C~~EER
EDUCATION
A RESOURCB UNIT
RECOMMENDED FOR
rHIRD A.~D FOURTH GRADES
-
HONORS THESIS
SUBMIfTED IN PA..RTIAL FULFIIDlENT FOR
GRADUATION WI TH HONORS
DR. ROSANNE J. MAREK t ADVISOR
BALL STATE UNIVERSITY
-
BY
CATHIE L. JOHNSON
MAY 1974
-
-
I recommend this thesis for acceptance Qy the Honors Program
of Ball State University, Muncie, Indiana, as a requirement for
graduation with Honors.
Thesis Adviser
Department of History
May 1974
ii
TABLE OF CON'l'ENTS
Acknowledgment ••• • • • • • • • • • • • • • • • • • • • • • • p. ii
1.
II.
INTRODUCTION • • • • • • • • • • • • • • • • • • • • • • • •
1
Problem and Purpose • • • • • • • • • • • • • • • • • •
1
Importance
1
PUPIL OBJECTIVES • • • • • • • • • • • • • • • • • •
Cognitive Domain
Affective Domain
III.
UNIT CONTENT • • • •
2
• • • • • • • • • • • • • • • • • • •
J
• • • • • • • • • • • • • • • • • •
J
••• • • • • • • • • • • • • • • • •
4
5
• • • • •
• • • • • • • • • • •
6
Learning Activities • • • • • • • • • • • • • • • • • •
11
Unit Evaluation • • • • • • •
• • • • •
14
BIBLIOGRAPHY • • • • • • • • • • • • • • • • • • • • • • • •
15
Self-Awareness Selections • • • • • • • • • • • • • • •
16
Teacher's
• • • • •
17
• • • • • • • • • • • •
18
•
Self~wareness
Career Education
V.
..•
• • • • • • • • • • • • • • • • •
Content • • • •
IV.
·.•
•
Performance Domain
-
• • • • • • • • • • • • • • • • •
• • • •
MEDIA AND MATER.IALS
VI. APPENDIX. • • •
• • • • • •
Selections • • • •
• • • • • •
• • •
22
• • • • • • • • • • • • • • • • • • • • • •
24
• •
• • • • • • • • • • • • •
iii
Introduction
Career education programs dominated a significant amount of educational articles and educators' attentions.
Various curricula on this
tonic were implemented in school systems across the nation with much
success and public auproval.
These programs, as found when researching
this paper, contained basic similarities in content and organization.
Pupils in kindergarten through third grade were introduced to careerawareness and self-awareness.
rhose students in fourth through sixth
grades continued with career exploration studies.
Beyond the elemen-
tary level the approach featured career cluster investigation and
actual work experience for students in high school.
'!'he urograms used, however, were not completely comprehensive.
No plans existed for administering this urogram with third, fourth, or
fifth grade children who were beyond the lower elementary program.
In
an attempt to provide a program for students in this situation, this
unit was designed to be imnlemented in the upper elementary grades.
Both a self-awareness and a career-awareness section were included
making
t~~
unit especially appropriate for those children of families
from lower socio-economic classes.
By
extrapolating ideas from various curriculum guides, the fol-
lowing unit with its accompanying slides and script narration was
designed.
It is intended that this unit on career education be used
as a supplement to the current social studies program.
-.
2
...
PUPIL OBJECTIVES
CAREER EDUCATION
-
Pupil Objectives
COGNITIVE DOMAIN
1. The child will be able to correctly identify his immediate family
by name and sex.
2.
The child will be able to write his name, address, and phone
number.
3. '£he child will be able to locate his home on a community map.
4.
The child will be able to identify either his father's or his
mother's job or both of these and the place of work.
5. The child will be able to list or illustrate his favorite things
such as people, foods, activities, or feelings.
6. The child will be able to draw pictures of people depicting:
haopiness, sadness, anger, fear, and jealousy.
7. The child given ten characteristics and attitudes will be able to
to classify them as "physical traits" or "'feelings."
8.
The child will be able to list at least 5 different job areas or
clusters (as discussed in class) and give one or two examples of
specific jobs under two of these clusters.
Example: Health--Doctor, t.lurse
Public service--Policeman, fireman
PERFORMANCE DOMAIN
9. The child will portray, through dress, actions, and speech, the
characteristics of a
jo~
he has selected.
'to. The child, functioning as a member of a group, will assemble a
collage of pictures illustrating different job clusters.
present it to the class.
He will
11.
The child will role-play and work in groups to develop socialization
skills and self-esteem.
12.
rhe child will function as class secretary at least once for a full
day. During this time he will be respons';l:-le for:
1) taking attendance, 2) checking the lunch list and the money
turned in, 3) announcing the day's menu, 4) reminding the class
of day's special activities--media center, art, music, gym,
5) helping the teacher close the room at night (if possible).
-
13. The child will make a personal height and weight chart to be kept
the entire year.
14.
The child will be able to measure another child's height and read
his weight from the scales.
15.
The child will develop the ability to work well with others
through planned group activities.
16.
The child will practice the skill of selecting pictures and other
materials from magazines and books.
AFFECTIVE DOMAIN
tv.
The child will develop respect for all fo!r.11ls of work through discussions on how society functions and the vital part each member
plays in it and talking to different people from various occupations
who visit class.
18.
The child will develop confidence in himself through class activities such as role-playing, drawing, tape recording himself, and
simple self-awareness games.
19.
The child will learn to accept others' differences through groun
discussions, filmstrins, recordings and a better understanding of himself.
5
-
UNIT CONrENT
CAREER EDUCATION
--
6
Content
I.
Who are you?
A.
Each individual's identification traits are different.
1.
2.
3.
4.
5.
8.
9.
Address
Voice tone
l'here is no one quite like you. It
C.
People are like rainbows in many ways.
5.
6.
Physical traits
Dress
Hobbies
Community
Country
Nationality
How you look like everyone else.
A.
Things I have like everyone else.
1.
2.
3.
B.
Body parts
Emotions
Needs: Food. shelter, companionship
Things groups of people have alike.
1.
2.
-
7. Family
It
3.
4.
III.
6. l'ieight
B.
1.
2.
II.
Sex
Age
Name
Race
Height
Race
Families
You are unique.
A.
Unique is being the only one like it anywhere.
B.
Your name is unique for you.
C.
You have special physical traits.
1.
2.
Race
Hair, eye, skin color
7
-
).
4.
5.
6.
7.
8.
Height
Weight
Age
Speech--tone, volume
Fingerprints
Facial expression
D. You live in a special environment.
1.
2.
).
E.
Your family is special.
1.
2.
).
F.
Parents
Siblings
Close relatives
Your interests are what you can and like to do.
1.
2.
IV.
Country
Neighborhood
Religion
Hobbies and pastimes
Favori te things
Your capabilities are different than others.
A.
You are different in physical abilities.
1.
2.
).
4.
Strength
Coordination
Sex
Age
B. You do different things to help.
1.
2.
).
4.
V.
Home jobs
School work
Church duties
Fun jobs
Your feelings are unique for you.
A. You have different kinds of emotions.
1.
2.
).
4.
5.
6.
7.
8.
9.
Happiness
Sadness
Anger
Loneliness
Dislike
Fear
Embarassment
Jealousy
Selfishness
8
B.
Some of your feelings are pleasant.
1.
2.
C.
Some of your feelings are unpleasart.
1.
2.
D.
3.
VII.
Facial expressions
Actions
Vocal tone
All people have feelings.
A.
People show their feelings like you do.
B.
Different people show their emotions differentlY from you.
C.
Different reasons cause the same emotions for you.
Feelings affect you and how you act.
A.
Feelings cause you to help others.
1.
2.
B.
C.
Happiness
Caring or loving
Feelings cause you to hurt others.
1.
2.
PhysicallY
MentallY
Feelings come from actions and sounds.
1.
2.
3.
VIII.
Anger
Fear
Your feelings are expressed different ways.
1.
2.
VI.
Happiness
Sharing
Music
Dance
Poetry and stories
What people like to do.
A.
People like different things.
1.
2.
B.
favorites
others favorites
My
People dislike different things.
1.
2.
dislikes
others dislikes
My
9
C.
IX.
People need to like different things.
'The work people do.
'I
A.
People do many different kinds of work.
B.
Work changes with age.
1.
2.
3.
C.
Work is tun if you like to do it.
1.
2•
D.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
E.
x.
XI.
Interests
Capabilities
Work is grouped according to areas or clusters.
(Groupings created b,y Department of Labor.)
1.
2.
--
Child's work
Teenager's work
Adul tis work
Agri-business and natural resources
Business and office
Communications and media
Construction
Consumer and homemaking
Environmental
Fine arts and humanities
Health
Hospitality and recreation
Manufacturing
Marine science
Marketing and distribution
Personal service
Public service
Transportation
Different jobs exist in different countries and geographic areas.
Work you like to do.
A.
Work yOll think is easy.
B.
Work you think is tun.
C.
Work you do with friends.
D.
'work you want to learn about.
You can learn more about jobs.
A.
Books, magazines, advertisements, and newspapers tell about jobs.
10
XII.
B.
T.V., movies, filmstrips, radio, and tape recordings tell about
jobs.
c.
Speakers, interviews. and parents can tell about jobs.
D.
Field trips and visits can help you learn about jobs.
Education helps you learn about work.
A.
You can learn about different kinds of jobs.
B.
You can learn what you can do and what you like to do.
c.
You can learn what a certain job involves.
1.
2.
J.
4.
5.
D.
You can learn about filing a job application.
1.
2.
E.
Skills
Equipnent
Working conditions
Other workers used
Job location
Short form
Long form
You can learn about job interviews.
1.
2.
J.
Questions
Procedure
Appointment-making
11
Learning Activities
1.
Career Stations--Similar to interest centers, these can be located in
the room with available tools, clothes and pictures relating to a
specific career. raped materials and filmstrips can also be placed in
the center. Rotational systems throughout the entire year would provide greater exposure to job types.
2.
Field trips--Visits to many different types of industries, businesses,
and other job cluster areas depending on the need of the class can be
taken.
3.
Resource people and speakers--This can serve as a good culminating
activity. Prepare the students with some background information before
the speaker comes.
4.
Career Day--Each child dresses similar to a person who works at a
particular job which the child wishes to ro1e-p1~ as for a d~.
5.
Job magazine--This collection of ess~s on jobs, advertisements, and
pictures can be created by the class.
6. Class cataloguA--Each child is given two or more pages to tell about
himself either by writing or drawing. A cover can be designed by the
class then bound to the pages and 1amenated.
?
Silhouettes--Each child can draw his own individual silhouette to be
used for class disp1~.
8.
Se1f-portraits--The child will need a mirror to examine himself while
drawing. Use this for a display or the beginning of a personal diary.
90
Baby picture match game--3aby pictures of children from the class
are placed on a bulletin board. The children try to match each picture with a classmate.
10.
Art work--Create a person from straws. Staple the straws together, add
a paper head, hands, and legs. Then finish him with yarn hair. Draw
in a face. Hang them as a mobile or separately.
11.
Personal mai1box--Bui1d a mailbox system with a box for each child.
Have him make a name plate for his box. 'rubs can also be purchased
for this purpose.
12.
Personal diary--Have each child make a folder or book about himself
and his feelings. Include such things as height and weight chart;
personal information: name, age, sex, family, address; favorite things
and daily activities.
12
13. Bulletin board display-The children can create displays on:
1) various job clusters, 2) people of different ages, 3) people
showing different emotions, 4) people of different races, 5) children
from different lands playing games, 6) animal life-cycle display
showing the change of an animal as it grows.
Good sources of pictures are National Geographic, BOY-'S Life,
Travel, and Outdoor Indiana.
14•. Moods from Music--Children can listen to music then exnress their
feelings through movement, drawings, or facial expressions. Suggested
songs are:
"Finale" by Jacques Thert (from Divertissement). Gay and fast,
running tempo.
"Nocturne" by J. Ibert. Sombre.
"II de France" by Darius Milhaud (from Suite Francaise). Fast,
exciting.
"Departure" by Serge Prokofiev (from ll'1inter Holiday). Gay, out-ofdoors mood.
"Conversation between Beauty and the Beast" by Maurice Ravel (from
Mother Goose Suite). Slow dance.
"March of the Soldiers" by P. Tchaikovsky (from Nutcraoker Suite).
Gay march.
"Dance of the Sugar Plum Fairy," "Arabian Dance, II and "Chinese Doll
Danoe," by Tchaikovsky (from Nutcracker Suite). Mysterious
Mood.
tfBolero" by Ravel. Changing between light to heavy with steady rhythm.
Ask students:
Did you like the music?
How did it make you feel?
Did you like the feeling?
Does all musio make you feel the same? Why?
Role-pl~ng
15.
Repeats--Have several different situations so that every
child can participate. Start with a simple incident with a few characters. Then change feelings of the characters or setting and allow
different students to act out this new scene.
Example:
A) A dog and any person meet on the street. Dog is passive and person
is nice.
B) An angry dog and a man meet on the street.
C) An angry dog and a small child meet on the street.
D) An angry dog and a teen-age girl meet on the street.
E) A nice dog and a mean, old man meet on the street.
16.
Feelings on Paper--Have the child draw a picture illustrating when
he is hapror, afraid, and angry. Label each picture with that emotion.
17.
Growing-up page--The child gives information for the following
questions hy drawing pictures: 1) What was I like as a baby? 2) 'What
am I like now? 3) What will I be like in five years? 4) I was born.
Have pertinent information: date, place, weight, mother's name.
Assemble these in a circular pattern of a cycle.
13
-
13.
Swap day--Have the children in class
part of a day.
role-pl~
another classmate for
19. Animal imitation game--Child role-pl~s before class any animal he
would like to be. Class guesses animal, then child explains why
he chose that animal.
-
-
20.
Mirror game--Child, with another individual, moves freely while partner facing him moves similarly as if he were a mirror. Mirror person
then changes roles with other child and becomes initiator. Encourage
emotions and facial grimaces to be shown.
21.
Blind-fold game--A child is blindfolded. Another child is chosen to
be "It." It describes himself in terms of physical appearance, family,
home, who his friends are, what he likes to do, etc. The blindfolded
child m~ ask additional questions and has three guesses to decide
who it is. After the first guess the class m~v give additional clues.
Repeat the game several times.
Teacher asks: How did you know who the person was? What kinds
of clues helped the most? Why were some peopie easier to guess than
others?
22.
Student assistants--Each child under teacher supervision would be
paired with another student in the lower grades. 'l'he older student
can help the younger or read to him.
23.
"Who am I?"--Discuss how "inside" or "outside" the answers are
after having the class list answers to that question, "Who am I?II
His emotions? His feelings? Is there more to him than that? What
else? His intelligence? His values? Keep these lists. Repeat the
project later in the year and let the children compare their lists.
Discuss differences in the two lists. Have we changed? lNhy are there
so many differences in the two lists? Are we more aware of ourselves
now?
24.
Bag yourself--Provide each child with a paper bag, scissors, glue,
construction paper, and other decorative materials on hand. The children decorate the bag with pictures, writing, and other things representing tM ngs about themselves--the inside being their "inner-self"
and the exterior their "outer-self." Discuss the ideas each child
chose. What kinds of things go on the outside? The inside?
14
Unit Evaluation
1.
Observe child1s behavior during and after execution of this unit.
2.
Evaluate the drawings and writings in the personal journal and assignments for each child.
3. Observe child1s behavior while role-Playing.
4. Discuss written work, board displays, collages, or other work individually with each child.
5. Conduct interviews between peers. Have two children ask each other
questions. This can be taped for a later discussion time between the
child and the teacher.
6. Give a brief objective test measuring knowledge of job clusters,
specific job tvpes,
and emotions.
~amily,
and body part identification, feelings,
7. Given a shortened job application the child can fill it out so that it
is readable and neat.
8.
Conduct a "Kindness Ifeek." During this time each child is given a
badge or purple heart representing his kindness. Ever,ytime a child
shows good manners or acts out of kindness by helping others, especially if he was not ask to, he rec~ives a chevron to attach to his
badge. At the end of the week the class can make cookies for their
mothers, teachers, and themselves. These can be r~ckaged and distributed by the children.
9.
Observe group discussions on particular incidents or role-Play situations which demand value judgments.
10.
Check the child1s personal growth chart of height and weight recordings.
11.
Allow for a sharing time once a week or more often. Children can
relate exneriences when they have helped others, enjoyed their favorite thing or demonstrate something new they have learned to do. A
clever name helps stimulate the children, as well as a good setting
for such times. Special chairs can be used with different backdrons
for "'rhis Time Is Yours" period.
.
12.
Plan a career da,y with role-play. The child should be able to participate in the career day while portraying a specific job. Observe how
he conducts himself. Some children will need help in preparing themselves with the appropriate clothes.
1.5
BIBLIOGRAPHY
CAREER EDUCATION
-
16
Self-Awareness
Selected Bibliography
PUPIL BOOKS
de Regneirs, Beatrice, et al. Poems Children Will Sit Still For.
New York: Citation Press (division of Scholastic l~azinest
Inc.), 1969.
These selections on a variety of topics are good for
element~J children.
Hall, Marie, Ets. Just Me. Illust. by author. New York: Citation
Press, 1967.
A little boy imitates animals till he sees his father
and runs like "Nobody else, at all. Just me."
Krauss, Ruth. Is 7.his You? Illust. by Crockett Johnson. New York:
Citation Press, 196'~.
This fun-filled book asks the child questions about
himself and encourages him to draw his answers. Excellent
approach for teaching self-concept.
Mead,
~~argaret.
New York:
Family. Illust. with photographs by Ken Heyman.
Macmillan, 1965.
Sendak, Maurice. Where the Wild Things Are. New York: Harper and
Row, 1963.
Max journeys to where the wild things are via one of
the most original fantasies published in 1960's. Caldccott
Hetal winner for 196'.
Udr-. Janice Ha,y.
New York:
Let's Be Enemies. Illust. by Maurice Sendak"
Harper and Row, 1966.
Fun occurs when two best friends decide to be enemies.
This tongue-in-cheek parody is enthroned by Sendak's droll
illustrations.
'The Velveteen ~~bEll. Illust. by William
New York: Doubleday, 1958.
An old h'1",e and a velveteen rabbit talk about becoming
!'eal: "Real isn't how you are inside. • • • It's a thing
that happens to you when a child loves you • • • • II This
story is one of the earliest to personify toys and has remained
a childhood favorite.
Williams, Hargery.
Nicholson.
17
-
TEACHER BOOKS
Almy, Millie, et al. Young Children l s 'Thinking. New York: Teachers
College Press, ~eachers College, Columbia University, 1966.
Text explores studies of same aspects of Jean Piaget1s
theory. An introduction is written by Piaget.
Hopkins, Lee Bennett. Let 'fhem Be Thmnselves. New York: Citation
Press (division of Scholastic Hagazines, Inc.), 1969.
Practical suggestions and examples of ways to make
books, poetry, speaking, and thinking appealing t.o children.
Cites many ideas for improving self-image.
Hiel, Alice, ed. Creativity infeaching: Innovations and Instances.
Belmont, California: Wadsworth Publishing Company, 1961.
Discusses the distinction between convergent and
divergent thinking as a productive tool.
Shumsky, Abraham. Creative reaching in the Elementary School. New
York: Appleton-Century-Crofts, 1965.
Chapter four and its suggestions for creative teaching
help children discover themselves.
-
-
18
Career Education
Selected Bibliography
BOOKS
Berg, Ivar. Education and Jobs:
York: Praeger, 1970.
The Great Training RobberY.
Evans, Rupert N. Foundations of Vocational Education.
Ohio: Charles E. Merrill, 1971.
Feldman, Marvin. Makin Education Relevant.
Foundation, 196 •
Z
New York:
New
Columbus,
The Ford
Hill, George E., and Eleanore B. Lucke,y. Guidance for Children in
Elementary Schools. New York: App1eton-Century-Crofts, 1969.
Osipow, Samuel H. 'Theories of Career Development.
Ap-pleton-CenturY-Crofts; 1968.
Pucinski, Roman C., and Sharlene R. Hirsch, eds.
Change. New York: Prentice-Hall, 1971.
New York:
The Courage to
Venn, Grant. Man Education and Manpower. Washington D.C.: National
Education Association-American Association of School Administrators, 1970.
JOURNALS A.ND
PERIOD~rALS
Aylor, 1'ay E. "Peephole into the
VII (Harch, 1971),29-30.
~..jor1d
of Work."
American Educa.tion,
Bailey, J.A. "Career Deve10pnent Concepts: Significance and Utility."
Personnel and Guidance Journal, XLVII (September, 1968), 24-8.
Bailey, Larry J. "Clarifying Some Misconceptions, A Look at '.Vhat
Constitutes Career Education." Illinois Career Education
Journal (Illinois Board of Vocational Education), XXIX
(1972), 8-13.
Banta, Trudy W., and Patricia Marshall. "Bringing Schools and
Industry Together.1I Hanpower, June, 1970, P. 2444.
Butler, Robert N. "'[he Burnt Out and the Bored."
June, 1970, p. 82.
The Futurist,
19
Erwan, Dr. George E. "A New Vocational Education."
tional Journal, XLV (October, 1970), 14-16.
American Voca-
Frank, Alan R., et ale "Developing a Work Skills Inventory."
'reaching Exceptional Children, III (\~inter, 1971), 82-6.
Ganitt, Walter V. "Occupational Preparation in the Elementary
School." Educational Leadership, XXVIII (January, 1971),
359-63.
Hamilton, Jack A., and ',iilliam J. Webster. "Occupational Information
and the School Curriculum." Vocational Guidance Quarterly,
XIX (March, 1971), 215-19.
Hoppock, Robert, and Bernard Novick. liThe Occupational Information
Consultant: A New Profession?" Personnel and Guidance
Journal, XLIX (March, 1971), 545-48.
Hoyt, Kenneth B. lI'I'he Community College Must Change."
August, 1970. pp. 37-8.
Compact,
Leonard, George E. "Vocational Planning and Career Behavior:
Report on the Developmental Career Guidance Project."
cat}onal 'rechnology, IX (Harch, 1969).
A
~­
Miller, S.M. "Alternatives to Schools." New York University Education Quarterly, I (Summer, 1970), 2-7.
Morill, 1.-leston H., and David J. Forrest. "Dimensions of Counseling
for Career DeveloJl'lent. 1I Personnel and Guidance Journal,
XLIX (December, 1970), 299-305.
Norwich, Anthony L. IIA Career Development Program in the Chicago
Public Schools." Elementary School Journal, LXXI (April,
1971), 391-99.
Peterson, Marla. "OCCUPACS for Hands-on-Learning."
tion Journal, XLVII (January, 1972), 40-1.
Quitt ent on , R.C. "Career Oriented F.ducation.1I
Journal, VI (December, 1970). 4-11.
-
.
American Voca-
Canadian Vocational
IIUSOE launches Its Top Priority - Career Education."
Monitor: NEA-NSPRA, September 20, 1971.
liashington
Venn, Grant. "Preparation for Further Preparation. II
Leadership, XXVIII (January, 1971), 339-41 •
Educational
20
ADDRESSES AND REPRINrS
Bailey, Larry J., ed. Element.a~~hool Guidance, (Conceptual Beginnings
and Initial Approachesl. Washington, D.C.: American Personnel and Guidance Association, Renrint Series One, 1970, 140 p.
Bugg, Charles A. "Implications of Some Major Theories of Career
Choice for Elementary School Guidance Programs." ~
Reprint Series Two. Edited by James C. Hanson. ~fashington,
D.C., American Personnel and Guidance Association
Career Development Activities for Grades 5. 6. and 7. Mimeo. Abington
School District, Abington, Pennsylvania, Elmore E. Pogar,
Director.
Career Education: A National Priority. Mimeo 2vailable from the
Maryland State Department of Education, James L. Reid,
Assistant State Superintendent in Vocational-"echnicaJ
Education.
Connors, John F. '!'he Role of Industry in a Comprehensive Vocational
Education. Personnel Development and Utilization System. A
paner presented at the National \iorkshop on Comprehensive
Vocational Education Personnel Development and Utilization,
'.iashington, D.C., June 15-17, 1971.
Coonerative Day of Planning III. A Reoort on the Third Joint 11eeting
of the State and National Advisory Councils on Vocational
Education, Washington, D.C., November 6-7, 1970.
Cooperative Day of Planning IV. A Renort on the Joint Meeting of
the State and National AdviSOry Councils on Vocational
Education, San Antonio,Texas, April 17-18, 1971.
Evans, Rupert N., Garth L. Mangum, and Otto Pragan. Education for
Employment: 'The Background and Potential of the Vocational
Education Amendments of 1968. Ann Arbor, Hichigan: lnstitute of Labor and Industrial Relations, University of Michigan,
1969.
Fourth Report. Hashington, D.C.: National Advisory Council on
Vocational Education, January 16, 1971.
McMurrin, Sterling M., ed. Functional Education for Disadvantaged
Youth. New York: Committee for Economic Development, 1971.
Mangum, Garth L.
Reorienting Vocational Education. Ann Arbor, Hichigan: Instlt.utB of Labor and Industrial Relations, University
of Michigan, 196q.
Marland, Sidney P., Jr. Career Education Now. Speech delivered at
the Convention of the National Association of Secondary Schc,l
Pri!"~ipals.
Houston, ':exas, January 23, 1971.
21
Marland, Sidney P., Jr. Career Education. Speech given before the
Thirty-third Session of the International Conference on
Education. Geneva, Switzerland, September 15-23, 1971.
"NEArask Force on Vocational Education." Vocational Education and
the Profes~~ on in the S""."enties and Beyond. IN'ashington, D.C.:
NEAt M~ 26, 1971.
'['owers, Edward R., Donald G. Lux, and Willis E. Ray. A Rationale and
Structure for Industrial Arts Sub "ect Matter. (Industrial
Arts Curriculum Project 19
Columbus, Ohio: ~ouncil of
Graduate Students in Industrial Technology Education, 1912
Neil Avenue, ED 013955, VT 113203.
u.S. Department of Health, Education, and 1,-lelfare. Vocational Education: rhe Bridge between Han and His ~iork. Washington,
D.C.: Advisory Council on Vocational Education, 1968.
Vocational Education: Innovations Revolutionize Career rraining.
lNashington, D.C.: National School Public Relations Association, 1971.
CURRICULUM GUIDES
Bailey, Larry J. A Curriculum Model for Facilitating Career Develop!!l!ID1. Carbondale: Career Development for Children Projects,
Southern Illinois University, 1971, 23 p.
Bottoms, Gene and Kenneth B. Matheny. A Guide for the Development.
Implementation. and Projects in Vocational Education.
Atlanta Public Schools, Atlanta, Georgia.
Center for Vocational and Technical Education. A Comorehensive
Career Education Model. Columbus, Ohio: ~he Ohio State
University, 1971.
Wernick , Walter.
World of {lork Resource Units for Elementary
DeKalb, Illinois: ABLE 110del Program, Northern
Illinois University, 1971.
~~eachers.
22
-
MEDIA AND MATERIALS
Filmstrips
AV Quick-list: Career Education.
October 1973.
Social Education.
Vol. 37
No.6,
A reference guide to one thousand titles in AV media arranged by
subject for direct and eas,y selection.
"I Want to Be • • • • " 13 min. Rental $9.32, purchase $150. 16 rom,
color, sound film on career education. Department of
Photography and Cinema, Ohio State University, 156 W. 19th
Avenue, Columbus, Ohio 43210.
Self Concept Filmstrip Series (with study guide and accompanying
records.) "Who Am I" (Kindle Unit One); Concept of Self.
Scholastic ~~gazine, 1969.
-
A set of four with discussion guide for each filmstrip. Includes
introduction, frame narration, discussion questions and followup activities. Suggestions for books, poems, and stories are
also included.
Free and Inexpensive Materials
Career Education Handbook
Peoria Public Schools
ATTN: Charles Pryor
3202 N. Wisconsin
Peoria, Illinois 61603
($4.00)
"Changing Times" Education Service
1729 H. Street
N.W. t 'washington, D.C. 20006
Education Achievement Corporation
P.O. Box 7310
\alaco t Texas 76710
Guidance Activities
39 rllashington Avenue
Pleasantville, New York 10570
Louis McElroy, Director
Educational Research Council (ERC)
Occupational Education Staff
Cleveland, Ohio
K-12 master plan
Ten occupational clusters
23
John Schaffarzich NIE
Career Education Program
Code 600, Room 607
Washington, D.C. 20202
Scholastic Book Serivces Inc.
904 Sylvan Avenue
Englewood Cliffs, New Jersey 07632
Science Research Associates, Inc.
259 East Erie Street
Chicago, Illinois 60611
Success
Box 350
Indianapolis, Indiana
James R. Wadsworth
Educational Services Director
Illinois Bell 30-C
225 W. Randolph St.
Chicago, Illinois 60606
Career education plan~
incorporating the phone
company.
24
APPENDIX
"PEOPLE ARE LIKE RAINBCMS1't
SCRIPT NARRATION
for
ACCOMPANYING SLIDE SET
25
"People are Like Rainbows til
Script Narration
LISDE 1
(Title)
"People are Like Rainbowsl 11
SLIDE 2
"'I'hink about
..."
SLIDE 3
It
•••
you."
SLIDE 4
II T../ho are you? Janie is a person just like you.
.just like you."
Butt she is not
SLIDE 5
IIThere is no one quite like you in this whole world of people. Each
one of you is unique. You are one of a kind. You are a rainbow-and you are beautiful. II
SLIDE 6
"Every friend you know, just like the children in this picture, has
a world not like anyone else. Everyone has his own special rainbow."
SLIDE 7
"Had you been born in Mexico, or in Ghana of Africa, or Korea • • •
II
SLIDE 8
II • • • or in liales of the British Isles, or in Greece, your neighborhood would have been different than it is now. Your community
makes you the special person you are because no one else in your
home has your name or your smile."
SLIDE 9
"But what makes you belong here and not here or here? Your special
rainbow is your special w r1d no.j. like anyone you know."
SLIDE 10
"And why do you look the the way you do? (pause) If you think about
your re1atives--especially your parents--and the way they look, this
helps p.xplain why your appearance is unique."
•
SLIDE 11
"Only your grandfather looks the way he does. rry to see some of the
similarities between this grandfather and his grandson. Did you notice
the ears, tt....... hair, or the s'i1es that look alike?"
26
SLIDE 12
"Every person like Nick and his grandmother has certain features like
yours. She and Nick have physical features like eyes, a nose, and
hair just like you do only grandmother is a female.
SLIDE 13
"Your relatives are like you in appearance. How are your friends
like you? This picture may give you some clues."
SLIDE 14
"Is this you? (pause) '!'hink about when you were a baby. Your
body has changed since then. Your size is bigger. your clothes are
different, and your body can function in many more ways than just
crawling and sleeping. Like your friends, everyone begins as a baby."
SLIDE 15
"Do any of these people remind you of those in your neighborhood?
Even those adults grew up. By looking at the outside of people and
yourself, you can see the many ways people are different and alike.
Just like rainbows, some of the colors are the same but the appearance
is unique for everyone."
-
SLIDE 16
"Look at these eggs. Pretend that each egg represents a person,
maybe someone you know."
SLIDE 17
"Here is one of those eggs ready to become that somebody. The equip..
ment is all there. Paint will give him some color and some character.
rhe brush will style and perfect his finishing touches."
SLIDE 18
"And here you see several finished products. Although the same paints
and brush were used, not one of these eggs is the same. You are
like one of these eggs. All the ingredients are the same: a body,
a head, and legs. But with that touch of rainbow specialness you
may become a football player, or a teacher, or a skater, or a waitress,
or a builder."
SLIDE 19
"You (pause) are the only one like you."
SLIDE 20
"Think about yourself right now. Other people can see your "outside"
self. Do you see this boy in a blue-striped shirt and blonde hair
feeding goats with his two hands? All this you can see from the outside. Can you tell how he feels?"
•
SLIDE 21
"The way you play with others shows your friends how you feel "inside."
How do you act around others?1I
SLIDE 22
"Handle with care!
'i'hat means these two, the man and the girl want to
27
be nice to each other because they are friends. Caring about others
is an "inside" feeling. Others can tell about your inside feelings
by your outside appearance."
SLIDE 23
"What happened to 'rina? She looks sad. Her face is telling you
how she feels inside. Have you ever felt sad inside? (pause)
Then maybe you can figure out what happened to Una."
SLIDE 24
"Your inside &'eelings rake you look different ways on the outside.
And everyone looks many different ways. "
SLIDE 25
"Have you ever acted the way this girl is acting? Then you probably
can answer the question, how does this girl feel?"
SLIDE 26
"Maybe one of your feelings makes you help others."
SLIDE 27
"Or maybe your feelings make you act angrily like this man. He
smashes cars when he feels upset. \fuen you are mad you sometimes
feel like smashing cars, too."
..-
SLIDE 28
"Even girls can feel mad just like boys do."
SLIDE 29
"Y ou are not always mad at others. Sometimes you may feel like
working with them instead of being mad. Helping is one way you
can work with people."
SLIDE )0
"And when you feel happy you act happy."
SLIDE 31
"You can even look and feel sad."
SLIDE 32
"Your feelings are a very special part of you. Others enjpy you
more, however, when you feel good and can smile."
SLIDE 33
"And, --what if everyone wa.s alike? (pause) 'That will never happen
because you have your own special rainbow. And, that rainbow is
all your own. It makes ~rou--YOU."
•
-
SLIDE )4
"The End."