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DOCUMENT RESUME
ED 089 015 CE 001 053
AUTHOR Murray, John P.; And OthersTITLE Project Open Door to the World of Work. Career
Resource Guide.INSTITUTION Buffalo Public Schools, N. Y. Div. of Curriculum
Evaluation and Development.PUB DATE 72NOTE 63p.
EDRS PRICE MF-$0,75 HC-$3.15 PLUS POSTAGEDESCRIPTORS *Career Education; Career Planning; *Curriculum
Guides; Decision Making; Elementary Grades;Intermediate Grades; Junior High Schools;Kindergarten; Occupational Choice; *ResourceGuides
IDENTIFIERS Career Development; *World of Wort:
ABSTRACTThe guide is designed to aid the teacher in helping
the students to increase awareness and maturity in the decisionmaking proce.ss when alternatives are encountered to which they mustreact. While many of the suggested activities are designed to fcstera personal maturity, the emph.asis is placed upon maturity invocational and career decision making. Within the four sections(pre-kindergarten/kindergarten, primary, intermediate, and juniorhigh school) the material is presented unwier the headings of ccncept,behavior, activities, and reference. Each section is provided withits own list of books, films, cnd other resource material. World ofWork concepts are introduced in a concrete fashion at the earlyprimary level and recycled and expanded in a more sophisticatedmanner at the intermediate and secondary levels. This consolidatedapproach to career and child development is essential. The guideapproaches career development in its broadest sense with emphasis onincreasing awareness and understanding of the World of Work and itsadaptability to one's individual life styles. (Author/SA)
Car
er
Pw
eee
ofte
aved
,t to
de ?
Am
u ei
wal
taR
eso
rce
U 5
DE
PA
RT
ME
NT
OF
HE
ALT
H.
Gui
deE
DU
CA
TIO
N &
WE
LFA
RE
NA
TIO
NA
L IN
ST
ITU
TE
OF
ED
UC
AT
ION
TH
IS D
OC
ut:E
N1
HA
S B
EE
N R
EP
RO
GU
CE
D E
XA
CT
LY A
SR
EC
EIV
ED
FR
OM
TH
E P
ER
SO
N O
RO
RG
AN
IZA
TIO
N O
RIG
IN.
AT
ING
IT P
OIN
TS
OF
VIE
WO
R O
PIN
ION
S
ST
AT
ED
00
NO
TN
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
Or
FIC
IAL
NA
TIO
NA
LIN
ST
ITU
TE
OF
ED
UC
E tO
N P
OS
ITIO
N O
RP
OLI
CY
BU
FF
ALO
PU
BLI
C S
CH
OO
LSB
UF
FA
LO N
EW
YO
RK
DIV
ISIO
N O
F C
UR
RIC
ULU
ME
VA
LUA
TIO
N A
ND
DE
VE
LOP
ME
NT
1972
BU
FF
ALO
PU
BLI
C S
CH
OO
LS
BU
FF
ALO
, NE
W Y
OR
K
BO
AR
D O
F E
DU
CA
TIO
N
Arn
old
B. G
ardn
er, P
resi
dent
Jose
ph E
. Mur
phy.
Vic
e P
resi
dent
Dr.
Geo
rge
E. B
lack
man
Dr.
Mat
t A. G
ajew
ski
Car
mel
o A
. Par
lato
Cha
rles
G. B
lain
e
PR
EP
AR
ED
UN
DE
R T
HE
DIR
EC
TIO
N O
F:
John
P. M
urra
y
Sup
ervi
sor
of S
peci
al G
uida
nce
Pro
ject
s
CO
MM
ITT
EE
ME
MB
ER
S
John
Mur
ray,
Cha
irman
Eva
Mae
Asb
ury
Ric
hard
McG
owan
Roo
seve
lt N
esbi
tt (s
tude
nt)
Div
isio
n of
Cur
ricul
um E
valu
atio
n an
d D
evel
opm
ent
Dr.
Fra
nk J
. Dre
ssle
r --
Ass
ocia
te S
uper
inte
nden
t
Syb
il P
eter
son
Bar
bara
Ree
d
Kan
aSea
ley
(stu
dent
)
FO
RE
WO
RD
The
pro
cess
of h
uman
dev
elop
men
t is
char
acte
rized
by
the
reco
gniti
on a
nd s
elec
tion
of a
con
tinuo
us s
erie
s of
life
choi
ces.
It is
ess
entia
l, th
eref
ore,
for
a te
ache
r to
effe
ctiv
ely
inte
grat
e gu
idan
ce a
nd in
stru
ctio
n. T
his
is a
bas
icel
emen
t in
any
educ
atio
nal p
rogr
am th
at r
ecog
nize
s th
e un
ique
nee
ds a
nd d
iffer
ence
s of
the
indi
vidu
al c
hild
. The
spec
ializ
ed g
uida
nce
coun
selo
r w
orks
with
teac
hers
, stu
dent
s an
d pa
rent
s as
par
t of t
he e
duca
tiona
l tea
m.
Thi
s C
aree
r R
esou
rce
Gui
de, w
hich
was
dev
elop
ed th
roug
h th
e co
oper
ativ
e ef
fort
s of
teac
hers
, gui
danc
eco
unse
lors
and
stu
dent
s, e
xem
plifi
es th
is te
am a
ppro
ach.
The
Gui
de w
ill b
e im
plem
ente
d by
cla
ssro
om te
ache
rs in
pre-
kind
erga
rten
to g
rade
nin
e cl
asse
s to
pre
pare
stu
dent
s in
car
eer
deci
sion
mak
ing.
I wou
ld li
ke to
com
men
d th
e te
am, w
hich
und
er th
e di
rect
ion
of J
ohn
Mur
ray,
Sup
ervi
sor
of S
peci
al G
uida
nce
Pro
ject
s, p
repa
red
this
exc
elle
nt G
uide
.
Jose
ph M
anch
Sup
erin
tend
ent o
f Sch
ools
TA
BLE
OF
CO
NT
EN
TS
For
ewor
d1
Intr
oduc
tion
5
Pre
- K
i nde
rgar
ten
Kin
derg
arte
n Le
vel
7
Res
ourc
es18
Prir
nary
Lev
el21
Res
ourc
es32
Inte
rmed
iate
Lev
el35
Res
ourc
es47
Juni
or H
igh
Sch
ool L
evel
49
Res
ourc
es62
Tea
cher
Ref
eren
ces
63
3
INT
RO
DU
CT
ION
The
pur
pose
of t
he C
aree
r R
esou
rce
Gui
de is
to fu
rnis
h te
ache
rs w
ith a
fram
ewor
k fo
r in
stitu
ting
ade
velo
pmen
tal a
ppro
ach
to a
id s
tude
nts
in u
nder
stan
ding
them
selv
es a
s un
ique
indi
vidu
als,
thus
pro
vidi
ng a
bas
isfo
r fu
ture
car
eer
choi
ce. T
hrou
ghou
t the
ir ed
ucat
ion,
stu
dent
s ar
e fa
ced
with
a lo
ng s
erie
s of
alte
rnat
ives
to w
hich
they
mus
t rea
ct, a
ll of
whi
ch c
ontr
ibut
e to
sha
ping
thei
r fu
ture
s. T
his
Gui
de is
des
igne
d to
aid
the.
teac
her
inhe
lpin
g th
e st
uden
ts to
incr
ease
aw
aren
ess
and
mat
urity
in th
e de
cisi
on m
akin
g pr
oces
s w
hen
thes
e al
tern
ativ
esar
e en
coun
tere
d. W
hile
man
y of
the
sugg
este
d ac
tiviti
es a
re d
esig
ned
to fo
ster
a p
erso
nal m
atur
ity, t
he e
mph
asis
ispl
aced
upo
n m
atur
ity in
voc
atio
nal a
nd c
aree
r de
cisi
on m
akin
g.
Thi
s G
uide
has
bee
n pr
epar
ed fo
r pr
e-ki
nder
gart
en th
roug
h ni
nth
grad
e. W
orld
of W
ork
conc
epts
are
intr
o-du
ced
in a
con
cret
e fa
shio
n at
the
early
prim
ary
leve
l and
rec
ycle
d an
d ex
pand
ed in
a m
ore
soph
istic
ated
man
ner
at th
e in
term
edia
te a
nd e
arly
sec
onda
ry le
vels
. Thi
s co
nsol
idat
ed a
ppro
ach
to c
aree
r an
d ch
ild d
evel
opm
ent i
ses
sent
ial.
The
Gui
de a
ppro
ache
s ca
reer
dev
elop
men
t in
its b
road
est s
ense
with
em
phas
is o
n in
crea
sing
aw
aren
ess
and
unde
rsta
ndin
g of
the
Wor
ld o
f Wor
k an
d its
ada
ptab
ility
to o
nes'
indi
vidu
al li
fe s
tyle
s.
5
N
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
I.C
hild
ren
need
a p
ositi
veA
. Is
able
to p
erfo
rm1.
Circ
le o
r sm
all g
roup
act
iviti
es w
here
eac
h ch
ild ta
kes
See
bib
liogr
aphy
:aw
aren
ess
of s
elf.
deve
lopm
enta
l tas
ks.
a tu
rn in
talk
ing.
Cho
ral s
peec
h an
d di
rect
teac
hing
1,2,
4,8,
11,1
2,13
,14,
15,1
6,ac
tiviti
es a
re e
xam
ples
of t
his.
17,1
8,19
,20,
21,2
2,23
,24,
25,2
6,27
,28,
29,3
0,31
,32,
2. In
spec
tion-
Hav
e ch
ildre
n ev
alua
te th
emse
lves
in a
33,3
4,35
,36,
37,3
8,39
,40,
mirr
or. F
acili
ties
for
was
hing
face
s, h
ands
, com
bing
41,4
2,43
,44,
45,4
6,47
,52,
hair,
etc
. are
pro
vide
d.53
,54,
55,5
6,58
,59,
60,6
1
3. S
timul
ate
a ve
rbal
dis
cuss
ion
whe
reby
chi
ldre
n ca
nta
lk a
bout
them
selv
es.
a. W
ho a
m I?
b. W
here
do
I liv
e?c.
How
man
y pe
ople
are
in m
y fa
mily
?d.
Wha
t are
my
pare
nt's
, gua
rdia
ns',
brot
hers
',si
ster
s', u
ncle
s', a
unts
', an
d co
usin
s' n
ames
?e.
How
old
am
I? W
hat i
s m
y bi
rthd
ate?
f. H
ow d
o I w
ork?
In s
choo
l? A
t hom
e?g.
Wha
t do
I lik
e? F
ood?
Gam
es?
TV
Sho
ws?
h. W
hy d
o I l
ike
thes
e th
ings
?
i
4. S
elf p
ortr
ait a
ctiv
itya.
A c
hild
dra
ws
pict
ures
of h
imse
lf in
Sep
tem
ber,
Janu
ary
and
June
. The
teac
her
and
child
can
not
eph
ysic
al a
nd m
enta
l pro
gres
s of
chi
ld.
b. T
he te
ache
r ca
n do
ass
ocia
ted
activ
ities
with
phot
ogra
phic
exe
rcis
es. C
hild
ren
can
iden
tify
peop
le in
pic
ture
s an
d di
scus
s th
e ac
tivity
don
e.
5. D
iscu
ss h
ealth
and
saf
ety
need
s.a.
Wha
t foo
d is
goo
d fo
r m
e?b.
How
muc
h re
st d
o I n
eed?
B. I
s aw
are
of h
is p
hysi
cal
bein
g an
d as
soci
ated
grow
th.
1. M
easu
re a
nd w
eigh
chi
ldre
n ea
rly in
sch
ool y
ear.
Rec
ord
and
repe
at th
is la
te in
the
scho
ol y
ear.
2. S
ee a
ctiv
ities
: Al,
A3,
A4,
and
A5.
C. S
peak
s in
an
audi
ble
voic
ean
d ca
n pa
rtic
ipat
e in
agr
oup
setti
ng.
1. S
ee a
ctiv
ities
: Al,
A3,
A4,
and
A5.
8
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
D. I
s aw
are
of p
hysi
cal s
tate
1. S
ee a
ctiv
ities
: Bl,
A2,
A3,
A4,
arid
A5.
(clo
thes
; cle
anlin
ess)
E. B
egin
s to
und
erst
and
his
uniq
uene
ss a
s an
indi
vidu
al.
-
1. D
iscu
ssio
ns o
f birt
hday
s. N
ote
on a
tim
e lin
e or
cale
ndar
the
birt
hday
of e
ach
child
. Hav
e a
clas
sob
serv
atio
n of
eac
h bi
rthd
ay.
2. D
iscu
ssio
n an
d pi
ctur
es o
f var
ious
cul
tura
l gro
ups.
3. C
reat
ive
activ
ities
:a.
cla
y m
odel
sb.
pup
pets
c. s
ongs
d. m
odel
s fr
om th
e co
mm
unity
e. r
ecor
ds
4. S
ee a
ctiv
ities
: A2,
A3,
A4
and
A5.
F. B
egin
s to
be
able
toev
alua
te h
imse
lf an
d hi
sac
tions
.
1. S
ee a
ctiv
ities
: A2,
A3,
A4
and
A5.
G. H
as k
now
ledg
e of
per
sona
lin
form
atio
n ab
out h
imse
:f.1.
Use
cha
rts,
bul
letin
boa
rds,
film
strip
s, o
r fil
ms
tost
ress
the
idea
s:i.e
., hi
s na
me,
add
ress
,te
leph
one
num
ber,
and
imm
edia
te fa
mily
.
a. W
hat
I do?
b. W
hat
I cho
ose
not t
o do
?c.
Thi
ngs
I lik
e to
do.
d. T
hing
s I d
o no
t lik
e to
do.
e. T
hing
s I w
ish
I cou
ld d
o.
2. S
ee a
ctiv
ities
: Bl,
El,
A2,
A3,
A4,
and
A5.
II. C
hild
ren
need
a p
ositi
veA
. Has
kno
wle
dge
of th
e1.
Hav
e a
clas
s di
scus
sion
abo
ut th
e pe
ople
who
See
bib
liogr
aphy
:aw
aren
ess
of o
ther
s.pe
ople
that
influ
ence
him
:in
fluen
ce th
em.
1,2,
4,5,
7,10
,12,
13,1
4,15
,1.
teac
hers
a. A
rran
ge fo
r vi
sits
by
thes
e pe
ople
16,1
7,18
,19,
20,2
1,22
,23,
2. p
eopl
e in
the
b. A
rran
ge fi
eld
trip
s; in
terv
iew
s25
,26,
28,2
9,31
,32,
33,3
4,co
mm
unity
c. S
et u
p ro
le p
layi
ng; g
ames
35,3
6,37
,38,
39,4
0,41
,42,
3. s
pirit
ual l
eade
rsd.
Use
film
sfilm
strip
s-ch
arts
bul
letin
boa
rds.
43,4
4,45
,46,
47,5
2,53
,54,
4. m
embe
rs o
f his
fam
ily55
,55,
57,5
8,59
,60,
61
9
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
2. D
evel
op r
ules
for
wor
king
toge
ther
.a.
Cre
ate
jobs
with
in th
e cl
assr
oom
that
wou
ld b
edo
ne in
turn
by
each
chi
ld.
b. E
valu
ate
the
perf
orm
ance
of t
he jo
bs.
3. D
iscu
ss w
ith th
e cl
ass
thei
r po
sitio
n w
ith o
ther
mem
bers
with
in th
e fa
mily
.a.
Mak
e a
fam
ily tr
eeb.
Mak
e a
time
line
c. D
raw
pic
ture
sd.
Chi
ldre
n ca
n st
ate
wha
t the
y lik
e to
do
with
indi
vidu
als
in th
eir
fam
ily.
e. N
ame
the
mem
bers
in th
e im
med
iate
fam
ily.
4. C
hild
ren
can
do a
stu
dy o
f com
mun
ity h
elpe
rs a
nd a
naw
aren
ess
obse
rvat
ion
of p
eopl
e w
ho a
ppea
r in
the
new
s: i.
e., s
ocie
ty, s
port
s fig
ures
, ast
rona
uts,
pol
itica
lle
ader
s, e
nter
tain
ers.
5. S
ome
of th
e co
mm
unity
hel
pers
they
can
stu
dy a
re:
a. p
olic
eb.
fire
man
c. p
ostm
and.
san
itatio
n w
orke
rse.
soc
ial w
orke
rsf.
heal
th s
ervi
ces
g.re
tail
mer
chan
tsh.
con
stru
ctio
n w
orke
rsi.
the
deliv
ery
man
j.tr
ansp
orta
tion
wor
kers
k. u
tility
rep
air
man
I.co
mm
unity
act
ion
orga
niza
tions
m. s
pirit
ual l
eade
rs
6. S
ee p
re K
-K c
once
pt N
o. 1
, act
iviti
es A
l and
E2.
B. I
s aw
are
of th
e so
cial
orga
niza
tion
of th
ecl
assr
oom
:
1. S
ee a
ctiv
ity A
2.
shar
ing
taki
ng tu
rns
follo
win
g di
rect
ions
wor
king
in g
roup
s
10
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
C.
Has
a k
now
ledg
e of
his
posi
tion
with
in th
e fa
mily
stru
ctur
e.
1.S
ee a
ctiv
ities
Al a
nd A
3.
D.
Is a
war
e of
indi
vidu
als
outs
ide
of th
e co
mm
unity
who
hav
e in
fluen
ced
the
neig
hbor
hood
.
1.S
ee a
ctiv
ities
Al a
nd A
4.
III.
Peo
ple
inte
ract
with
A. U
nder
stan
ds th
e1.
Hav
e ch
ildre
n dr
aw p
ictu
res
of th
eir
own
fam
ilies
.S
ee b
iblio
grap
hy:
othe
rs in
all
life
situ
atio
ns.
inte
ract
ion
in fa
mily
situ
atio
ns:
Tel
l abo
ut th
em a
nd th
eir
role
s w
ithin
the
fam
ily.
a.ro
le p
layi
ng1,
2,5,
6,10
,11,
12,1
3,14
,15,
16,1
7,16
.19,
Can
def
ine
a fa
mily
.b.
disc
ussi
on20
,21,
22,2
3,25
,26
Can
sta
te th
e fa
mily
c.pu
ppet
s28
,29,
31,3
2,33
,34,
role
s.35
,36,
37,3
8,39
,41,
Can
dra
mat
ize
and
2.U
nfin
ishe
d st
orie
s. T
he te
ache
r te
lls a
sto
ry a
bout
42,4
3,45
,46,
47,5
2,ill
ustr
ate
fam
ily r
oles
.ce
rtai
n lif
e si
tuat
ions
and
the
child
ren
can
imag
ine
53,5
4,55
,56,
57,5
8,an
end
ing
to th
e st
ory.
59,6
0,61
.
3.S
ee p
re K
-K C
once
pt II
, Act
ivity
A3.
4.In
terp
reta
tion
of in
tera
ctio
n th
roug
h pi
ctur
es. L
etch
ildre
n al
so fu
rnis
h th
e co
nver
satio
n.
5.P
upil
eval
uatio
n of
the
inte
ract
ion.
B.
Is a
ble
to d
emon
stra
tein
tera
ctio
n.1.
See
act
iviti
es A
l, A
2, A
3, A
4, .-
,nd
A5,
C. S
how
s co
nsid
erat
ion
ofot
hers
.1.
Lead
erfo
llow
er a
ctiv
ities
a.cl
assr
oom
gam
esb.
stru
ctur
ed c
lass
situ
atio
ns.
2.S
ee a
ctiv
ities
Al,
A2,
A4
and
A5.
D. U
nder
stan
ds th
e rig
hts
ofot
hers
.1.
See
act
iviti
es A
l, A
2, A
4, A
S a
nd C
l.
11
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
E. S
how
s co
mpe
tenc
e an
daw
aren
ess
in d
ealin
g w
ithot
her
peop
le.
1. S
ee A
l, A
2, A
3, A
4, A
S a
nd C
1.
IV. W
ork
has
mea
ning
and
defin
ition
.
I
A. U
nder
stan
ds h
elpi
ng ta
sks
as a
rud
imen
tary
job.
1. S
elec
tion
and
impl
emen
tatio
n of
cla
ssro
om jo
bs.
See
bib
liogr
aphy
: 6,1
1,an
d 17
.
B. B
egin
s to
dev
elop
a "
wor
ldof
wor
k" v
ocab
ular
y: i.
e.jo
b, ta
sks,
abi
lity.
1. In
trod
uce
and
disc
uss
wor
ds p
erta
inin
g to
wor
k fo
rbe
tter
unde
rsta
ndin
g of
the
wor
ld o
f wor
k.
2. In
trod
uce
gam
es th
at r
eadi
ly il
lust
rate
the
voca
bula
ryw
ords
: ie.
wor
k, jo
b, a
ble,
pay
and
rew
ard.
3. P
lay
gam
es o
f pan
tom
ine
that
illu
stra
te v
ario
us s
kills
of jo
bsle
t the
cla
ss g
uess
the
activ
ity, i
e., c
arpe
nter
,ba
rber
s, b
eaut
icia
ns, d
rugg
ists
, etc
.
C. B
egin
s to
und
erst
and
the
ratio
nale
for
wor
k.1.
See
act
iviti
es: B
2 an
d B
3.
V.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
hom
e.
A. H
as k
now
ledg
e of
the
impo
rtan
ce' o
f all
wor
k in
the
hom
e.
1. S
et u
p ac
tiviti
es to
dem
onst
rate
indi
vidu
als
with
in th
efa
mily
as
they
rel
ate
to th
e jo
b ro
tes
usin
g:a.
pan
tom
ine
b. r
ole-
play
ing
c. d
iscu
ssio
nd.
film
s, fi
lmst
rips,
libr
ary
book
s
2. D
emon
stra
te a
ppre
ciat
ion
for
the
wor
k do
ne b
ym
embe
rs in
the
fam
ily b
y ho
norin
ga.
Mot
her's
Day
b. F
athe
r's D
ay .,
c. O
ther
fam
ily c
eleb
ratio
ns
3. S
tude
nts
can
draw
pic
ture
s of
mem
bers
of t
heir
fam
ily a
t wor
k. T
he p
ictu
res
can
be d
ispl
ayed
dur
ing
"Ope
n H
ouse
" or
par
ent v
isita
tions
.
See
bib
liogr
aphy
:9,
11,3
8,48
,49,
50, 5
7, a
nd35
.
.
12
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. B
egin
s to
und
erst
and
the
divi
sion
s of
labo
r w
ithin
his
basi
c fa
mily
uni
t.
1. D
iscu
ssio
n of
the
vita
l job
s ex
istin
g w
ithin
the
fam
ily.
2. S
ee a
ctiv
ities
: Al a
nd A
2.
C. U
nder
stan
ds th
at s
peci
ficho
me
task
s ar
eac
com
plis
hed
in h
is fa
mily
situ
atio
n.
1. S
ee a
ctiv
ities
. Al,
A2,
and
B1.
D. B
egin
s to
und
erst
and
that
all t
asks
are
val
uabl
e.1.
See
act
iviti
es: A
l, A
2, a
nd B
2.
VI.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
scho
ol.
A. H
as k
now
ledg
e of
the
impo
rtan
ce o
f all
wor
k in
the
scho
ol.
1. D
iscu
ssio
n of
vita
l job
s ex
istin
g w
ithin
the
scho
ol.
2. B
ring
in v
ario
us s
choo
l per
sonn
el to
the
clas
sroo
m to
disc
uss
thei
r jo
bs; i
e, p
rinci
pals
, nur
ses,
sec
reta
ries,
coun
selo
rs, r
eadi
ng te
ache
rs, l
unch
room
aid
es,
teac
hers
aid
es, m
aint
enan
ce p
erso
nnel
, etc
.
3. S
et u
p ac
tiviti
es to
dem
onst
rate
indi
vidu
als
with
in th
esc
hool
as
they
rel
ate
to th
e jo
b ro
le. U
se:
a. fi
lm, f
ilmst
rips
b. b
ooks
c. d
iscu
ssio
nd.
rol
e pl
ayin
ge.
pan
tom
ine
f.ar
t act
iviti
esg.
trip
s ar
ound
sch
ool b
uild
ing
to s
ee th
e sc
hool
pers
onne
l on
the
job.
See
bib
liogr
aphy
: 57
B. B
egin
s to
und
erst
and
the
divi
sion
of l
abor
with
inth
e sc
hool
.
1. S
ee a
ctiv
ites:
Al,
A2,
and
A3.
13
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
C. U
nder
stan
ds th
at s
peci
ficta
sks
are
acco
mpl
ishe
d in
the
scho
ol.
1. S
ee a
ctiv
ites:
Al,
A2,
and
A3.
D. B
egin
s to
und
erst
and
that
all t
asks
are
val
uabl
e.1.
See
act
ivite
s: A
l, A
2, a
nd A
3.
VII.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
com
mun
ity.
A. H
as k
now
ledg
e of
the
job
role
of p
eopl
e w
ho w
ork
with
in th
e co
mm
unity
.
1. L
ead
a di
scus
sion
of v
ital j
obs
exis
ting
with
in th
ene
ighb
orho
od.
2. T
ake
som
e ne
ighb
orho
od w
alks
.
3. A
fter
the
wal
ks, s
tude
nts
can
be e
ncou
rage
d to
dra
wpi
ctur
es a
nd s
tate
the
jobs
they
obs
erve
d.a.
mak
e bu
lletin
boa
rds
b. c
olla
ges
c. c
ut o
ut m
agaz
ine
pict
ures
of n
eigh
borh
ood
wor
kers
d. m
aps
e. fi
lms,
film
strip
s, li
brar
y bo
oks
f.ro
le p
layi
ngg.
pan
tcm
ine.
See
bib
liogr
aphy
:11
,35,
44,4
8,49
, and
50.
B. B
egin
s to
und
erst
and
the
dive
rsity
of w
ork
with
inth
e co
mm
unity
.
1. S
ee a
ctiv
ities
: Al,
A2
and
A3.
C. U
nder
stan
ds th
e sp
ecifi
cta
sks
acco
mpl
ishe
d w
ithin
the
com
mun
ity.
1. S
ee a
ctiv
ities
: Al,
A2
and
A3.
D. B
egin
s to
und
erst
and
that
all t
asks
are
val
uabl
e.1.
See
act
iviti
es: A
l, A
2, a
nd A
3.
14
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
VIII
.Sch
ool p
lays
a r
ole
asa
job
expe
rienc
e fo
rch
ildre
n.
A. B
egin
s to
und
erst
and
that
perf
orm
ance
and
part
icip
atio
n in
sch
ool a
reth
e ch
ild's
jobs
.
1. C
hild
ren
will
sta
rt to
lear
n th
e us
e of
tool
s an
dm
ater
ials
in th
e cl
assr
oom
.
2. S
et u
p cr
eativ
e ac
tiviti
es c
ente
red
arou
nd th
e th
eme:
Wha
t Sch
ool M
eans
to M
e
See
bib
liogr
aphy
:17
,28,
29,4
3, a
nd 5
7.
IX.
The
re is
dig
nity
inw
ork.
A. B
egin
s to
be
cons
ciou
s of
the
qual
ity o
f his
wor
kan
d th
e w
ork
of o
ther
s.
1. M
ake
bulle
tin h
oard
dis
play
s of
wor
k.
2. P
rais
e an
d re
cogn
ize
all w
ork
atte
mpt
ed b
y st
uden
ts.
See
bib
liogr
aphy
:11
,35,
44,4
8,49
, and
50.
B. B
egin
s to
take
prid
e in
the
wor
k ac
com
plis
hed.
1. S
ee a
ctiv
ities
: Al a
nd A
2.
C. B
egin
s to
sho
wap
prec
iatio
n fo
r th
e w
ork
done
by
othe
rs.
1. S
ee a
ctiv
ities
: A 1
and
A2.
X.
Wor
kers
are
inte
rdep
ende
nt.
A. R
ealiz
es th
at te
am w
ork
isne
eded
to c
ompl
ete
a jo
b.1.
Set
up
team
gam
es in
the
clas
sroo
m, i
e, b
ean
bag
toss
,re
lay
race
, etc
.
2. L
ead
a di
scus
sion
of t
eam
app
roac
h to
:a.
sch
ool
b. h
ome.
c. c
omm
unity
See
bib
liogr
aphy
:6,
11,3
5,48
, 49,
and
50.
Xl.
Wor
kers
per
form
serv
ices
.A
. Beg
ins
to k
now
som
e of
the
peop
le w
ho g
ive
help
ing
serv
ice
to h
im:
Pol
ice
Fire
man
Doc
tor
Nur
seD
entis
tP
harm
acis
tS
choo
l hel
pers
Sto
re k
eepe
rs
1. L
ead
disc
ussi
ons
on r
ole
play
ing
and
othe
r ex
pres
sive
activ
ities
rel
ated
.i.o
com
mun
ity h
elpe
rs id
entif
ied
inC
once
pt N
o. II
, Act
ivity
A4.
2. S
et u
p ac
tiviti
es to
hig
hlig
ht th
e se
rvic
es p
erfo
rmed
by c
lass
room
hel
pers
.a.
bla
ckbo
ards
b. e
rase
rsc.
cla
ssro
om m
onito
rs
See
bib
liogr
aphy
:11
,35,
48,4
9, a
nd 5
0
See
bib
liogr
aphy
:3
and
51.
15
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
S-,
RE
FE
RE
NC
E
3. S
et u
p ac
tiviti
es to
hig
hlig
ht th
e se
rvic
es p
erfo
rmed
by s
choo
l hel
pers
.a.
milk
mon
itors
b. m
esse
nger
sc.
hal
l mon
itors
d. a
udio
vis
ual s
quad
s
XI I
. A p
erso
n's
awar
enes
sof
him
self;
his
idea
s,in
tere
sts
and
abili
ties;
will
hel
p hi
m to
mak
eso
und
voca
tiona
lde
cisi
ons.
A. B
egin
s to
dem
onst
rate
an
unde
rsta
ndin
g of
his
indi
vidu
al in
tere
sts
and
abili
ties.
1. M
ake
a tim
e lin
e of
the
past
and
futu
re, s
tude
nt li
kes
and
disl
ikes
.
2. M
ake
inte
rest
inve
ntor
ies
in th
e fo
rm o
f scr
apbo
oks,
colla
ges
and
exhi
bits
.
3. L
ist o
r te
ll cl
assr
oom
jobs
that
the
child
like
s to
do
and
why
.
4. L
ist o
r te
ll cl
assr
oom
jobs
that
the
child
doe
s no
t lik
eto
do
and
why
.
5. S
et u
p ac
tiviti
es w
hich
fost
er g
roup
dec
isio
ns b
ased
on in
tere
st.
a. fi
eld
trip
sb.
par
ties
c. a
ssem
bly
prog
ram
s
B. D
emon
stra
tes
how
this
know
ledg
e of
his
inte
rest
san
d ab
ilitie
s af
fect
sde
cisi
on m
akin
g.
1. S
ee a
ctiv
ities
: A 3
and
A4.
XIII
.A h
obby
or
inte
rest
may
influ
ence
afu
ture
car
eer
choi
ce.
A. B
egin
s to
dev
elop
ape
rson
al in
tere
st in
hobb
ies.
1. S
et u
p ho
bby
and
inte
rest
gro
ups
with
in th
ecl
assr
oom
s.
2. H
ave
a S
how
and
Tel
l tim
e fo
r ho
bbie
s or
inte
rest
sou
tsid
e th
e cl
assr
oom
.
See
bib
liogr
aphy
:51
16
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
XIV
.An
indi
vidu
al's
life
isa
bala
nce
betw
een
wor
k an
d le
isur
etim
e.
A. R
ealiz
es th
at th
e sc
hool
day
is a
bal
ance
bet
wee
nw
ork
and
play
.
1. S
et u
p a
grou
p pl
anni
ng s
ituat
ion
to in
trod
uce
the
idea
of s
ched
ules
(ie
. wha
t the
cla
ss p
lans
to d
o fo
rth
e da
y.)
2. D
evel
op a
cla
ss s
ched
ule
and
indi
vidu
al s
ched
ules
.
3. A
llow
cla
ss d
iscu
ssio
ns o
f how
the
child
ren
perc
eive
wor
k an
d le
isur
e tim
e.
See
bib
liogr
aphy
:3
and
51
XV
. Pre
para
tion
for
the
wor
ld o
f wor
k is
base
d up
on th
eac
quis
ition
of s
ocia
lan
d ac
adem
ic s
kills
.
A. B
egin
s to
rea
lize
that
soci
al a
nd a
cade
mic
ski
llsar
e ne
eded
in h
is s
choo
ljo
b.
1. S
et u
p a
disc
ussi
on o
f pro
gram
s in
soc
ial a
ndac
adem
ic s
kills
, and
mak
e su
re fu
ture
exp
ecta
tions
are
expl
ored
.
2. S
et u
p cl
assr
oom
jobs
allo
ted
from
new
ly a
cqui
red
acad
emic
ski
lls.
See
bib
liogr
aphy
:51
XV
I.Job
s an
d ca
reer
sim
pose
dem
ands
as
wel
l as
offe
r re
war
ds.
A. B
egin
s to
und
erst
and
job
resp
onsi
bilit
ies
inhe
rent
inan
y oc
cupa
tion.
1. A
fter
com
plet
ion
of a
cade
mic
wor
k m
ake
sure
rew
ard
activ
ities
are
ava
ilabl
e.a.
puz
zles
b. g
ames
c.lis
teni
ng s
tatio
nsd.
TV
pro
gram
se.
free
cho
ice
of r
ewar
d ac
tivity
2. A
llow
the
clas
s to
det
erm
ine
min
imum
sta
ndar
ds fo
rjo
b ta
sks
and
qual
ifica
tions
for
clas
sroo
m jo
bs.
See
bib
liogr
aphy
:51
17
RE
SO
UR
CE
S
Boo
ks
1. A
doff,
Arn
old,
I am
the
Dar
ker
Bro
ther
, (A
ntho
logy
of m
oder
n po
ems
by N
egro
Am
eric
ans)
, New
Yor
k: T
he M
acM
illan
Com
pany
, 196
8.
2. A
nder
son,
Han
s C
hris
tian,
The
Ugl
y D
uckl
ing,
New
Yor
k: C
harle
s S
crib
ners
and
Son
s, 1
965.
3. A
ndre
, Eve
lyn
M.,
Thi
ngs
We
Like
To
Do,
Nas
hvill
e, T
enn:
Abi
ngdo
n P
ress
, 196
8.
4. A
ries,
Phi
llip
et. a
l., T
he W
orld
of C
hild
ren,
Pau
l Ham
lyn,
Ltd
., 19
66.
5. B
eim
, Jer
rold
, Tw
o Is
a T
eam
, New
Yor
k: H
arco
urt B
race
and
Wor
ld, I
nc.,
1945
.
6. B
onsa
ll, C
rosb
y, T
he C
ase
of th
e C
at's
Meo
w, N
ew Y
ork:
Har
oer
and
Row
, 196
5.
7. B
onsa
ll, C
rosb
y, T
he C
ase
of th
e H
ungr
y S
tran
ger,
New
Yor
k: H
arpe
r an
d R
ow,
1963
.
8. B
onte
mps
, Ann
a, A
mer
ican
Neg
ro P
oetr
y, H
ill a
nd W
ang,
196
3.
9. B
rack
en, K
ing,
Slo
an, P
eopl
e at
Hom
e (C
once
pts
in S
oc. S
cien
ce),
Riv
er F
ores
t:Ill
inoi
s: L
aid
law
Bro
ther
s.
10. B
row
n, P
hilli
ps J
affe
, Out
Jum
ped
Abr
aham
, New
Yor
k: M
cGra
w H
ill, 1
967.
11. C
hand
ler,
Edn
a W
alke
r, W
ill Y
ou C
arry
Me?
, Chi
cago
: Alb
ert W
hitm
an, 1
965.
12. C
lout
ier,
Hel
en, T
he M
any
Nam
es o
f Lee
Lu,
Chi
cago
: Alb
ert W
hitm
an, 1
960.
13. E
vans
, Eva
Kno
x, A
ll A
bout
Us,
New
Yor
k: G
olde
n P
ress
, 194
7.
14. E
vans
, Eva
Kno
x, P
eopl
e A
re Im
port
ant,
New
Yor
k: G
olde
n P
ress
, 195
1.
15. G
leas
ner,
Dia
ne, T
he P
laid
Mou
se, S
t. P
aul E
ditio
ns, 1
966.
16. H
aas,
Dor
othy
, Mar
ia-E
very
body
Has
a N
ame,
Chi
cago
; Whi
tman
Pub
lishi
ng C
om-
pany
, 196
6.
17. H
aas,
Dor
othy
, A S
peci
al P
lace
For
Joh
nny,
Chi
cago
, Whi
tman
Pub
lishi
ng C
om-
pany
, 196
6.
18
18. H
awki
nson
, Luc
y, D
ays
ILi
ke_,
Chi
cago
: Alb
ert W
hitm
an P
ublis
hing
Com
pany
,19
64.
19. H
eide
, Flo
ranc
e &
Van
Clie
f, S
ylvi
a, T
hat's
Wha
t Frie
nds
Are
For
, Fou
r W
inds
Pre
ss, 1
968.
20. H
utch
ins,
Pat
, Tom
and
Sam
, New
Yor
k: T
he M
acM
illan
Com
pany
, 196
8.
21. K
eats
, Ezr
a Ja
ck, P
eter
's C
hair,
New
Yor
k: H
arpe
r &
Row
, 196
7.
22. K
eats
, Ezr
a Ja
ck, T
he S
now
y D
ay, N
ew Y
ork:
Vik
ing
Pre
ss, 1
962.
23. K
eats
, Ezr
a Ja
ck, T
he R
ice
Bow
l Pet
, New
Yor
k: T
hom
as Y
. Cro
wel
l Com
pany
,19
68.
24. K
eats
, Ezr
a Ja
ck, W
hist
le fo
r W
illie
, New
Yor
k: V
ikin
g P
ress
, 196
4.
25. K
limow
icz,
Bar
bara
, The
Str
awbe
rry
Thu
mb,
Nas
hvill
e T
enn.
Abi
ngdo
n P
ress
,19
68.
26. K
raus
, Rob
ert,
The
Rab
bit B
roth
ers,
Ant
i-Def
amat
ion
Leag
ue o
f B'n
ai B
'rith
.
27. L
exau
, Joa
n M
., B
enjie
, New
Yor
k: H
arpe
r &
Row
, 196
6.
28. L
exau
, Joa
n M
. The
Hom
ewor
k C
aper
, New
Yor
k: H
arpe
r &
Row
, 196
6.
29. L
exau
, Joa
n M
., I S
houl
d H
ave
Sta
yed
in B
ed, N
ew Y
ork:
Har
per
& R
ow; 1
965.
30. M
cGov
ern,
Ann
, Bla
ck Is
Bea
utifu
l, N
ew Y
ork:
Fou
r W
inds
Pre
ss, 1
969.
31. M
orro
w, S
uzan
ne S
tack
, Ina
tik's
Sec
ret,
Bos
ton:
Litt
le B
row
n &
Co.
, 196
8.
32. P
aris
h, P
eggy
, Litt
le In
dian
, New
Yor
k: S
imon
& S
chus
ter,
196
8.
33. P
oliti
, Leo
, Son
g of
the
Sw
allo
ws,
New
Yor
k: C
has.
Scr
ibne
r S
ons,
194
9.
34. P
resn
o, V
ince
nt &
Car
ol, M
an in
Act
ion
Ser
ies,
(te
a. e
ditio
n &
wor
kboo
ks),
Pre
ntic
e H
all.
35. P
rieto
, Mar
iana
, Tom
ato
Boy
, New
Yor
k: J
ohn
Bay
Co.
, 196
7.
36. R
anda
ll B
loss
om E
., F
un fo
r C
hris
, Chi
cago
: Whi
tman
and
Alb
ert C
o., 1
965.
37. R
ey, M
arga
ret,
Spo
tty, N
ew Y
ork:
Har
per
& R
ow, 1
945.
38. R
oorb
ack,
Har
riet A
., I L
earn
Abo
ut S
harin
g, N
ashv
ille,
Abi
ngdo
n P
ress
, ,:f,
f1
39. S
alaz
ar, V
iole
t, S
quar
es A
re N
ot B
ad, N
ew Y
ork:
Gol
den
Pre
ss, 1
967.
40. S
how
ers,
Pau
l, Y
our
Ski
n an
d M
ine,
New
Yor
k: T
hom
as Y
. Cro
wel
l Co.
,
41. S
imon
, Nor
ma,
Wha
t Do
I Say
?, C
hica
go: A
lber
t Whi
tman
, 196
7.
42. S
lobo
dkin
, Lou
is, T
he H
undr
ed D
ress
es, N
ew Y
ork:
Har
cour
t, B
race
and
1944
.
43. U
dry,
Jan
ice,
Wha
t Mar
y Jo
Sha
red,
Chi
cago
: Alb
ert W
hitm
an a
nd C
ompa
ny,
1966
.
44. V
asili
e, M
ircea
, The
Wor
ld Is
Man
y T
hing
s, N
ew Y
ork:
Joh
n D
ay C
o., 1
967.
45. W
eiss
, Kur
t, F
ish
In T
he A
ir, N
ew Y
ork:
Vik
ing
Pre
ss, 1
966.
46. Y
ashi
ma,
Tar
o, C
row
Boy
, New
Yor
k: V
ikin
g P
ress
, 196
7.
Film
strip
s
47. R
ober
t and
His
Fam
ily (
w. r
ecor
d) S
ocie
ty fo
r V
isua
l Edu
catio
n, In
c.
48. R
ober
t and
His
Fat
her
Vis
it th
e Z
oo (
w. r
ecor
d) S
ocie
ty fo
r V
isua
l Edu
catio
n, In
c.
49. R
ober
t Goe
s S
hopp
ing
(w. r
ecor
d), S
ocie
ty fo
r V
isua
l Edu
catio
n, In
c.
50. R
ober
t's F
amily
and
The
ir N
eigh
bors
(w
. rec
ord)
, Soc
iety
for
Vis
ual E
duca
tion,
Inc.
51. W
orld
of W
ork
Ser
ies
(w. r
ecor
d), E
duc.
Cas
t Inc
.a.
"Wal
ly, t
he W
ork
Wat
cher
"b.
The
New
spap
er B
oy"
c."T
he J
unio
r H
ome
Mak
er"
d."E
lect
rical
Ser
vice
s"e.
"Gas
and
Oil
Ser
vice
s"f.
"Tel
epho
ne S
ervi
ces"
g."M
ail D
eliv
ery"
h."D
airy
Pro
duct
Del
iver
y"i.
"Dru
g S
tore
"j.
"Sup
er-M
arke
t"k.
"Ser
vice
Sta
tion"
52. W
ho A
m I?
(se
ries
w. r
ecor
ds)
Sch
olas
tic S
ervi
ce, I
nc.
Sup
plem
enta
ry M
ater
ials
53. C
once
pt P
ictu
re P
uzzl
es (
expl
orat
ion)
Har
cour
t, B
race
and
Wor
ld, I
nc.
54. L
et's
Sta
rt (
phot
ogra
phs)
Sch
olas
tic M
agaz
ine
55. S
ongs
for
the
Fla
nnel
Boa
rd-D
avid
C. C
ook
Pub
l. C
o. E
lgin
II I.
56. T
he G
reen
Circ
le P
rogr
am (
serie
s of
cla
ssro
om a
ctiv
ities
hig
hly
reco
mm
ende
d fo
rch
ildre
n in
dis
cove
ring
awar
ness
of t
hem
selv
es a
nd o
ther
s).
Film
s
57. G
ettin
g A
long
With
Oth
ers
-Cor
onet
Film
s.
58. P
eopl
e A
re D
iffer
ent a
nd A
like-
Cor
onet
Film
s.
59. S
ing
a S
ong
of F
riend
ship
par
t 1 a
nd 2
. Ant
i Def
amat
ion
Leag
ue o
f B'n
ai B
'rith
.
60. S
kipp
er L
earn
s a
Less
on-E
ncyl
cope
dia
Brit
anni
ca-E
duca
tiona
l Cor
pora
tion
61. T
he T
oym
aker
-A
nti D
efam
atio
n Le
ague
of B
'nai
Brit
h.
19
N
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
I.C
hild
ren
need
aA
.Is
abl
e to
per
form
1. H
ave
the
clas
s dr
aw s
elf p
ortr
aits
and
labe
l.S
ee b
iblio
grap
hy:
posi
tive
awar
enes
s of
self.
deve
lopm
enta
l tas
ks.
2. S
et u
p an
act
ivity
whe
re th
e ch
ild's
teac
her
writ
es th
e1,
2,3,
4,7,
8,9,
10,1
1,12
,13,
14,
16,1
7,18
,20,
21,2
2,23
,25,
vita
l sta
tistic
s on
cha
rt p
aper
and
the
child
illu
stra
tes
26,2
7,28
,29,
31,3
2,33
,34,
and
read
s hi
s ow
n st
ory.
35,3
6,37
,38,
39,4
0,41
,42,
43,4
6,48
,49,
and
50.
3. F
or o
ther
sou
rces
see
: Pre
K-K
con
cept
No.
IA
lso:
51,
52,5
3,54
,55,
56,
activ
ities
: Al,
A2,
AS
, A4,
A5,
Bl,
El,
E2
and
Gl.
58,5
9,60
,61,
62,6
4,65
,66
,67,
68,6
9,70
,71,
72,7
3,74
,76,
and
77.
B.
Is a
war
e of
his
phy
sica
lbe
ing
and
asso
ciat
edgr
owth
.
1. U
se n
ame
tags
on
the
child
, his
des
k, h
is lo
cker
, his
clot
hing
, etc
. See
act
iviti
es A
l, A
2, a
nd A
3.
C. S
peak
s in
an
audi
ble
voic
ean
d ca
n in
itiat
e an
dpa
rtic
ipat
e in
gro
upse
tting
s.
1. S
ee a
ctiv
ities
: A2
and
A3.
D. I
s aw
are
of a
nd c
anev
alua
te h
is p
hysi
cal s
tate
.1.
See
act
iviti
es: A
l, A
2, a
nd A
3.
E. A
ppre
ciat
e hi
s un
ique
ness
as a
n in
divi
dual
.1.
See
act
iviti
es: A
l, A
2, A
3 an
d B
l.
F. I
s ab
le to
eva
luat
e hi
mse
lfan
d hi
s ac
tions
.1.
See
act
iviti
es: A
l, A
2, a
nd A
3.
22
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
G. H
as a
n ex
pand
edkn
owle
dge
of h
is p
erso
nal
data
; ie.
, nam
e, a
ddre
ss,
tele
phon
e nu
mbe
r an
dda
te o
f birt
h.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3,
Bl.
II.C
hild
ren
need
aA
. Has
kno
wle
dge
of th
e1.
Set
up
a ga
mes
situ
atio
n w
here
by c
hild
ren
can
See
bib
liogr
aphy
:po
sitr
ie a
war
enes
sof
oth
ers.
peop
le w
ho in
fluen
ce h
im,
such
as:
dem
onst
rate
wha
t mak
es c
lass
mem
bers
feel
goo
d or
bad.
1,2,
3,4,
5,6,
8,9,
10,1
1,12
,13
,14,
15,1
6,17
,18,
19,
1. S
choo
l sta
ff20
,21,
22,2
3,25
,26,
27,
2. C
ity le
ader
s as
wel
l as
2. L
ead
grou
p di
scus
sion
s as
to th
e rig
hts
of in
divi
dual
s28
,29,
31,3
2,33
,34,
35,
Peo
ple
in th
e co
mm
unity
in th
e cl
assr
oom
.36
,37,
38,3
9,40
,41,
42,
3. C
ultu
ral a
nd S
pirit
ual
43,4
6,47
,48,
49, a
nd 5
0.le
ader
s3.
For
sou
rces
, see
Pre
K-K
con
cept
No.
Iac
tiviti
es: A
l,A
lso:
52,
53,5
4,55
,56,
4. M
embe
rs o
f his
A2,
A3.
Al a
nd E
l.58
,59,
60,6
1,62
,63,
64,
expa
nded
fam
ily u
nit.
65,6
6,67
,68,
69,7
0,71
,72
,73,
74,7
5,76
.
B. I
s aw
are
of th
e so
cial
orga
niza
tion
of th
e sc
hool
and
clas
sroo
m.
1. S
ee a
ctiv
ities
: A3.
C. H
as e
xpan
ded
know
ledg
eof
his
pos
ition
with
in th
efa
mily
str
uctu
re.
1. S
ee a
ctiv
ities
: A3.
D. H
as k
now
ledg
e of
indi
vidu
als
outs
ide
the
com
mun
ity w
ho h
ave
influ
ence
d th
ene
ighb
orho
od.
1. S
ee a
ctiv
ities
: A3.
23
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
III.
Peo
ple
inte
ract
with
A. U
nder
stan
ds in
tera
ctio
n in
1. M
ake
fam
ily a
nd c
lass
alb
ums
depi
ctin
g in
tera
ctio
n.S
ee b
iblio
grap
hy:
othe
rs in
all
life
situ
atio
ns.
fam
ily s
ituat
ions
.1.
Can
sta
te h
ow2.
For
sou
rces
see
Pre
K-K
, con
cept
No.
III,
Act
iviti
es:
1,2,
3,4,
5,6,
8,9,
10,1
1,12
,13
,14,
15,1
6;17
,18,
19,2
0,in
divi
dual
s m
eet t
heir
Al,
A2,
A3,
A4,
and
Cl.
21,2
2,23
,25,
26,2
7,28
,29
need
s w
ithin
the
fam
ily31
,32,
33,3
4,35
,36,
37,3
8,un
it.39
,40,
41,4
2,43
,46,
47,4
8,2.
Can
app
reci
ate
fam
ily49
,50.
situ
atio
ns o
ther
than
Als
o: 5
2,53
,54,
55,5
6,58
,hi
s ow
n.60
,62,
63,6
4,65
,66,
67,6
8,69
,70,
71,7
2,73
,74,
75,7
6,an
d 78
.
B. I
s ab
le to
dem
onst
rate
and
depi
ct in
tera
ctio
n.1.
Set
up
an a
ctiv
ity w
here
by th
e ch
ildre
n ha
ve to
inte
ract
to r
each
a d
emoc
ratic
dec
isio
n, ie
., a
field
trip
cho
ice,
cla
ss p
arty
, etc
.
2. S
et u
p ac
tiviti
es to
fost
er s
ocia
l int
erac
tions
and
conc
ern
abou
t oth
ers.
a. M
ake
the
sele
ctio
n of
a c
lass
hos
tess
.b.
Sen
d ge
t wel
l car
ds s
igne
d by
all
mem
bers
.c.
Set
up
tuto
rial s
ervi
ces
rend
ered
by
stud
ents
.
3. S
ee a
ctiv
ities
: Al a
nd A
2.
C. U
nder
stan
ds th
em
echa
nics
of g
roup
activ
ity.
1. S
ee a
ctiv
ities
: Al,
A2,
B1
and
B2.
D. D
emon
stra
tes
reco
gniti
onof
the
right
s of
oth
ers.
1. S
ee a
ctiv
ities
: A2,
B1
and
B2.
E. S
how
s aw
aren
ess
inde
alin
g w
ith o
ther
peo
ple.
1. S
ee a
ctiv
ities
: A2,
B1
and
B2.
24
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
IV.
Wor
k ha
s m
eani
ngan
d de
finiti
on.
A. U
nder
stan
ds s
choo
l tas
ksas
a fo
rm o
f wor
k.1.
Intr
oduc
e ex
pand
ed a
ctiv
ities
in s
choo
l exp
lora
tion,
2. H
ave
a di
scus
sion
of c
lass
room
jobs
in o
rder
toex
tabl
ish
job
desc
riptio
ns.
3. H
ave
stud
ents
mak
e ap
plic
atio
ns in
ord
er to
get
clas
sroo
m jo
bs.
See
bib
liogr
aphy
:10
,12,
21,3
1,32
,38,
41,4
6,47
,50,
53,5
4,60
,70,
71,7
4,an
d 75
.
B. E
xpan
ds W
orld
of W
ork
voca
bula
ry s
uch
asoc
cupa
tion,
ski
lls, p
ay,
etc.
1. R
evie
w w
ords
per
tain
ing
to w
ork
intr
oduc
ed in
Kin
derg
arte
n.
2. S
ee p
re K
-K c
once
pt N
o. IV
, act
iviti
es B
1, B
2, a
ndB
3.
C. G
ains
incr
ease
dun
ders
tand
ing
of th
era
tiona
le o
f wor
k.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
V.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
hom
e.
A. H
as k
now
ledg
e of
the
impo
rtan
ce o
f all
wor
k in
the
hom
e.
1. S
tude
nts
can
inte
rvie
w fa
mily
mem
bers
abo
ut w
here
they
wor
k an
d w
hat t
hey
do.
2. S
et u
p cr
eativ
e w
ritin
g ex
perie
nces
:a.
Per
sona
l cha
rt s
torie
s ab
out t
heir
fam
ily (
repo
rts
of in
terv
iew
)b.
Poe
ms
and
illus
trat
ions
c. C
reat
ive
stor
y si
tuat
ions
d. D
ram
atiz
atio
ns
3. S
ee p
re K
-K c
once
pt N
o. V
, act
iviti
es A
l, A
2 an
d B
1.
See
bib
liogr
aphy
:12
,19,
32,4
1,45
,46,
47,
50,5
3,54
,63,
68,7
0,71
,an
d 73
.
B. U
nder
stan
ds th
e di
visi
onof
labo
r w
ithin
his
bas
icfa
mily
uni
t.
1. S
ee a
ctiv
ities
: Al,
A2
and
A3.
25
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
C. U
nder
stan
ds th
at s
peci
ficho
me
task
s ar
eac
com
plis
hed
in fa
mily
situ
atio
ns.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
D. U
nder
stan
ds th
at a
ll ta
sks
are
valu
able
, im
port
ant
and
cont
ribut
e to
the
wel
fare
of t
he h
ome.
1. S
ee a
ctiv
ities
: Al,
A2
and
A3.
VI.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
scho
ol.
A. H
as k
now
ledg
e of
the
impo
rtan
ce o
f all
wor
k in
the
scho
ol.
1. In
terv
iew
sch
ool p
erso
nnel
on
thei
r jo
bs.
2. S
et u
p cr
eativ
e w
ritin
g ex
perie
nces
a. il
lust
ratio
nsb.
cha
rt s
torie
sc.
poe
ms
d. c
ompo
sitio
ns
3. A
ctiv
ities
to d
ispl
ay th
e w
ork
done
in s
choo
l in
the
form
of:
a. d
ispl
ays
b. n
ewsp
aper
sc.
exh
ibits
d. fa
irse.
art
por
tfolio
s4.
See
pre
K-K
con
cept
No.
VI,
activ
ities
Al,
A2,
and
A3.
See
bib
liogr
aphy
:32
and
63.
B. U
nder
stan
ds th
e di
visi
onof
labo
r fo
r sc
hool
pers
onne
l.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A4.
C. U
nder
stan
ds th
at s
peci
ficta
sks
are
perf
orm
ed a
ndac
com
plis
hed
with
in th
esc
hool
.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
26
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
D. U
nder
stan
ds th
at a
ll ta
sks
are
valu
able
, im
port
ant
and
cont
ribut
e to
the
wel
fare
of t
he s
choo
l.
1. S
ee a
ctiv
ities
: Al,
A2,
A3,
and
A4.
VII.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
com
mun
ity.
A. H
as k
now
ledg
e of
the
role
of p
eopl
e w
ho w
ork
in th
eco
mm
unity
.
1. S
et u
p cr
eativ
e w
ritin
g ex
perie
nces
suc
h as
:a.
cha
rt s
torie
sb.
poe
ms
c. 'o
mpo
sitio
ns
2. S
e: ,p
act
iviti
es to
dis
play
wor
k do
ne in
the
com
mun
ity th
roug
ha.
dis
play
sb.
new
spap
ers
c. e
xhib
itsd.
job
fairs
e. a
rt p
ortfo
lios
3. S
ee p
re K
-K c
once
pt N
o. V
II, a
ctiv
ities
Al,
A2
and
A3.
See
bib
liogr
aphy
:10
,12,
19,2
1,32
,41,
46,4
7,50
,53,
54,5
9,60
,70,
71,7
2,74
,75.
B. U
nder
stan
ds th
e di
vers
ityof
wor
k w
ithin
the
com
mun
ity.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
C. R
ealiz
es th
at th
eco
mm
unity
acc
ompl
ishe
sm
any
spec
ific
task
s.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
D. U
nder
stan
ds th
at a
ll ta
sks
are
valu
able
.1.
Hav
e th
e cl
ass
mak
e ill
ustr
atio
ns o
f job
s th
ey w
ould
like
to d
o an
d te
ll w
hy.
2. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
27
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
VIII
. Sch
ool p
lays
a r
ole
as a
job
expe
rienc
efo
r ch
ildre
n.
A. U
nder
stan
ds th
atpe
rfor
man
ce a
ndpa
rtic
ipat
ion
in s
choo
l are
his
job.
1. E
xpan
d kn
owle
dge
of th
e us
e of
tool
s an
d m
ater
ials
in th
e cl
assr
oom
.
2. H
ave
child
ren
lear
n th
e ca
re a
nd m
aint
enan
ce o
fcl
assr
oom
tool
s.
3. S
et u
p cr
eativ
e ac
tiviti
es c
ente
red
arou
nd th
e th
eme:
"Wha
t am
I le
arni
ng in
Sch
ool?
"
4. S
et u
p si
mpl
e pr
esen
tatio
ns o
r ga
mes
whe
reby
,iiiid
i en
eval
uate
them
selv
es a
nd th
eir
clas
smat
es.
See
bib
liogr
aphy
:18
,36,
41,5
8 an
d 63
.
B. B
egin
s to
acc
ept s
ome
resp
onsi
bilit
y fo
rco
ntrib
utin
g po
sitiv
ely
toth
e sc
hool
situ
atio
n.
1. S
ee a
ctiv
ities
: A3
and
A4.
C. B
egin
s to
und
erst
and
that
wor
k in
sch
ool i
s ba
sic
tofu
ture
ach
ieve
men
t.
1. S
ee a
ctiv
ities
: A3
and
A4.
IX.
The
re is
dig
nity
inw
ork.
A. I
s co
nsci
ous
of th
e qu
ality
of h
is w
ork
and
that
of h
ispe
ers.
1. S
et u
p bu
lletin
boa
rd d
ispl
ays.
2. G
ive
prai
se a
nd r
ecog
nitio
n fo
r co
nsci
entio
us e
ffort
sm
ade
by s
tude
nts.
3. S
et u
p gr
oup
disc
ussi
ons
rela
ting
to th
e de
finiti
on o
fco
nsci
entio
us e
ffort
.
See
bib
liogr
aphy
:10
,12,
21,3
1,32
,38,
41,4
5,46
,47,
50,5
3,54
,59,
60,6
8,70
,71,
72,7
4 an
d 75
.
B. T
akes
prid
e in
wor
kac
com
plis
hed.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
C. S
how
s ap
prec
iatio
n fo
rw
ork
done
by
othe
rs.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
28
CO
NC
EP
TB
EH
AV
IOR
LA
CT
IVIT
IES
RE
FE
RE
NC
E
X.
Wor
kers
are
inte
rdep
ende
nt.
A. S
how
s te
am e
ffort
inco
mpl
etio
n of
jobs
.1.
Set
up
gam
es.
2. S
ee a
ctiv
ities
in p
re K
-K c
once
pts
V, V
I and
VII.
See
bib
liogr
aphy
:12
,21,
32,4
1,45
,47,
50,5
3,54
,59,
60,6
8,70
,71,
72,
and
75.
A'
ri
B. R
ealiz
es th
at te
am w
ork
exis
ts in
the
hom
e, s
choo
l,an
d co
mm
unity
.
1. S
ee a
ctiv
ities
: Al a
nd A
2.
XI.
Wor
kers
per
form
serv
ices
.A
. Beg
ins
to k
now
som
e of
the
peop
le w
ho g
ive
help
ing
serv
ices
:1.
Pol
ice
2. F
irem
an3.
Doc
tor
4. N
urse
5. P
harm
acis
t6.
Sto
re k
eepe
rs7.
Sch
ool p
erso
nnel
8. S
anita
tion
wor
kers
9. H
ealth
ser
vice
s10
. Del
iver
y m
an11
.Com
mun
ity A
ctio
nLe
ader
s12
. Tra
nspo
rtat
ion
serv
ices
13. U
tility
ser
vice
man
14.C
onst
ruct
ion
and
repa
ir m
en
15. S
pirit
ual L
eade
rs
1. D
iscu
ssio
n, r
ole
play
ing
and
othe
r cr
eativ
e ac
tiviti
essh
ould
rel
ate
to li
sted
com
mun
ity h
elpe
rs.
2. C
lass
ify c
omm
unity
wcr
kers
by
serv
ices
per
form
ed.
For
exa
mpl
e:a.
wor
kers
who
kee
p us
saf
eb.
wor
kers
who
kee
p us
hea
lthy
c. w
orke
rs w
hc b
uild
and
rep
air
our
hom
esd.
oth
ers
3. S
ee p
re K
-K C
once
pt X
I act
iviti
es A
2, a
nd A
3.
.
See
bib
liogr
aphy
:12
,21,
32,4
1,45
,47,
50,5
3,54
,59,
60,6
8,70
,71,
72,7
4, a
nd 7
5.
XII.
A p
erso
n's
awar
-en
ess
of h
imse
lf; h
isid
eas,
inte
rest
s an
dab
ilitie
s, w
ill h
elp
him
to m
ake
som
eso
und
voca
tiona
lde
cisi
ons.
A. B
egin
s to
dem
onst
rate
an
unde
rsta
ndin
g of
his
indi
vidu
al in
tere
sts
and
abili
ties,
1. M
ake
a tim
e lin
e of
pas
t and
futu
re, l
ikes
and
dis
likes
.
2. M
ake
inte
rest
inve
ntor
ies
in th
e fo
rm o
f scr
apbo
oks,
colla
ges,
and
exh
ibits
.
3. L
ist o
r te
ll cl
assr
oom
jobs
that
chi
ld li
kes
to d
o an
dw
hy.
4. L
ist o
r te
ll cl
assr
oom
jobs
the
child
doe
s no
t lik
eto
do a
nd w
hy.
See
bib
liogr
aphy
:74
.
29
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. D
emon
stra
tes
how
this
know
ledg
e of
his
inte
rest
san
d ab
ilitie
s af
fect
sde
cisi
on m
akin
g.
1. S
et u
p ac
tiviti
es w
hich
fost
er g
roup
dec
isio
ns b
ased
on in
tere
st, s
uch
as:
a. fi
eld
trip
sb.
par
ties
c. a
ssem
bly
prog
ram
s
2. S
ee a
ctiv
ities
: A3
and
A4.
XI I
I. A
hob
by o
r in
tere
stm
ay in
fluen
ce a
futu
re c
aree
r ch
oice
.
A. B
egin
s to
dev
elop
ape
rson
al in
tere
st in
hobb
ies.
1. S
et u
p ho
bby
and
inte
rest
gro
ups
with
in th
ecl
assr
oom
.
2. H
ave
a S
how
and
Tel
l tim
e fo
r ho
bbie
s or
inte
rest
sou
tsid
e th
e cl
assr
oom
.
See
bib
liogr
aphy
:74
.
XIV
. An
indi
vidu
al's
life
is a
bal
ance
bet
wee
nw
ork
and
leis
ure
time.
A. R
ealiz
es th
at th
e sc
hool
day
is a
bal
ance
bet
wee
nw
ork
and
play
.
1. S
et u
p a
grou
p pl
anni
ng s
ituat
ion
to in
trod
uce
the
idea
of s
ched
ules
(ie
., w
hat t
he c
lass
pla
ns to
do
for
the
day)
2. D
evel
op a
cla
ss s
ched
ule
and
indi
vidu
al s
ched
ules
.
3. A
llow
cla
ss d
iscu
ssio
n of
how
the
child
ren
perc
eive
wor
k an
d le
isur
e tim
e.
See
bib
liogr
aphy
:38
,41,
46, a
nd 7
4.
XV
.P
repa
ratio
n fo
r th
ew
orld
of w
ork
isba
sed
upon
the
ac-
quis
ition
of s
ocia
lan
d ac
adem
ic s
kills
.
A. B
egin
s to
rea
lize
that
soci
al a
nd a
cade
mic
ski
llsar
e ne
eded
in h
is s
choo
ljo
b.
1. D
iscu
ss p
rogr
ess
in s
ocia
l and
aca
dem
ic s
kills
of e
ach
child
, and
exp
lore
futu
re e
xpec
tatio
ns.
XV
I . J
obs
and
care
ers
impo
se d
eman
ds a
sw
ell a
s of
fer
rew
ards
.
A. B
egin
s to
und
erst
and
the
job
resp
onsi
bilit
ies
inhe
rent
in a
ny jo
b.
1. A
fter
com
plet
ion
of a
cade
mic
wor
k m
ake
sure
rew
ard
activ
ities
are
ava
ilabl
e, s
uch
2s:
a. p
uzzl
esb.
gam
esc.
list
enin
g st
atio
nsd.
T.V
. pro
gram
se.
free
cho
ice
of r
ewar
d ac
tivity
See
bib
liogr
aphy
:50
and
54.
30
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
XV
II.M
any
jobs
exi
st w
ithin
care
er fa
mili
es.(
field
s)A
. Is
able
to c
lass
ify k
now
njo
bs in
to g
ener
al g
roup
s.1.
Set
up
an a
ctiv
ity w
here
by s
tude
nts
clas
sify
whe
ther
the
wor
ker
is in
volv
ed w
ith p
eopl
e, th
ings
or
idea
s.
2. S
ee P
rimar
y C
once
pt V
I, A
ctiv
ity A
3.
;.
See
bib
liogr
aphy
:72
and
74.
i
31
RE
SO
UR
CE
S
BO
OK
S
1. A
doff,
Arn
old,
I am
the
Dar
ker
Bro
ther
, New
Yor
k: M
acm
illan
& C
o., 1
968.
2. A
nder
son,
Han
s C
hris
tian,
The
Ugl
y D
uckl
ing,
New
Yor
k: C
harle
s S
crib
ners
&S
ons.
3. A
ries,
Phi
llip,
The
Wor
ld o
f Chi
ldre
n, P
aul H
amly
n, L
td. 1
966.
4. B
eim
, Jer
ald,
Tw
o Is
a T
eam
, New
Yor
k: H
arco
urt,
Bra
ce &
Wor
ld, I
nc.,
1945
.
5. B
onsa
ll, C
rosb
y, T
he C
ase
of th
e C
at's
Meo
w, N
ew Y
ork:
Har
per
& R
ow, 1
965.
6. B
onsa
ll, C
rosb
y, T
he C
ase
of th
e H
ungr
y S
tran
ger,
New
Yor
k: H
arpe
r &
Row
,19
63.
7. B
onte
mpt
s, A
nna,
Am
eric
an N
egro
Poe
try,
Hill
and
Wan
g, 1
963.
8. B
row
n, P
hilli
ps J
affe
, Out
Jum
ped
Abr
aham
, New
Yor
k: M
cGra
w-H
ill, 1
967.
9. B
row
n, P
hilli
ps J
affe
, Wat
ch O
ut fo
r C
., N
ew Y
ork:
Sky
line
Ser
ies
McG
raw
-Hill
,19
65.
10. B
row
n, P
hilli
ps, J
affe
, Who
Car
es, N
ew Y
ork:
McG
raw
-Hill
, 196
5.
17, B
urde
n, S
hirle
y, I
Won
der
Why
? G
arde
n C
ity: D
oubl
eday
& C
o., 1
963.
'
12. C
hand
ler,
Edn
a W
alke
r, W
ill Y
ou C
arry
Me?
Chi
cago
: Alb
ert W
hitm
an, 1
960.
13. C
lout
ier,
Hel
en, T
he M
any
Nam
es o
f Lee
Lu,
Chi
cago
: Alb
ert W
hitm
an, 1
960.
14. E
vans
, Eva
Kno
x, A
ll A
bout
Us,
New
Yor
k: G
olde
n P
ress
, 194
7.
15. E
vans
, Eva
Kno
x, P
eopl
e A
re Im
port
ant,
New
Yor
k: G
olde
n P
ress
, 195
1.
16. G
leas
ner,
Dia
na, T
he P
laid
Mou
se, S
t. P
aul E
ditio
ns, 1
966.
17. H
aas,
Dor
othy
, Mar
ia-E
very
body
Has
a N
ame,
Chi
cago
: Whi
tman
Pub
lishi
ng C
om-
pany
, 196
4.
18. H
aas,
Dor
othy
, A S
peci
al P
lace
for
John
ny, C
hica
go: W
hitm
an P
ublis
hing
Com
pany
, 196
6.
32
19. H
awki
nson
, Luc
y, D
ance
, Dan
ce A
my
Cha
n, C
hica
go: A
lber
t Whi
tman
& C
o.,
1964
.
20. H
eide
, Flo
renc
e an
d V
an C
hief
, Syl
via,
Tha
t's W
hat F
riend
s A
re F
or, N
ew Y
ork:
Fou
r W
inds
Pre
ss, 1
968.
21. H
este
r, K
athl
een
B.,
Hap
py D
ays
In T
he C
ity, R
iver
For
est:
Laid
law
Bro
ther
s,19
67.
22. H
ill, E
lizab
eth
Sta
ir, E
vans
Cor
ner,
New
Yor
k: H
olt,
Rin
ehar
t & W
inst
on, 1
967.
23. H
utch
ins,
Pat
, Tom
and
Sam
, New
Yor
k: T
he M
acM
illan
Com
pany
.
24. J
acks
on, J
esse
, Cha
rley
Sta
rts
Fro
m S
crat
ch, N
ew Y
ork:
Har
per
and
Row
, 195
8.
25. K
eats
, Ezr
a Ja
ck, P
eter
's C
hair,
New
Yor
k: H
arpe
r an
d R
ow, 1
967.
26. K
eats
, Ezr
a Ja
ck, T
he S
now
y D
ay, N
ew Y
ork:
Vik
ing
Pre
ss, 1
962.
27. K
eats
, Ezr
a Ja
ck, W
hist
le fo
r W
illie
, New
Yor
k: V
ikin
g P
ress
, 196
4.
28. K
eats
, Ezr
a Ja
ck, T
he R
ice
Bow
l Pet
, Nas
hvill
e, A
bing
don
Pre
ss, 1
968.
29. K
limow
icz,
Bar
bara
, The
Str
awbe
rry
Thu
mb,
Nas
hvill
e, T
enn.
, Abi
ngdo
n, 1
968.
30. K
raus
, Rob
ert,
The
Rab
bit B
roth
ers,
Ant
i-Def
amat
ion
Leag
ue o
f B'n
ai B
'rith
.
31. L
awre
nce,
Jac
ob, H
arrie
t and
the
Pro
mis
ed L
end,
New
Yor
k: S
imon
and
Sch
uste
r,19
68.
32. L
ensk
i, Lo
is, H
igh
Ris
e S
ecre
t, P
hila
delp
hia:
J.B
. Lip
pinc
ott C
o., 1
966.
33. L
ensk
i, Lo
is, S
an F
ranc
isco
Bay
, Phi
lade
lphi
a: J
.B. L
ippi
ncot
t Co.
, 195
5.
34. L
exau
, Joa
n M
., B
enjie
, New
Yor
k: D
ial P
ress
, 196
4.
35. L
exau
, Joa
n, T
he H
omew
ork
Cap
er, N
ew Y
ork:
Har
per
& R
ow, 1
966.
36. L
exau
, Joa
n, I
Sho
uld
Hav
e S
taye
d In
Bed
, New
Yor
k: H
arpe
r an
d R
ow, 1
965.
37. L
ovel
ace,
Mau
d H
art,
The
Val
entin
e B
ox, N
ew Y
ork:
Tho
mas
Y. C
row
ell
Com
pany
, 196
6.
38. M
olar
sky,
Osm
ond,
Son
g of
the
Em
pty
Bot
tle, N
ew Y
ork:
Hen
ry Z
. Wal
ck, I
nc.
1968
.
39. M
orro
w, S
uzan
ne S
tark
, Ina
tuk'
s S
ecre
t, B
osto
n: L
ittle
Bro
wn
& C
ompa
ny, 1
968.
40. M
ount
ain
and
Mas
on, B
eing
a F
riend
, Cin
cina
tti: M
cCor
mic
k-M
athe
rs C
o.
41. N
ygaa
rd, J
acob
Bec
k, T
obia
s, T
he M
agic
Mou
se, N
ew Y
ork:
Har
cour
t, 19
68.
42. P
aris
h, P
eggy
, Litt
le In
dian
, New
Yor
k: S
imon
and
Sch
uste
r, 1
968.
43. P
oliti
, Leo
, Moy
Moy
, New
Yor
k: C
harle
s S
crib
ner
and
Son
s, 1
960.
44. P
oliti
, Leo
, Son
g of
the
Sw
allo
ws,
New
Yor
k: C
harle
s S
crib
ner
and
Son
s, 1
960.
45. P
omira
ntz,
Cha
rlotte
, The
Moo
n P
ony,
Oak
land
: Sco
tt F
ores
man
, 196
7.
46. P
rieto
, Mar
iana
, Tom
ato
Boy
, (T
o B
e R
ead
By
Tea
cher
) N
ew Y
ork,
The
Joh
n D
ayC
o. 1
967.
47. P
rieto
, Mar
iana
, A K
ite fo
r C
arlo
s, N
ew Y
ork:
The
Joh
n D
ay C
o., 1
966.
48. R
anda
ll, B
lass
om, F
un fo
r. C
hris
, Chi
cago
: Whi
tman
and
Alb
ert C
o., 1
965.
49. R
ey, M
arga
ret,
Spo
tty, N
ew Y
ork:
Har
per
& R
ow, 1
945.
50. R
ollin
s, C
harie
mae
, Sta
rt W
ith a
Dot
, New
Yor
k: F
rank
lin W
atts
Inc.
, 196
0.
51. R
oorb
Eck
, Har
riet A
., I L
earn
Abo
ut S
harin
g, N
ashv
ille,
Abi
ngdo
n P
re:s
, 196
8.
52. S
alaz
ar, V
iole
t, S
quar
es A
re N
ot B
ad, N
ew Y
ork,
Gol
den
Pre
ss, 1
967.
53. S
chne
ider
, Her
man
& N
ina,
Fol
low
the
Sun
set,
Gar
den
City
: Dou
bled
ay &
Co.
,19
52.
54. S
enes
h, L
awre
nce,
Our
Wor
king
Wor
ld, C
hica
go: S
cien
ce R
esea
rch,
Inc.
196
4.
55. S
how
ers,
Pau
l, Y
our
Ski
n an
d M
iner
New
Yor
k: T
hom
as Y
. Cro
wel
l Co.
, 196
5.
56. S
imon
, Nor
ma,
Wha
t Do
I Say
?, C
hica
go: A
lber
t Whi
tman
and
Co.
, 196
7.
57. S
lobo
dkin
, Lou
is, T
he H
undr
ed D
ress
es, N
ew Y
ork:
Har
cour
t, B
race
and
Wor
ld,
1944
.
58. U
dry,
Jan
ice,
Wha
t Mar
y Jo
Sha
red,
Chi
cago
: Alb
ert W
hitm
an &
Co.
, 196
6.
59. V
asili
u, M
ircea
, The
Wor
ld Is
Man
y T
hing
s, N
ew Y
ork:
The
Joh
n D
ay C
o., 1
967.
60. W
ann,
Vre
elan
d, C
onkl
in, L
earn
ing
Abo
ut O
ur C
ount
ry, R
ockl
eigh
, New
Jer
sey:
Ally
n &
Bac
on.
61. W
eiss
, Kur
t, F
ish
In T
he A
ir, N
ew Y
ork:
Vik
ing
Pre
ss, 1
966.
62. Y
ashi
ma,
Tar
o, C
row
Boy
, New
Yor
k: V
ikin
g P
ress
, 196
7.
Film
s
63. G
ettin
g A
long
With
Oth
ers,
Cor
onet
Film
s.
64. P
eopl
e ar
e D
iffer
ent a
nd A
like,
Cor
onet
Film
s
65. S
ing
a S
ong
of F
riend
ship
, Par
t 1 &
2, A
nti-D
efam
atio
n Le
ague
of B
'nai
B'ri
th.
66. S
kipp
er L
earn
s a
Less
on, E
ncyc
lope
dia
Brit
anni
ca E
duca
tiona
l Cor
pora
tion.
67. T
he T
ovm
aker
, Ant
i-Def
amat
ion
Leag
ue o
f B'n
ai B
'rith
.
33
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
I.C
hild
ren
need
apo
sitiv
e aw
aren
ess
ofse
lf.
A. I
s ab
le to
per
form
dev
elop
-m
enta
l tas
ks.
1. U
sirg
tagb
oard
allo
w c
hild
ren
to m
ake
fold
ed s
tand
up n
ame
card
s 3-
dim
ensi
onal
.The
chi
ld c
an c
arry
his
nam
e ca
rd fr
om g
roup
to g
roup
for
iden
tific
atio
n.
2. A
llow
the
clas
s to
mak
e se
lf po
rtra
its in
the
form
of
colla
ges
to e
xpre
ss th
eir
indi
vidu
al p
erso
nalit
y.
3. U
se c
hora
l spe
akin
g as
an
intr
oduc
tion
to p
ublic
spea
king
.
4. R
ead
stor
ies;
sho
w il
lust
ratio
ns o
f var
ious
cul
tura
lgr
oups
. Let
the
child
ren
tell
thin
gs th
at th
ey a
dmire
abou
t a g
roup
and
thin
gs th
at th
ey d
islik
e. T
hen,
disc
uss
in d
epth
the
reas
ons
for
thei
r at
titud
e.
5. M
ake
a tim
e lin
e us
ing
pers
onal
like
s an
d di
slik
es a
ndpr
ojec
t fut
ure
deci
sion
s.
See
bib
liogr
aphy
:1,
2,3,
4,9,
11,1
3,14
,16,
17,2
2,24
,28,
30,3
2,34
,43,
& 4
5.
B. I
s aw
are
of p
hysi
cal b
eing
and
asso
ciat
ed g
row
th a
ndca
n ev
alua
te h
is p
hysi
cal
stat
e.
1. H
ave
the
child
ren
eval
uate
them
selv
es in
a m
irror
.
C. I
s ab
le to
par
ticip
ate
in a
rang
e of
aca
dem
ic a
ndso
cial
gro
up s
ettin
gs.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
D. U
nder
stan
ds h
isun
ique
ness
as
an in
divi
dual
and
can
eval
uate
him
self
and
his
actio
ns.
1. U
se c
hart
s, b
ulle
tin b
oard
s, fi
lmst
rips
or fi
lms
tost
ress
the
idea
s:a.
Wha
t I c
an d
ob.
Wha
t I c
an c
hoos
e no
t to
doc.
Thi
ngs
I lik
e to
do.
d. T
hing
s I d
o no
t lik
e to
do.
e. T
hing
s I w
ish
I cou
ld d
o.
2. S
ee a
ctiv
ities
: Al,
A2,
A4,
A5,
and
61.
36
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SI
RE
FE
RE
NC
E
E. H
as in
crea
sed
prid
e in
him
self
and
his
herit
age.
1. S
ee a
ctiv
ity: A
5
II.C
hild
ren
need
apo
sitiv
e aw
aren
ess
ofot
hers
.-
A. H
as k
now
ledg
e of
the
peop
le w
ho in
fluen
ce h
im:
Edu
cato
rsC
ity a
nd s
tate
pol
itica
l and
soci
al le
ader
sC
ultu
ral a
nd s
pirit
ual
lead
ers
Mem
bers
of h
is e
xpan
ded
fam
ily u
nit.
1. L
ead
clas
s di
scus
sion
s ab
out p
eopl
e w
ho in
fluen
ce th
est
uden
ts.
a. S
et u
p vi
sits
by
thes
e pe
ople
b. F
ield
trip
s an
d ta
ped
inte
rvie
ws
c. R
ole
play
ing;
gam
esd.
Film
s, fi
lmst
rips,
cha
rts,
and
bul
letin
boa
rds.
2. S
tudy
com
mun
ity h
elpe
rs a
nd m
ake
an a
war
enes
sob
serv
atio
n of
peo
ple
who
app
ear
in th
e ne
ws.
See
bib
liogr
aphy
:1,
2,3,
8,9,
11,1
2,13
,14,
15,1
6,17
,19,
22,2
3,24
,28,
30,3
2,34
,36,
37,3
8,39
,40,
41,4
2,43
,45,
46,4
8,49
,50,
52,5
3.
B. I
s aw
are
of th
e so
cial
or-
gani
zatio
n of
the
educ
atio
nal s
yste
m a
s it
rela
tes
to h
imse
lf_
1. S
et u
p si
tuat
iona
l rol
e pl
ayin
g w
here
the
stud
ents
unde
rsta
nd th
e m
echa
nics
of h
ow p
eopl
e in
fluen
ceea
ch o
ther
. Exa
mpl
es a
re: c
lass
roo
m a
ctiv
ities
or
chor
al s
peak
ing.
2. S
ee a
ctiv
ity: A
l.
C. H
as a
con
cret
e kn
owle
dge
of fa
mily
str
uctu
re.
1. S
ee a
ctiv
ities
: Al a
nd B
1.
D. H
as a
n aw
aren
ess
ofgr
oups
and
indi
vidu
als
who
affe
ct o
ur n
atio
n an
dth
e w
orld
.
1. S
ee a
ctiv
ities
: Al a
nd A
2.
E. U
nder
stan
ds th
e re
latio
n-sh
ip o
f and
fairn
ess
toin
divi
dual
s an
d sh
ows
con-
side
ratio
n of
oth
ers.
1. D
evel
op r
ules
for
wor
king
toge
ther
.a.
Cre
ate
jobs
with
in th
e cl
assr
oom
exp
andi
ngth
roug
hout
the
scho
ol.
b. E
valu
ate
the
perf
orm
ano:
of t
he jo
bs.
c. S
et u
p ru
dim
enta
ry c
lass
gov
ernm
ents
.
37
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
--,,,
,,2
. Hav
e th
e cl
ass
deve
lop
a co
de o
f eth
ics
or c
ondu
ctst
ress
ing
the
right
s an
d pr
ivile
ges
of s
tude
nts
with
incl
assr
oom
and
in s
choo
l set
tings
.
3. S
ee a
ctiv
ity: B
1.
III.
Peo
ple
inte
ract
with
othe
rs in
all
situ
a-tio
ns.
A. U
nder
stan
ds in
tera
ctio
n in
the
fam
ily s
ituat
ion.
Can
sta
te h
ow e
ach
indi
vidu
al m
eets
the
need
with
in th
e fa
mily
uni
t.
1. H
ave
the
clas
s co
mpl
ete
hypo
thet
ical
rea
l life
situ
a-tio
ns a
s po
rtra
yed
by fi
lmst
rips,
film
s, s
torie
s, e
tc.
2. M
ake
colla
ges
high
light
ing
the
inte
ract
ion
with
inho
bby
and
inte
rest
gro
ups.
3. S
ee c
once
pt II
, act
ivity
E2.
See
bib
liogr
aphy
:1,
2,8,
11,1
3,14
,16,
17,1
9,22
,23,
24,
28,3
0,32
,35,
45,
and
50.
B. U
nder
stan
ds th
e in
ter-
actio
n w
ithin
aco
mm
unity
.C
an s
t-ItA
hf.r
.: ir,
divi
dual
sm
eet t
heir
need
s w
ithin
the
com
mun
ity.
Can
app
reci
ate
how
the
com
mun
ity m
eets
its
gene
ral n
eeds
.
1. S
et u
p fie
ld tr
ips
and
clas
s in
terv
iew
s w
ith e
mph
asis
on h
ighl
ight
ing
inte
ract
ion
with
in th
e co
mm
unity
.
2. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
.
C. U
nder
stan
ds th
em
echa
nics
of g
roup
activ
ity a
nd is
abl
e to
defin
e an
d de
mon
stra
teth
at in
tera
ctio
n.
1. S
et u
p cl
ass
activ
ities
whe
reby
chi
ldre
n in
tera
ct to
reac
h de
moc
ratic
dec
isio
ns.
2. S
et u
p ac
tiviti
es to
fost
er s
ocia
l int
erac
tion
and
conc
ern
abou
t oth
ers,
i.e.
, the
sel
ectio
n of
a c
lass
host
ess,
the
mak
ing
of g
et w
ell c
ards
sig
ned
by a
llcl
ass
mem
bers
, and
tuto
rial s
ervi
ces
rend
ered
by
stud
ents
.
3. S
ee a
ctiv
ities
: A2
and
A3.
38
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
D. S
how
s co
mpe
tenc
e an
daw
aren
ess
in d
ealin
g w
ithot
her
peop
le a
nd d
emon
-st
rate
s ap
prec
iatio
n of
the
right
s of
oth
ers.
1. S
ee a
ctiv
ities
: Al,
A2,
A3,
Cl a
nd C
2.
IV.
Wor
k ha
s m
eani
ngan
d de
finiti
onA
. Dem
onst
rate
s un
ders
tand
-in
g of
the
ratio
nale
of
wor
k.
1. H
elp
the
clas
s ob
serv
e th
e va
riety
of w
ork
unde
rtak
enth
roug
hout
the
wor
ld. (
corr
elat
es w
ith S
ocia
l Stu
dies
curr
icul
um g
r. 4
-6).
2. C
reat
e jo
b de
scrip
tions
and
title
s fo
r us
e in
-con
junc
-tio
n w
ith s
tude
nt a
pplic
atio
ns fo
r bo
th c
lass
and
scho
ol jo
bs.
3. S
et u
p ac
tiviti
es c
once
rned
with
why
peo
ple
wor
k.U
se:
a. D
iscu
ssio
nb.
Rol
e pl
ayin
gc.
Inte
rvie
ws
See
bib
liogr
aphy
:5,
18,2
0,23
, 25,
30,a
nd 3
2.
B. C
an u
se a
nd d
efin
e w
ork
voca
bula
ry. i
.e, q
ualif
ica-
tions
, ski
lled,
uns
kille
d,se
ason
al w
ork,
labo
r, p
ro-
fess
ion,
etc
.
1. In
all
activ
ities
, em
phas
is s
houl
d be
pla
ced
on e
xpan
-si
on o
f the
wor
ld o
f wor
k.
2. S
ee a
ctiv
ity: A
2.
V.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
hom
e.
A. H
as k
now
ledg
e of
the
impo
rtan
ce o
f all
wor
kdo
ne in
the
hom
e.
1. S
et u
p ac
tiviti
es e
xplo
ring
fam
ily u
nits
as
deve
lope
dth
roug
h th
e so
cial
stu
dies
cur
ricul
um g
r. 4
-6. U
se:
a. D
iscu
ssio
nsb.
Cre
ativ
e w
ritin
gc.
Scr
ap b
ooks
d. B
ulle
tin b
oard
s
2. S
tude
nts
can
inte
rvie
w fa
mily
mem
bers
and
dis
cuss
the
dive
rsity
of w
ork
done
by
fam
ily m
embe
rs.
See
bib
liogr
aphy
:19
,29,
30, 3
2,42
, and
47.
39
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. U
nder
stan
ds th
e di
visi
onof
labo
r w
ithin
the
fam
ilyun
its.
1. S
ee a
ctiv
ities
: Al a
nd A
2.
C. U
nder
stan
ds th
at a
ll ta
sks
are
valu
:ble
, im
port
ant
and
cont
ribut
e to
the
wel
fare
of t
he h
ome.
1. S
ee a
ctiv
ities
: Al a
nd A
2.
VI.
The
re is
val
ue a
nddi
vers
ity o
f wor
kin
the
scho
ol.
A. H
as k
now
ledg
e of
the
im.
port
ance
and
var
iety
of a
llw
ork
in th
e sc
hool
and
that
all
task
s co
ntrib
ute
toth
e w
elfa
re o
f the
sch
ool.
1. B
ring
back
gra
duat
es o
f the
sch
ool t
o ta
lk to
stu
dent
sof
thei
r im
pres
sion
as
to th
e va
lue
and
dive
rsity
of
wor
k in
the
scho
ol.
2. H
elp
the
clas
s se
t up
activ
ities
to d
ispl
ay w
ork
done
in s
choo
l. U
se:
a. E
xhib
itsb.
Dis
play
sc.
New
spap
ers
d. F
airs
e. A
rt p
ortfo
lios
3. S
et u
p cr
eativ
e w
ritin
g ex
perie
nces
, suc
h as
, poe
ms,
illus
trat
ions
and
com
posi
tions
.
4. S
et u
p ac
tiviti
es w
hich
wou
ld e
nhan
ce th
e st
uden
ts'
know
ledg
e of
the
oper
atio
n of
the
scho
ol s
yste
m,
usin
g su
ch m
etho
ds a
s fie
ld tr
ips.
See
bib
liogr
aphy
:19
,42,
and
50.
B. U
nder
stan
ds th
at th
esc
hool
is th
ere
to s
atis
fy a
need
of t
he c
omm
unity
.
1. S
ee a
ctiv
ities
: Al a
nd A
4.
40
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
VII.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
com
mun
ity.
A. H
as k
now
ledg
e of
the
job
role
s of
peo
ple
who
live
inth
e co
mm
unity
.
1. U
se ta
ped
inte
rvie
ws
and
the
repo
rts
of c
omm
unity
wor
kers
and
thei
r ac
tiviti
es.
2. C
lass
ify in
divi
dual
s in
the
com
mun
ity u
nder
bro
adoc
cupa
tiona
l titl
es.
See
bib
liogr
aphy
:3,
11,2
9,31
,32,
35,
36,3
7,38
,40,
41,4
4,46
,47,
48,4
9,52
, and
53.
B. U
nder
stan
ds th
e di
vers
ityof
wor
k w
ithin
the
com
-m
unity
.
1. E
xam
ine
othe
r co
mm
uniti
es a
nd th
e sp
ecifi
c w
orke
rsw
ho e
xist
ther
e to
cor
rela
te w
ith s
ocia
l stu
dies
cur
ric-
ulum
4-6
.
2. S
ee a
ctiv
ities
: Al,
and
A2.
C. H
as a
rea
lizat
ion
that
the
com
mun
ity a
ccom
plis
hes
man
y sp
ecifi
c ta
sks.
Wor
ks w
ith th
e sc
hool
toim
prov
e se
rvic
es.
Wor
ks w
ith th
e ci
tyag
enci
es to
impr
ove
com
-m
unity
life
.
1. S
ee a
ctiv
ities
: Al,
A2,
and
B1.
VIII
. Sch
ool p
lays
a r
ole
asa
job
expe
rienc
e fo
rch
ildre
n.
A. U
nder
stan
ds th
at p
erfo
rm-
ance
and
par
ticip
atio
n in
scho
ol a
re h
is jo
b.
1. O
bser
ve a
nd d
iscu
ss th
e re
latio
nshi
p be
twee
n th
ere
quire
men
ts o
f sch
ool j
obs
and
futu
re jo
bs.
2. In
divi
dual
rat
ing
scal
es o
f job
per
form
ance
in s
pelli
ng,
arith
met
ic, a
ttend
ance
gra
phs,
etc
. Thi
s sh
ould
be
disc
usse
d in
rel
atio
n to
how
em
ploy
ees
rece
ive
ratin
gs.
3. E
valu
ate
grap
hs a
nd s
et u
p a
dial
ogue
con
cern
ing
thei
r pe
rfor
man
ce.
See
bib
liogr
aphy
:11
14,1
9,42
and
50.
B. A
ccep
ts r
espo
nsib
ility
for
cont
ribut
ing
posi
tivel
y to
the
scho
ol s
ituat
ion.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
41
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
C. U
nder
stan
ds th
at w
ork
insc
hool
is b
asic
to fu
ture
achi
evem
ent.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
.1X
. The
re is
dig
nity
inA
. Can
eva
luat
e hi
s w
ork
and
1. P
lace
a s
tron
g em
phas
is o
n fie
ld tr
ips
to c
ultu
ral a
ndS
ee b
iblio
grap
hy:
wor
k.th
at o
f his
pee
rs.
man
ufac
turin
g ce
nter
s.5,
6,7,
8,10
,12,
Sho
ws
appr
ecia
tion
for
18,1
9,20
,23,
25,
wor
k do
ne b
y ot
hers
2. S
et u
p a
pers
onal
eva
luat
ion
of h
is o
wn
wor
k29
,31,
32,3
5,36
,be
yond
the
imm
edia
teth
roug
h: p
rivat
e co
nfer
ence
with
his
teac
her
and
37,3
8,39
,40,
41,
envi
ronm
ent.
coun
selo
r, a
nd in
pee
r gr
oup
setti
ngs.
44,4
6,47
,48,
49,
52, a
nd 5
3.3.
Est
ablis
h cl
ass
awar
ds fo
r:a.
Impr
ovem
ents
b. E
ffort
c. C
ontr
ibut
ion
d. A
ttitu
dina
l cha
nges
B. T
akes
prid
e in
wor
k ac
-co
mpl
ishe
d.1.
See
act
ivity
: A2.
C. S
how
s ap
prec
iatio
n fo
r al
lty
pes
of w
ork
done
by
othe
rs.
1. S
ee a
ctiv
ities
: Al a
nd A
3.
-
X.
Wor
kers
are
inte
rde-
A. C
an d
emon
stra
te h
ow1.
Set
up
a gr
oup
activ
ity e
mpl
oyin
g m
ass
prod
uctio
nS
ee b
iblio
grap
hy:
pend
ent.
wor
k ro
les
are
inte
r-te
chni
ques
. Use
:19
,23,
29, 3
7,39
,41,
44,4
7,re
late
d.a.
Dio
ram
pb.
Item
s of
sca
lec.
Bak
ed g
oods
sal
ed.
Indu
stria
l Art
s an
d H
ome
Eco
nom
ics
Act
iviti
es.
and
53.
2. S
et u
p a
scho
ol p
rijec
t whe
reby
the
entir
e st
uden
tbo
dy p
artic
ipat
es, s
uch
as a
n ar
t fes
tival
.
3. D
iscu
ss, i
llust
rate
, etc
, the
inte
rdep
ende
ncy
of g
eo-
grap
hica
l are
as w
ithin
the
coun
try
and
the
wor
ld. (
see
Soc
ial S
tudi
es C
urric
ulum
gra
de 4
-6)
42
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. R
ealiz
es th
at th
e sh
arin
gro
les
are
inte
rela
ted.
1. S
ee a
ctiv
ities
: A2
and
A3.
C. R
ealiz
es th
at th
e m
oder
nm
anuf
actu
ring
proc
ess
relie
s up
on th
e in
terd
e-pe
nden
cy o
f wor
k.
1. S
ee a
ctiv
ities
: Al,
AZ
and
A3.
XI.
Wor
kers
per
form
serv
ices
.A
. Can
list
and
exp
lain
serv
ices
per
form
ed b
ym
any
type
s of
wor
kers
as
they
rel
ate
to th
e co
m-
mun
ity.
1. U
se p
hoto
grap
hs a
nd T
aped
inte
rvie
ws
to d
ispl
ay a
nddi
scus
s ho
w h
elpi
ng s
ervi
ces
aid
the
com
mun
ity.
2. C
lass
ify c
omm
unity
wor
kers
by
serv
ices
per
form
ed.
See
bib
liogr
aphy
:19
,23,
29,3
1,32
,35,
1R,3
7:1,
40,4
1,44
,46,
47,4
8,49
,52,
and
53.
-..
XII.
A p
erso
n's
awar
en3s
sof
him
self,
his
idea
s,in
tere
sts
and
abili
ties
will
hel
p hi
m to
mak
e so
und
voca
-tio
nal d
ecis
ions
.
A. H
as in
crea
sed
prid
e in
his
grow
th a
nd a
chie
vem
ent.
1. H
ave
stud
ents
mak
e pe
rson
al c
hart
s of
inte
rest
and
activ
ities
.
2. E
ncou
rage
inte
rest
inve
ntor
ies
in th
e fo
rm o
f scr
apbo
oks,
col
lage
s an
d ex
hibi
ts.
3. H
ave
stud
ents
set
up
a tim
e lin
e in
clud
ing
past
and
futu
re li
kes
and
disl
ikes
. Dec
isio
ns s
houl
d be
mad
e on
abili
ty to
do
cert
ain
thin
gs.
4. S
tude
nts
shou
ld b
e ab
le to
exp
lain
thei
r re
actio
ns to
clas
sroo
m a
nd s
choo
l job
s.
See
bib
liogr
aphy
:4
and
50.
B. D
emon
stra
tes
an u
nder
-st
andi
ng o
f his
indi
vidu
alin
tere
sts
and
abili
ties.
1. S
ee a
ctiv
ities
: Al,
A2,
A3,
and
A4.
43
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
C. D
emon
stra
tes
how
the
know
ledg
e of
his
inte
rest
san
d ab
ilitie
s af
fect
s hi
sde
cisi
on m
akin
g.
1. S
et u
p ac
tiviti
es w
hich
fost
er g
roup
dec
isio
ns b
ased
on in
divi
dual
and
gro
up in
tere
sts
such
as:
a.F
ield
trip
sb.
Par
ties
c. A
ssem
bly
prog
ram
sd.
Inte
rest
gro
ups
2. S
ee a
ctiv
ity: A
4.
XIII
. A h
obby
or
inte
rest
may
influ
ence
afu
ture
car
eer
choi
ce.
A. E
xpan
ds h
is p
erso
nal
inte
rest
in h
obbi
es.
1. S
et u
p ho
bby
and
inte
rest
gro
ups
with
in th
e cl
ass-
room
and
on
indi
vidu
al g
rade
leve
ls.
2. M
ake
activ
ities
and
pre
sent
atio
ns b
y in
tere
st g
roup
s.
3. In
trod
uce
a ch
eck
list a
nd p
rofil
es to
det
erm
ine
indi
vidu
al s
tude
nt in
tere
sts.
See
bib
liogr
aphy
:4,
6,7,
10, a
nd 4
4.
B. D
evel
ops
com
pete
ncy
inhi
s ho
bby
or h
obbi
es.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
C. C
an r
elat
e hi
s ho
bby
orho
bbie
s an
d/or
inte
rest
s to
a fu
ture
car
eer
choi
ce.
1. L
ead
a gr
oup
disc
ussi
on o
f whe
re in
tere
sts
and
hobb
ies
may
lead
in la
ter
life.
Em
phas
ize
futu
re e
m-
ploy
men
t.
XI V
. Voc
atio
nal i
nfor
ma-
tion
influ
ence
s a
care
er c
hoic
e.
A. U
nder
stan
ds w
here
info
r-m
atio
n is
ava
ilabl
e an
dus
es it
.
1. S
et u
p:a.
Gro
up li
brar
y ac
tiviti
esb.
Cla
ss b
iblio
grap
hyc.
Boo
k re
port
sd.
Fie
ld tr
ips
e. U
se o
f ins
truc
tion
in th
e gu
idan
ce r
esou
rce
cent
er.
See
bib
liogr
aphy
:4,
6,7,
10,1
8,20
,25,
32,3
6,37
,38,
39,4
0,41
,44,
46,4
7,48
,49,
and
52.
XV
. An
indi
vidu
al's
life
isa
bala
nce
betw
een
wor
k an
d le
isur
etim
e.
A. R
ealiz
es th
at th
e da
y, th
ew
eek,
etc
., is
a b
alan
cebe
twee
n w
ork
and
play
.
1. S
et u
p gr
oup
plan
ning
to d
evel
op s
ched
ules
.
2. D
evel
op a
cla
ss s
ched
ule
and
indi
vidu
al s
ched
ules
.
3. E
ncou
rage
a c
lass
dis
cuss
ion
in h
ow th
e cl
ass
perc
eive
s th
e ba
lanc
e be
twee
n w
ork
and
lesi
ure
time.
See
bib
liogr
aphy
:5.
,t4
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. S
how
s an
app
reci
atio
n of
leis
ure
time
and
how
it c
anbe
util
ized
.
1. S
ee a
ctiv
ity: A
3.
XV
I. P
repa
ratio
n fo
r th
ew
orld
of w
ork
isba
sed
upon
the
ac-
quis
ition
of s
ocia
lan
d ac
adem
ic s
kills
.
A. R
ealiz
es th
at s
ocia
l and
acad
emic
ski
lls a
re n
eede
din
his
sch
ool j
ob.
1. D
iscu
ss th
e pr
ogre
ss in
soc
ial a
nd a
cade
mic
ski
lls a
ndex
plor
e fu
ture
exp
ecta
tions
..
2. A
lloca
te c
lass
room
and
sch
ool j
obs
rela
ted
to n
ewly
acqu
ired
acad
emic
ski
lls.
See
bib
liogr
aphy
:6,
7,10
, 35,
44, a
nd 4
7.
B. U
nder
stan
ds th
at th
e ac
-qu
sitio
n of
thes
e sk
ills
isba
sic
to h
is fu
ture
.
1. S
et u
p a
disc
ussi
on c
once
rnin
g th
e im
port
ance
of
soci
al s
kills
as
they
rel
ate
to th
e w
orld
of w
ork.
2. S
ee a
ctiv
ities
: Al a
nd A
2.
XV
II. J
obs
and
care
ers
impo
se d
eman
ds a
sw
ell a
s re
war
ds.
A. H
as a
n in
itial
kno
wle
dge
of th
e de
man
ds o
f som
eoc
cupa
tions
.
1. H
ave
stud
ents
det
erm
ine
min
imum
sta
ndar
ds fO
r jo
bta
sks
and
the
qual
ifica
tions
for
scho
ol a
nd c
lass
room
jobs
.
See
bib
liogr
aphy
:6,
7,10
,18,
20,2
5,35
,36
,37,
39,4
0,41
,44,
46,4
7,48
,49,
and
52.
B. B
egin
s to
eva
luat
e th
eba
lanc
e of
dem
ands
and
rew
ards
of s
elec
ted
occu
-pa
tions
.
1. O
ffer
a va
riety
of r
ewar
ds fo
r cl
ass
and
indi
vdiv
alac
hiev
emen
t.
2. S
et u
p a
clas
s di
alog
ue o
f wha
t rew
ards
the
stud
ents
expe
ct fr
om fu
ture
jobs
.
C. B
egin
s to
und
erst
and
that
cert
ain
resp
onsi
bilit
ies
are
inhe
rent
in a
ny o
ccup
atio
n.
1. S
ee a
ctiv
ity: A
l.
45
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
XV
III. M
any
jobs
exi
stA
. Is
able
to c
lass
ify jo
bs in
to1.
Set
up
activ
ity w
here
by s
tude
nts
clas
sify
whe
ther
the
See
bib
liogr
aphy
:w
ithin
car
eer
fam
ilies
(fie
lds)
.ge
nera
l gro
ups.
wor
ker
is in
volv
ed w
ith: p
eopl
e, th
ings
or
idea
s.
2. H
ave
the
stud
ents
pro
ject
from
hyp
othe
tical
trai
tspo
ssib
le fu
ture
job
occu
patio
ns. E
xam
ple:
5,6,
7,10
,18,
20,2
5,32
,37
,39,
40,4
1,44
,47,
48,
49,5
2, a
nd 5
3.
a. L
ikes
to w
ork
with
peo
ple-
sale
s.b.
Lik
es s
port
s-co
ach,
phy
sica
l edu
catio
n te
ache
r.c.
Lik
es to
hel
p pe
ople
- he
alth
or
soci
al s
ervi
ce fi
elds
.
t
46
RE
SO
UR
CE
S
BO
OK
S
1. A
doff,
Arn
o:d,
I A
m T
he D
arke
r B
roth
er, N
ew Y
ork,
New
Yor
k: M
acM
illan
Com
pany
, 196
8.
2. A
ries,
Phi
llip
et. a
l, T
he W
orld
of C
hild
ren,
Pau
l Ham
lyn,
Ltd
., 19
66.
3. B
axte
r, Z
.K. a
nd M
ario
n, E
.A.,
You
r Li
fe in
a B
ig C
ity, N
ew Y
ork,
New
Yor
k:M
cGra
w-H
ill B
ook
Com
pany
.
4. B
elm
an, H
.S. a
nd S
heet
zer,
B.,
My
Car
eer
Gui
debo
ok, M
ilwau
kee:
Bru
ceP
ublis
hing
Com
pany
, 196
3.
5. B
illin
gs, H
enry
, Con
stru
ctio
n A
head
, New
Yor
k, N
ew Y
ork:
The
Vik
ing
Pre
ss,
1951
.
6. B
onte
mps
, Ann
a, A
mer
ican
Neg
ro P
oetr
y, H
ill a
nd W
ang,
196
3.
7. B
radl
ey, D
wan
e, E
ngin
eers
Did
It, P
hila
delp
hia,
J.B
. Lip
pinc
ott C
ompa
ny, 1
958.
8. B
row
n, P
hilip
s, J
affe
, Who
Car
es, N
ew Y
ork,
New
Yor
k: M
cGra
w-H
ill, 1
965.
9. B
urde
n, S
hirle
y, I
Won
der
Why
, Gar
den
City
, New
Yor
k: D
oubl
eday
and
Com
pany
, 196
3.
10. C
hild
rens
Pre
ss, I
nc.,
I Wan
t To
Be
(ser
ies)
a. C
owbo
y, b
. Dai
ry F
arm
er, C
. Far
mer
,C
hica
go, I
II.
11. D
owne
r, M
ario
n, D
isco
verin
g D
esig
n, N
ew Y
ork:
Lot
hrop
Lee
and
She
pard
Com
pany
, 194
9.
12. H
olla
nd, J
ohn,
The
Way
!t Is
, New
Yor
k, N
ew Y
ork:
Har
cour
t, B
race
and
Wor
ld,
Inc.
196
9.
13. K
ing,
Bra
cken
& S
loan
, Peo
ple
at H
ome,
Riv
er F
ores
t, Ill
., La
id la
w B
roth
ers
Pub
lishe
rs.
14. L
exau
, Joh
n M
., T
he H
omew
ork
Cap
er, N
ew Y
ork,
New
Yor
k: H
arpe
r &
Row
Pub
lishe
rs, 1
966.
15. L
exau
, Joh
n M
., I S
houl
d H
ave
Sta
yed
in B
ed, N
ew Y
ork,
New
Yor
k: H
arpe
r &
Row
Pub
lishe
rs, 1
965.
16. L
ifton
, W.M
., W
hat S
houl
d I B
e?, C
hica
go, I
II., S
cien
ce R
esea
rch
Ass
ocia
tes,
196
0.
17. L
opsh
ire, R
ober
t, I A
m B
ette
r T
han
You
, New
Yor
k: H
arpe
r &
Row
Pub
lishi
ngC
ompa
ny, 1
968.
18. M
cGov
ern,
Ann
, Bla
ck Is
Bea
utifu
l, N
ew Y
ork:
Fou
r W
inds
Pre
ss.
19. M
unze
r, M
. Art
hur,
Unu
sual
Car
eers
, New
Yor
k, N
ew Y
ork:
Alfr
ed A
. Kno
pf, I
nc.
20. P
resn
o, V
ince
nt &
Car
ol, M
an in
Act
ion
Ser
ies,
New
Yor
k, N
ew Y
ork:
Pre
ntic
eH
all,
Inc.
21. P
utna
m's
Son
s, G
.P.,
Let's
Go
To
(ser
ies)
, a. A
Tel
evis
ion
Sta
tion,
b. T
heT
elep
hone
Com
pany
, c. W
atch
a B
uild
ing
Go
Up,
New
Yor
k, N
ew Y
ork.
22. S
enes
h, L
., O
ur W
orki
ng W
orld
, Chi
cago
: Sci
ence
Res
earc
h A
ssoc
iate
s, 1
964.
23. S
lobo
dkin
, Lou
is, T
he H
undr
ed D
ress
es, H
arco
urt,
Bra
ce a
nd W
orld
, Inc
. 194
4.
24. W
eiss
, Kur
t, F
ish
in th
e A
ir, N
ew Y
ork,
New
Yor
k: V
ikin
g P
ress
, 196
6.
25. F
rank
lin W
atts
, Inc
. Firs
t Boo
k of
(se
ries)
a. R
oads
, b. T
elev
isio
n, c
. Con
gres
s,N
ew Y
ork,
New
Yor
k.
26. Y
ashi
ma,
Tar
o, C
row
Boy
, New
Yor
k, N
ew Y
ork:
Vik
ing
Pre
ss.
Film
strip
s
27. R
ober
t and
His
Fam
ily (
soun
d) S
ocie
ty fo
r V
isua
l Edu
catio
n, In
c.
28. R
ober
t and
His
Fat
her
Vis
it th
e Z
oo (
soun
d) S
ocie
ty fo
r V
isua
l Edu
catio
n, In
c.
29. R
ober
t Goe
s S
hopp
ing,
Soc
iety
for
Vis
ual E
duca
tion,
Inc.
47
30. R
ober
t's F
amily
and
The
ir N
eigh
bors
(so
und)
Soc
iety
for
Vis
ual E
duca
tion,
Inc.
45. T
he H
ouse
ILi
ve In
Ant
i- D
efam
atio
n Le
ague
of B
'nai
B'ri
th.
31. E
xplo
ring
Mor
al V
alue
s (s
et o
f 15)
War
ren-
Shl
out P
rodu
ctio
ns, I
nc.
32. W
orld
of W
ork
Film
strip
s S
erie
sEdu
catio
nalC
ast I
nc.
1) "
Wha
t Els
e D
o F
athe
rs D
o?"
2) "
It's
In Y
our
Han
ds"
3) "
Just
Wha
t Do
Mot
hers
Do?
"4)
"E
lect
rical
Ser
vice
s"5)
"G
as a
nd O
il S
ervi
ces"
6) "
Tel
epho
ne S
ervi
ces"
7) "
Tra
nspo
rtat
ion"
8) "
Man
ufac
turin
g"9)
"P
erso
nal S
ervi
ces"
10)
"Com
mer
ce"
11)
"Nat
ural
Res
ourc
es"
12)
"Ins
trum
enta
tion"
13)
"Che
mic
als"
Film
s
33. T
he S
kylin
e S
erie
s (s
ound
) M
cGra
w-H
ill T
ext F
ilms.
34. W
hite
Rab
bits
and
The
Bla
ck R
abbi
ts (
soun
d) W
arre
n S
hlou
t Pro
duct
ions
.
35. B
abys
ittin
g: T
he J
obT
he K
ids,
Gui
danc
e A
ssoc
iate
s of
Ple
asan
tvill
e, N
.Y.
36. C
ity F
ire F
ight
ers
Cor
onet
Film
s.
37. T
he D
octo
rEnc
yclo
pedi
a B
ritan
nica
Edu
catio
nal C
orpo
ratio
n.
38. D
uke
Tho
mas
Mai
lman
Cor
onet
Film
s.
39. T
he F
acto
ry: H
ow a
Pro
duct
Is M
ade,
Bai
ley
Film
Ass
ocia
tion.
40. F
irem
an (
2nd
ed.)
Enc
yclo
pedi
a B
ritan
nica
Edu
catio
nal C
orpo
ratio
n.
41. T
he F
ood
Sto
reE
ncyc
lope
dia
Brit
anni
ca E
duca
tiona
l Cor
pora
tion.
42. G
ettin
g A
long
With
Oth
ers
-- C
oron
et F
ilms.
43. A
His
tory
of t
he N
egro
in A
mer
icaM
cGra
w H
ill T
ext F
ilms.
44. J
obs
in th
e H
ealth
Fie
ldC
oron
et F
ilms.
48
46. M
ailm
anE
ncyc
lope
dia
Brit
anni
ca E
duca
tiona
l Cor
pora
- V
on.
47. N
ew H
ouse
: Whe
re It
Com
es F
rom
Cor
onet
Film
s.
48. T
he N
urse
Enc
yclo
pedi
a B
ritan
nica
Edu
catio
nal C
orpo
ratio
n.
49. P
olic
eman
Enc
yclo
pedi
a B
ritan
nica
Edu
catio
nal C
orpo
ratio
n.
50. S
o Y
ou W
ant T
o B
e O
n th
e T
eam
Cor
onet
Film
s.
51. T
he T
oym
aker
Ant
i- D
efam
atio
n Le
ague
of B
'nai
B'ri
th.
52. T
ruck
Driv
erE
ncyc
lope
dia
Brit
anni
ca E
duca
tiona
l Cor
pora
tion.
53. W
hat O
ur T
own
Doe
s fo
r U
sCor
onet
Film
s.
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
I.C
hild
ren
need
a p
osi-
tive
awar
enes
s of
self.
A. I
s aw
are
of h
is s
tren
gths
inac
adem
ic a
nd s
ocia
l are
as.
1. L
ead
self
narr
ativ
e di
scus
sion
s an
d ha
ve s
tude
nts
mak
e ab
ility
che
ck li
sts
and
prof
iles.
See
bib
liogr
aphy
:1,
4,6,
14,2
1,22
,23,
2528
,32,
33,3
6 an
d 37
.
B. D
emon
stra
te a
n in
crea
sed
leve
l of r
espo
nsib
ility
for
his
own
actio
ns.
1. P
rese
nt g
roD
min
g te
chni
ques
.
2. S
et u
p in
tere
st in
vent
orie
s an
d gr
oup
coun
selin
g.
C. I
s aw
are
of h
is p
hysi
cal
bein
g an
d as
soci
ated
grow
th a
nd c
an e
valu
ate
his
phys
ical
sta
te.
1. M
ake
mirr
ors
avai
labl
e fo
r pe
rson
al e
valu
atio
n.
2. S
ee a
ctiv
ity: 8
1.
D. U
nder
stan
ds h
isun
ique
ness
as
an in
divi
dual
and
can
eval
uate
him
self
and
his
actio
ns.
1. H
ave
stud
ents
wor
k on
col
lage
s.
2. P
lace
con
tinue
d em
phas
is o
n pu
blic
spe
akin
g in
cla
ss-
room
and
aud
itoriu
m.
3. S
ee a
ctiv
ities
: Al,
B2,
and
C1.
E. H
as in
crea
sed
prid
e an
dco
ntin
ued
know
ledg
e of
him
self
and
his
herit
age.
1. S
tudy
var
ious
cul
tura
l gro
ups
with
an
emph
asis
on
the
cultu
ral h
erita
ge o
f stu
dent
s in
volv
ed.
II.C
hild
ren
need
a p
osi-
tive
awar
enes
s of
othe
rs.
A. B
egin
s to
em
ulat
e ro
lem
odel
s.1.
Brin
g ro
le m
odel
s to
sch
ool.
2. O
rgan
ize
field
trip
s to
see
rol
e m
odel
s on
the
job.
3. S
et u
p ta
ped
inte
rvie
ws
and
take
pho
togr
aphs
.
4. M
ake
up s
ocio
-dra
mas
invo
lvin
g ro
le m
odel
s.
See
bib
liogr
aphy
:1,
6,21
,22,
23,2
5,28
,32,
33, a
nd 3
7.
50
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. H
as k
now
ledg
e of
the
peop
le w
ho in
fluen
ce h
im,
such
as:
Edu
cato
rsC
ity a
nd S
tate
Pol
itica
lan
d S
ocia
l Lea
ders
Cul
tura
l and
Spi
ritua
lLe
ader
sM
embe
rs o
f his
exp
ande
dfa
mily
uni
t.
1. H
ave
the
clas
s di
scus
s pe
ople
who
influ
ence
the
stud
ents
.
2. S
ee a
ctiv
ities
: Al,
A2,
A3,
and
A4.
C. I
s aw
are
of th
e so
cial
orga
niza
tion
of th
e ed
uca-
tiona
l sys
tem
as
it re
late
s.
to h
imse
lf an
d hi
s sc
hool
.
1. M
ake
sure
that
the
exis
ting
stud
ent g
over
nmen
t de-
velo
ps a
cod
e of
eth
ics
or c
ondu
ct, s
tres
sing
the
right
san
d pr
ivile
ges
of s
tude
nts
with
in th
e cl
assr
oom
and
scho
ol s
ettin
gs.
2. S
ee a
ctiv
ity: B
1.
D. H
as a
n aw
aren
ess
of th
egr
oups
and
indi
vidu
als
who
affe
ct o
ur n
atio
n an
dth
e w
orld
.
1. S
ee a
ctiv
ities
: A4
and
B1.
III.
Peo
ple
inte
ract
with
othe
rs in
all
situ
atio
ns.
A. U
nder
stan
ds th
e in
ter-
actio
n in
the
fam
ilysi
tuat
ions
.C
an s
tate
how
indi
vidu
als
mee
t the
nee
ds w
ithin
the
fam
ily u
nit.
Can
app
reci
ate
fam
ilysi
tuat
ions
oth
er th
an h
isow
n.C
an a
ppre
ciat
e th
e du
alro
le p
laye
d by
som
efa
mily
mem
bers
.
1. M
ake
a hy
poth
etic
al s
ocio
-gra
m a
nd s
et u
p a
grou
pex
perie
nce
usin
g ro
le p
layi
ng.
2. C
oMP
lete
hyp
othe
tical
rea
l life
situ
atio
ns a
spo
rtra
yed
by fi
lmst
rips,
film
s, s
torie
s, e
tc.
See
bib
liogr
aphy
:13
,19,
21,2
2,23
,24,
25,2
8,32
,33,
and
38.
51
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. U
nder
stan
ds th
e in
tera
c-tio
n w
ithin
the
com
mun
ity.
Can
sta
te h
ow in
divi
d-ua
ls m
eet t
heir
need
sw
ithin
the
com
mun
ity,
Can
app
reci
ate
how
the
com
mun
ity m
eets
its
gene
ral n
eeds
.
1. S
et u
p a
clas
s an
d sc
hool
act
ivity
whe
reby
stu
dent
sin
tera
ct to
rea
ch d
emoc
ratic
dec
isio
ns.
2. S
et u
p fie
ld tr
ips
and
inte
rvie
ws
with
em
phas
is o
nhi
ghlig
htin
g th
e in
tera
ctio
n w
ithin
the
city
, cou
nty,
stat
e an
d if
poss
ible
, the
nat
ion.
3. S
ee a
ctiv
ities
: Al a
nd A
2.
C. U
nder
stan
ds in
tera
ctio
n at
the
city
, cou
nty,
sta
te,
natio
nal a
nd in
tern
atio
nal
leve
ls.
1. S
ee a
ctiv
ities
: B2.
D. U
nder
stan
ds th
e st
ruct
ure
of h
is p
eer
grou
p,1.
Set
up
activ
ities
to fo
ster
soc
ial i
nter
actio
n an
dco
ncer
n ab
out o
ther
s.a.
Sch
ool h
osts
and
hos
tess
esb.
Sen
d ge
t wel
l car
ds to
sic
k st
uden
ts a
nd fa
culty
c. S
et u
p tu
toria
l ser
vice
s re
nder
ed b
y st
uden
tsd.
Org
aniz
e a
soci
al c
omm
ittee
to o
rgan
ize
soci
alev
ents
.
2. S
ee a
ctiv
ities
: Al,
A2,
and
B1.
IV.
Wor
k ha
s m
eani
ng a
ndde
finiti
on.
A. D
emon
stra
tes
an u
nder
-st
andi
ng o
f the
rat
iona
leof
wor
k.
1. S
et u
p gr
oup
guid
ance
by
the
teac
her
or c
ouns
elor
high
light
ing
the
ratio
nale
of w
ork.
See
bib
liogr
aphy
:15
,20,
22,2
3,25
,26,
29,3
1, a
nd 3
4.
B. C
an u
se a
nd d
efin
e th
ew
ork
voca
bula
ry,
1.In
all
activ
ities
, em
phas
is s
houl
d be
pla
ced
onex
pans
ion
of W
orld
of W
ork
voca
bula
ry.
52
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
C. U
nder
stan
ds th
e em
ploy
-m
ent p
roce
dure
and
dem
onst
rate
s co
mpe
tenc
yin
the
appl
icat
ion
for
asp
ecifi
c jo
b.
1. C
reat
e jo
b de
scrip
tions
and
title
s fo
r us
e in
con
junc
-tio
n w
ith s
tude
nt a
pplic
atio
n fo
r cl
ass
and
scho
oljo
bs.
2. R
esum
e pr
actic
e in
writ
ing
and
com
plet
e jo
b ap
plic
a-tio
ns.
3. C
ompl
ete
job
lead
s to
age
ncie
s w
ith p
art-
time
and
sum
mer
job
oppo
rtun
ities
.
V..
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
hom
e.
A. H
as k
now
ledg
e of
the
im-
port
ance
of a
ll w
ork
in th
eho
me,
1. L
ead
a cl
ass
disc
ussi
on a
s to
how
fam
ily r
oles
cha
nge
rela
tive
to th
e ag
e of
the
mem
bers
and
how
indi
vidu
alst
uden
ts m
eet t
he n
ew d
eman
ds p
lace
d up
on th
em b
yth
e ro
le c
hang
e.
.
B. U
nder
stan
ds th
e di
visi
onof
labo
r w
ithin
fam
ilyun
its a
nd th
e po
ssib
le d
ual
role
s.
1. S
ee a
ctiv
ity: A
l.
C. U
nder
stan
ds th
at a
ll ta
sks
are
valu
able
, im
port
ant
and
cont
ribut
e to
the
wel
fare
of t
he h
ome.
1. S
ee a
ctiv
ity: A
l.
VI.
The
re is
val
ue a
nddi
vers
ity o
f wor
k in
the
com
mun
ity.
A. H
as k
now
ledg
e of
the
job
role
s of
peo
ple
livin
g in
the
com
mun
ity.
1. S
et u
p ta
ped
inte
rvie
ws
and
repo
rts
of e
ntre
pren
eurs
and
com
mun
ity w
orke
rs a
nd th
eir
activ
ities
.
2. C
lass
ify in
divi
dual
s in
the
com
mun
ity u
nder
spe
cific
occu
patio
nal t
itles
.
See
bib
liogr
aphy
:13
,16,
17,1
8,24
,25
, and
30.
53
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. U
nder
stan
ds th
e di
vers
ific-
atio
n of
wor
k w
ithin
the
com
mun
ity.
1. E
xam
ine
othe
r co
untr
ies
and
the
spec
ific
wor
kers
ther
e. If
pos
sibl
e, c
orre
late
with
the
soci
al s
tudi
escu
rric
ulum
7-9
.
2. S
tudy
the
unm
et jo
bs in
the
com
mun
ity a
nd th
ein
divi
dual
jobs
req
uire
d to
mee
t the
se n
eeds
, suc
h as
:a.
Rec
reat
iona
l fac
ilitie
sb.
Hea
lth c
are
cent
ers
c. C
ompr
ehen
sive
day
car
e ce
nter
sd.
Enf
orce
men
t of h
ousi
ng c
odes
.
C. H
as r
ealiz
atio
n of
the
econ
omic
fact
ors
whi
chin
fluen
ce th
e co
mm
unity
.H
ome
owne
rshi
p vs
.re
nter
sIn
fluen
ce o
f the
abs
ente
een
trep
rene
ur (
hom
e an
dbu
sine
sses
)
1. S
ee a
ctiv
ities
: Al,
B1,
and
B2.
D. H
as a
rea
lizat
ion
that
the
com
mun
ity a
ccom
plis
hes
man
y sp
ecifi
c ta
sks.
Aid
s in
impr
ovin
g th
esc
hool
ser
vice
s.W
orks
with
the
city
agen
cies
to im
prov
e co
m-
mun
ity li
fe.
1. S
ee a
ctiv
ities
: Al,
A2,
and
B2.
VII.
Sch
ool p
lays
a r
ole
asa
job
expe
rienc
e fo
rch
ildre
n.
A. I
s ab
le to
adj
ust t
o th
ede
man
ds s
et b
y th
e de
part
-m
enta
lized
sys
tem
.
1. O
rgan
ize
an o
rient
atio
n pr
ogra
m a
t the
beg
inni
ng o
fsc
hool
yea
r to
exp
lain
the
depa
rtm
enta
lized
pro
gram
,st
udy
skill
s an
d te
st ta
king
tech
niqu
es.
See
bib
liogr
aphy
:3,
4,25
,26,
29,3
1,an
d 35
.
54
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. A
ccep
ts th
e re
spon
sibi
lity
for
cont
ribut
ing
posi
tivel
yto
the
scho
ol s
ituat
ion.
1. D
iscu
ss h
ow h
igh
scho
ols
can
be a
n im
port
ant j
obex
perie
nce
for
stud
ents
. Dis
play
hig
h sc
hool
mat
eria
ls.
2. G
ive
awar
ds fo
r ef
fort
and
exc
elle
nce
in a
cade
mic
achi
evem
ent.
3. S
ee a
ctiv
ity: A
l.
.C
. Und
erst
ands
that
wor
k in
scho
ol is
bas
ic to
futu
reac
hiev
emen
t in
high
ered
ucat
ion
or d
irect
ent
ryle
vel t
ypes
of j
obs.
1. O
bser
ve a
nd d
iscu
ss th
e re
latio
nshi
p be
twee
n th
ere
quire
men
ts o
f sch
ool j
obs
and
futu
re jo
bs.
2. S
ee a
ctiv
ity: B
1.
VIII
. The
re is
dig
nity
inw
ork.
A. I
s co
nsci
ous
of h
is w
ork
and
that
of h
is p
eers
.1.
Est
ablis
h cl
ass
awar
ds.
See
bib
liogr
aphy
:2,
16,1
7,18
,25,
26,
28,3
0, a
nd 3
4.
B. I
s aw
are
that
all
activ
ities
cont
ribut
e to
the
ongo
ing
soci
ety
as a
who
le.
1. D
iscu
ss th
e di
gnity
of w
ork
base
d up
on h
isto
rical
and
econ
omic
tren
ds.
a. A
rtis
ans
b. C
raft
guild
sc.
Mas
s pr
oduc
tion
d. U
nion
mov
emen
t
2. D
iscu
ss a
hyp
othe
tical
wor
ld w
here
onl
y st
atus
jobs
exis
t (as
stu
dent
s pe
rcei
ve th
em).
55
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
IX.
Wor
kers
are
inte
r-de
pend
ent.
A. C
an d
emon
stra
te h
ow jo
bro
les
are
inte
rela
ted.
1. S
et u
p a
grou
p ac
tivity
em
ploy
ing
mas
s pr
oduc
tion
tech
niqu
es.
2. S
et u
p a
scho
ol p
roje
ct w
here
by th
e en
tire
stud
ent
body
par
ticip
ates
.
3. D
iscu
ss, i
llust
rate
, etc
. the
his
toric
al in
terd
epen
denc
yof
peo
ple
durin
g th
e de
velo
pmen
tal s
tage
s of
our
coun
try.
Stu
dy th
e in
terd
epen
denc
y of
wor
kers
invo
lved
in th
em
anuf
actu
ring,
and
dis
trib
uiin
g sy
stem
s w
ithin
our
soci
ety,
Tra
ce th
e nu
mbe
r of
wor
kers
nec
essa
ry to
brin
g a
finis
hed
prod
uct t
o th
e in
divi
dual
con
sum
er.
See
bib
liogr
aphy
:2,
24,2
5,30
, and
34.
B. R
ealiz
es th
at th
e sh
arin
gof
idea
s an
d ab
ilitie
s is
impo
rtan
t to
soci
ety.
1. S
ee a
ctiv
ities
: Al,
A2,
and
A3.
C. R
ealiz
es th
at th
e m
oder
nm
anuf
actu
ring
proc
esse
sre
ly u
pon
the
inte
rdep
ende
ncy
of w
ork.
1. S
ee a
ctiv
ities
: Al a
nd A
3.
X.
Wor
kers
per
form
serv
ices
.
A. U
nder
stan
ds th
e br
eadt
hof
mod
ern
serv
ices
and
how
they
rel
ate
to th
ein
divi
dual
com
mun
ity a
ndna
tion.
1. U
se p
hoto
grap
hs a
nd ta
ped
inte
rvie
ws
to d
ispl
ay a
nddi
scus
s ho
w h
elpi
ng s
ervi
ces
aid
the
com
mun
ity a
ndna
tion.
2. G
roup
gen
eral
ser
vice
s an
d cl
assi
fy th
e va
riety
of j
obtit
les
that
exi
st w
ithin
eac
h in
divi
dual
ser
vice
.
3. S
pons
or a
nd p
rom
ote
stud
ent s
ervi
ce a
ctiv
ities
, suc
has
:a.
Tut
oria
lb.
Sch
ool i
mpr
ovem
ent
c. C
omm
unity
impr
ovem
ent (
ecol
ogic
al)
See
bib
liogr
aphy
:2,
15,1
6,17
,18,
20,2
4,.
25,2
6,29
,30,
and
34.
56
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. U
nder
stan
ds th
at m
any
jobs
exi
st w
ithin
apa
rtic
ular
ser
vice
.
1. S
ee a
ctiv
ity: A
2.
XI.
A p
erso
n's
awar
enes
sof
him
self,
his
idea
s,in
tere
sts
and
abili
ties
will
hel
p hi
m to
mak
eso
und
voca
tiona
lde
cisi
ons.
A. H
as in
crea
sed
prid
e in
his
grow
th a
nd a
chie
vem
ent.
1. H
ave
the
stud
ents
kee
p pe
rson
al c
hart
s of
thei
rin
tere
st a
nd a
bilit
ies.
2. In
gro
up d
iscu
ssio
ns, n
ote
whe
ther
stu
dent
s re
late
thei
r in
tere
sts
and
abili
ties
to fu
ture
job
poss
ibili
ties.
3. M
ake
use
of th
e in
divi
dual
and
gro
up c
ouns
elin
gpr
ovid
ed b
y th
e gu
idan
ce s
taff.
See
bib
liogr
aphy
:3,
4,6,
7,8,
9,10
,11,
12,
14,1
6,17
,18,
20,2
1,22
,23
,24,
25,2
6,34
,35,
and
37.
B. D
emon
stra
tes
an u
nder
-st
andi
ng o
f his
indi
vidu
alin
tere
sts
and
abili
ties.
1. S
ee a
ctiv
ities
: Al a
nd A
2.
C. D
emon
stra
tes
how
this
know
ledg
e of
his
inte
rest
san
d ab
ilitie
s af
fect
s hi
sde
cisi
on m
akin
g.
1. H
elp
indi
vidu
al s
tude
nts
to m
ake
high
sch
ool
deci
sion
s ba
sed
upon
thei
r in
tere
st a
nd a
bilit
ies
asw
ell a
s pr
ojec
tions
as
to p
ossi
ble
futu
re e
mpl
oym
ent.
2. S
ee a
ctiv
ities
: A2
and
A3.
XII.
Car
eer
patte
rns
are
deve
lope
d fr
om jo
bex
perie
nces
.
A. C
an e
valu
ate
job
expe
rienc
es (
ie.,
baby
sit-
ting,
pap
er r
oute
s)
1. L
'ad
grou
p di
scus
sion
and
ass
esm
ents
of t
he s
tude
nts
past
job
both
in s
choo
l and
out
.
2. C
hart
the
care
er p
atte
rns
of s
peci
fic r
ole
mod
els.
3. C
hart
and
pro
ject
hyp
othe
tical
car
eer
patte
rns
invo
l-vi
ng fu
ture
job
expe
rienc
es, e
xam
ple:
(C
hild
pro
ject
sth
e st
ages
nee
ded
in b
ecom
ing
a T
each
er).
See
bib
liogr
aphy
:4,
5,7,
12,1
5,16
,17,
18,
24,2
5,26
,29,
30, a
nd 3
7.
57
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. U
nder
stan
ds w
hat i
s m
eant
by "
care
er p
atte
rns"
.1.
See
act
iviti
es: A
2 an
d A
3.
XIII
. A h
obby
or
inte
rest
may
influ
ence
a fu
ture
care
er c
hoic
e.
A. E
xpan
ds h
is p
erso
nal
inte
rest
in h
obbi
es.
1. E
stab
lish
hobb
y an
d in
tere
st g
roup
s fo
r a
varie
ty o
fho
bbie
s w
ithin
the
scho
ol.
2. M
ake
activ
ities
and
pre
sent
atio
ns b
y th
e in
tVes
tgr
oups
.
3. L
ead
a gr
oup
disc
ussi
on o
f whe
re th
e in
tere
sts
and
hobb
ies
may
lead
to in
late
r lif
e. P
lace
an
emph
asis
on
futu
re e
mpl
oym
ent.
See
bib
liogr
aphy
:4,
7,12
,20,
25,
26, a
nd 3
0.
B. D
evel
ops
com
pete
ncy
inhi
s ho
bby.
1. In
all
hobb
y ac
tiviti
es c
ompe
tenc
y sh
ould
be
reco
g-ni
zed
and
eval
uate
d by
adv
isor
s an
d qu
alifi
ed o
utsi
de-
cons
ulta
nts.
2. S
ee a
ctiv
ity: A
l.
C. C
an r
elat
e hi
s ho
bby(
ies)
and/
or in
tere
sts
to a
futu
reca
reer
cho
ice.
1. E
stab
lish
inte
rest
inve
ntor
ies
to d
eter
min
e th
eir
scop
ean
d st
reng
th.
XIV
. Voc
atio
nal i
nfor
mat
ion
influ
ence
s a
care
er-h
c ic
-,a.
A. U
nder
stan
ds w
here
info
r-rr
tztio
n is
ava
ilabl
e an
dus
es it
.
1. S
et u
p. g
roup
libr
ary
activ
ities
.us
e of
the
guid
ance
res
ourc
e ce
nter
clas
s bi
blio
grap
hybo
ok r
epor
ts, f
ilmst
rips,
film
s, a
nd fi
eld
trip
s.
See
bib
liogr
aphy
:2,
4,5,
7,12
, 21,
25,2
6, a
nd30
.
XV
. An
indi
vidu
al's
life
isa
bala
nce
betw
een
wor
kan
d le
isur
e tim
e.
A. R
ealiz
es th
at th
e da
y,w
eek,
and
yea
r is
a b
alan
cebe
twee
n w
ork
and
play
.
1.S
et u
p: a
tim
e ch
art
a gr
oup
plan
ning
act
ivity
to d
evel
op s
ched
ules
.
2. E
ncou
rage
cla
ss d
iscu
ssio
n an
d gr
oup
guid
ance
activ
ities
of h
ow th
e cl
ass
perc
eive
s th
e ba
lanc
ebe
twee
n w
ork
and
leis
ure
time.
See
bib
liogr
aphy
:5,
7,12
, and
25.
58
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
B. S
how
s an
app
reci
atio
n of
leis
ure
time
and
how
it c
anbe
util
ized
.
1. O
rgan
ize
a ho
bby
fair
shnv
ving
!Pis
ure
time
activ
ities
.
2. S
ee a
ctiv
ity: A
2.
C. B
egin
s to
sch
edul
e hi
sw
ork
and
leis
ure
time
toar
rive
at a
pro
per
bala
nce.
1. S
ee a
ctiv
ities
: A2
and
A3.
XV
I. P
repa
ratio
n fo
r th
ew
orld
of w
ork
is b
ased
upon
the
acqu
isiti
on o
fso
cial
and
aca
dem
icsk
ills.
A. S
how
s a
begi
nnin
g aw
are-
ness
of t
he s
ocia
l and
acad
emic
ski
lls n
eede
d to
ente
r se
lect
ed v
ocat
ions
.
1. D
iscu
ss p
rogr
ess
in in
divi
dual
soc
ial a
nd a
cade
mic
skill
s an
d ex
plor
e fu
ture
exp
ecta
tions
. Gro
upgu
idan
ce a
ctiv
ity u
nder
the
dire
ctio
n of
the
teac
her
and/
or g
uida
nce
coun
selo
r w
ith e
mph
asis
on
the
tran
-si
tion
to th
e hi
gh s
choo
l set
ting.
2. S
et u
p si
mul
ated
situ
atio
ns e
mph
asiz
ing
the
impo
rtan
ce o
f soc
ial s
kills
as
they
are
rel
ated
to th
ew
orld
of w
ork.
3. S
et u
p a
less
on w
here
by s
tude
nts
wor
k on
the
job
appl
icat
ion
proc
edur
e w
ith e
mph
asis
on
soci
al a
ndac
adem
ic s
kills
.
See
bib
lic. o
raph
y:2,
3,4,
5,6,
7,8,
9,10
,11,
13,1
9,21
,22,
23,2
5,30
,34
,35,
and
38.
B. R
ealiz
es th
at s
ocia
l and
acad
emic
ski
lls a
re n
eede
din
his
sch
ool j
ob.
1. A
lloca
te s
choo
l job
s re
late
d to
soc
ial a
nd a
cade
mic
skill
s.
2. S
ee a
ctiv
ity: A
l.
XV
II. J
obs.
and
car
eers
impo
sede
man
ds a
s w
ell a
s of
fer
rew
ards
.
A. U
nder
stan
ds th
at th
ere
is a
form
al a
nd in
form
alco
ntra
ct b
etw
een
empl
oy-
er a
nd e
mpl
oyee
.
1. O
ffer
a va
riety
of r
ewar
ds a
fter
clas
s fo
r in
divi
dual
achi
evem
ents
.
2. H
ave
stud
ents
det
erm
ine
the
min
imum
sta
ndar
ds fo
rjo
b ta
sks
and
the
qual
ifica
tions
for
scho
ol a
nd G
lass
-ro
om jo
bs.
3. S
et u
p cl
ass
dial
ogue
s of
the
educ
atio
nal r
equi
rem
ents
for
futu
re jo
bs.
4. D
iscu
ss th
e co
ntra
ct b
etw
een
the
scho
ol a
nd th
est
uden
ts r
elat
ing
to th
e w
orld
of w
ork.
59
CO
NC
EP
T,
BE
HA
VIO
RA
CT
IVIT
IES
RE
FE
RE
NC
E
B. H
as k
now
ledg
e of
the
dem
ands
and
rew
ards
of a
varie
ty o
f occ
upat
ions
.
1. S
ee a
ctiv
ity: A
3.
C. U
nder
stan
ds th
at c
erta
injo
b re
spon
sibi
litie
s ar
ein
here
nt in
man
y oc
cupa
-tio
ns.
1. S
ee a
ctiv
ity: A
2 an
d A
4.
XV
III. M
any
jobs
exi
st w
ithin
care
er fa
mili
es (
field
s).
A. R
ealiz
es th
at e
ntry
leve
lsva
ry w
ith in
divi
dual
jobs
with
in a
car
eer
fam
ily.
1. D
iagr
am c
aree
r fa
mili
es in
a la
dder
app
roac
h (ie
. the
rang
e be
twee
n or
derly
and
doc
tor
in a
hos
pita
l set
ting
of H
ealth
Sci
ence
).
See
bib
liogr
aphy
:5,
7,12
,16,
17,1
8,20
,24,
25,2
7,30
, and
35.
B. I
s ab
le to
cla
ssify
kno
wn
jobs
into
spe
cific
job
fam
ilies
,
1. S
et u
p an
act
ivity
whe
reby
stu
dent
s cl
assi
fy w
heth
erth
e w
orke
r is
invo
lved
with
:a.
Peo
ple
b. T
hing
sc.
Idea
s
C. I
s ab
le to
iden
tify
job
fam
ilies
that
per
sona
llyin
tere
st a
nd a
ttrac
t him
.
1. H
ave
stud
ents
1-56
ject
from
hyp
othe
tical
trai
ts, f
utur
epo
ssib
le, j
ob o
ccup
atio
ns.
a. L
ikes
to w
ork
with
peo
ples
ales
b. L
ikes
spo
rtsc
oach
, phy
sica
l edu
catio
n te
ache
rc.
Lik
es to
hel
p pe
ople
heal
th o
r so
cial
ser
vice
field
s.
60
CO
NC
EP
TB
EH
AV
IOR
AC
TIV
ITIE
SR
EF
ER
EN
CE
XIX
. Eco
nom
ic a
nd s
ocia
ltr
ends
are
impo
rtan
tas
pect
s of
voc
atio
nal
info
rmat
ion.
A. U
nder
stan
ds th
e jo
bm
arke
t (ie
. sea
sona
l wor
k,cy
bern
atio
n tr
end
tow
ard
serv
ices
, une
mpl
oym
ent)
.
1. L
ist o
bsol
ete
jobs
and
thos
e th
at a
re b
ecom
ing
obso
lete
in th
e w
orld
of w
ork.
2. D
iscu
ss e
cono
mic
fact
ors
(ie. i
nfla
tion)
whi
ch a
ffect
all w
orke
rs.
3. S
tudy
how
the
unio
n m
ovem
ent h
as a
ffect
ed th
eso
cial
and
eco
nom
ic e
nviro
nmen
t of t
he n
atio
n.
4. S
tudy
the
disp
arity
bet
wee
n oc
cupa
tions
in o
urso
ciet
y.a.
Lan
d ow
ners
and
tena
nt fa
rmer
s.s
b. S
kille
d an
d un
skill
ed w
orke
rs.
c. P
rofe
ssio
nal a
nd m
igra
nt w
orke
rs.
See
bib
liogr
aphy
:5,
7,12
,16,
17,1
8,21
,22,
23,2
5,27
, and
30.
B. C
an m
ake
som
e pr
ojec
-tio
ns a
bout
the
wor
ld o
fto
mor
row
and
und
erst
and
thei
r ef
fect
upo
n vo
catio
n-al
cho
ices
.
1. S
ee a
ctiv
ities
: A2,
A3,
and
A4.
61
Boo
ks, W
orkb
ooks
and
Pam
phle
ts
1. A
dam
s, R
uss
lee
L., G
reat
Neg
roes
Pas
t and
Pre
sent
, Afr
o-A
mer
ican
Pub
lishi
ng C
o.,
1963
.
2. A
fter
Hig
h S
choo
l Wha
t?, C
olum
bus
and
Sou
ther
n O
hio
Ele
ctric
Co.
, Pub
licR
elat
ions
Dep
artm
ent,
215
Nor
th F
ront
St.,
Col
umbu
s, O
hio,
432
15, 1
968,
33
pp.
3. C
an I
Get
The
Job
?, G
ener
al M
otor
s C
orpo
ratio
n, P
ublic
Rel
atio
ns S
taff,
Det
roit,
Mic
h. 4
8202
, 196
7, 3
3 pp
. Fre
e.
4. G
ang
ley,
Arn
old
L. a
nd E
lias,
Geo
rge
S.,
Kno
w Y
ours
eif,
Web
ster
Div
isio
nM
cGra
w-H
ill B
ook
Co.
, New
Yor
k, 1
966.
5. H
andb
ook
of J
ob F
acts
, Nor
man
The
man
, Sci
ence
Res
earc
h A
ssoc
iate
s, 2
59 E
ast
Erie
Str
eet,
Chi
cago
, III.
686
11, 1
968,
134
pp.
, $5.
67.
6. H
ow N
ot T
o W
rite
Lette
rs O
f App
licat
ion,
Alu
mna
e A
dvis
ory
Cen
ter,
Inc.
541
Mad
ison
Ave
nue,
New
Yor
k, N
ew Y
ork,
100
22, 1
968,
10
pp. 2
5 ce
nts.
7. H
ow T
o C
hoos
e Y
our
Wor
k, B
ruce
Pub
lishi
ng C
ompa
ny, C
ollie
r, M
acm
illan
Dis
trib
utio
n C
ente
r, F
ront
and
Bro
nn S
ts.,
Riv
ersi
de, N
ew J
erse
y, 0
8075
, 196
9, 6
4pp
. $1.
80.
8. H
ow T
o G
et T
hat J
ob, M
ini-G
uide
s, B
ox 6
223,
San
ta A
nna,
Cal
iforn
ia, 9
2706
,19
69, 6
pp.
, 20
cent
s.
9. H
ow T
o G
et T
he R
ight
Job
and
Kee
p It,
Man
agem
ent I
nfor
mat
ion
Cen
ter,
Box
357,
Mia
mi,
Flo
rida,
331
45, 1
969,
199
pp.
10. M
akin
g T
he M
ost O
f You
r Jo
b In
terv
iew
Ohi
o S
tate
Dep
artm
ent o
f Edu
catio
n,D
ivis
ion
of E
duca
tion,
Div
isio
n of
Gui
danc
e an
d T
estin
g, 7
51 N
orth
wes
t Blv
d.,
Col
umbu
s, O
hio,
432
12, 1
968,
Fre
e.
11. P
art-
Tim
e S
umm
er a
nd V
olun
teer
Job
s fo
r Je
wis
h an
d O
ther
Min
ority
Gro
upY
outh
, Dan
ior
Sin
ick.
B'n
ai B
'rith
Voc
atio
nal S
ervi
ce, 1
640
Rho
de Is
land
Ave
nue,
Was
hing
ton,
D.C
. 200
36, 1
969,
111
pp.
, $2.
50.
12. Y
ou a
nd Y
our
Occ
upat
iona
l Cho
ice,
Uni
ted
Pre
sbyt
eria
n C
hurc
h, U
.S.A
.,P
resb
yter
ian
Dis
trib
utio
n S
ervi
ce, 2
25 V
aric
k S
tree
t, N
ew Y
ork,
New
Yor
k,10
014,
196
8, 4
pp.
, Fre
e.
13. W
eiga
nd, G
eorg
e, H
ow T
o S
ucce
ed in
Hig
h S
choo
l, B
arro
n's
Edu
catio
nal S
erie
s,W
oodb
ury,
New
Yor
k: 1
966.
62
Film
s
14. A
His
tory
of t
he N
egro
in A
mer
icaM
cGra
w-H
ill B
ook
Com
pany
,P
rince
ton-
Hig
hsto
wn
Rd,
Hig
hsto
wn,
N.J
. 085
20.
15. B
abys
ittin
g: T
he J
obT
he K
idsG
uida
nce
Ass
ocia
tes
of P
leas
antv
ille,
New
Yor
k.
16. C
aree
rs in
Con
stru
ctio
n, F
arm
Film
Fou
ndat
ion,
142
5 H
. Str
eet,
N.W
.,W
ashi
ngto
n, D
.C. 2
0005
, and
Ass
ocia
ted
Bui
lder
s an
d C
ontr
acto
rs, P
ost O
ffice
Box
864
3, F
riend
ship
Inte
rnat
iona
l Airp
ort,
Mar
ylan
d, 2
1240
.
17. C
ooks
, Che
fs a
nd R
elat
ed O
ccup
atio
ns S
tate
Em
ploy
men
t Sec
urity
Age
ncie
s, 9
5C
entr
al A
venu
e, A
lban
y, N
ew Y
ork.
18. D
rafti
ngS
tate
Em
ploy
men
t Age
ncie
s, 9
5 C
entr
al A
venu
e, A
lban
y, N
ew Y
ork.
19. G
ettin
g A
Job
Is a
Job
Cor
onet
Film
s, 6
5 E
ast W
ater
Str
eet,
Chi
cago
, Illi
nois
.
20. G
ood
Han
d, G
ood
Eye
E.I.
du
Pon
t de
Nem
ors
and
Com
pany
, Wilm
ingt
on,
Del
awar
e.
21..
Hey
, Wha
t Abo
ut U
SN
ET
F F
ilm S
ervi
ce, I
ndia
na U
nive
rsity
, Blo
omin
gton
,In
dian
a.
22 J
ob In
terv
iew
: Men
Chu
rchi
ll F
ilms,
622
Nor
th R
ober
tson
Blv
d., L
os A
ngel
es,
Cal
iforn
ia.
23. J
ob In
terv
iew
: Wom
enC
hurc
hill
Film
s, 6
22 N
orth
Rob
erts
on B
lvd.
, Los
Ang
eles
,C
alifo
rnia
.
24. J
obs
in th
e H
ealth
Fie
ldS
tate
Em
ploy
men
t Sec
urity
Age
ncie
s, 9
5 C
entr
al A
ve.,
Alb
any,
New
Yor
k.
25. L
iste
n, L
iste
nFor
d M
otor
Com
pany
, The
Am
eric
an R
oad,
Dea
rbor
n, M
ichi
gan.
26. O
ccup
atio
nAut
o M
echa
nicM
oder
n T
alki
ng P
ictu
re S
ervi
ce, I
nc.,
16 S
teal
Str
eet,
San
Fra
ncis
co, C
alifo
rnia
.
27. T
he D
rop
Out
McG
raw
-Hill
text
film
s, P
rince
ton
Hig
hsto
wn
Roa
d, H
ighs
tow
n,N
ew J
erse
y.
28. T
he H
ouse
I Li
ve In
Ant
i-Def
amat
ion
Leag
ue o
f B'n
ai B
'rith
, 604
Sid
way
Bld
g,B
uffa
lo, N
ew Y
ork.
29. T
he M
achi
ne T
rade
sVis
ual '
Libr
ary,
Col
lege
of G
ener
al S
tudi
es,
Uni
vers
ity o
f
Sou
th C
arol
ina,
Col
umbi
a, S
outh
Car
olin
a.
30. T
he O
ppor
tuni
ties
in S
ales
and
Mer
chan
disi
ng-
-Lou
is D
e R
oche
mon
tA
ssoc
iate
s,
inc.
18
Eas
t 48t
h S
tree
t, N
ew Y
ork,
New
Yor
k.
31. S
o Y
ou W
ant T
o B
e O
n T
he T
eam
Tel
ecin
e S
tudi
os, I
ll., E
uclid
Ave
nue,
Par
k
Rid
ge, I
ll.
32. T
he T
oym
aker
Ant
i-Def
amat
ion
Leag
ue o
f B'n
ai B
'rith
, 604
Sid
way
Bld
g.,
Buf
falo
, New
Yor
k.
33, E
xplo
ring
Mor
al V
alue
sWar
ren
Sch
loat
Pro
duct
ions
, Inc
., P
leas
antv
ille,
New
Yor
k.
34. G
ettin
g an
d K
eepi
ng Y
our
Firs
t Job
Gui
danc
e A
ssoc
iate
s, P
leas
antv
ille,
New
Yor
k.
35. H
igh
Sch
ool C
ours
e S
elec
tion
and
You
r C
aree
rGui
danc
e A
ssoc
iate
s, P
leas
antv
ille,
New
Yor
k.
36. M
inor
ities
Hav
e M
ade
Am
eric
a G
reat
War
ren
Sch
loat
Pro
duct
ions
, Inc
.,P
leas
antv
ille,
New
Yor
k.
37. T
hey
Hav
e O
verc
omeW
arre
n S
chlo
at P
rodu
ctio
ns, I
nc.,
Ple
asan
tvill
e, N
ew Y
ork.
Gam
es
38. G
ame
of D
emoc
racy
-4-H
Clu
b F
ound
atio
n, 7
100
Con
nect
icut
Ave
nue,
Was
hing
ton,
D.C
. 200
15.
TEACHERS REFERENCES
JOURNAL ARTICLES
1. B
ank,
Ira
M.,
"Chi
ldre
n E
xplo
re C
aree
r T
hrou
gh V
ocat
iona
lRol
eMod
els"
. The
Voc
atio
nal G
uida
nce
Qua
rter
ly, V
ol. 1
7, N
o. 4
, Jun
e 19
69 p
p 28
4-28
9, G
rade
sK
-6. T
he a
rtic
le d
escr
ibes
a p
rogr
am u
sed
at S
teph
ens
Ele
men
tary
Sch
ool,
Det
roit
Mic
higa
n. V
ocat
iona
l Rol
eMod
els
wer
e in
vite
d to
the
scho
ol s
o th
e st
uden
ts w
ere
expo
sed
to s
ever
al th
at c
ompr
ised
dis
tinct
: job
fam
ilies
. The
re w
ere
nine
diff
eren
t
type
s of
job
fam
ilies
aro
und
whi
ch th
e sc
hool
-wid
evo
catio
nal w
eek
was
dev
elop
edw
hich
cor
resp
onde
d to
var
ious
cur
ricul
um a
reas
.
2. B
erry
, Pau
line
E.,
"Tom
my'
s C
aree
r C
hoic
e", T
he S
choo
l Cou
nsel
or, V
ol. 1
7,N
o.
3, J
anua
ry, 1
970,
pp.
182
-188
. Gra
des
7-9.
The
art
icle
pre
sent
s a
skit
that
may
be
used
for
an a
ssem
bly
prog
ram
for
care
er
info
rmat
ion.
The
ski
t atte
mpt
s to
illu
stra
te fo
r st
uden
ts(1
) th
e im
port
ance
of
secu
ring
expe
rienc
ed g
uida
nce
in c
hoos
ing
one'
slif
e w
ork
wis
ely;
(2)
the
impo
rtan
ce o
f kno
win
g on
e'..;
sel
f, in
tere
st, a
ndca
pabi
litie
s, a
nd (
3) th
e im
port
ance
of b
eing
pre
pare
d.
3. B
rela
nd, R
ose
G. a
nd S
wee
ney,
Will
iam
., "A
Diff
eren
t App
roac
h to
Voc
atio
nal
Cou
nsel
ing
in J
unio
r H
igh"
The
Sch
ool C
ouns
elor
Vol
17,
No.
4, M
arch
197
0, p
p.26
0-26
2. G
rade
s 7-
9.
The
art
icle
des
crib
es a
pro
gram
use
d at
Met
calf
Juni
or H
igh
Sch
ool,
Bur
nsvi
lle,
Min
neso
ta, t
o pr
ovid
e th
e st
uden
ts w
ith a
mod
el o
f the
dec
isio
n m
akin
g pr
oces
sth
at w
ill e
nabl
e th
em to
cop
e w
ith th
e ev
er c
hang
ing
wor
ld o
f wor
k. T
he p
rogr
amce
nter
ed a
roun
d a
sim
ulat
ion
appr
oach
. The
pro
gram
invo
lves
thre
e di
stin
ct s
teps
that
occ
ur d
urin
g th
e 7t
h, 8
th, a
nd 9
th g
rade
s.
4. B
ullo
ck, L
ynda
M.,
"Gro
up G
uida
nce
Sem
inar
s D
esig
ned
for
Juni
or H
igh
Sch
ool
Pup
ils",
The
Sch
ool C
ouns
elor
. Vol
. 17,
No.
3, J
anua
ry, 1
970.
pp.
174
-181
. Gra
des
7-9.
The
art
icle
pre
sent
s a
met
hod
used
to d
evel
op a
gro
up g
uida
nce
prog
ram
in a
Juni
or H
igh
that
invo
lved
the
entir
e st
uden
t bod
y an
d st
aff.
The
sem
inar
s w
ere
held
onc
e a
wee
k fo
r ab
out 3
0 to
40
min
utes
. Top
ics
and
outli
nes
are
pres
ente
d
for
the
grou
p se
min
ars
for
grad
e se
ven,
eig
ht, a
nd n
ine.
5. D
eGro
gorio
, Will
iam
J.,
"I N
eed
To
Fin
d A
Job
", T
he V
ocat
iona
l Gui
danc
eQ
uart
erly
, Vol
. 1, N
o. 1
, Sep
tem
ber
1966
, pp.
29-
30, G
rade
12.
The
art
icle
pre
sent
s an
exp
erim
enta
l job
pla
cem
ent p
rogr
am to
mee
tth
e ne
eds
of12
th g
rade
stu
dent
s se
ekin
g em
ploy
men
t upo
n gr
adua
tion.
The
aut
hor
sugg
ests
toat
the
prog
ram
is o
ne th
at c
ould
be
inco
rpor
ated
with
in th
e sc
hool
day
and
be p
art o
fth
e re
gula
r sc
hool
dut
ies
of th
e 12
th g
rade
cou
nsel
or.
6. E
lden
, Law
renc
e A
. "A
n ln
serv
ice
Com
mun
ity O
ccup
atio
nal
Sur
vey"
, The
Voc
atio
nal G
uida
nce
Qua
rter
ly, V
ol. 1
7, N
o. 3
, Mar
ch 1
969,
pp.
185
-188
.Sch
ool
Cou
nsel
or.
63
The
art
icle
des
crib
ed th
e m
etho
d us
ed b
yth
e co
unse
lors
in S
anta
Cru
z C
ount
y,
Cal
iforn
ia to
fill
a ga
p in
the
type
ofo
ccup
atio
nal i
nfor
mat
ion
avai
labl
e to
them
.
The
cou
nsel
ors
used
an
in-s
ervi
ce w
orks
hop
toco
nduc
t a c
omm
unity
occ
upat
iona
l
surv
ey.
7. H
anse
n, L
orra
ine
S.,
"The
ory
Into
Pra
ctic
e: A
Pra
ctiti
oner
Loo
ks a
t Car
eer
Gui
danc
e in
the
Sch
ool C
urric
ulum
", T
heV
ocat
iona
l Gui
danc
e Q
uart
erly
, Vol
. 16,
No.
2, D
ecem
ber,
196
7, p
p. 9
7-10
3.G
rade
s K
-12.
The
art
icle
sug
gest
s a
fram
ewor
k fo
r co
unse
lors
in th
e se
cond
ary
scho
ols
to
exam
ine
thei
r pr
actic
es in
car
eer
guid
ance
and
to d
eter
min
e th
eir
cong
ruen
ce W
ith
the
late
st k
now
ledg
e in
the
field
. Ass
umpt
ions
,ob
ject
ives
, and
som
e ac
tiviti
es w
ere
pres
ente
d re
leva
nt to
theo
ry a
nd p
ract
ice.
8. H
ende
rson
, Geo
rge,
"O
ccup
atio
nal
Asp
iratio
ns o
f Pov
erty
Str
icke
n N
egro
Stu
dent
s", T
he V
ocat
iona
l Gui
danc
eQ
uart
erly
, Vol
. 15,
No.
1, S
epte
mbe
r,41
-45.
1966
, pp.
41-
45. S
choo
lco
unse
lor.
The
maj
or p
urpo
se o
f thi
s pa
per
was
to s
hare
with
the
read
ers
som
e of
the
resu
lts o
f an
expl
orat
ory
stud
y of
the
occu
patio
nal a
spira
tions
of 2
00 y
outh
s
(mal
es a
nd fe
mal
es, a
ge 1
3 to
18)
livi
ng in
Det
roit'
s fir
st a
nti-p
over
ty T
arge
t Are
a.
9. K
abac
k, G
oldi
s R
uth,
Occ
upat
iona
lIn
form
atio
n In
Ele
men
tary
Edu
catio
n: W
hat
Cou
nsel
ors
DoW
hat C
ouns
elor
s W
ould
Like
To
Do.
The
art
icle
pre
sent
s a
clas
s ro
om s
tudy
cond
ucte
d in
the
grea
ter
New
Yor
k
Met
ropo
litan
are
a. F
iftee
n ac
tiviti
es a
re p
rese
nted
that
may
be
used
in g
athe
ring
and
usin
g oc
cupa
tiona
l inf
orm
atio
n.
10. L
aram
ere,
Dar
yl a
nd T
hom
pson
,T
ack,
"C
aree
r E
xper
ienc
es A
ppro
pria
te to
Ele
men
tary
Sch
ool G
rade
s", T
he S
choo
lC
ouns
elor
, Vol
. No.
4, M
arch
, 197
0, p
p.
262-
264.
Gra
des
K-6
.
The
pur
pose
of t
he p
aper
is to
pre
sent
am
etho
d fo
r de
velo
ping
a li
st o
f
appr
opria
te c
aree
r ex
perie
nces
for
elem
enta
rysc
hool
chi
ldre
n an
d to
pro
vide
a
begi
nnin
g lis
t to
enco
urag
e te
ache
rs a
nd c
ouns
elor
s to
deve
lop
futu
re id
eas
for
mak
ing
elem
enta
ry s
choo
l chi
ldre
n m
ore
awar
eof
the
wor
ld o
f wor
k. T
hirt
een
activ
ities
are
pre
sent
ed.
11. L
eona
rd, G
eorg
e E
. Pie
trol
esa,
Joh
nJ.
, and
Ban
k, Ir
a M
., "A
Wor
ksho
p fo
r th
e
Impr
ovem
ent o
f the
Sel
f-co
ncep
ts o
f Inn
er-C
ityY
oung
ster
s", T
he S
choo
l
Cou
nsel
or, V
ol. 1
6, N
o. 4
, Mar
y, 1
969,
pp.
375-
379.
Gra
des
K-6
.
The
art
icle
des
crib
es a
wor
ksho
p pr
ogra
mde
sign
ed to
hel
p yo
ungs
ters
impr
ove
thei
r se
lf-co
ncep
ts b
y se
nsiti
zing
teac
hers
toth
e im
plic
atio
ns o
f var
ious
ele
men
ts
of s
elf-
theo
ry. T
he p
roje
ct w
as u
nder
the
supe
rvis
ion
of th
e D
evel
opm
enta
l Car
eer
Gui
danc
e P
roje
ct (
DC
GP
) in
Det
roit,
Mic
higa
n,S
ever
al e
xam
ples
of c
reat
ive
teac
hing
met
hods
con
cern
ing
self-
conc
ept a
regi
ven.
64
12. L
eona
rd, G
eorg
e E
. and
Ste
phen
s,E
llen,
"E
lem
enta
ry S
choo
l Em
ploy
men
t
Ser
vice
", T
he V
ocat
iona
l Gui
danc
eQ
uart
erly
, Vol
. 16,
No.
1, S
epte
mbe
r19
67,
op. 1
3-16
Gra
des
4-6.
The
pap
er d
escr
ibes
a p
roje
ct d
evel
oped
by th
e D
evel
opm
enta
l Car
eer
Gui
danc
e P
roje
ct in
Det
roit,
Mic
higa
n, T
hepr
ojec
t was
to e
ncou
rage
4th
, 5th
and
6th
grad
e st
uden
ts to
app
ly fo
r va
rious
jobs
aro
und
the
scho
ol s
o th
ey c
ould
gai
n
the
expe
rienc
e of
app
lyin
g an
d in
terv
iew
ing
for
jobs
.
13. L
eona
rd, R
ache
l S. "
Voc
atio
nal
Gui
danc
e in
Jun
ior
Hig
h: O
ne S
choo
l'sA
nsw
er",
Tie
vnc
atio
nal G
uida
nce
Qua
rter
ly, V
ol. 1
7,N
o. 3
, Mar
ch 1
979,
pp.
221
-222
.
Gra
des
7-9.
The
pap
er d
iscu
sses
a p
rogr
am e
stab
lishe
dby
the
Ols
on J
unio
r H
igh
Sch
ool
Sta
ff in
Min
neap
olis
, Min
n. to
pro
vide
voca
tiona
l exp
lora
tion
in g
rade
s se
ven,
eigh
t, an
d ni
ne. T
he s
peci
fic p
rogr
amfo
r ea
ch g
rade
leve
l is
desc
ribed
.
14. M
illin
g, M
arga
ret,
"An
Ele
men
tary
Sch
ool T
each
er a
nd G
roup
Gui
danc
e?Y
ou
Bet
!" T
he S
choo
l Cou
nsel
or, V
ol. 1
7,N
o. 1
, Sep
tem
ber
1969
, pp.
26-
28.
Gra
des
K-6
. The
art
icle
des
crib
es a
n el
emen
tary
teac
her's
expe
rienc
e w
ith u
sing
gro
up
guid
ance
in th
e 5t
h an
d 6t
h gr
ade
with
stud
ents
from
a d
epriv
ed a
rea.
She
desc
ribes
how
she
put
the
last
20
min
utes
of th
e da
y to
goo
d us
e in
stea
d of
a
"pla
ying
pol
icem
an r
ole"
.
15. N
icho
ls, R
oger
S.,
"A C
ard
Inde
x fo
r V
ocat
iona
l Sch
ools
and
Cou
rses
." T
he S
choo
l
Cou
nsel
or, V
ol. 1
7, N
o. 2
, Nov
embe
r 19
69, p
p. 9
8-99
, Gra
des
11-1
2.
The
pap
er p
rese
nts
a m
etho
d us
ed a
t Eas
t Hig
h S
choo
l,S
ioux
City
, Iow
a to
prov
ide
a co
mpr
ehen
sive
info
rmat
ion
serv
ice
to s
tude
nts
who
, alth
ough
not
inte
rest
ed in
atte
ndin
g co
llege
, are
pla
nnin
g fo
r fu
ther
educ
atio
n or
trai
ning
.
16. R
ose,
Kev
in H
., "A
Wor
kabl
e O
ccup
atio
ns U
nit"
,T
he S
choo
l Cou
nsel
or, V
ol. 1
7,
No.
4, M
arch
, 197
0. p
p. 2
67-6
8. G
rade
9.
The
pap
er p
rese
nts
the
met
hod
used
by
a te
am (
soci
al s
tudi
este
ache
r, J
unio
rH
igh
coun
selo
r, a
nd g
uida
nce
para
-pro
fess
iona
l aid
e) fo
r a
two
wee
k vo
catio
nal
stud
y. T
he a
ssig
nmen
ts fo
r ea
ch o
f the
team
mem
bers
is p
rese
nted
.
17. R
ouss
aue,
Ron
ald,
"R
easo
n an
d R
ealit
y in
Cou
nsel
ing
the
Stu
dent
. Clie
nt W
ho is
Bla
ck".
The
Sch
ool C
ouns
elor
, Vol
. 37,
No.
5, M
ay, 1
970.
pp.
337-
344.
The
pur
pose
of t
he a
rtic
le is
to c
halle
nge
cert
ain
soci
al m
yths
and
cert
ain
unde
sira
ble
beha
vior
al tr
encl
ithat
are
dec
erni
ble
in th
e sp
here
of A
mer
ican
Bla
ck-W
hite
rel
atio
ns to
day
and
to d
escr
ibe
an a
ppro
ach
toco
unse
ling
insc
hool
setti
ng th
at tr
ansc
ends
rac
e.
18. W
eals
, Rob
ert a
nd J
ohns
on, E
dwar
d, "
Dou
bled
and
Vul
nera
ble:
A S
ocio
dra-
na o
nV
ocat
iona
l Dec
isio
n M
akin
g, "
The
Voc
atio
nal G
uida
nce
Qua
rter
ly, V
ol. 1
7, N
o. 3
,M
arch
, 196
9, p
p. 1
98-2
05, G
rade
s 10
-12.
The
art
icle
pre
sent
s an
d de
scrib
es th
e us
e of
soc
iodr
ama
as a
tech
niqu
e fo
rhe
lpin
g st
uden
ts a
nd th
eir
pare
nts
to a
ppra
ise
the
voca
tiona
l dec
isio
n m
akin
gpr
oces
s. A
soc
iodr
ama
is il
lust
rate
d th
at it
can
be
used
to s
timul
ate
grou
pdi
scus
sion
.
19. W
itcza
k, L
ois
A. a
nd E
hcer
s, D
orot
hy, "
Pro
ject
: Occ
upat
iona
l Orie
ntat
ion"
, The
Sch
ool C
ouns
elor
, Vol
. 17,
No.
5, M
ay 1
9, p
p. 3
62-3
63. G
rade
s 7-
12.
"Pro
ject
: Occ
upat
iona
l Orie
ntat
ion"
, was
und
erta
ken
at E
lade
burg
and
Cen
tral
Sen
ior
Hig
h S
choo
ls (
Mar
ylan
d) d
urin
g th
e 19
68-1
969
scho
ol y
ear
in a
n at
tem
ptto
hel
p st
uden
ts b
ette
r id
entif
y w
ith th
e w
orld
of w
ork
whi
le s
till i
n hi
gh s
choo
l.A
n ea
rly in
trod
uctio
n of
the
wor
ld o
f wor
k w
as p
rovi
ded
for
30 s
opho
mor
es fr
omea
ch o
f the
hig
h sc
hool
s as
thes
e st
uden
ts e
xplo
red
job
oppo
rtun
ities
; and
requ
irem
ents
in th
e m
etro
polit
an W
ashi
ngto
n ar
ea. T
he o
bjec
t was
to s
how
them
job
poss
ibili
ties
they
nev
er d
ream
ed o
f.
65