Ninth Grade Civics Career Unit

Sandra Lorenz                                         Sara Linde                             Thomas Williams

Professional School Counselor                 MSUM Intern 1998-99          Civics Teacher

U.S.C. High School                                 U.S.C. High School               U.S.C. High School  

Wells, MN 56097                                   Wells, MN 56097                  Wells, MN 56097

Description of the Program

The ninth grade civics career unit includes a series of classroom lessons developed at U.S.C. high school by Thomas Williams to assist ninth grade students in researching a number of careers according to their assessed interests. The unit takes place over a period of several weeks, and its lessons are interspersed within the civics class curriculum. Each lesson is designed to be delivered within a 50 minute period.

The unit begins with the students completing three different instruments to assess their abilities, interests, and career values, respectively. These instruments are the CAPS and COPS surveys (published by EdITS of San Diego, CA) and a Values Assessment (provided by Educational Talent Search of Mankato, MN). Each assessment takes two to three days to complete and interpret in class. Mr. Williams directs the students in the assessments' interpretations.

After these initial assessments are completed and personal results are taken into consideration, the students derive two careers of specific interest from each of three clusters, making a total of six careers with which the students begin their research. Students create portfolios with their assessment results and their ongoing research in each of the career areas.

They use resources from the guidance office (i.e. OOH and DOT) to find information about the six chosen careers. Computers in the library and guidance office with the MCIS program also are utilized by the students in compiling their research information. Once this research narrows their six choices down to two main careers, students are directed to complete Career Logs that ask questions about salary, advancement options, future of the career, and required training.

As a final project within this unit, students are required to write a paper and to do an in-class presentation about one career in which highest interest has been shown. This then becomes a part of their portfolios, which students are encouraged to share with their parents and other teachers.

In addition to the students' research work during this unit, speakers from the community are invited two times per week over a period of four weeks to discuss various careers. During the speakers' presentations, students complete a worksheet about the information that is being covered. The students are also required to write a one-half to one page summary for each of the eight speakers, describing the positives and negatives which they feel accompany the careers.

One time during the quarter in which this unit is presented, the students are given an opportunity to job-shadow a career person in the area. They spend an entire day with the adult, and their assignment is to write a reflection paper about their experience. Mr. Williams strongly suggests a written thank-you note as well.

A Sample Lesson

Much of this unit's work is directed by the classroom teacher, however the students rely heavily on the guidance office staff and resources to complete their research. The students must spend a class period becoming acquainted with the MCIS program, and the guidance counselor provides that instruction. Ideally, each student should have access to a computer during the lesson, but it also works fine for two students to work together at one computer. At U.S.C. high school, the class meets in the media center for this lesson.

The counselor begins this particular lesson by having the students log on to the system. Mrs. Lorenz distributes a worksheet at this time for the students to complete in order for them to get acquainted with the system. Once they have completed the steps on the worksheet, they may explore the system on their own, looking for information in their chosen career clusters.

Students are then instructed to enter into their chosen career cluster, and from there are given time to complete their research with the help of the counselor and classroom teacher. By the time students are allowed a class period to work with the MCIS program, they are to have completed their assessments and have chosen their six career areas.

Access to the MCIS program is available to students before school, during study halls, and after school for them to continue and/or complete their research.

Connection to Related Standard

The ninth grade civics career unit directly relates to Minnesota Graduation Standard Number 8 (Decision Making). All of the lessons include thorough career investigation, and the job-shadow opportunity provides occupational experience. Students complete a performance package during this unit and fulfill a required standard for graduation at the high school level.

References and Resources

CAPS (1976). Career Ability Placement Survey. San Diego, CA: EdITS.

COPS (1995). Career Occupational Planning System. San Diego, CA: EdITS.

Educational Talent Search (1998). Career Values Assessment. Mankato, MN: Author.

For Further Information

Sandra Lorenz

Professional School Counselor

U.S.C. High School

Wells, MN 56097

Phone: 507-553-5819

Fax: 507-553-5929

E-mail: www.unitedsocentral.k12.mn.us