Academic and Career Planning

Students will be able to:

Define personal interests, values, aspirations, integrity, and empathy.

Understand the relationship between personal goals and career goals within community career clusters and personal inventories.

Activity

Understand the following terms:

Interests - What excites you? What do you like? What do you enjoy doing with your time? What school subjects are you adept at? What hobbies do you have?

Inclinations - How do you think? How do you learn best?

Values - What do you care about for the kind of work you want to do or life you would like to have? What kind of work environment would like to be in? What are the goals of your work? Are you driven by money or a cause or both?

Aspirations - What careers/jobs best suit you?

Resources

Pose the terms as questions to spark students’ thinking.

Task

Ask students to complete the first assessment on AWATO for homework.

Activity

Complete the following assessments provided by AWATO (if it has not been completed already):

• Interests

• Inclinations

• Values

• Aspirations

• 16 Types

For each assessment, read the results.

Fill in a “Takes Notes/Makes Notes” Chart for each assessment’s results.

Example: Inclinations Assessment (AWATO)

Take Notes

Inclination: Social/People

People who have a social inclination enjoy and are good at working with people. Their ability to connect with, understand and motivate others often make them great for a wide variety of jobs that involve working closely with others. People with a social inclination take great care to develop their social skills as they will be valuable across all industries.

Make Notes

I enjoy being around people.

I like to encourage others.

I like helping people.

I can work in a lot of different jobs and industries because there are so many jobs that are focused on people.

Resources

The pacing for the assessments is up to teacher discretion.

One path is to give one assessment per class period or per homework assignment, which would then give students enough time to record and understand their results.

Provide (and teach how to use) a “Take Notes/Make Notes” chart that allows each student to record the data as given and then put the data into their own words/ “I” statements for comprehension.

Activity

Understand and discuss these questions:

• What does it mean to have integrity?

• How does empathy make us a better person?

Cultivating Empathy

View the video above and write a brief paragraph about a pair of shoes.

Share your paragraph with a group or the whole class.

Resources

Have an open discussion about INTEGRITY and EMPATHY and the importance of these traits as a human being and in the workplace.

Show video from PBS (Young Peace Leaders: Cultivating Empathy)

Have students complete the “moccasins/shoe” activity showcased in the video.

Students write about the day in the life of a shoe.

Activity

Take the Social assessment provided by AWATO.

• What are the results?

• What areas do you excel in with integrity and empathy?

• Where do you think you may need to grow?

Resources

Have students do a short reflection about integrity, empathy, and their Social assessment results.

Activity

Based on your individual results from the AWATO surveys, choose a job/career that you are most interested in.

Recall the Career Clusters from the previous unit.

• What Career Cluster does that job fit in?

• How does your selected career/job align with the results of your assessments?

Task

Before moving on to the next level, students should be able to identify:

• The career/job they are most interested in.

• The Career Cluster this job fits into.

• The relationship between their personal goals/results and career goals/results.

Describe the exchange of goods and services, within and beyond the community.

Identify how a job within a career cluster provides value to the worker and the community.

Activity

• What is a good?

• What is a service?

Goods and Services

Use your selected career/job to complete the tasks in this section of the unit.

• How is your selected job providing a good?

• How is your selected job providing a service?

Resources

Teach students the difference between a “good” and a “service” in the workforce and economy.

Have students use their selected career/job to complete the questions and tasks involved with this section of the unit.

There are a variety of ways to organize and execute this section of the unit.

Options:

Pair Share - Students work in partners to answer the questions and share their answers about their respective jobs.

Career Cluster Group - Group students based on their individual career selections/clusters. Most likely, there will be students who choose careers that fall into the same cluster category. Have them work together to answer the questions about the goods and services.

Activity

Using the answers from the previous class, answer the following:

• How do the identified goods benefit those who receive it?

• How does delivering the goods benefit the worker?

Resources

See Above.

Activity

Using the answers from the previous classes, answer the following:

• How do the identified services benefit those who receive them?

• How does delivering the services benefit the worker?

Resources

See Above.

Activity

Now that you have identified the goods/services involved in your selected career as well as the benefits to the worker and those who receive the goods and services, return to the “moccasins/shoes” activity:

• Think of your selected career/job.

• Imagine the shoes that someone in that career/job wears.

• What is their day like? What is their work like? What are they doing?

Task

Complete the assigned activity to move on to the next level in the unit.

Analyze the role of employment in the overall benefit to a community. (goods and services)

Explain how our economy works to improve the lives of those who live in our community. (Empathy, Integrity)

Activity

Recall the focus on community and exchange of goods and services from the first unit.

Given the exploration of the goods and services for your career, write a paragraph about how employment (as well as your career) benefits a community of people.

Resources

Review the focus on community from the first trimester unit plan.

Provide students the opportunity to reflect on:

• their individual aspirations

• their selected career’s goods/services

• how their career benefits a community

• how employment in general benefits a community

Task

Complete paragraph.

Activity

Share your reflections with the class.

Resources

Have students share their individual reflections so that they can get a broad sweep of how multiple forms of employment within our economy benefit entire communities.

Activity

Draw a concept map or diagram that shows how our economy works to improve the lives of those who live in our community.

Task

Complete concept map.

Create a presentation that articulates how a particular career can offer a current or future employee a sense of integrity and empathy.

Activity

Final Component

1. 1. Career Fair

   2. Museum Walk

Create a brochure or flyer that showcases how your particular career can offer a current or future employee a sense of integrity and empathy with the work that they do already/will do.

• How would you sell what you do to others who think like you and want to be like you?

• What are the traits of the worker you are looking for?

• What values are involved with your work?