Course Profile Managing Personal Resources, Grade 11, Workplace Preparation, Catholic

Unit 2: Decision Making – Controlling Your Destiny

Time: 31 hours

Unit Description

This unit gives students the opportunity to discover the relationship between decision making and well-being, based on moral, ethical, cultural, and religious beliefs. Students evaluate their own decision-making patterns and compare their results with current theories of effective decision making. They identify their skills and interests and apply this knowledge to the decision-making process to determine their short and long-term goals. They can then acknowledge other skills they may need to acquire in order to achieve their goals. Students explore a variety of occupations and employment options to develop a personal and career plan. Students apply their knowledge to develop their employment plan by preparing and presenting resumes, references, educational records, letters of application, and sample application forms as a summative unit assignment.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1: By Chance or Choice (How People Make Decisions)	180 min	PRV.01, ISV.03, PR1.01, PR1.02, IS1.03; CGE1c, 2a, 4f, 7a	Knowledge/ Understanding Thinking/Inquiry Communication Application	Scripture-based Role Play Written Reflection Activity Record Case Study and Analysis
2: Factors Affecting Decision Making	270 min	PRV.01, PRV.02, CFV.01, ISV.03, PR1.04, PR3.01, PR3.02, CF1.01, IS1.03; CGE1c, 2a, 4g, 7f	Knowledge/ Understanding Thinking/Inquiry Communication Application	Mind Map Personal Profile-Goals Analysis To-Do List Scavenger Hunt Summary
3: Positive Lifestyle and Employment Behaviours	420 min	CFV.01, CFV.02, CF2.01, CF2.04; CGE1c, 1d, 2b, 3c, 4d, 4f, 4h, 5h, 7a, 7b	Knowledge/ Understanding Thinking/Inquiry Communication Application	Group Work Presentation Personal Health Inventory Food Record Create-A-Meal Field Trip Case Study Role Play Collage/Written Paragraph
4: Exploring Satisfactory Occupations	450 min	CFV.01, CFV.02, SOV.04, ISV.02, ISV.03, ISV.04, CF1.01, CF1.03, CF2.02, SO4.01, IS1.03, IS1.04, IS2.02, IS3.01, IS3.02; CGE2c, 2e, 5b, 5h, 7h	Knowledge/ Understanding Thinking/Inquiry Communication Application	View Video Faith-based Analysis Religious Reflection Ethics Game Code of Behaviour Poster Mind Map Interest Inventories Career Investigation Personal Profile – Skills and Careers Sections Role Play/Presentation
5: Lifestyle and Employment Plan	360 min	CFV.01, ISV.02, ISV.04, CF1.04, IS2.02, IS3.02; CGE2b, 2c, 2d, 3e, 4g, 5h, 7h	Knowledge/ Understanding Thinking/Inquiry Communication Application	Application Completion Guest Speaker Complete Resume Gather References Prepare Cover Letter
6: The Life-long Learner	180 min	PRV.01, CFV.01, ISV.01, ISV.04, PR1.04, CF1.02, CF2.05, IS1.02 IS1.04, IS3.01, IS3.02; CGE1g, 5b, 5h, 7a, 7b, 7h, 7j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Readings on Change Interview of Adult Faith-based Analysis Personal Profile –Plan for Life Section

Accommodations

The following are a list of accommodations that teachers can implement to accommodate student needs. These are only suggestions other accommodations can be used.

· Modify the presentation format for students who require an alternate mode of presentation.

· Extra time may be given for the completion of assignments and class activities.

· Simplify the extent of requirements to reflect specific needs of individuals

· Peer tutoring/partnering with a supportive student for those students who need extra help.

· Enrichment students may develop alternative ways to complete an assignment.

Activity 1: By Chance or Choice (How People Make Decisions)

Time: 180 minutes

Description

This activity introduces students to effective decision-making strategies that will enable them to make informed, moral decisions in light of gospel values and church teachings. Students become aware of the decisions they make on a daily basis and throughout their lives. They investigate common approaches to decision making and contrast them to the process of personal decision making. Students develop, implement, and evaluate their decision-making skills.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures.

CGE2a - listens actively and critically to understand and learn in light of gospel values.

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

CGE7a - acts morally and legally as a person formed in Catholic traditions.

Strand(s): Personal Responsibilities, Research and Inquiry Skills

Overall Expectations

PRV.01 - demonstrate an understanding of the process of decision making in life situations;

ISV.03 - correctly use terminology associated with personal resource management.

Specific Expectations

PR1.01 - demonstrate an understanding of the relationship between effective decision making and well-being;

PR1.02 - investigate some common approaches to decision making that hinder the ability to make good choices (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin);

IS1.03 - correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting).

Prior Knowledge & Skills

Students:

· require general presentation skills;

· require oral and written communication skills;

· need an understanding of cooperative group skills.

Planning Notes

The teacher should:

· encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

· obtain a copy of the Catholic Church Annual Missal. The ‘Passion Play’ (Matthew 26) should be copied in parts to give out to students for role-play purposes.

· prepare a Socratic lesson on common approaches to decision making.

· develop a case study (e.g., buying a car) to illustrate the many decisions made which lead to a final decision.

· prepare a rubric for evaluating the case study.

· generate an ‘Activity Record’ for students to track their daily decisions.

Activity	Time	What Decision did you make?	Consequences?
Wake up…	6:30 a.m.	To sleep more or get up	Be on time or late for school

· prepare a Socratic lesson on decision-making strategies.

· prepare checklists, rubrics, and marking schemes for activities as required.

Teaching/Learning Strategies

1. Using Bible/Church Missal references on the Passion Play (Matthew 26), the teacher assigns role-play parts to students who volunteer to read aloud. Students present this to the class.

2. The teacher asks students to reflect on the ‘decision’ that Peter made to denounce Jesus. The teacher leads a class discussion on why and how he made his decision and the consequences of that decision.

3. A Socratic lesson is given on common approaches to decision making.

4. Students brainstorm and develop a list of decisions that they or others have made recently (e.g., taking a night school course, buying a personal item family separation).

5. Selecting a decision, students write a reflection paragraph discussing the outcome, how he/she was affected, and the effectiveness of the decision. Students may share their reflections with the class.

6. Students complete the Activity Record, listing decisions they make from the time they wake up in the morning until they arrive in their first class of the school day. Students may share their responses in a class discussion on effective decision making. The teacher highlights the abundance of decisions made and the impact of the results/consequences to life and career planning.

7. The teacher conducts a Socratic lesson on effective decision-making strategies.

8. As a class, students read and analyse a case study. On the board, the teacher records the decision(s) being made, the decision-making method(s) used, and the effectiveness (outcome) of the decision(s), as identified by students. The class discusses more effective ways to manage the situation.

9. The teacher distributes another case study. Each student completes his/her own analysis following the example on the board.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment
Reflection Paragraph	Checklist for completeness	Formative	Thinking/Inquiry
Case Study Analysis	Rubric	Summative	Knowledge, Thinking, Communication, Application

Accommodations

· Enrichment: students present their analysis to the class and respond to feedback.

Resources

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: Publications Service, 1994. ISBN 0-88997-281-8

Career Planning Guide. Canadian Tourism Human Resource Council, 1996. ISBN 1-896229-51-4

Choices and Decisions. Toronto: Visa Canada Association, 2000. (CD-ROM and Print Kit)

Jerusalem Bible. Garden City, NY: Doubleday & Company Inc., 1998. ISBN 0-385-01156-3

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998.
ISBN 0-0755-2864-9

Palomares, Susanna and Diane Schilling. Life Skills For Teens. Spring Valley, CA: Innerchoice Publishing Company, Monarch Books of Canada Limited (Distributors), 1994. ISBN 1-56499-024-9 (Reproducible Masters)

Websites/Software

WorkSearch - Human Resources Development Canada – http://www.worksearch.gc.ca

Activity 2: Factors Affecting Decision-Making

Time: 270 minutes

Description

Students become aware of the many factors that may influence how and what decision is made. Students prioritize these influences as they relate to personal decision making and goal setting in keeping with scripture teachings. Students identify goals as a component of decision making in their life and career plan and determine their own short- and long-term goals. A personal skills assessment activity assists students in deciding what skills and experience they need to obtain in order to meet their goals. Students appreciate how the use of time influences decision making, and therefore must be managed effectively in order to encourage the success of a healthy Christian life and career plan.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life choices and opportunities;

CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and culture.

Strand(s): Personal Responsibilities, Preparing for the Challenges of the Future, Research and Inquiry Skills

Overall Expectations

PRV.01 - demonstrate an understanding of the process of decision making in life situations;

PRV.02 - identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time, and money;

CFV.01 - identify the elements of successful employment and lifestyle planning;

ISV.03 - correctly use terminology associated with personal resource management.

Specific Expectations

PR1.04 - demonstrate an understanding of the process of personal decision making (e.g., identifying the goal, identifying the various ways it can be achieved, evaluating the options, selecting the option that is appropriate for the specific circumstances);

PR3.01 - describe how factors such as personal goals, priorities, and needs and wants affect the use of time as a resource (e.g., setting priorities in scheduling activities, making an effort to be punctual);

PR3.02 - demonstrate an understanding of the ways in which time can be used most efficiently in attaining a specific goal (e.g., in planning, preparing, and serving a meal within established time guidelines);

CF1.01 - describe the primary personal considerations that affect the choice of an occupation (e.g., skills in dealing with people, information, and tools used in the workplace; interests; personal attributes);

IS1.03 - correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting).

Prior Knowledge & Skills

Students:

· are familiar with the decision-making process as per Activity 1;

· may require a basic understanding of computer operations and the Internet;

· need to be familiar with school/board Internet policies;

· require an understanding of brainstorming techniques;

· need collaborative/cooperative learning skills;

· need to be familiar with mind-mapping techniques.

Planning Notes

The teacher should:

· prepare coloured slips of paper on which students write a ‘factor’ influencing decision making as part of a Mind Map, which is then assembled on the board/poster board.

· prepare large cue cards with common ‘goals’ that students may have (e.g., obtain their course credit, get a part-time job, buy a car, find a good job, get married, etc.). More than one of each ‘goal’ may be helpful so that students have their choice. Provide blank cards for possible goals not already presented.

· develop definitions for ‘skills’ and ‘experience.’

· prepare a checklist for evaluating a mind map.

· book the computer lab if computer programs/websites are used for self-assessment.

· gather resources for skills assessment.

· prepare a Personal Profile and Planning Chart (use ‘landscape’ page layout).

Goals: Short/Long	Skills	Experience	Personal Qualities	Interests/Career Options	Planning for Life

· develop a ‘word bank’ of skills.

· prepare an overhead of a job want ad.

· familiarize themselves with personal self-assessment inventories.

· gather/develop a ‘Things to do today…” page.

· develop a Socratic lesson on time management as a skill.

· collect/prepare/locate items for the Scavenger Hunt and prepare a list of requirements. A small prize(s) could be purchased to motivate students.

· prepare checklists, rubrics, and marking schemes for activities, as required.

Teaching/Learning Strategies

1. The teacher writes a ‘decision’ that a student might make (e.g., whether or not to buy a leather jacket, to attend Sunday Mass, to go to class, etc.) in the centre of a circle drawn on board. Students consider what they would have to think about in order to make this decision (e.g., Do I have enough money? Will my parents approve/disapprove? etc.) and write one idea on a piece of coloured paper. Papers are taped around the circle to represent a Mind Map (add personal goals, skills, and time, if not suggested). The teacher identifies them as ‘factors’ that affect decision making. The teacher develops notes on the board about “Factors Affecting Decision Making” (e.g., goals, skills, money, family, etc). Students record these notes.

2. Using the example of the mind map from Strategy 1, students prepare their own mind map for one decision they will make today. The teacher assists students.

3. The teacher places cue cards (life goals) on the board or around the room. Students select something they ‘want’ from the cards. After making their selection, students state and explain their choice. The teacher identifies choice(s) as ‘goals’ and explains the difference between ‘need’ and ‘want.’

4. In small groups, students develop and present a definition for ‘goals.’ The teacher presents a correct/ complete definition of ‘goal’ on the board. Students copy the notes/examples of goals discussed.

5. Students reflect on the short- and long-term goals that Jesus had for being among his mankind. The teacher follows with a Socratic lesson on short- and long-term goals and groups the goals previously discussed (T/L Strategy 3) into each category.

6. Students identify their own personal short and long-term goals by completing the ‘Goals’ section on the Personal Profile and Planning Chart. The teacher assists students.

7. The teacher writes one goal on the board (e.g., to obtain a part-time job). Students brainstorm how to achieve this goal. The teacher breaks down suggestions into ‘skills’ and ‘experience’ and provides definitions for both terms. Students make notes with examples.

8. The teacher provides students with skills assessment tools (either computer or pen/paper) to identify personal skills and skill levels. The teacher highlights skills that students used or developed in order to complete the assessment activity (e.g., computer/technical skills, reading to understand, following instructions, decision making, teamwork or leadership skills). The teacher provides a ‘word bank’ of skills that students can use to complete the ‘Skills’ column on the Personal Profile and Planning Chart.

9. On an overhead, the teacher displays a ‘Help Wanted - Experience required’ sign. A class discussion identifies the ‘experience’ students might have for the job and where they may have obtained it. The teacher illustrates how daily tasks (housework, caring for siblings, yard work, etc.) provide experience and skill development. The teacher relates ‘experience’ to ‘skills’ previously identified and generates a list of ‘experiences/skills’ on the board. The ‘Experience’ column of Personal Profile and Planning Chart is completed.

10. The teacher distributes a ‘Things to do today….’ list. Students list all the things they need to accomplish by the end of the day (or the next day). Students then prioritize or reorganize the tasks in the order they would most likely perform them. Following this step, students establish a time frame to complete each task. Students are asked to reflect on whether or not they will be successful in accomplishing all of their listed tasks and write a brief paragraph explaining why or why not.

11. The teacher conducts a Socratic lesson on time management and strategies for effective time management emphasizing time management as a ‘skill.’

12. If time permits, the teacher sets out a timed ‘Scavenger Hunt’ to encourage students to ‘manage their time’ in order to be successful. Students are to locate selected items around the school. Several small prizes could be awarded for ‘best time’, correct responses, least disruptive, etc. Students prepare a ‘route plan’ before the hunt to most effectively use their time to accomplish the task. A staggered start should ease disruption and prevent students from following each other. A class discussion follows to determine individual successes, how routes were decided, how they could be more efficient, etc. Students complete a written reflection on their ability to complete the task in the time allotted and their own success. The teacher summarizes the importance of managing time efficiently and making effective decisions in order to achieve one’s goals.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment
Mind Map	Checklist	Summative	Application
Personal-Profile Goals Section	Rubric	Summative	Knowledge, Thinking, Application, Communication
Time Management Reflection	Checklist	Summative	Thinking, Communication, Application

Accommodations

· Students may be partnered with a supportive student for the scavenger hunt.

· The scavenger hunt may be set on one level to accommodate physically disabled students.

· Enrichment students can plan and prepare the scavenger hunt for the rest of the class.

Resources

Human

Secondary School Guidance Personnel

Employment Centre Personnel

Canada Prospects - Canada’s Guide to Career Planning for People of all Ages, 1999-2000. Ottawa: Canada Career Consortium, 1999. ISBN 1- 895813-64-6

Douglass, Merrill E. and Donna N. Douglass. Manage Your Time Your Work Yourself. New York: American Management Association, 1993. ISBN 0-8144-7825-5

Jerusalem Bible. Garden City, New York: Doubleday & Company Inc., 1998. ISBN 0-385-01156-3

Kelly-Plate, Joan and Eddye Eubanks. Today’s Teen. Toronto: Glencoe/McGraw-Hill, 2000.
ISBN 0-02-642801-6 (Teacher’s Wraparound Edition)

Ministry of Education and Training. And Finally I Did Get a Job. Ontario: Queen’s Printer for Ontario, 1998.

Vincent, Lisa and Lee Wallace. Career Studies 10. Toronto: Nelson Thomson Learning, 2000.
ISBN 0-17-620137-8 (Teacher’s Resource)

Youngs, Bettie B. Goal Setting Skills For Young Adults-Success From Goals. Torrance, CA: Jalmar Press, Monarch Books of Canada Limited (Distributors), 1995. ISBN 1-880396-33-5

Websites/Software

Career Cruising – www.careercruising.ca

Career Explorer – www.on.cx.bridges.com

FAD, 2000 – http://www.netcore.ca/~gibson/gaweb1.htm.

Get Wired, You’re Hired: The Canadian Guide to Job Hunting – http://www.wiredhired.com

Mazemaster – www.mazemaster.on.ca

Activity 3: Positive Lifestyle and Employment Behaviours

Time: 420 minutes

Description

Students are introduced to the Christian concept of ‘success’ and learn to appreciate the relationship between personal behaviours and success in one’s life and career. Attention is given to personal and spiritual well-being (hygiene, eating habits, and stress management), providing students with standards and strategies for developing positive scripture-based behaviours. Students examine personal and workplace conflict situations. They then learn and practise effective methods of conflict resolution.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE2b - reads, understands and uses written materials effectively;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4d - responds to, manages and constructively influences change in a discerning manner;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions.

Strand(s): Preparing for the Challenges of the Future

Overall Expectations

CFV.01 - identify the elements of successful employment and lifestyle planning;

CFV.02 - explain why personal well-being is an important factor in getting and keeping a job.

Specific Expectations

CF2.01 - demonstrate an understanding of the importance of personal hygiene and health;

CF2.04 - identify healthy ways of dealing with stress and anger at work (e.g., by using conflict-resolution techniques, taking breaks, participating in teamwork).

Prior Knowledge & Skills

Students:

· require an understanding of brainstorming techniques;

· require collaborative/cooperative learning skills;

· need general presentation skills;

· need oral and written communication skills;

· require knowledge of Canada’s Food Guide (CFG) and basic nutrition (Elementary Curriculum).

Planning Notes

The teacher should

· gather a selection of pictures of adults (smiling, unkempt, dressed in business attire, overweight, vacationing, unhappy, etc.).

· prepare a Socratic lesson on success, how society measures success, and how one can be successful at work.

· prepare or obtain blank health inventory forms from the school or the public nurse.

· arrange with the school/public health nurse to speak on personal well-being.

· distribute a two-day Food Record prior to giving a lesson on food choices.

· obtain copies of Canada’s Food Guide.

· make arrangements for the Physical Education teacher/Fitness Instructor to visit the class.

· assemble examples of food choices (real food, pictures, picture cards, food models).

· make arrangements with the local grocery store/business/school cafeteria for a class visit.

· develop a chart to record food choices:

Meal	Food Selections	*Food Categories (as per CFG)*
e.g., Lunch	Hamburger	Breads/Cereals, Meat/Alternates…

· provide magazines, scissors, and glue/tape for a collage showing “My Path to Success.”

· develop case studies presenting stressful and/or conflict situations in the workplace.

· locate references to Ephesians 4:7-32.

· prepare a Socratic lesson on conflict resolution, stress and managing stress.

· prepare checklists, rubrics, and marking schemes for activities as required.

Teaching/Learning Strategies

1. The teacher presents pictures of people to students. Students look at the pictures and describe what they see (a happy person, a business person, a baseball player, etc.).

2. Students explain why the person does/does not look successful. (Suggestions may be: look happy, look healthy/fit, look like they have a good job, seem disorganized, etc.).

3. The teacher writes the word ‘success’ on the board and lists some of the points/reasons students gave to imply success. The teacher leads a class discussion to further develop the term ‘success’ and identify how society measures success (attractive appearance, happy family life, job satisfaction, consistent employment, etc.).

4. The teacher reads Ephesians 4:7-32. Students reflect on how God wants us to use the gifts he has given us.

5. The teacher conducts a Socratic lesson on how one can become successful in the workplace by society’s standards (personal presentation and behaviours as components of well-being, health and hygiene, stress management, etc). Students take notes.

6. Students begin a self-analysis of their own well-being by completing a personal health inventory. The teacher or school/public health nurse follows up with a Socratic lesson on the elements of personal well-being. Students are assigned to complete a two-day Food Record for homework.

7. The classroom/Physical Education teacher or guest speaker (fitness instructor personal trainer, etc.) presents fitness and health concepts, introducing the need to incorporate regular fitness activities as components of positive workplace behaviours.

8. Students complete a two-day Food Intake record. The teacher hands out the Canada’s Food Guide (CFG) and reviews the suggestions with the class. Students then compare and assess their personal food choices against Canada’s Food Guide.

9. In pairs or small groups, students make appropriate food choices for one meal of the day using Milk Marketing Board food models/templates or pictures of food cut from magazines. Each group presents their selection and explains why they made their choices. The teacher leads a class discussion on the appropriateness of each group’s selections.

10. Where opportunities allow, students may visit a local grocery store/school/business cafeteria. They select, from the available options, food choices for a meal/day including snacks. Choices are recorded on a teacher-generated chart where students evaluate their choices against CFG recommendations. Students also prepare a written analysis based on a series of questions (e.g., How successful were you in meeting CFG’s daily requirements for good health? What made it difficult to follow the guidelines? etc.). Students select and the teacher purchases ‘fun’ food (chocolate/ice cream, etc.) to share.

11. The teacher relates ‘fun food’ choices to feelings, moods, and/or stress.

12. Students brainstorm factors contributing to stress in personal life and in the workplace and develop a definition for stress, to be written on the board for student notes.

13. In pairs, students analyse the teacher-generated stress/conflict case studies, prepare a response and present their case and suggestions to the class. A class discussion follows.

14. The teacher delivers a Socratic lesson providing strategies for coping with stress, giving special attention to workplace stress management/conflict resolution. Students take notes.

15. Using the case study (T/L Strategy 13), students prepare a brief script depicting a resolution to their stressful/conflict situation and role-play their solutions. The class discusses the solutions and offers suggestions for improvement.

16. Students prepare a collage/pictorial representation of themselves and a written paragraph illustrating “My Path to Success!” and reflecting their understanding of personal/workplace success.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Personal Health Inventory	Checklist	Formative	Thinking, Communication
Food Record	Checklist	Formative	Thinking, Communication
Analysis of Food Choices	Criteria-based marking scheme	Summative	Thinking, Communication
Paragraph and Collage	Rubric	Summative	Knowledge, Thinking, Communication, Application

Resources

Human

Secondary School Physical Education Teacher/Fitness Instructor

School/Public Health Nurse/Nutritionist/Dietician

Bear, Merryl. “Exercise, Physical Appearance and Self-Esteem in Adolescence.” National Eating Disorder Information Centre Bulletin, Volume 11, No. 4. October 1995.

Brehm, Barbara A., Ed D. “When Stress Triggers Overeating.” Fitness Management Magazine, Vol. 14, No. 6, p. 35. 1998, May.

Canadian Cancer Society, Health and Stroke Foundation, and Ontario Ministry of Health. Healthy Eating Manual. Ontario: Queen’s Printer, 1997.

Cowan David, Susanna Palomares, and Dianne Schilling. Conflict Resolution Skills For Teens. Spring Valley, CA: Innerchoice Publishing, Monarch Books of Canada Limited (Distributors), 1994.
ISBN 1-56499-023-0

Ferguson, Carol. The Canadian Living Cookbook. Mississauga, ON: A Random House/Madison Press Book, 1994. ISBN 0-394-22017-X

Jerusalem Bible. Garden City, NY: Doubleday & Company Inc, 1998. ISBN 0-385-01156-3

Kelly-Plate, Joan and Eddye Eubanks. Today’s Teen. Toronto: Glencoe/McGraw-Hill, 2000.
ISBN 0-02-642801-6 (Teacher’s Wraparound Edition)

Kowtaluk, Helen and Alice Kopan. Food for Today. Toronto: McGraw Hill Ryerson, 1990.

Palomares, Susanna and Diane Schilling. Life Skills For Teens. Spring Valley, CA: Innerchoice Publishing Company, Monarch Books of Canada Limited (Distributors), 1994. ISBN 1-56499-024-9

Pre-placement & Integration Curriculum Resource- Community-Based Programs. The Greater Toronto Area Co-operative Education Association (GTACEA).

Siebert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Ltd., 1994.

West, Dorothy F. Nutrition and Fitness Lifestyle Choices for Wellness. Toronto: Irwin Publishing, 2000. ISBN 1-56637-513-4 ( Teacher’s Resource Binder)

Videos

Eating For Life. Learning Seed, 1999. (# 173)

Nutrition and Exercise: Teen Wellness. Sunburst, 2000. (# 2439-UH)

Resolving Conflicts. Sunburst, 2000. (# 2488-UH)

Winning The Grocery Game. Learning Seed, 1999. (# 236)

Websites/Software

Fitness Link – http//www.fitnesslink.com.

Food Smart. Canadian Diabetes Association. Sasquatch Software Corporation, 1997.

Physical – http://www.phys.com.

Wellness International – http://www.wellnessnet.com/testfat/htm.

Activity 4: Exploring Satisfactory Occupations

Time: 450 minutes

Description

Students have opportunities to explore personal attitudes and ethics reflecting on Christian teachings. They assess realistic situations through case studies and games in order to develop a formal understanding of effective life and workplace behaviours. Students review their skills and goals and determine their career interests. They investigate relevant careers and explore the economic aspects of these career decisions. They complete their career analysis by examining the benefits of working for pay.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

CGE5b - thinks critically about the meaning and purpose of work;

CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

CGE7h - exercises the rights and responsibilities of Canadian citizenship.

Strand(s): Self and Others, Preparing for the Challenges of the Future, Social Structure, Research and Inquiry

Overall Expectations

SOV.04 - describe techniques that lead to effective interaction with others;

CFV.01 - identify the elements of successful employment and lifestyle planning;

CFV.02 - explain why personal well-being is an important factor in getting and keeping a job;

ISV.02 - use a variety of print and electronic sources and telecommunications tools to research information effectively;

ISV.03 - correctly use terminology associated with personal resource management;

1SV.04 - communicate the results of their inquiries effectively.

Specific Expectations

S04.01 - describe the dynamics of group interaction;

CF1.03 - identify occupations available in fields related to their own talents, interests, and personal attributes;

CF2.02 - demonstrate an understanding of the importance in the workplace of having a positive attitude towards others and developing a strong system of ethics and honesty;

IS1.03 - correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting);

IS1.04 - compile information from a variety of research sources (e.g., interviews, personal observations, original documents, print materials, Internet articles, CD-ROMs, statistics, videos);

IS2.02 - demonstrate an ability to organize and interpret information gathered through research;

IS3.01 - record information and key ideas collected in their research, documenting the sources accurately and using correct forms of citation;

IS3.02 - effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper-style articles, group presentations).

Prior Knowledge & Skills

Students:

· require their Personal Profile and Planning Chart developed in Activity 2;

· will be familiar with brainstorming techniques;

· need the ability to work cooperatively/collaboratively in a group setting;

· need to have general oral and written communication skills;

· may require a basic understanding of computer operations and Internet use;

· need to be familiar with school/board policies for Internet use;

· need to be familiar with mind-mapping;

· need some knowledge of basic negotiation strategies.

Planning Notes

The teacher should:

· obtain the Fish video or other videos on positive work attitudes.

· obtain a copy of the Bible, locate Luke 6: 20 – 49.

· develop a case study on Ethics in the Workplace.

· obtain/generate an ethics-based game.

· develop a ‘self-evaluation’ list of workplace ethics.

· need bristol/poster board for the Code of Behaviour.

· gather self-assessment inventories from the Guidance Office, Human Resource Development, or websites.

· arrange for the use of a computer lab if computer sources are used.

· prepare a ‘Career Investigation’ chart (landscape page layout):

Career Investi-gated	Source	Job Descrip-tion	Working Conditions	Personal Qualities Required	Educa-tional Require-ments	Income: entry level and advanced	Future Outlook

· prepare a Socratic lesson on the benefits of working for pay (e.g.,. financial stability, approval of credit for a mortgage, employment benefits package, etc.).

· familiarize themselves with the basic negotiation process and strategies for negotiation.

· prepare a company name for each group.

· prepare checklists, marking schemes and rubrics for activities, as required.

Teaching/Learning Strategies

1. Students view a video on attitudes/behaviours in the workplace (e.g., Fish) The teacher leads a discussion on attitudes in the workplace. Students brainstorm elements of positive and negative attitudes and develop a list on the board. Students copy notes from the board.

2. The teacher and students read aloud Luke 6:20-49. The teacher leads a discussion on Ethics and Ethics in the Workplace. Notes made on the board as a result of the discussion are copied.

3. In small groups, students are assigned to read and discuss case studies on Ethics in the Workplace. Each group assesses their case and presents alternative/improved management techniques based on Christian teachings. A class discussion follows.

4. Students play an ethics-based game. The teacher leads a discussion entitled, “What did you learn about yourself?” Students write a brief analysis on two issues presented during the game with a focus on ways in which their Catholic upbringing is reflected in their choices.

5. The teacher identifies some of the issues presented in the game as specific to the workplace and conducts a Socratic lesson on valued workplace behaviours. Students follow up by completing a self-evaluation of workplace behaviours.

6. Students brainstorm the behaviours appropriate for their classroom and share their ideas with the class. The teacher amalgamates ideas into a list on the board as a ‘Class Code of Behaviour.’ Students select one idea to print /write out and represent in a creative way to build a Class Code of Behaviour poster for display.

7. The teacher uses the Class Code of Behaviour poster as a point of reference to draw out an individual’s ‘personal qualities (e.g., Be on time – refers to punctuality, Don’t interrupt – refers to the ability to listen, etc.). A list of personal qualities is composed on the board. Students copy this list.

8. Using the list, students complete the ‘Personal Qualities’ column on their Personal Profile and Planning Chart (introduced in Activity 2).

9. The teacher draws a mind map with ‘YOU’ written in the centre circle. Exterior bubbles include the topics already covered (goals, skills, experience, personal qualities). Two bubbles are left empty. Students offer suggestions to complete the mind map. ‘My interests’ should fill in one of the bubbles. Students reflect on what they like and like to do and share this with the class.

10. Using computer programs/websites or printed self-assessment inventories, students determine their interests and begin to discover career areas most suited to their interests.

11. Following the recommendations of the inventories and teacher review of inventory results, students use either computer programs or written material/videos to investigate various careers. Students complete the ‘Career Investigation Chart’ to record data on five careers.

12. Students share career information and the teacher leads them to reflect on the economic advantages/disadvantages of different income levels (e.g., buying power, cost of living, expenses, lifestyle preferences, etc.).

13. The teacher conducts a Socratic lesson on the benefits of working for pay. Students take notes.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Assessment
Case Study Assessment/Presentation	Checklist	Formative	Knowledge, Thinking, Communication, Application
Personal Profile and Planning Chart	Criteria-based marking scheme	Summative	Thinking, Communication, Application
Career Investigation Chart	Checklist	Summative	Thinking, Communication

Resources

Human

School Chaplain/Parish Priest/Religion Teacher

School Guidance Personnel/Employment Counsellor/Human Resource Personnel

Union representative from the community

A Career in Tourism -You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Barry, Bill. The Be Real Game. St. John’s, Nfld.: The Real Games Inc., 2000.

Choices and Decisions. Toronto: Visa Canada Association, 2000. (CD-ROM and Print Kit)

Palomares, Susanna and Diane Schilling. Life Skills For Teens. Spring Valley, CA: Innerchoice Publishing Company, Monarch Books of Canada Limited (Distributors), 1994. ISBN 1-56499-0249

Jerusalem Bible. Garden City, NY: Doubleday & Company Inc, 1998. ISBN 0-385-01156-3

Kelly-Plate, Joan and Eddye Eubanks. Today’s Teen Career Exploration Activities. Toronto: Glencoe/McGraw-Hill, 2000. ISBN 0-07-820680-4

Makow, Henry. (©Scruples, The Game of Moral Dilemmas). Canada: High Games Enterprises Inc., Hasbro, 2001.

Pre-placement & Integration Curriculum Resource- Community-Based Programs. The Greater Toronto Area Co-operative Education Association (GTACEA).

Safran, Carl. Safran Student’s Interest Inventory. Toronto: Nelson Canada, 1985. ISBN 0-17-601993-6, ISBN 17-601992-8, ISBN 0-17-601994-4 (Student Manual)

Wallace, Lee. Career Studies 10. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X

Videos

Exploring Careers: What’s Right For You? Sunburst, 2000. (# 2650-UH)

How People Are Paid: Understanding Salaries and Benefits. Learning Seed, 1999. (# 170)

What’s Your Attitude? Getting In the Mood to Work. Toronto: McIntyre Media Limited, 1996.

Workstyle Alternatives- Youth in the New Economy. Toronto: McIntyre Media Limited, 1999.

Fish! Catch the Energy! Reach the Potential. Toronto: International Tele-film. # FIS100

Made with the Trades. Toronto: Youth View Communications Inc.

Websites/Software

Career Explorer – www.cdn.cx.bridges.com/explorer/student.htm

Career Gateway – www.edu.gov.on.ca/eng/career/

Canada Prospects – http://www2.careerccc.org/English/prospects99/00

Career Cruising – www.careercruising.ca

Career Planning HRDC – www.nextsteps.org

Choices 2000. Licensed by the Ministry of Education. Information Systems Management, 2000.

Health & Safety/Workers Rights – www.gov.on.ca/LAB/stu/student.htm

Human Resources Development Canada (HRDC) – www.hrdc-drhc.gc.ca/Mazemaster - www.mazemaster.on.ca

Profile Desktop 2000. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-608469-X (National Occupational Classification Database)

The Canadian Careers Page – http://www.canadiancareers.com

The Edge – www.hrdc-drhc.gc.ca/career-carriere/edge/home.shtml

Volunteer Canada – http://www.volunteer.ca.

WorkSearch - Human Resources Development Canada – http://www.worksearch.gc.ca

Activity 5: Lifestyle and Employment Plan

Time: 360 minutes

Description

Students are expected to use a Christian perspective as they employ effective decision-making techniques to develop their employability skills. They use their knowledge of self (talents, interests, career interests, etc.) to complete application forms, create a resume, select effective references, and develop a letter of application. In this manner, students become aware of, and practise, the elements of successful employment planning and develop relevant and valuable materials for incorporation into their portfolio.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages.

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life choices and opportunities.

CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

CGE7h - exercises the rights and responsibilities of Canadian citizenship.

Strand(s): Personal Responsibilities, Preparing for the Challenges of the Future, Research and Inquiry Skills

Overall Expectations

CFV.01 - identify the elements of successful employment and lifestyle planning;

ISV.02 - use a variety of print and electronic sources and telecommunications tools to research information effectively;

1SV.04 - communicate the results of their inquiries effectively.

Specific Expectations

CF1.04 - establish a personal lifestyle and employment plan (e.g., through tracking experience; identifying skills, interests, and educational achievements; preparing a resume and letter of application; collecting references; filling out job application forms);

IS2.02 - demonstrate an ability to organize and interpret information gathered through research;

Prior Knowledge & Skills

Students:

· require their Personal Profile and Planning Chart developed in Activities 2 and 4;

· need general computer keyboarding skills to prepare resumes and cover letters;

· need general written communication skills to formulate cover letters;

· need to be familiar with job application forms;

· need to be familiar with school/board policies for Internet use;

· require prior knowledge of resume writing (Career Studies);

· need their portfolio (Unit 1).

Planning Notes

The teacher should:

· obtain application forms from local businesses.

· arrange for guest speakers (local employment/personnel officer) to discuss employment skills or obtain videos on employability skills and resume writing.

· prepare a Socratic lesson on resumes and references.

· prepare or obtain handouts on effective resume writing and reference letters (websites, Cooperative Education Department, HRDC).

· prepare/obtain completed resumes, references and cover letters for students to review.

· prepare a Socratic lesson on letters of application/cover letters.

· prepare a formatted cover letter for students to simulate.

· locate Psalm 75 in the Bible.

· prepare checklists, rubrics, and marking schemes for activities as required.

Teaching/Learning Strategies

1. The teacher distributes the applications and students complete them to the best of their ability. Students exchange completed applications and point out positive and negative features in a class discussion. On the board, the teacher develops a list of acceptable practices for completing application forms.

2. Students use the board notes and the teacher’s assistance, to create a chart of ‘Do’s and Don’ts’ for completing application forms.

3. Students complete new applications (same for all) following the rules established in Strategy 2.

4. The teacher invites a guest speaker from the personnel department of a local employment centre/business to discuss general employability skills (or conducts Socratic lesson/shows a video on the job skills employers want: resumes/references and cover letters).

5. The teacher reviews points made by the guest speaker/video, highlighting effective techniques and provides handouts on resumes, references, and cover letter development. In small groups, students are given three sample resumes with cover letters and references. Acting as personnel officers for a company, they select one applicant to interview using their knowledge of resumes and cover letters. After a group discussion, each student writes a brief appraisal, stating their choice of applicant and explaining their choice. Students share the choices with the class and add to the appraisal if necessary.

6. The class reads and discusses Psalm 75-“God Abases The Proud, But Exalts The Righteous” (acknowledge one’s qualities without boasting).

7. Using the skills column on their Personal Profile and Planning Chart (Activity 2) and teacher assistance, students prepare a rough draft of a resume, references, and cover letter.

8. Students revise and prepare the final copy of the resume, reference sheet, and cover letter for inclusion in their portfolio.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Application Form	Checklist	Summative	Knowledge, Communication, Application
Resume	Rubric	Summative	Knowledge, Thinking, Communication, Application
Cover Letter	Criteria-based marking scheme	Summative	Communication, Application

Accommodations

· Students use a modified and formatted cover letter.

· Enrichment students explore types of resumes used in different sectors of the economy.

· Students develop simplified or more extensive resumes to reflect their needs.

Resources

Human

Cooperative Education Teacher/Guidance Personnel

Human Resource Personnel/Employment Centre Personnel

Childs, James Jr. Ethics in Business: Faith at Work. Minneapolis, MN: Augsburg Fortress, 1995.
ISBN 0-8006-2908-6

Jerusalem Bible. Garden City, NY: Doubleday & Company Inc,1998. ISBN 0-385-01156-3

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998.
ISBN 0-0755-2864-9

Palomares, Susanna and Diane Schilling. Life Skills For Teens. Spring Valley, CA: Innerchoice Publishing Company, Monarch Books of Canada Limited (Distributors), 1994. ISBN 1-56499-0249

Pre-placement & Integration Curriculum Resource- Community-Based Programs. The Greater Toronto Area Co-operative Education Association (GTACEA).

Wallace, Lee. Career Studies 10. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X

Videos

Exploring Careers: What’s Right For You? Sunburst, 2000. (# 2650-UH)

Websites/Software

Career Explorer – www.cdn.cx.bridges.com/explorer/student.htm

Career Gateway – www.edu.gov.on.ca/eng/career/

Canada Prospects – http://www2.careerccc.org/English/prospects99/00

Career Cruising – www.careercruising.ca

Career Planning HRDC – www.nextsteps.org

Church Documents/Pastoral Letters of the United States Catholic Bishops: Vol. I-VI: Daughters of Saint Paul, Pauline Books and Media, 2000

Human Resources Development Canada (HRDC) – www.hrdc-drhc.gc.ca/

Job Find 2000 - Youth employment information – www.jobfind2000.com

Mazemaster – www.mazemaster.on.ca

Profile Desktop 2000. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-608469-X (National Occupational Classification Database)

The Canadian Careers Page – http://www.canadiancareers.com

The Edge – www.hrdc-drhc.gc.ca/career-carriere/edge/home.shtml

Volunteer Canada – http://www.volunteer.ca.

WorkSearch - Human Resources Development Canada – http://www.worksearch.gc.ca

Activity 6: The Life-long Learner

Time: 180 minutes

Description

Students consider the changes that have occurred in society over the past 20 to 30 years. They identify the meaning and relevance of life-long learning and develop strategies for coping with change as a Christian life-long learner.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey.

CGE5b - thinks critically about the meaning and purpose of work;

CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7h - exercises the rights and responsibilities of Canadian citizenship;

CGE7j - contributes to the common good.

Strand(s): Personal Responsibilities, Preparing for the Challenges of the Future

Overall Expectations

PRV.01 - demonstrate an understanding of the process of decision making in life situations;

CFV.01 - identify the elements of successful employment and lifestyle planning;

ISV.01 - use appropriate social science research methods in the investigation of issues related to personal resource management;

1SV.04 - communicate the results of their inquiries effectively.

Specific Expectations

CF1.02 - identify their short- and long-term goals, and the skills and experience they need to achieve them;

CF2.05 - describe how lifelong learning can lead to future personal successes;

IS1.02 - demonstrate and understanding of data-collection skills and methods, including the use of surveys, questionnaires, and interviews;

IS1.04 - compile information from a variety of research sources (e.g., interviews, personal observations, original documents, print materials, Internet articles, CD-ROMs, statistics, videos);

IS3.01 - record information and key ideas collected in the research, documenting the sources accurately and using correct forms of citations;

Prior Knowledge & Skills

Students:

· require their Personal-Profile and Planning Chart (introduced in Activity 2);

· need the ability to work cooperatively/collaboratively in groups;

· require an understanding of the development of flow-charts;

· need written communication skills;

· require basic knowledge of the interview process and basic interview techniques.

Planning Notes

The teacher should:

· obtain an article on change (e.g., Who Moved My Cheese? (Spencer Johnson)).

· prepare a questionnaire on ‘change’ for students’ use.(change in the way of: living, and working, dressing; the use of leisure time; prayer, food choices, technologies, etc.).

· obtain current magazine/newspaper article about changes in society/workplace.

· prepare a flow chart format including headings for: Changes, Impact, and Coping Strategies

· obtain Psalm 46 from the Bible.

· prepare a Socratic lesson on the need for life-long learning in a changing workplace.

· prepare checklists, rubrics, and marking schemes for activities as required.

Teaching/Learning Strategies

1. The teacher reads an article which reflects change, to the class. Students consider how story relates to real life. The teacher leads a discussion on changes that may occur in an individual’s lifetime (e.g., personal development, technical knowledge, economic, etc.).

2. Students read a current magazine/newspaper article on change (technology, workplace, home, lifestyle, etc.). The teacher leads a class discussion on the acceptance and impact of change and how individuals cope. Students complete a flow chart of possible changes occurring in their lives over the next twenty years (e.g., marriage, buying a home, having children, changing jobs, recessions, etc.).

3. Using a teacher-generated questionnaire, students interview a parent/guardian/teacher or other individual 20 years older than themselves.

4. The teacher leads a discussion on their interview responses. Students share their results; the teacher identifies individuals who have upgraded skills, taken courses, learned to use new equipment, etc., as life-long learners. The teacher asks students to refer back to their work from Strategy 2 and point out life-long learning they may have to complete in order to deal with changes in their lives.

5. A Socratic is given lesson on how the changing workplace will require life-long learning.

6. Students read Psalm 46, “God, The Refuge Of His People” and discuss how even Jesus had to be prepared to continue to learn.

7. Using their Personal Profile and Planning Chart, students complete the ‘Plan for Life’ section, reflecting on their goals, listing possible changes, and identifying where life-long learning may/will be required. The plan is included in the portfolio.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Interview	Criteria-based marking scheme	Formative	Knowledge, Communication
Personal Profile and Planning Chart – Plan for Life Section	Rubric	Summative	Knowledge, Thinking, Communication, Application

Accommodations

· The teacher may assist some students in finding a subject for the interviews. E.g., another teacher, teaching assistant, members of business staff.

· The teacher conferences with students to assist with the development of the Plan for Life.

· Enrichment students could develop their own set of questions for the interview assignment.

Resources

Childs, James Jr. Ethics in Business: Faith at Work. Minneapolis, MN: Augsburg Fortress, 1995.
ISBN 0-8006-2908-6

Jerusalem Bible. Garden City, NY: Doubleday & Company Inc., 1998. ISBN 0-385-01156-3

Johnson, Spencer. Who Moved My Cheese? Toronto: G.P. Putmans Sons. ISBN 0-399-14446-3

Misener, Judi and Susan Kearns. Expanding Your Horizons: A Career Guide. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998.
ISBN 0-0755-2864-9

Misener, Judi and Susan Butler. Horizons 2000+ Career Studies. Toronto: McGraw-Hill Ryerson Limited, 2000. ISBN 0-07-087411-5 (Student Text)

Palomares, Susanna and Diane Schilling. Life Skills For Teens. Spring Valley, CA: Innerchoice Publishing Company, Monarch Books of Canada Limited (Distributors), 1994. ISBN 1-56499-0249

Plue, Leo, Warren Palmer, and Cheryl Karakokkinos. Careers: Today and Tomorrow. Toronto: Irwin Publishing Ltd., 2000. ISBN 0-7725-2852-7 (Student Text)

Pre-placement & Integration Curriculum Resource- Community-Based Programs. The Greater Toronto Area Co-operative Education Association (GTACEA).

Schilling, Diane, Pat Schwallie-Giddis, and W. James Giddis. Preparing Teens For The World of Work. Torrance, CA: Innerchoice Publishing, Monarch Books of Canada Limited (Distributors), 1995.
ISBN 1-56499-027-3

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