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From paula-formby.tenet.edu!tenet.edu!comp Wed Jun 23 04:49:31 1993
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23 Jun 93 4:49 EDT
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Date: Wed, 23 Jun 1993 03:47:50 -0500
From: Operations Staff <comp@tenet.edu>
Message-Id: <199306230847.AA09790@abernathy.tenet.edu>
To: cnn-newsroom-list@tenet.edu
Subject: Jun 23 Classroom guide
Status: O
****** *** *** * Wednesday, June 23, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :45
TOP STORY 2 A worldwide embargo against the Caribbean 3:50
nation of Haiti takes effect today.
DEFINITIONS 3 Oligarchy - A form of government in which :20
the ruling power belongs to a few persons.
Webster's New World Dictionary
Third College Edition
OUR WORLD 4 About 1500 young people from all over the 3:20
U.S. will spend their summer helping others.
NEWSQUOTE 5 "Man matures through work. :20
Which inspires him to difficult good."
May Swenson, American Poet (1919-1989)
BUSINESS 6 The Toyota Motor Company has joined forces 2:10
DESK with the Los Angeles Urban League to train
the unemployed in new automotive technology.
SPORTS 7 Wimbledon, perhaps the most prestigious :20
PAGE tournament in professional tennis, is under-
way at the All England Tennis Club in London.
OBITUARY 8 The wife of former U.S. President Richard 3:15
PAT NIXON Nixon has died of lung cancer.
CLOSE 9 :40
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
sand ladder national service emphysema OAS flotilla embargo
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 23, 1993 (2)
TOP STORY - HAITI
1. What is an embargo? Why has the U.N. imposed an embargo on
Haiti? Under what conditions might this embargo be lifted?
What impact will the U.N. action have on the flow of Haitian
refugees from Haiti to the U.S.? Discuss.
2. What is an oligarchy? How is Haiti an oligarchic society?
What actions by the U.S. are aimed at limiting the powers of
Haitian ruling families and restoring democracy? Divide
students into groups to research the political organization of
each member of the OAS. Have groups share their research.
Conduct a political analysis session with the class to
determine the countries that would be most willing to support
or break the U.N. embargo and why. How might these countries'
policies change if the U.N. became militarily involved in
Haiti? Discuss.
3. Haiti is often described as the poorest nation in the Western
Hemisphere. Historically, what have been the main causes for
Haiti's economic plight? Have students use social studies
texts to find the environmental and societal causes for Haiti's
impoverishment. How would the restoration of democracy change
conditions in the country? What actions should the U.N. subse-
quently resolve to take to insure political stability in Haiti?
OUR WORLD - YOUTH CORPS
4. What is the Youth Corps project? What is it designed to do for
both participants and recipients? How has President Clinton
proposed the expansion of the project? Would you be willing to
become a volunteer? Why/Why not?
5. What in your area is in need of improvement? Have students
propose simple volunteer projects that, individually or with
friends, they could enact. Projects should:
a. Be simple, very inexpensive or cost nothing.
b. Be able to be completed in one or two days.
c. Make a direct impact on either the school, community or an
individual in need of help.
Have students share their ideas and vote for the three projects
most likely to benefit your community. Have class volunteers
write letters to President Clinton about their ideas, the work
they accomplished and how their involvement in volunteer work
made them feel.
OBITUARY - PAT NIXON
6. By what epithet was Pat Nixon known when she and Pres. Nixon
occupied the White House? How did she get this name? Have
students use history texts to examine the Nixon Presidency and
Mrs. Nixon's role beside her husband in those difficult times.
In your opinion, was the name a true reflection of her
personality? How would you describe her?
***** * * ***** ***** * * ***** ***** ***** June 23, 1993 (3)
* * * * ** * * * * * ** **
**** * * *** * * * * *** *** ***
* * * * ** * * * * * ** ** L.A. JOB
***** ***** ***** ***** * * ***** ***** ***** DESK: TRAINING
1. PREVIEWING: Name some jobs that might require highly special-
ized training. Are there any general skills that could be use-
ful in several different jobs? Explain.
2. AFTER VIEWING: What service does the Toyota Company provide to
100 unemployed candidates in Los Angeles? What are some
advantages to the Toyota job training program? What are some
criticisms of the program? Do you think this program is
motivated by altruism or future profits or both? Explain.
3. Have groups of students consult human resource professionals to
find out what they predict will be "hot" fields for skilled
workers over the next 5 years. Have groups share their find-
ings. Invite a school guidance counselor to address the class
and advise students about the educational and training paths
one should take to secure employment in one of these future
high-demand fields.
4. The job training program in today's video teaches not only
technical skills but also employment skills. What are
"employment skills" and how much do students know about them?
a. Distribute the STUDENT HANDOUT (pg 4) to groups of
students. Have each group list the job possibilities for
teens in your area and decide on one job they want to
"pursue" as "candidates for employment."
b. Tell students to pretend that they have an upcoming
interview for their chosen "job." Instruct them to answer
the questions on the HANDOUT to the best of their ability
as they apply to that particular job.
c. Have groups share their job choices and answers.
d. Instruct each group to interview an employer within the
chosen job fields and ask him/her how these questions
should be answered and what considerations are most
important to that employer.
Have groups explain employer responses. Are there any
differences between student and employer answers? Discuss.
5. Assist students as they plan and hold a "Career Day" at your
school. Invite representatives from different fields to make
brief presentations on the educational and personality require-
ments needed to pursue each career. Afterwards, assess stu-
dents' understanding by having them write "classified ads"
containing brief job descriptions for the careers presented.
---------------EDITOR'S NOTES: TODAY'S NEWS TERMS------------------
skilled workers employment skills altruistic profit-oriented
***** ** ** * June 23, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: EMPLOYMENT SKILLS
DIRECTIONS: The job training program cited in today's video teaches
individuals not only technical skills but employment skills as well.
Discuss the job possibilities for teens in your area. Your group
should then choose one job and answer the questions below as if you
were going on an interview for that job.
1. What should I wear to the interview?
2. What, if anything, should I bring to this interview?
3. What are references? Will I need them?
4. What kinds of questions should I be prepared for?
5. What attributes is this employer looking for?
6. What specific skills is this employer looking for?
7. How important are "people skills" to this employer?
8. Will I be required to: (a) Take a drug test? (b) Have my own
transportation? (c) Make this job a priority over social and
extracurricular activities?
Discuss your group's answers with the class. Now, find a local
employer in the job area your group has chosen, ask him/her these
questions and record the employer's answers. Conclude by asking the
employer what considerations are most important to him/her and why.
Share your findings with the class. Were there any surprises? How
well do students in your class understand what employers are looking
for among job applicants?
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