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Contextual Learning Portal

Career Skills for a Mosaic Economy


  • Project TitleCareer Skills for a Mosaic Economy
  • ThemeBusiness, Economics, Career Development
  • AuthorJennifer Leonard
    The Skills Library
  • Anticipated Time5-10 lessons
    One hour per lesson including reading and small group discussion
  • Unit PurposeIntegrating career skills into ELA or other courses and workshops.
  • Unit Goal and Outcomes[1.] Students will read about business/community/career concepts and skills and will complete case study exercises. [2.] Students will write paragraphs about the case study discussions and draw flowcharts and other diagrams to represent the concepts and skills. [3.] Students will write brief reflections on the role of transferable career skills in the current economy. [4.] Students will be familiar with concepts and models that build an entrepreneurial and resourceful mindset -- building active engagement (agency) in work and community roles.
  • Essential Questions to Guide the UnitWhat career skills are important in a mosaic economy?
  • ELA ObjectivesBy the end of this unit, students will be able to discuss and write about business case studies. Students will be able to use step-by-step business models, flowcharts and other tools to approach career and business challenges. Students will be able to write paragraphs, write brainstorming lists, and draw diagrams and flowcharts to present their analysis of situations.
  • Career Skills ObjectivesBy the end of this unit, students will be able to analyze a fictional case study scenario or a real career situation using a step-by-step business model. Students will be familiar with the sales cycle, marketing mix, problem-solving models, design thinking approaches, creativity techniques and other business skills and concepts.
  • CCR Level-Specific Standards (see checklist)

Key Questions

  • Key QuestionsWhat are the skills that are important for success in today`s mosaic economy?

Assessment Techniques

  • Small group discussion productsRubric based on:

    1 - Uses step by step model
    2 - Shows insight into the concept (sales, marketing, design, etc.)
    3 - Shows insight into the case study scenario
    4 - Offers ideas that go beyond what was written in the case study
    5 - Includes well-written paragraph
    6 - Includes clear diagram or flowchart

    Web Link: First Career Steps Survey

  • Summative assessmentEssay assignment

Activity Sheets

  • Introduction

    Career Skills, Entrepreneurship, Resourcefulness and Creativity

    This Career Skills unit focuses on skills that are valuable in all types of business, community and entrepreneurial work.   Creativity.  Problem solving.  Sales and marketing.  Professional communication.  Resourcefulness.  Entrepreneurial thinking.

    The lessons in this unit focus on a variety of techniques and models that are taught in business and community planning courses.   The five steps of the sales cycle.  A seven-step problem solving model.  The four elements of the marketing mix.  Techniques for generating creative ideas.  Techniques for business communication.   These simple models and techniques help you to think systematically about challenges, projects and problems you encounter at work, in community projects and in your personal life.

    Overall themes are “thinking entrepreneurially” and “creativity” and “resourcefulness.”  It is fun to see how creativity and resourcefulness are valuable in many different case studies and situations.

    Case Study Scenarios

    In the Career Skills unit, you will work on a series of linked case studies.  A case study is like a short story that is used for teaching professional skills and concepts.  Case studies are used as teaching tools in business, medicine, law and many other professional programs.  Students read the case study, discuss, and use their knowledge and their imagination to think about what they would do in the situation. 

    In the Career Skills unit, all of the case studies are based on people from a fictional city called Mill Valley.   Each lesson focuses on a particular business concept, such as marketing, sales, hiring and supervising staff, creativity and analytical thinking.  You will apply those concepts to fictional scenarios from Mill Valley.  You will discuss the concepts, use imagination to think about how the concepts apply to the scenario, and then write a summary or create a chart or write a list or sketch an idea. 

  • Case Studies - Career Scenarios

    The fictional community, Mill Valley, is a typical small industrial city.  In the mid-1800s, the city developed because of the many paper mills that were built along the river. Many people moved to the city to work in the mills. Over the past few decades, many of the paper mills have closed, although a few mills still remain open.  Some new businesses have also moved into empty mill spaces.  Today, people in Mill Valley work in a variety of careers.  Here are some examples.  

    [1.] Community Newspaper.  The Mill Valley News is a weekly community newspaper.  For the past one hundred years, the newspaper has been owned by members of the Appleton family.  The newspaper has been passed on from one generation to the next.  The newspaper has been an important part of the city for generations.  Scenario:  When Marisa’s great uncle died, she was surprised to learn that she inherited the newspaper!   She is now the new owner.  She is learning to manage the newspaper and solve the problems that come her way.

    [2.] Childcare.  Valley Pre-School is a childcare center with daycare and kindergarten for children up to six years old.   Many parents have said that they wish there were an after-school program for their elementary-school-age children.  This fall, Valley Pre-School will open its first after-school program.  Scenario:  Cora was an assistant teacher in the kindergarten class. She has been promoted to be the new coordinator for the after-school program.  She is working with the other teachers to plan the program and get ready to start in September.

    [3.] Technology.  PARKMAP Software is a small new business that is developing a software program.  The software program creates maps for parks.   It can be used to create a park map for visitors, showing where to find parking, picnic tables, bathrooms, playgrounds and other features.  It can also be used to create a map for landscaping and maintenance staff, showing where things need to be repaired or replanted.  It can also be used for nature study maps, showing where people have seen various types of birds, animals, trees and wildflowers.  Scenario: Darlene is a graphic design student.  She has been hired to work part-time to help design graphics for the PARKMAP software. 

    [4.] The Mill Café.  Belinda and Carla are two friends who studied culinary arts in high school.  They both love the creativity of cooking.  They enjoy developing unique recipes for soups, salads, sandwiches and baked goods.  Scenario:  One of the former mill buildings is being turned into an office building.  The developer set aside space for a café on the ground floor.  Belinda and Carla applied for the lease to the café space.  After months of planning and meetings, the two are now the owners of the brand new Mill Café.

    [5.] Community Arts.  The mayor of Mill City wants to have an annual arts festival.  He says he wants it to be “more than just a one-day event.” He wants to encourage a strong arts community in the city.  Scenario:  Carlos is an art teacher at the local high school.  The mayor asked Carlos to be the chairman of the arts festival committee.  He is now working with other local people to organize the festival. 

    [6.] Urban Agriculture.   Valley State University, which is twenty miles north of Mill Valley, has an agricultural extension service.  An agricultural extension service is an office that helps local farmers through classes, information, advice, soil testing and other services.   This year, the extension service received a grant for “urban agriculture.”  The grant program asks them to find ways to support small farms and gardens in the city.    Scenario:  Maurice is an agricultural specialist.  He is working on the urban agriculture grant project.  He needs to design classes and services to support farming and gardening in the city. 

    [7.] Health and Wellness.  ValleyFit Physical Therapy and Wellness opened last year, with a physical therapy clinic and a fitness center.  Some clients come to ValleyFit for physical therapy.  Some come to use the fitness center or take exercise classes.  There is some crossover too: sometimes the physical therapy patients use the fitness center after they have completed their prescribed therapy.  Scenario:  Emily is a physical therapy assistant.  She just started working at ValleyFit.  Because it is a small company, she will be involved in all aspects of the business.

    [8.] Forestry.  The RiverWorks Paper Company owns forest land in another state.  They manage the forest land and harvest trees for paper production.  They also sell trees to woodworking supply companies and furniture companies.   The forest lands have pine trees, which are used in paper production.  RiverWorks has also planted some different, more exotic, types of trees that are important for woodworkers and furniture makers.  Scenario:  Russell is a recent graduate of a forestry management program. He has just started working as a forestry aide for RiverWorks.  He is responsible for inspecting trees, taking measurements and keeping track of information about the trees.    

    [9.] Production.  MV Paper Box Company makes cardboard boxes. They sell boxes to other companies, such as trucking companies and moving companies.  They belong to a new manufacturers association called ValleyGreen that is studying ways to use environmentally-friendly manufacturing techniques.    Scenario:  Veronica is manager of the recycled-materials project.  They are experimenting to find a way to use recycled paper and other recycled materials to make boxes that are just as strong as regular cardboard boxes.   

    [10.] Hardware Store.  ABC Hardware is a local hardware store.  Scenario:  Walter worked as a carpenter for ten years.  He is now working at ABC Hardware.  He knows about tools and building materials, and so he is helpful to customers who are looking for advice about what to buy. 

    [11.] Clothing Store.  Many people from Mill Valley shop at the Valley Mall, which is ten miles north of the city.  Scenario:  Darisa has just started a job at the mall at XYZ Fashion, a national chain of clothing stores.  She loves fashion and loves giving people advice about what to wear. 

    [12.] Hospitality.  The East/West Inn is an old hotel in the center of town.  For years it was family-owned.  The owner retired and sold the hotel to a national motel chain.  Scenario:  Derrick worked at the hotel with the old owner for many years.  He has been hired to be a front desk clerk with the new company. He will attend a training program two nights per week so that he can learn the policies and practices of the new company.

  • The Sales Cycle

    The Sales Cycle

    Professionals in sales careers study a model called the “Sales Cycle.”  This model identifies the steps for working with a customer and making a sale.   The model applies to all types of sales, from selling clothes in a clothing store to selling tools in a hardware store to selling memberships in a fitness center to selling houses through a real estate business. 

    Five Steps of the Sales Cycle

    [1.] Greeting.  Greet the customer and let them know you are available to help. 

    [2.] Gathering information.  Gather information about what the customer is looking for, such as background information about how they will use the item; where, why and when they will use it; and who will be using it.  Ask about past experiences with this type of item and any preferences about this type of item.

    [3.] Presenting options.  Suggest one or more possible products or services.  Explain why these choices are suitable for the customer’s wants and needs.

    [4.] Evaluating options.  Help the customer to evaluate the options and make a choice.  Allow the customer time for looking at each item, trying on or trying out the items, and asking questions. 

    [5.] Complete the sale and next steps.  Once the customer has made a selection, prepare to complete the sale. Suggest any add-ons or accessories that might be helpful with this item.  Allow time for customer to shop for additional items.  Take required steps to complete the sale.  Or, if there is no sale, suggest next steps.

    Case Study Exercise:

    • Read the steps of the sales cycle. 
    • With your small group, talk about examples of the sales cycle in action.  For example, describe a time when a salesperson was helpful when you were shopping for an item or a waiter/waitress was helpful when you were deciding what to order in a restaurant.
    • Draw a diagram of the sales cycle using boxes and arrows.
    • Write a dialogue between a salesperson and a customer illustrating the steps of the sales cycle.  Use one Mill Valley career scenarios, such as:
      • Walter selling tools and supplies in the hardware store
      • Darisa selling clothes in the clothing store
      • Emily selling memberships in the fitness center  
  • The Marketing Mix

    Marketing is defined as the development of the overall approach to promoting and selling your company’s products and services.    Marketing is more than sales and more than just advertising.  A good marketing plan begins at the beginning.  Marketing starts by understanding the customers and caring about what they need and want.  Marketing includes thoughtfully designing the product, adding special features, choosing a product name and establishing the image of the product.    Other factors, such as pricing strategy or distribution channels, are also part of the marketing plan.  The four key elements of the marketing mix are product, pricing, communication and distribution.

    Imagine that you are helping to market a product or service.  Choose one of the following or think of your own example:

    • Athletic wear (clothes for running, yoga, etc.)
    • Tools designed for women carpenters
    • Memberships in a fitness center
    • Newspaper subscriptions for a community newspaper

    Answer as many of the questions below as you can.  Use your everyday knowledge of the market and your imagination. You will notice that marketing is very creative work.  Marketing professionals spend years learning about strategies and techniques, but they also use their own instincts and experiences to develop their own creative approaches.  


    Define the Marketing Mix





    What is the product name? 



    What are the important features?  



    Does the product have a popular brand name?  


    Is there a logo? 


    What does the packaging look like?  


    Is there a “brand identity” or “image” for the product or brand?

    What is your pricing strategy? 


    For example, a product that offers discounts for large purchases



    A luxury product with high prices?


    A service with a monthly fee?


    A service with pay-per-visit or pay-per-use fees?



    How do people find out about your product? 


    What kind of advertising?



    Do you have a website?



    Do you sponsor special events to promote your company or products?



    What other channels of communication can you think of?

    How do people physically get your product? 


    Can they buy it in stores?  


    Can they order it online? 



    Is it a service that they can use in their home?  



    Is it a service offered at your place of business?



    What other channels of distribution can you think of?

  • The Design Process

    Designers use “design thinking” to design all kinds of products and services.  “Design thinking” applies to the design for physical products, like a table, a cellphone or a refrigerator.  “Design thinking” also applies to the design of physical spaces, such as a playground, a garden or a classroom.  “Design thinking” also refers to designing services, such as a fitness center or medical office.    Here is one model of the design process.  Notice that good design starts with understanding the project or challenge.  It starts with gathering information and observing people.  The next step is to generate lots of possible ideas for the product or service.  From these many possible ideas, a design team will choose the best ideas and create a model that they can try out.  They will keep working on the design as long as necessary until they have a final design that meets the goals of the project or challenge.

    Design thinking is a useful skill in all types of settings, including family, community, volunteer and professional settings.  Whether you are participating in a formal design process or just informally designing day-to-day things, the habits of the design process help to draw out your best thinking on any project.


    Case Study:  Valley Pre School has announced that they will add an after-school program for elementary-school-age children.  Parents are delighted with this news.   The community needs a good after-school program and everyone likes and trusts Valley Pre School.  But many parents have mentioned that it was important that the after-school program room should look different from the pre-school program rooms.  Older children want to spend time in places that feel right for their age.  

    Your task:  With your small group, draw a floor plan and a write a description of the after-school program room.   Use the design process as a guide.  First, make a list of what you know about after-school programs and about the needs and wants of elementary-school-age children.  Second, use brainstorming, sketching, mind-mapping or other techniques to make a page full of ideas.  Third, draw a floor plan for the after-school program room, reflecting some of the best ideas from the group.  Also write a brief description explaining the room design. 

  • Technical Problem Solving

    Problem solving is not something that “just comes to you.” To be an effective problem solver, you need to systematically identify issues or problems, analyze possible causes, and brainstorm and evaluate possible solutions. Then you can try out a solution and see if it works.   The more effort you invest in identifying the problem and identifying root causes, the more likely you are to be successful.  

    Exercise:  Consider the following case study situations.  Choose one situation and write out the steps you would follow to address the problem.

    • Russell is working as a forestry aid. He is monitoring the health of trees in the forest land owned by RiverWorks Paper Company.He has noticed some unusual gray patches on the leaves of the aspen and birch trees. What should he do?

    • Veronica is working for MV Paper Box Company on a new design for boxes made from recycled papers, including newspapers, magazines, catalogs, office paper and other papers. The quality of the boxes varies depending on the mixture of types of paper. What should she do?

    Seven-Step Problem Solving Model


    Step 1:  Clearly identify the problem

    What exactly have you noticed?   Can you collect any data or measurements?  Can you read about similar situations?   Can you ask someone?  Can you search online?

    Step 2:  Identify possible root causes

    Can you trace the process step-by-step to find the root of the problem?

    Step 3:  List possible solutions

    Can you list several options for addressing the problem?  Include your own ideas as well suggestions from others and from your reading and research.

    Step 4: Evaluate solutions

    Which of the possible solutions makes the most sense for me in this situation?  How should I decide which solution to try?

    Step 5: Take action

    Step 6: Check results

    Is the problem resolved? Or are you at least seeing improvement?  

    Step 7:  Next steps

    If the solution worked, make notes for the future about how to prevent this issue or how to identify and resolve this issue.  Take action to prevent the problem from happening again.  Or if the solution has not worked, revisit steps 1 through 5.

  • Creative Thinking Part 1 - Generating Ideas

    One aspect of creative thinking is the ability to generate a wide variety of ideas.  This case study exercise looks at a variety of techniques for generating ideas.

    Brainstorming:  Maybe you have participated in brainstorming sessions, in which members of a group start with a question or problem and list as many ideas as they can.  Brainstorming is based on the concept of creating a storm of ideas: a flurry of ideas that come quickly and wildly.  Brainstorming groups are told not to criticize any of the ideas and not to slow down to choose the best ideas.  They are simply expected to list ideas as quickly as the ideas pop into their brains.

    Example:  MV Paper Box Company has lots of leftover cardboard.  They offered to donate it to the local school.  Can you list ten ways that a school could use leftover cardboard?  Can you list more?  Take a few minutes to list as many ideas can.  At this point, do not judge the ideas.  Just list all your thoughts.

    Mind-Mapping:  Mind-mapping is another creative way of putting ideas down on paper.  Like brainstorming, it is a technique for generating lots of ideas.  A mind-map typically starts with a question or problem, written in the center of the paper or writing surface.  From this central question or problem, there are several lines, words and boxes showing related questions that you will explore.  From each of these boxes, you can draw more lines and words.  Each idea can generate another idea.  The diagram is loosely structured, with no strict rules.  It is designed to encourage free flowing thought. 

    Example: Draw a mind map showing different ways that the Mill Valley School can use recycled materials.   Use this sample mind-map to get started, or search online for other examples of mind-mapping.




    Other Techniques:  There are many other techniques for generating ideas.  Some involve drawing, sketching, doodling, drawing maps or drawing floor plans.  Some involve mixing and matching ideas in various ways. 

    Example:  Inspired by the recycling projects, Mill Valley decides to create a recycling center that supplies re-usable materials that can be used by anyone in the community.  With your small group, draw a floor plan for the recycling center.  See if the process of drawing the floor plan helps you to think of features that you would like in the recycling center.

  • Creativity Part 2 A Creative Environment

    In Creativity Part 1, we looked at techniques for creatively generating ideas.  But creativity is more than just generating lists of ideas.  Creativity is a fresh way of approaching work/life issues, bringing new ideas, re-using old ideas or mixing together a blend of ideas.   Creativity is a way of thinking that allows people to think and experiment and try things out.

    Exercise:  What are the ingredients for a creative environment?    Choose one of the following settings and describe how the physical space and work environment can be designed to encourage creativity.

    • After-school program classroom at Valley Pre-School
    • Office space for the PARKMAP software company
    • A new community garden
    • A new children’s room in the local library
    • An arts festival
  • Creativity Part 3 - Entrepreneurial Thinking

    Entrepreneurship is defined as the process of bringing together resources to provide a product or service and to satisfy needs and wants of people – customers, community members or others.   

    What are the skills of entrepreneurial thinkers?



    Analytical thinking


    Understanding a community or a market.  

    Seeing what is needed.



    Thinking of project ideas and product ideas.

    Thinking of fresh approaches


    Where can I find resources to do this?  

    Are there freely available resources I could use?


    Communicating effectively verbally and in writing.

    Project management


    Step-by-step management of a project.  

    Using timelines, calendars, budgets and other planning tools.







    Where is entrepreneurial thinking used?  

    • Business Entrepreneurship = Starting a new business
    • Social Entrepreneurship = Starting a new community project
    • Technology Innovation = Developing new technology
    • Community Arts = Setting up art-related activities for the benefits of a community
    • Personal Engagement = Thinking entrepreneurially in ANY setting, including both new and ongoing projects, in both business and community settings. 

    Exercise:  Re-read the twelve career scenarios and find at least three examples of entrepreneurial thinking. 

  • Hiring and Interviewing

    Small group exercise: Imagine that you are a business owner of a small business, such as a clothing store, fitness center, restaurant,  food store or landscaping business. What qualities do you want your employees to have?  What interview questions would you ask in a job interview to find out if the applicant is a good choice for your business? 

    With your small group members:

    1.) Choose a type of business
    2.) Make a chart with two columns.
    3.) In the first column, list the qualities that you want your employees to have.
    4.) In the second column, list some interview questions that you would ask in a job interview, to find out if an applicant is a good choice for your business.

    Report-out and discussion:  Each group should present a summary of their discussion.  Discuss some of the points raised by the small groups.  What makes a good interview question?  Are there some questions that interviewers should not ask?  Are you aware of the legal guidelines about questions that interviewers are not allowed to ask?  Make the point that questions should be focused on skills and experiences, not on extra, personal issues.  Also make the point that many job interviews now use a "behavioral interviewing" approach, asking applicants to describe a situation where they have shown leadership, or problem solving, or customer service, or other skills.

    Additional exercises:  Notice that the skills you will need as a manager or business owner conducting interviews are similar to the skills you need as a new worker interviewing for jobs.  Read and review Unit 16 in the Career Development Toolkit. (  Make a list of common interview questions and tips for responding to these questions.

  • Interviewing - Part 2

    Activity 1: Interviewing with Confidence – Interview Questions

    • Browse books and websites about interviewing skills and make a list of 10-20 common interview questions. 
    • For each question, list some tips for effectively answering the question. 
    • Practice answering these questions and others in “mock” interviews with employers or practice interviews with peers.

    Common Interview Questions

    Tips for Responding

    Activity 2 - Interviewing with Confidence – Evaluating the Interview

    After an interview (real or practice) briefly evaluate the interview to get ideas for improvement.  Complete the checklist yourself. For a mock/practice interview ask the interviewer or observer to evaluate your interview. Use the following checklist or create your own.


    Rating Scale: 1=needs improvement thru 3=very satisfied

    Did you:




    Suggestion/thoughts for a future interview

    Dress professionally, comfortably, and appropriately for the setting?





    Wear appropriate shoes and accessories?





    Speak in a professional tone of voice (not too loud or soft)?





    Make eye contact with the interviewer?





    Use professional language (vocabulary and grammar)?





    Feel calm and comfortable?





    Avoid any nervous or distracting behaviors?





    Listen attentively to the interviewer?





    Express interest in the job opportunity being described?





    Clearly answer each question asked by the interviewer?





Frameworks / Skills

  • 21st century
    Financial, economic, business and entrepreneurial literacy
    Knowing how to make appropriate personal economic choices. Understanding the role of the economy in society. Using entrepreneurial skills to enhance workplace productivity and career options.
    (21st century)
  • 21st Century
    Creativity and Innovation Skills
    Demonstrating originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
    (21st Century)
  • 21st Century
    Critical Thinking and Problem Solving Skills
    Exercising sound reasoning in understanding. Making complex choices and decisions. Understanding the interconnections among systems. Identifying and asking significant questions that clarify various points of view and lead to better solutions. Framing, analyzing and synthesizing information in order to solve problems and answer questions.
    (21st Century)
  • 21st Century
    Communication and Collaboration Skills
    Articulating thoughts and ideas clearly and effectively through speaking and writing. Demonstrating ability to work effectively with diverse teams. Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Assuming shared responsibility for collaborative work.
    (21st Century)
  • 21st Century
    Leadership and Responsibility
    Using interpersonal and problem-solving skills to influence and guide others toward a goal. Leveraging strengths of others to accomplish a common goal. Demonstrating integrity and ethical behavior. Acting responsibly with the interests of the larger community in mind.
    (21st Century)
  • English Language Arts
    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    (English Language Arts)
  • English Language Arts
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    (English Language Arts)
  • English Language Arts
    Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
    (English Language Arts)
  • English Language Arts
    Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    (English Language Arts)
  • English Language Arts
    Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
    (English Language Arts)
  • English Language Arts
    Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others
    (English Language Arts)
  • English Language Arts
    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.]
    (English Language Arts)
  • English Language Arts
    Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
    (English Language Arts)
  • English Language Arts
    Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
    (English Language Arts)
  • English Language Arts
    Write arguments focused on discipline-specific content.
    (English Language Arts)
  • English Language Arts
    Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
    (English Language Arts)

Tags = careers | Subject = ELA, Other: Economics, Business, Career Development | Grade Level = -Select- | Time Period = School Year | Program/Funding = | NONE |
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