Introduction

This unit is about helping high school students make the transition from being children under the protection of their parents to being self-sufficient adults in the so-called real world. The four individual webquests contained herein have as their unifying theme an emphasis on developing the mature judgment, self awareness, and practical skills that will help young people make a successful transition from adolescence to adulthood. The unit attempts to take a multidisciplinary approach in its examination of personal values, interests, aptitudes, and specific skills from the perspectives of math, English, social science, and business education. It is the intention of the authors this unit will cause students to become more competent adults while they broaden their perspectives on themselves and on the career opportunities available to them.

Content Areas and Grades

This unit is intended especially for graduating seniors, but it could also be useful to anyone who is considering a career change.

Curriculum Standards

Students are asked to examine their core values and belief systems using critical thinking skills of the type that are used in each of the four subject areas represented here. Students will learn and apply research skills to access information sources on the internet as they complete exercises designed to help them achieve the unit's goals.

Language Arts Standards Addressed

• Reading skills standards are met through a variety of reading activities
• Writing skills standards are met through a variety of writing activities
• Critical thinking skills standards are met through a combination of the above activities

Social Science Standards Addressed

• Moral reasoning
• Critical thinking
• Effective written and oral communication
• Collaborative problem solving

Business Standards Addressed

• Explore career options
• Research career requirements
• Learn effective job-search skills

Mathematics Standards Addressed

• Mathematics as Communication
• Mathematics as Reasoning
• Mathematics as Problem Solving
• Estimation

Organizing Theme and Guiding Questions

The theme a successful transition from adolescence to adulthood and the decisions involved with it ties together the web-based activities contained in this unit. The intention of the unit is to help students "get a life" by means of self-discovery, career investigation, and practical skills. An overall guiding question for the unit might be "What do I need to know and be able to do to become a satisfied and highly-functioning adult in Western society?" To move toward this lofty goal, students must ask themselves some fundamental questions such as "Who am I? What do I want out of life? What do I stand for? What career is right for me? How can I get the job I want? Will I be able to ever achieve my desired standard of living?" The following matrix lists the specific guiding questions of the unit and how each question fits in the categories of knowledge, comprehension, application, analysis, synthesis and evaluation.

Guiding Question	Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
Who am I?	Gain insight on self.	Interpret information.	Writing and realizing about oneself.	Self retrospection.	Comparing self to others.	To thine ownself be true.
What are my values and how do they compare with others?	Gain knowledge on their own values and ethics and how others obtain their social standards.	Will understand where people derive their behavior and how it effects their decisions.	Writing, reading and self discovery.	How does culture, religion, family and society shape your personality and behavior?	Compare your values to those of others.
How can I develop a rewarding career?	Learn what types of careers are available	Understand why career planning is important.	Write a cover letter and resume	Decide what careers might be a good match with personal traits.	Decide what the most valuable interview questions would be
Will I be able to survive financially?	Research occupations, including working conditions salaries and necessary training. Also, research auto and home loan qualifying incomes.	Demonstrate knowledge of key budgetary math concepts in written responses to questions posed.	Estimate flexible spending amounts after accounting for taxes and fixed expenses.	Analyze one's personal budget. Consider various strategies for increasing income or cutting spending.	Create a personal budget for life shortly after high school.	Decide on a feasible career plan. Evaluate the many variables involved in choosing an occupation.

Implementation Overview

This unit is divided into four self-contained sections. The four sections could be done in any order, but once begun, the activities within each section should be completed sequentially. We estimate that each section will take students approximately three to five class periods to complete.

Material Resources Needed

This unit will require:

• Internet access
• Calculators
• Word Processing capabilities (including a printer)

Human Resources Needed

One teacher with knowledge of each content area would be very helpful. No other human resources are necessary.

Entry Level Skills and Knowledge

Students and will need to be familiar with a web browser, including the forward and back functions. The unit does not require students or teachers to possess any other special skills.

Outline of Activities

Please see the left frame for links to outlines of activities in each of the four content areas.

Evaluation

The students will complete several "end products" in each content area to be evaluated. In Language Arts, students will create poems and essays about their philosophy, personality, and virtues . In Math, students will create a personal budget, estimate flexible spending amounts available after paying taxes and home and auto loans and respond to various questions posed about personal budgets. In Social Studies, students will create essays about personal values, ethics and decision making. In Business Education, students will create a cover letter, resume and a letter requesting references.

Conclusion

Each component of this interdisciplinary WebQuest is an integral part of the "Get-a-Life" student experience. A student who completes each section of this WebQuest will have made good progress toward acquiring much of the self knowledge and many of the specific skills needed to make the transition from adolescence to adulthood. This project significantly enhances the process of lifelong learning through a combination of self discovery, reflection and practical skills practice. Upon completion of this WebQuest, students will have a tight grip on the intellectual and motivational aspects of how they arrived at their opinions and values as well as a pragmatic and introspective view of their own career and financial goals and the skills needed to achieve them.