Theme 4 - Lesson 4

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Theme 4 - Lesson 4

Theme IV Transitions

    School to World


    This lesson explores the connection between learning about other cultures and future career choices.

    Students begin by recognizing the skills they have today. These skills are identified as their human

    capital. Students look at various positions and decide what careers they might like to have in the future.

    Once they have chosen a career, they identify a list of the skills required to perform in that career. The

    lesson finishes with students preparing a resume for the future and an action plan to achieve the necessary skills.


    As a result of this lesson, students will be able to:

1. Define human capital, with examples;

    2. Identify a variety of international career choices;

3. Determine what skills they need to be successful in the international workplace.


    Two class periods.


    •Handout 1: My Skills, Interests, and Strengths

    •Handout 2: Careers with an International Flavor

•Visual 1: Louise Reynolds' Resume

•Handout 3: People Profiles

    •Handout 4: My Resume for an International Future

•Handout 5: My Action Plan for the Future

    International Careers Website:


    1. Ask students who in the class likes to play Monopoly. Choose a student who responds positively

    and ask him or her who tends to win the game. (Students will probably say, "the person with the

    most money.") Ask them how players earn money in Monopoly. (Answer: "by collecting rent on


Theme IV Transitions Lesson 4

    property a person owns.") Explain that owning property in Monopoly is similar to having a lot of

    human capital. Explain that human capital consists of the skills, education, and knowledge that

    allow people to work more effectively. The more human capital people have, the more money

    they tend to earn when they put their labor to work. Ask the students who has the more valued

    skills, a doctor or a cook, a scientist or a truck driver? Ask them which skills are more highly

    valued and why. A person who has highly valued skills tends to earn a higher income than

    someone without those skills. Who earns a higher wage, a doctor or a cook at McDonald's?

    Explain that today's lesson will help students identify the skills (human capital) which they

    possess. Students will then identify careers they might want in the future and the skills which are

    needed in those careers.

    2. Pass out Handout 1: My Skills, Interests, and Strengths. Give students a few minutes to

    complete the handout. Once they are finished, allow them to share their skills with the rest of the

    class. Students may want to add skills they missed. Pass out Handout 2: Careers with an

    International Flavor. Discuss the list. Ask the students if any of their interests or skills would

    prepare them for one of the careers on this list. Refer to the discussion of more highly valued skills.

    Brainstorm skills needed for certain positions on the list. (Examples would include education,

    special training, proficiency in other languages, attention to detail, ability to communicate clearly.)

    Pass out Handout 3: People Profiles. Discuss the background that these people have and point

    out that many of them started with the same skills as the students in the class. Have students

    choose a career. They may choose from the list or any other career they wish.

3. Show Visual 1: Louise Reynolds' Resume. Discuss the resume. Discuss the function of a resume.

    (A resume is designed to highlight the skills, experience, training, or personal characteristics of a

    job applicant.) Discuss the parts of a resume. (Education, Skills, Experience, Accomplishments,

    References.) Pass out Handout 4: My Resume for an international Future. Have students

    complete the activity for the next day. Point out that they may want to pretend to apply for a job

    listed in Handout 2: Careers with an International Flavor.

4. Have students share their resumes for an international future with the rest of the class. Discuss

    the positions that students are striving for. Discuss the skills needed to gain those careers. Ask

    students if they feel they may achieve their own goals. Pass out Handout 5: My Action Plan

    for the Future. Have students complete the activity on their own or in small groups. Discuss

    the types of resources available to attain these skills.


    Review the concept of human capital. Explain that human capital is the skills, training, education, and

    characteristics that people have when they use their labor. Explain that, in order to work in various

    careers, people must have the human capital to perform the job. Review the resources that are

    available to students that will help them gain the human capital they need to be successful in the future.


Theme IV Transitions Lesson 4


    Student resume: A successful student resume should include skills that directly relate to the career the student has chosen. The resume should also be realistic in terms of the education

    required for the position.


    1. Students can use the Global Careers Website ( to explore

    additional international opportunities, meet Hoosiers doing international work, and learn more

    about their international futures.


Theme IV Transitions Lesson 4



    STRENGTHS What kinds of activities make you happy? What personal characteristics are you most

    proud of?

    What kinds of skills do you have that may help you in the future? Don't

    just think of things you do in school. Think of things you do outside of


    Which of these interests and skills would help you in an international setting? (Some examples would be: like to meet people, like to see new things, like to taste new foods, like to

    travel to other countries, learn things quickly, have studied another language.)


    Theme IV Transitions Lesson 4


    CAREERS WITH AN INTERNATIONAL FLAVOR ? Translator for Toyota in Princeton

    ? Engineer for General Motors Corporation in Sweden ? Tour guide for English Educational Tours in Japan

    ? Teacher at the U.S. School in Taipei

    ? Peace Corp Volunteer working in Tanzania

    ? Archeologist in Turkey

    ? Agribusiness owner of firm shipping frozen meat to Asia ? Economic educator working for junior Achievement in Tajikistan ? Flight attendant on a Northwest Airlines flight to South Korea ? English teacher in Bogota, Colombia

    ? Sales representative for Caterpillar, Inc., in Brazil

    ? Mechanic for Cummins Engine in South Africa

    ? Architect for a firm in India

    ? Communication specialist for the U.S. Embassy in Germany ? Journalist covering a war in Eastern Europe

    ? Receptionist for a Japanese firm in Lafayette

    ? Veterinarian managing a training program in Poland

    ? Professor teaching economics in Austria

    ? Red Cross employee working in Guatemala

    ? Latin American trade specialist at Indiana Department of Commerce in Indianapolis

    ? Global shipping specialist at Delco Remy America in Anderson ? Import manager for Tokheim Corporation in Fort Wayne ? English as a Second Language Teacher for new immigrants in Goshen ? Social worker in Muncie working with immigrant refugee groups ? Engineer with company in South Bend working with Chinese engineers over the Internet

    ? Evansville economic developer trying to attract European industrial investment


Theme IV Transitions Lesson 4

    VISUAL 1


    Louise Reynolds

    1234 Any street

    Any town, IN 47000



     To obtain a position within the sales field that uses my international communication and organization skills.


     Indiana University, South Bend

     B.A. in Management, Minor in Spanish

     Anticipated Graduation, May 2000


     Assistant Tour Leader

     Sunshine International Tours, Summer 1999

    Assisted in translating for high school students traveling to Latin America. Participated in language and cultural training to prepare students for travel in Spanish- speaking countries of

    Central and South America. Acted as a chaperone for a summer travel experience for high school


ESL Daycare Teacher

    Prairie View Daycare Center, Prairie View Lutheran Church, August 1997-May 1999 Taught Spanish-speaking children, ages 2-6, how to speak English. Organized outings to local businesses,

    allowing students to learn how to function in an English-speaking environment. Provided

    awareness programs to local civic groups about problems facing non-native English speakers in

    the community.

Customer Service Representative

    Lees Inn, July 1994 January 1997

    Assisted with Customer Reservations and Guest Services. Used computer and office skills to complete

    office-related projects. Acted as interpreter for local firms during annual conference events.


     Honors Spanish Award from Indiana University, South Bend

     Sunday School Teacher for seven years at Prairie View Lutheran Church President of Junior Achievement International Business.


    Furnished upon request.


Theme IV Transitions Lesson 4



Alexandra Schlegel

Alex was raised in Indianapolis, Indiana. Alex's training for a rewarding international career began in

    earnest in 1996. As an economics major and Latin American Studies minor at Northwestern

    University in Evanston, Illinois, she spent a semester of her junior year abroad with the Catholic

    Learning Program in Chile. During that time, Alex studied at the Catholic University in Valparaiso,

    Chile, and lived with a Chilean family. In Chile, Alex conducted an independent research project on

    the wines of Chile (Chile is now the third largest wine exporter to the U.S.). The summer after Alex returned from Chile, she began an internship with the Import-Export Bank of the United States. When Alex graduated from Northwestern University in 1997, she worked briefly in New York but later, in

    the spring of 1998, decided to join the Peace Corps in Guatemala.

During her two-month Peace Corps training, Alex lived with Guatemalan families and received

    in-depth language instruction. As part of her training, Alex learned how to be self-sufficient while living overseas, an invaluable skill in any context.

Currently, Alex lives in her own two-room house in the Guatemalan town of Salama. Each day she

    travels by pickup truck or bus to small villages, where she works with out-of-school youth teaching them basic business development skills. In addition, she works with women weavers and agricultural

    workers, helping them start their own businesses. All this is done with the goal of creating

    self-sufficiency for the indigenous people of Guatemala, who are poor and often illiterate. Alex also presents a popular workshop on self-esteem. Those who participate receive a special certificate. Alex

    loves her work and has made many friends among the Guatemalans and other Peace Corps volunteers.

    The Peace Corps describes its work as "the toughest job you'll ever love!" Alex seconds that view

    Alex will finish her job with the Peace Corps in August 2000. Afterwards, she plans on returning to

    graduate school and then continuing work with the developing countries of Latin America. Whatever

    Alex decides to do, her Peace Corps background will be of invaluable assistance.

Kenny Jackson

Kenny Jackson grew up in rural Tippecanoe County in the early 1960s. He began "twisting wrenches"

    at age six because his father wasn't very good at repairing the family's farm equipment. Kenny was the

    kid who could fix anything. During his high school days at Southwestern High School, he worked at

    Jim Romack's Texaco service station in Lafayette. His formal training began at that time. Kenny

    attended a 12week training program sponsored by Romack and Texaco. While working at the station,

    Kenny took advantage of every opportunity to attend training programs. He learned the newest and

    best techniques at these schools, while learning tried-and-true methods from the older mechanics at work.

Kenny spent 21 months in the army beginning in the fall of 1968. He was trained in the driving

    school at Fort Sill, Oklahoma, and operated a Caterpillar bulldozer part of the time. After his


Theme IV Transitions Lesson 4

service, Kenny went to work for an International Harvester dealer in Wingate, Indiana, and began

    farming. In 1988, Kenny left farming to work at Caterpillar as a technician, putting together the

    engines Caterpillar produces in Lafayette. Since then he has acquired a number of skills and held many different types of positions at Caterpillar. The company has come to appreciate Kenny's many

    skills and his willingness to learn. In addition to possessing extensive computer and

    telecommunications skills, Kenny is also a certified welder, plasma cutter, equipment operator, and mounting specialist. All of these skills have made Kenny extremely valuable to Caterpillar.

Kenny's job at Caterpillar takes him all over the world, including such places as the Philippines, the

    Dominican Republic, and Scandinavia. He never knows when his next call to an exotic country will

    come. Kenny believes this to be one of the many exciting parts of his job. He also believes that a

    willingness to learn new skills is a major reason that he has had such wonderful international career opportunities.

Dennis Kelley

Dennis Kelley was born in Michigan City on June 30,1950. He received a traditional Midwestern

    upbringing. He has fond memories of playing basketball with his friends, eating barbecue and corn

    on the cob at family reunions, and fishing with his parents. As a young man, he set his sights on

    seeing the world and knew that education was the main vehicle for attaining that goal. Dennis

    graduated from DePauw University in Greencastle, Indiana, with a bachelor's degree in political science and history. In 1974, he added a master's degree from the American School of Management

    at Thunderbird University in Arizona. Upon graduation from Thunderbird, Kelley found the ship that

    would transport him on his journey around the world. The "ship" was Cummins Engine Company.

    His first stop was a post in Teheran, Iran, where he worked providing customer service to the Saudi

    Arabian and Kuwaiti markets. The Middle East prepared him for his next challenge, China.

Dennis arrived in China as a young 28-year-old trying to negotiate deals with his older Chinese

    counterparts, who mistook him for a baggage handler. Over the years, he managed to help arrange

    joint ventures with Chinese companies to manufacture engines in China. Today, Dennis heads a private company called Pacific World Trade, Inc. With offices in both Indianapolis and Beijing, his

    company sells U.S. products all over Asia, including China, and sells Asian products in the U.S. as

    well. He spends three to four weeks a year in Asia, traveling everywhere from Chongqing, China, to

    Manila, Philippines.

    Source: This profile is condensed from an article by Kodjo Francisco, Indiana Global, September 1998, pp 9-12.



    Theme IV Transitions Lesson 4




    Career Objective(s):





Theme IV Transitions Lesson 4


    MY ACTION PLAN FOR THE FUTURE A career I choose for the future is:

     The special training and skills (human capital) I need for this career are: Where I can gain the skills I need for this career:

     What I should be doing now to prepare for this career:


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