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Course, Subject

Home & Careers, Career Development and Occupational Studies

Assessment

• Rubrics are used to evaluate brochures.
• Brochures and presentations are evaluated by student's peers.
• Teacher evaluates classroom participation.

Duration

2–3 weeks

Essential Questions

• How do I develop the skills and abilities that I need to be successful in a career?
• How do I affect the systems within which I live and work?

Description

Objectives:

• Students will develop understanding and awareness of traditional and nontraditional careers and job availability.
• Students will become aware of the education and training needed to prepare for a career or job.

Activity:

• Students brainstorm a list of traditional and nontraditional careers.
• Students identify what they need to know about the careers.
  • Education and training
  • Salary
  • Job requirements
  • Mobility requirements
• Each student selects one of the listed careers and researches that career.
• A representative from a printing firm or from the commercial arts class at the vocational school talks to the class about designing effective brochures. On the basis of the information received, the students create rubrics for their brochures.
• Students use desktop publishing software to create brochures about the researched careers.
• Brochures are reproduced and placed in the career resource file.
Copies are sent to the high schools for their resource files.
• Students make a presentation to the class on their researched career.

Materials / Resources

• Computer
• Desktop publishing software
• Internet access
• Resource materials
• Guest speakers

Comments / Modifications

• Students can write letters to professional organizations for job information.
• Students can work in cooperative groups or pairs.
• Students can go on site visits.

Source

"Jobs of the Future." In Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum. New York State Department of Education, 102.

Adapted from Activities That Work: Connecting CDOS with All Curricula. Nassau BOCES.

Related Academic Standards

New York State

CDOS.I.1 Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

CDOS.I.1.1 Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

CDOS.I.1.1.A.SW 

1. Key elements of a career plan should include the student's documenting the following:
   1. Personal data
   2. Knowledge
      1. Who am I?
      1. Interests
      2. Abilities
      3. Areas to strengthen
      2. Where am I going?
      3. How do I get there?
   3. Skills/Application
      1. Foundation skills
         1. Knowledge
         2. Application
   4. Culminating activity
      1. Activity description
      2. Self-reflection
   5. Review of student career plan
2. Research careers within career clusters:
   1. Use a variety of sources for career research and employment information
   2. Develop strategies to explore career options
   3. Develop an awareness of high school and postsecondary options
   4. Investigate specific job descriptions
   5. Participate in job-shadowing experiences
   6. Explore entrepreneurial options and possibilities

CDOS.I.1.1.B Students demonstrate an understanding of the relationship among personal interests, skills and abilities, and career research.

CDOS.I.1.1.B.SW 

1. Identify personal skills and abilities related to career clusters:
   1. Learn techniques to assess personal strengths and weaknesses
   2. Investigate careers that complement personal and academic strengths
   3. Learn personal skills relative to career options
   4. Develop learning/thinking skills necessary for career planning
   5. Identify characteristics of quality work
   6. Document academic and personal accomplishments (e.g., awards and recognition)