Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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In this lesson, the students are going to explore further some of the barriers to getting jobs, which they may have already experienced or which they may experience. Point to one of the occupations and ask the student(s) who identified that occupation to answer the following questions about the occupation. Record the answers on the flipchart paper: • Can both men and women get these jobs? All ethnicities/races? Physical ability? Rich/poor? • Are there certain jobs that only some people are allowed to do/apply for? Why? • How do you move up or advance in the occupation? How do you find another job? • What are the wages of these jobs? Are both men and women paid the same? Record responses for all the occupations. Identify instances of racism, sexism, or other forms of discrimination in employment. Note that these forms of discrimination limit career choices. Point out that discrimination exists when applying for jobs in the US. Turn the discussion to what jobs are like in the United States. Facilitate a discussion by asking the following questions and recording responses: If the students are already working: • What kind of jobs do the students have? • How did they get these jobs? • How is getting a job/doing a job search similar or different than in their home country? If the students are not working: • What kind of jobs do their friends and family have here in the United States? • How did they get these jobs? • How long did it take to get these jobs? • What kinds of skills are needed for these jobs? Do the students think there are some jobs in the US that only some people are allowed to do/apply for? (men/women, black/white, English speaking/non-English-speaking, rich/poor, etc.). What are those jobs and why do they think only some people can apply? • Have they or a relative had an experience of being turned away or discouraged from applying for a job? Record responses on the board. Note the differences and similarities between jobs in the United States and in their home countries. 2. Facilitate a discussion about job discrimination using the following questions as a guide: • Have you ever been turned down for a job? Why do you think you were? • What are some reasons people can’t get jobs even when jobs are available? List all the reasons people mention and then list possible solutions. Keep the tone positive and realistic. End the discussion by talking about changing what you can, but not being defeated by what can’t be changed. For more resources on addressing job discrimination, see “A Curriculum Packet About Immigration-Related Job Discrimination,” Andrea Nash and Peggy Wright, Massachusetts Immigrant and Refugee Advocacy Coalition and the Office of Special Counsel, October 1991. Integrating Career Awareness into the ABE & ESOL Classroom | Section I, Lesson 4: What Do You Think? | 24
L e s s o n 5 The Influence of Family and Friends Learning Objective To identify and explore students’ awareness of the influence of family and friends Materials Needed Alta Language Builder: Occupation Cards or magazines to cut up Vocabulary advise, advice, guidance, influence, names of family members (wife, husband, boyfriend, girlfriend, mother, father, father-in-law, uncle, aunt, etc.), friend, co-worker, colleague, priest, minister, pastor, imam, teacher, rabbi, doctor, working “under the table” SCANS Competencies Information: Interprets and communicates information Systems: Understands systems Thinking: Reasoning Instructions for Conducting the Activity In this activity, you will model a “family job tree” to help students identify the influences in their lives. First, draw a job tree of your own family on the board. It can be real or fictitious. An example might be: My Family’s Job Tree Father: truck driver Mom: Safeway checker Grandfather: coal miner Uncle: unemployed Step-Brother: construction worker & “works under the table” making cabinets for friends Me: __________________________________________ Ask the students to draw their own “family job trees.” The tree may include mother, father, step-relatives, foster relatives, aunts, uncles, grandparents and other people who have had a significant impact on their lives. Then lead a discussion using the questions below: • What are the major jobs that members of your family have had? • What kinds of jobs did most of the men have? • What kinds of jobs did the women have? • How have technological changes affected jobs? • How did your family’s jobs shape their lifestyles and values? • What education, skills, or qualities are necessary for these jobs? • Have members in your family encouraged you in any way to learn about their jobs, or go into the field that they are in? How? Give specific examples. • Is there a job pattern in your family? • If you can talk to some of your relatives, ask them what they would have really wanted to do with their lives if they had had the opportunity to do so. What else would you ask them? • In general, how do careers of family members affect career choices? • Include your children in the job tree. How can the job tree change? Integrating Career Awareness into the ABE & ESOL Classroom | Section I, Lesson 5: The Influence of Family and Friends | 25
Page 3: Integrating Career Awareness into t
Page 6 and 7: Lesson 12 Part 1: Putting It All To
Page 8 and 9: Handouts All of the handouts are li
Page 10 and 11: Foreword It has been well-establish
Page 12 and 13: How to Use This Guide Who is this G
Page 14 and 15: Lessons from the Field Since the fi
Page 16 and 17: L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19: L e s s o n 2 Looking at How We Get
Page 20 and 21: Name and Country Job How People Get
Page 22 and 23: • Having a positive attitude •
Page 26 and 27: Extension Activity Ask the students
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Page 30 and 31: Occupational Exploration looks at:
Page 32 and 33: L e s s o n 2 Identifying Hopes and
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Page 60 and 61: Job Values Inventory This exercise
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Career Exploration on the Internet
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9. Future Advancement What are the
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L e s s o n 2 Labor Market Trends a
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L e s s o n 3 Informational Intervi
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Why? Informational Interview Guide
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Informational Interview Log Name of
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Brainstorm a list of questions that
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L e s s o n 5 Career Ladders Learni
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L e s s o n 6 Workers’ Rights: La
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Workers’ Rights Vocabulary favori
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Labor Unions Purpose: A union is an
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L e s s o n 1 Reality Checking Lear
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Extension Activity Have students ex
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L e s s o n 3 Overcoming Obstacles
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L e s s o n 4 Different Types of De
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L e s s o n 5 Setting Goals Learnin
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• You need to practice setting go
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SMART Goal Worksheet Today’s Date
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L e s s o n 6 Support Systems Learn
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Problem-Solving Worksheet Name: ___
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Extension Activities In small group
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Reading drawings/graphs/maps Using
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College Awareness Assessment Name:
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ANSWER KEY College Awareness Assess
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College Vocabulary 101 FINANCIAL AI
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credit hour co-requisite classes de
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L e s s o n 1 1 Smart Consumer of E
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Be a Smart Consumer of Education: A
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L e s s o n 1 2 Exploring Options f
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What Are My Options? Proprietary Sc
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Proprietary Schools Proprietary sch
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L e s s o n 1 3 The Admissions Proc
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Learning About the Admissions Proce
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Learning About College Placement Te
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more information, including tips, i
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Types of College Placement Tests CO
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L e s s o n 1 4 Navigating College:
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Student Services/Resources 1. What
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L e s s o n 1 6 Navigating College:
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Campus Scavenger Hunt Directions:
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Where do students go for help with
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College Success Skills: An online s
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Then ask each student to write down
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Writing Tips • You can write to r
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• Health insurance (some professi
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Needs Versus Wants Worksheet List s
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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