# CTE Resource Center - Verso - Family and Human Services II Task 1602506367

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify sources of employment information.


Identification should include the following:
  • Government employment offices
  • School counselors and career and technical education teachers
  • Private employment agencies (these usually require a fee)
  • Newspaper job advertisements
  • Businesses (“help wanted” posters, human resource offices, websites)
  • Networking (conversations with friends, relatives, and professional organizations)
  • The Internet, used to locate job opportunities as well as information on the following related topics:
    • Occupational analysis
    • Local and national job and economy-focused data
    • Career skills
    • Matching personal skills to available jobs
    • Equal employment opportunity

Process/Skill Questions

  • What is meant by networking?
  • What criteria should be used to evaluate the value of a contact?
  • What can be learned from a successful or unsuccessful job search?
  • What ethical issues may arise during a job search? How can they be addressed?
  • What communication skills are needed for locating and using employment resources?
  • What are consequences of not using employment resources?
  • What skills are needed for networking?
  • How do the skills needed for networking compare with the skills needed for successful employment?
  • How can leaders become valuable contacts for those seeking employment?
  • What are effective ways to use websites as employment resources?
  • What training is needed to improve job skills?

Related Standards of Learning



The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
  1. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  2. Evaluate media sources for relationships between intent and factual content.
  3. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
  4. Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
  5. Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.
  6. Manage, analyze, and synthesize multiple streams of simultaneous information.
  7. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.


The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

Other Related Standards

FCCLA National Programs

A Better You


Family Ties








Working on Working


FCCLA: STAR Events (2019)

Career Investigation


Check the national website for Skill Events


Check the national website for online events




Illustrated Talk


Interpersonal Communications


Job Interview




Life Event Planning


National Programs in Action


National Standards for Family and Consumer Sciences Education


Analyze career paths within family and human services.


Analyze opportunities for employment and entrepreneurial endeavors.