning





Guidance ModelSchool-to-Work Transition

Each box contains the processes and strategies that schools can use to help developtheir career guidance program. The coding listed after each strategy pertains to theinvolvement of the partners and components of School-to-Work.Codes: P = Parental, E = Employer, S = School-Based, W = Work-Based

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8


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Ca

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bility

Success in the Workplace is the maintenance of employability by demonstrating competence in problem solving, personal management, interpersonal skills,

communication, teamwork, and transference of technical knowledge. Success also requiresthe continued acquisition of high-demand workplace skills, innovation, and flexibility.

Career Awareness/ExplorationCareer Clusters (S, E, W)

• OccupationsIndustry (E, W)Location (E, W)Support Services Required/Available (All)Support Services/Programs for Which Qualified (All)Training/Upgrade Skills Required (E, W)Use of Career Information Delivery System [CIDS] (S, P)

Individual AssessmentAcademic Ability (S)Aptitudes (S)Career Interests (P, S)Career Values (P, S, W)Decision-Making Skills (P, S, W)Support Services Required (P, S)

• Child Care• Financial/Tuition Aid• Identify Other Support• Transportation

Transferable Skills (All)Work History (All)

Career Decision Making Compatible with Career Values and Interests (P, S, W)Conducive to Family Roles (P)Employment Outlook (E)Examination of Nontraditional Occupations (All)High Wages (S, E)Maximization of Transferable Skills (All)

Career Action PlanDetermine Long- and Short-Range Steps to Achieve Goals (S, P)Develop Student Service Strategy or Other Strategies to Achieve Goals (All)Identify Career Goals (S, P)Identify Who Is or Needs to Be Involved (S, P)

• Agencies• Family• Training/Educational Institutes

Set Dates for Achieving Each Step (S, P)Utilize Job Placement Services (All)

CareerAwareness

CareerExploration



TechnicalEducation

Work-site Learning





Guidance ModelSchool-to-Work Transition

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School-to-WorkGlossary of Terms

Ability Assessment — Measurement of capability ofperforming certain tasks through a combination ofnatural aptitudes and learned skills.

Academic Competitive Events — Events andactivities that measure academic preparation incourses representing state graduation or collegeentrance requirements.

Achievement Assessment — Measurement ofaccomplishment in specific subjects, especially theresults of previous instruction.

Advanced Placement Courses — Courses whichallow students to take college-level coursework inhigh school and receive credit at Oklahoma collegesand universities.

Applied Academics/Curriculum — Courses thatfocus on subject matter concepts as they are appliedto real world problem solving.

Apprenticeship — Programs that meet specificfederally approved standards designed to safeguardthe welfare of apprentices and which are registeredwith Bureau of Apprenticeship and Training, U.S.Department of Labor. It is a relationship between anemployer and employee during which the worker, orapprentice, learns an occupation in a structuredprogram sponsored jointly by employers and laborunions or operated by employers and employerassociations.

Aptitude Assessment — Measurement of ability tolearn and hence to predict future success in sometraining programs or occupations.

Assessment — Skill Assessment is the process ofmeasuring performance against a set of standards(through examination, practical test, performanceobservation, and/or the completion of portfolios ofwork and assignments). Career Assessment is theprocess of measuring vocational aptitude, careerinterest, and academic and vocational achievement.It may also include such factors as work history,physical capacity, work values, and temperament.Career assessment may be accomplished throughformal, standardized instruments or throughinformal means such as interviews or observing worksamples.

Career Academies — Career-focused high schools thatprepare high school students in specialized areas.The focus is on the integration of academic and

technical content to build effective and systemic linksbetween institutions of education and training andthe world of work.

Career Clusters — Groupings of occupations thatshare similar characteristics.

Career Counseling — Communication that takesplace between counseling professionals and theirclients concerning issues of preference, competency,achievement, self-esteem, and the array of factorsthat facilitate or inhibit personal planning.

Career Day — A day/time set aside for workers toshare knowledge about their occupations withstudents. This may be accomplished in the classroomthrough presentations, a question/answer period,and/or hands-on activities.

Career Fair — A day/time set aside for participants/students to learn about occupations through displaysand/or hands-on activities. This may or may not beaccompanied by a presenter.

Career Interests — Feelings one has toward anygiven attribute, characteristic, or parameter of anoccupation. There are three aspects important todetermining career interests:

Actual Interest: expressed, demonstrated,or identified through an interest survey orinventory.

Attitude: direction and strength of feelingan individual has toward particularcharacteristics of an occupation.

Motivation: a person’s tendency to takeaction to acquire or perform a particularkind of work.

Career Pathway — A coherent course of study withina career cluster that prepares an individual with theacademic and career-specific skills needed for entryinto the career cluster and for admission intopostsecondary education. A career pathwayintegrates academic and technical learning, school-based and work-based learning, and establisheslinkages between secondary and postsecondaryinstitutions. Pathways can lead to a skill certificate,two-year associate degree, four-year degree, military,apprenticeship, etc.

Character Development — To realize one’s uniquepotential, qualities, and features that distinguish onefrom others while understanding, caring about, and

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acting upon the principles of respect, responsibility,trustworthiness, fairness, diligence, self-control,caring, and courage.

Concurrent Enrollment — A program that allowsoutstanding high school students (juniors andseniors) to take credit-earning college courses.

Cooperative Agreements — Institutions withassociate degree programs grant college credit fortechnical training received at a local technologycenter.

Cooperative Learning — Instructional methods inwhich students work together on academic taskstoward a common purpose.

Decision-Making Skills — Identifying appropriatechoices to help the individual reach his/her goals.

Employability Skills — Skills and ability level neededto perform a given job satisfactorily. It includes notonly reading, writing, arithmetic and mathematics,speaking, and listening but also learning to learn,problem solving, creative thinking, goal setting,interpersonal skills, teamwork, etc.

EPAS — Educational Planning and Assessment Systemis an integrated series of assessments and reportingservices that supports educators as they helpstudents set and reach goals for life after high school.

Financial Aid — Money which helps a student meetthe costs of postsecondary education. This moneycomes from the federal and state government, banks,private donors, and the schools themselves.

Financial Aid Awareness — Information given tostudents to educate them about scholarship and grantavailability, as well as job activities that may lead toeducation financial assistance.

Hands-On Activities — Learning activities thatencourage students to model or participate in real-world problem solving. Different learning styles maybe accommodated through the use of manipulativesand modeling activities.

Infusion — Identifying career concepts to be taughtand folding them into academic curriculum.

Integration — Instructors blend their content and bestinstructional practices with another discipline orsubject area. The resulting curriculum provides ameaningful learning context; reduces redundancy inthe learning experience; and enhances studentinterest and learning engagement.

School-to-Work Glossary of Terms (cont.)

Interest Inventory — Carefully constructedquestionnaires that enable an individual to identifypreferred activities which are then correlated tocareer clusters.

Internship — Secondary or postsecondary work-basedlearning in which a three-way partnership isestablished between the school, and employer orbusiness, and the student for the purpose of providingpractical education to the student through productivework opportunities. Experiences take place in aworkplace setting and offer teachers and students theopportunity to see a relationship between schoolcourses and career choices.

Job Search Skill — Skills an individual uses toidentify employment avenues and job sources.

Job Shadowing — A career exploration process inwhich a student follows a job worker on the job for adesignated period of time to learn about the worker’scareer.

Job Placement — Assisting an individual secureemployment in a position aligned with that person’soccupational skills acquired through education andtraining.

Learning Centers — An area set aside for smallgroups of students to work with math manipulatives,science projects, hands-on activities, or othercurriculum/theme study.

Life Skills — To provide individuals with theknowledge, skills, motivation, sensitivity toothers, and desire to achieve in order to meetphysical, social, cognitive, professional, family,and personal needs. Core life skills include self-concept, self-esteem, self-confidence, dealingwith emotions, dealing with conflict, dealingwith stress, setting priorities, setting goals,making decisions, solving problems, planning,managing time, dealing with criticism,productive thinking, identifying interests,identifying work styles, why we work,educational opportunities, resources forachievement, dealing with failure, effectivelistening, effective speaking, assertiveness,relating to people, systems thinking,information-seeking skills, giving directions,and following directions.

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Mentor — Matching a professional with a student whohas similar career interests. The mentor advises andprovides a role model for the student. Visits to thementor’s work site provide insight into the student’scareer choice.

National Career Development Guidelines (NCDG)— A competency-based approach to careerdevelopment designed to help plan quality careerguidance and counseling. These guidelines are aresult of the collaborative effort by the NationalOccupational Information Coordinating Committee(NOICC), nationally recognized experts in careerguidance, and leading career counseling anddevelopment professional organizations.

Oklahoma Higher Learning Access Program(OHLAP) — Awards scholarships to students withfinancial need who have demonstrated a commitmentto academic success in high school. Students whoplan to participate in this scholarship program mustenroll in the program in the 9th or 10th grade.

Passport — A state-issued, school-validated documentdemonstrating that a student has met state and/ornational competency standards in at least oneoccupation.

Personal Qualities — Individual responsibility, self-esteem, sociability, self-management, and integrity.

Portfolio — A lifelong, student-managed collection ofaccomplishments and progress toward career goals.

Postsecondary Entrance — Students areknowledgeable of all requirements for enteringpostsecondary institutions (technology centers, two-and four-year institutions).

Project-Based Learning — Curriculum and learningactivities involve knowledge from more than onesubject area. Curriculum is driven by a particularproject outcome that spans a student’s ability to useseveral subject area competencies.

Scholarships — Money awarded to those who applyfor and meet scholarship eligibility requirements.This money does not have to be paid back.

School-Based Enterprises — Businesses set up andrun by students teaching themselves how to learnand apply real-world skills.

Service Learning — Process that integratescommunity service into school curriculum. Studentslearn to use their academic and technical skills tohelp the school, community, and/or state.

School-to-Work Glossary of Terms (cont.)

Teachers-as-Advisors — Program that provideseducational and career planning with parentalinvolvement for all students by matching studentswith a teacher advisor for a certain period of time.

Tech Prep — A technical education program, linkingthe last two years of high school with the first twoyears of postsecondary education and offering acoherent program of study integrating academic andvocational education. Tech Prep programs typicallylead to an associate degree but can lead to abachelor’s degree.

Technology Education — An instructional programthat provides young men and women (grades 6-10)with daily, hands-on experiences that enable them to(1) focus on becoming technologically literate, (2)explore career opportunities, and (3) identify theeducational avenues to pursue their interests.

Transferable Skills — Skills such as organization,public speaking, interpersonal skills, highly technicalskills, etc., that can be used in different occupations.

Vocational Student Organization Activities —These activities are an integral part of the student’slearning climate, along with classroom experiencesand laboratory instruction. Serves as a vehicle toallow the students to gain valuable practice atapplying leadership, interpersonal, and work-relatedskills learned in the classroom.

Work-Based Learning — Consists of five mandatoryactivities: work experiences; a coherent sequence ofjob training and work experiences that arecoordinated with the activities in the school-basedlearning component; workplace mentoring;instruction in general workplace competencies suchas positive work attitudes, employability skills, andparticipative skills; and broad instruction in allaspects of an industry. The work-based componentmay include paid work experience, job shadowing,school-sponsored enterprises, and on-the-job trainingfor academic credit.

Work-Site Learning — Activities that encompass allof the components of work-based learning, except thatthe educational process has to occur on site inbusiness and industry.

Workforce Development Credentialing — Meetinga set of professional standards that exemplify ethical,responsible, and competent practice in preparingindividuals for the workforce.

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The Employer Participation Model

Connecting Learning and Earning

The member companies of the National Employer Leadership Council (NELC) haveexperienced the frustration and the concerns faced by employers trying to find bothefficient and effective avenues for responding to complex workforce and educationissues. NELC members — small, medium, and large companies — find theirinvestments have had these rewards:

1. Increases the pool of qualified applicants who can meet current and futureworkforce demands.

2. Reduces the cost of employee recruitment, selection, and training.3. Strengthens the links between work and learning as well as labor market supply

and demand.4. Promotes collaboration between employers and educators to support workforce

development.5. Enhances employee morale, supports employees as parents, and improves

employer/employee relationships.6. Enhances company’s reputation by positioning company on the important issues of

education reform.7. Improves community relations through participation in local partnerships.

NELC has developed an Employer Participation Model to help employers of all sizescustomize their participation in School-to-Work activities. Using this model as afoundation, companies can evaluate resources and target them to areas of opportunity.

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Employers Working Directly With Students

Employers can offer students a variety of opportunities to help them understand thekinds of work that today’s workforce does every day and the link between “Learningand Earning.” This chart describes activities in the schools in which your companycould participate.

Purpose Employer Activity Length of Employee to(Grade Level) Activity Student*

CareerAwareness

Career Talks: Employers and employees visitstudents in the classroom and explain the work intheir industry or company. (K-16)

Career Days/Career Fairs: Special events aretypically held to allow students to meet withpostsecondary educators, employers and employees,or human resource professionals to learn abouteducation and work opportunities. Career dayactivities are designed to help students think abouttheir interests and abilities in relation to potentialcareers. (K-16)

Workplace and Industry Tours: Students visitthe work site, talk with employees, and observe theworkplace activities. (K-16)

1 - 2 hours 1 : 25 to 30

2 hours -half day

varies withtype ofsetting

1 - 2 hours 1 : 10 to 25

CareerExploration

Job Shadowing: A student follows an employee ata company location to learn about a particularoccupation or industry. Job shadowing can helpstudents explore a range of career objectives andselect a career major for the latter part of highschool. (6-16)

Job Rotations: At a work site, students transferamong a number of positions and tasks that requiredifferent skills and responsibilities in order tounderstand the steps that go into creating a productand/or service; how their own effort affects thequality and efficiency of production and customerservice; and how each part of the organizationcontributes to productivity. (9-16)

varies, one ormore days

1 : 1 to 5

varies byprogram

1 : 1 to 8

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Purpose Employer Activity Length of Employee to(Grade Level) Activity Student*

CareerPreparation

Internships: Students work for an employer for aspecified period of time to learn about a particularindustry or occupation. Students’ workplaceactivities may include special projects, a sample oftasks from different jobs, or tasks from a singleoccupation. These may or may not include financialcompensation. (10-16)

Mentoring: Employee(s) who possess the skillsand knowledge to be mastered by a student, andwho instructs the student, critiques theperformance of the student, challenges the studentto perform well, and works in consultation withteachers or youth organizations and the employer ofthe student. (9-16)

minimum ofone semester5-10 hours aweek or asummersession fulltime for 4-6weeks

1 : 1 to 8

minimum of 10months, 3-4hours a month

1 : 1 to 2

*Approximate ratios.

Employers Working Directly With Teachers

Secondary and postsecondary faculty want to spend more time with business partnersto increase their understanding of the culture and expectations of the workplace. Thischart identifies partnership activities and points of contact for start-up. Often, theresources are already available through industry and business organizations or fromother business partnerships in other communities and states.

Teacher Activities Employer Role

Project-Based Learning

School-Based Enterprise/Entrepreneurial Projects

Internship/Externship

Serve as mentors and collaborate with students onprojects aimed at providing solutions to real problems anddeveloping new programs within the company.

Provide expertise as consultants to student-operatedbusinesses. Serve as a guide to a group of students asthey assess, design, and implement a start-up business.

Provide opportunities for educators to explore an industryor company to develop their knowledge of workplace skillrequirements.

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Employers Strengthening Company Practice

Business culture has changed with the introduction of continuous improvement prac-tices, strong “customer service” orientation, new technologies, and increasing webs ofvendor relationships. In order to develop a qualified and committed workforce, somebusiness practices need to change to support the new relationship with educationproviders. This chart captures three areas where your company, together with yourindustry association(s), can focus attention.

Company Company Action WhoPractice

EnhanceEmploymentPractices

EncourageEmployeeDevelopment

• Implement hiring practices that will requireapplicant to demonstrate academic achievementand workplace experience through school-basedrecords (e.g., provision of transcripts, portfolios,certificates of mastery, industry skill standardscertificates)

• Re-engineer employment practices to useeducational institutions as preferred suppliers.

• When screening and recruiting for employees,consider the work-based learning experiences aswork experience requirement for employment.

• Advocate strong policy to align and integratetraining and educational systems.

• Participate in local STW/career preparationprograms.

• Use local education and training institutions andorganizations as supplier for current workforce.

• Identify the cost of hiring, training, and turnoverfor new entry-level.

• Partner with institutions in the supplier chain,(e.g., high schools, community colleges, adultschools, and universities) to develop both industryand company-specific classroom and workplacelearning services.

• Engage labor unions in work-based learningopportunities in companies with collectivebargaining agreements.

• Prepare employees to supervise students in definedwork-based learning opportunities.

• Incorporate skill standards as a framework forinternal education, training, career development,and performance review for current workforce.

• Profile champions in the company that supporteducation priorities through your companynewsletter.

CEO and SeniorManagement

Human Resources

Human Resources

Government Relations/ Industry AssociationLine Managers and EmployeesCEOs and Senior ManagementHuman Resources

Line Managers

Labor Relations Managers

Human Resources

Human Resources/Government Relations

Communications

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Company Company Action WhoPractice

ExtendCorporateLeadership

• Conduct high visibility review of existinginvolvement in education reform, prioritization ofactivities, commitment of resources, and CEO/Senior Management attention

• Encourage employees to become involved ineducation activities as parents, communityvolunteers, and school board members — andrecognize their efforts.

• Adopt policies to support parental involvement intheir children’s education and in local schoolimprovement initiatives.

• Align corporate resources including governmentrelations, corporate philanthropy, volunteerism,and personnel policy with corporate educationpriorities.

• Align company involvement in industry andbusiness associations that strengthen theconnection between earning and learning.

• Write CEO editorials in industry and businessmagazines that address the need for workforce andcareer preparation that will support our economicsuccess.

• Focus volunteer efforts on education partnershipsand STW/career preparation initiatives in yourcommunity.

CEO and Senior Management

CEO and Senior Management/Community and Volunteer Programs

CEO and Senior Management/Human ResourcesCEO and Senior Management

Government Relations/ Industry Associations

Communications/ Industry Associations

Community and Volunteer Programs

http://www.nelc.org

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Oklahoma Labor Market Information

Oklahoma’s 20 fastest-growingoccupations by percent of growth fromnow until the year 2006.

Occupation Growth(Percent)

Computer Engineers....................... 112Home Health Aides ........................... 85Physical Correction

Therapy Assistants ....................... 83Systems Analysts .............................. 78Medical Assistants ............................ 77Physical Therapists .......................... 72Occupational Therapy

Assistants ...................................... 71Paralegals.......................................... 68Data Processing Equipment

Repairers ....................................... 68Special Education Teachers ............. 66Occupational Therapists .................. 65Radiologic Technicians ..................... 59Cosmetologists/Manicurists ............. 52Speech Pathologists/Audiologists .... 52Human Services Workers ................. 51Dental Hygienists ............................. 50Demos, Promoters, Models ............... 50Stock Clerks;

Stockroom/Warehouse ................... 49Medical Records Technicians ........... 49Bill and Account Collectors .............. 49

Oklahoma’s 20 fastest-growingoccupations by number of annual jobopenings from now until the year 2006.

Occupation Projected Numberof Job Openings

Retail Salespersons ........................ 2,250Cashiers........................................... 2,000Waiters and Waitresses .................. 1,650General Manager and

Top Executives ............................. 1,610Secondary School Teachers ............ 1,080General Office Clerks ..................... 1,070Janitors and Cleaners, Including

Maids ..............................................970Nursing Aides and Orderlies ............. 930Helpers and Laborers ........................ 890Food Preparation Workers ................ 810Elementary School Teachers ............. 720Combination Food Preparation/

Service Workers.............................. 720Registered Nurses.............................. 690Stock Clerks:

Stockroom/Warehouse .................... 640Clerical Supervisors .......................... 640Maintenance Repairers,

General Utilities............................. 640Marketing/Sales Supervisors ............ 630Secretaries, Excluding

Legal or Medical ............................. 620Reception/Information Clerks ........... 540Licensed Practical Nurses ................. 530

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Oklahoma Labor Market Information (cont.)

Oklahoma’s 20 fastest-growingoccupations requiring at least a bachelor’sdegree from now until the year 2006.

Occupation Percent ofProjected

Increase

Computer Engineers ....................... 112Systems Analysts .............................. 78Physical Therapists .......................... 72Special Education Teachers ............. 66Occupational Therapists .................. 65Physican Assistants .......................... 47Directors, Religious

Activities/Educational ................... 45Elementary School Teachers ............ 31Interior Designers............................. 31Secondary School Teachers .............. 28Recreation Workers .......................... 28Loan Officers and Counselors .......... 27Claims Examiners, Insurance.......... 27Technical Writers .............................. 27Securities/Financial, Sales ............... 24Preschool Teachers ........................... 24Landscape Architects ........................ 23Employment Interviewers ................ 22Public Relations Specialists ............. 20Recreational Therapists ................... 19

Oklahoma’s 20 fastest-growingoccupations requiring postsecondarytraining from now until the year 2006.


Increase

Data Processing EquipmentRepairers .......................................... 67

Emergency MedicalTechnicians ....................................... 37

Cosmetologists/Manicurists ................ 36Surgical Technologists ......................... 33Dancers and Choreographers.............. 28Travel Agents ....................................... 25Licensed Practical Nurses ................... 23Communications Equipment

Mechanics ......................................... 16Broadcast Technicians ......................... 12Stenographers ...................................... 12Data Entry Keyers ............................... 12Welders and Cutters ............................ 11Legal Secretaries ................................. 11Radiation Therapists ............................. 8Aircraft Engine Specialists ................... 8Automotive Mechanics .......................... 8Office Machine Repairers ...................... 7Survey and Mapping Scientists ............ 7Drafters .................................................. 5Jeweler and Watch Repairers ............... 2

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Oklahoma Labor Market Information (cont.)

Oklahoma’s 20 fastest-growingoccupations requiring no more than ahigh school diploma from now until theyear 2006.


Increase

Home Health Aides ........................... 85Stock Clerks: Stockroom/

Warehouse ..................................... 49Bill and Account Collectors .............. 49Adjustment Clerks ............................ 47Correspondence Clerks ..................... 40Teacher Aides/Education

Assistants ...................................... 37Customer Service

Representatives ............................. 35Meat, Poultry, Fish Cutters ............. 35Ambulance Drivers/

Attendants ..................................... 31Nursing Aides and Orderlies ............ 30Technical Assistants, Library........... 29Hotel Desk Clerks ............................. 27Food Servers ..................................... 27Laborers, Landscape/

Groundskeepers ............................ 26Child Care Workers .......................... 26Counter and Rental Clerks .............. 26Guards ............................................... 26Cooks ................................................. 25Parking Lot Attendants .................... 24Bus Drivers, School .......................... 22

22


Career Poster ContestCAREERS FOR THE MILLENNIUM

Sponsored by theOklahoma and National Career Development Associations (OCDA/NCDA)

Eligibility: There are five divisions: Primary (grades K-2), Intermediate (grades 3-5), MiddleGrades (grades 6-8), Senior (grades 9-12), and Adult (postsecondary).

Theme: The poster should reflect the 1999 theme: “Careers for the Millennium.”Occupational activity, basic skills used at the workplace, life skills necessary for workplacesuccess, career skills, and career preparation are possible subthemes.

Judging Criteria: Judging will be based on originality/creativity and development of thetheme. Attention will be focused on basic art principles and appropriate use of media andlettering. Only first-, second-, and third-place school winners should be sent for judging in thestate contest.

Lettering: Simple, bold lettering is preferred. Captions may be used to convey the messages,attract attention, and achieve goals of clarity, vigor, and originality. All letters will beconsidered part of the design.

Size: Minimum size is 22 by 22 inches. Maximum size is 22 by 28 inches.

Display: Posters are to be displayed in the student’s school during National CareerDevelopment Month (November 1999). Winning posters must be sent to the OCDA coordinatorby December 6, 1999. Winning posters will be displayed at Promenade Mall, 41st and Yale,Tulsa, December 10-12.

Entry Form: Place the completed entry form below on a 3- by 5-inch card and attach to theback of each entry.

Additional Information: Sharolyn Sorrels, 918-746-6503 or [email protected].

Send winning school posters to: Sharolyn Sorrels, OCDA Career Poster Contest, TulsaPublic Schools, 3027 South New Haven, Room 412N, Tulsa, OK 74114.

Name Grade

Address

School Name

School Address

School Contact Person

School Phone County/District

23


Career Poetry ContestCAREERS FOR THE MILLENNIUM

Sponsored by theOklahoma and National Career Development Associations (OCDA/NCDA)

Eligibility: There are five divisions: Primary (grades K-2), Intermediate (grades 3-5), MiddleGrades (grades 6-8), Senior (grades 9-12), and Adult (postsecondary).

Theme: The poem should reflect the 1999 theme: “Careers for the Millennium.” Occupationalactivity, basic skills used at the workplace, life skills necessary for workplace success, careerskills, and career preparation are possible subthemes.

Judging Criteria: Judging will be based on originality/creativity and development of thetheme. Attention will be focused on basic grammar and spelling. Only first-, second-, andthird-place school winners should be sent for judging in the state contest.

Lettering: Entry may be word-processed, typed, or handwritten on cream or white paper. Itshould be clear and easy to read. Poetry should be mounted on a poster, construction paper, orother paper material. It should not be framed.

Size: Minimum size is 8 by 11 inches. Maximum size is 22 by 28 inches.

Display: Poems are to be displayed in the student’s school during National CareerDevelopment Month (November 1999). Winning poems must be sent to the OCDA coordinatorby December 6, 1999. Winning poems will be displayed at Promenade Mall, 41st and Yale,Tulsa, December 10-12.

Entry Form: Place the completed entry form below on a 3- by 5-inch card and attach to theback of each entry.

Additional Information: Sharolyn Sorrels, 918-746-6503 or [email protected].

Send winning school poems to: Sharolyn Sorrels, OCDA Career Poetry Contest, TulsaPublic Schools, 3027 South New Haven, Room 412N, Tulsa, OK 74114.

Name Grade

Address

School Name

School Address

School Contact Person

School Phone County/District

24


All Means All Checklist

Meeting the Needs of ALLLearnersHow well is your partnership meeting theneeds of ALL learners? All learners,according to the School-to-WorkOpportunities Act of 1994, are the maleand female learners from the following:

• Regular education learners• Disadvantaged learners• Learners with diverse racial, ethnic, or

cultural backgrounds• Learners with disabilities• Learners with limited English

proficiency• Migrant children• School dropouts• Academically talented learners

Your community can use this checklist asa guideline for accountability andevaluation in implementing school-to-work opportunities that truly serve ALLlearners.

How to Use This Checklist

• Check off those items you feel you aredoing well and then have a dialoguewith your partners about the items notchecked to develop a plan to improveyour efforts.

• Rate each item on a scale of 1-5 (1 = notdoing at all to 5 = doing very well), andthen review those items rated a 3 orlower to develop a plan to improve yourefforts to include all learners.

School-Based Criteria

Our school-based, school-to-workopportunities build self-confidentlearners by:

• Encouraging learners, throughtraining, to set goals and career plansfor themselves and to understand theirlearning style, interests, abilities, anddisabilities as well as encourage themto share this information with others.

• Building capacity in learners to mentorother learners and helping them tolearn self-advocacy skills.

Our school-based, school-to-workopportunities individualizeinstruction and support by:

• Providing flexibility and adaptability,and emphasizing access based oninterest — not on prerequisites orcategorical labels.

• Offering a variety of learningsituations (e.g., size, teaching andlearning style, location, individualized,working as a team, interpersonalskills).

• Supporting individual learners (K-12)in exploring a variety of careers andtraining.

• Ensuring that instructional strategiesare adaptable to the needs of a varietyof learners.

25


Our school-based, school-to-workopportunities develop relevantschool-to-work curricula by:

• Involving a variety of employers,learners, families, communities, andworkers in the design and evaluation ofcurricula.

• Guaranteeing that each course isrelevant to preparation for adult life.Every teacher can explain therelevance of the material to learners.

• Coordinating curricula across allsubject areas within a school-to-worksystem.

• Integrating school-to-work processeswith graduation standards andindustry standards.

• Providing instruction by traditionaland nontraditional sources for allpartners.

• Using state-of-the-art technology.• Demonstrating continual improvement.

Work-Based Criteria

Our work-based, school-to-workopportunities individualize careerdevelopment by:

• Ensuring that learners know aboutthemselves and can share thisinformation/helpful accommodations/support with employers.

• Including a jointly developed,individualized plan (learner, family,school, employer) with measurablelearner outcomes for each work-basedlearning opportunity.

• Providing work-based learningopportunities based on individuallearner interests and career goals.

All Means All Checklist (cont.)

• Including follow-up, follow-alongevaluations involving employers,learners, and others.

• Integrating and linking work-basedlearning activities with past, present,and future learning (e.g., academic,vocational, career guidance).

Our work-based, school-to-workopportunities include business/industry-based training by:

• Offering a variety of career awarenessand career exploration opportunities atcommunity workplaces.

• Providing learners with informationabout and experiences in all aspects ofan industry, including career paths/clusters, business structures, andindustry-specific occupations.

• Ensuring workplace compliance withfederally mandated protections (e.g.,child labor laws, Americans WithDisabilities Act).

Our work-based, school-to-workopportunities lead to employmentand/or career-related postsecondaryeducation by:

• Resulting in paid employment or post-secondary education/other trainingrelated to career choice upongraduation.

• Including adequate supports forsuccess during school and aftergraduation (e.g., community/schoolsupports, child care, home living,cultural sensitivity).

• Identifying support for learners withinthe workplace and expectations of thesupport role.

26


Connecting Activities Criteria

Our connecting school-to-workopportunities develop collaborativepartnerships by:

• Including commitment and buy-in ofkey stakeholders.

• Including learners at every level ofplanning and implementation —individual, local, and state — throughthe entire cycle of school-to-workactivities.

• Providing opportunities for educator,business, employer, and laborexchanges.

• Supporting and guiding all partners intheir involvement in school-to-workopportunities.

Our connecting school-to-workopportunities build connectionsbetween school, work, and thecommunity by:

• Providing opportunities often, startingin elementary school, for learners tohave exposure to and an integratedexperience between schools andcareers.

All Means All Checklist (cont.)

Questions regarding the All Means All School-to-Work Project can be directed to PamStenhjem, Project Coordinator for the Institute on Community Integration at theUniversity of Minnesota. Visit the institute’s Web site at http://www.ici.coled.umn.edu/all or call (612) 625-3863.

• Increasing coordination betweensecondary and postsecondary settings.

• Increasing coordination betweentraditional and nontraditionaleducational organizations andcommunity services.

• Removing bureaucratic barriers toparticipation in school-to-workactivities.

Our connecting school-to-workopportunities support learners inmeeting individual career goals by:

• Offering learners and families thesupport and guidance they need tobenefit from all school-to-workopportunities and options.

• Providing opportunities for learners tolearn about, be involved in, and beinformed by student leadershiporganizations.

• Ensuring that learners and theirfamilies possess the informationrequired to be equal partners and takeresponsibility in making informedchoices about their work-based andpostsecondary options.

• Promoting greater understanding ofthe relationship of individualcapabilities to the workplace.

27


Third Graders Go to Work: A Curriculum Guide

This guide was developed for both teachers and business leaders to use as theyparticipate in Third Graders Go to Work. It provides a framework for individualbusiness/education partnerships to design and conduct a successful experience. It isimportant to remember that each partnership is an individual one and this guideshould be used in a way that adapts to such needs, yet supports a consistent experiencefor all who participate.

Business Tour Activitiesand Classroom Visit

• A bank had students complete a loanapplication and identify “what”they wanted to buy withtheir loan. One studentwanted to purchase aCorvette. The bankofficer looked up theloan value, determinedhow much the bankwould loan, andcomputed how muchthe payments would be. The studentsthen discussed which jobs at the bankwould probably pay enough to affordthis car. The students also discussedthe educational requirements for thosepositions. Each student had a namebadge (Ms. Brown, Mr. Doe, etc.) and afile folder. The bank had work stationswith “hands-on” tasks for the studentsto complete. A treat of suckers wasfound in a safe deposit box in the vault.

• A chair manufacturing company(Westco) had the students develop amarketing campaign on why theyshould buy the company’s chairs. Themanager used a pie chart to explainhow each $100 in sales is used —building expense, utilities, payroll. Thestudents were surprised at how littlewas left for profit.

• The business person made copies of theapplication with the business logo andlisted all the job titles and descriptions

for the visit to the school. Using aflow chart, students could see

how the jobs wereorganized. Studentsvisited the plastic blow

molder company thatmanufactures plasticgas cans and somespecialty items. Thestudents placed a label

with their names on a gas can duringthe first process and watched it movethrough the factory. Students “clockedin” and kept a time card. At the end ofthe day, they were paid by check andwere surprised that so much was takenout for taxes and insurance. With theremaining pay, the company sold them(gave them) a T-Shirt — “3rd GradersGo to Blitz.” During lunch, employeeswere invited to sit among the studentsand talk about their jobs. While on thetour to the sales office, studentsresponded to a “staged” mad customer.

Products to assist with this project:Career Development ActivitiesExploring Career Clusters: K-3Why in the World Posters

Contact ODVTE customer service at1-800-654-4502.

28


Third Graders Go to Work: A Curriculum Guide (cont.)

• Be familiar with and use economicterms for third-grade students. (SeeBasic Economic Terms.)

• Schedule a pre-tour for theteacher, pointing out importantaspects of the tour (safety precautions,lunchroom, meeting rooms, restrooms,etc.).

• Agree on an appropriate time foryour classroom visit before the tour.Visit the class and be ready to explainand illustrate examples of job choicesfor students. Plan on a 30-minutepresentation. (See Third Lesson, page29.)

• Plan with the teacher anappropriate length of time to tour(approximately three hours).

• The children appreciate anyhandouts from the business, such aspencils, key chains, badges,photographs, information about yourbusiness, etc.

• Teachers will be responsible forhandling the discipline of students.

• Use your teacher as a resource forage-appropriate presentations andactivities.

Guidelines for Business Leaders

This guide includes suggestions to assist a business in planning a successful trip forstudents. Each business and teacher partnership should feel free to expand or createother student experiences.

To help stimulate your thinking about thetour, please consider the followingquestions:

• Does your company produce goods orservices? Who is the consumer?

• Are some of your products exported toother countries? If so, where?

• What are some of the opportunity costsof producing a specific product? (hint:You can’t produce something else.)

• Are there opportunity costs involvedwith certain production processes?(hint: People get bored doing the samejob, or a particular process is noisy ormessy.)

• What human resources are used in theproduction process? (Whenemphasizing human capital, be sure topoint out the variety of jobs and skills.This will be underscored again laterwhen children apply for jobs, and themock interviews are conducted.)

• What capital resources are used in theproduction process? (Again emphasizethe variety of equipment that is usedand how it helps increase productivity.)

• What natural resources are used in theproduction process?

29


Third Graders Go to Work: A Curriculum Guide (cont.)

Guidelines for Teachers

This guide includes suggestions forteachers in pre-tour visits to businesses.It is not intended to be the entireapproach to economic education. Thefollowing is a list of options to accomplishunderstanding prior to Third GradersGo to Work participation:

1. Econ and Me2. Community Publishing3. Playdough Economics4. Textbook, Government Section5. Economic terms for third-grade

students available in this guide(page 36).

With the economic educationopportunities presented above and ThirdGraders Go to Work, the followingmajor instructional goals can beaccomplished for third-graders:

The students will:

• Identify opportunity costs and trade-offs in choices made by individuals,families, or communities makingeconomic decisions.

• Differentiate between necessities andluxuries: needs and wants.

• Identify the resources needed inproducing familiar goods and services:natural, human, and capital.

• Identify appropriate and inappropriateuses of selected natural resources andhow their usage affects theenvironment.

• Identify sources of income forhouseholds: wages, interest, rent, andprofit.

• Recognize and produce friendly letters.• Edit own writing.• Develop listening skills.• Follow directions.• Write letters in cursive form.

In order for the tour to be a valuableexperience, the following suggestions areoffered:

• Schedule a time for a teacher-onlytour.

• Discuss the itinerary with yourbusiness contact and consider changesappropriate to your classroom needs.

• Suggest classroom managementtechniques to help businesses preparefor students.

• Agree on the length of the visit(average time is three hours).

• Discuss safety practices of the businessthat will apply to your students.

• Agree on the size of each group andnumber of support staff to assist you.(Example: instructional aide, parents,or other teachers).

• Discuss the approach you prefer for theinterview process. The interview is avery important part of the tour. Pleaseconsider the following suggestions:a. Your business representative could

suggest possible employees topresent a role play of a goodinterview, a bad interview, and thedifficult choice between two goodinterviewers for one position. Allowthe students to discuss theinterviews.

b. One way to allow all children tointerview would be to provide oneemployee to interview all childrenapplying for a specific job (6-10students per employee).

• Students should use appropriatebusiness manners and behavior. Youare to be responsible for discipline ofstudents at all times during the tour.

• A videotape of tour should be approvedin advance by business. Also, someschool policies require signedpermission slips for students to bevideotaped.

30


First Lesson

Objective: The students will become familiar with the workforce and necessaryqualifications.

Motivation: Prior to the first lesson, send the “Home Gram” (page 32) interviewhome with the students to complete. After interview is returned, list onthe chalkboard various job qualifications obtained in the interview.Lead the children in a discussion of similar jobs. Draw someconclusions about qualifications for all jobs and workers. (Possiblequalifications: education/training, communication skills,dependability.)

Activity: Organize the class into groups or ask students to work individually tolocate pictures of workers from magazines or newspapers and then listthe basic qualifications of each worker.

Important Teacher should have completed an on-site visit to the business toNote: properly “set the stage” for this learning project. (See Guidelines for

Teachers, page 27.)

Second Lesson

Objective: The children will analyze and discover their human resources (skillsand knowledge).

Motivation: The teacher could lead a brainstorming and listing of human resourcesof the teacher and how his/her human resources qualify the teacher forthe job of teaching. Follow this procedure for other school staffmembers, e.g., the music teacher, janitor, principal, cook, secretary, etc.Discuss how their interdependence makes the school run well.

Activity: Use “My Human Resources Inventory” (page 33) to list the child’spersonal abilities. Give the students time to reflect on their ownqualities and list them first; then ask each student to share his/her listwith a partner for the purpose of adding suggestions to that list.

31


Third Lesson

Objective: The students will be introduced to the business providing their tour.

Motivation: Have a speaker from the business visit and introduce the products orservices provided. (Another option is for the teacher to return with theinformation from his/her visit to the business.)

During the presentation, the teacher can list descriptions of possiblejobs available, or the business representative can come equipped withjob descriptions to be placed on the overhead projector for review. Thestudents should be made aware of possible choices for their future jobapplication to this company.

Activity: The children should retrieve the Human Resource Inventory sheet usedin the second lesson to decide what human resources they possess andmake a job selection. The teacher should then lead a discussion thatevaluates the students’ human resources for the job descriptions. Afterthe students have chosen the jobs they like, they can draw picturesportraying themselves in those jobs.

Fourth Lesson

Objective: All students will complete a job application to be taken to the businesson their tour.

Motivation: Refer to “My Human Resource Inventory,” Lesson Two.

Activity: Use the sample “Student Job Application” (pages 34-35) to create anappropriate application.

Important It may be a rewarding experience for students to ask parents for a letterNote: of recommendation. This letter can be in addition to the references

requested.

32


Fifth Lesson

Tour Business — Suggested Itinerary

I. Welcome and Introduction to the Business (15-30 minutes)

A. Provide neutral/comfortable setting without distractions if possible.B. Use visuals/models to reinforce explanations.C. Introduce personnel (especially key person in various departments).D. Provide a brief overview of the business: annual sales, human resources,

capital resources, and natural resources needed and used.

II. Tour of Business (60 minutes)

A. Organize tour in a progressive format so that students can see the step-by-step process from beginning to end.

B. Ask each student to identify a job that he/she would like to apply for beforestarting the tour. (The students need to be reminded that they will beapplying for a job after the tour.)

C. Provide hands-on experiences if appropriate.D. Give a tour debriefing, including questions or clarifications. A team

approach with the classroom teacher leading the discussion might be helpfulduring the debriefing.

III. Simulation of Interview (15-30 minutes)

A. Let students complete a job application.B. Choose a couple of students for mock interviews through a voluntary

selection process.C. Focus on positive characteristics that employers look for when interviewing

applicants.

IV. Lunch (45 minutes)

An informal setting is best with at least one employee per table or small group ifpossible. Key employees, who were introduced at the beginning of the programand seen later during the tour, should reinforce the roles they play in thebusiness.

V. Wrap-up and Questions (30 minutes)

A. Provide a brief summary.B. Distribute promotional items, souvenirs, or printed materials.

33


Sixth Lesson

Objective: Demonstrate what principles have been learned.

Activity: Provide one or more opportunities for students to identify what waslearned on the tour.

Suggestions:

1. Write thank-you letters to the business visited and list what you learned. Or,send cards illustrating the business. This is an important part of this curriculum.

2. Work in teams to create a business magazine portraying the business on the coverwith articles inside explaining the business and its operation.

3. Create cartoons showing the business in action.4. Write an advertisement for the business.5. Invite a business representative to answer additional questions.6. Invite the tour observer to visit and lead a discussion of the tour.7. Video the tour and view the trip again in the classroom to discuss certain portions

of the business.8. Ask a worker to spend time with a third-grader at your school to observe a typical

third-grade day.9. Invite workers to eat lunch with your class, and have students describe what they

have learned.

EvaluationIt is important that the business/education partnership be successful. A key to theongoing success is evaluation. All participants in the program must realize theirresponsibility in this process. Indeed, the true purpose of such an evaluation is not tocriticize past experiences but to improve future ones.

ConclusionThis unit promotes not only greater understanding of economics and the world of workbut also important life lessons. Students will discover the relevance of classroomobjectives as preparation for the workforce. Practical outcomes — such as greater self-esteem, development of appropriate business behavior, improved communication skills,appreciation for the work ethic, and increased understanding of the interdependence ofworkers — are the desired results of Third Graders Go to Work.

The business community can also benefit from this educational partnership. Preparingthe workforce of the future will ensure better employees and a stronger community.Workers in each business will have an opportunity to express pride in a job well done.

Sample worksheets are provided on following pages.

34


Home Gram

Dear Homework Helpers:

Our class is participating in a program entitled Third Graders Go to Work sponsoredby the Oklahoma Alliance for Manufacturing Excellence. In this program, the studentswill learn that work can be either a physical or mental effort, and the worker receives awage for such effort. We are learning that the equipment and tools people use in theirwork are called capital resources and that the skills and knowledge they use arecalled human resources.

Please answer the questions below with _______________________________ so he or shecan learn about the work you do.

Thank you for your help.

Homework to Learn More About Work

1. In your work, do you make something (a good) or do something (provide a service)?

2. What is the name of your good or service?

3. What is your job title?

4. What responsibilities do you have on the job?

5. What human resources (skills or knowledge) do you use in your work?

6. What capital resources (tools or equipment) do you use in your work?

35


My Human Resources Inventory

Things I Can Do and Things I Know

36


Student Job Application

Please complete each section to the best of your ability. Be sure to fill in theinformation on the second page.

Name

Address

I would like to apply for the job of

I would be a good worker for this job because

Jobs I do at home are: Jobs I do at school are:

Check the boxes next to the things that describe you:

❒ I am a good listener. ❒ I can read well.

❒ I am a quiet worker. ❒ I cooperate with my classmates.

❒ I work well with others. ❒ I am courteous.

❒ I follow directions. ❒ I am careful.

❒ I am tidy. ❒ I have perfect attendance this year.

❒ I can count well. ❒ I finish my work on time.

City State ZIP Code

Last First Middle Initial

Number and Street Phone Number

37


Student Job Application - p. 2

My special skills include

Activities I participate in are

I usually earn the following grade(s) on my school work:

A______ B______ C______ D______ F______

I have been absent from school ______ times this year.

References: Name two individuals, not related to you, who would support yourapplication for this job:

1.

2.

Signature Date

38


Basic Economic Terms

The following list of economic terms is provided to help business leaders have a betterunderstanding of the economic concepts that are taught to children in our elementaryschools.

Capital resources are goods (like tools,machines/equipment, etc.) made bypeople and used to produce other goodsand services. Using capital resourcesmakes workers more productive, but theycan also cause people to lose their jobs(for example, computers and robots).

Consumers are people whose wants aresatisfied by using goods and services —people who use goods and services.

Goods are objects (things that you canhold or touch) that can satisfy people’swants.

Human resources (also called labor)represents the quantity and quality ofeffort directed toward producing goodsand services. People work in jobs toproduce goods and services.

Interest is money paid by a borrower to alender for the use of the lender’s money.

Investment capital is the moneynecessary to begin a business or makemore money.

Loan is money or other valuable itemsgiven to people for their use with apromise to repay the money or return theitems at a later time.

Natural resources are gifts of nature;they are present without humanintervention. Nature provides manythings to produce goods and services.

Needs are things that people must havein order to survive, such as food, clothing,and shelter.

Opportunity cost is the highest valuedalternative that must be foregone becauseanother option is chosen. From a child’sperspective, what you give up to getsomething else is the opportunity cost.

Producers are people who make goodsand services.

Productive resources are all natural —human and capital resources used toproduce goods and services.

Profit is the total sales (revenues) of abusiness minus all costs of production. Itis the extra money a business keeps fromsales after paying all its costs.

Rent is money paid to borrow and useanother person’s resources.

Scarcity is the condition of not beingable to have all of the goods and servicesyou want. Scarcity results from theimbalance between relatively unlimitedwants and limited resources.

Services are activities (things that oneperson does for someone else) that cansatisfy people’s wants.

Wages are money paid for workperformed.

Wants are desires that can be satisfied byconsuming a good or service. From achild’s perspective, wants are things thatthey would like to have.

39


ActivityJob Traits

Related SubjectLanguage Arts and Health

National Career DevelopmentGuidelines: VII

Awareness of the importance ofpersonal responsibility and good workhabits.

Suggested Oklahoma P.A.S.S.Grades 2-3

Academic ConceptProblem solving.

Activities• Make a list of job traits using the

Job Traits worksheet.• Distribute the Job Traits

worksheets.• Take each occupation individually

and let students select thecharacteristics they think apply.

• Have students pick outcharacteristics necessary for all thegiven occupations.

• Emphasize to the students thatmany occupations require commonjob traits.

• Ask students if both men andwomen could perform those jobtraits.

• Form small groups and havestudents write a job description fora chosen occupation.

Closure/EvaluationThe students have identifiednecessary job traits occupations anddeveloped a job description for aspecific career.

Materials/SuppliesJob traits worksheets, pencils

ResourcesCareer Development Activities,Elementary CS1100

Order by calling 1-800-654-4502.

Job Traits Worksheet

Name

A. Help people I. Have good work habits

B. Be able to read well J. Be able to talk to people

C. Be a good driver K. Be able to handle many situations

D. Be able to type well L. Know where things belong

E. Be able to do things quickly and well M. Work well with hands

F. Be able to understand people N. Like their work

G. Be able to run machinery O. Be able to work as a team member

H. Be able to make good decisions

Sample Occupations

Firefighter

Police Officer

Mail Carrier

Secretary

Doctor

Teacher

Nurse

Farmer

Bus Driver

Sales Clerk

Machinist

Office Clerk

Dentist

Construction Worker

Day Care Center Worker

Chef

Waiter/Waitress

40

41


ActivityCareer Collages

Related SubjectArt

National Career DevelopmentGuidelines: V

Understanding the relationshipbetween work and learning.


Academic ConceptStudents will learn that learning is alifelong process and that job skills willchange according to technologicaladvancement.

Activities• Supply students with newspapers

and magazines.• Have students create career

collages.• Pictures may be of tools and

equipment, people at work, on-the-job clothing, etc.

• Have each student explain his/hercollage to the class.

• Teacher may direct questionsrelated to the career collage.

• Ask the class to identify othercareers in which these tools,equipment, and clothing may beused.

Closure/EvaluationStudents constructed collages ofcareers and described them to theclass. Students discussed theircollages and answered questions aboutthem.

Materials/SuppliesNewspapers, magazines, scissors,construction paper.

ResourcesCareer Development Activities,Elementary CS1100


Answer on page 63.

42

43


Hosting an Interview Day

The purpose of hosting an Interview Day is to have students participate in a mockinterview involving business/industry with the schools. This suggested plan can beadjusted to meet your needs.

• All parties involved must meet to decide on a date.

• Send sample request letter on page 42 to Human Resource Directors. Includeresponse form.

• Decide on location.

• Send thank-you letters to business/industry people who respond to assist.Include: Location Map of school Date

Interview check sheet Sample interview questionsIf you have 20 students in a class, plan on having 10 interviewers or a ratio of 2students to 1 interviewer.

• Teachers and counselor may want to team teach career education prior to InterviewDay. This should be age-specific.Include: Resumé writing General application forms Interview tips

Interest inventories General career information Dress and grooming

• Decide if lunch will be provided for interviewers and schedule time for breaks.

• On Interview Day, all the students should wear nametags. Students rotate andinterview with at least three employers, approximately 10 minutes each. Studentshave in their possession a resumé and a general application form to let theinterviewer review. At the completion of each interview, the interviewer will attacha colored dot to the student’s nametag to show the number of interviews completed.Interviewers complete check sheet evaluation and return it to the teacher. Studentswatch career videos while they wait to be interviewed.

• At a later date, the teacher should go over the evaluation with the students.

• Ask interviewers to complete Interviewer Evaluation at end of day.

• Ask English teachers to review letter writing before students send thank-you lettersto employers.

• This activity can be graded as an individual project.

Optional activities prior to Interview Day:Career Fair Career Day Whole school assembly with guest speakers

Products to assist with this project:Career Day Planning Guide Oklahoma Career SearchThrough the Jungle — Job Search Guide Career Classes and Resource Center

ToolboxContact ODVTE customer service at 1-800-654-4502.

44


Sample Request Letter

<Date>

<Address>

Dear____________:

School Name is hosting an Interview Day to give our students a chance toparticipate in a mock interview. We need your help in making this event a success.

Would your business be willing to sponsor this event by sending one or two people toour school on Date to serve as interviewers? Interview questions will beprovided, but the interviewers may ask additional ones. Since the students will not beinterviewing for a specific job, the interview questions are general in nature. Eachinterview will last about 10-12 minutes. We need to have the interviewers at

School from Time . If your interviewers cannot stay theentire day, we would be pleased to have the interviewers join us for as much of the dayas possible.

Each student will be evaluated on the basis of communication skills, interviewingtechniques, and appropriateness of dress. At the end of each interview, the interviewerwill be asked to complete an evaluation form that will be returned to the student thefollowing day. I have enclosed a sample form for your review.

Please return the enclosed response form to me by Date . I will send moreinformation to each participating interviewer prior to Interview Day. Please call me at

Phone if you have any questions. This activity is extremely beneficial toour students, and we hope you will join us for Interview Day. I look forward to hearingfrom you.

Sincerely,

NamePosition

Enclosure

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Sample Thank-You Letter

<Date>

<Address>

Dear__________ :

Thank you for agreeing to help us with Interview Day. I am sure our students willbenefit from your knowledge and feedback.

Please join us at School by Time . The interviews will startat Time . Our location is shown on the enclosed map.

If you plan to stay for only part of the day, please let me know so I can get additionalhelp. Otherwise, the schedule is as follows:

8:15 - 9:05 11:05 - 11:55 1:00 - 1:309:10 - 10:00 12:00 - 12:30 1:35 - 2:25

10:05 - 11:00 12:30 - 1:00 2:30 - 3:20

The Interview Day will be held in Room Number(s) . The students will have intheir possession a completed general application, a resumé, and an evaluation formthat they will ask you to complete at the conclusion of the interview.

Please ask the students several questions of general interviewing nature. I haveenclosed several sample questions. Try to keep the interview 7-8 minutes in length.After the interview, complete the evaluation form, and place it on your table to bepicked up. These forms will be returned to the students as soon as possible. Please behonest about the interview. You may also give immediate verbal feedback to thestudent.

Once again, thank you for participating in School Interview Day. Weappreciate your efforts. If you have any questions, please call me at Phone .

Sincerely,

Name

Enclosures

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Interview Tips

1. Have your facts ready (information on resumé such as background and referenceinformation).

2. Find out information about the company that is giving you the interview.

3. Role play using general questions before the interview to get your answers andquestions ready.

4. Shake hands with your interviewer at the beginning of the interview, when you areintroducing yourself, and at the end.

5. Maintain eye contact with your interviewer. Show by your interest that you wantthe job.

6. Be positive — in particular, avoid negative comments about yourself or any pastemployers.

7. Encourage the interviewer to share information about his or her company.

Writing a Resumé

A resumé is a summary of your qualifications and experiences. Its purpose is topresent your qualifications in a clear, well-organized manner. It is also an opportunityto make a statement about yourself as a potential employee.Your resumé should contain the following information:1. position wanted2. experience3. education4. personal interests5. special skills6. references

Resumé Tips

1. Type your resumé if possible. It should be neat and free of errors.2. Limit your resumé to one or two pages.3. List your most recent work experience first.4. Include information about any special skills, talents, awards, interests, or

experiences.5. Do not include personal data such as age, height, weight, and religion.6. List two, preferably three, references with an address and telephone number for

each.

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Examples of References

Ms. Clara Antoine Mr. Bill TroutmanClara’s Fish Tank and Supply Ichthyologist234 Trout Street 4567 Sharktail RoadMiami Beach, Oklahoma 73700 Orlando, Oklahoma 72345580-789-1234 580-345-6789

Sample Interview Questions

1. Tell me a little bit about yourself.

2. Tell me about your schooling.

3. Have you had any jobs? How did you obtain them? Why did you leave?

4. What do you consider your greatest accomplishment?

5. What are your greatest strengths and weaknesses?

6. Where do you see yourself in five years?

7. We have many qualified applicants. Why should we hire you?

8. What would you do if . . . ?

9. What are your main activities?

10. How would your teacher describe you?

11. How would your classmates describe you?

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Response Form

Please mail or fax to:

<Address>

<Fax>

Name of Business

Contact Person

Yes, we will participate in Interview Day at .

Name of person attending

Additional people attending

Fax number

No, we cannot participate in Interview Day.

Interviewer Evaluation

Comments pertaining to the Interview Day:

Recommendations for improvement:

Would you be willing to volunteer for this project next school year? Yes No

Name

Business

Address

Thank you for your time.

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Check Sheet Evaluation

Student Class Period

Interviewer

good fair needs improvement

1. Handshake

2. Eye Contact

3. Voice Quality

4. Gives Complete Answers

5. General Appearance

6. Posture

7. Confidence

8. Courtesy

9. Enthusiasm

10. Said Thank You Yes No

11. Application Completed Yes No

12. Resumé Completed Yes No

Comments:

50


ActivityCommunication Skills

Related SubjectLanguage


Knowledge of skills necessary to seekand obtain jobs.


Academic ConceptCommunication Skills

Activities• Students will identify

communication skills needed toacquire a job.

• Discuss communication (bothwritten and oral) as a vital skill foremployment opportunities.

• Pretest students on occupationsrequiring communication skills byasking the student to identifyoccupations that require eitherverbal or written communication orboth as a vital skill.

• Have students explain howcommunication skills are used andwhy accurate and appropriatecommunication skills areimportant.

• Have students identify the kinds ofcommunication skills that areimportant in obtaining a job.- Writing and speaking good

grammar- Use of slang, mod terms, etc.- Nonverbal communication- Dress

• Discuss reasons and impact of allthe behaviors identified. Discusshow and why behaviors are helpfuland not helpful in obtaining a job.

• Follow up with a role-play activityof interviewing for a job.

Closure/EvaluationStudents have identified andrehearsed job interview skills neededto acquire jobs.

Materials/SuppliesPaper, pens or pencils

ResourcesCareer Development Activities,Middle/Junior High CS1101


51


ActivityEmployment Skills

Related SubjectLanguage


Knowledge of skills necessary to seekand obtain jobs.


Academic ConceptWritten Language

Activities• Students will recognize the skills

they have and the skills needed forwork.

• Discuss personal skills needed inany employment field.

• Have students write a sentence ortwo about how they feel aboutthemselves concerning:- Works well with others

(teamwork)- Works well in groups

(interaction)- Cares about people

(interpersonal)- Dresses neatly (self-image)- Follows directions (cooperative)- On time for school (punctual)- Keeps room in order (organized)

• Explain to students that these areskills they have now or can developnow that will make themmarketable for jobs.

• Have students discuss how theyfeel about these characteristics.(Examples: Are they necessary?Could they improve any of them?)

• Have them discuss othercharacteristics necessary for work.

Closure/EvaluationStudents will have carefully examinedand listed skills and characteristicsnecessary for employability andidentified their own strengths andweaknesses in this area.

Materials/SuppliesPaper, pens or pencils

ResourcesCareer Development Activities,Middle/Junior High CS1101


52


Telephone Crypto

1 2 3

4 5 6

7 8 9

Space ABC DEF

GHI JKL MNO

PRS TUV WXY

Directions:Using the telephone keypad, break the codeto find words related to job search skills.

Answers on page 63.

Clue: Something you write after the interview.

1.8 4 2 6 5 9 6 8 5 3 8 8 3 7 7

Clue: A record of work experience and education of a person applying for a job.

2.

7 3 7 8 6 3 7

Clue: A form to fill out before interview.

3.2 7 7 5 4 2 2 8 4 6 6 3 6 7 6 7

Clue: A meeting of one person with another to talk about their experiences.

4.4 6 8 3 7 8 4 3 9

Clue: Help students select training/education or work that best suits the activitiesthey enjoy.

5.4 6 8 3 7 3 7 8 4 6 8 3 6 8 6 7 4 3 7

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Contents of Report1. Brainstorm about the questions and statements above before beginning the report.2. Write a report covering these questions and statements.3. Be prepared to present the report orally.4. Use some visuals if possible.5. Have a minimum of two bibliographies.

Career Report

Name ofCareer

Describe thecareer.

What training oreducation is needed?

Name duties andresponsibilities.

What is atypical day like?

What are somesuggested high schoolsubjects to take?What do I like best

about this career?

What do I likeleast about thiscareer?

What is the joboutlook for thiscareer?

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Teachers-as-Advisors Program

Counselors have many responsibilitieswithin the school. Trying to reach all thestudents in one year is difficult for largeand small school districts. As stated inthe Standards for Accreditation, the ratiois one counselor to 450 students. TheTeachers-as-Advisors program makes theratio manageable with one advisor to 20or less students. The purpose of thisprogram is to provide a relationship ofcaring and understanding between atleast one adult and every student. Thisadult assists students in planning andpreparing for the future with parentinvolvement.

Why Have a Teachers-as-AdvisorsProgram?• Provides opportunity for shared

responsibility for career and educationdevelopment by including parents,students, teachers, and counselors.

• Encourages students to set career/educational goals and construct a planto meet those goals.

• Ensures consistent curriculumexposure to all students.

• Organizes career development into amanageable time frame and teameffort.

Basic Steps to Implement Program• Receive buy-in from administrators,

counselors, and teachers.• Visit a Teachers-as-Advisors program.• Provide a person to oversee program.• Involve a committee to assist in

planning.• Set advisor periods. (How much time

each month for advisors and studentsto meet?)

• Determine advisor groups. (Dividestudents by grade level or clusterinterest.)

• Set date for parent/student/advisorconference.

• Place dates on school calendar.

Suggested Scheduling to ImplementTeachers-as-Advisors Program• Start with one grade level (i.e., eighth

grade) and Senior Seminar, addanother grade level each year.

• Start with all grades including SeniorSeminar.

Senior SeminarInvolves all 12th graders in an assemblysetting. The following are suggestedspeaker/topics to cover

Suggested SpeakersMilitary Vocational TrainingPast Graduates Business/IndustryTwo- and Four-Year Degree Programs

Suggested TopicsCalendar of Important Dates and

DeadlinesPreparing for a Job

Interviewing TipsDress/GroomingFilling Out ApplicationsResumésCover Letters

Time ManagementDecision Making

*Money Management*How to Protect Yourself*Turning 18 — Rights and

Responsibilities*Information is located in this guideunder “A Legal Guide for Young Adults.”

Products to Assist With This Project“Teachers-as-Advisors” Toolbox SW1020

Contact ODVTE customer service at1-800-654-4502.

55


A Legal Guide for Young AdultsEmployment

How Do You Find a Job?Here are helpful ways to find ajob.• Look in the classified ads

of your local newspaperfor jobs that areavailable.

• Ask at a place you wouldlike to work to see ifthere are jobs available.

• Go to the Oklahoma StateEmployment Agency for help infinding a job.

• Use a private employment agency tohelp you find a job. You may have topay for this service.

Must Employers Have a WrittenEmployment Contract With TheirEmployees?No. Many employees do not have acontract, or sometimes the contract isoral.

When Can an Employee Be Fired?Oklahoma is an employment “at will”state. Generally, an employer can fire anemployee any time for any reason if thatreason is not illegal. For example, firinga person because of race is illegal.Sometimes under a law or a contract, anemployer may fire an employee only forgood cause.

Can an Employer DiscriminateAgainst an Employee?It is illegal for employment agencies andemployers to discriminate against youbecause of race, sex, handicap, age,religion, ancestry, or national origin.

State and federal laws forbiddiscrimination in hiring, pay, promotions,transfers, or other working conditions. Ifyou feel you have been discriminatedagainst, you should contact the OklahomaHuman Rights Commission or the U.S.Equal Employment OpportunityCommission for help. Larger cities alsomay have local civil rights commissions.Retaliation from your employer forreporting discrimination is also illegal.

Note: If you believe that you have beendiscriminated against, you mustcontact the Oklahoma Human RightsCommission or the U.S. EqualEmployment Opportunity Commissionas soon as possible. Usually, you havea short time in which to file acomplaint.

56


Landlord - Tenant

What Is a Lease?A lease is a legal agreement between alandlord and a tenant. A landlord isthe person who owns the property.The tenant is the person living in theproperty. A lease tells how much thetenant will pay to the landlord to rentthe property. It also tells how longthe lease will last. It usually includesany additional duties orresponsibilities of the tenant orlandlord.

Does the Lease Have to Be inWriting to Be Legal?Not unless the lease is for morethan one year.

What Should You ConsiderBefore Signing a Lease?• Make sure you read and

understand the entire leasebefore you sign.

• Do not sign a lease unless all blankspaces are filled in or crossed out.

• Get all promises in writing so thatafter the contract is signed, there is nomistake over what was promised.

• Any changes or additions to the leaseshould be made on all copies of thelease. They should be initialed by boththe tenant and landlord.

• Make sure the property is in goodcondition before you sign a lease.

What Is a Security Deposit?A security deposit is money given by thetenant to the landlord to make the tenantfollow the lease. The security depositmay be used by the landlord to pay rentyou owe when you leave. It also can beused to fix damage you caused other than

normal wear and tear. If your landlordkeeps any of the security deposit, youmust receive a written notice of how themoney was used. The landlord mustreturn any unused security deposit within30 days after the lease ends. You can suethe landlord if the landlord fails to returnany part of the security deposit you havea right to have returned.

To get your security deposit returned, youmust move out of the property. Youcannot just move out and expect to applyyour security deposit to the last month’srent. You must make a written demandfor the return of the security deposit. Youneed to include in the demand your newforwarding address. If you do not make awritten demand for your deposit within

57


six months from when you leave, thelandlord gets to keep the deposit.

How Do You Terminate Your Lease?If you have signed a lease for a setnumber of months, you are responsiblefor the rent for the whole period of thelease. However, you do not have to payfor any time on the lease if the landlordcan rent the property to someone else forthat time.

If you do not have a lease, you rent frommonth-to-month. If you rent from month-to-month and wish to move, you mustgive at least 30 days written notice to thelandlord. The same rule applies if thelandlord wishes to end the lease with you.

Many leases require that at the end of thelease you give 30 days notice beforemoving. If you do notgive the notice, you willautomatically becomea month-to-monthtenant.

Important: The 30-day notice must begiven from rent-paying period to rent-paying period. This means if yourrent is due on the first of the month,the notice must be given before thefirst day of the month. The lease willend on the last day of the month.

Note: Always read your lease. You needto know exactly what is required ofyou and the landlord and what kind ofnotice to give. You also need to knowwhen you must move out or sign a newlease.

Landlord - Tenant (cont.)

58


Should You Carry Renter’sInsurance?It is a good idea. The landlord’sinsurance covers only the building. Itdoes not cover your things. Ask for pricequotes from several different insuranceagencies. See which one best suits yourneeds and your budget.

What Could Happen if You Don’t PayYour Rent?If you do not pay your rent when it is due,the landlord may give you notice to pay ormove out. The landlord may give you (orsomeone over the age of 12 living withyou) notice to pay or move out within 5days after the notice. If the landlordposts a notice on your door and mails youa certified copy, you have 10 days to payor move out. If you fail to pay rent, youmay be taken to court. The court canorder you to leave and pay your back rent.

When Can the Landlord Enter YourPremises?A landlord may enter your premiseswithout your consent any time there is anemergency. At any other time, thelandlord must give you at least oneday’s notice of the intent to enterand may enter only at reasonabletimes.

What Can You Do if theLandlord Refuses to MakeRepairs to the Premises?If the landlord’s failure to followthe rental agreement affects yourhealth or safety, you may give thelandlord a written notice that heor she has broken the contract.

Landlord - Tenant (cont.)

The notice must say that if the repair isnot made within 14 days, the rentalagreement will end not less than 30 daysafter giving your notice.

If the landlord is not able to make arepair costing less than $100, you maywrite the landlord that you intend tocorrect the problem at the landlord’sexpense at the end of 14 days. If thelandlord does not correct the problemwithin 14 days, you should give thelandlord an itemized statement of theactual cost or the fair and reasonablevalue of the repair. You may subtract thisamount from the next month’s rent.

The landlord’s failure to fix the problemmay make the property unfit to live in orcause immediate threat to your healthand safety. In this case if the problem isnot fixed when it is necessary, you maymove out and end the lease. You mustwrite the landlord telling exactly why youmoved.

59


Contracts

What Is a Contract?A contract is an agreement between twoor more people.

Can You Enter Into Any Type ofContract Once You Reach 18?Generally, yes. However, you cannotmake a contract over something that isillegal. For example, a person under 21cannot make a contract to buy alcoholicbeverages.

Do Contracts Have to Be in Writingto Be Enforceable?Only when the law requires it. Contractsthat generally must be in writinginclude:• Contracts which cannot be

completed in less than one year.• Contracts which promise to pay the

debt of someone else.• Contracts involving real estate

(land).• Contracts for the sale of more than

$500 in goods.

Why Should You Prefer aContract in Writing?You will have a better understandingof the terms of the contract and whatyou are required to do. A writtencontract will help prove the exactterms and conditions of the contract ifyou have to go to court to enforce it.

When Can You Cancel a Contract YouEntered?You may be able to cancel a contract for ashort period after you sign it. Forexample, you may be able to cancel acontract you were forced into or ifsomeone told you something that was not

true. You also may be able to cancel acontract if someone tricked you into it, ifyou were not legally competent tocontract, or if both parties entered thecontract based on a mistake of fact thatwas an important part of the agreement.

How Can You Protect Your RightsWhen Asked to Sign a Contract?If you sign a contract, you are saying thatyou have read it and that you understandwhat it says. If there is any part of thecontract you do not understand, do not

sign it. Talk to aparent, friend, or attorney who canexplain it to you. Here are othersuggestions:• Never sign a contract with blanks or

open spaces. These should be filled inwith the correct terms before you sign.

60


• The parties can change or removeterms by agreement. Be sure to do thison all copies of the contract.

• Both parties should initial any changesto the contract on all copies.

• Make sure all oral promises arewritten into the contract before yousign it.

If someone comes to your home to sell yousomething and you sign a contract, youhave the right to cancel the contractbefore midnight of the third business dayafter the contract was signed. If you fallprey to a high-pressure salesperson inyour home, you can get out of the contractif you properly mail a notice within thatperiod.

Some salespeople may try tohurry you into signing asales contract. Do not letthem. It is yourresponsibility to read thecontract thoroughlybefore signing it.Make sure allpromises made by asalesperson arewritten into the salescontract.

What Rights Do YouHave if the OtherParty Breaches theContract?If someone does not dowhat he or she wassupposed to doaccording to thecontract, the person has broken thecontract. You can do several things if this

Contracts (cont.)

happens. First try to work the problemout. If that does not work, you can go tocourt and —• ask for your money back;• cancel the contract and refuse to do

your part of the contract;• ask the court to make the other person

do what he or she contracted to do.

What Is a Warranty?A warranty is a promise made by theperson selling you something that tellsyou how good it is. Warranties give youimportant rights, and you should knowwhat the warranty says before buying theitem.

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Are There Different Types ofWarranties?Yes. Express warranties are written ororal statements made by the personselling the item as to its quality orperformance. Implied warranties donot have to be stated. For example, animplied warranty on the sale of a hairdryer would be that it would blow hot air.

What Should You Be Aware of if theMerchant Does Give You a WrittenWarranty?If you buy an item and receive a writtenwarranty, it should be in simple language

Contracts (cont.)

and be given to you before the sale. Thewarranty must tell you exactly what isand what is not included. It must saywhether it is a full or limited warranty. Afull warranty generally covers both laborand materials. With a full warranty, themanufacturer will repair the itemwithout charge. A limited warrantygenerally does not cover both parts andlabor. With a limited warranty, theremay be a charge for repairing the item.

Consumer Credit

What Is Credit?Credit is one way to buy goods andservices now and pay for them later.Good credit helps you borrow money nowon your promise to repay it in the future.

Who Can Get Credit?Federal law says that everyone has anequal right to credit. This does not meansomeone has to give you credit. It justmeans you cannot be denied creditbecause of your race, sex, color, religion,national origin, marital status, age(unless you are under 18) or because youreceive public assistance.

What Information Does a CompanyNeed to Decide Whether to Give YouCredit?• Where you work.• How long you have worked there.• How much you are paid.• Where you live.• What kind of record you have in

paying past debts.• How much you owe to other creditors.

What Is a Credit Bureau?A credit bureau is a private company thatgets information about your credithistory. It keeps track of whether you payyour bills on time and gives you a creditrating. These credit reports contain bothfinancial and personal information andinform the lender whether you are a goodor poor credit risk.

62


Consumer Credit (cont.)

What Rights Do You Have if Credit IsDenied to You Based on InformationProvided by a Credit Bureau?You have the right to know the reasonsfor being turned down. If you areapplying for credit for the first time and

have no record at all,sometimes thecreditor may denyyou credit. If youare denied creditbased oninformationreceived from acredit bureau, thelender mustinform you of the

name and addressof the credit bureau that

supplied the report. You have the right torequest a copy of your credit report.

If your credit file contains false,misleading, or out-of-date information,you can make the credit bureau check theproblem and make the necessarycorrections. If the credit bureau believeswhat it has stated is correct, you can filea brief statement telling your side of thestory. This information must be put inyour file. You also may ask for the namesof companies who have requested orreceived a copy of your credit report.

How Can You Establish a GoodCredit History?• Get a job and do your best to keep it.• Open a checking and savings account.• Apply for credit at a department store.• Make small purchases and repay the

debt as soon as possible.

If you continue this practice, you willcreate a good credit rating. Then it willbe easier for you to get credit cards andother types of credit in the future (car,house, etc.).

How Do Credit Cards Work?Credit cards let you buy goods or serviceson credit. There are two basic kinds ofcredit cards. First, many national andlocal department stores give credit cardsfor purchases of their goods at their ownstores. Second, many banks issue cardssuch as VISA orMASTERCARDthat allow youto buy goodson creditfrom any

store that takes their card. Somecompanies provide these cards free.However, some companies may charge anannual fee of $15 to $25.

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The law requires that the lender tell youhow much the card will cost you. Thefinance charges and other credit costsmust be included in the annualpercentage rate (APR) of interest, and thelender must give you this information.Different cards have different interestrates. There are two types of interest:simple and compound. With simpleinterest, you pay a set amount for acertain period of time. With compoundinterest, the interest is added back intothe principal, and you pay interest on thenew amount. With compound interest,you pay interest on the interest. Check toget the best rate possible.

What if You Discover an Error inYour Bill?To avoid problems with your credit bill, itis a good idea to save all of your receiptsand go over each monthly statementcarefully. Federal laws give you certainprotection when there is a problem withyour bill if you meet these guidelines:

• Do not simply ignore a mistake andrefuse to pay.

• You must give a written notice to thecreditor within 60 days of getting thestatement.

• You must set out in this notice thereason(s) you believe there is a billingerror and the amount of the error.

In turn, the creditors are required to:

• Respond to your written complaintwithin 90 days.

• Not report the matter to a creditbureau until the problem is resolved.

Consumer Credit (cont.)

• You do not have to pay the amount youthink that you do not owe until thecompany has looked into the matter.

What if Your Credit Card Is Lost orStolen?To protect yourself, you should keep arecord of all credit card numbers and thetelephone numbers of the companies withwhom you have an account. Once youdiscover your card is missing, telephonethe company immediately and then writethe company about the problem. Onceyou have told the company, you are notresponsible for further charges made onthe card, except for up to $50 per card oncharges made before you tell the bank orstore. Several private services willregister all of your credit cards for a fee.If you lose your cards, you only have tocontact that one agency and they willnotify all of the other companies.

What Happens if You Cannot KeepUp the Payments on a Credit Card?If you cannot make the payments, youshould tell each creditor immediately andwork out a payment plan you can meet.Do not simply stop making payments.This can badly damage your credit rating.Companies might be willing to give you alonger time to pay off the debt bylowering your monthly payments.

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Driving

Is Driving a Right or a Privilege?Driving an automobile in Oklahoma is aprivilege.

Are You Required to HaveAutomobile Insurance?Yes! Everyone who operates a motorvehicle in the state of Oklahoma isrequired to have current liabilityinsurance. While driving, the operatormust carry an insurance form that saysthe insurance is current. In addition, avehicle cannot be tagged or registeredwithout proof of insurance. Failure toproduce this form if asked is punishableby a fine of not more than $250,imprisonment of not more than 30 days,or both. If you go to court within 48hours and prove you had a currentinsurance form, the ticket will bedismissed. Your license and registrationcan be taken away if you do not have yourcar inspected.

What Happens if You Are Stopped forDriving Under the Influence (DUI)?If you are driving and are stopped by thepolice, you are expected to take a breathtest to find out how much alcohol is inyour blood. If you will not take thebreath test, your driver’s license may betaken away. Your refusal to take thebreath test can be used against you atyour trial. If you do take the breath test,you have the right to know the results ofthe test and to have an independent bloodtest done. The results of the test may beused against you in court.

What Are the Penalties for DUI?The first time you are found guilty of DUIis a misdemeanor. You can be imprisonedin jail for not less than 10 days nor morethan one year, fined not more than$1,000, or both. If you are found guilty ofanother DUI within 10 years of aconviction for the first DUI, it is a felony.

65


Driving (cont.)

You can be put in prison for not less thanone year and not more than five yearsand fined not more than $2,500.

If you are not sent to prison but get asuspended sentence, you may have to docommunity service or undergo inpatientrehabilitation.

Having a police record will prevent youfrom applying for certain licensedoccupations.

What if You Are Stopped With anOpen Container in Your Car?It is illegal to have an open container ofbeer or alcohol in your car. A container isconsidered “open” when the original sealor cap has been broken. This applieseven if the container is in the back seatand out of your reach. If you have anopen container in the car, it must be inthe trunk, the spare tire compartment, orany outside compartment that you cannotget to from inside the vehicle while it ismoving. If you are found guilty of havingan open container in your car, it is amisdemeanor and you can be fined notmore than $500.

Answers to Maze and Crypto

Answers to Crypto

1. Thank-You Letters

2. Resumés

3. Application Forms

4. Interview

5. Interest Inventories

Maze on page 40. Crypto on page 50.

66


ActivityLife Role Decisions

Related SubjectLanguage Arts

National Career DevelopmentGuidelines: IX

Skills to make decisions.


Academic ConceptWrite an essay.

Activities• Given a list of future life role

decisions, student will describe his/her current levels of involvement inplanning for decision making.

• Write on the chalkboard thefollowing list of future life roledecisions:- Getting a job- Completing postsecondary

training- Getting married- Buying a car- Moving into an apartment- Obtaining credit

• Have each student choose the mostimportant item to him/her.

• Have each student write an essayon the chosen item.

• Have students include thefollowing in their essays:- Why they chose the topic- The importance of that choice- What they think they must do to

meet their expectations- How far they are from making

the decision (time)

• Students will probably need timein class and overnight to completethe essay.

• The second day can be used forclass discussion on the nature ofthe assignment, its degree ofdifficulty, and personal sharing ofwhat students wrote.

Closure/EvaluationStudents will express in writing adecision they are about to make andhow they are approaching thedecision.

Materials/SuppliesChalkboard, chalk, paper, pens, orpencils

ResourcesCareer Development Activities,Mid High/High School CS1102

Order by calling ODVTE customerservice at 1-800-654-4502.

67


ActivityGender Advantages and Disadvantages

Related SubjectSocial Studies - U.S. History

National Career DevelopmentGuidelines: XI

Understanding the continuouschanges in male/female roles.


Academic ConceptRecognize different points of view.

Activities• Students will identify the roles

that society has traditionallyassigned to men and to women anddetermine whether these roles arean advantage or a disadvantage.

• Distribute 18- by 24-inch newsprintto each group of students.

• Divide the class into small groupsof 4-5 students. Arrange to haveboth boys and girls in each group.

• Ask each group to brainstorm anddevelop two lists.- First, list all the advantages

and disadvantages assigned tomales.

- Second, list all the advantagesand disadvantages assigned tofemales.

• Remind students before they startthat the rules of brainstorming arethat “no idea may be criticized orrejected and that all ideas areaccepted and written down.”

• After lists are completed, ask eachgroup to put a plus beside eachadvantage or disadvantage thatwould help expand career choice.

• Then have students put a minusbeside each advantage ordisadvantage that would limitcareer choice.

• Have a spokesperson from eachgroup report results back to theclass.

• Review lists with class and notewhether females or males havemore pluses or minuses withregard to career choice.

• Discuss with students how the listsfrom different groups were similarin many respects. Then ask:- How did they “know” what the

assigned roles were?- Where did they learn what these

roles were?- When did they learn about these

roles?- What contributed to their

learning about these roles? (Examples: toys, books, TV,records, family, friends,relatives, school)

Closure/EvaluationStudents will have compiled a list ofroles society defines as commonlymale or female with designations as towhether these would expand or limitcareer choices.

Materials/Supplies18- by 24-inch newsprint (4 sheets pergroup), markers, or paper, pens, orpencils

ResourcesCareer Development Activities,Mid High/High School CS1102

Order by calling ODVTE customerservice at 1-800-654-4502.

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INSTRU

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The Real Game Plus Three More Real Game Products Training Dates - Tulsa Training Dates - Oklahoma City

November 5, 1999 December 10, 1999February 4, 2000 February 11, 2000May 5, 2000 April 21, 2000

Contact 405-743-5198

The Make It Real GameThe Make It Real Game Facilitator’s KitTarget: Grades 4, 5, and 6(NC9022) $195/ea.

The emphasis of this program is in the playful development and creation of a simulated town where thestudents create a cross-section of work roles and businesses that are integral and can be found in anytown or city.

The Real GameThe Real Game Facilitator’s KitTarget: Grades 7 and 8(NC9017) $195/ea.

Playing The Real Game, students will learn about earning an income, what money will buy, and whattheir occupation’s income can afford. They plan and budget for leisure time, learn what suits them intheir work-roles, experience the whims of chance, and even feel the effects of changing technology andglobal economic trends.

The Be Real GameThe Be Real Game Facilitator’s KitTarget: Grades 9 and 10(NC9020) $220/ea.

The Be Real Game is an experiential career development program in which students take on a series ofadult life/work roles. In these roles, they have fun and learn quickly as they experience realities (likebudgeting, job change, family responsibilities, community challenges, chance events, etc.) faced by adultworkers as they strive for balance and fulfillment in their life/work roles.

The Get Real GameThe Get Real Game Facilitator’s KitTarget: Grades 11 and 12(NC9021) $195/ea.Available: Fall 1999 and Winter 2000

The Get Real Game is a school-to-school and school-to-work bridging program. The focus will be onactivities that allow students to simulate the real “real” society they are in transition to. In effect, thisprogram will be like a “dress rehearsal” for postsecondary life. Community interaction will be key to thisprogram as well as the creation of individual Student Action Plans.

Advance orders can be placed by calling (1-800-700-8940), e-mailing ([email protected]), or visiting usonline (http://learningconnections.org/ntsc.htm).

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Career Stuff Catalog UpdateNEW Products

Occupational Outlook Handbook1998-99Order Number: CS1108 — Cost: $1310th Grade - AdultThis handbook describes over 250 jobs —jobs held by over 85 percent of theAmerican workforce. It gives details onnature of work, related occupations,earnings, sources of additionalinformation, training advancement,future employment outlook, andemployment opportunities.

Creating Connections: IntegratedActivities for Middle GradesOrder Number: CS1303 — Cost: $55th Grade - 8th GradeA collection of over 25 integrated, project-based learning activities for middle-gradestudents created by teachers from variousdisciplines. These practical, real-worldapplication activities are designed tointegrate academic skills with careerexploration in a manner which isengaging for middle-grade students.These activities provide a framework forteachers to generate new ideas and serveas a starting point for creating even moreproject-oriented, integrated activities forthe classroom.

Mystery Health Career ExperiencesOrder Number: HO9103 — Cost: $9Junior High - High SchoolA learning tool to help junior highstudents explore careers in the healthfield. Its five modules are designed in amystery format to allow students to learnwhile participating in fun and challengingactivities. Although targeted for junior

high students, with minor modifications,it can also be used with high schoolstudents and young adults.

Linking the Classroom to theWorkplace Using the NewspaperOrder Number: SW1017 — Cost: $20Elementary - High SchoolThis toolbox consists of tools, resources,and lessons to provide innovative, hands-on, and relevant learning experienceswithin your local classroom andcommunity.

Teachers as AdvisorsOrder Number: SW1020 — Cost: $16High SchoolThis toolbox gives implementationsuggestions for providing teachers-as-advisors at your school. It containscontent materials, monthly activities,check sheets, forms, and teacher trainingmaterials to help your school provideeducation and career planning for allstudents.

Developing Real-Life ApplicationsUsing the World-Wide WebOrder Number: SW1018 — Cost: $197This toolbox consists of tools andresources on “how-to” manage the WorldWide Web and “how-to” develop andintegrate Internet lesson plans andprojects from around the world. LessonPlan Internet Files are also provided tobegin the infusion of Internet lessons oncareer development, employability skills,and all aspects of the industry withinyour current curriculum.

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Career Stuff Catalog UpdateNEW Products (cont.)

Career Classes and Resource CentersOrder Number: CS1021 — Cost: $226th Grade - 12th GradeThis toolbox provides tools and resourcesto plan, prepare, and organize instructionfor a career class as well as organize andoperate a career resource center.Included in the Career Class section:career class contracts, lessons, andsuggested career class schedule. TheCareer Resource Center contains tools,day-to-day operations, and supportservices available. The Appendix consistsof Internet sites, references andresources, games, activities, and bulletinboard ideas.

Developing Contextual LessonsThrough Curriculum IntegrationOrder Number: SW1019 — Cost: $27This toolbox consists of tools andresources to assist a lead educator inproviding guidance and direction on howand why to integrate curriculum. Asimple curriculum “webbing process” isprovided to assist a local integration teamin organizing and collaborating together.

Work-Based Learning — Internshipand Job ShadowingOrder Number: SW1016 — Cost: $266th Grade - AdultThis toolbox consists of student, teacher,business, and parent forms located on31/2-inch disks to establish and organizeStudent/Teacher Shadowing andInternships with local school officials andbusinesses.

New Products Coming Soon!

Expand Your Child’s HorizonThis guide shows parents step-by-step planning on how to get involved in their child’scareer development. This is perfect for open house, parent meetings, and teachers-as-advisors.

Prepared by Career InformationGuidance Division

Order by calling 1-800-654-4502Shipping: add 10 percent within the United States. Minimum shipping: $4.50.

www.okvotech.org/cimcTo receive a Career Stuff Catalog, call 1-800-522-5810, extension 831.

As products are reprinted, prices will increase.

Documents

November 1, 1999 › uploads... · The Guidance Division of the Oklahoma Department of Vocational and Technical Education is pleased to provide the 1999 Career Activity File. You