EL Civics Modules

Appropriate level for modules:

Module Name – Objective Level: 1 234567 8
Community Resources – Objective 10.4  X X X X X X  
Education Lifeskills - Objective 13.4   X X X X X X  
* Emergency Services – Objective 15.2   X X X X     
Pharmacy Information - Objective 30.5   X X         
* Job Search Skills – Objective 33.7  X X X X X X X X

* Teachers may not administer assessments for the Emergency Services or Job Search Skills modulesnts. Please contact your EL Civics campus facilitator.


EL Civics Lesson Binders

There is an EL Civics lesson binder at each main noncredit ESL campus.
If you do not have access to the lesson materials, contact your EL Civics Campus Coordinator.

    Chinatown/North Beach
    Civic Center
    Downtown
    John Adams
    Mission

    Holly Stevens (lcabansag@ccsf.edu)
    Diane Wallis (dwallis@ccsf.edu)
    Kim Franklin (kfranklin@gmail.com)
    Neela Chatterjee (nchatter@ccsf.edu)
    Jennifer Irvine (jirvine@ccsf.edu)


General Information



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Community Resources – Objective 10.4

Civic Objective: Identify, locate, and map important places in the community and list services available and/or importance of each location.


Match student learning outcomes with textbook or class unit:
  1. Make a map of the local neighborhood that includes important places in the community.
  2. Name important places in the community and their locations and the importance of the location or services provided, if applicable.
  3. Ask and answer questions about locations and hours of community agencies or other important places in the community.
  4. Identify/name services available at selected community agencies or other important places in the community.
  5. Find important places/community agencies on a map.


Instructions for additional assessment tasks:

Additional Assessment Tasks:
Task 1: Find information on important places in the community and community services.
Students will complete a chart that includes up to five (5) important places/ agencies in the neighborhood. Materials include information such as days/ hours of operation, phone, fax, address, description/cost of services, transportation/directions, and why the place is important and eligibility requirements. Information given to the student is in the form of a brochure and includes information about different types of services.
Task 2: Locate important places/agencies on a map.
Using the information from the brochure, students label up to five (5) important places or community agencies on a map. The map is authentic. Students use street names and block numbers to find the addresses listed in the brochure for each place and agency.
Task 3: Levels 4-6 student - Letter about community agencies.
Given a list of important places in the community, including a summary of services, the student will be presented with a scenario describing a person with specific needs. The student will develop a letter or email to the person’s family identifying which agency could serve this person and why.


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Education Lifeskills - Objective 13.4

Civic Objective: Interact with education institutions with programs for adult learners.


Match student learning outcomes with textbook or class unit:
  1. Using a map, find essential physical locations on a school campus.
  2. Read and write school correspondence with content such as excusing an absence or relating problems, stating issues, etc.
  3. List classmates or children’s names and birthdates.
  4. 4. List the names of teachers, classroom numbers, and school name and phone number.
  5. 5. Fill out a school form such as a registration form or permission slip.


Instructions for additional assessment tasks:

Additional Assessment Tasks:
Task 1: Give directions and Use a Map.
Level 1-2 student: The student will locate eight (8) places on a school map that may be labeled with the location names. When the examiner shows the student a photo/picture of a location (e.g. the library), the student will locate it on the map and state the name of the location (e.g. library”).
Level 3-6 student: Using a school map, the student will respond to the examiner’s eight (8) questions by giving directions orally on how to get from place to place (e.g. Examiner question: “How do I get to the office from the cafeteria?”
Task 2: Write a note explaining an absence.
Level 1-2 student: The student will fill in an absence note or email form with the following seven (7) pieces of information.
Level 3-6 student: The student will write a note or email to a school regarding an absence. The note will include seven (7) pieces of information. Information: 1) current date; 2) name of absent student; 3) name of teacher; 4) room number; 5) days and dates of absence; 6) reason for absence; 7) signature
Task 3: Complete a form:
The student will complete an authentic form (e.g. school registration form) for an adult education program or child’s school.


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Emergency Services – Objective 15.2

Civic Objective: Demonstrate basic knowledge and awareness of the emergency services available in the community and ways to contact and use emergency services.


Match student learning outcomes with textbook or class unit:
  1. Demonstrate proper use of the telephone for contacting emergency service agencies (e.g. 911).
  2. Use appropriate language on the telephone to call local community emergency services: fire department, police department, hospital, etc.
  3. In an emergency, use English to ask for someone who speaks the student’s native language.
  4. Identify safety and emergency signs normally posted in the community, e.g. hospital, slow, caution, reduced speed, stop signs, etc.


Instructions for additional assessment tasks:

Additional Assessment Tasks:
Task 1: Call 911
The examiner shows the student a picture of an emergency situation. The student, in a role-play with the examiner, uses a phone (prop) to call 911 and report the emergency. During the role-play, the examiner will ask questions and the student will complete nine (9) tasks: 1) Dial 911; 2) name the emergency; 3) give her/his name; 4 )give location of emergency; 5) tell who needs help/how many people; 6) answer a question from the 911 dispatcher; 7) answer another question from the 911 dispatcher; 8) ask for someone who speaks her/his first language; 9) close the call.
Task 2: Identify emergency and safety signs.
When shown eight (8) emergency and safety signs, the student will identify each one orally or in writing and demonstrate an understanding of the purpose of the sign. For example, if the student is shown a School Zone sign, the student would identify the sign, “School Zone”. Then the student would demonstrate an understanding of the meaning of the sign by saying, for example, “School is near. Go slow.” or “School here. Be careful of children.”


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Pharmacy Information - Objective 30.5

Civic Objective: Demonstrate how to use pharmacies/drug stores and medicines.


Match student learning outcomes with textbook or class unit:
  1. Read and discuss directions on medicine labels.
  2. Identify prescription and non-prescription medicines.
  3. Use the telephone to access pharmacies.
  4. Discuss possible side effects of common medicines.


Instructions for additional assessment tasks:

Additional Assessment Tasks:
Task 1: Order a prescription refill using an automated system.
Given an agency-created scenario and prescription label, the student will refill a prescription by listening to an authentic or simulated taped pharmacy voicemail script that gives directions for re-ordering a prescription. The student will demonstrate understanding of six (6) directions and the ability to respond appropriately by, for example, punching in the correct numbers/symbols into a real (disconnected) or simulated telephone. The examiner will watch the student’s actions and complete a checklist to record the responses.
Sample Directions: 1) Enter your medical/prescription ID number. Press the pound key after each entry; 2) Enter your telephone number now. 3) Enter the number of the prescription now. 4) Enter the date you wish to pick up the prescription now. 5) Enter your credit card number if you wish to have the prescription mailed to you. 6) Enter 1 if you wish to order another refill now. Enter 2 if you do not wish to order another refill now.
Task 2: Read and chart medication information.
Given a number of medicine labels, or prescription inserts, or adapted inserts for a level-appropriate number of medicines, the student will complete a chart showing information about each medication when given level-appropriate categories to use. Sample categories: 1) prescription number; 2) expiration date; 3) doctor’s name and/or phone number; 4) dosage amount; 5) number of refills.


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Job Search Skills – Objective 33.7

Civic Objective: Identify and access employment and training resources needed to obtain and keep a job.


Match student learning outcomes with textbook or class unit:
  1. Complete a job application.
  2. Demonstrate successful job interview techniques.
  3. Identify job titles, responsibilities, and places of work.
  4. Name employment possibilities in the community.
  5. Identify personal strengths, weaknesses, skills and past work experience.


Instructions for additional assessment tasks:

Additional Assessment Tasks:
Task 1: Complete a job application.
Using an agency-created employment history, the student will fill out an authentic job application.
Levels 1-4: The student will fill out an authentic job application with a reduced number of sections. The student can be given a complete form highlighting the sections that the student needs to fill out, or the student can be given an authentic application with certain sections deleted.
Task 2: Role play a job interview.
In a simulated job interview, the student will play the role of the applicant. The examiner will play the role of the employer.
Levels 1-4: The student will answer up to six (6) basic interview questions. Sample questions: 1) Are you working now? Where? 2) What are your skills?
Levels 5-8: The student will answer up to three (3) more involved job interview questions regarding skills, ambitions, qualifications, and work history. Sample questions: 1) Tell me about your experience as a nanny. 2) Give me two reasons why I should hire you for this job.
- In addition, at all levels, the student will ask one question about the job.
- All students will be rated on three proper body language characteristics such as eye contact, posture, no fidgeting, firm handshake as appropriate, etc.
- All students will be rated on up to two preparedness items e.g. brought resume/application and additional personal information such as awards, references, personal strengths, etc.


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