# CTE Resource Center - Verso - Power and Transportation Task 712862581

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Demonstrate career- and life-management skills.

Definition

Demonstration includes
  • recognizing the importance of education and career planning (e.g., minimum job qualifications, advancement and professional-development opportunities)
  • identifying available benefits and professional resources (e.g., labor unions, professional organizations, employee-assistance programs, insurance and retirement benefits)
  • managing personal growth and wellness (e.g., stress management, self-care, financial planning)
  • setting goals (e.g., specific, measurable, attainable, realistic, time-bound [SMART] goals).

Process/Skill Questions

  • Where can one find entry-level requirements for a specific career?
  • Why is it important to continuously update a career plan?
  • What is the difference between a short-term and long-term goal?
  • Why is it important to create a personal financial plan?
  • What resources are available to assist with achieving personal education, career, financial, and health goals?

Related Standards of Learning

English

6.1

The student will use effective oral communication skills in a variety of settings.
  1. Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  2. Participate as a facilitator and a contributor in a group.
  3. Participate in collaborative discussions with partners building on others’ ideas.
  4. Ask questions to clarify the speaker’s purpose and perspective.
  5. Summarize the main points a speaker makes.
  6. Summarize and evaluate group activities.
  7. Analyze the effectiveness of participant interactions.
  8. Evaluate own contributions to discussions.
  9. Demonstrate the ability to collaborate with diverse teams.
  10. Work respectfully with others and show value for individual contributions.

6.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
  1. Engage in writing as a recursive process.
  2. Choose audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing to fit mode or topic.
  5. Write narratives to include characters, plot, setting, and point of view.
  6. Establish a central idea incorporating evidence and maintaining an organized structure.
  7. Compose a thesis statement for expository and persuasive writing.
  8. Write multiparagraph compositions with elaboration and unity.
  9. Use transition words and phrases.
  10. Select vocabulary and information to enhance the central idea, tone, and voice.
  11. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  12. Revise writing for clarity of content including specific vocabulary and information.

7.1

The student will participate in and contribute to conversations, group discussions, and oral presentations.
  1. Use a variety of strategies to listen actively and speak using agreed upon discussion rules with awareness of verbal and nonverbal cues.
  2. Clearly communicate ideas and information orally in an organized and succinct manner.
  3. Ask probing questions to seek elaboration and clarification of ideas.
  4. Participate in collaborative discussions with partners building on others’ ideas.
  5. Make statements to communicate agreement or tactful disagreement with others’ ideas.
  6. Use language and style appropriate to audience, topic, and purpose.
  7. Give formal and informal presentations in a group or individually, providing evidence to support a main idea.
  8. Work effectively and respectfully within diverse groups.
  9. Exhibit willingness to make necessary compromises to accomplish a goal.
  10. Share responsibility for collaborative work.

7.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.
  1. Engage in writing as a recursive process.
  2. Choose intended audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing structure to fit form or topic.
  5. Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.
  6. Compose a thesis statement for persuasive writing that includes a position.
  7. Clearly state a position and organize reasons and evidence, using credible sources.
  8. Distinguish between fact and opinion to support a position.
  9. Write multiparagraph compositions with elaboration and unity.
  10. Use transition words and phrases within and between paragraphs.
  11. Develop and modify the central idea, tone, and voice to fit the audience and purpose.
  12. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  13. Use clauses and phrases for sentence variety.
  14. Revise writing for clarity of content including specific vocabulary and information.

8.1

The student will participate in, collaborate in, and report on small-group learning activities.
  1. Assume responsibility for specific group tasks and share responsibility for collaborative work within diverse teams.
  2. Exhibit willingness to make necessary compromises to accomplish a goal.
  3. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
  4. Include all group members, and value individual contributions made by each group member.
  5. Make statements to communicate agreement or tactful disagreement with others’ ideas.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

8.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.
  1. Engage in writing as a recursive process.
  2. Choose intended audience and purpose.
  3. Use prewriting strategies to generate and organize ideas.
  4. Organize writing structure to fit form or topic.
  5. Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
  6. Compose a thesis statement for persuasive writing that advocates a position.
  7. Clearly state and defend a position with reasons and evidence, from credible sources.
  8. Identify a counterclaim and provide a counter - argument.
  9. Distinguish between fact and opinion to support a position.
  10. Organize information to provide elaboration and unity.
  11. Develop and modify the central idea, tone, and voice to fit the audience and purpose.
  12. Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

9.1

The student will participate in, collaborate in, and make multimodal presentations both independently and in small groups.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Use vocabulary appropriate to the topic, audience, and purpose.
  4. Assist with setting rules for group work including informal consensus, taking votes on key issues, presentation of alternate views and goal setting.
  5. Assume responsibility for specific group tasks.
  6. Share responsibility for collaborative work.
  7. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  8. Include all group members, acknowledge new information expressed by others, and value individual contributions made by each group member.
  9. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  10. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric of presentation(s).
  11. Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

9.6

The student will write in a variety of forms to include expository, persuasive, reflective, and analytic with an emphasis on persuasion and analysis.
  1. Engage in writing as a recursive process.
  2. Plan, organize, and write for a variety of audiences and purposes.
  3. Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Communicate clearly the purpose of the writing using a thesis statement.
  6. Compose a thesis for persuasive writing that advocates a position.
  7. Clearly state and defend a position using reasons and evidence from credible sources as support.
  8. Identify counterclaims and provide counter - arguments.
  9. Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to support a position.
  10. Use textual evidence to compare and contrast multiple texts.
  11. Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.
  12. Revise writing for clarity of content, accuracy, and depth of information.

10.1

The student will make planned multimodal, interactive presentations collaboratively and individually.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Demonstrate the ability to work effectively with diverse teams including setting rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.
  4. Assume responsibility for specific group tasks.
  5. Include all group members and value individual contributions made by each group member.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  8. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
  9. Access, critically evaluate, and use information accurately to solve problems.
  10. Use reflection to evaluate one’s own role and the group process in small-group activities.
  11. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any faulty reasoning.

10.6

The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis.
  1. Engage in writing as a recursive process.
  2. Plan and organize writing to address a specific audience and purpose.
  3. Adjust writing content, technique, and voice for a variety of audiences and purposes.
  4. Communicate clearly the purpose of the writing using a thesis statement.
  5. Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
  6. Compose a thesis statement for persuasive writing that advocates a position.
  7. Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
  8. Identify counterclaims and provide counter - arguments.
  9. Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from the information presented.
  10. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  11. Elaborate ideas clearly through word choice.
  12. Use textual evidence to compare and contrast multiple texts.
  13. Revise writing for clarity of content, accuracy, and depth of information.
  14. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.1

The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  5. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  6. Anticipate and address alternative or opposing perspectives and counterclaims.
  7. Evaluate the various techniques used to construct arguments in multimodal presentations.
  8. Use vocabulary appropriate to the topic, audience, and purpose.
  9. Evaluate effectiveness of multimodal presentations.

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

12.1

The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Anticipate and address alternative or opposing perspectives and counterclaims.
  5. Evaluate the various techniques used to construct arguments in multimodal presentations.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Critique effectiveness of multimodal presentations.

12.6

The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

History and Social Science

CE.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
  4. determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
  5. constructing informed, evidence-based arguments from multiple sources;
  6. determining multiple cause-and-effect relationships that impact political and economic events;
  7. taking informed action to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze and explain the costs and benefits of a specific choice;
  9. applying civic virtue and democratic principles to make collaborative decisions; and
  10. defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

CE.4

The student will demonstrate personal character traits that facilitate thoughtful and effective participation in civic life by

  1. practicing trustworthiness and honesty;
  2. practicing courtesy and respect for the rights of others;
  3. practicing responsibility, accountability, and self-reliance;
  4. practicing respect for the law;
  5. practicing patriotism;
  6. practicing thoughtful decision making; and
  7. practicing service to the school and/or local community.

CE.12

The student will apply social science skills to understand the United States economy by

  1. describing the characteristics of the United States economy, including limited government, private property, profit, markets, consumer sovereignty, and competition;
  2. describing how in a market economy supply and demand determine prices;
  3. describing the types of business organizations and the role of entrepreneurship;
  4. explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;
  5. explaining how financial institutions channel funds from savers to borrowers; and
  6. analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.

CE.14

The student will apply social science skills to understand personal finance and career opportunities by

  1. identifying talents, interests, and aspirations that influence career choice;
  2. identifying human capital such as attitudes and behaviors that strengthen the individual work ethic and promote career success;
  3. identifying human capital such as abilities, skills, and education and the changing supply of and demand for them in the economy;
  4. examining the impact of technological change and globalization on career opportunities;
  5. describing the importance of education to lifelong personal finances; and
  6. analyzing the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

USI.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship, by

  1. analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
  2. analyzing and interpreting geographic information to determine patterns and trends in United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
  4. using evidence to draw conclusions and make generalizations;
  5. comparing and contrasting historical, cultural, and political perspectives in United States history;
  6. determining relationships with multiple causes or effects in United States history;
  7. explaining connections across time and place;
  8. using a decision-making model to identify the costs and benefits of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

USII.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
  2. analyzing and interpreting geographic information to determine patterns and trends in United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
  4. using evidence to draw conclusions and make generalizations;
  5. comparing and contrasting historical, cultural, and political perspectives in United States history;
  6. determining relationships with multiple causes or effects in United States history;
  7. explaining connections across time and place;
  8. using a decision-making model to identify costs and benefits of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

VUS.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
  2. using geographic information to determine patterns and trends in Virginia and United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
  4. constructing arguments, using evidence from multiple sources;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
  6. explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WG.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;
  2. using geographic information to determine patterns and trends to understand world regions;
  3. creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
  6. explaining indirect cause-and-effect relationships to understand geospatial connections;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WHI.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history;
  2. using geographic information to determine patterns and trends to understand world history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in world history;
  6. explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WHII.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events and life in world history;
  2. using geographic information to determine patterns and trends in world history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in world history;
  6. explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

Mathematics

8.4

The student will solve practical problems involving consumer applications.

Other Related Standards

Instructional Resources for Workplace Readiness Skills

Career- and Life-Management Resources