DOCUMENT RESUME ED 107 823 Career Activities In Social .

!')L 3L 4iL 1K 1J 2Public ServiceHealth Occupations,Industrial EngineerManufacturingI 1DiplomatCity PlannerArmy OfficerMnthemAtirisnPharmacistRiver Pilot-Railroad EngineerPersonnel DirectorPersonal ServiceH 1TransportationIndustrial InspectorEnvironmental ControlG 1J 1Promotional DirectorPubic RelationsTelevision ProducerRadio ProducerJOB AREAGRADEHospitality & RecreationCommunications & MediaCLUSTERSOCIAL SCIENCEF 1E 3E 1#SUBJECTCareer Exploration ProjectJune 30, 1974every career requires some special preparari4historical planningstudy of history for a jobstudy of early historymodern careers are dependent on previousdevelopmentschange of occupational requirementschange of occupational requirementschanges in world conditions.vast amount of knowledge requiredporple must adapt as the world changesrelationships of occupationsinfluence of mass mediadiffering occupationsradio entertainment has changed over the yearSUBJECT CONCEPT

-CLUSTERMarine ScienceQ.P 2P 1020 1Miscellaneos ActivitiesConstructionMarketing & DistributIonN 2/3N 1Marine GeologistTrapperTannerFarmerJOB AREAGRADE9ContractorAssayerRecording IndustryCostume DesignerCa'NavigatorSOCIAL SCIENCEM 2 Agriculture &M 3 Natural ResourcesM 1#SUBJECTCareer Exploration ProjectJune 30, 1974changes & conditions affect occupationstechnological changes in careersinterrelationships of occupationsknowledge of social sciencegeographical knowledgetechniques for exactness-.some occupations have changed little over th e yearscultural change in careerscomparison of modern farmer & 1850's farmerSUBJECT CONCEPT

HypothesisInterrelationships al5.11.Geographical Knowledge4.OccupationsCustoms3.10.7LCultural Significance2.3,7H151,,7B7B47C , 7B3, 7B7CAvocations,Leisure Time Activities8B,8N8321,8L8D, 8E,841 , 8K8HGrade 88K2,ACTIVITY NUMBERSOCIAL SCIENCE CONCEPTSGrade 71.CONCEPTCareer Exploration ProjectPage 1 of 28M,3111.,,,,,9024,9M19K, 9L9C9L . 9M3649C9A9B9B5, 9D, 9E3, 9H9F,9L9C9N9A9BGrade 93

ProductsSocial Science BackgroundSymbolsTechnical RequirementsTechnological ChangeTopography12.13.14.15.16.17.CONCEPTCareer Exploration ProjectSOCIAL SCIENCE CONCEPTSPage 2 of 22,7C5,7B7, 7A3,7A707F7B6, 711, 7M2, 7N,70Grade 78I,Grade 4,9C2,9C6,9E19J9A2, 9B3, 9E2, 9H,9C159C , 90Grade 9

CLUSTER AREASThe clusters used in this curriculum guideare those designated by the U. S. Officeof Education plus one additional inIndustrial Arts. The first three; HomeEconomics and Consumer Education; IndustrialArts; and Arts, Crafts and Humanities; eachhave five or more activities; whereas, theremaining clusters average one. One of theobjectives of the project is to show morepractical relationships betwegn school subjects as well as subjects and occupations.This is the reason for the emphasis on thefirst three clusters which are also subjectareas in the junior high years.The clusters used in this curriculum forall three grade levels are:a)b)c)d)e)f)g)h)i)j)k)1)m)n)o)p)Home Economics and Consumer EducationIndustrial ArtsArts, Crafts and HumanitiesBusiness OccupationsCommunications and MediaHospitality and RecreationEnvironmental ControlPersonal ServicesManufacturingTransportationHealth OccupationsPublic ServicesAgriculture and Natural ResourcesMarine ScienceMarketing and DistributionConstruction

.lHOSPITALITY AND RECREATIONCOMMUNICATIONS AND MEDIABUSINESS OCCUPATIONSARTS, CRAFTS AND HUMANITIESINDUSTRIAL ARTSCONSUMER AND HOME ECONOMICSMARINE SCIENCEAGRICULTURE AND NATURAL RESOURCESPUBLIC SERVICEHEALTH TOTALSQ MISCELLANEOUSP0 MARKETING AND DISTRIBUTIONNNiLKJIG ENVIRONMENTAL CONTROLHPERSONAL SERVICEFEDCBA-CLUSTER AREAS301'342221223211IAPPENDIX 112211115r422233412111131663 MIR.36131215131720211515159101315536253 -S CIENCE1ANGUAGE ARTSSOCIAL SCIENCEME REMINNIIIIIII MIMI IllaIIIIIIIMIZINJ NAM 1111111111IiIIII 111111111111111111 TOTALMATHEMATICSNUMBER OF ACTIVITIES BY SUBJECT AREA AND GRADE LEVELCAREER EXPLORATION ACTIVITIES

/Sorial StudiesARECOMMENDATIONSStudents will be able to listsix designs of fashion fromforeign countries that haveinfluenced American fashion.PERFORMANCE OBJECTIVECONCEPTCLUSTERHome Economics andConsumer EducationJOB TITLEFashion DesignerSUBJECTGRADESITUATIONMATERIALS.Resource people, resource books in the libraryFree material:American Apparel Manufacturers Association, Inc.,200 K Street, N. W., Washington, D. C. 200063)Have students write an essay on either or both of the followingquestions, giving examples:a)Does availability of materials play a part in what peoplewill wear?b)Must clothing have qualities of utility as well as pleasurequalities?the students:a)Why do Eskimo people wear ,alotof clothing?b)Why do Arab nomads of the Sahara wear such dark,heavy clothing?c)Does the sari of India have any other functions other thanas clothing?1)Have students list ten areas4n.whichgeographic or cultural location paS. apart in the designs of a fashion,designer.2)Discuss the following questions' withII. STEPSHave a resource person from one of theclothing stores in Boise come in and discuss fashion design and fashion merchandising with the students. Also have adiscussion of training and qualificationstoa fashion designer.I.ACTIVITY

SocialSUBJECTStudiesFree materials: NationalSociety of Interior Designers,Inc., Suite 700 , 157 W. 57thStreet, New York, N.Y. 10019RECOMMENDATIONSStudents will be able to makea picture presentation of oneroom they have decorated withlabeled objects from differentcountries of the world.PERFORMANCE OBJECTIVEInterior decorators must havea background in social studies.CONCEPTHome Economics andConsumer EducationJOB TITLEInterior DecoratorCLUSTER7-A2GRADESITUATIONOld magazines (Sunset, National Georgraphic, Better Homes & Garden,American Homes), posterboard, resource books, resource people fromBoise furniture storesMATERIALSa good interior decorator4)Each group will then turn in a listof qualifications they feel necessary for3)Each group will present their projectto the class, explaining why they decoratedthe room the way they did as well at;explaining and describing the significanceof the furniture and artworks.2)Students may have the options ofdrawings for their presentation or picturescut from magazines.1)Divide the class into five or sixgroups, telling them they have been givena contract to design one room of a house,an office, etc.To decorate the roomthey must choose a foreign motiff.II. STEPSThe teacher will begin the subject bydiscussing what type of background aninterior decorator should have, stressingthe importance oUa geographic as wellas a cultural knowledge.I.ACTIVITY

ChefRECOMMENDATIONS2.To prepare a menu with recipesfrom a foreign country.1.To list restaurants in Boise thatspecialize in foreign foods.PERFORMANCE OBJECTIVESome chefs specialize in foods fromforeign countries.CONCEPTJOB TITLEMATERIALSMATERIALS Foreign cook books, Encyclopedias, newspapers, telephone directory,textbooks, resource books.II. STEPSStudents will list restaurants in Boise1.specializing in foreign foods.Students will discuss a chefs training,2.duties, & job opportunities.Each student will prepare a theoret3.ical meal with written recipes from aforeign country.4. Discussion of foods from foreigncountries that would be unfamiliar to theUnited States.If time permits, let students bring in5.samplings of foreign foods.Each student will be a chef and preparea menu or a meal using foods & recipesfrom a foreign country.-CLUSTER Home Ec & Consumer EdSITUATIONACTIVITYI.7-ASUBJECT Social StudiesGRADE

Map -Maker!RECOMMENDATIONSz,m3)Students will list the sixbasic types of maps used insocial studies.2)Students will list tenways in which maps are used.maps.1)Students will list sixuniversal symbols used onPERFORMANCE OBJECTIVEImportance of maps to thedaily lives of many people.CONCEPTJOB TITLEA career as a map-maker.Industrial Arts CLUSTER#MATERIALSFilmstrips: Exploring the World of Maps --National Geographic Society;set of maps for each student; textbook; globeHave each .student draw a map, withdirections, for his/her daily trip toand from school.4)3)Have each student list ten ways inwhich he/she would use a map and whatkind of map he/she would use.2)After the filmstrips, discuss whoa map maker is and what he/she does.1)Have students view the two filmstrips"Surveying the Earth" and "The Making ofMaps".II. STEPSSITUATIONI.Social StudiesACTIVITYSUBJECT17-BGRADE

Industrial ArtsCLUSTERRECOKMENDATIONSmStudents will list ten2)ways in which maps are used.Students will list the six3)basic types of maps used insocial studies.maps.1)Students will list sixuniversal symbols used onPERFORMANCE OBJECTIVE,.-Map makers are universal.CONCEPTMap-MakerSocial StudiesSUBJECTJOB TITLE7 -B 2GRADESITUATION1MATERIALSMATERIALSExploring the World of Maps --National GeographicFilmstrips:Society; set of maps for each student; textbook; globeHave students list the symbols on themaps they feel are universal to all maps.3)Have students list the six basic2)maps used in social studies.After the filmstrips, have a class1)discussion on the use of maps and theirimportance to our lives.II. STEPSHave students view the National Geographicfilmstrips "The Message of Maps" and"Using Maps".I.ACTIVITY

Industrial Arts -CLUSTERRECOMMENDATIONSa,Students will be able to listand explain reasons for thedesign and function of twostructures in two differentcountries.PERFORMANCE OBJECTIVETo acquaint stuaents with thefact that architecturaldesigns are determined bygeographic as well as cultural,aspects.CONCEPTArchitectSocial StudiesSUBJECTJOB TITLE7-B3GRADESITUATION'MATERIALSPictures of architectural structures of the world, architecturaltools,architectural plans.Free material:TheAmericanInstituteofArchitects, 1785 Massachusetts Avenue, Washington, D. C. 20036.design.Students will select two pictures fromthe pictorial essay and list the geographic(climate, terrain, etc.) as well as aesthetic cultural aspects for the structure's2)Class discussion of requirements foran architectural degree and job opportunities for those with a degree.1)II. STEPSThe teacher will present a pictorialessay of the many forms of architecturaldesigns of the past, the present and thefuture the world over.I.ACTIVITY

ArchitectRECOMMENDATIONSjob.Students will be able to listfive of the most basic toolsused for architecturaldesign as well as thenecessity of these tools foran architect to perform his/hPERFORMANCE OBJECTIVEaspects.To acquaint students with thefact that architecturaldesigns are determined bygeographic as well as culturalCONCEPTJOB TITLEAn inquiry session about the tools ofthe architectural trade.Industrial ArtsCLUSTERMATERIALSMATERIALSI)Teacher will obtain architecturaltools (old, if possible and those fromforeign countries).Without explaining what these2)(tools) are, the teacher will exhibitthem to the students.The students will each prepare three3)questions as to what each item is andwhat its function is.4)After inquiry session, studentswill discuss the necessity of these toolsfor an architect to perform his/her job.Students will list five of the most5)basic tools used for architectural design.II. STEPSSITUATIONI.Social StudiesACTIVITYSUBJECT47-BGRADE7

RECOMMENDATIONSTo have students participate in theinquiry session.PERFORMANCE OBJECTIVEMaterials used by a miner distinguishim/her from all other careeroccupations.CONCEPTMinerIndustrial Arts'CLOSTERJOB TITLESocial Studies7-R5-SUBJECTGRADEMATERIALSTools of the mining profesdion, examples of things mined.the Bureau of Mines and the Geology Department at B.S.U.A resource book of rocks and minerals textbook.Resource people fromII. STEPS1.Set up a display of the tools a minermight use:A.Picture of a DredgerB. Gold panC.Shovel & pickD.Gieger CounterE.Etc.2.If possible, try to have a display ofores or products mined for students toview.3.Have students discuss the qualificationsof various miners.4. Have students list the many occupationscon.erned with a mining operation, ie.,scientist, geologist, machine operator, conservationist, environmentalist, etc.SITUATIONInquiry session into the tools of a miner.I.ACTIVITY

z-3(d;RECOMENDATIONSTo list and locate on a world maptwo cr three important miningproducts from specific worldcountries.PERFORMANCE OBJECTIVECONCEPTA Miner is important to worldproduction.JOB TITLE MinertCLUSTER Industrial ArtsSUBJECT Social StudiesGRADEMATERIALSMATERIALSWorld maps for each studentU. S. maps for each studentResource materials from the library.II. STEPSAfter Brainstorming Session, discuss1.the types of mines that these mineral orores come from.DredgingA.Open PitB.Placer MinesC.UndergroundD.Have students locate on a world map two2.or three important areas of mined naturalresources of the following countries:10 African countries south of the Sahara,India, Pakistan, Cylon, China, Japan,Southeast Asia, Australia, New Zealand,10 states of the United States.I.SITUATIONBrainstorming Session to find out thingswhich are mined.ACTIVITY

7R1RECOMMENDATIONSList 20 different woods and locatemajor forest areas on a world map.PERFORMANCE OBJECTIVE1.trees.IMATERIALSWood scrapes and examples from the Industrial Arts Department. World maps for eachstudent. Resource materials from the library text books.Free information fromU. S. Dept. of Agriculture, Forest ServiceWashington, D.C. 20250American Forestry Assoc, 919 17th St., Wash., D.C. 20006Students will discuss the different typesof wood and how it is used, ie., soft woodfor lumber and carving, hard wood forfurniture2.Students will list the different typesof trees harvested in India, Africa, Southeast Asia, Australia, Europe, Japan, SouthAmerica, North America & their uses.3.Students will discuss how climates invarious countries effect the growth ofcertain trees, ie., too hot, too cold, toowet, too dry, types of soil, surrounding vegetation, parasites, and diseases.4.If possible, take students on a tour of the Lucky Peak Tree Farm and have aqualified person describe the purpose and running of a tree farm,II. STEPSSITUATIONStudents will view a display of differentwoods, noting the hardness, grains, growthrings, etc.I.ACTIVITYA Forest Conservationist must knowwhy climate effects the growth ofCONCEPTJOB TITLE Forest ConservationistliCLUSTER Industrial ArtsSUBJECT snrini ctud/A,GRADE41.1.11.

RECOMENDATIONS3States.To have students list 15 or moreforeign cars and their country oforigin imported into the UnitedPERFORMANCE OBJECTIVEcars.CONCEPTParts Workers must be familiarwith automotive parts of foreignJOB TITLE -Auto Parts WorkerIndustrial ArtsCLUSTERfSocial SUglies7-BSUBJECTGRADEMATERIALSMATERIALSPhone Books, Newspapers, Write for free material at Automotive Service Industry Assoc.230 N. Michigan Ave.Chicago, Illinois 60601.011.16.1.II. STEPSHave students discuss what things aparts1.must know, ie., parts availableworkerfor different makes and models, interchangeable parts for foreign cars, index systems,customer relations, invoices, refunds,warranty adjustments.Have students compile a list of stores2.in Boise where one might obtain parts for an(Have students use the telephoneautomobile.directory or the newspaper).Have each student make a list of 15 or3.more foreign cars and their country of origin, which are imported into the UnitedStates.I.Divide students into 4 or 5SITUATIONgroups. Have each group make a list ofitems one might buy from an automotiveparts store.ACTIVITY

7-C 1I.RECOMMENDATIONSTo make a terrarium in class.To Design an acre of land intosome type of formal garden.PERFORMANCE OBJECTIVEings.A Landscape Architect changesor enhances natural surround-CONCEPT(Landscape Construction)JOB TITLEHortt.culturistMATERIALSPlants and soils for terrariums.Paper and colored pencils.Resource books from the library.2.Each plant or flower used willbe labled.3.Students will discuss the jobqualifications and job opportunitiesfor a good landscape architect.(Prepares plans for private homes,parks, cemetaries, playgrounds,expositions, public buildings, etc.),4.Discuss the formal aspects of aJapanese garden.5.Have students design a terrarium to be built and planted inclass.6.Have students supply all the materials such as dirt and plantsfrom home.7.Discuss what soils and situations are best suited to thedifferent plants.Also mention insects and diseases that mightharm plants.land.Students will each design aformal garden for one acre of1.II. STEPSclass.To design a formal garden and tobuild & stock a terrarium inSITUATIONACTIVITYicUMMER Arts, Crafts, & Humanit iesSUBJECT Social StudiesGRADE

7 -CPhotographerRECOMMENDATIONS1.To prepare a photographicexhibit of various subjectareas, one of which will be aforeign country.List of businesses that2.might hire a photographer.PERFORMANCE OBJECTIVEPhotographersCONCEPTJOB TITLEiCLOSTERArts, Crafts & Humanities MGT Social StudiesGRADESITUATIONDiscuss with students how muchMATERIALSMATERIALSOld magazinesResource booksideas, plans, impressions of surroundings and the importance ofpictures.Have students plan an exhibit of2.photographs using either their own orpictures from magazines.Have students label the pictures3.& if possible, explain the photographic technique used.Discuss the types of cameras used4.by photographers.Discuss the businesses that might hire a photographer.5.students list them on the board.e depend upon sight to formulate1.II. STEPSTo have students give a photographicexhibit.I.ACTIVITYHave the

s will test musicalinstruments from severalspec ific countries.PERFORMANCE OBJECTIVEcountries.A muscian uses instruments &music from different foreignCONCEPTMATERIALSMATERIALSEncyclopedias, Textbooks, Resource materials,from library.class.2.After research in the library,have students list musical instruments from Africa, Asia, India,South America, Japan, China, Southeast Asia, Oceania.3.If these instruments have aspecific purpose, such as religious,intertainment, etc., have th

Indian communication & symbols C 2 C 3. Arts, Crafts, Humanities. Rug Maker technological advancement in careers Designer of Jewelry. jewelry as history of people C 4. Arts, Crafts, Humanities. r. Muralist reflects the culture & history of people. 5. Arts, Crafts, Humanities. Procurer for Museum need for social science background, C 6. 1_:.-ts .