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EL/Civics Competencies 1. Interpret information about
community resources (CASAS 5.6.1)
2. Express a need or opinion about a current issue (CASAS 5.1.6)
Employment
Topic, System, Service, Issue
Equal Opportunity Interpret information about legal rights to equal opportunity in employment
Fair Wages Interpret information about legal rights to fair wages
· These Activity Options grids provide suggested topics and activities for teachers to use in incorporating EL/Civics content into Life Skills lessons. This packet is a resource of ideas, not a prescribed curriculum.
· All activities are standard ESL classroom instructional techniques as well as assessment activities and should be used for evaluation only after learners are familiar with the techniques.
· Activity types (Match, Information Gap, Cloze, Line Dialogue, etc.) are described in the EL/Civics Teaching and Assessment Activities chart in Section I of this packet.
Activity Options
Beginning Spl 1-2
Target Vocabulary: age, race, sex, religion, national origin, disability
· Match: Students (Ss) match target vocabulary words with pictures.· Focused Listening: Student worksheet with words--e.g., sex, age, etc.--listens to sen
tences--e.g., “He is a man.” ” He is 21.”--and marks the appropriate word. · Listen and Circle: Worksheet has examples of target vocabulary; e.g., female, Muslim,
29, etc. Check the age, underline the sex, circle the religion, etc.
Target vocabulary: hourly wage, pay, minimum wage, overtime, total pay, $ (read dollaramounts)· Search and Circle: Using a simplified paycheck stub or their own pay stubs, Ss follow
oral or written instructions to check, underline, circle, put an “x” at the target vocabulary. Resource: Lifeskills 2, page 49.
70 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue Activity Options
Beginning Spl 1-2 (continued)
Legal Advice Interpret information for obtaining legal advice
· Read and Answer Questions: Ss read simple story problems--e.g., “Tomek works 46 hours. --and answer questions using the target vocabulary; e.g., “What is his total pay?”
Target Vocabulary: yellow pages, lawyer, judge, court, Human Resources Department, interpreter · Match: Ss match target vocabulary words with pictures or written definitions. · Line Dialogue: One student says; e.g., “Go to the court.” “Talk to the judge.” “Ask a
lawyer.” Partner responds, “I need an interpreter.” · Read and Circle: Using a simplified ad from Yellow Pages about legal advice, ask Ss to
find the lawyer, phone number, etc. · Read and Answer Questions: Using simplified ad, answer 5 yes/no questions and 2
information questions; e.g., “What is the name of the lawyer?”
His hourly wage is $5.25.”
71 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue
EL/Civics Competencies 1. Interpret information about
community resources (CASAS 5.6.1)
2. Express a need or opinion about a current issue (CASAS 5.1.6)
Equal Opportunity Interpret information about legalrights to equal opportunity in employmentExpress a need or opinion
Intermediate Spl 3-4
· These Activity Options grids provide suggested topics and activities for teachers to use in incorporating EL/Civics content into Life Skills lessons. This packet is a resource of ideas, not a prescribed curriculum.
· All activities are standard ESL classroom instructional techniques as well as assessment activities and should be used for evaluation only after learners are familiar with the techniques.
· Activity types (Match, Information Gap, Cloze, Line Dialogue, etc.) are described in the EL/Civics Teaching and Assessment Activities chart in Section I of this packet.
Activity Options
Target Vocabulary: age, race, sex, parenting, childcare, religion, national origin, disabil-ity, opportunity, discrimination, hiring, promotion, firing/discharge, pay, benefits, train-ing · Match: Ss match target vocabulary words with pictures. · Read and Answer Questions: Ss read a series of job interview questions/statements. Ss
identify which ones might indicate the kinds of discrimination listed in the target vocabulary. Ss read level-appropriate stories describing individuals’ experiences with job discrimination. Ss identify the source of discrimination and the type of lost opportunity. Resource: Lifeskills 3, page 60. Working it Out, Chapter 8.
· Read and Circle: Simplified job application. Circle items that are not legal to ask; e.g., age, religion, race.
· Fill in a Form: Student teams complete a discrimination charge form from the EEOC (available on-line). Ss can use own experiences or stories provided by the teacher.
72 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue Activity Options
Intermediate Spl 3-4 (continued)
Safe Workplace Interpret information about legal rights to a safe workplace Express a need
Target vocabulary: hourly wage, regular pay, minimum wage, overtime pay, total pay, OSHA, workplace, hazards, words that describe unsafe/unhealthy conditions · Listen/Search and Circle: Using a level-appropriate paycheck stub or their own pay
stubs, Ss follow get vocabulary. Lifeskills 2,
· Read and Answer Questions: Ss read level-appropriate story problems and answer questions using the target vocabulary.
· Information Gap: Ss A and B each hold a level-appropriate pay stub that has some information filled in. tudent B asks questions using the target vocabulary and writes answers on his/her pay stub, and vice versa.
· Problem Solve: Student pairs look at a picture depicting unsafe workplace conditions. Pairs identify and describe the hazards. Resources for pictures: Let’s Work Safely, Speaking Up at Work.
· Role Play: Ss assume roles as employees and supervisors and negotiate ways to resolve unsafe workplace conditions. Working it Out, Chapter 7 “Safety”.
· Read and Answer Questions: Use a simplified employee handbook or OSHA brochure.
instructions to circle, underline, check, or put an “x” at the tarResource: page 49.
S
Pairs write suggestions for solving the hazard.
Resource:
73 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue Activity Options
Intermediate Spl 3-4 (continued)
Unemployment Insurance Interpret information about legal rights to unemployment insurance
Legal Advice from Government Agencies Interpret information about obtaining legal advice from governmentagenciesContact community services to solve
basic problems
Express a need related to a currentissue
Target Vocabulary: unemployment, laid off, employer, social security number, insurance, company, benefits, labor · Fill in a Form: Learners complete a simplified form requesting the above information. · Read and Answer Questions: Ss answer comprehension questions based on the text they
read and the target vocabulary. · Interview: Ss interview each other using questions that use the target vocabulary; e.g.,
“What is your social security number?” “Were you laid off?” “When?” · Role Play/Simulation: Student A works at the Colorado Department of Labor. tudent
B is applying for benefits. tudent A asks questions, Student B answers them with his/ her own, authentic information. : Lifeskills 3,
Target Vocabulary: to sue, lawsuit, lawyer, judge, court, Human Resources Department, Legal Aid, Pro Bono/Volunteer, Department of Labor, legal advice, EEOC, Colorado Civil Rights Commission, other state and federal agencies with jurisdiction over employment laws · Search and Circle: Ss read a simple paragraph describing four options for obtaining
legal information/help; e.g., job-based, government agencies, Legal Aid, private attorneys. Ss circle the target vocabulary.
· Research and Tally or Graph: Call or go to a community or legal aid agency. Answer 3 teacher-prepared questions.
SS
Resource page 58.
74 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue Activity Options
Intermediate Spl 3-4 (continued)
· Read and answer questions: Ss read a simplified brochure and answer multiple-choice questions regarding options for obtaining legal information and help with employment issues.
· Problem Solve: Pairs of Ss are given a worksheet with 4-8 employment-related problems and names of 6-10 local, state, and federal agencies. to the problem. Then, pairs find the phone numbers of those agencies in their local White Pages.
· Field Trip: Ss visit the office of a government agency--e.g., EEOC, CO Civil Rights Commission, etc.--that has jurisdiction over employment issues. ask.
· Guest Speaker: A representative from a government agency that has jurisdiction over employment issues--e.g., EEOC, Colorado Civil Rights Commission, etc.--visits the class.
Pairs match the appropriate agency
Ss prepare questions to
Ss prepare questions to ask.
75 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue
EL/Civics Competencies 1. Interpret information about
community resources (CASAS 5.6.1)
2. Express a need or opinion about a current issue (CASAS 5.1.6)
Equal Opportunity Interpret information about legalrights to equal opportunity in employmentExpress an opinion
Advanced Spl 5+
· These Activity Options grids provide suggested topics and activities for teachers to use in incorporating EL/Civics content into Life Skills lessons. This packet is a resource of ideas, not a prescribed curriculum.
· All activities are standard ESL classroom instructional techniques as well as assessment activities and should be used for evaluation only after learners are familiar with the techniques.
· Activity types (Match, Information Gap, Cloze, Line Dialogue, etc.) are described in the EL/Civics Teaching and Assessment Activities chart in Section I of this packet.
Activity Options
Target Vocabulary: opportunity, discrimination, age, race, sex, national origin, religion, hiring, promotion, firing/discharge, disability, pay, benefits, training · Read and Answer Questions: Ss read level-appropriate stories describing individuals’
experiences with job discrimination. Ss identify the type of discrimination and the type of lost opportunity. Resources: Lifeskills 3, page 60. and Working it Out, Chapter 8.
· Fill in a Form: Ss complete a discrimination charge form from the EEOC (available on-line). Ss can use own experiences or stories provided by the teacher.
· Project: Ss write stories about discrimination, based on their own experiences or those of family and friends. Ss create a poster or a booklet that includes the stories and summarizes what they have learned about equal opportunity in employment.
· Guest Speaker: Ss prepare and ask questions of a local lawyer who practices employment law. Ss write a thank-you letter to the speaker summarizing what they learned.
76 A Project of the Spring Institute for Intercultural Learning, 2002
Employment
Topic, System, Service, Issue Activity Options
Advanced Spl 5+ (continued)
Safe Workplace Interpret information about legal rights to a safe workplace
NGO Sources of Legal Advice Interpret information about non-governmental sources for legal advice
· Project: Individual or small groups create a job application.
Target Vocabulary: OSHA, workplace, hazards, notice, citation, inspection, complaint, site · Search and Circle: Ss read copies of the OSHA poster (posted at every workplace).
Circle the target vocabulary (see above). · Research/Fill in a Form: Student teams fill out an OSHA complaint form downloaded
from the OSHA website (www.osha.gov). · Read and Answer Questions: Ss read a sample OSHA citation and answer questions
about; e.g., the employer/company, the remedy.
· Guest : OSHA field offices have Compliance Assistance Specialists. and ask questions of a guest speaker. rizing what they learned. Resources: Working it Out, Chapter 7 “Safety” and Lifeskills 3, page 61.
Target Vocabulary: Pro Bono, Legal Aid, attorney, client, consultation, contingency basis, fee basis · Problem Solve: Pairs of Ss are given a worksheet with 4-8 employment-related prob
lems. Yellow Pages to find listings of lawyers who specialize in
the unsafe/unhealthy condition, the complaint,
Speaker Ss prepare Ss write a thank-you letter to the speaker summa
Pairs use the local
77 A Project of the Spring Institute for Intercultural Learning, 2002
Topic, System, Service, Issue
Express a need
Employment Advanced Spl 5+ (continued)
Activity Options
employment law. · Role Play/Simulation: Ss write questions to ask an employment lawyer about the
lawyer’s practice. · Research/Oral or Written Report: Ss visit the Colorado Bar Association (CBA) website
or the National Bar Association website and locate phone numbers of any Pro Bono programs. Alternative: Ss use the White Pages to find the telephone number of the CBA and call to ask for phone numbers of Pro Bono programs; e.g., Metro Volunteer Lawyers.
· Guest Speaker: A local lawyer who practices employment law visits the class. prepare questions and ask the questions. summarizing what they learned.
· Research: Ss use the following links to find legal information/help/referrals on a given legal employment topic: attorneypages.com or www.freeadvice.com.
Ss interpret the listings, select one and justify their selection.
Ss role-play lawyers and citizens seeking legal advice.
Ss Ss write a thank-you letter to the speaker
78 A Project of the Spring Institute for Intercultural Learning, 2002
EL/Civics Resources Employment
Systems/Services Listed below are State/National government agencies and community organizations that provide information and services for this life skill area and the means to access them.
Name
U.S. Dept. of Labor Employment Standards Administration
U.S. Dept. of Labor Occupational Safety & Health Admin.
U.S. Equal Employment Commission (EEOC)
Colo. Dept. of Labor & Employment
Colorado Civil Rights Commission
Colorado Division of Labor Labor Standards Office
Colorado Division of Workers’ Compensation
Colorado Bar Association
Office Address
200 Constitution Ave, N.W.Washington, D.C. 20210
Denver Office
1801 L Street, N.W.Washington, D.C. 10507
1515 Arapahoe St., Tower 3,Ste. 200Denver, CO 80202-2117
1560 Broadway, Ste. 1050Denver, CO 80202-5143Regional offices in Greeley,Pueblo, Colo. Springs, andGrand Junction
1515 Arapahoe St., Tower 2,Ste. 375Denver, CO 80202-2117
1515 Arapahoe St., Tower 2,Denver, CO 80202-2117
1900 Grant St. Suite 900Denver, CO 80203
List the local Systems/Services available in your community. Name Office Address
Phone Number/Web site
(202) 693-0111
(800) 321-OSHA (303) 844-1600
(800) 669-4000 for the nearest field office
(303) 603-8231
(800) 480-8299
(303) 894-7832
(303) 572-2241 (888) 390-7936
(303) 572-8700
(303) 860-1115
Phone Number
79 A Project of the Spring Institute for Intercultural Learning, 2002
EL/Civics Resources Employment
Materials/Resources: Listed below are suggested State/National realia (brochures, forms, directories, websites, etc.) that teachers can gather for self-education or teachers or students can gather for use in the classroom.
· dora.state.co.us/civil-rights · www.state.co.us · www.eeoc.gov · www.osha.gov
· Posters explaining all state and national labor laws must be posted at all workplaces. Teachers or students can gather them and make copies for classroom use. The U.S. one is titled: Federal 5 Plus 2 Poster. Colorado has six 11 x 17 posters regarding labor laws.
· Blue pages (government) of The White Pages telephone directory· A variety of brochures and forms are available from the government offices listed above.
· Colorado Bar Association: www.cobar.org· National Bar Association: www.abanet.org/legalservices/publicfree.html· attorneypages.com or www.freeadvice.com
A variety of ESL textbooks that focus on employment/workplace issues, including, but not limitedto the following:Lifeskills 1, 2, and 3, 2nd Ed., Judy DeFillippo, Addison-Wesley Publishing Co., 1991Working it Out, Ronna Magy, Heinle & Heinle Publishers, 1998Let’s Work Safely, Linmore Publishing, 1984Speaking Up at Work, Oxford, 1985
List materials and resources available in your community.Name Office Address Phone Number
80 A Project of the Spring Institute for Intercultural Learning, 2002
