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Students brainstorm job types, discuss what each role requires, and conduct interviews with a parent or other adult. They analyze interview results for commonalities and differences, then write a one-page summary. The lesson emphasizes how work supports society and addresses misconceptions about work meaning only physical labor.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/work-awareness-exploring-jobs-and-careers/412250/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/work-awareness-exploring-jobs-and-careers/412250.png","ImageObject",300,407,{"name":92,"@type":93},"aboduw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What learning misconceptions does the lesson anticipate?","Question",{"text":112,"@type":113},"Students may confuse work meaning physical labor with work meaning employment, so discussion supports understanding broader meanings of work.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},412250,1791087326,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},3985747862266,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Work Awareness: Exploring Jobs and Careers  \n\n| Introduction | This activity asks students to explore the knowledge, skills, and abilities required for various types of jobs. It is a suggested follow-up to the Tsongas Industrial History Center’s Workers on the Line program. |\n| --- | --- |\n| Target Grade(s) | 4-6 |\n| Time | 2 classes |\n| Lesson Preparation | Print a copy of Job Interview Worksheet for each student |\n| Background Information | Students should have some knowledge about the world of “work”: the types of work/jobs required to support a society and the reasons that people work.\u003Cbr>The Industrial Revolution, and the urbanization of society, changed the jobs people do and how they work. During the early 19th century, the development of industry in Lowell, and elsewhere in the United States, spawned a shift in life and work, including new jobs and technology, education and family life. The way people work and live around the world today continues to evolve as people adapt to changes in society, economics, and technology. |\n| Vocabulary | Job: The work that a person does regularly in order to earn money.\u003Cbr>Work: A means of earning an income, or exertion or effort directed to produce or accomplish something. |\n| Anticipated Student Preconceptions/ Misconceptions | Work meaning physical labor may be confused with work meaning employment. |\n| Frameworks | Massachusetts Social Studies Frameworks\u003Cbr>Grade 12 Elective: Economics\u003Cbr>E.3. 10: Identify skills individuals need to be successful in the workplace.\u003Cbr>New Hampshire Social Studies Frameworks\u003Cbr>SS:EC:4:1.4: Describe why most jobs today require greater specialization and result in greater productivity.\u003Cbr>SS:HI:12:4.3: Explain how the development of technology has both simplified and complicated work, e.g. , the development of interchangeable parts or the“paperless” office.\u003Cbr>Common Core State Standards\u003Cbr>CCSS.ELA-LITERACY. SL.6. 1: Engage effectively in a range of collaborative |\n\nTsongas Industrial History Center, Lowell, MA. 2016.  \n\n|  | discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.\u003Cbr>CCSS.ELA-LITERACY. SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |\n| --- | --- |\n\n\n| Guiding\u003Cbr>Question | What types of knowledge, skills, and abilities do people need to perform their jobs? |\n| --- | --- |\n| Objectives | Students will be able to:\u003Cbr>• Describe knowledge, skills and abilities people need to perform their jobs\u003Cbr>• Discuss what qualities they would want in a job. |\n| Activity | Day One--Step One:\u003Cbr>1. Share the definitions of“work” and “job.” All people do some sort of work, at an office, a store, a factory, home, etc.\u003Cbr>2. Have class generate a list of different types of jobs or work familiar to them. You may have to round out the list with ones they don’t come up with: e.g. farmer, architect, governor (or other politician), taxi driver, engineer, etc.\u003Cbr>3. Discussion with students: What knowledge or skills does someone need in order to perform each of these jobs? Why might someone need certain knowledge or skills for a particular job?\u003Cbr>4. Hand out an interview sheet to each student. Review the questions with the class. Students should interview a parent or other adult about their\u003Cbr>job/work.\u003Cbr>Day Two--Step Two:\u003Cbr>1. Lead the class in a discussion about what they learned through their interview. Are there commonalities/differences amongst the responses?\u003Cbr>2. Possible discussion questions: What was the most interesting thing you learned about work? How are all these jobs similar/different? What other questions would you have liked to ask? |\n| Assessment | Write a one-page paper, including:\u003Cbr>• A summary of information they learned about the job/work of their interviewee. |\n\nTsongas Industrial History Center, Lowell, MA. 2016.  \n","cbCaifSnu4gaJioQ","https://ap.wps.com/l/cbCaifSnu4gaJioQ","pdf",196516,"English","# Introduction\n## Target Grade(s)\n## Time\n## Lesson Preparation\n## Background Information\n## Vocabulary\n## Anticipated Student Preconceptions/Misconceptions\n## Frameworks\n## Guiding Question\n## Objectives\n## Activity\n## Assessment\n## Differentiated Suggestions\n## Bibliography","[{\"question\":\"What learning misconceptions does the lesson anticipate?\",\"answer\":\"Students may confuse work meaning physical labor with work meaning employment, so discussion supports understanding broader meanings of work.\"}]","Work Awareness - Exploring Jobs and Careers | PDF",1790590957,13]