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The following Core Content is embedded in the Academy Freshmen and Junior Seminars. PL-H-1.8.1 Strategies
(e.g., refusal skills, assertiveness, conflict resolution, learning relaxation
techniques) vary for dealing with peer pressure, harassment, violence, and
managing stress. PL-H-1.8.2 There
is a relationship between stress and physical, mental, and emotional health. PL-H-1.8.3 There
are strategies (e.g., setting realistic goals, time and task management,
planning, decision- making processes, perseverance) for building success as
adults. PL-H-3.1.1 The
use of strategies (e.g., studying advertisements, reading the fine print) and
techniques for evaluating various forms of consumer information (e.g., products,
contracts, leases, warranties) contribute to wise purchases. PL-H-4.1.1 Career
planning has an impact on future physical, mental, and emotional well-being. PL-H-4.1.2 Work
has social and economic impacts on the individual, family, and society. PL-H-4.1.3 Job
and career opportunities vary at the state, national, and international levels
based on demand for goods and services and available resources. PL-H-4.1.4 The
job market changes as a result of scientific advancements and the increased use
of technology (e.g., robotics replacing workers). PL-H-4.2.1 Short-
and long-term career goals should be based on an individual's personality,
values, interests, aptitudes, abilities, and postsecondary opportunities. PL-H-4.2.2 There
are basic academic skills (e.g., communication, research, math, science) and
preparation levels (e.g., past work experience and training, leadership,
certification) required or useful for various jobs and careers. PL-H-4.2.4 There
are various postsecondary options (e.g., technical or vocational schools, 2-year
colleges, 4-year colleges, apprenticeships, military service) to be considered
when selecting or preparing for employment or a career path. PL-H-4.3.1 Employers
look for employees who have positive work habits and a good work ethic (e.g.,
positive attitude, initiative, punctuality, communication skills). PL-H-4.3.2 Work
habits/ethics (e.g., cooperation, respect, time management, individual/team
responsibilities, dependability) can impact the success of a group. PL-H-4.4.1 Life-long
earning potential, job options, and job satisfaction are generally related to
the amount and kind of educational training of the worker. PL-H-4.4.3 Team
skills (e.g., identify goals, use listening skills, follow directions,
communicate orally, cooperate with others, ask questions about tasks, use
problem-solving skills, use conflict resolution and mediation skills) are
important in future schooling and in today's workplace. PL-H-4.5.1 A
career portfolio should include: self-assessment of interests, aptitudes, and
abilities, a résumé, letters of reference, certifications of training, samples
of work PL-H-4.5.2 The
following skills are needed to seek, obtain, maintain, and change jobs/careers
and postsecondary opportunities: continuing a job search, writing a letter of
application, completing an application, securing a letter of reference,
preparing a résumé, knowing interview techniques, learn about employer/job,
make a list of questions to ask, prepare materials to take, prepare answers to
questions you may be asked, writing a follow-up letter, following proper
procedure when changing jobs (e.g., give advance notice, write a letter of
resignation) SS-H-3.1.3 To
make informed choices, consumers must analyze advertisements, consider personal
finances (including the importance of savings, investment, and use of credit),
and examine opportunity cost. WR-H-1.4 Transactive
Writing Transactive
writing
is informative/ persuasive
writing that presents ideas and information for authentic audiences to
accomplish realistic purposes like those students will encounter in their lives.
In transactive writing, students will write in a variety of forms such as the
following: ˇ
letters ˇ
speeches ˇ
editorials ˇ
articles in magazines, academic journals, newspapers ˇ
proposals ˇ
brochures ˇ
other kinds of practical/workplace writing RD-H-2.0.12 Make
predictions and draw conclusions based on what is read.
RD-H-2.0.13 Analyze
the content as it applies to students' lives and/or real world issues.
RD-H-3.0.8 Identify
purposes of persuasion. RD-H-3.0.12 Compare
and contrast differing points of view in two or more passages. RD-H-3.0.13 Identify
a variety of persuasive and propaganda techniques and explain how each is used.
RD-H-3.0.14 Analyze
and evaluate the use of persuasion within a passage. RD-H-4.0.8 Identify
essential information needed to accomplish a task.
RD-H-4.0.9 Apply
the information contained in practical/workplace materials. RD-H-4.0.10 Follow
the sequence of information.
RD-H-4.0.11 Utilize
page format and layout (graphics and organizational aids such as bullets, bold
face type, italics and indentation) to interpret information. RD-H-4.0.12 Interpret
the meaning of specialized vocabulary. RD-H-4.0.13 Evaluate
clarity of practical/workplace materials. RD-H-x.0.1 Locate,
evaluate, and apply information for a realistic purpose. |