Note: This assignment was originally appear on an earlier adaptation of The Learning Network; the articulation to the accompanying Times commodity will booty you to a folio on the old site.



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Overview of Assignment Plan: In this lesson, acceptance analysis and abode resumes of American presidents based on their aggressive acquaintance and added biographical information.

Author(s):Annissa Hambouz, The New York Times Learning NetworkYasmin Chin Eisenhauer, Bank Street College of Apprenticeship in New York

Suggested Time Allowance: 1 hour



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Objectives:Students will: 1. Accede the role aggressive acquaintance ability comedy for an American president. 2. Appraise the affiliation amid aggressive adventures and presidential campaigns throughout American history, by account and discussing “A War is Nice on the Résumé, but It May Not Get You the Job.” 3. Analysis samples of able résumés, and appraise the apparatus and alignment of each. 4. Analysis an American president’s aggressive and able accomplishments to actualize a pre-presidential résumé for that person.

Resources / Materials:-pens/pencils -paper -student journals -copies of “A War is Nice on the Résumé, but It May Not Get You the Job” (one per student) -resources on American presidents (including encyclopedias, history texts, “Who’s Who” and “Who Was Who” advertence guides, presidential biographies, and computers with Internet access) -samples of able resumes [examples can be begin at SampleResumes.com (//www.sampleresumes.com) and at Monster.com (//resume.monster.com/resume_samples/)]

Activities / Procedures:1. WARM-UP/DO-NOW: Ask acceptance to acknowledge to the afterward prompt, accounting on the lath above-mentioned to class: “Do you anticipate it is to a president’s advantage to accept aggressive experience? Why or why not?” Allow acceptance a few account to respond, and again ask them to allotment their responses with the class. Are there any specific advantages or disadvantages to a admiral accepting served in the military? If so, what are they? List contributions on the board.2. As a class, apprehend and altercate “A War is Nice on the Résumé, but It May Not Get You the Job,” application the afterward questions: a. Which American accepted is allusive for the Democratic presidential choice for the 2004 election? b. Who was George Dewey? c. What are some examples of “failed presidential bids of aggressive men”? d. Why, according to the article, are Americans “enchanted with soldiers”? e. How was George Washington an barring to the almanac of American presidents with aggressive experience? f. Why was Admiral Kennedy advised a war hero? g. Which presidents served in the Civil War? h. How did the Civil War alter from the algid war, in agreement of the aggressive account of abeyant presidents? i. Why ability the Democrats seek a applicant with aggressive acquaintance for the 2004 election?3. As the article’s banderole implies, a acknowledged presidential antagonism depends on several factors. Aggressive account is one of abounding factors, and may be helpful, as the commodity explains, depending on the aggressive or aegis “climate” at the time of the election. Explain to acceptance that they will be researching the biographical advice of American presidents who accept served in the aggressive to actualize pre-presidential résumés for these men.Divide chic into baby groups and accredit anniversary one of the presidents mentioned in the article. Next, duke anniversary accumulation affiliate at atomic one sample résumé [taken from SampleResumes.com (//www.sampleresumes.com) or Monster.com (//resume.monster.com/resume_samples/)], and analysis its apparatus (“education,” “experience,” “skills,” etc.). Note the adjustment in which the résumé is organized (chronological, functional, etc.). Ask acceptance what advice would accomplish the best able resume? How would they adapt the acquaintance and accomplishments advice of a being active for the presidency? Where would they abode advice such as education, aggressive experience, and pre-presidential jobs? Would they “highlight” this president’s aggressive accreditation based on the actual era, or president’s claimed style, or would they “avoid flaunting” them, as the commodity states George Washington did? Would added information, such as travel, hobbies, or able abilities add to this person’s able profile?Using all accessible classroom resources, groups are amenable for researching the biographical and able backgrounds of their presidents.4. WRAP-UP/ HOMEWORK: Afterwards groups accept completed analysis on their presidents, anniversary apprentice creates an able able résumé for that admiral based on the sample résumés they advised in class.

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Further Questions for Discussion:–How do you anticipate the accepted aegis “climate” will affect the 2004 presidential election? –Do you anticipate the Democrats should focus on aggressive and aegis issues, as Senator Ron Wyden states in the article? Why or why not? –Do you anticipate a presidential applicant in this day and age would anytime abstain “flaunting” his war credentials, as George Washington did? Why or why not?

Evaluation / Assessment:Students will be evaluated based on accounting responses to Warm-Up prompt, in-class altercation of résumés, accumulation analysis of an American president, and carefully written, historically accurate, and professionally “effective” résumé for that president.

Vocabulary:prospects, annals, evoked, heroics, decisive, assiduously, flaunting, surrogate, waxes, post-cold war, abstract dodging, pendulum, access

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Extension Activities:1. Now that you accept researched a admiral with aggressive credentials, analyze some of the lesser-known “military heroes” mentioned in the commodity who did not win nominations or elections. Abode a résumé for one of these men, such as Accepted Winfield Scott or John McCain.2. The presidential acclamation of 2000 concluded in altercation and chaos. What accomplish accept Congress and balloter ameliorate organizations taken to anticipate such an accident in the future?3. The commodity uses the announcement “draft dodging.” To what does this refer? How accept men abhorred or resisted acceptance in the United States throughout history?

Interdisciplinary Connections:Fine Arts- What does it booty to be a “hero,” in your opinion? Accomplish a collage of people, activities, events, and account you accede heroic.Global History- The commodity mentioned the Roman adjudicator Cincinnatus, whose quiet retirement afterwards aggressive achievement served as an archetype for George Washington. Abode a abrupt biograpy that explains who Cinncinatus was, and how he did “save Rome.”Media Studies- Over the years, Hollywood has addressed some of the issues and challenges American veterans accept faced aloft abiding from war. Screen a blur that relates to these concepts of affecting and cerebral struggles, such as “The Best Years of Our Lives” (1946), “The Deer Hunter” (1978), or Born on the Fourth of July (1986) and allure your adolescent classmates to booty allotment in an accessible appointment altercation on the furnishings of war on the individual.Technology- The commodity mentions 1600 Pennsylvania Avenue. You can booty a “virtual tour” of the White House by visiting the White House Web armpit (//www.whitehouse.gov/history/whtour/). Booty the bout and abode a review.

Academic Content Standards:Grades 6-8 Civics Standard 9- Understands the accent of Americans administration and acknowledging assertive values, beliefs, and attempt of American built-in democracy. Benchmarks: Understands how assertive ethics are axiological to American accessible life; Knows that built-in government is a axiological assumption of American capitalism (CTSS – ‘social’, ‘6-8’, ‘civ2’)Civics Standard 20- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics. Benchmarks: Understands the role of political parties; Knows the assorted kinds of elections; Understands the means in which individuals can participate in political parties, campaigns, and elections (CTSS – ‘social’, ‘6-8’, ‘civ3’)Civics Standard 29- Understands the accent of political leadership, accessible service, and a abreast citizenry in American built-in democracy. Benchmarks: Understands the functions of political administration and why administration is a basic call in a built-in democracy; Knows claimed qualities all-important for political leadership, and understands ethical dilemmas that ability accost political leaders; Knows opportunities for political administration in the student’s own school, community, state, and the nation; and understands the accent of individuals alive cooperatively with their adopted leaders; Understands why acceptable abreast about accessible diplomacy and the ethics and attempt of American built-in capitalism and communicating that ability to others is an important anatomy of participation, and understands the altercation that built-in capitalism requires the accord of an attentive, knowledgeable, and competent citizenry(CTSS – ‘social’, ‘6-8’, ‘civ5’)Language Arts Standard 1- Demonstrates adequacy in the accepted abilities and strategies of the autograph process. Benchmarks: Uses appearance and anatomy adapted for specific audiences and purposes; Writes actuating compositions (CTSS – ‘english’, ‘6-8’, ‘1’)Language Arts Standard 7- Demonstrates adequacy in the accepted abilities and strategies for account a array of advisory texts. Benchmarks: Applies account abilities and strategies to a array of advisory texts; Summarizes and paraphrases complex, absolute hierarchic structures in advisory texts; Uses new advice to acclimatize and extend claimed ability base; Identifies techniques acclimated to back viewpoint; Seeks associate advice to accept information; Draws abstracts and makes inferences based on absolute and absolute advice in texts; Differentiates amid actuality and assessment in advisory texts (CTSS – ‘english’, ‘6-8’, ‘7’)Grades 9-12 Civics Standard 9- Understands the accent of Americans administration and acknowledging assertive values, beliefs, and attempt of American built-in democracy. Benchmarks: Understands how the institutions of government reflect axiological ethics and principles; Understands the acceptation of axiological ethics and attempt for the alone and association (CTSS – ‘social’, ‘9-12’, ‘civ2’)Civics Standard 20- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics. Benchmarks: Knows the origins and development of the two affair arrangement in the United States, and understands the role of third parties; Understands how and why American political parties alter from brainy parties in added countries; Understands how political parties are circuitous in channeling accessible opinion, acceptance bodies to act jointly, nominating candidates, administering campaigns, and training approaching leaders, and understands why political parties in the United States are weaker today than they accept been at times in the past; Understands the acceptation of campaigns and elections in the American political system, and knows accepted criticisms of campaigns and proposals for their ameliorate (CTSS – ‘social’, ‘9-12’, ‘civ3’)Civics Standard 29- Understands the accent of political leadership, accessible service, and a abreast citizenry in American built-in democracy. Benchmark: Understands why acceptable abreast about accessible diplomacy and the ethics and attempt of American built-in democracy, and communicating that ability to others are important forms of participation, and understands the altercation that built-in capitalism requires the accord of an attentive, knowledgeable, and competent citizenry (CTSS – ‘social’, ‘9-12’, ‘civ5’)Language Arts Standard 1- Demonstrates adequacy in the accepted abilities and strategies of the autograph process. Benchmarks: Writes compositions that accomplish altered purposes; Writes actuating compositions that evaluate, interpret, and brainstorm about problems/solutions and causes and furnishings (CTSS – ‘english’, ‘9-12’, ‘1’)Language Arts Standard 7- Demonstrates adequacy in the accepted abilities and strategies for account a array of advisory texts. Benchmarks: Applies account abilities and strategies to a array of advisory texts; Summarizes and paraphrases complex, absolute hierarchic structures in advisory texts, including the relationships amid the concepts and capacity in those structures; Uses new advice from texts to analyze or clarify compassionate of bookish concepts; Uses discussions with aeon as a way of compassionate information(CTSS – ‘english’, ‘9-12’, ‘7’)

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This assignment plan may be acclimated to abode the bookish standards listed above. These standards are fatigued from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education; 3rd and 4th Editions and accept been provided address of the Mid-continent Analysis for Apprenticeship and Learning in Aurora, Colorado.

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