Content Area: Career Education and Consumer, Family, and Life Skills

 

Index: 9.2A Grade 8 CPI 2

 

Standard: 9.2 - Consumer, Family, and Life Skills

 

Strand: A - Critical Thinking

 

Cumulative Progress Indicator: 2 -  The student will  describe how personal beliefs and attitudes affect decision-making.

 

Grade: 8

 

Sample Activities:

 

·       Mr./Ms. Z's company has decided to relocate the employee and the family overseas. The employment opportunities exist in Australia, Brazil, China, Kenya, and Switzerland. Your family must make the decision as to the country of preference with a backup alternative. Provide a justification to the human resource department. Be prepared to negotiate a contract that meets career, financial, and personal needs.

 

·       An individual wants to select a career pathway….in an area of interest for future employment and postsecondary and lifelong learning.

 

·       Although New Jersey is well known as the Garden State, it certainly could be recognized as the Invention State. We now live in an increasing complex "global society" with demands for increased invention, design, and manufacturing to make people's lives and work more productive while meeting personal and family needs.

 

·       Buy Me That

 

·       Students complete a self-appreciation activity by answering the following:

 

    1. Two things that are unique about me are ________

    2. A good social quality that I possess is _________.

    3. I have a special ability in _________.

    4. I like to be alone when _______.

    5. I want to be with others when __________.

    6. I feel angry when ____________.

    7. I feel really excited when ________.

    8. I love ___________.

    9. I hate ___________.

    10. I wish __________.

    11. I fear __________.

    12. Some things I do reasonable well are _________.

    13. One thing I really like to work hard to learn is __________.

    14. Something I failed at once, but would like to try again is _________.

 

The class discusses how personal beliefs affect decisions made.

 

·       Students keep a daily self-concept journal where they answer the following for a week: (Note: students should record four items for each statement each day)

 

    1. Anything another person said or did which helped their self-concept positively.

    2. Anything another person said or did which did not help their self-concept.

    3. Anything the student said or did to help someone's self-concept.

    4. Anything the student said or did that did NOT help another's self-concept.

 

At the end of the week, students discuss how they felt about this experience.

 

·       Students make a list of leisure time activities.  Discuss how these activities can help a person develop a pleasing personality and promote self-confidence.

 

·       PEER MEDIATION: Students investigate and develop a program to provide peer mediation services in the school. Working with the school counselor, students visit a school already engaged in a successful peer mediation program. Students develop the rules for the program and assist in the development of a training program for prospective peer mediators. Students collect information about the program and report to the school administration at the end of the school year.