Government & Public
Administration (GPA)
Practicum
Table of Contents
Introduction ............................................................................................................................................... 3
Portfolio Information .................................................................................................................................. 3
Preparation for First Class Day.................................................................................................................... 4
Useful Websites ......................................................................................................................................... 5
Practicum Schedule..................................................................................................................................... 6
General Housekeeping ................................................................................................................................ 7
Foundations of Contemporary Political Theory ....................................................................................... 21
Development of the Constitution ............................................................................................................ 43
Ethical Basis for Laws ................................................................................................................................ 55
Interpersonal Skills .................................................................................................................................... 68
Teamwork and Leadership........................................................................................................................ 81
Professional Writing and Research Skills .................................................................................................. 97
Training Station Orientation .................................................................................................................. 113
Career Exploration ................................................................................................................................. 122
Portfolios ................................................................................................................................................. 141
Additional Activities ................................................................................................................................ 148
Career Pathways ..................................................................................................................................... 155
Personal Management ............................................................................................................................ 172
Project Management .............................................................................................................................. 198
Scholarships for Post-Secondary Options ............................................................................................... 215
2
Copyright © Texas Education Agency, 2015. All rights reserved.
GPA Practicum
Introduction
This Practicum is designed to be used by new and veteran teachers who would like to enhance their students’
performance by utilizing computer-generated projects. The purpose of these lessons is to transform the
classroom into a lab setting, with the students becoming self-driven learners and the teacher taking on the
role of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be presented in any
order the teacher chooses. Because there are so many detailed forms that are necessary at the onset of the
school year or semester, the General Housekeeping unit should be covered first. Detailed lesson plans, which
include handouts and activities, are provided.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use a desktop or
laptop computer attached to a projector in order to present the materials to the class.
Customarily, students enrolled in a Practicum course are placed in jobs prior to the onset of the school year.
Of course, there are often a few students who will need job placement by the teacher once school starts.
Students must be employed and a training plan must be filed within 14 days of the start of the school year. It
is important that all Texas Education Agency rules are followed and adequate records are kept for reference if
an audit by a representative from TEA were to take place.
The teacher is required to visit each training sponsor regarding student progress at least once per each sixweek grading period, regardless of whether the school calendar adheres to a six-week or nine-week grading
period.
Portfolio Information
All students are to keep a working digital portfolio, which will be updated regularly during the school year. The
portfolio can be a useful tool when applying for employment and scholarships or when completing college
applications. Reproducible guidelines may be found on page 141. It is important that students establish their
portfolios early during the first few weeks of school, so make sure to inform students during the General
Housekeeping unit of the Practicum
3
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation for the First Class Day
Classroom
• Are the students’ desks arranged the way you would like them to be for optimal class instruction?
• Is your desk in an area from where it will be easy to manage the class?
• Do you have all the things you will need already in place at your desk? (e.g. a calendar/unit planner,
grade book, pencils, pens, notepad, etc.)
• Is the furniture easy to walk around?
• Are bulletin boards prepared and attractive to students?
• Do you have a space prepared for students to turn in work?
• Is the lighting in the room appropriate?
• Are the materials organized and easy to access?
• Do you have an emergency exit plan posted in the room?
Students/Parents
• Have you prepared the letters to the students and the parents within the General Housekeeping portion
of the Practicum?
• Have you prepared home folders for the students?
Instruction
• Have you prepared a script of what you are going to do on the first day?
• Do you have a classroom management plan prepared?
• Do you know what procedures you are going to use in managing your class?
• Is there a sign-in paper, or do you have a roll calling system ready to put in place?
• Do you have an activity/procedure for students who arrive before the bell rings?
• Do you have a grading system you would like to use ready?
• Do you have ice breakers/team builders ready to do on the first day?
4
Copyright © Texas Education Agency, 2015. All rights reserved.
Useful Websites
Texas Education Agency: www.tea.state.tx.us/
Career and Technical Education: http://cte.unt.edu/
O*NET: http://www.onetonline.org/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
5
Copyright © Texas Education Agency, 2015. All rights reserved.
Practicum Schedule
Topic
Activity
Time Frame
General Housekeeping
Forms
5 Class Periods
Foundations of Contemporary
Political Theory
Notes, Activities, and Projects
5 Class Periods
Development of the
Constitution
Notes, Activities, and Projects
5 Class Periods
Ethical Basis for Laws
Notes, Activities, and Projects
5 Class Periods
Interpersonal Skills
Notes, Activities, and Projects
2 Class Periods
Teamwork and Leadership
Notes, Activities, and Projects
3 Class Periods
Professional Writing and
Research Skills
Notes, Activities, and Projects
7 Class Periods
Training Station Orientation
Project
10 Class Periods
Career Exploration
Notes, Activities, and Tests
5 Class Periods
Portfolios
Project
5 Class Periods
Additional Activities
Varies
Personal Management
Notes, Activities, and Projects
5 Class Periods
Career Pathways
Notes, Activities, and Projects
6 Class Periods
Project Management
Notes, Activities, and Projects
3 Class Periods
Scholarships for PostSecondary Options
Notes, Activities, and Projects
10 Class Periods
*Each Class Period lasts 45 – 50 minutes
6
Copyright © Texas Education Agency, 2015. All rights reserved.
General Housekeeping: Forms
Course
Practicum in
Local, State,
and Federal
Government
Unit 0
General
Housekeeping
Essential
Question
What are the
policies,
procedures, and
paperwork that
need to be
followed and
completed to
succeed in this
course?
TEKS
§130.190(c)
(1)(C)
Prior Student
Learning
None
Estimated Time
5 hours
Rationale
The students must complete and sign all of the necessary forms to complete
this course.
Objectives
The students will be able to:
1. Demonstrate characteristics necessary to be a successful student in
the GPA program by obtaining all signatures necessary on required
forms
2. Identify the critical rules of program operation
3. Explain the procedures for reporting an absence from school/work
4. Learn the policies and procedures of the GPA program
5. Obtain the necessary signatures on required forms
Engage
Use the following questions for a class discussion:
 Why are rules necessary?
 Why is daily attendance important?
Explain that it is an honor to be accepted into this program and that all
students must maintain high expectations to remain in the class. Use the
Discussion Rubric for assessment.
Key Points
 Forms in the Students’ Packets
o Training Plan Form
 Used by the teacher to complete a student’s training plan
 Can also be used by the teacher when visiting training stations, if
kept in a Visitation binder
o Student Responsibilities
 Very important form
 Rules of the program should be strictly adhered to in order to avoid
problems.
 Key rule: if a student is absent from school, that student is not to
report to work.
 Key rule: a student may not quit a job without the teacher’s
permission, or is in jeopardy of failing the class for the grading
period.
 Key rule: theft is not condoned. Immediate removal from the
program.
o Syllabus
 Details what the students will learn
 Grading policy
o Classroom Rules
 A must for every teacher
 Personalize to your methods
o Unemployed Student Policy
7
Copyright © Texas Education Agency, 2015. All rights reserved.
o Dependability Grade
o Summary Verification Signatures Form
 Ensures the parent received all the paperwork
o Wage and Hour Report
 This is an auditable document and all students must keep an
accurate record of the hours worked. Keep these in the permanent
record files
Activities
Guided Practice – Customize each form to your program. Go over each form
individually and thoroughly. It is extremely important that all students
understand what is required of them in order to be in the program. Set a
deadline (usually the end of the first week of school) for all forms to be
returned with signatures. Keep in mind that during the first few days of
classes, students will leave or enter your program. You will need to keep up
with all of the paperwork and will need to see that the new students receive
all of the documents. (Note: You may want to give an incentive for returning
paperwork ahead of time (usually a small treat works well). As an extra
incentive, you may want to give a daily grade for all paperwork that is
returned by the deadline.) Use the Individual Work Rubric for assessment.
Mobile Me Activity – Have the students create a mobile about themselves
and share it with the class. (Note: Assign this on the first or second day of
class (due by the end of the first week).) Use the Mobile Me Handout to
explain the activity and the Individual Work Rubric and the Presentation
Rubric for assessment. (Note: make a mobile to present as an example to
the class. Hang all of the mobiles in the classroom for the first few weeks of
school.)
Assessments
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Materials
General Housekeeping computer-based presentation
Computer with projector
Copies of all forms
 GPA Practicum Syllabus
 Student Responsibilities in Cooperative Training Program
 Classroom Rules
 Dependability Grade
 Policies Governing Unemployed Students
 Summary Signature Verification Form
 Wage and Hour Report
Coat hanger
String, ribbon, or yarn
A one-hole punch
8
Copyright © Texas Education Agency, 2015. All rights reserved.
Magazines
Students personal pictures
Scissors
Glue
Computers with presentation-based software (optional)
Accommodations for Learning Differences
For reinforcement, review the following with the students:
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from his/her job?
 What is the policy on theft?
Use the Discussion Rubric for assessment.
For enrichment, the students will use audio/visual or computer-based
presentation software to create a professional and creative collage
introducing themselves to the class. Use the Individual Work Rubric and the
Presentation Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(1)
The student explores major political ideas and forms of
government in history. The student is expected to:
(C)
explore aspects of public service and related careers at
federal, state, and local levels.
Career and College Readiness Standards
English/Language Arts Standards
III. Speaking
B. Develop effective speaking styles for both group and one-on-one
situations.
1. Participate actively and effectively in one-on-one oral
communication situations.
2. Participate actively and effectively in group discussions.
9
Copyright © Texas Education Agency, 2015. All rights reserved.
Mobile Me Handout
OBJECTIVE: The student will introduce his or herself to the class by creating a mobile that reflects
the individual’s interests and personality.
MATERIALS NEEDED:
Coat hanger
String, ribbon, or yarn
A one-hole punch
Pictures of you, your family, etc.
Pictures and words cut out from magazines
DIRECTIONS:
Make a mobile that depicts who you are and be prepared to share it with the class. You must include
a minimum of three pictures of yourself (or family) and at least six of the following items:
Achievements
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents his or her
mobile to the class.
10
Copyright © Texas Education Agency, 2015. All rights reserved.
GPA PRACTICUM SYLLABUS
Welcome to the dynamic world of GPA! You have been selected from many applicants to
experience a fun and rewarding year. It is my intent for you to learn a great deal about the world of work
as you learn about yourself.
This course consists of the following topics:
 (INSERT YOUR COURSE OUTLINE HERE)
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously: READ THE
TEXTBOOK! There will be a lot of information given and discussed in class that is not in the text;
however, you are still accountable for reading assigned chapters. Students entered in (INSERT YOUR
PROGRAM HERE) competition are more successful due to reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports; dependability grades (see
Dependability sheet); individual and group assignments; daily work; tests; and your employer
evaluation.
YOUTH ORGANIZATION: (INSERT YOUR PROGRAM HERE)
All co-op students are expected to join (INSERT YOUR YOUTH ORGANIZATION HERE) and to
participate in competitive events. Dues are $______ for the school year.
_____________________________
Parent’s Signature
___________________________
Student’s Signature
11
Copyright © Texas Education Agency, 2015. All rights reserved.
STUDENT RESPONSIBILITIES IN COOPERATIVE TRAINING PROGRAM
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert name of school or school district), it is
essential that the student, the parents, the training sponsor, the coordinator, and school administrators agree to these basic principles:
1.
It is the responsibility of the coordinator to provide appropriate interview opportunities for student job placement. The coordinator must grant final
approval of all job placements.
2.
It is the responsibility of the student to remain at the same training station throughout the training period. A change may be made only when approved by
the coordinator.
3.
A student will be removed from the Cooperative Training Program and lose state credits for any of the following reasons:
a.
If the student is dismissed from the training station and the coordinator determines that the dismissal was for sufficient reasons. Example:
theft or un-ethical conduct.
b.
The second time a student has been fired and/or quits without the permission of the coordinator, he/she is released from the program without
credit.
c.
If a student’s attendance drops below 90%, the student may be removed from the Cooperative Education Program. Removal from the class
would result in loss of credit for the term.
4.
The student is under school supervision at school, and during the work schedule at the training station. School credit is given for four hours spent on the
job, as well as in the classroom. The student must work a minimum of 15 hours a week, 10 of which must be Monday through Friday.
5.
If the student is to be absent from school on any particular day for any reason, the student is required to notify the teacher-coordinator no later than
12:00 (noon) on the day of the absence.
He/she may not report to the training station without having first received permission from the coordinator. Failure to observe this rule will result in
unexcused absences in all classes missed.
6.
A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading period during which he/she was fired. The student
is expected to find his/her own employment within five days. Grades will be reduced from the sixth day forward.
7.
Students enrolled in Cooperative Education are expected to belong to the youth organization, as activities are related.
It is with the above understanding that we enter into this agreement to provide the best training for the individual student.
_________________________________
STUDENT
______________________________
PARENT OR GUARDIAN
_________________________________
COORDINATOR
______________________________
PRINCIPAL
*** If you wish to communicate via e-mail, please list your address:
_________________________________________________________________
12
Copyright © Texas Education Agency, 2015. All rights reserved.
CLASSROOM RULES
1. You must be in class on time; failure to do so may result in an after class detention on the day you are late!
Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course, so you must
devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like you as you
are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the
floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. You are responsible for your conduct in your other classes. If you are a behavior problem in another class,
it will be brought to my attention. You will be subject to removal from the co-op program due to
behavioral problems.
10. Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
________________________________
Parent’s Signature
_________________________________
Student’s Signature
13
Copyright © Texas Education Agency, 2015. All rights reserved.
Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realize the
importance of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY
GRADE” has been created. It is treated as a MAJOR TEST GRADE and is averaged in with the other major test
scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her Practicum (co-op)
teacher before NOON that day. If the teacher’s phone rings to voice mail, the student should leave the
following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone his/her employer to report the absence in a timely manner from
work. Practicum students are also required to sign in each day on the Practicum Dependability Log, located in
the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in points being
deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY……………………………………………………………………………..…………100%
ABSENT
CALLED IN
FAILED TO CALL or SIGN IN
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt from this
system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
(Parent’s signature)
______________________________
(Student’s signature)
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
14
Copyright © Texas Education Agency, 2015. All rights reserved.
POLICIES GOVERNING UNEMPLOYED STUDENTS
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the
student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work at
another job, may receive a NINE-WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the grading
period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades will be
reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in finding a
job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE-WEEKS / SIX
WEEKS (Circle one) grade of no higher than 60 for the grading period during which he/she quit the job.
6. The second time a student has been fired and/or quits without permission from the coordinator, he/she
will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; he/she must be under the
supervision of the Practicum instructor from the end of the class period through the end of the school day, until a new training
station is secured. The student may be exempt from this restriction if he/she has a scheduled appointment for a job interview.
(Documented proof of interview is required.)
________________________________________
Parent/Guardian Signature
_______________________________________
Student’s Signature
15
Copyright © Texas Education Agency, 2015. All rights reserved.
SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:
GPA Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated policies.
____________________
Parent’s Signature
_____________________
Student’s Signature
Please return this form to the teacher.
16
Copyright © Texas Education Agency, 2015. All rights reserved.
WAGE AND HOUR REPORT
NAME/ID#
______________________________________________________
TRAINING STATION
______________________________________________________
STUDENT SIGNATURE
HOURLY WAGE $ __________________________________
TOTAL HOURS FOR 3 WEEKS __________
______________________________________________________
Your signature verifies the information on this report is accurate and honest.
WEEK
9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
17
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
18
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts. Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
19
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
20
Copyright © Texas Education Agency, 2015. All rights reserved.
Foundations of Contemporary Political Theory
Course
Practicum in
Local, State,
and Federal
Government
Unit I
Advanced
Political Theory
Essential
Question
How has
contemporary
political theory
shaped politics
in American
society today?
TEKS
§130.190(c)
(1)(A)
Prior Student
Learning
None
Estimated Time
4 to 5 hours
Rationale
To introduce students to the foundations of contemporary political theory and
to career opportunities in the United States.
Objectives
The students will be able to:
1. Identify the political theories that are important in American society.
2. Analyze the works of classical political theorists and their effects on
contemporary political theory.
3. Identify the characteristics of contemporary political theories.
4. Understand how contemporary political theory affects American
society.
5. Explore career opportunities available within each of the
contemporary political-theory models.
Engage
Give each student a copy of the Declaration of Independence. Have the
students use two highlighters that are different colors to mark phrases that
depict the rights of the government (color 1) and the rights of the people
(color 2). After the students have finished highlighting, lead the class in a
discussion about their interpretations of the Declaration of Independence.
Use the Discussion Rubric for assessment.
Key Points
I. What are the major political theories in modern American society?
A. Social Contract Theory
1. Individuals possess free will, and every individual is equally
endowed with the God-given right of self-determination and the
ability to consent to be governed (Harrison & Harris, 2011)
2. Built on the conventional notion of the role of government and
the relationship of the government to the people
3. All individuals are free and equal by natural right, and in turn all
people are required to give their consent to be governed
a) These theories can be seen in the writings of Thomas
Jefferson when he wrote the Declaration of Independence
b) Natural rights of American citizens are also outlined in the
Bill of Rights
(1) Examples include: Unalienable Rights (1st
Amendment), Search & Seizure (4th Amendment),
Protection of Rights (5th Amendment), and No Cruel
& Unusual Punishment (8th Amendment)
4. This theory developed during the early stages of the “Age of
Enlightenment,” a philosophical movement that stressed the
importance of individuality, reason, and scientific endeavor
a) According to Lewis Hackett, the “Age of Enlightenment”
21
Copyright © Texas Education Agency, 2015. All rights reserved.
ranged roughly from 1651–1790
5. This drastically changed how people thought about government
and the rights of citizens
6. Although many political theorists were a part of the “Age of
Enlightenment,” three philosophers made a significant impact
on American society
a) Thomas Hobbes (1588–1679)
(1) An English philosopher whose most notable work is
detailed in the book, The Leviathan (1651)
(a) The Leviathan was greatly influenced by the
chaos of the English Civil War
(b) Although the book is best described as a
political book, it also touches on the subjects of
religion and moral philosophy
(2) Theorized that government was a “state of nature,”
and that without enforceable rules people would live
like animals
(3) Argued strongly for a single ruler because it would
guarantee rights for both the weak and the strong
(a) Giving up rights was just a small price to pay for
living in a civilized society
(b) The “weak” naturally relinquish power to the
strong so they can be governed in society
(4) Favored absolute monarchies
b) John Locke (1632–1704)
(1) An English philosopher who expanded on the Social
Contract Theory in the Second Treatise on Civil
Government
(2) Emphatically rejected Hobbes’ notion of the divine
right of kings
(a) Locke’s notions were more “radical” because
they argued for the rights of individuals in
government rather than for the rights of
monarchies
(3) Believed in unalienable rights
(a) Right to Life
(b) Right to Liberty
(c) Right to Property
(4) These ideals were crucial in shaping Thomas
Jefferson’s articulation of the role government and
the rights of people in the Declaration of
Independence
(a) Government can never take away the rights of
the individual
(5) When citizens enter into the “social contract,” they do
so with an understanding that the government will
protect their natural rights
22
Copyright © Texas Education Agency, 2015. All rights reserved.
(6) Citizens agree to accept government authority, but if
the government fails to protect the individuals, the
citizens then have the right to rebel
(a) This is the foundation of political theory in
American society today
c) Jean Jacques Rousseau (1712–1778)
(1) A French philosopher who expanded on the Social
Contract Theory by stating that the theory relies on
Popular Sovereignty
(2) Outlined his theory in his book, The Social Contract
(3) Argued that feeling, as opposed to reason, draws
people into life in a community
(a) He contended that property rights and freedom
of speech and religion come from society, and
are not a state of nature
(b) This is unlike Hobbes and Locke who believe in
a “state of nature”
(4) Believed that society was based on a true social
contract and would provide absolute equality and
freedom for individuals
(5) Government is the instrument for carrying out the
people’s will
(a) Sovereignty lies with the people, and it is
ultimately the people who decide who can
govern them
(b) The power of leaders is limited by a formalized
set of rules; in the United States this formalized
set of rules is the US Constitution
(6) To combat the selfish acts of the people, government
should also have proper limits to avoid absolute
power of one individual
B. Capitalism
1. The economic theory of capitalism holds that the government
should interfere with the economy as little as possible
2. Businesses are allowed to operate freely in a marketplace
a) Individuals are expected to rely on initiative
b) Establishes economic security
3. Businesses control the means of production and price
4. Individuals decide what they will buy and at what price
5. The capitalist theory follows the Lockean principle of the “right
to property” and the protection from government intervention on
the consumer
II. Who are the classical political theorists who had an effect on
contemporary politics?
A. Plato (427 B.C.E.–347 B.C.E.)
1. In his book on ancient political theory, The Republic, Plato
23
Copyright © Texas Education Agency, 2015. All rights reserved.
explores two central questions
a) What is justice?
b) What is happiness?
2. Although Plato’s dialogue is mainly political, he approaches a
wide range of subjects in The Republic, including art, women,
the afterlife, and ethics
3. Humans live in the specific political communities that make
them happiest
4. Plato’s political philosophy in ancient Greek democracy has
influenced several political philosophers, including Aristotle and
Cicero
a) Many of Plato’s philosophies are apparent in
contemporary society (people live in political communities
that make them happy; for example, modern-day
Republicans and Democrats)
5. Justice must be a part of the political society and each group
must perform its appropriate function
a) Rulers must rule (i.e. the government must provide us
with order to prevent chaos, but without interfering with
individual rights)
b) Warriors must protect (i.e. force should be used to protect
the people from threats, which is a part of the
contemporary conservative theory)
c) Producers must produce (i.e. businesses need to produce
goods and services for the people of the community to
consume, which aligns with capitalism)
B. Aristotle (384 B.C.E.–322 B.C.E.)
1. A student of Plato
2. His most famous political work is entitled Politics
a) He described politics as a practical science because it
seeks to create, preserve, and reform
b) He addresses the idea of a “politician”
(1) The politician is the “lawgiver,” or the person that
provides the framework for the city-state
(2) The word “politician” is still used today to identify
government officials who work to preserve and
protect the framework of the US Constitution
3. Classifies government into 5 different forms, which have since
transformed to become modern-day governments and the
model of contemporary political thought
a) Democracy = rule by the many (e.g. modern-day America)
b) Oligarchy = rule by the few (e.g. 20th-century South Africa)
c) Aristocracy = rule by the few (e.g. modern-day Saudi
Arabia)
d) Kingship = absolute rule (e.g. Jordan)
e) Tyranny = oppressive rule (seen in many Middle Eastern
countries that are experiencing the “Arab Uprising,”
24
Copyright © Texas Education Agency, 2015. All rights reserved.
including Tunisia, Bahrain, and Egypt)
4. His classical theories continue to have a deep impact today
and have transformed to influence contemporary political
thought because of his statements about the relationship
between the people and the government
a) His Politics discusses some of the following issues, which
are still apparent in contemporary society:
(1) The role of human nature in politics
(2) The rule of law
(3) The analysis and evaluation of a constitution
(4) The causes and cures for political change and
political revolutions
C. Cicero (106 B.C.E.–43 B.C.E.)
1. Heavily influenced by Plato’s Republic
2. His three famous texts include
a) De Republica (On the Republic)
b) De Legibus (On Laws)
c) De Officiis (On Duties)
3. A member of the Senate in the Roman Empire
4. He, like Plato, comments on the concepts of justice in society
a) Politics cannot exist without ethics
b) Corruption of political power is self-advantageous
c) The people have a right to expose unethical behavior
d) The rule of law (i.e. one of the principles in the US
Constitution)
5. His theory of exposing corruption has evolved into a
contemporary political theory not only in the US but also in
countries like Egypt and Libya (i.e. tyranny of the majority)
III. What are the contemporary political theories?
A. The characteristics of contemporary political theory have evolved
over time dating back to the foundations of the ancient political
philosophers
B. Contemporary political theory began shortly after World War II,
which began a new era of social and political change
C. Contemporary political theory aims to solve political problems that
are being faced by modern nations; these theories explain the roles
of and the relationships between government, the people, religion,
economy, and welfare, as well as the importance of democracy
D. Over the years, political scientists have created eight contemporary
theories that explain the development of countries in both modern
and developing worlds:
1. Rational Choice Theory is a popular theory used in political
science to explain the actions of voters as well as politicians; it
assumes that individuals act in their own best interest, carefully
weighing the costs and benefits of possible alternatives
a) Created by Anthony Downs
25
Copyright © Texas Education Agency, 2015. All rights reserved.
b) Aggregate distribution of political opinion forms a bellshaped curve
c) Causes politicians to form a centrist position in order for
them to be successful
d) Creates a working model of the relationship between
citizens, parties, and policy
e) Includes the following ideas
(1) Voters want to maximize the chance that the policies
they favor will be adopted by the government
(2) Parties want to win office
(3) In order to win office, they must do what it takes to
win votes
2. Modernization Theory is the connection of economic
development in a country to the creation of a democratic
government
a) The three factors that involve Modernization Theory
include
(1) Identifying the difference between a modern and a
non-modern society
(2) Identifying how a society becomes modern
(3) Identifying how some parts of a modern society will
fit together
b) The economic growth in a developing society also creates
social and culture changes in which these developed
countries typically take on the characteristics of the
advanced Western societies
3. Developmentalism Theory is an economic theory that identifies
how countries develop their economies by creating strong
internal markets
a) There are four basic principles of the Developmentalism
Theory
(1) Citizens support a government or regime when their
economic welfare is developing
(2) The role of the government is to combine its interests
with the interests of the entrepreneurs so that they
can advance national interests
(3) Bureaucrats separate themselves from politicians in
order to maintain a leadership structure
(4) A capitalist economic system is only necessary when
the country is ready to engage in the international
economic market for its own national gain
b) Developmentalism Theory can be found as the economic
model for several countries in Latin America and Asia
(1) However, Developmentalism Theory has not been
used since the late 1970s (Smith, 1985)
4. Behavioralism Theory examines the behaviors and actions of
individuals rather than government institutions
26
Copyright © Texas Education Agency, 2015. All rights reserved.
a) Attempts to explain the behavior of the people and how it
relates to the political system
(1) Assumes that political institutions largely reflect
underlying social forces
(2) The study of politics should begin with society,
culture, and public opinion
b) Behavioralism studies how individuals behave in a group
setting rather than what the expected norms of behavior
are in the society
(1) For example, a political scientist studying
Behavioralism Theory could examine politicians in
the US and how their political behaviors change once
they are in positions of power and influence
5. Post-Behavioralism Theory argues that Behavioralism was
biased toward the status quo and did not promote social
change
a) A key point of Post-Behavioralism is that too much
emphasis is put on the trivial masses
b) Academic research must be valued in society
c) The chief proponent of Post-Behavioralism is David
Easton (Beardsley, 1977)
(1) “Science should never be sacrificed for the sake of
relevance” (Beardsley, 1977, p. 97)
d) Intellectuals play a positive role in society and can affect
decision-making
(1) The Post-Behavioralism Theory is a way to handle
new advances in technology and the effect of
technology on society
6. Structural-Functionalism Theory claims that society is a system
of parts, all of which serve a function together for the overall
effectiveness and efficiency of society
a) Society is built upon order, interrelation, and balance
among each part as a means for maintaining a functioning
society
b) Based on seven assumptions
(1) Systems have a property of order and an
interdependence of parts
(2) Systems tend toward self-maintaining order
(3) Systems must process change orderly
(4) Change in one part of the system affects all parts of
the system
(5) Systems maintain boundaries in their environment
(6) Allocation and integration are fundamental in
creating equilibrium
(7) Systems try to control change so it does not create
imbalance
c) Saw a rapid decline in societies with the rise of
27
Copyright © Texas Education Agency, 2015. All rights reserved.
Communism in the 1960s
7. Systems Theory is a highly abstract and holistic view of politics;
the political system is always changing when it comes to the
decision-making process
a) Like Post-Behavioralism Theory, Systems Theory was
created by David Easton
b) Easton simplified the theory into five steps:
(1) Changes in the social and physical environment
produce demand and support through political
behavior
(2) These demands and groups stimulate competition in
the political system
(3) After a decision is made it interacts with the
environment and produces change in the
environment
(4) The new decisions create either new demands for
society or support against the new decisions
(5) The feedback leads back to step one, leading to a
never-ending cycle of decision-making
c) Systems Theory was highly influential in the creation of
modern day Pluralist Theory in the US
8. New Institutionalism Theory has emerged over the last 25
years, but it is not widely accepted as a legitimate political
theory; however, it cannot be ignored
a) New Institutionalism does not constitute a unified body of
thought; it consists of three different analytical approaches
(1) Rational-Choice Institutionalism
(2) Historical Institutionalism
(3) Sociological Institutionalism
b) Rational-Choice Institutionalism – if everyone shifts their
ideologies to the center in order to get elected, it will be
difficult for Congress to ever get a stable majority to pass
legislation
c) Historical Institutionalism – conflict arises when the
government controls the resources and creates a scarcity
of the necessary resources
d) Sociological Institutionalism – citizens are socialized into
specific roles in society and are expected to behave
according to that role’s norms of behavior; institutions,
therefore, can affect the behavior of an entire society
IV. How has contemporary political theory affected social and political
change in the US?
A. Social movements in the US
1. The Feminist Movement
a) There have been several waves of the Feminist
Movement in American history
28
Copyright © Texas Education Agency, 2015. All rights reserved.
b) The second wave of feminism in the US
(1) Began in the 1960s
(2) An example of Behavioralism Theory
(3) Ignited by the Betty Friedan book, The Feminine
Mystique
(a) Written in 1963
(b) Motivated the feminine social forces to lobby
political forces to the rights of women in
America
(4) Ushered in proposed political legislation that would
expand rights to women in America
(a) In 1972, the National Organization of Women
(NOW) picketed the US Senate to hold hearings
on the proposed constitutional amendment, the
Equal Rights Amendment
(b) The proposed amendment was passed in
Congress but did not receive enough votes from
the states, so the amendment was not ratified
(c) Although it did not pass at the federal level, it
(i) Changed the behavior of groups in
America
(ii) Caused 21 states to adopt their own
versions of an equal rights amendment to
add to their state constitutions
B. Political change in the US
1. The Tea Party
a) A grassroots movement with a foundation of extremely
conservative values
b) Gained momentum in 2010 after several of its members
won congressional seats
(1) For example, Rand Paul- KY and Alan West– FL
(2) Although these members were elected as
Republicans, they have personally identified
themselves as leaders of the Tea Party
c) A modern-day example of the contemporary political
theory known as Systems Theory because they have
created competition with not only Democrats but also
Republicans
(1) One of the Tea Party’s founding principles is the
reduction of government spending
(2) The Tea Party organized after several legislative bills
were passed during the Obama Administration
(3) These bills called for more spending for governmentsponsored programs, such as health care (e.g. The
Affordable Care Act)
d) The decisions of the Tea Party are received with both
support and criticism by the American public
29
Copyright © Texas Education Agency, 2015. All rights reserved.
e) The decision-making process is still a continuous cycle in
which politicians argue about what is the best course for
the US government
(1) More government support for programs like
education and health care
(2) Reducing the deficit by cutting government spending
V. What careers are available in the contemporary political world?
A. Political analyst
1. Studies the origin, development, and operation of political
systems
a) Researches topics such as
(1) Public policy
(2) Public opinion
(3) Decision-making
(4) Political ideology
b) Has a variety of responsibilities such as
(1) Consulting with government officials, the media, and
political parties
(2) Evaluating public policies
(3) Identifying issues that should be researched
(4) Interpreting and analyzing policies
c) Requires at least a bachelor’s degree from an accredited
university with an academic major in an area of study that
includes politics, government, or foreign relations
B. Political Researcher
1. Participates in all aspects of the government, including
a) Political campaigns
b) Political polls (pollsters)
c) Lobbying
2. Requires an in-depth knowledge of the political process, which
can be obtained through formal education in college or
experience in the field of politics
a) A bachelor’s degree in a political field is usually important
because students can learn about the skills necessary for
quality research
(1) Researchers must possess strong written and verbal
skills so they can provide a clear and understandable
analysis of their research
(2) Some researcher positions may require an advanced
degree in political science or economics
3. Although most of the research is done alone, political
researchers must have strong interpersonal skills so they can
interview resources to support their theories
Activities
1. College Information Presentation. Have students create a presentation
30
Copyright © Texas Education Agency, 2015. All rights reserved.
about a college of their choice. The college should offer political science or
another government-related major. The presentation should include the
entrance requirements, the required number of courses to graduate, and
the courses that are offered for their major by that university. Have the
students present their findings to the class with a computer-based
presentation. Use the Presentation Rubric for assessment.
2. Modernization Theory in Africa. Have each student select and research a
non-modern country on the continent of Africa. For their projects, have the
students identify the following:
 The differences between a modern and non-modern society
 How the society can become modern
 How the country can develop its economy
Then have the students create a project in which they apply Modernization
Theory to their selected non-modern country in Africa. It should include a
plan for how the country can utilize economic assets, such as crops and
resources, and how economic development can propel social and
economic change. Use the Research Rubric for assessment.
3. Contemporary Political Theory Collage. Have students use historic or
modern examples in society to depict the foundations of each of the
contemporary political theories. Have the students illustrate these theories
by cutting out pictures and/or phrases from magazines or newspapers,
and/or by creating illustrations themselves. Then have the students create
a collage on a poster board using glue sticks. After the collages are
complete, have the students explain why the images represent each of the
theories. Use the Individual Work Rubric for assessment.
Assessments
Foundations of Contemporary Political Theory Quiz and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Materials
Foundations of Contemporary Political Theory computer-based presentation
Foundations of Contemporary Political Theory Terms
Computers with Internet access and computer-based presentation software
Old magazines and newspapers
Miscellaneous drawing materials
Poster boards
Glue sticks
Resources
Beardsley, Phillip. "A Critique of Post-Behavioralism." Political Theory. 5.1
(1977): 97-11. Print.
31
Copyright © Texas Education Agency, 2015. All rights reserved.
Bertram, Christopher, "Jean Jacques Rousseau", The Stanford
Encyclopedia of Philosophy (Winter 2012 Edition), Edward N. Zalta
(ed.), http://plato.stanford.edu/archives/win2012/entries/rousseau/
Clayton, Edward. "Cicero." Internet Encyclopedia of Philosophy: a peerreviewed academic resource. Central Michigan University: 2001.
Easton, David. "The New Revolution in Political Science." American Political
Science Review. 63.4 (1969): 1051-1061. Web. 26 Mar. 2013.
http://www.jstor.org/discover/10.2307/1955071?uid=3739960&uid=2134
&uid=2&uid=70&uid=4&uid=3739256&sid=21101825248103
Fisher, John. "Systems Theory and Structural Functionalism." 21st Century
Political Science: a Reference Handbook. (1): n. page. Web. 26 Mar.
2013.
Hackett, Lewis. "The European Dream of Progress and Enlightenment." The
Age of Enlightenment. History World International , n.d. Web. April 1,
2013. http://history-world.org/age_of_enlightenment.htm
Harris, Harrison. American Democracy Now. 2nd. New York City: McGraw
Hill, 2011. Ch. 2, 16, 17 & 18. Print.
Immergut, Ellen. "The Theoretical Core of the New Institutionalism." Politics
& Society. 26.1 (1998): 5-34. Print.
http://bama.ua.edu/~sborrell/psc521/immergut.pdf
Kraut, Richard, "Plato", The Stanford Encyclopedia of Philosophy (Summer
2012 Edition), Edward N. Zalta (ed.),
http://plato.stanford.edu/archives/sum2012/entries/plato/
Shields, Christopher, "Aristotle", The Stanford Encyclopedia of Philosophy
(Summer 2012 Edition), Edward N. Zalta (ed.),
http://plato.stanford.edu/archives/sum2012/entries/aristotle/
Political Science: Behavioralism. Encyclopedia Britannica. 2013.
Przeworski, Adam, and Fernando Limongi. "Modernization: Theory and
Facts." World Politics. 49.2 (1997): 155-183. Web. 26 Mar. 2013.
http://www.jstor.org/discover/10.2307/25053996?uid=3739960&uid=2&
uid=4&uid=3739256&sid=2
Smith, Tony "Requiem or New Agenda for Third World Studies?" World
Politics, Vol. 37, No. 4 (Jul., 1985) pp. 538–547. Web. 22 Mar. 2013.
http://www.jstor.org/discover/10.2307/2010343?uid=3739960&uid=2134
&uid=2&uid=70&uid=4&uid=3739256&sid=21101825248103
The US Declaration of Independence
http://www.archives.gov/exhibits/charters/declaration_transcript.html
Locke, John. “Second Treatise Of Government”
http://www.gutenberg.org/files/7370/7370-h/7370-h.htm
Accommodations for Learning Differences
For reinforcement, students will make flashcards with the definitions of each
of the contemporary political theories and memorize them. The students
should be able to identify the differences between each theory. Use the
Individual Work Rubric for assessment.
For enrichment, students will read chapter 2, “The State of Nature” in John
32
Copyright © Texas Education Agency, 2015. All rights reserved.
Locke’s Second Treatise of Government
(http://www.gutenberg.org/files/7370/7370-h/7370-h.htm). After reading the
chapter the students will write a 3-5 page paper in which they explain the
“state of nature” and the role of “man” in the state of nature. Use the
Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(1)
The student analyzes classic and modern political theories.
The student is expected to:
(A)
review philosophers such as Plato, Aristotle, Cicero,
Machiavelli, Confucius, Hobbes, Locke, Hegel, and Marx;
College and Career Readiness Standards
Social Studies Standards
III. Interdependence of Global Communities
B. Global analysis
1. Apply social studies methodologies to compare societies and
cultures.
33
Copyright © Texas Education Agency, 2015. All rights reserved.
Foundations of Contemporary Political Theory Key Terms
Age of Enlightenment – a philosophical movement that stressed the importance of
individuality, reason, and scientific endeavor
Behavioralism Theory – examines the behaviors and actions of individuals rather than
government institutions
Capitalism – an economic theory that holds that the government should interfere with the
economy as little as possible
Developmentalism Theory – an economic theory that identifies how countries develop their
economies by creating strong internal markets
Modernization Theory – the connection of economic development in a country to the creation
of a democratic government
Post-Behavioralism Theory – argues that Behavioralism Theory was biased toward the
status quo and did not promote social change
Rational Choice Theory – a popular theory used in political science to explain the actions of
voters as well as politicians; it assumes that individuals act in their own best interest,
carefully weighing the costs and benefits of possible alternatives
Social Contract Theory – the idea that individuals possess free will, and that every individual
is equally endowed with the God-given right of self-determination and the ability to
consent to be governed
Structural-Functionalism Theory – society is a system of parts, all of which serve a function
together for the overall effectiveness and efficiency of society
Systems Theory – a highly abstract and holistic view of politics; the political system is always
changing when it comes to the decision-making process
34
Copyright © Texas Education Agency, 2015. All rights reserved.
Name________________________________ Date__________________________
Foundations of Contemporary Political Theory Quiz
1. _____ Social Contract Theory can be best described as which of the following?
A. A theory for understanding the social behaviors in society
B. A theory that individuals possess free will and that every individual is equally endowed
with a God-given right of self-determination
C. A theory that examines the behaviors and actions of an individual in relation to the
institution of government
D. A theory that proclaims that government must interfere with the economy as little as
possible
2. _____ The Age of Enlightenment was a philosophical movement that influenced all of
the following political philosophers except which of the following?
A. John Locke
B. Thomas Hobbes
C. Plato
D. Jean-Jacques Rousseau
3. _____ John Locke’s most notable work about Social Contract Theory can be found in
which of the following writings?
A. The Second Treatise on Civil Government
B. The Leviathan
C. The Prince
D. The Republic
4. _____ Which of the following types of government systems was not addressed by
Aristotle in Politics?
A. Democracy
B. Aristocracy
C. Oligarchy
D. Theocracy
5. _____ Which of the following statements best describes the theory of Capitalism?
A. Government controls the production of all goods
B. Agriculture is foundation of a capitalistic society
C. Businesses operate freely in the marketplace
D. All of the above
6. _____ In his writings, Cicero states that the concept of justice in society must be which
of the following?
A. Ethical
B. Tyrannical
C. Political
D. Constitutional
35
Copyright © Texas Education Agency, 2015. All rights reserved.
7. _____ The contemporary political theories examine all of the following institutions in
society except which of the following?
A. Family
B. Government
C. Economy
D. Religion
8. _____ Rational-Choice Theory can be best described as which of the following?
A. A theory of economic growth in society
B. A theory which explains the framework for social and economic behavior
C. A theory of economic development in democracy
D. A theory that examines the behavior of individuals
9. _____ What is the main goal of political parties according to the Rational-Choice
Theory?
A. To register voters
B. To pass legislation
C. To win office
D. To make money
10. _____ The Modernization Theory is the connection of economic development to which
type of government system?
A. Democracy
B. Aristocracy
C. Oligarchy
D. Monarchy
11. _____ Which of the following is a basic principle of the Developmentalism Theory?
A. Voters want to maximize the chance the policies they favor are adopted
B. Economic growth creates social and cultural changes
C. Political institutions reflect underlying social issues
D. Citizens support a government or regime when their economic welfare is developing
12. _____ Behavioralism Theory seeks to examine the behaviors and actions of which of the
following?
A. Individuals in society
B. Government
C. Religion
D. Economy
13. _____ What does Post-Behavioralism Theory claim must be valued in society?
A. Self-Determination
B. Political Opinion
C. Academic Research
D. Economic Development
36
Copyright © Texas Education Agency, 2015. All rights reserved.
14. _____ Which of the following contemporary political theories claims that society is a
system of parts that must function together to have an effective society?
A. Systems Theory
B. New-Institutionalism Theory
C. Modernization Theory
D. Structural-Functionalism Theory
15. _____ Systems Theory was highly influential in the creation of which modern day
political theory?
A. Pluralist Theory
B. Hyper-Pluralist Theory
C. Elite Theory
D. Bureaucratic Theory
16. _____ Which of the following analytical approaches is not considered to be a part of
New-Institutionalism Theory?
A. Rational-Choice Institutionalism
B. Political Institutionalism
C. Historical Institutionalism
D. Sociological Institutionalism
17. _____ The Tea Party is a modern day example of which contemporary political theory?
A. Post-Behavioralism Theory
B. Modernization Theory
C. Behavioralism Theory
D. Systems Theory
18. _____ Jean Jacques Rousseau’s Social Contract Theory was the basis for which of the
following basic principles of the US Constitution?
A. Rule of Law
B. Checks and Balances
C. Popular Sovereignty
D. Separation of Powers
19. _____ All of the following political philosophers from the Age of Enlightenment had an
influential impact on American society except which of the following?
A. Thomas Hobbes
B. David Hume
C. John Locke
D. Jean Jacques Rousseau
20. _____ Which political philosopher first referred to politics as a science?
A. Aristotle
B. Plato
C. Cicero
D. Socrates
37
Copyright © Texas Education Agency, 2015. All rights reserved.
Foundations of Contemporary Political Theory Quiz Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B
C
A
D
C
A
A
B
C
A
D
A
C
D
A
B
D
C
B
A
38
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
39
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs
Some
Improvement
1 pt. Needs
Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
40
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
41
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs
Some
Improvement
1 pt. Needs
Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
42
Copyright © Texas Education Agency, 2015. All rights reserved.
Development of the Constitution
Course
Practicum in
Local, State,
and Federal
Government
Unit II
Constitutional
Law Review
Essential
Question
Why was it
necessary to
write a new
constitution to
replace the
Articles of
Confederation?
TEKS
§130.190(c)
(2)(A)
Prior Student
Learning
None
Rationale
Introduces students to foundations of governmental functions and career
opportunities within the United States.
Objectives
The students will be able to:
1. Analyze the principles and ideas that underlie the Declaration of
Independence and the United States Constitution
2. Explain the importance of a written constitution and how the federal
government serves the purposes set forth in the Preamble to the
United States Constitution
3. Evaluate constitutional provisions for limiting the role of government,
such as republicanism, checks and balances, federalism, separation of
powers, popular sovereignty, and individual rights
4. Analyze the processes by which the United States Constitution can be
amended
Engage
Show a picture of the signing of the Declaration of Independence.
(http://www.ushistory.org/declaration/trumbull.htm). List the characteristics of
the signers of the document (e.g. wealthy, landowners, Christian, Protestant
except for Charles Carroll of Carrollton, Caucasian). Prompt the students to
add to the list from prior knowledge. Ask the students if they believe those
characteristics could have influenced the writing of the Declaration of
Independence, and how. Use the Discussion Rubric for assessment.
Key Points
I. Declaration of Independence
A. The decision to declare a complete break in the political connection
Estimated Time
between the 13 United Colonies and Great Britain
4 to 5 hours
B. Written and agreed to in 1776 after a spirited debate
C. Before this time, no political system had ever been founded on the
belief that
1. The people should rule instead of being ruled
2. Each person is important as an individual, created equal, and
endowed with certain unalienable rights
3. Government should be by the consent of the governed
II. The Constitution of the United States
A. The nation’s fundamental law, the “supreme law of the land”
B. Sets the framework for the government
C. Written in 1787, took effect in 1789; has guided the nation through
more than two centuries of tremendous growth and change
43
Copyright © Texas Education Agency, 2015. All rights reserved.
D. Based on six main principles that explain how the Federal
Government is organized, how the leaders are selected, and
procedures those leaders must follow:
1. Federalism
2. Popular sovereignty
3. Limited government
4. Separation of powers – power is distributed between legislative
(Congress), executive (President), and judicial (court) branches
5. Checks and balances
6. Judicial review
E. Covers all this information in only 7,000 words
F. Organization
1. Preamble – a short introduction stating the purpose of the
Constitution
2. Seven sections called articles
3. Amendments – 27, printed in order of their adoption
G. The framers of the Constitution firmly believed that
1. Governmental power poses a threat to individual liberty
2. The exercise of governmental power must be restrained
3. To divide governmental powers (as Federalism does) is to curb
that power and prevent its abuse
III. Amending the Constitution
A. Formal amendment
1. Proposed by 2/3 vote in each house of Congress and ratified by
3/4 of the state legislatures (26 of the 27 amendments were
adopted by this method)
2. Proposed by 2/3 vote in each house of Congress and ratified by
conventions in 3/4 of the states (the 21st amendment was
adopted by this method)
3. Proposed by a national convention called by Congress at the
request of 2/3 of the state legislatures and ratified by 3/4 of them
(Congress has never called such a convention)
4. Proposed by a national convention and ratified by conventions
in 3/4 of the states (the Constitution itself was adopted by a
similar method)
B. Other, informal means
1. Passage of basic legislation by Congress
a) Provisions in the Constitution are not detailed or specific,
necessitating interpretation
b) Congress, by exercising interpretive power, has expanded
the Constitution, for example
(1) Establishing federal courts other than the Supreme
Court
(2) Writing laws based on its power to regulate foreign and
interstate commerce
2. Actions taken by the President
a) Declaring war without a declaration from Congress
44
Copyright © Texas Education Agency, 2015. All rights reserved.
b) Using executive agreements instead of a treaty, which must
be approved by the Senate
3. Key decisions of the Supreme Court
a) Interpreting and applying the Constitution in cases it hears
b) Established judicial review, which is not spelled out in the
Constitution
4. Activities of the political parties
a) The Constitution makes no mention of political parties;
many of the framers of the Constitution were opposed to
them because of their divisive effect
b) The major parties from the 1830s have held national
conventions to nominate presidential candidates – this
process was not spelled out in the Constitution
5. Custom and usage
a) Formation of the Cabinet – the heads of the 15 executive
departments who advise the President
b) Succession of the Vice President to the office (not just the
duties) of President when the President dies in office
Activities
1. Show how the arguments and issues of 220 years ago are still being
argued today, only under different names, by keeping a political journal
during the course of the class. Each day, each student will clip out a
political issue of the day from any paper, publication, or website. The
student will write his or her interpretation of the article and then present it
to the class. The student should identify specific elements of the
Constitution and the Preamble that are connected to the issues and
communicate a position on the issue or argument. Other class members
may respond with opposing views, concerns, or additional observations.
Use the Presentation Rubric for assessment.
Assessments
Development of the Constitution Quiz and Key
Discussion Rubric
Presentation Rubric
Research Rubric
Role Play Rubric
Materials
Development of the Constitution computer-based presentation
Development of the Constitution Key Terms
Resources
9780133656329, Macgruder’s American Government, McClenaghan, W.,
Pearson, Prentice Hall, 2008.
Accommodations for Learning Differences
For reinforcement, role-play the Constitutional Convention by assigning each
45
Copyright © Texas Education Agency, 2015. All rights reserved.
student as one of the members of Congress or as one of the important people
involved in the debate. Students must research the individual and be able to
speak his or her views on the overall document. Use the Research Rubric and
the Role Play Rubric for assessment.
For enrichment, divide the class into two opposing groups for classroom
discussions throughout the lesson plan. Throw out various topics for the next
day’s discussions and see who prepares. This is a great class participation
grade for those who want to do a little extra. There are unlimited topics from
the Constitutional arguments, especially concerning slavery, taxes,
representation, women’s rights, free speech, the Bill of Rights, etc. Use the
Discussion Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(2)
The student analyzes the United States Constitution and
constitutional law. The student is expected to:
(A)
review basic information about the United States
Constitution such as the framers, Articles of
Confederation, Constitutional Conventions, separation of
powers, checks and balances, ratification, and the
amendment process;
College and Career Readiness Standards
Social Studies Standards
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information
1. Identify and analyze the main idea(s) and point(s)-of-view in
sources.
5. Read narrative texts critically.
6. Read research data critically.
46
Copyright © Texas Education Agency, 2015. All rights reserved.
Development of the Constitution Key Terms
Checks and balances – the three branches of government are neither entirely separate nor
completely independent of one another. Each branch is subject to constitutional checks
or restraints by the other branches. For example, Congress can make laws, but the
President may veto (reject) an act of Congress. Congress can override a presidential
veto by a two-thirds vote in each house
Convention – a meeting to discuss matters of common concern
Federalism – division of power between a central government and several regional
governments
Judicial review – the power of a court to determine the constitutionality of a governmental
action. The judicial branch, in its interpretation of the law, can declare executive acts
unconstitutional (illegal, null and void)
Limited government – no government is all-powerful; government may do only those things
that the people have given it the power to do. In other words, government must obey the
law
Popular sovereignty – political power resides in the people. The people are the only source
for any and all government power. Leaders can govern only with the consent of the
governed
Ratification – formal approval
Separation of powers – the legislative, executive, and judicial powers of the government are
separated among three distinct and independent branches of the government
47
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:
Date:
Development of the Constitution Quiz
1.
A.
B.
C.
D.
The Declaration of Independence is unique in its political belief that:
Every person is important as an individual, created equal, with unalienable rights
The people should be ruled by a sovereign ruler
Government should be by the consent of the governed
Both A and C
2.
The Declaration of Independence:
A. Was suggested by Great Britain to give the colonists more autonomy
B. Was agreed to in 1776 without much argument at all
C. Was the result of the decision to declare a complete break in the political connection
between the 13 United Colonies and Great Britain
D. Was based on the basic ideas of most of the known countries of the time
3.
The Constitution of the United States:
A. Is the nation’s “supreme law of the land” and sets the framework for the government
B. Has been radically changed from the original wording after 200 years of the country’s
growth
C. Is one of the longest documents in recorded history, with 7,000 words in the preamble
alone
D. Was written after George Washington was in office
4.
Popular sovereignty means that:
Political power resides in the people, and leaders can govern only with the consent of
the governed
The King must be voted into office instead of the crown being passed down from
father to son
The court can determine the constitutionality of a governmental action
The government is above the law
A.
B.
C.
D.
5.
The Constitution of the United States is based on six main principles, among
which are:
A. Federalism, judicial review, limited government
B. Checks and balances, popular sovereignty, separation of powers
C. Both A and B
D. Neither A nor B
6.
Separation of powers means that the government is separated among three
distinct and independent branches of the government, which are:
A. Democrats, Republicans, and Independents
B. Legislative, executive, and judicial
C. President, House, and Senate
D. Early historic, current, and future
48
Copyright © Texas Education Agency, 2015. All rights reserved.
7.
A.
B.
C.
D.
8.
9.
10.
A.
B.
C.
D.
A.
B.
C.
D.
The framers of the Constitution firmly believed that:
Great Britain would support its decision to split politically
The exercise of governmental power must be restrained to prevent its abuse
The words of the Constitution would be updated every 50 to 100 years as the nation
grew
Political parties were the answer to limiting government power and keeping the nation
united
Which is true about Amendments to the Constitution?
There are hundreds of them, too numerous to name and too difficult to keep track of
There are formal and informal processes to ratify an Amendment
They must be proposed by a national convention called by Congress
None of the above
Federalism is:
The preferred government of most free countries, except the U.S.
Only in existence in Communist countries
The division of power among a central government and several regional governments
Thought to have been created by Great Britain and hated by the framers of the
Constitution
Checks and balances means:
A. If you keep money in your account, you can keep writing checks
B. If one country builds an atomic bomb, other countries can build an atomic bomb
C. Most of the branches of government can see what other branches are doing, but they
cannot do anything to stop it
D. Each of the three branches of government is subject to constitutional restraints by the
other branches
49
Copyright © Texas Education Agency, 2015. All rights reserved.
Development of the Constitution Quiz Key
1. D
2. C
3. A
4. A
5. C
6. B
7. B
8. B
9. C
10. D
50
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
51
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
52
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
53
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
54
Copyright © Texas Education Agency, 2015. All rights reserved.
Ethical Basis for Laws
Course
Practicum in
Local, State,
and Federal
Government
Unit III
Ethics &
Politics
Essential
Question
What does the
term ethics
mean and why
is it important
to careers in
government?
TEKS
§130.190(c)
(3)(A)(B)(C)
Prior Student
Learning
None
Rationale
Ethical awareness is essential to careers in government. Knowledge of the
legalities of ethics and ethical behavior are necessary to avoid ethical
problems and to achieve success.
Objectives
The students will be able to:
1. Define ethics
2. Compare and contrast consequence-based ethics with rule-based
ethics
3. Discuss ways in which ethics are reflected in laws
Engage
Use the following scenario and questions for a class discussion:
Jasmine, Maria, and Logan were employees of the Rolling Wheel
Restaurant. They were aware that the owner never checked the totals on
the sales checks against the cash in the register, making it very easy to
steal from the cash register. The three employees did not steal from the
restaurant. Jasmine said she did not take the money because she was
afraid of being caught. Maria said that she did not take the money
because she felt obligated to obey the law. Logan said he did not take the
money because of his religious beliefs.
Ask the students which person they relate to the most. Then give students
examples of ethical dilemmas and ask how they would respond. Use the
Discussion Rubric for assessment.
Key Points
Estimated Time VI. Ethics and the Law
A. Ethics – practice of deciding what is right or wrong in a reasoned,
4 to 5 hours
impartial manner
1. Decision must affect you or others in a significant way
2. Reasoned out by referring to an established authority that provides
consistency
3. The law and religious texts provide authority
4. Impartial decision – same ethical standards are applied to everyone
5. Profit maximization may overlook ethics
B. Basic forms of ethical reasoning
1. Consequence-based ethical reasoning
a) Look for alternative ways to alter the current situation
b) Alternative that generates the greatest good (financial reward,
pleasure, love, justice)
c) Who will be receiving “the good” often is a major consideration
2. Rule-based ethical reasoning
55
Copyright © Texas Education Agency, 2015. All rights reserved.
a) Acts are judged as right or wrong
b) Standard for judging comes from a recognized authority or
human reasoning
c) Authority is frequently a religious source
d) Universalizing – picture everyone doing the action and then
asking whether the result would be irrational, illogical or
demeaning
VII. Ethics Reflected in Laws
A. US Democracy – representatives must vote for laws that are
acceptable to the majority of people if the representatives expect to be
reelected (consequence-based ethics)
B. Constitution – seeks to protect the well-being of minorities that might be
taken advantage of by the wrong actions of the majority
C. Ethics based on consequences and ethics based on rules both
conclude that we are obligated to obey the law
D. Laws can easily be broken by those with superior abilities or knowledge
1. Fidelity bond – an insurance policy that pays the employer money
in the case of theft by employees
2. Scofflaws – persons who do not respect the law at all and are not
deterred by the risk of being caught and punished
3. Lack personal integrity (capacity) to do what is right in the face of
temptation or pressure to do otherwise
E. Civil disobedience – open, peaceful, violation of a law to protest its
alleged or supposed injustice
1. Goal to make the legal system more just
2. View a written law being in conflict with ethical reasoning
3. No effective political methods are available to change the law
4. The civil disobedience is nonviolent
5. The civil disobedience does not advance a person’s immediate selfinterest
6. The civil disobedience is public, and one willingly accepts the
punishment for violating the law
Activities
1. Current Ethical Issue – Divide the class into groups of two students. Each
group must outline a current ethical issue in society. Each group will report
about its ethical issue to the class. Use the Presentation Rubric for
assessment.
2. Ethics Presentation – Divide the class into teams consisting of two
students. Each team must prepare a presentation that deals with three
ethical situations: shoplifting (stashing candy in a purse), cheating on
income taxes to save nearly $2,000, and skipping the automobileemissions inspection with the rationale that you are a mechanic who takes
better care of your automobile than a service station. The presentation
must indicate the ethical issues involved with each situation, the
consequences of each situation, and who is affected by the unethical
56
Copyright © Texas Education Agency, 2015. All rights reserved.
actions. Use the Presentation Rubric, the Group Evaluation Rubric and/or
the Peer Evaluation Rubric for assessment.
3. Emotions vs. Ethics Table – Split the class into teams of two students.
Design a three-column table. The first column should list different situations
that involve emotions and ethics. Students should list 10 situations in the
first column and then list the responses to each based on emotions and
ethics. Discuss the students’ answers. Use the Discussion Rubric for
assessment.
Assessments
Discussion Rubric
Essay Rubric
Group Evaluation Rubric
Peer Evaluation Rubric
Presentation Rubric
Materials
Ethical Basis for Laws computer-based presentation
Internet
Computers for students to complete projects
Projector for presentation
Resources
Local newspapers
Television Network Newscasts and the Internet
http://thoreau.eserver.org/civil.html
State of Utah Business Law Curriculum:
http://schools.utah.gov/cte/business_resources_law.html
Accommodations for Learning Differences
For reinforcement, the students will survey family members to learn more
about their cultures. Students should learn at least five facts about the laws
that their relative had to live by when they were young. Then have students
write a paper about the ethics that form the foundations for their cultures. Use
the Essay Rubric for assessment.
For enrichment, ask students to use the Internet to learn more about Henry
David Thoreau’s Civil Disobedience (http://thoreau.eserver.org/civil.html) case
and then write a report that summarizes the situation. Use the Essay Rubric
for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(3)
The student explores government ethics. The student is
expected to:
57
Copyright © Texas Education Agency, 2015. All rights reserved.
(A)
(B)
(C)
examine local, state, national, and international ethic
issues;
hypothesize the origins of ethics violations; and
formulate a plan for avoiding ethical problems in the
future.
College and Career Readiness Standards
Social Studies Standards
I. Interrelated Disciplines and Skills
F. Problem-solving and decision-making skills
1. Use a variety of research and analytical tools to explore
questions or issues thoroughly and fairly.
2. Analyze ethical issues in historical, cultural, and social
contexts.
58
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
59
Copyright © Texas Education Agency, 2015. All rights reserved.
Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
60
Copyright © Texas Education Agency, 2015. All rights reserved.
Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
61
Copyright © Texas Education Agency, 2015. All rights reserved.
Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
62
Copyright © Texas Education Agency, 2015. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
1
2
3
4
0
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
63
Copyright © Texas Education Agency, 2015. All rights reserved.
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
1
2
3
4
0
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
64
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
65
Copyright © Texas Education Agency, 2015. All rights reserved.
Name________________________________
Date_____________________________
Essay Rubric
Objectives
Assigned
Topic
Organization
Mechanics
Presentation
Due Date and
Time
3 pts.
Good
Essay is written using an
approved title.
The essay is clear and
easily read. At no time is
the reader wondering what
the writer is trying to say.
There are 0-1 spelling,
punctuation, or grammar
errors.
The essay is written using
Times New Roman size
12-point font. All margins
are one inch and the essay
is one full page in length.
The essay is in on the date
and at the time specified or
extenuating circumstances
were documented.
2 pts. Needs Some
Improvement
Essay is not written using an
approved title.
Some aspects of the essay
are unclear, and the reader
is left wondering what the
writer is trying to say.
There are 2-3 spelling,
punctuation, or grammar
errors.
1 pt. Needs Much Improvement Pts.
N/A
Most aspects of the essay are
unclear, and the reader is left
wondering what the writer is
trying to say.
There are more than 3 spelling,
punctuation, or grammar errors.
One of the previously
described aspects is
missing.
More than one of the previously
described aspects is missing.
The essay was not turned in
on the date and at the time
specified. No extenuating
circumstances were
documented.
N/A
Total Points (15 pts.)
Comments:
66
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
67
Copyright © Texas Education Agency, 2015. All rights reserved.
Interpersonal Skills
Course
Practicum in
Local, State,
and Federal
Government
Unit III
Ethics & Politics
Essential
Question
How do effective
interpersonal
skills in the GPA
workplace assist
in accomplishing
common goals
and objectives
with peers and
with the public?
TEKS
§130.190(c)
(3)(A)
Prior Student
Learning
Previous career
and technical
education
courses in the
GPA cluster
Estimated Time
1 to 2 hours
Rationale
Interpersonal skills are important for workers in Government and Public
Administration so they can learn to collaborate with others to accomplish
goals and objectives.
Objectives
The students will be able to:
1. Maintain effective working relationships in order to accomplish
objectives and tasks
2. Demonstrate effective working relationships using interpersonal skills
3. Use positive interpersonal skills to work cooperatively with others
4. Demonstrate respect for individuals, especially those from different
cultures, genders, and backgrounds
5. Demonstrate sensitivity to and value for diversity
Engage
Begin by asking students how we can communicate without speaking. Make
a list on the board. Proceed to the alphabetical line activity below:
Alphabetical Line: Have the students get in a single-file line organized
alphabetically (by their last names). They must complete this task without
talking to each other or making any noise. They may use non-verbal
communication, but no sound. They have five minutes to complete the task.
After time is up, have the students discuss their methods for completing the
task. Which were the most effective? Which were the least effective? Use
the Discussion Rubric for assessment.
Key Points
IV. Positive personal traits
A. Good relationships at work can help you enjoy your work and do it
more effectively
B. Assess your own traits as a starting point to developing good work
relationships
C. Important personal qualities
1. Responsibility – dependability, punctuality, and positive
motivation
2. Self-esteem – confidence
3. Sociability
a. Be friendly and enthusiastic
b. Respect others
c. Have a sense of humor and be able to laugh at yourself
d. Be courteous
1) Greet coworkers
68
Copyright © Texas Education Agency, 2015. All rights reserved.
2) Address people by their names when possible
3) Be aware of your surroundings so you don’t talk so
loudly that you disturb others
4. Self-management – self-control and tact
5. Integrity and honesty – loyalty and trustworthiness
6. Appropriate dress
D. Self-awareness means that you are aware of your strengths and
your weaknesses, which will help you develop the personal traits
that need improvement
V. Being an effective coworker
A. Working effectively with others is part of doing your job well
B. Essential traits for being an effective coworker:
1. Respect others – show that you value your coworkers with your
actions and words
a. Tolerate differences
b. Respect privacy – e.g. treat others’ email, faxes, phone
calls, etc. as you would treat private mail
2. Understand others
a. Show interest in your coworkers by asking about their
interests
b. Empathize
c. Be open to suggestions and change
d. Pay attention to body language and facial expressions
that can express emotions
3. Communication skills
a. How well you listen is as important as what you say
b. Failure to convey information clearly can cause problems
c. Speak up if you need help
VI. Negative traits and habits to avoid
A. Arrogance – conveys that you feel superior to others
B. Prejudice – a negative attitude toward a certain group of people
C. Jealousy – can be damaging in the workplace
D. Negative attitude and complaining
E. Revealing too much about your private life
F. Gossiping – wastes time and can result in rumors
G. Interrupting private conversations
VII.
Valuing diversity
A. Today’s workforce is becoming more diverse, with people from
different countries, cultures, backgrounds, and generations
B. The workplace can benefit from the ideas and perspectives of many
different people
1. Working with people who are different from us makes us less
likely to rely on old assumptions that might be wrong
2. Opens us up to considering new ideas and points of view
3. Leads to new discoveries
C. Respecting differences (culture, religion, age, gender, viewpoint)
69
Copyright © Texas Education Agency, 2015. All rights reserved.
1. Aids in communication
2. Shows that you are part of a community of workers with
common needs and goals
3. Helps employees relate to each other and be more
accommodating to others; this spills over to the people they
serve
D. To take advantage of a diverse workforce, look beyond stereotypes
1. Cultural differences – people from different ethnic backgrounds
have different customs; what is polite in one culture may be
rude in another. Cultural blunders happen, even when you
have the best intentions. Learn by reading and observing, and
apologize, even if you are unintentionally impolite.
2. Gender distinctions – have mutual respect for others
regardless of gender; it is illegal to harass or discriminate
against someone because of gender
3. Generational distinctions – young and old people can have
different points of view; bridge differences by listening carefully
to the other person’s viewpoint and finding areas of agreement
Activities
1. Perceptions Activity: Pass out two index cards per person. On one, have
students write what career they would each like to pursue after high
school, but do NOT put their names on cards. On the other card, have
them write their names and dates of birth (DOB). Ask for a volunteer.
Pick up the DOB cards (keep these separate). Pick up the career cards.
a. First, have the volunteer arrange students in age order. The
volunteer and the students may not speak. The volunteer does
this based on his or her perception. While the volunteer is
arranging the students, arrange the DOB cards in chronological
order. Once the volunteer has arranged the students, have him or
her place him or herself in the line. Using the index cards, place
the students in the proper order. See how close the volunteer was
in placing the students.
b. Next, ask for another volunteer. Have that volunteer give the
career cards to the person he or she believes has that career
goal. Once the volunteer has handed out all the cards, have the
students who have their correct cards sit down. Collect the career
cards from the remaining students. Ask for a volunteer who is
seated and have that student try placing the remaining career
cards with the standing students. Have students with their correct
cards sit down. Repeat until no one is standing.
c. Discuss the perceptions regarding age and career path based on
the way someone looks. Use the Discussion Rubric for
assessment.
2. Norm Violation Activity: (to be completed outside of class)
a. Assign each student one of the following “rule” violations:
 When studying next to someone in the library, place your
70
Copyright © Texas Education Agency, 2015. All rights reserved.
books and other belongings in his or her area.
 In the library or another appropriate space, find a table
where only one other person is seated. Seat yourself next
to the person and begin studying.
 When talking to another person, stare directly at the
person and do not drop your gaze.
 Carry on a conversation with an acquaintance. During the
conversation, move so that you are standing approximately
one foot apart. If the person moves, adjust your position.
 During the course of a conversation, talk louder than the
other person.
 Carry on a conversation with another person and avoid eye
contact completely.
 On the way from class, find a person walking alone toward
you and make eye contact with the individual and do not
drop your gaze as they walk past.
 Upon entering an elevator, turn and face another person in
the elevator and maintain eye contact with the individual
until either of you exit the elevator.
b. Have students record the following about their assignment. Use
the Writing Rubric for assessment.
 A description of the experience
 What is the norm for this experience?
 What happens if you adhere to this rule?
 What happens if you violate the rule?
 Are there any exceptions to this rule?
c. When students return after the assignment has been completed,
begin a discussion about the norms in social interactions being
broken. Discuss how breaking a communication norm can prohibit
the creation or maintaining of interpersonal relationships. Use the
Discussion Rubric for assessment.
Assessments
Interpersonal Skills Quiz and Key
Discussion Rubric
Individual Work Rubric
Research Rubric
Writing Rubric
Materials
Interpersonal Skills computer-based presentation
Interpersonal Skills Key Terms
Index Cards
Pens
Resources
9780078748288, Succeeding in the World of Work, Kimbrell, McGraw-Hill,
2008.
71
Copyright © Texas Education Agency, 2015. All rights reserved.
9780538444026, Working, Bailey, South-Western, 2007.
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will comprise a section in a hypothetical
employee manual regarding proper policies concerning diversity issues.
Students will then research agencies and firms, and will compare and
contrast their ideas with established policies found in their research. Use the
Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(3)
The student explores government ethics. The student is expected to:
(A)
examine local, state, national, and international ethic issues;
College and Career Readiness Standards
Cross-disciplinary Standards
I. Key Cognitive Skills
E. Work habits
1. Work independently.
2. Work collaboratively.
72
Copyright © Texas Education Agency, 2015. All rights reserved.
Interpersonal Skills Key Terms
Arrogance – overbearing behavior marked by excessive self-importance
Attitude – your basic outlook on life and your way of looking at people and the world
Diversity – variety, in which each individual contributes something special
Empathize – trying to see things from another’s point of view to gain an understanding of that
person’s situation.
Prejudice – an opinion based on insufficient information; a prejudgment, often based on a
person’s sex, race, or religion
Self-esteem – recognition and regard for yourself and your abilities
Stereotype – an oversimplified, distorted belief about a person or group
Tact – the ability to say and do things in a respectful way
73
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:
Date:
_________
Interpersonal Skills Quiz
1. _____Which of the following are desirable personal traits that help you do your job more
effectively?
A. Arrogance, prejudice, and negative attitude
B. Reliability, self-esteem, and sociability
C. Both A and B
D. None of the above
2. _____Attributes of sociability include:
A. Friendly and enthusiastic
B. Courteous and respectful of others
C. Having a sense of humor, even when the joke is on you
D. All of the above
3. _____Good self-awareness means that you:
A. Are aware of your own strengths and weaknesses
B. Use your knowledge of yourself to continue developing
C. Both A and B
D. None of the above
4. _____Being an effective coworker includes:
A. Respecting others
B. Making an effort to understand others
C. Communicating effectively
D. All of the above
5. _____You are showing respect to others if you:
A. Are courteous and tolerate differences
B. Express your opinion emphatically without listening to others
C. Talk about people only when they are not present
D. None of the above
6. _____You show understanding of others by:
A. Asking about others’ interests
B. Trying to see things from their points of view
C. Being open to suggestions and change
D. All of the above
7. _____Regarding communication skills, it is important to remember that:
A. How well you listen is as important as what you say
B. If you do not communicate clearly, it may cause problems
C. Both A and B
D. None of the above
74
Copyright © Texas Education Agency, 2015. All rights reserved.
8. _____Valuing diversity means:
A. Respecting differences in culture, religion, age, gender, and viewpoint
B. Looking beyond stereotypes
C. Both A and B
D. None of the above
9. _____Benefits of diversity include:
A. Opening people to considering new ideas; leads to new discoveries
B. The way things have always been done is how they will continue
C. Making groups less likely to rely on old assumptions that might be wrong
D. Both A and C
10. _____In today’s increasingly diverse workforce, you will find all but which of the
following?
A. Departments made up of people who look, think, and act alike in most circumstances
B. Multiple cultures and generations represented
C. Gender distinctions
D. People from different countries and backgrounds
75
Copyright © Texas Education Agency, 2015. All rights reserved.
Interpersonal Skills Quiz Key
1. B
2. D
3. C
4. D
5. A
6. D
7. C
8. C
9. D
10. A
76
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
77
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
78
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
79
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
Objectives
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive, and
complete.
The writing demonstrates that the writer
comprehends the writing process.
Accurate spelling, grammar, and
punctuation
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The content of paragraphs emphasizes
appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly and
accurately documented.
Total Points (28 pts.)
Comments:
80
Copyright © Texas Education Agency, 2015. All rights reserved.
Teamwork and Leadership
Course
Practicum in
Local, State,
and Federal
Government
Unit IV
Capstone
Project
Essential
Question
Why is it
important to
work together as
a team in GPA
careers?
TEKS
§130.190(c)
(4)(A)
Prior Student
Learning
Previous career
and technical
education
courses in the
GPA cluster
Estimated Time
2 to 3 hours
Rationale
Teamwork and leadership skills are important for helping workers in
Government and Public Administration be more productive, communicate
better, and achieve common goals.
Objectives
The students will be able to:
1. Analyze leadership as it relates to trust, positive attitude, integrity, and
willingness to accept key responsibilities in a work situation
2. Demonstrate teamwork skills by working cooperatively with others to
achieve tasks
3. Demonstrate teamwork processes that promote skills such as team
building, consensus, continuous improvement, respect for the
opinions of others, cooperation, adaptability, and conflict resolution
4. Demonstrate responsibility for shared group and individual work tasks
Engage
Tower of Cards: Split the group into teams of three or four students. Give
each team a deck of cards. Each team has ten minutes to design and
construct a tower of cards. The team with the highest tower wins the game.
Discuss the different towers, how the teams decided to construct them,
whose input they listened to most, any arguments they had, and their
methods of conflict resolution. Use the Discussion Rubric for assessment.
Key Points
VIII. Teamwork in the workplace
A. Benefits of teamwork
1. Increased productivity
2. Increased motivation
3. Increased morale
4. Improved product quality
5. Improved customer service
6. Fewer layers of management
7. Improved communication
8. Greater job satisfaction
9. Improved self-esteem
B. Types of teams
1. Functional
2. Cross-functional
3. Self-directed
C. Team planning
1. Setting goals – align with the organization’s mission
81
Copyright © Texas Education Agency, 2015. All rights reserved.
2. Assigning roles and duties – match tasks to abilities
3. Communicating – to assess progress and address issues
D. Potential obstacles
1. Unclear goals
2. Misunderstandings about how much authority the team and
team members have
3. Unclear plan to assess individual performance
4. Competitiveness among team members
5. Resentment over lack of individual recognition
6. Reduced effort by team members, especially as the team
increases in size
E. Being an effective team member
1. Make the team’s goal your top priority
2. Listen actively in meetings and offer suggestions
3. Follow through on your assigned tasks
4. Work to resolve conflicts among team members
5. Inspire coworkers to get involved and do their best
IX. Leadership
A. Leadership qualities/skills
1. Good communicators – able to receive information, interpret
it, and pass it to others effectively
2. Visionary
a) Clear idea of where to go and how to get there
b) Set high standards
c) Expect high-quality performance but tolerate honest
mistakes
3. Involve others
a) Recognize they cannot do everything themselves
b) Inspire others to work toward their goals and to achieve
maximum potential
c) Create a strong team spirit
d) Praise and reward good work
4. Role models – represent the values of the organization,
knowing that people copy their behavior
5. Decisive – use good judgment to make wise decisions
6. Positive – often able to turn failure into success; know that
many successes are built on past failures
7. Problem-solvers – not afraid to ask tough questions
B. Leadership styles
1. Directing – giving others specific instructions and closely
supervising tasks
2. Coaching – closely supervising but also explaining decisions
and asking for suggestions
3. Supporting – sharing decision-making responsibility and
encouraging the independent completion of tasks
4. Delegating – turning over responsibility for decision-making
and completion of tasks to others
C. Leadership tips
82
Copyright © Texas Education Agency, 2015. All rights reserved.
1. Provide sufficient training and be a patient teacher
2. Give clear directions
3. Know when to intervene
4. Don’t be afraid to admit mistakes
5. Be consistent in what you say and do
6. Treat workers fairly and equally
7. Be firm when necessary
8. Recognize effort and initiative
9. Praise in public, reprimand in private
10. Make your expectations clear
11. Treat workers the way you would like to be treated
Activities
1. Lost-at-Sea Exercise. Divide the students into groups and have them
complete the exercise at http://www.trainingmanager.co.uk/documents/TMSS-LostatSeaExercise.pdf. Have the
students discuss how they came to agreements on their rankings. Use
the Discussion Rubric and the Peer Evaluation Rubric for assessment.
2. Blindfold-Leader Game: To start the game, position all students in a
single line. Create a starting point and a finishing point. Blindfold all the
students except the student at the front of the line. Instruct each student
to place her left hand on the left shoulder of the person in front of her.
Say, "Go." The leader without the blindfold must walk toward the finish
line and instruct the students that are blindfolded behind. To add an
extra challenge to this activity, position obstacles along the path so that
the leader will have to give instructions to the followers in terms of how
to get around the obstacles. Once the finish line is reached successfully,
another student can take a turn leading.
Have the students discuss whether they were able to trust their leader
and/or their other classmates. Use the Discussion Rubric for
assessment.
Assessments
Teamwork and Leadership Skills Quiz and Key
Discussion Rubric
Individual Work Rubric
Peer Evaluation Rubric
Research Rubric
Writing Rubric
Materials
Teamwork and Leadership Skills computer-based presentation
Teamwork and Leadership Skills Key Terms
Computer with Internet access
Resources
9780078748288, Succeeding in the World of Work, Kimbrell, McGraw-Hill,
83
Copyright © Texas Education Agency, 2015. All rights reserved.
2008.
9780538444026, Working, Bailey, South-Western, 2007.
http://www.training-manager.co.uk/documents/TMSS-LostatSeaExercise.pdf
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will comprise a code of ethics for a hypothetical
agency regarding a particular Government and Public Administration career
field. The student will research agencies and firms in order to create a
reasonable code of ethics. Use the Research Rubric and the Writing Rubric
for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(4)
The student conducts a project using analytical problemsolving techniques. The student is expected to:
(A)
research a problem during student mentorship such as a
government and public administration issue, a feasibility
study, or a product evaluation;
College and Career Readiness Standards
Cross-disciplinary Standards
I. Key Cognitive Skills
E. Work habits
1. Work independently.
2. Work collaboratively.
84
Copyright © Texas Education Agency, 2015. All rights reserved.
Teamwork and Leadership Key Terms
1. Functional team – a group of people from one department working together to reach a
common business goal
2. Cross-functional team – a group of people from two or more departments working
together to reach a common business goal
3. Self-directed team – a team responsible for choosing its own methods of reaching its
goals, working without outside supervision
4. Team planning – a process that involves setting goals, assigning roles, and
communicating regularly
5. Facilitator – a member of the team who is appointed to coordinate tasks so that the team
works efficiently
6. Leadership – motivating or influencing others to work toward a goal
7. Leadership style – how you behave when you are in charge of other people
8. Code of ethics – rules for professional practice and behavior
85
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:
Date:
_________
Teamwork and Leadership Skills Quiz
1. _____Benefits of teamwork include:
A. Increased productivity, motivation, and morale
B. Improved product quality and customer service
C. All of the above
D. None of the above
2. _____A group of people from two or more departments working together to reach a
common goal is called:
A. A cross-functional team
B. A self-directed team
C. A functional team
D. None of the above
3. _____Team planning involves:
A. Role playing, incentives, and step-by-step instructions
B. Setting goals, assigning roles and responsibilities, and communication
C. Positive attitudes and delegation
D. None of the above
4. _____Potential obstacles to effective teamwork include:
A. Unclear goals, competitiveness among team members, and resentment over lack of
individual recognition
B. Ethical violations
C. Improved self-esteem and job satisfaction
D. None of the above
5. _____Making the team’s goal your top priority, listening actively and offering suggestions
in meetings, following through on your assigned tasks, working to resolve conflicts among
team members, and inspiring coworkers to do their best are:
A. Responsibilities of the facilitator
B. Characteristics of an effective team member
C. Reasons not to join a functional team
D. None of the above
6. _____A member of the team appointed to coordinate tasks so that the team works
efficiently is called:
A. The secretary
B. Efficiency expert
C. Facilitator
D. None of the above
86
Copyright © Texas Education Agency, 2015. All rights reserved.
7. _____Motivating or influencing others to work toward a goal is called:
A. Leadership
B. Subversive tactics
C. Cross-functionality
D. None of the above
8. _____Which of the following are identified as desirable leadership qualities?
A. Good communicator, visionary, decisive, problem-solver
B. Involves others, role model, positive
C. Both A and B
D. Neither A nor B
9. ____The four leadership styles are:
A. Doing, giving, expecting, demanding
B. Directing, coaching, supporting, delegating
C. Asking, telling, hiring, firing
D. None of the above
10. _____Which of the following choice is not a desirable leadership quality?
A. Giving clear directions
B. Trying to do it all yourself
C. Praising in public; reprimanding in private
D. Making your expectations clear
87
Copyright © Texas Education Agency, 2015. All rights reserved.
Teamwork and Leadership Skills Quiz Key
1. C
2. A
3. B
4. A
5. B
6. C
7. A
8. C
9. B
10. B
88
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
89
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
90
Copyright © Texas Education Agency, 2015. All rights reserved.
Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
91
Copyright © Texas Education Agency, 2015. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
1
2
3
4
0
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
92
Copyright © Texas Education Agency, 2015. All rights reserved.
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
1
2
3
4
0
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
93
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
94
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
Objectives
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive, and
complete.
The writing demonstrates that the writer
comprehends the writing process.
Accurate spelling, grammar, and
punctuation
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The content of paragraphs emphasizes
appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly and
accurately documented.
Total Points (28 pts.)
Comments:
95
Copyright © Texas Education Agency, 2015. All rights reserved.
Professional Writing and Research Skills
Course
Practicum in
Local, State,
and Federal
Government
Unit IV
Capstone
Project
Essential
Question
Which research
and writing skills
are necessary in
GPA careers in
order to
effectively
communicate in
the workplace?
TEKS
§130.190(c)
(4)(C)(D)(G)
Prior Student
Learning
Language Arts
research and
writing skills
Estimated Time
6 to 9 hours
Rationale
Written communication skills are necessary in GPA careers in order to
complete job tasks in a professional and effective manner.
Objectives
The students will be able to:
6. Demonstrate competence in the research process.
7. Describe the proper way to cite resources.
8. Identify the steps in writing a research paper.
9. Demonstrate the skills of editing and completing a research paper.
Engage
Discuss how assimilating information and reporting that information to
colleagues or supervisors at work is very similar to the research and writing
students have performed in Language Arts classes. Emphasize the
importance of proper research, accurate content, and proper grammar in
written communications for GPA careers. Then, as a class, take an online
quiz about plagiarism together (to find a quiz complete an Internet search for
a “quiz to help students learn about plagiarism”). Use the Discussion Rubric
for assessment.
Key Points
X. Steps in Developing a Research Paper
A. Understand the Assignment
1. What ideas are you being asked to present?
2. Who is your audience?
B. Select a Topic
1. Use books, encyclopedias, governmental websites, and/or the
Internet
2. Discuss options and ideas with experts on the subject
3. Accept a topic defined by the person who assigns the paper
C. Gather Resources
1. From the Internet
2. From books
3. From journals
4. From magazines
D. Create a Bibliography
1. Use the correct format
2. Use the correct style (e.g. MLA or APA)
E. Conduct Research
1. Evaluate the correctness of the information
2. Evaluate the credentials of the author
3. Evaluate how current the material is
96
Copyright © Texas Education Agency, 2015. All rights reserved.
F.
G.
H.
I.
J.
4. Evaluate whether or not the material is based in opinion or fact
5. Evaluate the reliability of the authors
Develop an Outline
1. Clarify your ideas before writing the paper
2. Organize the order of your ideas
Write the Rough Draft
1. In your words, write down the information
2. Transfer ideas in your outline into sentences and paragraphs
3. Get all of your ideas down on paper
Complete the Citations
1. Include citations within the paper
2. Use the appropriate format
a) Modern Language Association (MLA) style
b) American Psychology Association (APA) style
c) Chicago Manual of Style (CMS) method
Revise and Edit
1. Read the rough draft
2. Rearrange your thoughts as needed
3. Take out any unnecessary information
4. Add any needed information
Proofread
1. Read the paper aloud
2. Check for grammar, spelling, and punctuation
XI. Research
A. Thorough and systematic investigation into a topic to discover or
revise information about the topic
B. Where to Gather Resources
1. Internet
a) Conduct searches
b) Check the reliability of information
2. Books
a) Library or bookstore
b) eBooks
3. Journals or magazines
a) Library or bookstore
b) Online
C. Bibliography
1. A list of works compiled according to a common principle (i.e.
authorship, subject, place of publication, or printer)
2. Use the appropriate format (e.g. MLA, APA, etc.)
XII.
Writing
A. Outline
1. A general sketch indicating only the main ideas
2. Use systematic numbering
B. Rough draft
1. The first attempt at a piece of writing
2. Put in essay structure
97
Copyright © Texas Education Agency, 2015. All rights reserved.
C. Citations within the paper
1. “The act of giving credit to an author or an authority or a
precedent”
2. Avoid plagiarism
D. Revisions
1. Changing something that is already written
2. Improve the writing and the paper
E. Proofread
1. Checking and documenting needed corrections in a text
2. Make it accurate
XIII.
Plagiarism
A. Using the language and/or ideas of another author without
permission and/or taking credit for another author’s work
B. Give credit for
1. Direct quotation
2. Information coming from any type of media (e.g. book,
magazine, website, movie, song, etc.)
3. Replications of visual material (e.g. charts, pictures, diagrams,
etc.)
4. Information gathered from interviews
5. Online information
6. Anything that originates with someone else’s thought or ideas
C. Don’t give credit for
1. Common Knowledge
a) Generally accepted facts (e.g. water freezes at 32
degrees Fahrenheit)
b) Culturally accepted facts (e.g. national holidays)
2. Your own thoughts, ideas, experiences, opinions, etc.
3. Results gathered from your own experiments or lab work
4. Your own pictures, videos, or illustrations
Activities
1. GPA Research Paper. Have students research a problem during student
mentorship, such as a government and public administration issue, a
feasibility study, or a product evaluation. Have students conduct research
using the Internet, textbooks, articles, and/or other materials. Have
students use MLA format for the paper and their citations. You may
provide due dates for each step of the paper or allow student
independence in completing the assignment. Use the Research Rubric
for assessment.
2. Citation Skills Activity. Divide the class into groups of three or four.
Assign each group a topic. It can be something related to the GPA area
associated with your practicum or a current event. Have each group find
eight different sources on this topic. The groups must include at least one
book, one news article, and one website. Each group must create a
bibliography of the sources found. Students must use the formats
contained within the MLA Style Manual. Students may use the following
98
Copyright © Texas Education Agency, 2015. All rights reserved.
for assistance in creating their group bibliographies:
 http://www.library.cornell.edu/resrch/citmanage/mla
 http://owl.english.purdue.edu/owl
Once complete, each group will present their bibliographies in class.
Other class members will check each group’s work to determine if their
bibliographies are correct according to MLA formatting. Use the
Presentation Rubric, the Cooperative Teams Rubric and/or the Peer
Evaluation Rubric for assessment.
Assessments
Writing and Research Skills Exam and Key
Cooperative Teams Rubric
Discussion Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Research Rubric
Materials
Writing and Research Skills computer-based presentation
Computers with Internet Access
Library Facilities
Projector and Screen
Resources
http://olinuris.library.cornell.edu/ref/research/skill28.htm
http://owl.english.purdue.edu/owl/
Do an Internet search for dictionary and key terms
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will produce two annotated bibliographic entries
taken from the five required sources used in the research paper. Each
annotated bibliography will be a minimum of 150 words. For assistance on
completing an annotated bibliography, see
http://olinuris.library.cornell.edu/ref/research/skill28.htm
Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(4)
The student conducts a project using analytical problemsolving techniques. The student is expected to:
(C)
collect primary data such as interviews, surveys, and
observations;
99
Copyright © Texas Education Agency, 2015. All rights reserved.
(D)
(G)
collect secondary data such as printed materials and
Internet information;
express thoughts logically and sequentially in preparing
a formal report;
College and Career Readiness Standards
English/Language Arts Standards
V. Research
A. Formulate topic and questions.
1. Formulate research questions.
2. Explore a research topic.
3. Refine research topic and devise a timeline for completing work.
B. Select information from a variety of sources.
1. Gather relevant sources.
2. Evaluate the validity and reliability of sources.
3. Synthesize and organize information effectively.
C. Produce and design a document.
1. Design and present an effective product.
2. Use source material ethically.
100
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:
Date:
_________
Writing and Research Skills Exam
1. _____Plagiarism includes all except which of the following?
a. Using data gathered from one’s own survey
b. Turning in someone else’s work
c. Using an expert’s words as if they are one’s own thoughts
d. Failing to give credit to a psychologist for his or her statistical analysis
2. _____Which sources can be used to gather resources?
A. Books
B. Internet
C. Professional journals
D. All of the above
3. _____When should you create a bibliography?
A. Before you pick your topic
B. After you have gathered information from resources but before you begin writing
C. After you have proofread your final paper
D. While writing your rough draft
4. _____Why should you proofread your paper?
A. To check for grammatical errors
B. To check for misspelled words
C. To check punctuation
D. All of the above
5. _____You have been asked to complete a report on increased DWIs in the State of
Texas. The best place to gather information would be which of the following?
A. An encyclopedia that was published in 1972
B. A defense lawyer’s website
C. A website titled “Make Marijuana Legal”
D. None of the above
6. _____Information coming from the Internet is which of the following?
A. Is always reliable
B. Is never reliable
C. Should be evaluated for accuracy
D. Can only come from Wikipedia
7. _____Which is the only recommended style to use in research and writing?
A. MLA
B. Chicago Manual of Style
C. APA
D. All of the above
101
Copyright © Texas Education Agency, 2015. All rights reserved.
8. _____An outline is which of the following?
A. An oral presentation
B. A resource to be used in your research
C. A general sketch, account, or report, indicating only the main features, as of a book,
subject, or project
D. A professional journal
9. _____Which is the correct order of steps to take when writing your paper?
A. Proofread, citations, rough draft, outline
B. Rough draft, outline, revisions, proofread
C. Outline, proofread, rough draft, revisions
D. Outline, rough draft, revisions, proofread
10. _____In reference to research and writing, all are types of “media” except which of the
following?
A. Laughter
B. A song
C. A movie
D. Book
11. _____Using the Internet is which of the following?
A. A lazy way to conduct research
B. Too complicated in conducting research
C. Should not be allowed when conducting research
D. Has made researching easier
12. _____In your research paper, you should give credit for all except which of the following?
A. Common knowledge
B. When using someone else’s words
C. When using a replication of someone’s chart
D. Statistical analysis coming from the Department of Labor
13. _____“Common knowledge” is which of the following?
A. Statistical analysis
B. Pollution levels
C. Something that is generally known
D. The current birth rate of third world countries
14. _____An example of a generally accepted fact would be which of the following?
A. An elephant never forgets
B. Dogs are more loving than cats
C. Faucet water is bad for you
D. Water freezes at 32 degrees
15. _____An example of a culturally accepted fact would be which of the following?
A. Europe has a larger population than the United States
B. The United States celebrates the 4th of July
C. Columbia produces the largest amount of illegal drugs
D. The Center for Disease Control has prepared for a zombie apocalypse
102
Copyright © Texas Education Agency, 2015. All rights reserved.
Writing and Research Skills Exam Key
11. A
12. D
13. B
14. D
15. D
16. C
17. D
18. C
19. D
20. A
21. D
22. A
23. C
24. D
25. B
103
Copyright © Texas Education Agency, 2015. All rights reserved.
Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
1
2
3
4
0
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
104
Copyright © Texas Education Agency, 2015. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
105
Copyright © Texas Education Agency, 2015. All rights reserved.
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
106
Copyright © Texas Education Agency, 2015. All rights reserved.
Name: ____________________________________
Date:_____________________________
Cooperative Teams Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussions
Encourages others to join the
conversation
Maintains the pace of the discussion
to achieve goals
Shares ideas and thoughts
Offers constructive criticism and
recommendations
Credits others for their contributions
and ideas
Empathizes with others
Requests input from others to reach
an agreement
Expresses ideas and thoughts
Total Points (36 pts.)
Comments:
107
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
108
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
109
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to create
a professional presentation (transition and
graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and capitalization
are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye contact
 Voice delivery and projection are dynamic and
audible
Audience Interaction
 Presentation holds audience’s attention and relates
a clear message
 Clearly and effectively communicates the content
throughout the presentation
Total Points (20 pts.)
Comments:
110
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
111
Copyright © Texas Education Agency, 2015. All rights reserved.
Training Station Orientation
Course
Practicum in
Local, State,
and Federal
Government
Unit IV
Capstone
Project
Essential
Question
What knowledge
is essential for
demonstrating
competency at
the workplace?
TEKS
§130.190(c)
(5)(A)(ii)
Prior Student
Learning
None
Estimated Time
8 to 10 hours
Rationale
Each place of employment has specific training requirements. Awareness of
the requirements and the ability to demonstrate that awareness are essential
to students’ success.
Objectives
The students will be able to:
1. Demonstrate thorough knowledge of their workplace
2. Learn and/or reinforce basic knowledge of their respective training
stations
3. Demonstrate an understanding of what is expected from their training
sponsors
4. Compile information and build a multi-media presentation
5. Communicate their knowledge orally to their peers
6. Interview employer or owner to obtain necessary information
7. Obtain company information from employee handbooks or trade
journals
Engage
Ask students to recall their first day on the job. (For some, this may take
some thought since they have worked at their training stations for some
time.) Ask students how much they know about the training stations where
all the class members work. Explain that even though some students have
worked at their job for quite some time, there is still information to be
learned.
Share some of the jobs you have had prior to your current teaching position.
Explain some of the positive experiences you obtained on your previous jobs
that helped you move forward. Explain to the class that there is little chance
that they will stay with their current employers for their entire careers. For
that reason, it is important to learn as much as possible in order to use that
knowledge to get ahead on future employment ventures. Use Discussion
Rubric for assessment.
Key Points
I. Directions
A. The packet of information must be completed by interview, website,
or handbook
B. Minimum of 12 digital photos
C. Floor plan may be scanned
II. Grading
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during presentation
112
Copyright © Texas Education Agency, 2015. All rights reserved.
III. Presentation must have
A. Name and logo
B. Floor plan
C. Policies/procedures
D. Company history
E. Supervisor’s or owner’s previous experience
F. Site of company
G. Organizational chart
H. Inclusion: 3,2,1
IV. Layout format must be followed
Activities
Training Station Orientation Project – Review the requirements for this
project using the Training Station Orientation handout. (Note: Strongly
encourage students to take the assignment packet to their job sites so their
employers will know about the activity.) Ask students to “map” out their plan
using a Mapping Tool from the Appendix of this document. Give some ideas
to students during the brainstorming session before the end of the first class
period.
Have the students work at their own pace to complete this project. Ideally, all
work will be completed in class to allow you to check for understanding.
Strongly encourage the students to take ownership of this activity and to
establish a workable pace in order to complete it on time. Remind the
students to prepare to present their projects to the class. Use the Individual
Work Rubric and the Presentation Rubric for assessment.
Assessments
Discussion Rubric
Essay Rubric
Individual Work Rubric
Presentation Rubric
Materials
Training Station Orientation computer-based presentation
Training Station Orientation handout
Computer with Internet access
Paper for the essay
Camera or phone with camera
Flash drive
Computers (for the students to complete the project)
Projector (for digital presentation)
Scanner to scan pictures or materials brought to class
Portfolio handout (for review)
Accommodations for Learning Differences
For reinforcement, discuss the following questions:
 Why do customers see a different perspective of a business operation
113
Copyright © Texas Education Agency, 2015. All rights reserved.
that that of the employees?
 Why is it important to learn as much as possible about the business
establishment?
 Why are procedures established and expected to be followed?
Use the Discussion Rubric for assessment.
For enrichment, the students will write an essay describing their first day on
their job. Use the Essay Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(5)
The student documents knowledge and skills attained in the
practicum. The student is expected to:
(A)
update a professional portfolio to include:
(ii)
extended learning experiences such as
community service and active participation in
career and technical organizations and
professional organizations;
Career and College Readiness Standards
Social Studies Standards
V. Effective Communication
A. Clear and coherent oral and written communication
1. Use appropriate oral communication techniques depending
on the context or nature of the interaction.
2. Use conventions of standard written English.
114
Copyright © Texas Education Agency, 2015. All rights reserved.
Training Station Orientation Project
Everyone has something to say about where they work, but we often don’t have time to share our
information. This is your chance to show us what you know about your training station.
Directions:
You are to complete this packet of information by conducting interviews with employers and/or
co-workers. If you have an employee training manual, you may use it as a source. You may need to
get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation.
You may bring the pictures to class on a flash drive, a memory card, or CD to import into your project.
(Note: Always follow your employer’s policies about media and confidentiality.)
All information will be compiled to prepare a multi-media presentation that will be shown to the
class when you present your project.
You will be graded on:
Completion of the packet
Multi-media presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor Plan
Policies and Procedures
History of the company
Supervisor’s (or owner’s) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either interspersed within or at the end of the presentation)
If you were in charge, explain:
3 things you like about the training station
2 things you would change
1 thing you have learned that will help you in your career choice
This project is due on: ___________________________
115
Copyright © Texas Education Agency, 2015. All rights reserved.
Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words (typed and turned in separately), state what your first day on the job
was like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time manager/owner has been with company
10. What prior training did manager/owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling clients files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs/careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
116
Copyright © Texas Education Agency, 2015. All rights reserved.
Student Portfolio
TASK: Compile a working electronic portfolio and keep it up to date.
OBJECTIVE: To prepare and collect documents necessary for college and employment
applications.
MATERIALS NEEDED:
Computer
Scanner or cell phone with a scanner app (to add documents to portfolio)
Paper
Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED: This is an on-going activity, with deadlines established by the instructor.
DIRECTIONS: As part of this class you will be responsible for the compilation of your personal
portfolio. From time to time you will be expected to add documents to your portfolio, which you
will then use when applying for employment for college. Note: some documents may need to be
scanned into your electronic file.
REQUIRED DOCUMENTS:
Teacher recommendations (at least five)
Recommendations from clergy, counselors, family friends
Employer recommendations
Documented awards and honors (including academic, sports, and extracurricular activities)
Transcripts (unofficial)
ACT/SAT scores
Community Service Record
Samples of student-created work
Résumé
Generic cover letter
Pointers regarding recommendation requests:
1. Keep it simple and put it in writing (typed). State why you are requesting the person’s
assistance. In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has
been a while since you were in that person’s class, or since you have seen your
family friend.
3. State the date you need it by. DO NOT wait until the last minute. Make your request at
least one week prior to the due date. Be sure to return to the teacher on that date (or
the day before) to pick it up.
Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide
an envelope with your name on the front. You may want to include the room number of your
Practicum teacher in the event the recipient chooses to hand deliver the material.
117
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
118
Copyright © Texas Education Agency, 2015. All rights reserved.
Name________________________________
Date_____________________________
Essay Rubric
Objectives
Assigned
Topic
Organization
Mechanics
Presentation
Due Date and
Time
3 pts.
Good
Essay is written using an
approved title.
The essay is clear and
easily read. At no time is
the reader wondering what
the writer is trying to say.
There are 0-1 spelling,
punctuation, or grammar
errors.
The essay is written using
Times New Roman size
12-point font. All margins
are one inch and the essay
is one full page in length.
The essay is in on the date
and at the time specified or
extenuating circumstances
were documented.
2 pts. Needs Some
Improvement
Essay is not written using an
approved title.
Some aspects of the essay
are unclear, and the reader
is left wondering what the
writer is trying to say.
There are 2-3 spelling,
punctuation, or grammar
errors.
1 pt. Needs Much Improvement Pts.
N/A
Most aspects of the essay are
unclear, and the reader is left
wondering what the writer is
trying to say.
There are more than 3 spelling,
punctuation, or grammar errors.
One of the previously
described aspects is
missing.
More than one of the previously
described aspects is missing.
The essay was not turned in
on the date and at the time
specified. No extenuating
circumstances were
documented.
N/A
Total Points (15 pts.)
Comments:
119
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs
Some
Improvement
1 pt. Needs
Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
120
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to create
a professional presentation (transition and
graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and capitalization
are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye contact
 Voice delivery and projection are dynamic and
audible
Audience Interaction
 Presentation holds audience’s attention and relates
a clear message
 Clearly and effectively communicates the content
throughout the presentation
Total Points (20 pts.)
Comments:
121
Copyright © Texas Education Agency, 2015. All rights reserved.
O*NET Career Exploration
Course
Practicum in
Local, State,
and Federal
Government
Unit V
Professional
Portfolio
Development
Essential
Question
What are
employers
looking for in job
applicants?
TEKS
§130.190(c)
(5)(A)(iv)
Prior Student
Learning
The student
should be able
to identify
employer
expectations of
punctuality,
attendance, and
time
management
Estimated Time
7 to 9 hours
Rationale
In Government and Public Administration, professionals face aggressive
competition for the most desired positions. It is essential to be able to use a
variety of online tools to research careers and occupations.
Objectives
The students will be able to:
1. Investigate O*NET to prepare for a future career
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
Engage
Use the questions below for a class discussion. Use the Discussion Rubric
for assessment.
 Ask students to raise their hands if they currently have a job. Ask
them if they intend to keep that job until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit
a résumé?
 Explain that once students graduate from high school, often they will
be required to submit a résumé when seeking employment.
 Ask students what they think should be on a résumé. List their
answers on the board.
 Ask students what qualifies as Social Media. Ask for a show of hands
for various types of social media accounts.
 Ask them if they have ever deleted questionable material from their
accounts.
 Explain the importance of maintaining a professional image on all
social media when applying for a job (and college too!)
Key Points
11. O*NET
a. O*NET is the nation’s primary FREE source of occupational
information which contains hundreds of occupation-specific career
descriptions. This site may be used throughout your life in the event
you decide to change jobs later on.
b. Helps to evaluate or investigate career options
12. How do I show off my skills?
a. Résumés are used to “sell” your abilities to prospective employers
b. Cover Letters are used to “introduce” you and give an overview of
your qualifications
122
Copyright © Texas Education Agency, 2015. All rights reserved.
c. Résumés may be hand delivered, mailed, or sent via email
d. Some sites allow for immediate uploading
13. Résumé Tips
a. Why do I need one?
b. Keep the design simple
c. Keep it to one page
d. Use brief phrases; no complete sentences
e. Make sure you have a professional email address (Gmail. Stay away
from cute or suggestive addresses)
14. More Résumé Tips
a. Use bullet points where applicable
b. Capitalize or use bold font on section headings
c. Single space within sections; Double space between sections
d. No “fluff”; be honest or it could haunt you
e. Stress your achievements
f. If printing, use good quality bond paper
g. Do not include references on résumé. List on a separate sheet
15. Personal Web Page
a. Increasingly popular
b. Can be linked to your résumé
c. Displays qualifications in detail, including video, pictures, samples of
your work, etc.
Activities
1. Would You Hire YOU? Handout – Have the students complete the Would
You Hire YOU? Students’ Notes Handout. Use the Would You Hire YOU?
Students’ Notes Handout Key and/or the Individual Work Rubric for
assessment.
2. O*NET Scavenger Hunt – Have the students complete Part I and II of the
O*NET Scavenger Hunt using the included O*NET Handouts. Use the
O*NET Scavenger Hunt Key and/or the Individual Work Rubric for
assessment.
3. Career Research Project – Have the students complete the Career
Research Project. Use the Career Project Instruction Sheet and the
Career Project Checklist for the activity. Use the two Career Project
Rubrics (Résumé, Cover Letter, and Resignation Letter, and Multimedia
Presentation) for assessment.
Assessments
Would YOU Hire YOU? Key
O*NET Scavenger Hunt Key
123
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Project Rubric: Résumé, Cover Letter, and Resignation Letter
Career Project Rubric: Multimedia Presentation
Discussion Rubric
Individual Work Rubric
Materials
O*NET Career Exploration computer-based presentation
Would YOU Hire YOU? Handout and Key
O*NET Scavenger Hunt and Key
Career Project Instruction Sheet, Checklist and Rubrics
Paper
Computers with word processors, multimedia software and Internet access
Resources
O*NET http://www.onetonline.org
http://www.mynextmove.org/explore/ip
http://www.www.mynextmove.org
Accommodations for Learning Differences
For reinforcement, the student will list and define the components of a
résumé. Use the Individual Work Rubric for assessment.
For enrichment, the student will write their résumés in a social media format,
using only 140 characters. Have the students share their résumés to the
class. Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(5)
The student documents knowledge and skills attained in the
practicum. The student is expected to:
(A)
update a professional portfolio to include:
(iv)
résumé;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
A. Intellectual curiosity
2. Accept constructive criticism and revise personal views when
valid evidence warrants.
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when
needed.
2. Use study habits necessary to manage academic pursuits and
requirements.
124
Copyright © Texas Education Agency, 2015. All rights reserved.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
125
Copyright © Texas Education Agency, 2015. All rights reserved.
Would YOU Hire YOU?
I.
1.
2.
3.
4.
5.
Student NOTES
OBJECTIVES:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
II.
O*NET:
6. O*NET is ________ and contains _______________ of ___________________-specific
_____________________.
7. It helps to __________________ or ___________________ career ______________.
8. The Main Web site is: ________________________________________
9. The online survey link is: ________________________________________
10. If you already have a career in mind, use this link:
_______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ___________ or ___________
________________________.
14. ___________ -level skills: __________ skills.
15. ______________ skills: require __________ knowledge pertaining to the job or could be
previous ________ experience.
16. A ____________ is used to “________” abilities to ______________ _______________.
17. A __________ Letter is used to “________________” the applicant and give an overview
of one’s _____________________.
18. Résumés may be ______ ______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
20. Keep the résumé to ______ page.
21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use good, quality _________ _____________.
30. Do not include ____________________ on the résumé.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
126
Copyright © Texas Education Agency, 2015. All rights reserved.
Would YOU Hire YOU? Key
Student NOTES
I.
OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
II.
O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The Main Web site is: http://www.onetonline.org
9. The online survey link is: http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge pertaining to the job or could be possible
work experience.
16. A résumé is used to “sell” abilities to prospective employers.
17. A Cover Letter is used to “introduce” the applicant and give an overview of one’s
qualifications.
18. Résumés may be hand delivered, mailed, or sent via e-mail.
19. Some sites allow for immediate uploading.
20. Keep the résumé to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per statement.
23. Make sure to have a professional email address.
24. Use bullet points where applicable.
25. Capitalize or use bold font on section headings.
26. Single space within sections; Double space between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use good, quality bond paper.
30. Do not include references on the résumé.
31. 37% of companies research candidates via social media.
32. Delete questionable pictures.
127
Copyright © Texas Education Agency, 2015. All rights reserved.
O*NET Scavenger Hunt
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Median $$$
Skills
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________
employment demand.
128
Copyright © Texas Education Agency, 2015. All rights reserved.
8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________ _____________________ ______________________
_____________________
_____________________
______________________
_____________________
_____________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
129
Copyright © Texas Education Agency, 2015. All rights reserved.
O*NET Scavenger Hunt Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that
contains hundreds of occupation-specific careers. It helps to evaluate or
investigate career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector:
Answers will vary__________________________________
_________________________________________________
_________________________________________________
3. How many categories fall under the “Rapid Growth” Sector? 69
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Median $$$
Skills
Answers will vary based on answers in question 1
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
130
Copyright © Texas Education Agency, 2015. All rights reserved.
7. The green economy will cause a change in occupation’s employment demand.
8. Green Occupations are linked to green economy sectors.
9. List the NINE categories one could research using the Advance Search feature:
Answers will vary______ _____________________ ______________________
_____________________ _____________________ ______________________
_____________________ _____________________ ______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
Answers will vary ____________
___________________________
____________________________
___________________________
____________________________
___________________________
131
Copyright © Texas Education Agency, 2015. All rights reserved.
O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search”; next click “Go to Skills Search,” which is right under “Skills
Search.” Check the boxes that you think apply to you in each category, then click, “GO.”
Note the assortment of occupation titles that represent your skills interests. Are any titles tagged
“Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to search
is to browse under “Find Occupations”. If you select this method, you will notice a wide variety of
choices that will assist you in your career search.
.
132
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Project Instruction Sheet
PART I
Use a word processor to compose a report using the research material you gather from the
O*NET website. (www.onetonline.org)
Format for Paper:
Use a word processor to prepare the report. Begin the report with the main title centered on
the first line, double-space and then type your name. Triple-space after your name. Doublespace the entire report and indent paragraphs.
Outline of Paper:
Paragraph 1- Introduce the three careers you researched.
Paragraph 2- Career 1 (with explanation)
Paragraph 3- Career 2 (with explanation)
Paragraph 4- Career 3 (with explanation)
Paragraph 5- Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
 Definition or nature of work
 Requirements for employment
 Opportunities for experience and/or exploration
 Related occupations (at least four)
 Methods of entering the field
 Advancement
 Employment outlook
 Earnings (wages) and prospective pay increases
 Conditions of work
 Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if
approved by your instructor. Remember: All work must be cited at the end of this project,
so keep track of your sources!
133
Copyright © Texas Education Agency, 2015. All rights reserved.
PART II
Once you have complete the essay, you will select one of the careers you explored to complete
the next assignments. You may assume you are a college graduate in order to meet the
qualifications. Use the Internet to find samples of a résumé, cover letter, and letter of
resignation. Make sure you print the samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Résumé that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to
your current employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will more than
likely have more than 5 slides.)
Include the following:
1.
2.
3.
4.
5.
6.
7.
What to wear/not to wear (male & female)
How to prepare for the interview
Five interview tips you have researched
How to know when it is time to change jobs
How to change jobs
Compile a list of 15 questions that one could be asked on a job interview
Compile a list of at least 5 questions that are considered illegal and cannot be asked on
an interview
8. Compile a list of 5 questions one might ask the person conducting the interview
9. Works cited slide (does not count toward the 5 slide minimum)
**If you prefer, you may make a video; however, you must address the same requirements for
the multimedia presentation.
134
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Project Checklist
Directions: Use the checklist below to make sure you have completed all the
requirements for this project.
Summary Checklist:
_____All documents are typed in a word processor
_____Career Essay typed in proper format (did you check your spacing?)
_____Résumé completed for career selected
_____Cover letter completed for career selected (goes on top of résumé)
_____Letter of Resignation completed
_____Sample of résumé from your research (print it and include it)
_____Sample of cover letter from your research (print it and include it)
_____Was cover letter customized to the qualifications for the career?
_____Sample Letter of Resignation (for your “current job”)
_____Multimedia Presentation (or Video)
_____At least 5 slides
_____What to wear/not to wear (male/female)
_____How to prepare for the interview
_____5 Interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked on an interview
_____5 questions that are considered illegal
_____5 questions an applicant might ask
_____Works Cited (include all research for this project)
135
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date____________________
Career Project Rubric
Résumé, Cover Letter, and Resignation Letter
Criteria
Organization
Content
Knowledge
Grammar and
Spelling
Neatness
Attachments
18-20 pts.
Information is
logical,
interesting;
spacing and
format
directions
were followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs
were present.
13-17 pts.
Student
presents
information in
logical
sequence
which reader
can follow.
Student is at
ease with
content, but
fails to
elaborate/ 1-2
elements are
missing.
6-12 pts.
Reader has
difficulty
following work
because
student jumps
around.
0-5 pts.
Sequence of
information is
difficult to
follow.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Presentation
has no
misspellings or
grammatical
errors.
Presentation
has no more
than two
misspellings
and/or
grammatical
errors.
Work has one
or two areas
that are
sloppy.
Required
samples were
present, but
were
attached out
of order.
Presentation
has three
misspellings
and/or
grammatical
errors.
Student does
not have
grasp of
information;
student work
does not
demonstrate
completion.
Work has
four or more
spelling
errors and/or
grammatical
errors.
Work has three
or four areas
that are sloppy.
Work is
Illegible or
incomplete.
Work does not
have the
appropriate
number of
required
attachments
included with
completed
work.
Required
samples were
not submitted
with
completed
work.
Work is neatly
typed in
Microsoft
Word.
Required
samples were
attached and
entire packet
was submitted
in proper
order.
Points
Total Points (20 pts. possible)
Comments:
136
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date____________________
Career Project Rubric
Multimedia Presentation
Process
Good - Excellent
Satisfactory
Below Avg.
Has clear vision of final product;
Followed directions
7, 8, 9, 10
4, 5, 6
1, 2, 3
Properly organized to complete;
Presentation was easy to follow
7, 8, 9, 10
4, 5, 6
1, 2, 3
Managed time wisely
7, 8, 9, 10
4, 5, 6
1, 2, 3
Acquired needed knowledge base;
Works Cited was included
7, 8, 9, 10
4, 5, 6
1, 2, 3
Communicated efforts with teacher
7, 8, 9, 10
4, 5, 6
1, 2, 3
Product (Project)
7, 8, 9, 10
4, 5, 6
1, 2, 3
Format (Correct # of slides)
7, 8, 9, 10
4, 5, 6
1, 2, 3
Mechanics of speaking/writing
7, 8, 9, 10
4, 5, 6
1, 2, 3
Organization and structure
7, 8, 9, 10
4, 5, 6
1, 2, 3
Creativity
7, 8, 9, 10
4, 5, 6
1, 2, 3
Demonstrates knowledge
7, 8, 9, 10
4, 5, 6
1, 2, 3
Total points (10 pts. possible)
Comments:
137
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
138
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
139
Copyright © Texas Education Agency, 2015. All rights reserved.
Portfolios
Course
Practicum in
Local, State, and
Federal
Government
Unit V
Professional
Portfolio
Development
Essential
Question
What are
employers
looking for in job
applicants?
TEKS
§130.190(c)
(5)(A)(i-vi)(B)
Prior Student
Learning
The student
should be able to
identify employer
expectations for
punctuality,
attendance, and
time
management
Estimated Time
3 to 6 hours
Rationale
A benefit of using portfolios is to allow the students to engage in a selfreflection of their progress. The portfolio provides an alternative means of
displaying skills and accomplishments.
Objectives
The students will be able to:
1. Define a career portfolio
2. Identify the types of information employers want to see in a
candidate’s career portfolio
3. Prepare for post-secondary education, and/or a career, by
developing a career portfolio
4. Learn how to use a portfolio to their benefit, how to maintain a
portfolio, and what important components should be included in a
portfolio
Engage
Have students brainstorm and list attributes they think employers look at or
look for in prospective employees. Discuss how the images they post to
social networking websites and the email address names they choose can
affect their ability to get a job. Show examples, real or created, of social
networking websites and/or email addresses that might cause a potential
employer to disregard an application. Use the Discussion Rubric for
assessment.
Key Points
I. Portfolio definition
A. Reflects a student's interests and achievements
B. Exhibits a sample of a student’s work that purposefully represents
his or her efforts, progress, and achievements in one or more areas
C. Includes a student’s participation in selecting the contents, the
criteria for selection, the criteria for judging merit, and evidence of
the student’s self-reflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the student
D. Application – practical exercise that displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas showcasing growth in
content and real world skills, with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework
and testing
140
Copyright © Texas Education Agency, 2015. All rights reserved.
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards
achieved in or outside of school; a vital part of a student's total
package
III. Benefits of the portfolio process
A. Students will benefit from tangible proof of their abilities and
achievements
B. Intangible benefits come from closer self-assessment
C. Students develop a sense of pride and ownership from collecting
their best work
D. A portfolio provides future employers, scholarship committees, or
entrance committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in the portfolio
D. Replacement – insert new work, displaying a greater mastery of
skills
V. Teachers are encouraged to be a mentor or wise advisor to the student
during the preparation of the portfolio
Activities
Have students create a portfolio using the Portfolio Guidelines. They will
choose a sample of their current work to add to the portfolio and evaluate
each entry by completing the Student Reflection Sheet before adding the
document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
Assessments
Portfolio Rubric
Discussion Rubric
Individual Work Rubric
Materials
Portfolio computer-based presentation
Portfolio Guidelines
Student Reflection Sheet
Three-Ring Notebook
Paper protectors
Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department of Education,
http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected
141
Copyright © Texas Education Agency, 2015. All rights reserved.
Works”
Accommodations for Learning Differences
For reinforcement, students will list the components and describe the
benefits of a portfolio. Use the Individual Work Rubric for assessment.
For enrichment, students will create an internet home page for their
portfolios. Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to
Three Credits).
(5)
The student documents knowledge and skills attained in the
practicum. The student is expected to:
(A)
update a professional portfolio to include:
(i)
recognitions, awards, and scholarships;
(ii)
extended learning experiences such as
community service and active participation in
career and technical organizations and
professional organizations;
(iii)
an abstract of the practicum;
(iv)
resumé;
(v)
samples of work; and
(vi)
an evaluation from the practicum supervisor;
and
(B)
present the portfolio to all interested stakeholders.
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when
needed.
2. Use study habits necessary to manage academic pursuits and
requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
142
Copyright © Texas Education Agency, 2015. All rights reserved.
Student Portfolio Guidelines
Student portfolios should include:
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the student
D. Application – practical exercise that displays "real-world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas showcasing growth in content and real-world
skills, with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside
of school; a vital part of a student's total package
143
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_____________
_____
Date_____________
_______
Portfolio Reflection Sheet
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
144
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
Participates in group discussion
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
145
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
146
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
147
Copyright © Texas Education Agency, 2015. All rights reserved.
Additional
Activities
148
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity Evaluation
CRITERIA:
Challenging
10
Not Challenging
9
8
7
6
5
4
3
Adequate Time Allowed
10
9
2
Inadequate Time
8
7
6
5
4
3
2
Assignment Very Clear
10
9
8
7
6
5
4
3
2
1
Boring
9
8
7
6
5
4
3
2
Repeat Assignment Next Year
10
1
Unclear
Interesting
10
1
9
8
1
Do Not Repeat
7
6
5
4
3
2
1
Rate the following activities using the criteria above on a scale of 1 to 10. List the name of the activity in the
space allocated. Write the total responses in the total column on the right.
ACTIVITY NAME
A
B
C
D
E
TOTAL
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 5
149
Copyright © Texas Education Agency, 2015. All rights reserved.
College Investigation Project
OBJECTIVE: The student will research a prospective college/university and prepare informative documents.
The purpose of this activity is to introduce students to various college websites, which will serve as tools when
preparing applications.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain it is offered.
After completing your investigation, you will be responsible for the following activities:
1. In typed format, gather the following information:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board, and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. Prepare a newsletter of information regarding your chosen college/university. Use your own
creativity; therefore, delete any preloaded artwork in the newsletter and insert your own pictures,
etc.
Your newsletter will be a minimum of 2 pages long. When you print, only print the two pages. (Print Current
Page Only for each one)
You must include information from the following categories:
–
–
–
–
–
–
–
–
Admission information, including deadlines
Student Life
New Student Orientation
Sports (limit to 2 or 3 different sports and include information on each)
Clubs and Activities
Housing information (dormitories/apartments on campus)
Financial Aid
3 other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
150
Copyright © Texas Education Agency, 2015. All rights reserved.
Emerging Leaders
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about types of political societies may also take
place.
MATERIALS NEEDED:
Building blocks or other construction toys (enough for an entire class). These items should be secured well in
advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED:
One class period. (Make sure time is allowed for discussion and take away. Suggested discussion time: 20
minutes)
DIRECTIONS:
***Each group will invent a product using the materials provided. Groups must follow directions, interpreting
and determining how to execute the instructions as the teacher gives them. (See Group A-E below)
Teacher’s Directions:
1. ***Divide the class into groups of 3 or 4 by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
4. ***The oldest (youngest, or the one with the most brothers/sisters, etc.) is in charge of procuring
materials for the group. The procurers are the only ones who may approach the materials area. They
are to take back to their groups only what they can carry in two hands. (It is up to the teacher to decide
when to call the procurers back to the materials area to secure more materials.)
5. Make sure each member has a responsibility. Depending on the size of the group, someone may have
more than one job.
6. The spokesperson in each group will have the largest (or smallest) hand or foot. You decide.
7. Once the groups have been established and relocated within the classroom, give each group its
instructions for completing the task. Due to variations in class size, some products or decision-making
processes may be repeated.***
8. After about 10 minutes, instruct the groups that they must barter at least one of their materials with
another group. This is the job of the procurer.
9. Walk around the room, listen, and observe. You will see leaders emerge.
***Suggestions:
– Group A: Design and name a skyscraper that doubles as an aircraft. All members may provide input.
– Group B: Design and name a futuristic retail establishment. Group leader makes all decisions.
– Group C: Design and name a new tech product. All members must vote on all decisions.
– Group D: Design and name a new educational product. No talking is allowed while building the
product.
151
Copyright © Texas Education Agency, 2015. All rights reserved.
– Group E: Design and name a new means of transportation. Each member will have tasks assigned by
the group leader.
** Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present its group’s product to the class, stating its directions as well as
explaining its invention. Have the members discuss the decision-making process and how they felt during the
process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
152
Copyright © Texas Education Agency, 2015. All rights reserved.
Current Event Summary
Title of Article:
Source of Article:
State the key point of the article:
Summarize the supporting facts of the article:
What information did you learn?
Definitions to NEW WORDS: (You cannot leave this blank)
***Attach a copy of the article (or the original) to this sheet.
153
Copyright © Texas Education Agency, 2015. All rights reserved.
(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQUIRED:
APPROXIMATE TIME REQUIRED:
154
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Pathways
Practicum in Local, State, and Federal Government
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
155
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Local, State, and Federal Government
 130.190 (c)
o (4)
The student conducts a project using analytical problem-solving techniques. The student
is expected to:
(B) investigate the issues associated with the problem;
(E) evaluate alternative solutions;
(F) determine the most appropriate solution;
(G) express thoughts logically and sequentially in preparing a formal report;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
156
Copyright © Texas Education Agency, 2015. All rights reserved.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
 Supplies listed in each activity
 Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
•
Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
 Ask
o Why do you think it is necessary to understand what Career Pathways are?
 Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
• Show
o Career Pathways slide presentation
157
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-2
I.
II.
Introduce Career Pathways
A. Objectives
B. What are Career Pathways?
C. Programs of Study
D. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
III.
IV.
Career Pathways Resources
A. Bureau of Labor Statistics
B. Department of Labor
C. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
158
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
159
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
160
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
ESSENTIAL QUESTION?
NOTES:
161
Copyright © Texas Education Agency, 2015. All rights reserved.
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
TOPIC:
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
ESSENTIAL QUESTION?
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
162
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
Activity 1 – My Career Pathway
163
Copyright © Texas Education Agency, 2015. All rights reserved.
1. Which is the most important, salary or working environment? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study that
matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
164
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
165
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
166
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
167
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and
respond to the reflection question.
168
Copyright © Texas Education Agency, 2015. All rights reserved.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
169
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
170
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
171
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management
Practicum in Local, State, and Federal Government
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
172
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Local, State, and Federal Government
 130.190 (c)
o (4)
The student conducts a project using analytical problem-solving techniques. The student
is expected to:
(B) investigate the issues associated with the problem;
(E) evaluate alternative solutions;
(F) determine the most appropriate solution;
(G) express thoughts logically and sequentially in preparing a formal report;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
173
Copyright © Texas Education Agency, 2015. All rights reserved.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
•
Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
•
Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
174
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
Days 1-3
I.
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Introduce Personal Management
A. What is Personal Management?
B. What is Goal Setting?
C. Benefits of Goals
D. S.M.A.R.T. Goals
E. Short-Term Goals
F. Long-Term Goals
G. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
II.
Weekly S.M.A.R.T. Goals Planner
A. How do you use your planner?
B. Planner Expectations
III.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
Day 5 - refer to slides 24-29
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
Multiple
Intelligences
B. Activity
3 – Life Goals
Collage
Presentation
VI.
Existentialist
Interpersonal
student will present his/her
GuideEach
Life Goals Collage to the class.
Assessment = Daily Activities
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
175
Copyright © Texas Education Agency, 2015. All rights reserved.
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Application
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
176
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
4. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
5. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
177
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
ESSENTIAL QUESTION?
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
178
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
ESSENTIAL QUESTION?
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
179
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
180
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
181
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
182
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
183
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
184
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
185
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
186
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
187
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
188
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
189
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
190
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
191
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
192
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
193
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
194
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
195
Copyright © Texas Education Agency, 2015. All rights reserved.
MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
196
Copyright © Texas Education Agency, 2015. All rights reserved.
MENTOR FINAL EVALUATION
Mentor _________________________________ Email Address ______________________________________
School __________________________________ Subject Taught _____________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts ____________________________________
Mentee_______________________________ Email Address ________________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and long-term
goals growth.
_____ I feel better about his/her potential for professional growth since completing the mentoring program.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
197
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management
Practicum in Local, State, and Federal Government
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
198
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Local, State, and Federal Government
 130.190 (c)
o (4)
The student conducts a project using analytical problem-solving techniques. The student
is expected to:
(B) investigate the issues associated with the problem;
(E) evaluate alternative solutions;
(F) determine the most appropriate solution;
(G) express thoughts logically and sequentially in preparing a formal report;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
199
Copyright © Texas Education Agency, 2015. All rights reserved.

o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
• Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
• Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Show
o Project Management slide presentation
200
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Day 1
I.
Introduce Project Management
A. Objectives
B. What is Project Management?
C. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv.
Working on the Project
v.
Group Work
vi.
Time
vii.
Time Management
D. Summary
E. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
F. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
II.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
III.
Activity 2 – Team Project Task List
and Schedule
IV.
Assessment = Daily Activities
201
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
202
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
203
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
ESSENTIAL QUESTION?
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
TOPIC:
ESSENTIAL QUESTION?
204
Copyright © Texas Education Agency, 2015. All rights reserved.
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Name ___________________________________Date ____________________ Class ____________________
205
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. From these examples, what do you think Project Managers do?
206
Copyright © Texas Education Agency, 2015. All rights reserved.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
207
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
208
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 1 - Task List and Schedule
PROJECT
PROJECTMANAGEMENT
MANAGEMENT
Project Title_____________________________ Completion Date _______________
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Project Management Assessment Tool
209
Copyright © Texas Education Agency, 2015. All rights reserved.
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle your answer.
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
210
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Team Project - Task List and Schedule
PROJECT
PROJECT MANAGEMENT
MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
211
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Assessment Tool
Directions
PROJECT MANAGEMENT
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
212
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
213
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Organizational Tool
Gantt Chart
214
Copyright © Texas Education Agency, 2015. All rights reserved.
Scholarships for Post-Secondary Options
Government and Public Administration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives






Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the
scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with
scholarship applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
§130.190. Practicum in Local, State, and Federal Government (c)
(5)
The student documents knowledge and skills attained in the practicum. The
student is expected to:
(A)
update a professional portfolio to include:
(i)
recognitions, awards, and scholarships;
(ii)
extended learning experiences such as community service and
active participation in career and technical organizations and
professional organizations;
(iv)
résumé;
215
Copyright © Texas Education Agency, 2015. All rights reserved.
110.34. English Language Arts and Reading, English IV (One Credit), Beginning with
School Year 2009- 2010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural
or work- related texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals,
college applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on
the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white
space);
(iii) relevant questions that engage readers and address their potential
problems and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes
or actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience
that includes:
(A) a clear thesis or position based on logical reasons with various forms of
support (e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's
own words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience,
using specific rhetorical devices to back up assertions (e.g., appeals to logic,
216
Copyright © Texas Education Agency, 2015. All rights reserved.
emotions, ethical beliefs); and
(G) an awareness and anticipation of audience response that is reflected in
different levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions. Students are expected to correctly and consistently use conventions
of punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check
correct spellings.
Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
217
Copyright © Texas Education Agency, 2015. All rights reserved.
Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays




Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
 Grading rubric
218
Copyright © Texas Education Agency, 2015. All rights reserved.
 Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
Outline
Outline
I.
II.
III.
IV.
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
Instructor Notes
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
219
Copyright © Texas Education Agency, 2015. All rights reserved.
V.
VI.
VII.
VIII.
IX.
X.
XI.
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
220
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review


What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
221
Copyright © Texas Education Agency, 2015. All rights reserved.
Visual/Spatial
Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.


Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx




College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:




Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf


Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
222
Copyright © Texas Education Agency, 2015. All rights reserved.
Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
223
Copyright © Texas Education Agency, 2015. All rights reserved.
folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
224
Copyright © Texas Education Agency, 2015. All rights reserved.
Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of
the student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the
student.
2
Exemplary
Five scholarships were identified
that match the qualifications of
the student.
The drive includes a folder
for each scholarship.
Requirements
The requirement
listing is not included.
Essay 1
The first essay is
missing or is too short
to be considered for a
scholarship.
Essay 2
The second essay is
missing or is too short
to be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short
to be considered for a
scholarship.
Recommendations
Zero to one
recommendation
letters are included.
A resume is not
included in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The second essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The third essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
Two recommendation
letters are included.
The drive includes a wellorganized structure with a folder
for each scholarship.
Requirements for each
scholarship are listed in each
folder.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
A resume is included in a
folder that needs revisions
to be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean and
professional.
The writing needs revisions
with some errors in
grammar or mechanics.
The second essay aligns well to
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Three recommendation letters are
included.
A resume is included in a folder
that appropriately highlights the
student’s academic career for
scholarship consideration.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
The writing is exemplary with no
errors in grammar or mechanics.
225
Copyright © Texas Education Agency, 2015. All rights reserved.
Peer Review for Essay
Writer: ____________________________________________________________________________________
Peer Reviewer: _____________________________________________________________________________
Essay Prompt: ______________________________________________________________________________
Scholarship Organization: ____________________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals of
the scholarship organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain correct
writing grammar and
mechanics?
Is the essay unique and
memorable?
226
Copyright © Texas Education Agency, 2015. All rights reserved.