7 MAC Pt. 115, Ch. 15
Mississippi Business and
Cite as 7 Miss. Admin. Code Pt. 115, Ch. 15
Title 7: Education K-12
Part 115
Mississippi Business and
Technology Framework
Lynn J. House, Ph.D., Interim State Superintendent of Education
Kim Benton, Ed.D., Interim Deputy State Superintendent
Office of Instructional Enhancement and Internal Operations
Trecina Green, Associate Superintendent
Office of Instructional Enhancement
Jean Massey, Associate Superintendent
Office of Career and Technical Education
Nathan Oakley, Bureau Director
Office of Curriculum and Instruction
Mike Mulvihill, Bureau Director
Office of Career and Technical Education
The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi
School for the Deaf, and the Mississippi School for Mathematics and Science do not
discriminate on the basis of race, sex, color, religion, national origin, age, or disability in
the provision of educational programs and services or employment opportunities and
benefits. The following office has been designated to handle inquiries and complaints
regarding the non-discrimination policies of the above mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Suite 359
Jackson, Mississippi 39201
(601) 359-3511
Introduction
The Mississippi Business and Technology Framework was last revised in 2004. In 2012,
a new Business and Technology Framework was adopted for use in Career and
Technical Education (CTE) centers across the state, with input from content experts and
aligned to business industry standards. In an effort to closely align instruction for
students who are progressing toward college- and career-readiness, the 2014
Mississippi Business and Technology Framework includes identical content of eighteen
(18) selected courses from the 2012 Career Technical Education framework.
Mission
The Mississippi Department of Education is dedicated to student success including the
improvement of student achievement in business and technology in order to produce
citizens who are capable of making complex decisions, solving complex problems, and
communicating fluently in a technological society. Through the utilization of the 2014
Mississippi Business and Technology Framework, teachers will challenge their students
to think more deeply about the content, thus improving student understanding. This
document is based on premises that all children can learn, and that high expectations
produce high achievement.
Purpose
The primary purpose of the 2014 Mississippi Business and Technology Framework is to
provide a basis for curriculum development for secondary teachers. The framework
provides an outline of what students should learn. The 2014 Mississippi Business and
Technology Framework replaces the 2004 Mississippi Business and Technology
Framework. The content of the framework is focused on the concepts that students will
utilize as they pursue a career or continue their education.
Mississippi Business and Technology Framework Revision Committee
The Mississippi Department of Education gratefully acknowledges the hard work and
dedication of the following educators for developing a quality document to improve
business and technology education for our students.
Jeremy Bangre
Dennis Bock
BancorpSouth
Amy Brown
Madison Career & Technical Center, Madison County School
District
Margaret Blue
Biloxi High School, Biloxi School District
Joy Davis
Oak Grove High School, Lamar County School District
Brent Hales
University of Southern Mississippi
Amanda Harris
Rankin County School District
Angela Hawthorne
Picayune High School, Picayune School District
Mike Highfield
Mississippi State University
Sharon Hudson
Hinds Community College
Michelle Kearney-
Jones
Moss Point Career & Technical Center, Moss Point School
District
Brookes Mayes
Tupelo High School, Tupelo School District
Scott Maynard
Greater Starkville Development Partnership
Judy Stevenson
Cleveland Career Development & Technology Center,
Cleveland School District
Bethany Walker Lucas
Philadelphia / Neshoba County Career Technical Center, East
Central Community College
Mississippi Business and Technology Courses
Course Title
Carnegie Credit
Business Law ½
Personal Finance ½
Information and Communication Technology I 0
Information and Communication Technology II 1
Graphic Design I ½
Graphic Design II ½
Entrepreneurship 1
Business Finance 1
Accounting Fundamentals 1
Business Fundamentals I 1
Management Fundamentals 1
Management Essentials 1
International Business 1
Marketing Essentials 1
Sales and Distribution 1
Web Design and Media Rich Content 1
Introduction to Information Technology 1
Technology Foundations 1
NETS-S Profiles for Technology (ICT) Literate Students
The National Educational Technology Standards for Students (NETS-S) include learning
activities and outcomes for students who are considered technology literate. Profiles for
students are broken into grade bands – Grades PreK-2, Grades 3-5, Grades
6-8, and Grades 9-12. Technology is a tool for learning and increasing productivity. The
profile benchmarks included in the appendix to this framework are designed to enhance
learning within and across all curricula. Although most students are required to take
business and technology courses in grades 7-12, the activities for students in grades K-
12 are intended to be integrated across all subject areas.
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
2. Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively
to multiple audiences using a variety of media
and formats
c. Develop cultural understanding and global
awareness by engaging with learners of
other cultures
d. Contribute to project teams to produce original
works or solve problems
3. Research and Information Fluency
Students apply digital tools to gather, evaluate,
and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving,
and Decision Making
Students use critical thinking skills to plan and
conduct research, manage projects, solve problems,
and make informed decisions using appropriate
digital tools and resources.
a. Identify and define authentic problems and
significant questions for investigation
b. Plan and manage activities to develop a solution
or complete a project
c. Collect and analyze data to identify solutions
and/or make informed decisions
d. Use multiple processes and diverse perspectives
to explore alternative solutions
5. Digital Citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible
use of information and technology
b. Exhibit a positive attitude toward using technology
that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies
NETS·S © 2007 International Society for Technology in Education.
ISTE® is a registered trademark of the International Society for
Technology in Education.
iste.org/nets
for Technology (ICT) Literate Students
A major component of the NETS Project is the development of a general set of
profiles describing technology (ICT) literate students at key developmental points in
their precollege education. These profiles are based on ISTE’s core belief that all students
must have regular opportunities to use technology to develop skills that encourage personal
productivity, creativity, critical thinking, and collaboration in the classroom and in daily life.
Coupled with the standards, the profiles provide a set of examples for preparing students to be
lifelong learners and contributing members of a global society.
The profiles highlight a few important types of learning activities in which students might
engage as the new NETSoS are implemented. These examples are provided in an effort to bring
the standards to life and demonstrate the variety of activities possible. Space limitations and the
realities of the constantly evolving learning and technology landscapes make it impossible to provide a
comprehensive collection of examples in this document, and consequently, students and teachers should
not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating
possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally
adequate one, for achieving mastery of the rich revised National Educational Technology Standards for
Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute
their best examples to expand this resource.
The profiles are divided into the following four grade ranges. Because grade-level designations vary in
different countries, age ranges are also provided.
Grades PK--2 (ages 4--8)
Grades 3--5 (ages 8--11)
Grades 6--8 (ages 11--14)
Grades 9--12 (ages 14--18)
It’s important to remember that the profiles are indicators of achievement at certain stages in primary,
elementary, and secondary education, and that success in meeting the indicators is predicated on
students having regular access to a variety of technology tools. Skills are introduced and reinforced
over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need
to be adapted to fit local needs.
The standards and profiles are based on input and feedback provided by instructional technology
experts and educators from around the world, including classroom teachers, administrators,
teacher educators, and curriculum specialists. Students were also given opportunities to provide
input and feedback. In addition, these refreshed documents ref lect information collected from
professional literature.
National Educational Technology Standards for Students
© 2007 ISTE. All Rights Reserved.
Excerpted from NETS for Students Booklet
for Technology (ICT) Literate Students
Grades PK--2 (Ages 4--8)
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during PK--Grade 2 (ages 4--8):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich
resources. (1, 2)
2. Identify, research, and collect data on an environmental issue using digital resources and
propose a developmentally appropriate solution. (1, 3, 4)
3. Engage in learning activities with learners from multiple cultures through e-mail and other
electronic means. (2, 6)
4. In a collaborative work group, use a variety of technologies to produce a digital
presentation or product in a curriculum area. (1, 2, 6)
5. Find and evaluate information related to a current or historical person or event using
digital resources. (3)
6. Use simulations and graphical organizers to explore and depict patterns of growth such as
the life cycles of plants and animals. (1, 3, 4)
7. Demonstrate the safe and cooperative use of technology. (5)
8. Independently apply digital tools and resources to address a variety of tasks and problems.
(4, 6)
9. Communicate about technology using developmentally appropriate and accurate
terminology. (6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books,
simulation software, and Web sites. (6)
The numbers in parentheses after each item identify the standards (1--6) most closely linked to the activity
described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.
The categories are:
1.
Creativity and Innovation
2.
Communication and Collaboration
3.
Research and Information Fluency
4.
Critical Thinking, Problem Solving, and Decision Making
5.
Digital Citizenship
6.
Technology Operations and Concepts
National Educational Technology Standards for Students
© 2007 ISTE. All Rights Reserved.
Excerpted from NETS for Students Booklet
for Technology (ICT) Literate Students
Grades 3--5 (Ages 8---11)
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during Grades 3--5 (ages 8--11):
1. Produce a media-rich digital story about a significant local event based on first-person
interviews. (1, 2, 3, 4)
2. Use digital-imaging technology to modify or create works of art for use in a digital
presentation. (1, 2, 6)
3. Recognize bias in digital resources while researching an environmental issue with guidance
from the teacher. (3, 4)
4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or
test hypotheses. (3, 4, 6)
5. Identify and investigate a global issue and generate possible solutions using digital tools and
resources. (3, 4)
6. Conduct science experiments using digital instruments and measurement devices. (4, 6)
7. Conceptualize, guide, and manage individual or group learning projects using digital
planning tools with teacher support. (4, 6)
8. Practice injury prevention by applying a variety of ergonomic strategies when using
technology. (5)
9. Debate the effect of existing and emerging technologies on individuals, society, and the
global community. (5, 6)
10. Apply previous knowledge of digital technology operations to analyze and solve current
hardware and software problems. (4, 6)
The numbers in parentheses after each item identify the standards (1--6) most closely linked to the activity
described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.
The categories are:
1.
Creativity and Innovation
2.
Communication and Collaboration
3.
Research and Information Fluency
4.
Critical Thinking, Problem Solving, and Decision Making
5.
Digital Citizenship
6.
Technology Operations and Concepts
National Educational Technology Standards for Students
© 2007 1IS1 TE. All Rights Reserved.
Excerpted from NETS for Students Booklet
for Technology (ICT) Literate Students
Grades 6--8 (Ages 11---14)
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during Grades 6--8 (ages 11--14):
1. Describe and illustrate a content-related concept or process using a model, simulation, or
concept-mapping software. (1, 2)
2. Create original animations or videos documenting school, community, or local events.
(1, 2, 6)
3. Gather data, examine patterns, and apply information for decision making using digital
tools and resources. (1, 4)
4. Participate in a cooperative learning project in an online learning community. (2)
5. Evaluate digital resources to determine the credibility of the author and publisher and the
timeliness and accuracy of the content. (3)
6. Employ data-collection technology such as probes, handheld devices, and geographic
mapping systems to gather, view, analyze, and report results for content-related problems.
(3, 4, 6)
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks
and to solve problems. (3, 4, 6)
8. Use collaborative electronic authoring tools to explore common curriculum content from
multicultural perspectives with other learners. (2, 3, 4, 5)
9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)
10. Independently develop and apply strategies for identifying and solving routine hardware
and software problems. (4, 6)
The numbers in parentheses after each item identify the standards (1--6) most closely linked to the activity
described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.
The categories are:
1.
Creativity and Innovation
2.
Communication and Collaboration
3.
Research and Information Fluency
4.
Critical Thinking, Problem Solving, and Decision Making
5.
Digital Citizenship
6.
Technology Operations and Concepts
National Educational Technology Standards for Students
© 2007 ISTE. All Rights Reserved.
Excerpted from NETS for Students Booklet
for Technology (ICT) Literate Students
Grades 9---12 (Ages 14---18)
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during Grades 9--12 (ages 14--18):
1. Design, develop, and test a digital learning game to demonstrate knowledge and skills
related to curriculum content. (1, 4)
2. Create and publish an online art gallery with examples and commentary that demonstrate
an understanding of different historical periods, cultures, and countries. (1, 2)
3. Select digital tools or resources to use for a real-world task and justify the selection based
on their efficiency and effectiveness. (3, 6)
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4)
5. Identify a complex global issue, develop a systematic plan of investigation, and present
innovative sustainable solutions. (1, 2, 3, 4)
6. Analyze the capabilities and limitations of current and emerging technology resources and
assess their potential to address personal, social, lifelong learning, and career needs.
(4, 5, 6)
7. Design a Web site that meets accessibility requirements. (1, 5)
8. Model legal and ethical behaviors when using information and technology by properly
selecting, acquiring, and citing resources. (3, 5)
9. Create media-rich presentations for other students on the appropriate and ethical use of
digital tools and resources. (1, 5)
10. Configure and troubleshoot hardware, software, and network systems to optimize their use
for learning and productivity. (4, 6)
The numbers in parentheses after each item identify the standards (1--6) most closely linked to the activity
described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.
The categories are:
1.
Creativity and Innovation
2.
Communication and Collaboration
3.
Research and Information Fluency
4.
Critical Thinking, Problem Solving, and Decision Making
5.
Digital Citizenship
6.
Technology Operations and Concepts
National Educational Technology Standards for Students
© 2007 1I3STE. All Rights Reserved.
Excerpted from NETS for Students Booklet
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Business Law
Grade Level:
9, 10, 11, 12
Carnegie Unit:
½
Contact:
MDE Office of Curriculum and Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Business Law
Competency 1: Discuss business laws and regulations.
Suggested Enduring Understandings
1. Name various types of tort and their legal
implications.
2. There are agencies to protect the employee as
well as the employers. Safety procedures are
put in place to protect both people and
equipment.
3. Computer equipment can potentially pose
health hazards.
4. Laws are in place for workplace safety.
5. There are laws in place for noncompliance to
safety guidelines.
Suggested Essential Questions
1.
What is a tort?
2.
What are some legal guidelines for businesses?
3.
Does the employee have any rights?
4.
What are some worker’s rights in regard to
workplace safety?
5.
What are the potential health hazards when
working with computer equipment?
6.
What are some safety rules that are
implemented at your school?
7.
What are some consequences to federal
guidelines?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Describe legal and
ethical considerations
for businesses including
patents, copyrights, and
trademarks.
a.
Discuss the difference between ethics and law
and how ethics determine how law is made.
Present scenarios that represent the legal aspect
of patents, copyrights, and trademarks. Lead
students in a discussion.
a.
Use a matching
game/quiz where
students match a
scenario/situation
with the appropriate
term, patents,
copyright, or
trademark to check
for student
understanding.
b. Discuss human
resource and workplace
regulations including
Occupational Health
and Safety (OSHA)
Standards Act, Equal
Employment
Opportunity (EEO) Act,
Americans with
Disabilities Act, Family
Medical Leave Act, and
Fair Labor Standards
b. Create a scavenger hunt for the government
Web sites for OSHA, EEOC, and Americans with
Disabilities Act. Assign groups to work on
different “hunts.” Have students complete the
scavenger hunt and present their findings to the
class.
b. Use a fill‐in‐the‐blank
test based on the
scavenger hunt, and
include a word bank.
Act.
c.
Describe basic torts.
c.
Define torts. Have the students to search the
Internet for news articles that they think involve
torts. Have students to report to the class and
c.
Assess student
knowledge by
observation.
create an in‐depth discussion regarding torts.
d. Discuss business tax
regulations including
reasons for taxes, uses
d. Have students to complete tax documents such
as W‐2 or review pay stub and calculate income
tax, Medicare withholding, and FICA using a
d. After discussion,
create a test based on
student‐created
of tax monies, income
table. Have students to write down at least 10
questions.
tax, Social Security
(FICA) withholdings,
sales tax, property tax,
facts that they have learned about taxes in the
lesson.
and payroll tax.
e.
Identify health
e. Have students work in teams and use the
e. Assess student
concerns.
Internet to locate information related to health
understanding by
and safety in the workplace. Have each team
observing
locate the following:
contributions to class
f.
Review safety
procedures for a given
career field.
a. The roles and responsibilities of the Health
and Safety Authority in a specific state
b. Workers’ rights and responsibilities in regard
to health and safety in the workplace
c. Ways to avoid workplace hazards
Have students use the Internet to identify health
concerns (carpal tunnel syndrome, eye strain,
falls, spills, burns, muscle strain, and unsafe
equipment operation) in the workplace and then
create a brochure that discusses health
concerns, its cause, and solutions to the
problem.
f.
Have students use the Internet to locate
information related to a given career field and
review safety procedures for that field. Have
them present their findings using an electronic
slide presentation and explain why those
procedures are needed.
Have students demonstrate safety precautions
used when using equipment such as a
photocopier, scissors, a stapler, a hot glue gun,
and extension cords in the workplace.
Invite a local business representative to discuss
procedures for emergency situations in the
workplace.
Invite a human resource specialist to discuss his
or her safety training plan. Have students take
notes.
Have students work in teams to create a safe
work environment portfolio/policy/procedures
manual for a local business to include safety
rules, potential safety hazards, and solutions or
preventions
discussions and
participation in
activities.
Assess student
understanding by
checking brochures for
accuracy.
f.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Evaluate student
understanding by
using a Role‐Play or
Skit Assessment
Rubric.
Assess student
understanding by
reviewing a Guest
Speaker Evaluation
Form completed by
students.
Evaluate student
understanding using a
Group Work
Assessment Rubric.
g.
Investigate federal
safety regulations and
procedures for
reporting
noncompliance.
g. Have students tour the career–technical center
to discover various health and safety regulations
related to each occupational area. Have them
work in teams to create a booklet for each
program’s health and safety rules and
g.
Evaluate research for
content and
appearance.
procedures.
Competency 2: Determine the various aspects of contract law.
Suggested Enduring Understandings
1. There are different types of legally binding
contracts.
2. Legal contracts are binding.
Suggested Essential Questions
1. Why should I be concerned about signing a
contract?
2. What are my options when dealing with a legal
contract?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Describe the four types
of contracts including
expressed, implied,
unilateral, and bilateral.
a.
Create index cards that have the words,
“expressed, implied, unilateral, and bilateral”
written on them. After defining these terms,
present students with case studies that involve
various types of contracts. Have them to hold up
the card with the type of contract that they think
the situation involves.
a.
Use a teacher‐created
Jeopardy game with
headings and answers
for expressed,
implied, unilateral,
and bilateral to assess
student
understanding.
b. Discuss contractual
concept of mistake,
misrepresentation, and
fraud.
b. Identify the difference in mistakes,
misrepresentations, and fraud in contracts.
Have students draw random slips of paper that
have “mistake,” “misrepresentation,” or “fraud”
written on individual slips. Students will draw a
slip and tell a fact about that type of contract.
b. Evaluate student
understanding by
observation.
c.
Competency 3: Determine legalities of borrowing money and paying bills.
Suggested Enduring Understandings
1.
Name some types of negotiable instruments.
2.
Name some different types of bankruptcy.
3.
Define secured and unsecured credit.
Suggested Essential Questions
1.
What are negotiable instruments?
2.
What is the difference in secured and
unsecured credit?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Define various types of
negotiable instruments,
such as checks,
contracts, bill of sale,
types of stock, bonds,
a.
Discuss the types and the legalities of negotiable
instruments. Play the game, “What Am I” (20
questions). Students will describe a negotiable
instrument, and another classmate will give the
name of the instrument.
a.
Assess student
understanding by
observation.
and documents of title.
b. Explain the difference
in a secured and an
unsecured credit
transaction.
b. Discuss collateral, cosigning, lien, guarantor,
principal, and debtor. Students will complete a
teacher‐created crossword puzzle using terms
regarding terms about secured and unsecured
b. Check the crossword
for correctness.
credit.
c.
Discuss the laws
prohibiting abuses in
credit.
c.
Create a jigsaw assignment for different students
to research Federal Equal Credit Opportunity Act,
Federal Fair Debt Collection Practices, and Federal
Fair Credit Billing Act, Federal Fair Credit Report
Act, and Credit Repair Organizations Act. Students
c.
Assess presentation
by using a
Presentation
Assessment Rubric.
will research one particular topic and either
create a PowerPoint presentation or a poster and
present their research information.
d. Discuss various types
and aspects of
bankruptcy.
d. Create a PowerPoint presentation on the various
types and aspects of bankruptcy and their
implications toward business.
Assign debate teams, and present a scenario of a
business bankruptcy. Debate the reasons for the
bankruptcy and a better method of financial
recovery.
d. Use a Presentation
Assessment Rubric to
check presentations
for student
understanding and
accuracy.
Check for student
understanding by
observation.
Competency 4: Define and discuss sales and property law.
Suggested Enduring Understandings
1. It is important to carefully deal with a bill of
sale.
Suggested Essential Questions
1.
Why should I have a bill of sale for the
purchase or resale of a vehicle?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Define the legal aspects
of a bill of sale.
a.
Discuss the purchase or resale of an automobile.
What were the steps in creating a bill of sale
including calculating the price of the car, taxes,
a.
Write the steps in
completing the sale of
a personal vehicle.
and title fee?
b. Determine the rights of
the seller and buyer in
a contractual
agreement.
b. Discuss the legally binding aspects of a sales
contract.
Review a court citation regarding a court case
involving a sales contract, and discuss the buyer
and the seller. Hold a classroom debate
b. Create a “plus, minus,
interesting” chart.
Using a Debate Rubric,
assess the completion
of the activity.
regarding the differing opinions.
References
About.com. (n.d.). Legal issues and small business law. In Small business information. Retrieved
December 1, 2007, from About.com:
http://sbinformation.about.com/od/businesslaw/Legal_Issues_Small_Business_Law.htm
Adamson, J. E. (2006). Law for business and personal use 17E. Mason, OH: South‐Western.
Administrative Office of the U.S. Courts. (n.d.). U.S. courts. Retrieved December 1, 2007, from
http://www.uscourts.gov
Burrow, J. L. (2009). Marketing 3E. Mason, OH: South‐Western.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management 12E. Mason, OH:
South‐Western.
Council of Better Business Bureaus. (n.d.). U.S. National Better Business Bureau. Retrieved November 28,
2007, from http://www.us.bbb.org/
Discovery Education Streaming. (n.d.). Retrieved December 1, 2007, from
http://streaming.discoveryeducation.com/index.cfm
Hopkins, G. (2008). It’s up for debate! In Education world. Retrieved December 1, 2007, from
http://www.educationworld.com/a_lesson/lesson/lesson304.shtml
ProCon.Org. (n.d.). Pros and cons of controversial issues. Retrieved January 3, 2008, from
http://www.ProCon.org
U.S. Small Business Administration. (n.d.). Retrieved November 28, 2007, from http://www.sba.gov/
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Appendix A: Suggested Rubrics and Checklist
Career Multimedia Presentation Assessment
Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
Research on
three careers,
job titles,
educational
requirements,
skill
requirements,
expected job
growth, and
entry‐level
salaries
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced
two to three
words
incorrectly
Mumbling and
pronounced
more than
three words
incorrectly
Design
Used
appropriate
design
principles; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error.
Presentation
contained two
to three design
and/or
grammatical
errors.
Presentation
contained more
than three
design and/or
grammatical
errors.
Length
Included 10
slides and lasted
10 minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less
than five slides
and lasted less
than 5 minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
time; looked only
at one section of
the audience
Read from
notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Electronic Slide Presentation Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Group Work Assessment Rubric
NAME:
DATE:
PERIOD:
Highly Successful
3 points
Meeting Success
2 points
Experiencing Difficulty
1 point
Score
Sharing
Shared ideas with
others
Occasionally shared
ideas with others
Seldom shared ideas
with others
Listening
Always listened to
peers
Occasionally listened
to peers
Ignored ideas of peers
Respecting
Interacted with,
encouraged, and
supported ideas of
others
Occasionally
encouraged and
supported others
Seldom encouraged
and supported others
Participating
Shared task equally
with group members
Did most of the task
Did very little of the
task
TOTAL
Comments:
Guest Speaker Evaluation Form
Student’s Name:
Date:
Name of Speaker:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life.
Guest Speaker Evaluation Form
Student’s Name:
Guest Speaker’s Name:
Date:
1. Please evaluate the following statements with a check mark in the appropriate space:
Key: SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD, Strongly Disagree
The presentation stimulated my interest.
SA
( )
A
( )
N
( )
D
( )
SD
( )
Content was clearly presented.
( )
( )
( )
( )
( )
Content was challenging.
( )
( )
( )
( )
( )
Handouts and materials were helpful.
( )
( )
( )
( )
( )
2. Please rate the guest speaker:
Extraordinary
Excellent
Good
Fair
Poor
Additional Comments:
3. What was your favorite element of the presentation?
4. What career or lifestyle knowledge did you take from the presentation?
5. What was your favorite part of the presentation?
6. How would you improve or change it?
7. What do you still need or want to know?
Listening Skills Questionnaire
Student’s Name
Date
Title of Story
1.
Who were the main characters in the story?
2.
Describe one of the characters in the story.
3.
What happened in the story?
4.
What was the conflict?
Listening Skills Questionnaire (Cont.)
5.
How was the conflict resolved?
6.
What was your favorite part of the story?
Poster Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Required Content
The poster
includes all
required content
elements as well as
additional
information.
All required content
elements are
included on the
poster.
All but one of the
required content
elements are
included on the
poster.
Several required
content elements
were missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Almost all items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Many items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Labels are too
small to read, or
no important
items were
labeled.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout,
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly
messy or very
poorly designed.
Grammar
There are no
grammatical or
mechanical
mistakes on the
poster.
There are one to
two grammatical
or mechanical
mistakes on the
poster.
There are three to
four grammatical
or mechanical
mistakes on the
poster.
There are more
than four
grammatical or
mechanical
mistakes on the
poster.
TOTAL
Comments:
Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Reflection
NAME:
DATE:
PERIOD:
Something I learned that SQUARED with my beliefs:
A question going AROUND in my mind:
STOP! How do I plan to implement what I have learned?
Three important POINTS to remember are:
Role‐Play or Skit Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Good
3 Points
Average
2 Points
Needs
Improvement
1 Point
Score
Accuracy
All information
was accurate.
Almost all
information was
accurate.
Most
information was
accurate.
Very little
information was
accurate.
Role
Excellent
character
development;
student
contributed in a
significant
manner
Good character
development;
student
contributed in a
cooperative
manner
Fair character
development;
student may
have
contributed
Little or no
character
development;
student did not
contribute much
at all
Knowledge
Gained
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
and can explain
why
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
Can clearly
explain one way
in which his or
her character
“saw” things
differently than
other characters
Cannot explain
any way in
which his or her
character “saw”
things
differently than
other characters
Props
Used several
props and
showed
considerable
creativity
Used one or two
appropriate
props that made
the presentation
better
Used one or two
props that made
the presentation
better
Used no props
to make the
presentation
better
Required
Elements
Included more
information
than required
Included all
required
information
Included most
required
information
Included less
information
than required
TOTAL
Comments:
CTESO Presentation Assessment Rubric
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
motto, creed,
emblem, colors,
theme, and
history; included
famous or
successful CTESO
members
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Design
Used appropriate
design principles;
included
appropriate
graphics or
illustrations; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error. Included
appropriate
graphics or
illustrations
Presentation
contained two
to three design
and/or
grammatical
errors. Included
non‐related
graphics or
illustrations
Presentation
contained more
than three
design and/or
grammatical
errors. No
graphics or
illustrations
included
Written Report Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses
subject matter
with minimal
support
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional
errors in use of
grammar and
mechanics
Problems in use
of grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence.
Logical order
and appropriate
sequencing of
ideas with
adequate
transition
Some evidence
of an
organizational
plan or strategy
Lacks
organization
TOTAL
Comments:
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Personal Finance
Grade Level:
9, 10, 11, 12
Carnegie Unit:
½
Contact:
MDE Office of Curriculum and Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Personal Finance
Competency 1: Explain the fundamental principles of financial exchanges.
Suggested Enduring Understandings
1.
Students will learn the exchanges of money
and finances in the economy.
2.
There are legal responsibilities associated with
financial exchanges.
Suggested Essential Questions
1.
What role does money play in our economy?
2.
What are the legalities when dealing with
money and finances?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain forms of
financial exchange.
a. Define money to include that it consists of
currency, checkable deposits, traveler’s checks,
savings accounts, time deposits, money market
mutual fund accounts, debit cards, and electronic
money. Have students compare, contrast, and
determine relationships between the various
types of currency to include legal tender notes
and coinage. Describe the three functions of
money to include store of value, unit of account,
and medium of exchange. Describe the methods
of obtaining capital to include equity, capital,
retained earnings, and debt capital. Explain the
time value of money to include the role of time in
a. Monitor class activity
to ensure that all
students participate.
demand.
b. Identify types of
currency.
b. Have a guest speaker from the Federal Reserve
System in New Orleans speak to students about
the process of making and distributing money.
b. Evaluate students’
understanding by
writing five new facts
that they learned from
the presentation.
c.
Describe functions of
money.
c.
Hold a classroom discussion on the benefits of
credit to include convenience, protection,
emergencies, opportunity to build credit, quicker
gratification, special offers, and bonuses. Be sure
to include the potential risks of credit to include
interest, overspending, debt, and identity theft.
c.
Assess students’
knowledge through a
summative
assessment using a
classroom response
system and/or
Blackboard.
d. Describe sources of
income.
d. View a video on personal finance. Have each
student complete a fill‐in‐the‐blank quiz while
they watch the video.
d. Assess student
understanding by
reviewing the fill‐in‐
the‐blank quiz.
e. Explain the time value
of money.
e. Hold a classroom discussion on opportunity costs
and the part that it plays in marketing.
e. Assess student
understanding based
on participation in
class discussion.
f.
Explain the purposes
f.
Hold a classroom discussion about the four (or six)
f.
Use a checklist to
and importance of
Cs of credit that include character, capacity,
evaluate the list
credit.
capital, and conditions/circumstances and
created by students.
sometimes include collateral, coverage, and
capability. List why each is important and why
banks would need to know the four (or six) Cs of
credit.
g. Explain legal
responsibilities
associated with
financial exchanges.
g. View the “The American Currency Exhibit,”
“Mutual Funds,” and “The Money Connection”
that can be ordered from the Federal Reserve
System with no cost. From the teacher’s guide
from “Savers and Borrowers,” have students
complete practical examples and realistic
scenarios that will assist students in making crucial
financial decisions.
g. Evaluate student
examples and
scenarios based on a
rubric.
Competency 2: Manage personal finances to achieve financial goals.
Suggested Enduring Understandings
1. It is imperative to manage your personal
finances in today’s economy.
2. Protecting your credit is vital to a healthy
financial profile.
Suggested Essential Questions
1.
Why should I keep up with my spending?
2.
What difference does it make if my credit
rating is good or bad?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss financial
needs.
a. View the video “Needs and Wants” provided by
United Streaming. Upon completion, have
students list all of the items they can think of that
they purchased over the past month. Divide
students into groups of three to four in order to
determine which items were wants and which
items were needs. The group must come to a
consensus. The group will present to the class its
findings via an electronic slide presentation. Have
each of the other groups use a presentation rubric
a. Evaluate the Needs
and Wants
presentation for
content and
appearance using the
Presentation Rubric.
to determine grading for the presenting group.
b. Set financial goals.
b. Have students use the NEFE High School Planning
Program that can be ordered from the National
Endowment for Financial Education
(http://www.nefe.org) free of charge and
b. Evaluate the
completed exercises
for accuracy and
completion.
complete the exercises in the book.
c.
Develop personal
budgets.
c.
Use budgeting software to create a personal
budget.
c.
Evaluate the
completed personal
budget by using a
checklist.
d. Discuss tax liabilities.
d. Discuss the information that is on the W‐2 and the
Form 1040EZ and the legal reason to save
d. Monitor class activity
to ensure that all
documentation for 10 years. Discuss Social
students participate.
j.
Protect against
j.
Have students view a video and/or a movie about
j.
Monitor class activity
identity theft.
identity theft and hold a classroom discussion on
to ensure that all
Security taxes, Medicare taxes, and Mississippi
taxes.
e. Interpret a pay stub.
e. Review a pay stub, and discuss the various
benefits that are not included on that pay stub
that add value to pay to include paid leave, health
insurance, retirement plans, life insurance,
e. Monitor class activity
to ensure that all
students participate.
disability insurance, and education assistance.
f.
Read and reconcile
bank statements.
f.
Use the Banking on Your Future books from the
Young Banker’s at http://www.msbankers.com
(free resource) or http://www.nefe.org (another
free resource) to allow students to go through the
f.
Monitor class activity
to ensure that all
students participate.
process of personal banking.
g.
Maintain financial
records.
g.
View the video “What is Financial Future” at
http://www.unitedstreaming.com. Use the
Blackline master posted at the same Web site as
student‐guided notes.
g.
Using the Blackline
master of “What is
Financial Future,”
create a quiz using
Blackboard on the
need for financial
planning. The original
quiz is located at
http://www.unitedstr
eaming.com.
h. Discuss strategies for
the wise use of credit.
h. Have students participate in a mock
automobile purchase where they research
the car of their dreams and calculate the total
cost of purchasing that car with the features
wanted. They are then to research various
loans to determine the total cost of paying for
the car including interest rates over a 36‐, 48‐
, and 60‐month period. After the total cost is
determined, students are to research the cost
of insurance, tag, tax, and title of the vehicle
and present the total costs to the class using
an Excel spreadsheet and graph of those
h. Evaluate the Venn
diagram and
presentation for
content and
appearance.
costs.
i.
Explain the
importance of
maintaining a positive
credit history.
i.
Introduce Equifax, Experian, and TransUnion as
the three main credit‐reporting agencies, and
describe how the credit score is used by lenders
and potential employers.
Hold a classroom debate on the ethical uses of
credit‐reporting agencies in determining
employment. Use a teacher‐created debate rubric
i.
Assess students’
knowledge through a
summative
assessment using a
classroom response
system and/or
Blackboard.
in determining proper procedures.
how to prevent identity theft.
students participate.
k. Prepare personal
income tax forms.
k. Download the 1040EZ from http://www.irs.gov,
and have students complete a tax form with
teacher‐created mock information and W‐2. Also,
have students prepare a Mississippi tax form using
k. Evaluate the tax forms
for correctness.
the same mock documentation.
Competency 3: Recognize the role of financial services providers in achieving financial goals.
Suggested Enduring Understandings
1. Many types of financial service providers exist
for our use.
2. When selecting a financial service provider,
you should consider the attributes of each.
Suggested Essential Questions
1.
What are some of the different types of financial
service providers?
2.
When selecting a financial services provider,
what attributes are important for consideration?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe types of
financial services
providers.
a. Have students use the Internet to research types
of financial services providers. Define for them a
financial services provider as a retailer that
provides personal services that relate to money or
other financial matters. Explain the types of
financial services providers to include banks,
credit unions, accounting firms, tax‐preparation
firms, insurance companies, and stock‐brokerage
a. Monitor class activity to
ensure that all students
participate.
firms. Have students present findings to the class.
b. Discuss considerations
for selecting a
financial services
provider.
b. Have students discuss considerations in selecting a
financial services provider to include the original
cost of obtaining the financial service, the interest
rate, and the power that the financial services
providers will have to influence business
operations. Have students post comments and
ideas on a Wiki/discussion board in Blackboard.
b. Evaluate students’
Wiki/discussion board
postings for correctness.
Competency 4: Apply investment strategies to ensure financial well‐being.
Suggested Enduring Understandings
1. Many types of investments exist for our
financial well‐being.
2. Businesses need financial resources.
Suggested Performance
Suggested Essential Questions
1.
What are some of the different types of
investments?
2.
What is the nature of capital investments?
3.
Why do businesses need financial resources to
meet the needs of the business?
4.
What are some of your investment goals for the
future?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Explain types of
investments.
a. Have students use the Internet to research types
of investments to include the most common
financial investments such as interest‐bearing
checking accounts, savings accounts, savings
bonds, certificates of deposit, money market
accounts, mutual funds, and treasury instruments.
a. Monitor class activity to
ensure that all students
participate.
Have students present findings to the class.
b. Explain the nature of
capital investment.
b. Discuss the nature of capital investment to include
the fact that businesses need financial resources
in order to meet needs of the business. Capital
b. Evaluate students’
Wiki/discussion board
postings for correctness.
investment allows the business to be provided
with the money needed to grow the business.
Have students post comments and ideas on a
Wiki/discussion board in Blackboard.
c.
Establish investment
goals and objectives.
c.
Have students use the Internet to research
investment goals and objectives to include the
importance of investors setting investment goals
based on the amount of liquidity, safety, and
growth. Have students present findings to the
class.
c.
Evaluate research for
content and appearance.
Competency 5: Apply payroll concepts.
Suggested Enduring Understandings
1. Different types of pay schedules are used
when calculating employee payroll.
2. When calculating hourly wages, employee’s
overtime pay, piece rate pay, salary, straight,
and variable commission must all be used.
3.
Time worked can be calculated per day, week,
or pay period.
4.
Tax tables are used to determine federal
income tax withheld.
5. The percentage method is used to determine
federal income tax withheld.
6. Each state uses a certain percentage to
calculate state income tax.
7. Some states use a variable tax base to
calculate state income tax.
8. Social Security taxes are calculated and
withheld from employee earnings.
9. Medicare taxes are calculated and withheld
from employee earnings.
10. The legislative has a history of its role in the
creation of the federal income tax, Social
Security tax, and Medicare tax.
11. Health insurances are deducted from
employees’ earnings.
12. An employee’s net earnings are determined
after all deductions have been calculated.
13. An earnings statement must be completed
when computing payroll.
14. Completing a W‐4 form demonstrates the
practices of citizenship for participation in a
democratic society.
15. A 1040EZ is used when preparing an income
tax return.
Suggested Essential Questions
1.
How are schedules used when calculating
employee payroll?
2. What must be used to calculate employee hourly
wages?
3. How can time worked be calculated?
4. What is used to determine federal income tax
withheld?
5. How are percentages used to determine federal
income tax withheld?
6. How does each state calculate state income tax?
7. How are variable tax bases used to calculate
state income tax?
8. How are Social Security taxes calculated?
9. How are Medicare taxes calculated?
10. What role has the legislative played in the
creation of federal income tax, Social Security
tax, and Medicare tax?
11. How are health insurances deducted from
employees’ earnings?
12. How is an employee’s net earnings calculated?
13. What is the purpose of an earnings statement?
14. What is the purpose of completing a W‐4 form?
15. When is a 1040EZ form used?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Compare and calculate
the various types of
pay schedules.
a. Ask students the following questions: How many of
you are currently working to earn a paycheck?
Have you actually looked closely at your pay stub?
Do you know for sure that you are being paid
a. Assess student
understanding by
observing contributions
to class discussions and
properly? Do you get to keep all the money you
participation in activities.
earn?
b. Calculate pay for
hourly wage
employees including
overtime pay, piece
rate pay, salary,
straight and variable
(graduated)
commission, and
salary plus
b. Have students calculate hourly wages according to
a given scenario.
b. Evaluate completed
forms for accuracy and
completeness.
commission.
c.
Calculate time worked
per day, week, and
pay period (including
c. Have students calculate time worked according to
a given scenario.
c.
Evaluate completed
forms for accuracy and
completeness.
overtime).
d. Use tax tables to
determine federal
d. Have students review a tax table and determine
the federal income tax withheld.
d. Evaluate completed
forms for accuracy and
income tax withheld.
completeness.
e. Use the percentage
method to determine
federal income tax
e. Provide students with a federal tax schedule. Have
students calculate the federal income tax withheld
from an employee’s earning.
e. Evaluate completed
forms for accuracy and
completeness.
withheld.
f.
Use a given percent to
calculate state income
tax.
f. Have students use the Internet to research their
state’s income tax rate. Instruct the students to
calculate the state income tax withheld according
f.
Have students self‐
assess research using the
Web Page Evaluation
to a given scenario.
Checklist.
g. Use a variable tax base
(graduated income
basis) to calculate
state income tax.
g. Have students use a tax base to calculate a state
income tax.
g. Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
h. Calculate Social
Security taxes to be
withheld.
h. Have students calculate Social Security taxes
according to a given scenario.
h. Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
i.
Calculate Medicare
taxes to be withheld.
i. Have students calculate Medicare taxes to be
withheld according to a given scenario.
i.
Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
j.
Analyze legislative
j.
Have students use the Internet to research the
j.
Evaluate the brochure
history and the
legislative history and presidential role in the
using the Sources of
presidential role in the
creation of the federal income tax, Social Security,
Government Funding
creation of the federal
and Medicare. What were the reasons behind the
Brochure Checklist.
income tax, Social
creation of the federal income tax, Social Security,
Security, and
and Medicare? What is the current status of these
Medicare.
systems? (History of the U.S. tax system:
http://www.treasury.gov/education/fact‐
sheets/taxes/ustax.shtml; Social Security history:
http://www.ssa.gov/history/history.html; and
history of Medicare:
http://www.cms.hhs.gov/History/)
Have students use their historical knowledge to
assess the current status of the federal income
tax, Social Security, and Medicare. Have students
debate each topic.
Classroom debate how‐to’s may be found at the
following Web sites:
http://712educators.about.com/library/howto/ht
debate.htm
http://web.archive.org/web/20060503194518/htt
p://w3.tvi.edu/~cgulick/roles.htm
http://web.archive.org/web/20060502021955/htt
p://www.occdsb.on.ca/~proj1615/debate.htm
Access the IRS Web site at http://www.irs.gov/ ,
and lead the class in a discussion in which
students evaluate the United States taxation
system.
Have students use Internet resources to define
the characteristics of capitalism and evaluate the
role of the U.S. taxation system in a capitalistic
society.
Have students use Internet resources to compare
and contrast the sources of government funding
of the United States (i.e., taxation) to France,
Germany, Russia, and China.
Provide information related to design principles.
http://desktoppub.about.com/cs/basics/f/dtp_rul
es.htm
http://desktoppub.about.com/od/designprinciple
s/Principles_of_Design.htm
Have students create a brochure that lists and
describes sources of government funding for
France, Germany, Russia, and China. Include an
analytical section under each country describing
the pros and cons of the funding sources. Have
students present their findings to the class.
k. Calculate employee’s
share of health
insurance deductions.
k. Have students research the Internet to find cost of
different types of health insurance.
k. Have students self‐
assess research using the
Web Page Evaluation
Checklist.
l.
Calculate net pay.
l. Demonstrate how to calculate employee net
earnings.
l.
Evaluate completed
forms for accuracy and
completeness.
m. Complete an earnings
m. Demonstrate the steps to complete an earnings
m. Evaluate completed
statement.
statement.
forms for accuracy and
completeness.
n. Complete a payroll
register.
n. Demonstrate payroll procedures using a data
projector and spreadsheet software. Have
students develop a spreadsheet with formulas and
n. Evaluate the payroll
spreadsheet for accuracy
and completeness.
then input payroll information for 10 employees.
o. Prepare Form W‐4 to
demonstrate the
practices of citizenship
for participation in a
o. Demonstrate how to prepare Form W‐4 and a
1040EZ income tax return. Have students complete
the forms
(http://taxes.about.com/od/preparingyourtaxes/h
o. Evaluate completed
forms for accuracy and
completeness.
democratic society.
t/W4.htm and http://www.irs.gov/).
p. Prepare a 1040EZ
income tax return.
p. Obtain copies of a 1040EZ form from the Internet
or local post office. Have students complete the
1040EZ.
p. Evaluate completed
forms for accuracy and
completeness.
References
Behind the news: Money. Discovery Education. (2005). Retrieved January 17, 2008, from
http://streaming.discoveryeducation.com/
Burrow, J. L. (2008). Marketing 3E. Mason, OH: South‐Western.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management 12E. Mason, OH:
South‐Western.
The difference between wants and needs. 100% Educational Videos (2003). Retrieved January 17, 2008,
from http://streaming.discoveryeducation.com/
Discovery Communications, LLC. (n.d.). United streaming. Retrieved December 1, 2007, from
http://streaming.discoveryeducation.com/index.cfm
Eating for less: Lily gets her money’s worth. United Learning. (1997). Retrieved January 17, 2008, from
http://streaming.discoveryeducation.com/
Farese, L. S., Kimbrell, G., Woloszyk, C. A. (2006). Marketing essentials. New York, NY: Glencoe‐McGraw
Hill.
Federal reserve publications. (n.d.). Retrieved January 3, 2008, from
http://www.newyorkfed.org/publications/frame1.cfm
Feeding your toddler: Lily gets her money’s worth. United Learning (1997). Retrieved January 17, 2008,
from http://streaming.discoveryeducation.com/
Internal Revenue Service. (n.d.). Retrieved January 3, 2008, from http://www.irs.org
Mississippi bankers. (n.d.). Retrieved January 3, 2008, from www.msbankers.com
National endowment for financial education. (n.d.). Retrieved January 3, 2008, from
http://www.nefe.org/
Stolen identity: Crime of the millennium. AIMS Multimedia. (1999). Retrieved January 17, 2008, from
http://streaming.discoveryeducation.com/
Tools for financial success. United Learning. (2004). Retrieved January 17, 2008, from
http://streaming.discoveryeducation.com/
What is financial success. United Learning. (2004). Retrieved January 17, 2008, from
http://streaming.discoveryeducation.com/
Winkler, R. (Director), Brancato, J., & Ferris, M. (Writers). (1995). The Net [Motion picture]. United
States: Colombia Pictures Corporation.
For additional references, activities, and Web resources, please refer to Business P.A.C.E. Web site:
http://rcu.blackboard.com (available only to registered users).
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Information and Communication
Technology I
Grade Level:
6, 7
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Course Outline
Information and Communication Technology I
Orientation and Ethics
Basic Operations and Technology Concepts
Technology Communication and Research Tools
Keyboarding
Word Processing and Publishing
Multimedia Applications
Career Exploration
Information and Communication Technology I
Unit 1: Orientation and Ethics
(10 hours)
Competency 1: Identify course expectations, school policies, program policies, and safety procedures
related to Information and Communication Technology (ICT).
Suggested Objectives:
a. Give a brief overview of the course. Explain to students what ICT is, why it is important, and how
it will be delivered.
b. Preview the school handbook, the technology acceptable use policy, and all other safety
procedures for classroom level and building level.
c. Preview course objectives and program policies. d.
Discuss IC3 Certification expectations.
e. Provide an overview of career pathways and careers related to each pathway.
Suggested Teaching Strategies:
•
Using guided prompts, have students write a reflection describing their history, experience, and
feelings about using the computer. Sample prompts can include:
o When was the first time you used a computer?
o Do you use the Internet? If so, how do you use it?
o What is the one kind of technology you could not live without?
•
Using presentation equipment, provide the course goals, objectives, and student expectations.
•
Using a multimedia presentation, discuss the school handbook, the technology acceptable use
policy, classroom procedures, and all safety procedures for the classroom level and building
level.
•
Read and discuss with students the school acceptable use policy. Have students and parents
sign a district approved Technology Acceptable Use Policy.
•
Discuss the course objectives, program policies, etc.
•
Create a separate directory for student assignment and a resource notebook at each computer
station. Teachers will share this information with students and make sure they know how to use
the directories and notebooks.
•
Have students complete a pretest on computer literacy skills, 21st Century Skills and
Information and Communication Technologies, and Career Pathways to determine what current
knowledge they have in these areas.
•
Have students interview 10 family members to determine to which career pathway their career
goals are aligned.
•
Using bulletin board paper, construction paper, and tape, have students work in collaborative
groups to create a classroom bar chart of area career pathways. Allow students to discuss what
the most popular careers are and why they think they are the most popular.
Suggested Assessment Strategies:
•
Teacher assessment according to local policy such as written safety test, signed policies, etc.
•
Checklist for interviews and group project.
•
Peer evaluation of group activities.
Competency 2: Explore personality development and the classroom environment in relation to
interpersonal skills, others, and the world of work.
Suggested Objectives:
a. Identify forces that shape personality development including personality traits, heredity, and
environment.
b. Complete a learning styles inventory.
c. Develop a report on how personality traits affect teamwork and leadership skills.
d. Write an autobiography.
Suggested Teaching Strategies:
•
Use a multimedia presentation with questions from the book 7 Habits of Highly Effective Teens
to help students identify their personality traits.
•
Have students complete a learning styles inventory.
•
Have students discuss the importance of understanding different personality and role play
learning styles to effectively work in a team setting.
•
Have students use the writing process to write a summary report about their previous
knowledge, personality skills, and learning styles. Require students to include a section in the
summary report that gives the teacher tips on how to individualize instruction to fit their
personality and learning style. Have students identify the purpose and audience for this activity.
Also, have students include their understanding of how to effectively work with different
personalities and learning styles in a team environment
Suggested Assessment Strategies:
•
Use a rubric to grade the written summary report for organization, audience, and voice.
Competency 3: Develop leadership skills.
Suggested Objectives:
a. Describe the qualities of an effective leader including positive attitude, image, decision making,
communication skills, and knowledge.
b. Identify opportunities in the local community that develop leadership skills.
c. Dramatize effective leadership skills.
d. Practice effective leadership skills.
Suggested Teaching Strategies:
•
Find two or three journal or internet articles that have information related to different leadership
styles, the importance of positive attitudes, decision making skills, communication skills, etc. Divide
students into home‐base groups of three to five members depending on the number of texts to be
read. Assign each student to a base group and a section of the article(s) to read (10 to 15 minutes of
independent reading). Have students who have read the same section form small expert groups to
discuss key aspects from their portion of the article (15–20 minutes). Have student experts return to
their base groups and invite each person to share the key points from their reading and discussion
with others of the group (20–30 minutes). Then, facilitate a large group discussion identifying key
concepts from the information that was read.
•
Have students brainstorm to identify local community activities that provide leadership
opportunities. Also, have students research and join different student organizations, such as
Mississippi Technology Teens and Junior FBLA.
•
Have students work in groups to research, write, and present a dramatization about world leaders
that they will study in their social studies classes. Their script and dramatization should highlight
their world leaders’ leadership qualities including positive attitude, image, decision making,
communication skills, and knowledge.
Suggested Assessment Strategies:
•
Participation in class discussion.
•
Written test that incorporates personality skills, learning style, and leadership skills.
•
Dramatization evaluation teacher rubric.
•
Dramatization evaluation peer evaluation rubric.
Competency 4: Compare and contrast career pathways at the state level, national level, and global level.
Suggested Objectives:
a. Research interests using an interest checklist.
b. Evaluate personal interests and aptitudes as related to career pathways.
c. Research career pathways at the state, national, and global levels.
d. Create a chart or other graphic organizer that compares and contrasts career pathways at each
level.
Suggested Teaching Strategies:
•
Have students complete and evaluate a career interest inventory. After finding their interest,
have students research and develop a job information sheet that includes the amount of
education and experience that is needed, and salary related to careers that interest them.
•
Have students work independently to research and investigate the economy at state, national,
and global levels.
•
Have students use the information from their research to create a chart or other type of graphic
organizer and a summary that compares and contrasts the economy at a state, national, and
global level.
Suggested Assessment Strategies:
•
Complete career interest inventory.
•
Teacher evaluation rubric for the compare and contrast summary; chart.
Competency 5: Exercise sound reasoning in understanding and making complex choices about working
in teams.
Suggested Objectives:
a. Demonstrate an appreciation and respect for diversity.
b. Apply the components of good teamwork including team dynamics, status of team growth,
and working through team problems.
Suggested Teaching Strategies:
•
Divide students into groups with a set of index cards. Have students use the index cards to
create the tallest tower without using verbal communications.
•
Lead students in listing and evaluating effective and ineffective teamwork skills.
•
Have students return to their groups to read the “Three’s a Crowd” case study. Have students
discuss and come to a solution for each of the questions listed below the case study.
•
Have teams use the writing process to report their solutions by writing a newspaper article. The
article will retell the story and explain the solutions to the projected audience.
Suggested Assessment Strategies:
•
Classroom participation.
•
Self‐evaluation rubric to evaluate newspaper article.
•
Teacher evaluation rubric to evaluate the newspaper article for grammar and content.
Competency 6: Understand the ethical, cultural, and societal issues related to technology.
Suggested Objectives:
a. Discuss ethics in relation to computer use.
b. Discuss ethics in the educational environment. c.
Discuss ethics in the occupational environment.
Suggested Teaching Strategies:
•
Discuss computer applications relating to ethics such as copyright laws, piracy, privacy, public
domain, unauthorized access, etc.
•
Have students read and discuss case study titled “Plagiarism.” As an individual project, have
students create a cartoon script about the case study. If time permits, partner with an English
teacher and have students research, create, and key reports on topics such as plagiarism,
cheating, stealing, time management, punctuality, leadership, etc
•
Discuss ethics in the occupational environment such as having a guest speaker discuss
workplace confidentiality, integrity, honesty, punctuality, and cooperation. T2
•
Have students create a handmade brochure that educates others on piracy, etc. When skills
permit in future units, allow students to transfer the handmade brochure into electronic format.
Suggested Assessment Strategies:
•
Written test where students must read and respond to ethical scenarios and/or problems.
Students could key their responses to practice keyboarding skills.
•
Use a rubric to assess the brochure.
Competency 7: Practice the responsible use of technology systems, information, and software.
Suggested Objectives:
a. Identify ways to safeguard against computer viruses, worms, Trojan Horses, and spoofing.
b. Discuss techniques to prevent unauthorized computer access and use.
c. Identify safeguards against hardware theft and vandalism.
d. Explain the ways software manufacturers protect against software piracy.
e. Define encryption and explain why it is necessary.
f. Recognize issues related to information accuracy, rights, and conduct.
g. Research issues surrounding information privacy.
Suggested Teaching Strategies:
•
Have students use the word processing program found in the keyboarding software program
to define and illustrate terminology such as cybercrime, hacker, cyberextortionist,
cyberterrorist, virus, worm, Trojan Horse, antivirus program, virus signature, quarantine,
denial of service attack, back door, spoofing, firewall, unauthorized access, user name,
password, hardware theft, hardware vandalism, software threat, piracy, license agreement,
information threat, encryption, digital signature, power surge, surge protector, backup,
restore, computer ethics, intellectual property rights, copyright, code of conduct, acceptable
use policy, information privacy, cookies, spyware, adware, spam, computer forensics, identity
theft, web filtering software, ergonomics, computer addiction, phishing, etc.
•
Have students complete a web quest to research the following privacy laws: CN‐SPAM Act of
2003, Sarbanes‐Oxley Act of 2002, Provide Appropriate Tools Required to Intercept and
Obstruct Terrorism (PATRIOT) Act of 2001, Financial Modernization Act of 1999, Children’s
Online Privacy Protection Act of 1998, Digital Millennium Copyright Act of 1998, No
Electronic Theft Act of 1997, Health Insurance Portability Accountability Act of 1996,
National Information Infrastructure Protection Act of 1996, Computer Abuse Amendments
Act of 1994, Cable Act of 1992, Telephone Consumer Protection Act of 1991, Computer
Matching and Privacy Protection Act of 1988, Video Privacy Protection Act of 1988,
Electronic Communications Privacy Act of 1986, Cable Communications Policy Act of 1984,
Right to Financial Privacy Act of 1978, Privacy Act of 1974, Family Educational Rights and
Privacy Act of 1974, and the Fair Credit Reporting Act of 1970.
•
Divide students into two groups. Allow groups to debate ethical and security issues related
to file sharing web sites.
•
Have students create a chart that compares and contrasts the different security products
(e.g., antivirus vs. firewalls).
Suggested Assessment Strategies:
•
Completed vocabulary definitions and illustrations.
•
Completed web quest.
•
Written test to evaluate knowledge of definitions and privacy legislation.
•
Use the debate rubric found at http://www.learnnc.org/articles/persuade‐debate‐0702 to
evaluate the student debates.
Competency 8: Research social, ethical, and human issues related to technology and careers.
Suggested Objectives:
a. Identify how computers are used in different areas of work, school, and home.
b. Identify the risk of using computer hardware and software.
c. Identify how to use the Internet safely, legally, and responsibly.
Suggested Teaching Strategies:
•
Have students research and compile information identifying typical tasks, working
conditions, education and training, types of technology used in the job, and wages for
careers in government, public administration, law, and public safety. Have students choose
between writing a report, creating a collage, role playing, creating a poster, or making a
multimedia presentation. Have students present their report for each career that was
covered. Written reports will follow the steps in the writing process and rubrics that the
language arts teacher uses.
•
Have students simulate a career such as a census clerk by collecting and compiling
demographic information (age, gender, family size, zip code, previous school, etc.) on
classmates and chart the results on a bar graph using paper. For enrichment, have students
create the bar chart using a spreadsheet application.
•
Have a guest speaker visit the class to discuss different careers in law enforcement, public
safety, basic laws, and court proceedings.
•
Have students prepare for and participate in a mock trial by becoming familiar with legal
terms and the legal process and procedures, and by using the information from the guest
speaker and by watching a video reinforcing courtroom procedures (trial segment of
“Miracle on 34th Street” or similar video).
Suggested Assessment Strategies:
•
Collaborate with the language arts teacher to develop information to evaluate the
completion and presentation of the assignment or use the writing rubric from Unit 1 to
evaluate the report for ideas, organization, and voice.
•
Written test on information provided from the guest speaker.
•
Student self‐evaluation of participation in the mock trial.
Suggested Rubrics and Checklists
Written Report Writing Rubric
NAME:
DATE:
PERIOD:
Ideas: The heart of the message, the content of the piece, the main theme, with details that enrich and develop that theme.
This paper is clear and focused. It holds the
reader’s attention. Relevant anecdotes and
details enrich the central theme.
A. The topic is narrow and manageable.
B. Relevant, telling, quality details go
beyond the obvious.
C. Reasonably accurate details.
D. Writing from knowledge or experience;
ideas are fresh and original.
E. Reader’s questions are anticipated and
answered.
F. Insight.
The writer is beginning to define the topic,
even though development is still basic or
general.
A. The topic is fairly broad.
B. Support is attempted.
C. Ideas are reasonably clear.
D. Writer has difficulty going from general
observations to specifics.
E. The reader is left with questions.
F. The writer generally stays on topic.
The paper has no clear sense of purpose
or central theme. The reader must make
inferences based on sketchy or missing
details.
A. The writer is still in search of a
topic.
B. Information is limited or unclear or
the length is not adequate for
development.
C. The idea is a simple restatement or
a simple answer to the question.
D. The writer has begun to define the
topic.
E. Everything seems as important as
everything else.
F. The text may be repetitious and
disconnected, containing too many
random thoughts.
Organization: The internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of ideas.
The organizational structure of this paper
enhances and showcases the central idea or
theme of the paper; it includes a satisfying
introduction and conclusion.
A. An inviting introduction draws the
reader in; a satisfying conclusion leaves
the reader with a sense of closure and
resolution.
B. Thoughtful transitions.
C. Sequencing is logical and effective.
D. Pacing is well controlled.
E. The title, if desired, is original.
F. Flows so smoothly, the reader hardly
thinks about it.
The organizational structure is strong enough
to move the reader through the text without
too much confusion.
A. The paper has a recognizable
introduction and conclusion.
B. Transitions often work well.
C. Sequencing shows some logic, yet
structure takes attention away from the
content.
D. Pacing is fairly well controlled.
E. Organization sometimes supports the
main point or story line. A title, if
desired, is present.
The writing lacks a clear sense of
direction.
A. No real lead.
B. Connections between ideas are
confusing.
C. Sequencing needs work.
D. Pacing feels awkward.
E. No title is present (if requested).
F. Problems with organization make
it hard for the reader to get a grip
on the main point or story line.
Voice: The heart and soul, magic, wit, feeling, and conviction of the writer coming out.
The writer of this paper speaks directly to the
reader in a manner that is individual,
compelling, engaging, and has personality.
The reader feels a strong interaction with the
writer.
A. The writer takes a risk.
B. The tone and voice give flavor and
texture to the message and are
appropriate for the purpose and
audience.
C. Narrative writing seems honest,
personal. Expository or persuasive
writing reflects a strong commitment to
this topic.
The writer seems sincere, but not fully
engaged or involved. The result is pleasant or
even personable, but not compelling.
A. The writing communicates in an
earnest, pleasing manner.
B. Only one or two moments here or there
surprise, delight, or move the reader.
C. Writer weighs ideas carefully and
discards personal insights in favor of
safe generalities.
D. Narrative writing seems sincere;
expository or persuasive writing lacks
consistent engagement.
E. Emerges strongly at some places, but is
often obscured behind vague
generalities.
The writer seems indifferent, uninvolved,
or distanced from the topic and/or the
audience. Writer speaks in a kind of
monotone.
A. Writing is humdrum and “risk‐
free.”
B. Writing is not concerned with the
audience; writer’s style is a
complete mismatch for the
intended reader.
C. Writing is lifeless or mechanical.
D. No point of view is reflected.
Reprinted with permission from http://doe.sd.gov/curriculum/6plus1/Educators/9-12/word/6+1OnePager.doc
Dramatization Teacher Evaluation Rubric
NAME:
DATE:
PERIOD:
Excellent
Research of Events
The student uses a word
processing program to
produce a script and
biography (MLA style). A
script with a biography is
submitted to the teacher.
The script is free of errors.
Characters
The student uses a word
processing program to
produce a summary and
historical account of each
character in the script. A
narrator gives a brief
description to audience
members before the
dramatization begins.
Content
The story is retold
completely with all major
events included. A problem
and a solution are included
in the content.
Dramatizations
All actors and actresses act
out the script with proper
volume and expression.
Relevant props and
costumes are used.
Participation
All participants are actively
involved in the
dramatization.
Good
The student uses a word
processing program to
produce a script and
biography (MLA style). A
script with a biography is
submitted to the teacher.
The student submits a
handwritten summary and
historical account of each
character in the script. A
narrator gives a brief
description to audience
members before the
dramatization begins.
Most events are
dramatized. The story is
easy to follow. A problem
and a solution are
included in the content.
All actors and actresses act
out the script. Props and
costumes are used.
Most participants are
actively involved in the
dramatization.
Satisfactory
The student submits a
handwritten script and
biography (MLA style) to
the teacher.
The student submits a
handwritten summary and
historical account of each
character in the script.
The story events are not in
sequence and are hard to
follow. A problem is
included in the content.
All actors and actresses act
out the script. Props and
costumes are lacking.
Many participants are not
actively involved in the
dramatization.
Needs Improvement
The student submits a
handwritten script and
biography (MLA style) to
the teacher. A script is
submitted to the
teacher. No biography is
included.
A summary or historical
account of each
character is not
submitted.
The story events are not
in sequence and are hard
to follow.
All actors and actresses
read the script to the
audience. There are no
props or costumes.
Some people in the
group do not involve
themselves in the
dramatization.
Reprinted with permission from Robin Parker, rab3@ra.msstate.edu.
Dramatization Peer Evaluation Rubric
NAME:
DATE:
PERIOD:
Directions: Write Yes or No in the blank before each statement.
A narrator gives a brief description of each character to audience members before the
dramatization begins.
I can follow the story’s events.
I can identify the story’s problem.
I can identify the story’s solution.
The actors spoke loud enough.
The actors spoke with expression.
The props and costumes fit the play.
All students were actively involved in the play.
Group Member Names:
Evaluator(s):
Reprinted with permission from Robin Parker, robin.parker@rcu.msstate.edu
Compare and Contrast Summary Rubric
NAME:
DATE:
PERIOD:
Purpose & Supporting Details
The paper compares and
contrasts items clearly. The
paper points to specific
examples to illustrate the
comparison. The paper
includes only the
information relevant to the
comparison.
Organization and Structure
The paper breaks the
information into whole‐to‐
whole, similarities‐to
differences, or point‐by‐
point structure. It follows a
consistent order when
discussing the comparison.
Transitions
The paper moves smoothly
from one idea to the next.
The paper uses comparison
and contrast transition
words to show relationships
between ideas. The paper
uses a variety of sentence
structures and transitions.
Grammar and Spelling
Writer makes no errors in
grammar or spelling that
distract the reader from the
content.
The paper compares and
contrasts items clearly, but
the supporting
information is general. The
paper includes only the
information relevant to
the comparison.
The paper breaks the
information into whole‐to‐
whole, similarities‐to‐
differences, or point‐by‐
point structure but does
not follow a consistent
order when discussing the
comparison.
The paper moves from
one idea to the next, but
there is little variety. The
paper uses comparison
and contrast transition
words to show
relationships between
ideas.
Writer makes 1–2 errors in
grammar or spelling that
distract the reader from
the content.
The paper compares and
contrasts items clearly, but
the supporting
information is incomplete.
The paper may include
information that is not
relevant to the
comparison.
The paper breaks the
information into whole‐to‐
whole, similarities‐to‐
differences, or point‐by‐
point structure, but some
information is in the
wrong section. Some
details are not in a logical
or expected order, and
this distracts the reader.
Some transitions work
well; but connections
between other ideas are
fuzzy.
Writer makes 3–4 errors in
grammar or spelling that
distract the reader from
the content.
The paper compares or
contrasts, but does not
include both. There is no
supporting information
or support is incomplete.
Many details are not in a
logical or expected
order. There is little
sense that the writing is
organized.
The transitions between
ideas are unclear or
nonexistent.
Writer makes more than
four errors in grammar
or spelling that distract
the reader from the
content.
Reprinted with permission from Robin Parker, rab3@ra.msstate.edu.
Three’s A Crowd Case Study
NAME:
DATE:
PERIOD:
By Doug Carter
The lab instructor divided the class into pairs of students and assigned each pair a workbench where
they were to perform the lab exercises. In the opinion of the lab instructor, working in pairs was not
only more efficient but was also more enlightening than working alone. Three students working
together, however, did not give each student the opportunity to gain the skills portended by the lab
objectives.
Bill and Jim were assigned as lab partners, but after the first week Jim dropped the class. Bill had
become well acquainted with Jon and Sallie who had been assigned to the adjacent bench. All three
felt comfortable working together and they soon became a threesome. Typically, one partner would
connect and operate the equipment, the second would record the data, and Bill would watch. Jon
and Sallie tried to get Bill to take turns running the equipment, recording the data, and observing. But
Bill insisted on just observing. When an assignment was completed, the team would call the
instructor who asked a few questions, had them perform some of the targeted skills, and initialed
their reports. Bill would always offer his report to be initialed as though he had participated fully in
the work.
Questions:
1. Was Bill taking advantage of Jon and Sallie's expertise?
2. Is that the same as cheating?
3. Should Bill receive the same grade as Jon and Sallie?
4. Is Bill as fully prepared for the workplace as Jon and Sallie?
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Carter, D. (2006). A case study: Three’s a crowd. Retrieved September 15, 2005, from
http://www.uvsc.edu/ethics/curriculum/education/case05.html
Covey, S. (1998). The seven habits of highly effective teens. New York: Franklin Covey.
DiSC. (2005). Home of the original DiSC profile test. Retrieved September 15, 2005, from
http://www.discprofile.com/
Fleming, N. (2001). Vark: A guide to learning styles. Retrieved September 15, 2005, from
http://www.vark‐learn.com/english/index.asp
Future Business Leaders of America‐Phi Beta Lambda, Inc. (2005). Future Business Leaders of
America ‐ Phi Beta Lambda. Retrieved September 2, 2005 from http://www.fbla‐pbl.org/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Jones, A. (1998). 104 activities that build: Self‐esteem, teamwork, communication, anger
management, self‐discovery, coping skills. Richland, WA: Rec Room.
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Mississippi Educational Computing Association. (2005). Mississippi technology teens. Retrieved
September 2, 2005, from http://www.ms‐meca.org
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Northwest Regional Educational Library. (n.d). 6+1 trait writing scoring continuum. Retrieved
September 15, 2005, from http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
U.S. Department of Labor, Bureau of Labor Statistics. (2005). Occupational outlook handbook (OOH).
Washington, DC: U.S. Government Printing Office.
What do employers expect from me? [Poster]. (Available from Tech Prep Office, Mississippi
Department of Education, P.O. Box 771, Jackson, MS 39205)
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology I
Unit 2: Basic Operations, Network, and Technology Concepts
(15 hours)
Competency 1: Demonstrate a sound understanding of the nature and operation of technology systems.
Suggested Objectives:
a. Identify emerging, current, and obsolete technologies.
b. Define and illustrate current terminology associated with computers.
c. Identify types of computers, how they process information, and how individual computers
interact with other computing systems and devices.
d. Identify the function of computer hardware components.
e. Identify what an operating system is and how it works (Input, processing, storage, output cycle),
and solve common problems related to operating systems.
f. Research accessibility issues related to information technology.
g. Identify factors that go into an individual or organizational decision on how to purchase
computer equipment.
h. Identify how to maintain computer equipment and solve common problems relating to
computer hardware.
Suggested Teaching Strategies:
•
Have students complete a web quest, such as: http://www.berksiu.k12.pa.us/web
quest/BarnettR/index.htm to learn about the basic components of a computer system.
•
Have students complete the online tutorial titled History of Computers located at
http://www97.intel.com/discover/JourneyInside/TJI_Intro_lesson1/default.aspx.
•
If applicable, have students use the Internet to define and illustrate terminology related to the
computer system such as input, monitor, CPU, mouse, keyboard, disk drive, printer, hardware,
software, RAM, ROM, GUI, file, byte, bit, folder, files, etc. Students should have a definition and
a clipart or photograph of each term.
•
Divide students into groups and have each student create a handwritten imaginary budget.
Students will use the budget to redesign and update a school computer lab in order to make it
accessible for students/people with disabilities.
Suggested Assessment Strategies:
•
Completed web quest or online testing (see resources).
•
Term definitions and illustration project as a grade.
•
Information Technology in Education Accessibility Checklilst.
Competency 2: Demonstrate proficiency in the setup of a computer system.
Suggested Objectives:
a. Demonstrate precautions and care when working with computers, printers, storage devices, and
other accessories.
b. Discuss and demonstrate setting up and adjusting a simple computer system.
Identify how to change system settings, install, and remove software.
Suggested Teaching Strategies:
•
Allow students to work in teams to solve the following case study:
•
A family member has asked for advice on whether to buy an Apple notebook or a PC
notebook. Each group has been asked to provide the family member with the specifications
of the computer, the similarities and differences of each, and a summary of what is available
from each computer. Find an advertisement for an iBook and a PC notebook; then create a
report listing the hardware specifications provided for either, and then the “extras” that
either notebook provides. Assume the family member is using this notebook for college and
will require a word processing program, budgeting software, database software, and
Internet access. If possible, include the advertised price of the notebook plus the cost of
software that may need to be purchased for the notebook in order to meet these
requirements.
•
Have groups present their reports and discuss their recommendations.
•
Describe and employ precautions and care of computer systems.
•
Model the setup of a computer system.
•
Have students create and summarize a diagram or demonstration of setting up a computer.
Suggested Assessment Strategies:
•
Use the writing rubric to evaluate reports.
•
Have students create a file folder game or a puzzle that will teach elementary students how to
set up a computer. If possible, students will go to a local elementary school and teach young
students about the different parts of a computer and how to assemble a computer system.
Competency 3: Operate basic computer applications.
Suggested Objectives:
a. Demonstrate a mastery of terminology related to computer applications.
b. Manipulate and control the Windows desktop, files, and disk.
c. Manipulate a window by using menus, icons, and keyboard shortcut.
d. Create a file management system.
e. Distinguish between system software and application software.
f. Identify how software and hardware work together to perform computing tasks.
g. Identify different types of software, general concepts related to software categories, and the
tasks to which each type of software is most suited or not suited.
Suggested Teaching Strategies:
•
Use a multimedia presentation to give a detailed overview of the computer operating system.
Have students use the Internet and a word processing application to create a “Computer
Information Fact Sheet” that defines and illustrates terms associated with computer
applications and the Graphical User Interface (GUI), e.g., file extensions, click, right click/control
click, double click, click and drag, pull‐down (drop‐down), window, minimize and maximize,
restore, icon, file, file name, folder, menu, menu bar, operating system, application software,
overwrite, scroll bar, scroll wheel, shortcut, toolbars, and status bar.
•
Invite a guest speaker (e.g., from a doctor’s office, school central office, bank, etc.) to discuss
with students the importance of traditional file management. Next, the teacher will discuss the
importance of managing electronic files. Have students determine and create the most efficient
file management system for their work in ICT I. Have students generate a graphic organizer that
compares and contrasts a traditional filing system and an electronic filing system.
•
Have students compile a price list of operating systems and application software that could be
used in their ICT I lab. Once they decide on the best operating and application software for their
lab, have them update accessibility budget from Unit 2, Competency 1.
•
As an integrated project with the English and history teacher and as a final project, have
students research and compose a biographical report on a leader in technology (i.e., Bill Gates,
Carly Fiorina, Steve Wozniak, Steve Jobs, Tim Berners‐Lee, and Meg Whitman). If appropriate,
allow students to use word processing or multimedia presentation applications to publish and
present their report.
Suggested Assessment Strategies:
•
Written vocabulary and windows test.
•
Graphic organizer checklist.
•
Updated budget from Unit 2, Competency 1.
•
Evaluate each student’s report for ideas, organization, and voice using the writing rubric from
Unit 1.
Competency 4: Exercise sound reasoning in understanding and making complex choices about working
with information technology and people with disabilities.
Suggested Objectives:
a. Demonstrate an appreciation and respect for diversity.
Apply the components of good teamwork including team dynamics, states of team growth, and
working through team problems.
Suggested Teaching Strategies:
•
Have students return to their groups to read the “The New Technology Teacher” case study.
Have students discuss and come to a solution to each of the questions listed below the case
study.
•
Have teams report their solutions by composing and presenting a haiku, poem, rhyme, or rap
song, which will summarize the case study and explain the solutions to class members.
Suggested Assessment Strategies:
•
Classroom participation and teacher observation.
Suggested Rubrics and Checklists
Information Technology in Education Accessibility Checklist
NAME:
DATE:
PERIOD:
Physical Environment
Computer labs and technology‐equipped classrooms are physically
accessible to wheelchair users.
Computer labs and technology‐equipped classrooms are physically
accessible to users with visual impairments.
There are quiet work and/or meeting areas where noise and other
distractions are minimized, or facility rules are in place (e.g., no cell
phone use) to minimize noise.
Computer Hardware and Software
When we purchase computer hardware, we take steps to assure it is
accessible.
When we purchase computer software, we take steps to assure it is
accessible.
Operating systems built‐in accessibility features are available by default.
Users can customize their desktop settings in our public computing
environment.
Web Sites
Our official (centrally supported) web sites are accessible (i.e., compliant
with established web accessibility guidelines or standards).
We have a system in place for monitoring and improving the accessibility
of our web content.
Multimedia
When we purchase multimedia products, we take steps to ensure they
include captions and audio descriptions.
We have a system in place for captioning any multimedia products that
we create internally.
We have a system in place for adding audio description to any
multimedia products that we create internally.
Our televisions are capable of displaying closed captions.
Our video projectors are capable of transmitting closed captions.
Our instructors and staff are trained on how to turn on captions, or clear
instructions accompany the multimedia viewing equipment.
Telecommunications Products
If one or more public telephones are available, at least one is mounted
at an accessible height.
Self‐Contained, Closed Products
People using wheelchairs can reach the controls on our printers,
scanners, copiers, and other similar devices.
Whenever we purchase standalone IT products, our purchasing policies
or procedures require that we consider the accessibility of available
products.
Information Resources
In our publications, we include a statement about our commitment to
access and procedures for requesting disability‐related accommodations.
All printed publications are available (immediately or in a timely manner)
in alternate formats such as Braille, large print, and electronic text.
Our publicly available printed materials are within easy reach from a
variety of heights and without furniture blocking access.
Assistive Technology and Individual Accommodations
A variety of hardware and software based assistive technologies are
readily available for students with disabilities.
We have a procedure to assure a quick response to requests for
disability‐related accommodations.
We have a designated staff member and/or committee who assures that
services are accessible to students with disabilities and responds to
requests for accommodations.
Computer support and help desk staff are trained in the maintenance
and use of assistive technology.
Instructors and staff receive training on how to respond to requests for
disability‐related accommodations.
Information Technology in Education Accessibility Checklist (http://www.washington.edu/accessit/it-checklist/)
Copyright © 2004 by University of Washington. Permission is granted to copy these materials for educational, noncommercial
purposes provided the source is acknowledged. This product was funded by the National Institute on Disability and
Rehabilitation Research of the U.S. Department of Education (grant #H133D010306). However, the contents do not
necessarily represent the policy of the Department of Education, and you should not assume their endorsement.
Class Newsle er Rubric
NAME:
DATE:
PERIOD:
Awesome
Clever
Satisfactory
Acceptable
Total Points
Completed article on time.
Wrote newsworthy article
on a topic of interest.
Added digital photograph
that complemented article
well.
Formatted article using
desktop publishing
software.
Organized presentation of
article and photograph in a
unified whole.
Wrote well‐developed
descriptive paragraph for
written assessment.
Copyright Information:
http://imet.csus.edu/imet2/nicher/toohotweb quest/Easley_CD1_Set4_Class_Newsletter_Rubric.doc
Jan Easley, CD 1, Set 4
Creating a Class Newsletter
C·R·E·A·T·E for Mississippi
Copyright ©2001. All rights reserved. This document may be copied and distributed for nonprofit educational purposes only
provided that credit is given to C·R·E·A·T·E for Mississippi.
The New Technology Teacher Case Study
NAME:
DATE:
PERIOD:
By Robin Parker
Ms. Green has just accepted a position teaching a 7th grade computer class at Sunnytown Middle
School. Ms. Green will teach 7th graders basic computer knowledge, keyboarding, word processing
applications, spreadsheet applications, and telecommunications. This is her first teaching position
and she is excited to implement all of the teaching methods she learned in college.
She arrives to her classroom one week before class starts to get her lab in order for the upcoming
school year. As she is rearranging the student work stations, her principal, Mr. Cloudy, knocks on her
door. He informs her that she will be teaching a student who is paralyzed and does not have the use
of his hands. Mr. Cloudy reminds Ms. Green that this student has an exceptional academic record and
his parents are expecting their child to be treated no differently than other children.
Questions:
1. Should the student be treated differently from other students because of his disability?
2. Are the parents expecting too much from the new teacher?
3. How is the student who does not have use of his hands going to learn to keyboard?
4. Why is it important for this student to learn the content of this 7th grade course?
5. What assistive technologies can this teacher use to help this student meet the same
expectations as his classmates?
Reprinted with permission from http://www.uvsc.edu/ethics/curriculum/education/case05.html.
Checklist for Evaluation of Presentation
NAME:
DATE:
PERIOD:
Appropriate number of slides was included.
Proper design elements were used.
Presentation included the motto, creed, emblem, colors, theme, and
history of the organization.
Information was accurate and complete.
Student worked well with team members.
Student contributed to the finished product.
TOTAL SCORE
Suggested References
Barnett, R. (2004). Internal parts of a personal computer. Retrieved September 15, 2005, from
http://www.berksiu.k12.pa.us/web quest/BarnettR/index.htm
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
County demographic data [Brochure]. (2005). (Available from school vocational
directors/administrators)
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
Intel innovation in education. (2005). The journey inside. Retrieved September 15, 2005, from
http://www97.intel.com/discover/JourneyInside/TJI_Intro_lesson1/default.aspx
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Janvrin, A. (n.d.). Time to type: A keyboarding web quest. Retrieved September 15, 2005, from
http://www.berksiu.k12.pa.us/web quest/Campell/default.htm
Johnson, D. (2000). Exploring careers: A web quest. Retrieved September 15, 2005, from
http://coe.west.asu.edu/students/djohnson/web_ques.html
Maran Graphics Books and More. (n.d.). 3‐D dictionary. Retrieved September 15, 2005, from
www.maran.com/dictionary
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Mississippi Economic Development Council, Inc. (n.d.). Resources links for economic development in
Mississippi. Retrieved September 15, 2005, from
http://www.medc.ms/resources_links_for_economic_dev.htm
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved
September 2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology I
Unit 3: Technology Communication and Research Tools (10 hours)
Competency 1: Explain telecommunication applications.
Suggested Objectives:
a. Define terminology associated with telecommunications.
b. Describe the different services available on the Internet.
c. Review "appropriate use" policies related to telecommunications.
d. Identify different types of information sources on the Internet.
e. Use a web browsing application.
f. Search the Internet for information.
Introduce students to that Blackboard ® website (if you have not done so already)
Suggested Teaching Strategies:
•
Revisit the school and/or classroom Acceptable Use Policy.
•
Have students use the Internet to research netiquette. Have students create a “Netiquette Fact
Sheet” to use while interacting with peers, experts, and other audiences.
•
Use presentation equipment to introduce terminology such as telecommunications, Internet,
electronic mail, World Wide Web, facsimile, browser, bookmarks, search engine, netiquette,
download and upload, modem, LAN, WAN, router, URL (uniform resource locator), HTTP
(hypertext transfer protocol), address bar (extensions), FTP (file transfer protocol), discussion
boards, weblog/blogs, wiki, IM (instant message), etc. Prepare for vocabulary test using written
activity or game.
•
Utilize a multimedia presentation to identify the services of the Internet (World Wide Web, e‐
mail, newsgroups, listservs, Internet meetings, distance learning, etc.).
•
Refer to lesson in Unit 3 concerning ethics and Internet usage. Review the material and apply an
appropriate teacher‐made activity.
•
Show students how to add a web page to the favorites list. Also show students how to use the
history list to access web pages.
Suggested Assessment Strategies:
•
Written test.
•
Student participation.
Competency 2: Utilize applications of telecommunications.
Suggested Objectives:
a. Identify how electronic mail works.
b. Identify and follow how to use an electronic mail application.
c. Identify the appropriate use of electronic mail and netiquette.
d. Send and receive electronic mail messages.
e. Use an address book.
f. Organize and search for electronic mail messages.
Suggested Teaching Strategies:
•
Allow students to complete a teacher‐created web quest activity to gain a solid foundation e‐
mail. Make sure that students know the difference between SMTP, POP3, IMAP, and HTTP e‐
mail protocols.
•
Make sure students have a strong understanding of the proper way to compose emails using e‐
mail etiquette.
•
Have students create an e‐mail account.
•
Discuss e‐mail security issues such as junk mail, spam, and viruses.
•
Have students evaluate a list of guidelines that distinguish between safe and potentially harmful
e‐mails. Revisit social and ethical issues introduced in Unit 3.
•
Have students practice or observe blocking e‐mails from unsafe senders.
•
Show students a personal information manager application, such as Microsoft Outlook® or the
Blackboard® Messages feature. Have students take notes as the teacher discusses the different
components of the personal information manager application screen.
•
Have students send and receive e‐mail messages using a personal information manager
application. Have students send e‐mail attachments and create an electronic signature using a
personal information manager application.
•
Have students add their classmates to their personal information manager applications address
book.
•
Explain folders such as inbox, sent items, deleted items, drafts, and outbox. Students will create
folders for their friends, family, and teachers. Have students organize e‐mail messages into
folders.
•
If appropriate, communicate with students throughout the year using e‐mail. Require the
students to submit multiple assignments to teacher using e‐mail. If students do not have access
to e‐mail, have them communicate throughout the year using a course management website,
such as the Blackboard® Learning System.
Suggested Assessment Strategies:
•
Written test.
•
Student participation using e‐mail.
Competency 3: Publish and interact with peers, experts, and other audiences using telecommunications.
Suggested Objectives:
a. Post information to a discussion board.
b. Join and participate in the ICT student listserv.
c. Use an appropriate, supervised chat room to communicate with peers, experts, and other
approved audiences.
d. Use electronic collaborative learning.
Suggested Teaching Strategies:
•
If accessible, the teacher will create a Blackboard® web site for students to access. Students will
start posting journal entries to the Blackboard® discussion board. When students have extra
time throughout the school year, they can enter the Blackboard® virtual classroom and practice
keyboarding skills. This activity should be carried out throughout the school year.
•
Invite guest speakers from a local news or television station to participate in a classroom chat
session using the Blackboard® chat room. Have students write a journal entry about their
experience.
Suggested Assessment Strategies:
•
Evaluate journal entries that are posted on the Blackboard® discussion board.
•
Rubric or checklist for each audiovisual technology activity found at
http://www.uwstout.edu/soe/profdev/videorubric.html
Competency 4: Understand technology used to locate, evaluate, and collect information from a variety
of sources.
Suggested Objectives:
a. Understand basic terminology related to locating, evaluating, and collecting information from a
variety of sources.
b. Create a Web Page evaluation tool.
Suggested Teaching Strategies:
•
Provide instruction in accessing and searching the Internet properly. Show students different
types of search engines such as Yahoo, Google, MSN, Excite, Ask Jeeves, etc. Show students how
to use online databases such as MAGNOLIA and Ebsco Host.
•
Demonstrate how to add a web page to the favorites list and how to utilize the history list to
access web pages.
•
Model how to print a web page by using the print preview button.
•
Show students how to cite a personal web page, an article in an online magazine, an electronic
article from a database such as MAGNOLIA, and a posting from a discussion list using the
Modern Language Association (MLA) guidelines.
•
Have students search the Internet to find samples of web site evaluation tools. Have students
create their own web site evaluation tool to use when they evaluate web sites.
Suggested Assessment Strategies:
•
Teacher observation.
•
The teacher will assess the web site evaluation tool for accuracy. This tool will be used to
evaluate future web sites.
Competency 5: Utilize technology to locate, evaluate, and collect information from a variety of sources.
Suggested Objectives:
a. Use technology tools to process data and report results.
b. Use technology to submit information.
Suggested Teaching Strategies:
•
Perform integrated academic searches to locate information (reports, online tutorials, reference
materials, maps, weather information, etc.). Have students select a topic to research and find
and correctly cite 10 electronic sources to support that topic. These sources could be used in a
later unit.
•
Have students develop an outline or a graphic organizer of the information.
•
Students will submit their electronic sources to the ICT I teacher and the academic teacher via
the Blackboard® web site or e‐mail.
•
As an enrichment activity, allow students to compose a song, rhyme, or jingle to teach others
about how they found their sources and about the information they found.
Suggested Assessment Strategies:
•
Teacher observation.
•
Evaluate the student work using a rubric or checklist created with the integrated academic
teacher or the rubric from Unit 1.
Suggested References
Barnett, R. (2004). Internal parts of a personal computer. Retrieved September 15, 2005, from
http://www.berksiu.k12.pa.us/web quest/BarnettR/index.htm
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
County demographic data [Brochure]. (2005). (Available from school vocational
directors/administrators)
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
Intel innovation in education. (2005). The journey inside. Retrieved September 15, 2005, from
http://www97.intel.com/discover/JourneyInside/TJI_Intro_lesson1/default.aspx
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Janvrin, A. (n.d.). Time to type: A keyboarding web quest. Retrieved September 15, 2005, from
http://www.berksiu.k12.pa.us/web quest/Campell/default.htm
Johnson, D. (2000). Exploring careers: A web quest. Retrieved September 15, 2005, from
http://coe.west.asu.edu/students/djohnson/web_ques.html
Maran Graphics Books and More. (n.d.). 3‐D dictionary. Retrieved September 15, 2005, from
www.maran.com/dictionary
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Mississippi Economic Development Council, Inc. (n.d.). Resources links for economic development in
Mississippi. Retrieved September 15, 2005, from
http://www.medc.ms/resources_links_for_economic_dev.htm
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved September
2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology I
Unit 4: Keyboarding
(35 hours)
Competency 1: Perform keyboarding applications.
Suggested Objectives:
a. Demonstrate proper hand, finger, and body position when using a keyboard (ongoing).
b. Use correct finger reaches from home row to top/bottom row keys (ongoing).
*Refer to the fingers as such: index (L1/R1), middle (L2/R2), ring (L3/R3), pinky (L4/R4) and
thumb (RT).
c. Perform touch typing by keying words, sentences, and paragraphs (ongoing).
d. Demonstrate proper use of special keys such as the spacebar, enter/return, shift, tab, delete,
backspace, arrow keys, ctrl, alt, home, insert, etc. (ongoing).
e. Use the top row of the keyboard for numeric keying (ongoing).
f. Use the numeric keypad to key numbers (ongoing).
Suggested Teaching Strategies:
•
Have students identify the alphabetic and numeric keys and reaches. Correctly key by touch
dictation exercises, conditioning practices, software exercises, and three‐minute timed writings
and a minimum of 30 NWAM by the end of the year. During the first nine weeks employ
intensive keyboarding instruction with ongoing maintenance for the remainder of the school
year, i.e., three‐minute timed writings, and skill builder exercises. Have students record and
graph (electronically or by using graphing paper) their progress using their ICT I notebook. To
motivate students to reach their highest potential, create the Wall of Speed and Hall of Fame.
Consider the following:
•
Take pictures of students at the beginning of year and use the pictures to graph the typing
speed of students.
•
Net words on a three‐minute timed writing determine student’s picture placement on the
Wall of Speed.
•
Pictures of students who achieve 70 net and above will be placed in a permanent Hall of
Fame.
•
Use drill practice (typing from copy) to provide many subject area testing/Mississippi Curriculum
Test (MCT) connections such as:
•
Presidential facts
•
Electoral college
•
Science facts
•
States, state abbreviations, and county seats
•
Spacing and punctuation rules such as capitalization and editing guidelines. L1
•
Alphabet assignment.
•
Have students identify the numeric keypad and reaches.
•
Have students correctly key by touch the conditioning practices and software exercises.
•
As an enrichment activity, have students complete a keyboarding web quest, such as:
http://www.rcsd.ms/~arainwater/index_keyboardingWebquest.htm to learn more about the
importance of keyboarding.
Suggested Assessment Strategies:
•
Print and evaluate lesson reports and timed writings for speed and accuracy.
•
Print and evaluate lesson reports for speed and accuracy.
•
Keyboarding student self‐assessment rubric.
•
Keyboarding teacher assessment rubric.
Suggested Rubrics and Checklists
Keyboarding Self Assessment Rubric
NAME:
DATE:
PERIOD:
Upper Body Posture
Body is centered and straight in front of the
keyboard. Body is within hand span of the
keyboard.
Lower Body Posture
Hips touch the back of the chair. Feet are flat
on the floor.
Hand/Finger Position
Demonstrates correct hand position over
home row. Strikes keys with tips of fingers.
Palm Position
Keeps palms off of the desk and/or
keyboard.
Typing Rhythm
Maintains a steady timing rhythm.
Accuracy
Finished work is at an accurate rate of 95%
of better.
Speed
Student maintains the average class typing
pace of 30 net words per minute.
Effort
Students in on‐task and focused.
Add Up Your Overall Score
Your Score:
Your Possible Score:
Grade:
How did you determine your grade?
Copyright Information:
Title: Keyboarding Basics, Unit 2
Web site: http://www.glencoe.com/sec/officetech/keyboarding/content/pdfs/Unit2Rubrics.pdf
Keyboarding Teacher Assessment
Rubric/Checklist
NAME:
DATE:
PERIOD:
Demonstrates correct techniques for
numeric and symbol keys (NETS 1b).
Demonstrates proper keyboarding
techniques (NETS 1b).
Keys 30 net words a minute (NETS
1b).
Demonstrates the ability to
compose at the keyboard (NETS 3a).
Learns capitalization rules (NETS 1b).
Uses correct spacing before and
after punctuation (NETS 1b).
Demonstrates the correct touch‐
system techniques (NETS 1b).
Fingers rest on the “Home Row” (A,
S, D, F, J, K, L, ;), Space Bar, and
Enter keys (NETS 1b).
Copyright Information:
Title: Keyboarding Basics, Unit 2
Web site: http://www.glencoe.com/sec/officetech/keyboarding/content/pdfs/Unit2Rubrics.pdf
Key Mastery Checklist
NAME:
DATE:
PERIOD:
Write the date that the student masters the following keys.
Letters
Numbers & Symbols
Keypad
A
a
B
b
C
c
D
d
E
e
F
f
G
g
H
h
I
i
J
j
/
K
k
*
L
l
!
‐
M
m
@
+
N
n
#
Enter
O
o
$
P
p
%
Q
q
^
R
r
&
S
s
*
T
t
(
U
u
)
V
v
W
w
X
x
Y
y
Z
z
Suggested References
Barnett, R. (2004). Internal parts of a personal computer. Retrieved September 15, 2005, from
http://www.berksiu.k12.pa.us/web quest/BarnettR/index.htm
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
County demographic data [Brochure]. (2005). (Available from school vocational
directors/administrators)
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
Intel innovation in education. (2005). The journey inside. Retrieved September 15, 2005, from
http://www97.intel.com/discover/JourneyInside/TJI_Intro_lesson1/default.aspx
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Janvrin, A. (n.d.). Time to type: A keyboarding web quest. Retrieved September 15, 2005, from
http://www.berksiu.k12.pa.us/web quest/Campell/default.htm
Johnson, D. (2000). Exploring careers: A web quest. Retrieved September 15, 2005, from
http://coe.west.asu.edu/students/djohnson/web_ques.html
Maran Graphics Books and More. (n.d.). 3‐D dictionary. Retrieved September 15, 2005, from
www.maran.com/dictionary
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Mississippi Economic Development Council, Inc. (n.d.). Resources links for economic development in
Mississippi. Retrieved September 15, 2005, from
http://www.medc.ms/resources_links_for_economic_dev.htm
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved September
2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology I
Unit 5: Word Processing and Publishing
(35 hours)
Competency 1: Perform basic word processing applications.
Suggested Objectives:
a. Use basic word processing commands to create, format, and edit documents.
b. Start and exit a word processing application and utilize sources of online help.
c. Identify common on‐screen elements of a word processing application.
d. Change application settings and manage files within a word processing application.
e. Perform common editing and formatting functions.
f. Perform common printing functions.
Suggested Teaching Strategies:
• Administer a pretest to determine student’s word processing skills.
•
Demonstrate and explain the word processing opening screen (window), to include menu bar
and toolbars. Provide students with guided practice activities.
• Demonstrate and explain how to use online help in a word processing application.
•
Use web sites such as http://webster.commnet.edu/writing/symbols.htm to review editing and
proofreading skills with students. Show students the editing and proofreading marks that will be
used in ICT and share with them the editing evaluation tool that will be used throughout the ICT
course. Have students work in teams to develop a classroom editing and proofreading checklist
that will be used to evaluate future word processing projects.
•
Provide students with integrated activities to compose, format, and edit documents to include,
but not be limited to, the following:
•
Commands to include: delete, insert, cursor movement, bold, italics, underline, cut, copy,
paste, drag and drop, etc.
•
Text and document formatting such as setting line margins, page orientation, justification,
headers and footers, line spacing, tabs, page breaks, section breaks, creating and formatting
tables, text styles, diagrams and organizational charts, etc.
•
Editing and proofreading procedures such as find and replace, grammar check, spell check,
etc.
•
Show students how to create a folder, save a document, and print a document using a word
processing application.
•
Have students store files and retrieve them using various storage media (i.e., floppy disk, jump
drive, hard drive, server drive, and/or CD‐ROM).
•
Have students develop and key job application packets that include a personal resume, a
portfolio including computer‐generated writing samples (e.g., cover/title page; table of
contents; multi‐page document to include headers, footers, section breaks, etc.).
Suggested Assessment Strategies:
• Evaluate pretest and re‐teach as needed.
• Monitor performance on student practice.
• Evaluate performance projects based on the editing checklist that the students created.
• Evaluate the job application packet using a peer evaluation rubric and a teacher evaluation
rubric.
Competency 2: Utilize basic word processing skills to create business correspondence.
Suggested Objectives:
a. Generate a hard copy of block‐style business correspondence to include, but not limited to, a
memo, personal/business letter, and letterhead.
b. Apply word processing applications to related academic skills in math, science, or
communications.
c. Use advanced word processing skills to format and print a multi‐page report in an integrated
activity, following accepted referencing format using Modern Language Association (MLA)
guidelines, including Works Cited page with hanging indents.
Suggested Teaching Strategies:
•
Have students examine different styles of standard professional documents. The samples should
represent a range of writing quality.
•
Divide students into groups and have each group use the Internet and other writing style guides
to research the following types of business documents: Response letter, complaint letter,
employment reference letter, employee verification letter, bid solicitation letter, sales letter,
customer service letter, procedures memo, request memo, summary memo, proposal memo,
technical memo, status report memo, recommendation memo, office meeting agenda, office
meeting minutes, job description, executive summary, marketing fact sheet, etc. Require
students to communicate using the Blackboard® discussion board or e‐mail to share their
research.
•
Have each group use an accepted format (e.g., Franklin Covey, MLA, etc.) to compose a report
that includes the purpose of each document in a business environment, the steps on how to
create the document, a description of when the document should be used, and a sample of the
document.
•
Have each group present their report to the class.
Suggested Assessment Strategies:
•
Use the writing rubric from ICT I, Unit 1 to evaluate the multi‐page report for ideas,
organization, and voice.
Competency 3: Explain desktop publishing applications.
Suggested Objectives:
a. Identify terminology and techniques associated with desktop publishing.
b. Evaluate desktop publishing documents.
Identify how desktop publishing is used in career pathways.
Suggested Teaching Strategies:
•
Use presentation equipment to introduce desktop publishing terminology and techniques (i.e.,
columns, inserting graphics, resize and position graphics, inserting and formatting text boxes,
etc.).
•
Have students key in, illustrate, and print terminology.
•
Have students critique the various examples and make notes on what should be done to turn
the low quality desktop publishing designs into high quality desktop publishing designs.
•
Have students compile a list of different types of desktop publishing documents that are used in
each career pathway.
Suggested Assessment Strategies:
•
Written test.
Competency 4: Perform desktop publishing applications.
Suggested Objectives:
a. Use drawing tools to create lines, circles, ovals, and rectangles.
b. Use text tools to create, insert, delete, replace, and move text.
c. Manipulate graphics and objects by moving, sizing, deleting, grouping, and changing order or
color (lines or shapes).
Suggested Teaching Strategies:
•
Demonstrate drawing tools, text tools, graphics, grouping, and changing order, text wrapping,
washout, recolor, watermark, etc.
•
Provide students with guided practice activities (geometric shapes, original valentine or greeting
card, etc.).
Suggested Assessment Strategies:
•
Monitor guided practice.
Competency 5: Create a desktop publishing document.
Suggested Objectives:
a. Apply desktop publishing applications to real‐world activities.
Suggested Teaching Strategies:
•
Have students take on the role of a restaurant owner opening a new business. The student will
use desktop publishing skills (i.e. design themes, drawing tools, text tools, manipulation and
inserting of graphics and text) to create a flyer, a tri‐fold menu (brochure), business cards, and
letterhead for the restaurant. All publications must have the same theme.
•
Have students use the Internet to research career opportunities, educational requirements, pay
scales, certifications, working conditions, etc. from their selected career.
•
Using the drawing tools, text tools, manipulation and inserting of graphics and text, have
students research, develop, and compose a desktop publishing document related to that career.
(e.g., non‐profit organization brochure, disaster brochure, newsletter, blood drive flyers, etc.).
•
Have students develop a creative piece of work that will be used to recruit individuals to the
career that was researched.
•
Have students compose and design greeting cards as a community service project (nursing
home, children’s home, military group, etc.).
Suggested Assessment Strategies:
•
Work with the academic teacher to develop a rubric to grade student’s completed assignment.
•
Use peer evaluations to evaluate the quality of work and teamwork throughout the project.
•
Ask members of the community who work in the field of arts, information, and communication
technology to judge student creations.
Parts of a Personal – Business Letter Key
BLOCK LETTER STYLE
1. Return address
10. 2" top margin or
center vertically
2. Date
3. Letter address
4. Salutation
QS
11. Default or 1"
side margins
DS 12. 1 blank line
5. Body
6. Complimentary close
7. Writer’s name
8. Reference initials
QS 13. 3 blank lines
14. At least 1"
bottom margin
Write the information below on your handout:
UNDERSTANDING SPACING
Quadruple Spacing – (QS) Strike enter 4 times, there will be 3 blanks lines
between items that are quadruple spaced.
Double Spacing – (DS) Strike enter 2 times. There will be 1 blank line
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
County demographic data [Brochure]. (2005). (Available from school Vocational
Directors/Administrators)
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Guhlin, M. (2002). The copyright web quest. Retrieved September 15, 2005, from
http://www.edsupport.cc/mguhlin/artifacts/consulting/copyright/
Harper, L. (2006). A case study: Plagiarism. Retrieved September 15, 2005, from
http://www.uvsc.edu/ethics/curriculum/education/case15.html
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston, MA:
Thomson Course Technology.
Poole, B., Randall, B., & Snyder, T. (2003). Weaving the web into your K‐12 classroom. Retrieved
September 2, 2005, from http://www.pitt.edu/~edindex/Web
quests/IntegratingtheWeb.htm
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved September
2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html
U.S. Department of Justice. (n.d.). Cybercrime. Retrieved September 15, 2005, from
http://www.cybercrime.gov/
U.S. Department of Labor, Bureau of Labor Statistics. (2005). Occupational outlook handbook (OOH).
Washington, DC: U.S. Government Printing Office.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology I
Unit 6: Multimedia Applications
(25 hours)
Competency 1: Explain multimedia presentation applications.
Suggested Objectives:
a. Identify terminology related to presentation applications.
b. Display, describe, and print the components of a presentation window.
Suggested Teaching Strategies:
•
Give students a pretest to determine the amount of experience and understanding they have in
multimedia presentations.
•
Use presentation equipment to introduce terminology such as multimedia presentation, slides,
views, transition, animations, color scheme, background, etc. Prepare for vocabulary test using
written activity or game.
•
Have students use a word processing application, the print screen feature, and drawing tools to
label the components of the presentation window.
Suggested Assessment Strategies:
•
Written test.
•
Teacher observation.
Competency 2: Create a multimedia presentation.
Suggested Objectives:
a. Identify steps for creating presentations.
b. Determine strategies for success in multimedia projects.
c. Create a multimedia presentation.
d. Format a multimedia presentation.
e. Print a multimedia presentation.
f. Integrate word processing and multimedia presentation applications to create, edit, and print
speaker notes.
Present a multimedia presentation.
Suggested Teaching Strategies:
•
Have students use a word processing application or Inspiration© to create a “quick start” guide
on presentation development (story map).
•
Have students work in groups to research one of the following topics:
•
Why you must have high quality presentation skills.
•
The most common mistakes a speaker makes.
•
Conquering nervousness while speaking publicly.
•
Different types of listening skills.
•
The importance of researching and analyzing your audience.
•
How to research materials for a presentation.
•
How to use visual aids effectively (tips for using color, graphics, and text).
•
How to handle difficult people in your audience.
•
Students will edit fonts, alignments, clipart, colors, added effects, transitions, etc.
•
Have students: key and edit their speaker notes; send the speaker notes to a word processing
software program; and format, edit, and print for handouts from the word processing
document.
•
Have students deliver their presentation.
Suggested Assessment Strategies:
•
Teacher evaluation using assessment instrument.
•
Teacher evaluation of printed and/or oral presentation.
•
Use the Group Presentation Evaluation Rubric to evaluate student presentations.
Competency 3: Identify the appropriate uses of a digital camera.
Suggested Teaching Strategies:
•
Have students work in groups to research web sites such as http://www.kodak.com/ to learn
tips on how to take great pictures. Using the tips from their research, have students take 15–20
pictures that will illustrate a story that they are reading in their language arts class.
•
Create tutorial on how to use the classroom digital camera and transfer the pictures to their
computer.
•
If you don’t have the funding for a classroom digital camera, try using the Pics4Learning
collection of images. This online collection consists of thousands of images that have been
donated by students, teachers, and amateur photographers and is copyright‐friendly and free
for use in education. http://www.pics4learning.com/
Suggested Assessment Strategies:
•
Self and peer evaluation rubric for digital camera tips.
•
Teacher observation.
Competency 4: Describe the basic operation principles of multimedia presentation accessories.
Suggested Objectives:
a. Identify the appropriate use of presentation hardware tools such as an LCD projector and
interactive white board.
b. Incorporate sound/voice in multimedia presentation.
Suggested Teaching Strategies:
•
Demonstrate the use and operation of the classroom LCD projector.
•
Allow students to use the pictures they have taken and a multimedia presentation application,
such as PhotoStory®, to retell and illustrate the story.
•
Have students deliver presentations.
•
Use software such as Audacity or built‐in presentation features to add sound or voice to
multimedia presentations.
•
As an enrichment activity, have students work in teams to compose a short‐story presentation
that includes a script, text, sound, images, and video clips. Create it around the question, “What
would it be like to stand beside Martin Luther King, Jr. as he looks over thousands of Americans,
their faces full of hope, and begins his famous speech, ‘I Have a Dream’?”
Suggested Assessment Strategies:
•
Self and peer evaluation rubric.
•
Teacher evaluation rubric.
Suggested Rubrics and Checklists
Group Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Content
Clear, appropriate,
and correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical, interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate,
grammatically
correct
Adequate, mostly
accurate, few
grammatical errors
Poorly planned,
somewhat
accurate, some
grammatical errors
Weak, inaccurate,
many grammatical
errors
Length
Appropriate length
Slightly too long or
short
Moderately too
long or short
Extremely too long
or short
Participation
Well‐balanced
participation by all
group members
All group members
have significant
participation
Most group
members
participate
One main speaker
with little
participation from
other group
members
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but frequently
returns to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Epson Presenters Online. (2005). Tutorials PowerPoint. Retrieved September 15, 2005, from
http://presentersonline.com/tutorials/powerpoint/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
Hollingsworth, C. (2004). PowerPoint 2000 basic tutorials. Retrieved September 15, 2005, from
http://www.iupui.edu/~webtrain/tutorials/powerpoint2000_basics.html
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Microsoft Corporation. (2005). Preparing effective handouts for presentations. Retrieved September
9, 2005, from http://office.microsoft.com/en‐us/FX012110421033.aspx
Mighty Coach.com Online Video Training. (n.d.). Free PowerPoint tutorial articles. Retrieved
September 15, 2005, from http://www.mightycoach.com/articles/powerpoint/index.html
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology I
Unit 7: Career Exploration (incorporate this unit throughout the school year) (10 hours)
Competency 1: Explore foundation skills and knowledge of academic and technical literacy and the
Mississippi Career Pathways Model.
Suggested Objectives:
a. Explore the 7 Mississippi Career Pathways Model.
b. Explore Academic Foundations.
c. Explore Employability and Career Development.
d. Discuss colleges and university programs based on the Career Pathways Model.
Suggested Teaching Strategies:
•
Have students visit http://redesign.rcu.msstate to learn about the Mississippi Career Pathways
Model. Have students complete a career interest and aptitude inventory. Have students use
Career software/Internet to search colleges and universities for programs related to their career
of interest and aptitude. Resources could include http://www.bls.gov.k12.
•
Invite a guest speaker from local employment agency, local junior colleges, or four‐year
universities. Have students post comments and questions from the guest speaker on the
Blackboard® discussion board for students to discuss information learned from research or from
guest speakers.
•
Have student create a Wiki for students to add colleges or universities with programs that
support the Career Pathways Model.
Suggested Assessment Strategies:
•
Participation of presenters and class discussions.
•
Grade students’ participation in discussion board.
•
Grade students’ participation in Wiki.
•
Competency 2: Explore careers in each of the seven Mississippi Career Pathways.
Suggested Objectives:
• Use Choices Explorer ® to complete the 7th Grade Guideway.
Suggested Teaching Strategies:
•
Guide students through the Choices Explorer ® 7th Grade Guideway to help them better define
their role in career and technical education.
•
Use software/Internet to complete a career research in the seven Mississippi Career Clusters.
•
Invite the secondary pathway teacher to the class to present information about secondary
pathway course opportunities. Have students create a table using word processing software, to
be used as a running record of career researches, to organize important information about the
each pathway.
•
Have students develop a Blog or Discussion Board to encourage students to share career
information researched in this pathway.
Suggested Assessment Strategies:
•
Use a teacher created checklist to grade table.
•
Grade students’ participation in blog or discussion board.
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Epson Presenters Online. (2005). Tutorials PowerPoint. Retrieved September 15, 2005, from
http://presentersonline.com/tutorials/powerpoint/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
Hollingsworth, C. (2004). PowerPoint 2000 basic tutorials. Retrieved September 15, 2005, from
http://www.iupui.edu/~webtrain/tutorials/powerpoint2000_basics.html
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Microsoft Corporation. (2005). Preparing effective handouts for presentations. Retrieved September
9, 2005, from http://office.microsoft.com/en‐us/FX012110421033.aspx
Mighty Coach.com Online Video Training. (n.d.). Free PowerPoint tutorial articles. Retrieved
September 15, 2005, from http://www.mightycoach.com/articles/powerpoint/index.html
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Recommended Tools and Equipment
CAPITALIZED ITEMS
1. Computer work centers (desk and chair) (One per student, one for handicapped)
Personal computer – to follow minimum specifications as published by MDE and to include
access to the following:
a. CD ROM
b. Printer (1 per 2 workstations, if not networked)
c. Internet access
2. Laser printer
3. Color inkjet printer
4. Presentation binding machine
5. 10 Electronic writing pads
6. Digital camera
7. USB memory card
8. Video camera with tripod
NON‐CAPITALIZED ITEMS
1. Copy holder
2. CD writer
3. Electric 3‐hole punch
4. Electric pencil sharpeners (2)
5. Electric stapler
RECOMMENDED INSTRUCTIONAL AIDS
It is recommended that instructors have access to the following items:
1. Telephone line with cordless telephone (separate telephone line for modem/fax hookup)
2. TV
3. VCR/DVD player
4. Television
5. PDA
6. Tablet PC
7. White board (minimum)
8. Trash cans
9. CD ROM storage cases
10. NetOp school software
11. Heavy duty hole punch
12. Filing cabinet
13. Electronic white board
14. Paper cutter
15. Data projector
16. Scanner with support software installed
Appendix A: 21st Century Skills Standards1
CLS1
Flexibility and Adaptability CLS2
Initiative and Self‐Direction
CLS3
Social and Cross‐Cultural Skills
CLS4
Productivity and Accountability
CLS5
Leadership and Responsibility
Today’s life and work environments require far more than thinking skills and content knowledge.
The ability to navigate the complex life and work environments in the globally competitive
information age requires students to pay rigorous attention to developing adequate life and career
skills.
CS 1
Flexibility and Adaptability
Adapting to varied roles and responsibilities
Working effectively in a climate of ambiguity and changing priorities
CS 2
Initiative and Self‐Direction
Monitoring one’s own understanding and learning needs
Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own
learning and opportunities to gain expertise
Demonstrating initiative to advance skill levels toward a professional level
Defining, prioritizing, and completing tasks without direct oversight
Utilizing time efficiently and managing workload
Demonstrating commitment to learning as a lifelong process
CS 3
Social and Cross‐Cultural Skills
Working appropriately and productively with others
Leveraging the collective intelligence of groups when appropriate
Bridging cultural differences and using differing perspectives to increase innovation and the
quality of work
CS 4
Productivity and Accountability
Setting and meeting high standards and goals for delivering quality work on time
Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)
CS 5
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
1 21st Century Skills. (n.d.). Washington, D.C.: Partnership for 21st Century Skills.
Recommended Tools and Equipment
CAPITALIZED ITEMS
1. Computer work centers (desk and chair) (One per student, one for handicapped)
Personal computer – to follow minimum specifications as published by MDE and to include
access to the following:
a. CD ROM
b. Printer (1 per 2 workstations, if not networked)
c. Internet access
2. Laser printer
3. Color inkjet printer
4. Presentation binding machine
5. 10 Electronic writing pads
6. Digital camera
7. USB memory card
8. Video camera with tripod
NON‐CAPITALIZED ITEMS
1. Copy holder
2. CD writer
3. Electric 3‐hole punch
4. Electric pencil sharpeners (2)
5. Electric stapler
RECOMMENDED INSTRUCTIONAL AIDS
It is recommended that instructors have access to the following items:
1. Telephone line with cordless telephone (separate telephone line for modem/fax hookup)
2. TV
3. VCR/DVD player
4. Television
5. PDA
6. Tablet PC
7. White board (minimum)
8. Trash cans
9. CD ROM storage cases
10. NetOp school software
11. Heavy duty hole punch
12. Filing cabinet
13. Electronic white board
14. Paper cutter
15. Data projector
16. Scanner with support software installed
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Information and Communication
Technology II
Grade Level:
7, 8
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Course Outline
Information and Communication Technology II
Safety and Orientation (Review and Reinforcement)
Input Applications
Spreadsheets
Database Applications
Technology Lab Management and Networking
Design Applications
Graphic Design Applications
Web Design Applications
Technology Problem‐solving and Decision Making Tools
Information and Communication Technology II
Unit 1: Safety and Orientation (Review and Reinforcement)
(5 hours)
Competency 1: Identify course expectations, school policies, program policies, and safety procedures
related to Information and Communication Technology II.
Suggested Objectives:
a. Give a brief overview of the course. Explain to students what ICT II is, why it is important, and
how it will be delivered.
a. Preview the school handbook, the technology acceptable use policy, and all other safety
procedures for classroom level and building level.
Preview course objectives and program policies.
c. Use Choices Explorer ® to complete the 8th Grade Guideway.
Suggested Teaching Strategies:
•
Reintroduce career and technical education with a brief explanation of the difference between
academic and vocational education. Once students gain a basic understanding of vocational
education, discuss the importance of computer literacy education. Explain to students that they
will work in groups to interview five adults in different work areas or five students who are in
high school and/or college. From the interviews, they will dramatize the importance of a strong
technology foundation in education or the world of work. Once students fully understand the
expectations of the project, have them work as a class to develop a rubric to evaluate this
project.
•
Explain to students the importance of safety and workplace skills. Share with students the
classroom expectations (i.e., come to class every day, be on time, dress appropriately, have your
supplies, work cooperatively with your classmates, clean your workstation before you leave, etc.).
•
Using a multimedia presentation, discuss the school handbook, the technology acceptable use
policy, classroom procedures, and all safety procedures for classroom level and building level.
•
Discuss the course objectives, program policies, etc.
•
Guide students through the Choices Explorer ® 8th Grade Guideway to help them better define
their role in career and technical education.
•
Create a separate directory for student assignments and a resource notebook at each computer
station. Share this information with students and make sure they know how to use the
directories and notebooks.
Suggested Assessment Strategies:
•
Use the student‐created rubric to evaluate the dramatizations.
•
Use a rubric or checklist to evaluate students understanding of workplace skills and safety
(ongoing on a weekly basis).
•
Teacher assessment according to local policy such as written safety test, signed policies, etc.
Competency 2: Identify student learning styles, previous knowledge, and self‐awareness.
Suggested Objectives:
a. Complete a pretest from Information and Communication Technology I to determine what skills
students already have.
b. Research and discuss learning styles and their importance.
c. Understand the importance of self‐awareness.
Suggested Teaching Strategies:
•
Have the students recognize previous knowledge by completing a pretest to determine their
computer skills, knowledge level, and keyboarding skills.
•
Have students use the Internet web sites such as http://www.vark‐learn.com and
http://focusonyourchild.com/ to research learning styles and multiple intelligences. Have
students determine student learning styles. If possible, have students compare the results from
this year’s learning style inventory and personality skill assessment to last year’s results.
•
Find articles related to goal setting and time management. Using a text‐based seminar, have
students discuss the importance and process of setting goals and time management. Students
will then set goals for the class (i.e., keyboarding GWAM goals, course grade goals, IC3
certification goal, etc.). Have students complete “A Personal Agenda” each week to help them
keep track of their overall course goals and course reflections.
•
Have students summarize their previous knowledge, learning styles, and goals in an
autobiography and share their autobiography with classmates.
•
Have students compose a “How I Can Help Others” report for the teacher. Students will include
strategies that they can use when peer teaching to meet their classmates’ learning styles.
Suggested Assessment Strategies:
•
Each week, have students update “A Personal Agenda” and send it to parents to improve
classroom communication.
•
Use a rubric to evaluate the student autobiography and “How I Can Help Others” guide.
•
Require students to keep a journal of observations and investigations, and periodically evaluate
their personal entries to assess progress toward achieving goals and key understandings of
course work.
Competency 3: Participate in educational, occupational, and leadership opportunities.
Suggested Objectives:
a. Identify and describe leadership opportunities available from student youth organizations (FBLA,
Student MECA, Jr. Beta, local community organizations, etc.).
Suggested Teaching Strategies:
•
Discuss leadership and opportunities for demonstrating leadership through school and
community youth organizations, including competitive events, award and degree programs, and
committee work. Allow students to practice leadership in class and laboratory activities.
•
Allow students to design, create, and present a project that demonstrates qualities of their
favorite state, national, or global leader (i.e., poster, book report, multimedia presentation,
flyer, etc.).
•
Have students present their project to classmates. In order to improve parental involvement,
have students present their projects to parents and other community leaders at an open house.
Suggested Assessment Strategies:
•
Use a rubric to evaluate participation in class.
Suggested Rubrics and Checklists
Text‐Based Seminar
NAME:
DATE:
PERIOD:
Purpose:
Explore how the author
conveys his or her
message to the
intended audience.
•
Refer to a particular place in the text before making your comment to the class (let everyone
find it first).
•
Use the rule of three (three people must speak before you can speak again).
•
Respect everybody else's contributions by listening actively.
•
Listen to what your peers SAY; then respond to what they said; follow up on it; build on it.
Reprinted with permission from Diana Heineck.
A Weekly Learning Agenda
NAME:
DATE:
PERIOD:
Reprinted with permission from Robin Parker, rab3@ra.msstate.edu.
NAME:
Autobiography Rubric
rev eals
writ er's
f eelings ,
reac t ions ,
v alues , and
goals
rec ount s
key incident s
aut obiography
des c ribes int
erac t ions bet
ween t he
writ er and
signif ic ant
people in his
or her lif e
main
c harac t er is
writ er
DATE:
PERIOD:
in t he writ er's
lif e
des c ribes
major
inf luenc es
(people,
STRONG 100‐94
Shows control and
strength in this trait;
many strengths present.
•
Paper clear and focused; holds reader's attention
•
Paper contains relevant and meaningful personal life
details and descriptions about the writer
•
Sequencing is logical
•
Strong beginning, middle, and end
•
Thoughtful transitions connect ideas
ev ent s ,
plac es ) on
writ er
COMPETENT 93‐85
For most part, strengths
outweigh weaknesses;
revision is needed.
•
Paper fairly clear; focus is occasionally inconsistent but readable
•
Some personal life details and descriptions present from writer's life
•
Sequencing shows logic for most part
•
Good beginning, middle, and end
•
Most transitions work well; some vague
DEVELOPING 84‐76
Strengths and need for
revision about equal;
about halfway there!
EMERGING 75‐70
Need for revision
outweighs strengths;
isolated instances hint
at what writer has in
mind.
•
Writer beginning to develop topic but development is basic or too broad; reader has
difficulty following the story
•
Personal life details and descriptions loosely connected; ineffective transitions; seems
random
•
Sequencing shows limited control—not enough that it consistently supports ideas
•
Weak beginning, middle, or end
•
Paper has limited sense of purpose or focus; some portions of text most confusing to the
reader
•
Some personal life details and descriptions are related but not well detailed
•
Sequencing loose and hard to follow
•
Weak or nonexistent beginning, middle, or end
NOT YET! 69‐60
A bare beginning; writer
not yet showing clear
control in this trait.
•
Paper has no clear sense of purpose or focus; the text is very difficult for reader to
understand
•
Personal life details and descriptions are limited or unclear, or the length is not adequate
for development
•
Sequencing is nonexistent; no clear beginning, middle, or end
•
Ideas not connected; awkward; seem strung together in random fashion
•
Text seems to have no real point
NO ATTEMPT – 0
•
No attempt
Feedback/Comments:
Reprinted with permission from Diana Heineck.
Dramatization Teacher Evaluation Rubric
NAME:
DATE:
PERIOD:
Excellent
Research of Events
The student uses a word
processing program to
produce a script and
biography (APA style). A
script with a biography is
submitted to the teacher.
The script is free of errors.
Characters
The student uses a word
processing program to
produce a summary and
historical account of each
character in the script. A
narrator gives a brief
description to audience
members before the
dramatization begins.
Content
The story is retold
completely with all major
events included. A problem
and a solution are included
in the content.
Dramatizations
All actors and actresses act
out the script with proper
volume and expression.
Relevant props and
costumes are used.
Participation
All participants are actively
involved in the
dramatization.
Good
The student uses a word
processing program to
produce a script and
biography (APA style). A
script with a biography is
submitted to the teacher.
The student submits a
handwritten summary and
historical account of each
character in the script. A
narrator gives a brief
description to audience
members before the
dramatization begins.
Most events are
dramatized. The story is
easy to follow. A problem
and a solution are
included in the content.
All actors and actresses act
out the script. Props and
costumes are used.
Most participants are
actively involved in the
dramatization.
Satisfactory
The student submits a
handwritten script and
biography (APA style) to
the teacher.
The student submits a
handwritten summary and
historical account of each
character in the script.
The story events are not in
sequence and are hard to
follow. A problem is
included in the content.
All actors and actresses act
out the script. Props and
costumes are lacking.
Many participants are not
actively involved in the
dramatization.
Needs Improvement
The student submits a
handwritten script and
biography (APA style) to
the teacher. A script is
submitted to the
teacher. No biography is
included.
A summary or historical
account of each
character is not
submitted.
The story events are not
in sequence and are hard
to follow.
All actors and actresses
read the script to the
audience. There are no
props or costumes.
Some people in the
group do not involve
themselves in the
dramatization.
Dramatization Peer Evaluation Rubric
NAME:
DATE:
PERIOD:
Directions: Write Yes or No in the blank before each statement.
A narrator gives a brief description of each character to audience members before the
dramatization begins.
I can follow the story’s events.
I can identify the story’s problem.
I can identify the story’s solution.
The actors spoke loud enough.
The actors spoke with expression.
The props and costumes fit the play.
All students were actively involved in the play.
Group Member Names:
Evaluator(s):
Reprinted with permission from Robin Parker, robin.parker@rcu.msstate.edu
Workplace Skills Weekly Checklist
NAME:
DATE:
PERIOD:
Behavior Skill
Never
Rarely
Most of
the Time
Always
On Time and Prepared
1. Arrives to class on time
2. Brings necessary materials
3. Completes homework
Respects Peers
1. Respects others’ property
2. Listens to peers
3. Responds appropriately to peers
4. Respects others’ opinions
5. Refrains from abusive language
Respects Teachers/Staff
1. Follows directions
2. Listens to teacher and staff
3. Accepts responsibility for actions
Demonstrates Appropriate Character Traits
1. Demonstrates positive character traits
(kindness, trustworthy, and honesty)
2. Demonstrates productive character traits
(patient, thorough, and hardworking)
3. Demonstrates a level of concern for others
Demonstrates a Level of Concern for Learning
1. Remains on task
2. Allows others to remain on task
Suggested References
The American National Red Cross. (n.d.). Prepare a safer workplace and protect your most valuable
asset: Your employees. Retrieved September 15, 2005, from
http://www.redcross.org/services/hss/courses/workplace.html
Ankrum Associates. (n.d.). Office ergonomics training. Retrieved September 15, 2005, from
http://www.office‐ergo.com/
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
The Ergonomics Society. (n.d.). The ergonomics society: The forum for ergonomics and human
factors specialists. Retrieved September 15, 2005, from http://www.ergonomics.org.uk/
Fleming, N. (2001). Vark: A guide to learning styles. Retrieved September 15, 2005, from
http://www.vark‐learn.com/english/index.asp
Future Business Leaders of America‐Phi Beta Lambda, Inc. (2005). Future Business Leaders of
America ‐ Phi Beta Lambda. Retrieved September 15, 2005, from http://www.fbla‐pbl.org/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Mississippi Department of Education. (2005). Keys to your future [Digital video recording].
Mississippi State, MS: Research and Curriculum Unit.
Mississippi Educational Computing Association. (2005). Mississippi technology teens. Retrieved
September 15, 2005, from http://www.ms‐meca.org
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Oklahoma Department of Career and Technical Education. (2005). History of vocational education.
Retrieved September 15, 2005, from http://www.okcareertech.org/history/
Partnership for 21st Century Skills. (n.d.).Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Rickover, R. & Rickover, A. (n.d.). Ergonomics,org: Posture, movement, and ergonomics. Retrieved
September 9, 2005, from http://ergonomics.org/
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
U.S. Department of Labor. (n.d.). Safety and health topics: Ergonomics. Retrieved September 15,
2005, from http://www.osha.gov/SLTC/ergonomics/
Vocational Information Center (2005). Skills for today’s workforce. Retrieved September 15, 2005,
from http://www.khake.com/page3.html
What do employers expect from me? [Poster]. (Available from Tech Prep Office, Mississippi
Department of Education P.O. Box 771, Jackson, MS 39205)
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 2: Input Applications
(20 hours)
Competency 1: Perform basic keyboarding techniques (ongoing).
Suggested Objectives:
a. Perform proper keyboarding techniques.
b. Develop speed and accuracy.
Suggested Teaching Strategies:
•
Demonstrate correct keyboarding techniques, and have students practice the techniques.
•
Provide 5‐minute timed writings to allow students to increase speed and accuracy at 40 NWAM.
Suggested Assessment Strategies:
•
Use a keyboarding checklist to evaluate student performance.
•
Assess student performance using a standardized or teacher‐made grading chart.
Competency 2: Utilize speech recognition software (ongoing).
Suggested Objectives:
a. Complete initial training.
b. Create business documents by dictating voice commands and text.
c. Format/edit text and navigate in documents utilizing voice commands.
Suggested Teaching Strategies:
•
Provide initial training on the software through demonstration and guided practice.
•
Have students use speech recognition software to input information into word processing,
spreadsheet, and multimedia presentation documents.
•
Have students use the writing process to create business documents, such as a letter, memo,
technical report, or other type of written report, by dictating voice commands and text.
•
Demonstrate how to format/edit text and navigate within documents utilizing voice commands.
Suggested Assessment Strategies:
•
Have students dictate documents using voice commands. Assess performance using teacher
observation/checklist/rubric.
•
Have students dictate documents using voice commands. Assess performance using teacher
observation/checklist/rubric.
•
Have students format/edit text and navigate within documents using voice commands. Assess
performance using teacher observation/checklist/rubric.
Competency 3: Utilize handwriting recognition software (ongoing).
Suggested Objectives:
a. Start and adjust the writing pad.
b. Input data and create documents with handwriting recognition tools.
c. Utilize handwriting recognition tools to correct, edit, and format text.
Suggested Teaching Strategies:
•
Demonstrate how to start and adjust the writing pad.
•
Demonstrate how to utilize handwriting recognition tools to correct, edit, and format text.
•
Have students work in groups to create writing pad adjustment checklists. Have students use
this checklist to evaluate themselves when they are using writing tablets.
•
Have students input data and create word processing, spreadsheet, and multimedia
presentation documents with handwriting recognition tools.
Suggested Assessment Strategies:
•
Have students start and adjust the writing pad. Assess performance using the student‐created
checklist.
Competency 4: Develop, implement, and communicate using different input technologies.
Suggested Objectives:
•
Use different input applications to develop, implement, and communicate information to
others.
Suggested Teaching Strategies:
•
Ask a guest speaker from the medical field to demonstrate how technology is used in his/her
daily tasks.
•
Have students use the Internet to locate and download regional and global data about health
issues such as blood pressure, cholesterol, flexibility, heart rate, body mass index, etc.
•
Have students use speech and handwriting recognition software and a spreadsheet application
program to prepare graphs comparing these two data sets.
•
Have students use the keyboard and mouse to develop a multimedia presentation. Make sure to
include the graphs that were developed using the spreadsheet application program.
•
If applicable, have students e‐mail their presentation to the teacher.
Suggested Assessment Strategies:
•
Using the tuning protocol, allow students to peer edit each other’s spreadsheet and
presentation.
•
Use a checklist to evaluate student spreadsheet and presentations.
Suggested Rubrics and Checklists
The Tuning Protocol
The tuning protocol is an awesome tool to help you look at your work (or your peer's work) critically.
The goal here is to generate ideas for improving the work, to deepen understanding, and to
communicate more effectively. While participating in this structured protocol, it is important to
remember to set and follow group norms and assume roles such as facilitator (team captain),
presenter, timekeeper, recorder, and reporter.
1. Facilitator (team captain) brings the group together and reviews the protocol goals,
guidelines, and schedule. (one to two minutes)
2. The presenter of the work presents the following information;
•
Context of assignment (what class is like and what content is being studied)
•
Sample of student work
•
Copy of the assignment with goals and grading criteria (rubric)
•
Any questions you have about your work (what you could have done differently, any
misconceptions you might have, etc.) (five to ten minutes)
3. Participants will have the opportunity to ask brief questions about the work being presented
(factual questions to provide more information about the work) (five minutes)
4. Participants will silently examine the student work, making notes about what seems "in
tune" with learning goals and assignment criteria and suggestions for "tuning." Participants
will jot down warm and cool feedback along with suggestions for tuning. (NOTE: Consider
making notes on post‐it pages so presenter can keep them). (five to ten minutes)
5. The presenter will move away from the table but sit close enough to listen and take notes as
the work is discussed. Group members begin by sharing warm feedback (positive points
about the work) before moving into cooler feedback and suggestions for improvement. At
this point, the participants are engaging in dialog about the work and the presenter is simply
making notes about what he or she hears. (ten to fifteen minutes)
6. The presenter then rejoins the group and shares the information he or she received while
listening to the group discuss the work. This is NOT a time to defend or argue, but a time to
reflect on the suggestions and feedback from the whole group. (five minutes)
7. Facilitator will lead a very short open discussion of the tuning experience to debrief the
process. What could have been handled differently that may have made the protocol more
effective? Did the group meet its goal? Did the presenter receive valuable, meaningful
feedback in a positive manner? (three to five minutes)
Suggested References
Barksdale, K., Forde, C., Hoggatt, J. P., Oliverio, M. E., Pasewark, W. R., Robinson, J. W., et al. (2004).
DigiTools. Cincinnati, OH: South‐Western.
Barksdale, K., & Rutter, M. (2002). Speech recognition with Microsoft Office XP. Cincinnati, OH:
South‐Western.
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Nifty fifty for Dragon Naturally Speaking 7.0. (2003). Union, NE: Speaking Solutions.
Nifty fifty for Office XP speech & handwriting. (2004). Union, NE: Speaking Solutions.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
Speaking Solutions resources for speech recognition and handwriting technology. (2003). Retrieved
September 15, 2005, from http://www.speakingsolutions.com/resources/index.html
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 3: Technology Productivity Tools: Spreadsheet Applications
(20 hours)
Competency 1: Explain spreadsheet applications.
Suggested Objectives:
a. Identify and key terminology used with spreadsheet applications.
b. Identify the basic components of a spreadsheet application screen.
c. Research, key, illustrate, and print terminology related to spreadsheet applications.
Suggested Teaching Strategies:
•
Use presentation equipment to introduce terminology such as spreadsheet, workbook, cell, cell
reference, merge, range, page orientation, fill handle, formulas, functions, borders button, left
align button, right align button, center align button, currency style button, fill color button, enter
button, font color button, format painter button, print preview button, auto sum button, insert
function button, sort ascending button, sort descending button, chart, bar chart, data labels,
data range, legend, line chart, pie chart, x‐axis, y‐axis, etc.
•
Demonstrate basic components of a spreadsheet application as students take notes.
•
Have students use the Internet and word processing software to locate, copy, and paste the
definitions, insert a visual representation, and print terminology. Prepare for vocabulary test
using written activity or game.
Suggested Assessment Strategies:
•
Completed term illustration and definition activity.
•
Written Test.
Competency 2: Perform spreadsheet applications.
Suggested Objectives:
a. Demonstrate the use of basic spreadsheet format commands.
b. Write formulas using basic arithmetic operations.
c. Demonstrate the use of basic spreadsheet functions.
d. Modify worksheet data.
e. Structure and format data in a worksheet.
f. Sort and manipulate data using formulas and functions.
g. Create and modify charts in a worksheet.
h. Print a worksheet.
Suggested Teaching Strategies:
•
Show students how to input, organize, format, and manipulate data in a spreadsheet.
•
Have students use performance exercise to create and format a spreadsheet to include
changing column width, formatting contents of a cell, merging cells, auto formatting, etc.
•
Have students use performance exercise to write formulas using the four basic arithmetic
operations (addition, subtraction, multiplication, and division).
•
Have students use performance exercise to demonstrate the use of basic spreadsheet functions
to include sum, maximum, minimum, count, now, round, average, etc.
•
Have students work in groups and peer teach each other on how to create and graph a simple
spreadsheet related to math or science (i.e., grades, temperature variations, timed writing
results, counting calories, budget, sales, expenses, inventory, etc.).
Suggested Assessment Strategies:
•
Performance assessment.
•
Grade printout of formula view.
Competency 3: Create and graph spreadsheet data.
Suggested Objectives:
a. Apply spreadsheet applications to integrated academic activities.
b. Apply the uses of spreadsheet applications in the Financial, Economic, and Business Literacy
career pathway.
c. Create a budget narrative that integrates spreadsheet and word processing applications.
d. Send a spreadsheet and graph as an electronic mail attachment.
Suggested Teaching Strategies:
•
Give each student an imaginary budget of $1500.00 per month. Have students research local
newspapers to find a place to live. Have students interview parents and other adults in the
community and use the Internet to determine monthly living expenses such as electric bills,
water bills, garbage pickup, etc.
•
Using their research and their imaginary budget, have students create a monthly budget using a
spreadsheet.
•
Once students have their monthly budgets, give them different scenarios such as unexpected
injuries and illnesses, unexpected expenses such as a car breaking down, etc.
•
Have students adjust their budget accordingly and write a budget narrative explaining how they
adjusted their original budget. Also, have students include a graph in their budget narrative.
•
Have students turn in their final budgets and budget narratives via the Blackboard® web site or
electronic mail.
•
As an alternate activity, group students as though they were officers of a club/team and have
them perform a fundraiser. Have them choose an item to sell, decide how many items each
member sold and work in groups to find formulas and functions for all totals, profit, etc.
•
As an enrichment activity, have students input and graph their keyboarding NWAM data from
the previous units.
Suggested Assessment Strategies:
•
Grade the budgets and budget narratives using a teacher‐prepared rubric according to specific
project/assignment (scoring based on the number of skills being evaluated).
•
Have students print spreadsheet and formulas sheet to check for accuracy of
formulas/functions.
Suggested References
Barksdale, K., Forde, C., Hoggatt, J. P., Oliverio, M. E., Pasewark, W. R., Robinson, J. W., et al. (2004).
DigiTools. Cincinnati, OH: South‐Western.
Barksdale, K., & Rutter, M. (2002). Speech recognition with Microsoft Office XP. Cincinnati, OH:
South‐Western.
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Nifty fifty for Dragon Naturally Speaking 7.0. (2003). Union, NE: Speaking Solutions.
Nifty fifty for Office XP speech & handwriting. (2004). Union, NE: Speaking Solutions.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
Speaking Solutions resources for speech recognition and handwriting technology. (2003). Retrieved
September 15, 2005, from http://www.speakingsolutions.com/resources/index.html
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 4: Technology Productivity Tools: Database Applications
(20 hours)
Competency 1: Explain basic database applications.
Suggested Objectives:
a. Research, key, and illustrate terminology used with database applications.
b. Identify fundamental concepts relating to database applications.
c. Identify the basic components of a database application screen.
Suggested Teaching Strategies:
•
Discuss the role that database applications hold in the state, national, and global workforce.
•
Use presentation equipment to introduce terminology such as task pane, field name, field, field
type, text fields, number fields, date/time fields, currency fields, memo field, yes/no field,
hyperlink fields, AutoNumber fields, lookup field, field size, field format (general number, fixed,
percent, standard, long, medium, short), primary key, wizards, form, record, sort ascending, sort
descending, table, entry, relational database, query, complex query, parameter query, range
query, select query, update query, design grid, form letter, mail merge, merge fields, report,
report summary, etc.
•
Explain basic components of a relational database and its structure, identify the different parts
of the database window, and show examples of how to define fields and records while the
students take notes.
•
Have students key their notes from the teacher’s presentation and use the Internet to find,
copy/paste, and print the definitions. Have students e‐mail or use the Blackboard® digital drop
box to submit the completed notes.
•
Have students prepare for vocabulary test using written activity or game.
Suggested Assessment Strategies:
•
Completed term illustration and definition activity.
•
Written test.
Competency 2: Perform basic database applications.
Suggested Objectives:
a. Demonstrate the use of a basic relational database.
b. Create and modify tables and forms using a relational database.
c. Enter and update records in a relational database.
d. Sort, update, and delete records in a relational database.
Suggested Teaching Strategies:
•
Using classroom presentation equipment, the teacher will guide students through performance
exercises to create a relational database. In the exercises, the students should complete the
following:
•
Create and save a new database.
•
Create and save multiple tables.
•
Create different types of fields for the table (text, memo, number, date/time, currency,
AutoNumber, yes/no, hyperlink, lookup).
•
Select the primary key for the tables.
•
Create, format, edit, and save a form in design view.
•
Practice working with forms in design view and form view.
•
Add multiple records to the form.
•
Have students complete performance exercises on their own to practice the techniques listed
above. Have students e‐mail or use the Blackboard® digital drop box to submit their
assignments.
•
Have students peer review and peer teach techniques listed above as reinforcement. If needed,
have them search the Internet to find database tutorials to enhance their understanding of
database applications. Once students are comfortable with the techniques listed above, have
them write a “tips sheet” with detailed steps of how to complete the techniques listed above. If
time permits, allow students to insert screen shots into their “tips sheet.” Have students e‐mail
or use the Blackboard® digital drop box to submit their assignments.
Suggested Assessment Strategies:
•
Evaluate performance assessment of individual exercises.
•
Use the writing rubric from ICT I, Unit I to evaluate the “tips sheet” for ideas, organization, and
voice.
Competency 3: Perform advanced database applications.
Suggested Objectives:
a. Demonstrate the understanding of database relationships.
b. Demonstrate a mastery understanding of queries.
c. Develop form letters and mailing labels using a database program and a word processing
program.
Suggested Teaching Strategies:
•
Using classroom presentation equipment, the teacher will guide students through advanced
database performance exercises. In the exercises, the students should complete the following:
•
Define relationships in a relational database.
•
Create and use queries.
•
Create range queries.
•
Create and use complex queries.
•
Create form letters and mailing labels from a database.
•
Create parameter and update queries.
•
Have students complete performance exercises on their own to practice the techniques listed
above.
•
Have students peer review and peer teach techniques listed above as reinforcement. Have
students search the Internet to find tutorials for the techniques listed above. Once students are
comfortable with the techniques listed above, have them make additions to their “tips sheet”
with detailed steps of how to complete the techniques listed above. If time permits, allow
students to insert screen shots into their “tips sheet.”
•
Have students compile their “tips sheets” into a database resource guide. Have students plan
and conduct workshops or seminars about relational database techniques for faculty and staff
of the school, parents, and community members.
Suggested Assessment Strategies:
•
Evaluate performance assessment of individual exercises.
Competency 4: Design and create a database.
Suggested Objectives:
a. Research, access, process, and manage data.
b. Present data in a user friendly format.
Suggested Teaching Strategies:
•
Collaborate with an academic teacher to determine a topic of study and content area questions.
Samples of questions are listed below:
•
How does the range of sounds that humans can hear compare with the range of sounds that
other animals can hear?
•
What effects does water pollution have on developing organisms?
•
What are issues concerning the impact of developments in space research and technology in
agriculture, navigation, and telecommunications?
•
What are possible sources of error when predicting weather?
•
Have students use the Internet, print resources (newspapers, books, magazines), PDAs, web
databases, observational and measurement tools (microscopes, telescopes, probes), and other
resources to collect real time observations, data, and information on their chosen topic.
•
Have students organize the data into a relational database and use a database report to analyze
and synthesize information.
•
Using a word processing program, students will combine their database report with diagrams,
flow charts, frequency tables, bar graphs, line graphs, and other types of graphic displays to
draw conclusions and implications based on investigations of the question.
•
Students will create a final report that incorporates qualitative and quantitative data gathered
through the investigation. Have students create a multimedia presentation and share their
report with the class.
Suggested Assessment Strategies:
•
The academic and ICT teachers will collaborate to develop a rubric that will be used to evaluate
the final report.
Competency 5: Integrate database application software with multiple technology productivity tools.
Suggested Objectives:
a. Integrate spreadsheets with data collection instruments to compare and contrast environmental
and agricultural industries, conservation efforts, weather, and water quality in other countries.
Suggested Teaching Strategies:
•
Have students use data collection instruments such as probes to collect environmental data. If
applicable, students can complete the Environmental Module from the TRAC program to
accomplish this task.
•
Have students import that data into a spreadsheet application software program.
•
Have students format the data.
•
Have students use the Internet to research environmental and agricultural industries,
conservation efforts, weather, and water quality in other states and other countries.
•
Have students input the data from their research into the spreadsheet application file.
•
Have students generate different graphs and statistics to compare and contrast the
environmental and agricultural industries, conservation efforts, weather, and water quality in
their community, other states, and other countries.
•
Using a word processing program, have students use the writing process to compose and key a
summary report. Students should integrate charts and graphs from the spreadsheet application
program into their summary report.
Suggested Assessment Strategies:
•
Collaborate with the science teacher to evaluate the summary report using a teacher‐prepared
rubric according to specific project/assignment (scoring based on the number of skills being
evaluated).
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Microsoft Corporation. (2005). Analyzing data using Access 2002. Retrieved September 15, 2005,
from http://www.microsoft.com/education/AnalyzeDataAccess2002.mspx
Microsoft Corporation. (2005). For the record. Retrieved September 15, 2005, from
http://www.microsoft.com/education/record.mspx
Microsoft Corporation. (2005). Our brilliant careers. Retrieved September 15, 2005, from
http://www.microsoft.com/education/career.mspx
Microsoft Corporation, (2005). Use auto forms to enter data into Access 2002. Retrieved September
15, 2005, from http://www.microsoft.com/education/UseAutoForms.mspx
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 5: Technology Lab Management & Networking
(10 hours)
Competency 1: Explain basic network components.
Suggested Objectives:
a. Discuss the terminology and components of a successful network.
b. List advantages of using a network.
c. Differentiate among different types of networks.
d. Describe the various network communication standards.
e. Discuss different ways to set up a home network.
Suggested Teaching Strategies:
•
Give students a pretest to determine their prior knowledge of the Internet, e‐mail, and other
network components.
•
Have students research the Internet to see different samples of web quests. Next, have students
use a word processing program to create a web quest to define, type, and illustrate basic
network terminology. Terminology should include but is not limited to; communications
channel, the Internet, web, e‐mail, FTP, instant messaging, chat rooms, web folders,
videoconferencing, fax, wireless messaging services, text messaging, public Internet access
points, global positioning system (GPS), networks, local area network (LAN), wireless local area
network (WLAN), metropolitan area network (MAN), wide area network (WAN), client/server
network, peer‐to‐peer network, Intranets, Ethernet, Bluetooth, dial‐up lines, DSL,
communication device, modems, wireless adapter, network cards, wireless access point,
routers, switches, hubs, firewall, home networks, bandwidth, network specialist, network
engineer, etc.
•
Have students complete a web scavenger hunt to find the answers to the following questions.
•
What operating system has TCP/IP built into it?
•
What is the most common bridge used to connect two dissimilar networks?
•
What company developed the token ring protocol?
•
What is the purpose of the Bluetooth special interest group? Where are the headquarters
of this organization?
•
How many cybercafés are located in Paris, France?
•
How many different types of networks are there? What makes them different?
•
What are communication standards and why should you know about them?
•
Have students use a word processing and spreadsheet application program to write a grant to
set up a network for the local boys and girls club. Students should include an introduction,
problem statement or needs assessment, objectives, methods, timeline, evaluation, budget, and
budget narrative.
•
Have students respond to their learning by writing at least one page about their reactions,
evaluations, and reflections on computer communications and networks. Students should post
their writings on the Blackboard® discussion board.
Suggested Assessment Strategies:
•
Completed definitions.
•
Completed web scavenger hunt.
•
Completed grant application
Competency 2: Practice setting up a network.
Suggested Objectives:
a. Discuss different ways to set up a network.
b. Practice setting up a network.
c. Show a strong understanding of how a network should be set up.
Suggested Teaching Strategies:
•
Have a local merchant bring networking devices such as game consoles to the class and
demonstrate how to link devices.
•
Ask the local school district or a local industry network administrator or engineer to visit the
class and demonstrate how they set up their network.
•
Have students practice connecting graphing calculators and Personal Digital Assistants (PDA)
and creating usernames, passwords, and assigning rights where appropriate.
•
Have students use the writing process to compose a technical report on how to set up a
network in a school or professional environment. Have students submit their report using e‐mail
or the Blackboard® digital drop box.
Suggested Assessment Strategies:
•
Teacher observations.
•
Use the writing rubric from ICT I, Unit I to evaluate the technical report for ideas, organization,
and voice.
Competency 3: Demonstrate a strong understanding of network management.
Suggested Objectives:
a. Research and identify accessibility issues related to network management and information
technology.
b. Design a computer lab.
Suggested Teaching Strategies:
•
Students will research accessibility issues related to network management. Using their research,
students will work as a class to develop a school standard for network management.
•
Divide students into groups and give each group an imaginary budget. Students will use the budget
to redesign and update their computer lab in order to make it accessible for students/people with
disabilities.
•
Have students work in groups to solve the following case study:
•
You are interested in setting up a network at your home. Currently, there are two
computers in different locations in your home and you want to look at the most efficient
way to network these computers together. Use resources available to create a report that
shows the cost of purchasing items for a wireless network versus a peer‐to‐peer network.
Also, include information on the benefits of setting up a home network.
•
Have groups present their report.
Suggested Assessment Strategies:
•
Develop a rubric based on the standards students develop.
•
Writing rubric from ICT I, Unit 1.
Suggested References
About, Inc. (2005). Networking basics: Key concepts in computer networking. Retrieved September
15, 2005, from http://compnetworking.about.com/od/basicnetworkingconcepts/
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
How Stuff Works, Inc. (2005). How hard is it to set up a network between two computers in my
home? Retrieved September 9, 2005, from
http://computer.howstuffworks.com/question353.htm
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Microsoft Corporation. (2005). A webquest for knowledge. Retrieved September 15, 2005, from
http://www.microsoft.com/education/webquest.mspx
Microsoft Corporation. (2005). What a home or small office network can do for you. Retrieved
September 15, 2005, from
http://www.microsoft.com/windowsxp/using/networking/getstarted/networkneeds.mspx
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
San Diego State University. (n.d.). The web quest page. Retrieved September 15, 2005, from
http://web quest.sdsu.edu/
San Diego State University. (n.d.). Web quest templates. Retrieved September 15, 2005, from
http://web quest.sdsu.edu/LessonTemplate.html
Schrock, K. (2005). Kathy Schrock’s guide for educators: Web quests. Retrieved September 15, 2005,
from http://school.discovery.com/schrockguide/web quest/web quest.html
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 6: Technology Productivity Tools: Design Applications
(15 hours)
Competency 1: Perform design applications.
Suggested Objectives:
a. Identify terminology used with advanced design applications.
b. Identify the basic components of an advanced design application screen.
Suggested Teaching Strategies:
•
Have students use the Internet to research bridge design.
•
Explain the concepts of Computer Aided Drafting (CAD).
•
Using a multimedia presentation, show students the basic components of a design application
screen. Students will identify the different parts of the screen in their notes.
•
Have students research, key, and illustrate terminology related to advanced design applications
(i.e., structure weight, breaking loads, measurements, geometric concepts, geometric angles,
etc).
•
Have students complete the TRAC – MAGLEV Module.
•
Have students use the writing process to research, design, and create a brochure that
summarizes their knowledge of the MAGLEV Module.
•
Have students complete the TRAC Bridge Builder Module to address comprehensive aspects of
the design and building of bridge structures. In this module, numerous concepts are introduced
independently and then are synthesized through a series of experimental demonstrations,
hands‐on projects, and computer‐based simulations.
Suggested Assessment Strategies:
•
Written test.
•
Completed terminology activity.
•
Completed MAGLEV Module.
Competency 2: Create advanced design applications.
Suggested Objectives:
a. Exercise sound reasoning in the development of a design application.
b. Make complex choices when using a design application.
c. Understand interconnections between different software applications.
Suggested Teaching Strategies:
•
Have students complete the TRAC Design and Construction Module. This module covers the
educational topics of data visualization and management of technology to benefit society,
taught in social studies courses, and the positive and negative impacts of transportation
systems. Transportation topics include horizontal curvature, traffic flow, and capacity
relationships used with traffic engineering, determining the “best” road location to acquire right
of way, and traffic management systems. In this module, have students complete Activity One
and Activity Two.
•
Show students how to effectively use a geographic information system (GIS).
•
Have someone from the local parks and recreation department come and speak to the class
about the development and continued operation of the local city parks. Request that the guest
speaker address budget concerns, park layout, safety concerns, etc.
•
Using a GIS, have students work in teams to compare alternative sites and the best location for a
new park according to information they learned from the guest speaker.
•
Develop innovative plans, including specific recommendations illustrated by maps, for the new
and improved park. Students can use design software, publishing software, or word processing
software to accomplish this task (e.g., SIMCITY TRAC Module). Also, have groups work with a
spreadsheet program to develop a budget for the building and operation of the new park.
Suggested Assessment Strategies:
•
Develop a rubric or a checklist to evaluate the student group projects. If possible, invite the guest
speaker to come back and evaluate each group project. Award a certificate to the winning group.
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Duggal, V. (n.d.). The world wide web virtual library: CAD. Retrieved September 15, 2005, from
http://www.caddprimer.com/library/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
PBS Online. (2005). NOVA: Build a bridge. Retrieved September 15, 2005, from
http://www.pbs.org/wgbh/nova/bridge/build.html
PBS Online. (2005). NOVA: Super bridge. Retrieved September 15, 2005, from
http://www.pbs.org/wgbh/nova/bridge/
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 7: Technology Productivity Tools: Graphic Design Applications
(15 hours)
Competency 1: Explain basic graphic design elements.
Suggested Objectives:
a. Identify terminology and techniques associated with graphic design.
b. Understand the basic components of graphic design software applications.
Suggested Teaching Strategies:
•
Using a multimedia presentation, explain the design process to students.
•
According to learning style or personality assessments, divide the class into five groups. Assign
each group one of the following topics:
•
Introduction to Design
•
Color Theory
•
Composition and Layout
•
Perspective
•
Typography
•
Students will use web sites such as http://www.mundidesign.com to research their chosen
topic.
•
Students will develop a presentation on their topic and teach their topic to the class.
•
Using a LCD projector and a screen, the teacher will introduce graphic design software, such as
Adobe Photoshop®, to students.
•
Have students use handwriting recognition software or word processing applications to take
notes from the lecture.
•
Periodically throughout the note taking, request students to perform simple tasks. Students will
be required to reinforce these skills by reviewing the techniques with other students by peer
teaching.
Suggested Assessment Strategies:
•
Allow students to evaluate presentations of their peers using the peer evaluation rubric from
ICT I, Unit 9. Administer a written test on the topics that were presented in class.
Competency 2: Use basic graphic design elements.
Suggested Teaching Strategies:
•
Have students gather high quality examples of display ads and flyers, logos, newsletters,
brochures of all kinds, business cards, letterheads, magazines, newspapers, labels, books, book
jackets, etc.
•
Discuss characteristics of high quality work. Have the class develop a rubric to evaluate high
quality design.
•
Using personality and learning style inventories, divide students into groups of three to five.
•
Have students research the Internet to research automobile designs.
•
If applicable, have students use the design process and a writing tablet to sketch an electronic
blueprint for an original automobile per team. Consider aerodynamics, fuel cost, materials cost,
materials durability, etc. Invite an industry expert from the automotive industry to serve as a
resource to students while they are completing this project.
•
Have students pitch their design to the class.
•
Regroup students and assign roles in a simulated ad agency. Randomly assign one of the
automobile sketches.
•
Have students collaborate to develop an advertising campaign to promote their assigned
automobile. Invite an industry expert from the design industry or from a public relations firm to
serve as a resource to students while they are completing this project. The advertisement
campaign should include a variety of media formats such as desktop publishing and multimedia.
•
Have students publish and present their final advertisement campaign to a panel of focus group
of community members and parents.
•
As an enrichment activity, have students choose a variety of advertisements of products that are
personally appealing to them. Have students analyze the techniques used by each
advertisement to attract teen buyers. Have students present this information in the most
appropriate format.
Suggested Assessment Strategies:
•
Use the graphic design checklist to evaluate the project.
Competency 3: Create basic graphic design elements.
Suggested Objectives:
a. Research Mississippi industries.
b. Create a logo and slogan to represent Mississippi industries.
Suggested Teaching Strategies:
•
Have students individually research Mississippi industries and choose one that interests them.
•
Have students individually generate a logo and slogan representing their chosen industry.
Suggested Assessment Strategies:
•
Use the student‐generated rubric to evaluate the logo and slogan.
Suggested Rubrics and Checklists
Graphic Design Checklist
NAME:
DATE:
PERIOD:
The designer met the assigned deadline.
The designer incorporated all given specifications.
The design contained all necessary information.
The design did not violate copyright regulations.
The design was an original piece of art.
The design reached a high standard of visual accomplishment
(well crafted, communicated, and interesting).
Total
Suggested References
Adobe Systems Incorporated. (2001). Adobe Photoshop tutorials. Retrieved September 15, 2005,
from http://www.adobe.com/products/tips/photoshop.html
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Kodak. (n.d.). Taking great pictures. Retrieved September 15, 2005, from
http://www.kodak.com/eknec/PageQuerier.jhtml?pq‐path=2/3/38&pq‐locale=en_US
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Mundi Design Studios. (2001). Mundi design studios. Retrieved September 15, 2005, from
http://www.mundidesign.com/home.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 8: Technology Productivity Tools: Web Design Applications
(20 hours)
Competency 1: Explain web design applications.
Suggested Objectives:
a. Research, key, and illustrate terminology used with web design applications.
b. Identify the basic components of a web design application screen.
Suggested Teaching Strategies:
•
Use presentation equipment to introduce terminology such as alignment, animated GIF,
animation, active server page (ASP), banner, bitmap image (bmp), check box, cascading style
sheet (CSS), dynamic hypertext mark‐up language (DHTML), drop down menu, Error 404, flash,
web forms, frame, file transfer protocol (FTP), GIF, graphic backgrounds, hypertext markup
language (HTML), hyperlink, hypertext, image map, information page, java, JavaScript, JPEG,
mouse over, portable document format (PDF), radio button, WYSIWYG (What You See Is What
You Get), etc.
•
Explain basic components of a web application program, identify the different parts of the
screen, and show examples of high and low quality web pages.
•
Discuss characteristics of high quality web pages. Have the class develop a rubric to evaluate
web pages.
•
Use presentation equipment to demonstrate the basic components of web design applications.
Have students take notes from the presentation.
•
Have students use the Internet and a word processing application to find, key, illustrate, and
print definitions. Students will also key their notes from the teacher’s presentation.
•
Have students prepare for vocabulary test using written activity or game.
Suggested Assessment Strategies:
•
Completed term illustration and definition activity.
•
Written test.
Competency 2: Perform basic web design applications.
Suggested Objectives:
a. Demonstrate the understanding of the HTML programming language.
b. Publish a web page.
Suggested Teaching Strategies:
•
Using classroom presentation equipment, introduce students to the HTML programming
language.
•
Have students complete performance exercises on their own to practice using the programming
language.
•
Have students peer review and peer teach the use of HTML as reinforcement. Once students are
comfortable with the use of HTML, have them make create an HTML web resource guide with
detailed steps of how to complete the different techniques. If time permits, allow students to
insert screen captures into their guide.
Suggested Assessment Strategies:
•
Evaluate performance assessment of individual exercises.
Competency 3: Perform advanced web design applications.
Suggested Objectives:
a. Demonstrate the use of a web design program.
b. Create and modify a webpage.
Suggested Teaching Strategies:
•
Contact the Mississippi Attorney General’s Office, textbook publishers, or multimedia specialists
to visit the classroom and discuss Internet safety focusing on copyright, fair use, and accessibility
issues related to web design.
•
Using classroom presentation equipment, the teacher will guide students through performance
exercises to create a web page. In the exercises, the students should complete the following:
•
Give the web page a title.
•
Insert, format, and edit text.
•
Insert graphics.
•
Insert hyper text links.
•
Insert mail to links.
•
Use image rollovers.
•
Insert graphics with links.
•
Use graphics effectively (e.g., .jpg vs. .gif, resizing in the web page editor, creating
thumbnails, etc.).
•
Create and modify tables.
•
Create and modify lists.
•
Create and modify horizontal rules.
•
Indent text.
•
Use text alignment.
•
Add links (absolute vs. relative).
•
Add paragraph and line breaks.
•
Modify fonts and colors.
•
Have students complete performance exercises on their own to practice the techniques listed
above.
•
Have students use the web page design rubric to peer review and peer teach techniques listed
above as reinforcement.
Suggested Assessment Strategies:
•
Evaluate performance assessment of individual exercises.
Competency 4: Design and create a web page.
Suggested Objectives:
a. Research a topic.
b. Present data in an easy to understand web page.
Suggested Teaching Strategies:
•
Have students develop a web site for the Mississippi industry that was selected in the previous
unit. The web site should include the logo, slogan, information about the industry, local area
information, and contact information.
Suggested Assessment Strategies:
•
Use a classroom web page evaluation instrument to evaluate student web pages.
Suggested References
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Deschutes Internet Solutions, LLC. (2005). Dreamweaver video tutorials. Retrieved September 15,
2005, from http://www.sitebuilder.ws/dreamweaver/tutorials/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Joseph, L. C. (2005). CyberGuides for web evaluations. Retrieved September 15, 2005, from
http://www.cyberbee.com/guides.html
Jupitermedia Corporation. (2005). A Macromedia Dreamweaver tutorial. Retrieved September 15,
2005, from http://www.intranetjournal.com/articles/200002/dream_index.html
Macromedia, Inc. (2005). Dreamweaver support center. Retrieved September 15, 2005, from
http://www.macromedia.com/support/dreamweaver/tutorial_index.html
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Microsoft Corporation. (2005). Creating your own website. Retrieved September 15, 2005, from
http://www.microsoft.com/education/website.mspx
Microsoft Corporation. (2005). Designing Web Pages. Retrieved September 15, 2005, from
http://www.microsoft.com/education/DesigningWeb Pages.mspx
MiddleSchool.net: For Teachers by Teachers. (n.d.). Free, comprehensive web resources. Retrieved
September 15, 2005, from
http://www.middleschool.net/curlink/interweb.htm#Web%20Authoring
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Schrock, K. (2005). Kathy Schrock’s guide for educators: Critical evaluation surveys and resources.
Retrieved September 15, 2005, from http://school.discovery.com/schrockguide/eval.html
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
Werbach, K. (2005). The bare bones guide to HTML. Retrieved September 15, 2005, from
http://werbach.com/barebones/
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Information and Communication Technology II
Unit 9: Technology Problem‐solving and Decision Making Tools
(35 hours)
Note: This unit should be instructed in an online learning environment.
Competency 1: Create well‐formulated long‐term, intermediate, and short‐term goals.
Suggested Objectives:
a.
Understand the purpose and process of setting long‐term, intermediate, and short‐term goals.
b.
Understand the mechanics of writing, including capitalization, punctuation, and usage.
c.
Apply standard capitalization, punctuation, and usage rules when proofreading written
assignments.
Suggested Teaching Strategies:
•
Have students watch 10 Things Every Student Needs to Know to Study video to introduce the
remaining competencies for this unit and complete a teacher‐made video guide individually.
Have students then divide into five groups and assign two of the topics from each video to
illustrate on chart paper and “teach” the rest of the class.
•
Use the SMART Goals model to demonstrate the development of quality goal statements using
strong I‐statements and proper grammar. Have students rewrite goal statements using the
SMART Goals model.
•
In cooperative groups/pairs, have students differentiate among short‐term, intermediate, and
long‐term goals using a graphic organizer and original goal statements (personal, academic, and
career).
•
Demonstrate the use of the Weekly Reflection to set academic goals.
Suggested Assessment Strategies:
•
Use a video guide and/or group presentation (observation) checklist.
•
Evaluate the SMART Goals statement writing activity.
•
Have students write weekly reflections (ongoing).
Competency 2: Develop effective time management skills.
Suggested Objectives:
a.
Understand the purpose and process of developing a semester, weekly, and daily calendar.
b.
Set semester, weekly, and daily priorities.
c.
Create semester, weekly, and daily calendars.
Suggested Teaching Strategies:
•
Display and demonstrate the use of a variety of print and/or electronic calendars/planners,
including PDAs, cell phones, etc. Have students identify the calendar of their choice to use for
the remaining school year as a time management tool. Have the students record:
•
Weekly lesson plans on board/e‐mail for students to document in the planner.
•
Projects, homework, tests, and other dates (for all classes) in calendar/planner with a self‐
developed color coding/organization system.
•
All other events (academic, extracurricular, personal, social) should be recorded for time
management.
•
Discuss the importance of the daily To‐Do List that should be completed at the end of day for
the next day’s activities and the concept of procrastination. Have students share their own
battles about procrastination and their impact.
•
Display the type of notebook and organization of the notebook required for the course. Provide
a teacher‐made checklist of all the necessary notebook elements.
•
Have students calculate time available to study and study time required for each course by using
the Time Management Formula and the Study Hour Formula activities. Have students convert
their findings into percentages and insert values into a pie chart using the tools in technology
productivity tools. Have students measure the angles of the pie chart using a protractor. Have
students Think‐Pair‐Share to compare and contrast their findings.
Suggested Assessment Strategies:
•
Use a Calendar/Planner and Notebook Checklist.
•
Evaluate the time management calculation activity.
Competency 3: Apply appropriate skills and techniques for improving concentration and memory.
Suggested Objectives:
a.
Identify strategies for improving concentration.
b.
Differentiate between short‐ and long‐term memory.
c.
Use organizational strategies and sensory connections to improve memory.
d.
Implement strategies to improve memory.
e.
Incorporate graphical representations when reading assignments.
Suggested Teaching Strategies:
•
Using a Venn Diagram, have students differentiate among internal and external distractions and
discuss strategies for combating these issues for success.
•
Have students differentiate among selective attention, pseudo forgetting, decay theory, and
interference as related to memory skills using a graphic organizer of choice on chart paper.
•
Have students use the Internet to research the difference between long‐ and short‐term
memory. Have students research/identify memory building strategies. Assign pairs the following
memory building strategies to present to the class visually or in a role play using actual content
they are currently learning in another class: tools for recitation, distributed practice,
clustering/chunking, mental visualization, LINK system for lists, acronyms, and acrostics.
Suggested Assessment Strategies:
•
Evaluate students’ Venn Diagrams.
•
Observe the students’ use of the Internet and their searching techniques.
•
Have students demonstrate memory strategies (ongoing).
Competency 4: Develop effective written, oral, and nonverbal communication skills.
Suggested Objectives:
a.
Identify the impact of effective and non‐effective communication.
b.
Identify characteristics of effective written, oral, and nonverbal communication.
c.
Identify personal strengths and weaknesses in communication.
d.
Develop a communication improvement plan.
e.
Demonstrate empathic and active listening skills.
f.
Determine how to apply communication skills to specific situations.
Suggested Teaching Strategies:
•
Pass out cards with different shapes (see below for samples).
•
Divide students into groups of four or five. Have one student (the describer) in the group
describe the drawing on the card to other students using verbal instruction only (no hands).
Without seeing the picture on the card, other students will listen to the descriptions and draw
their interpretation of the picture. The describer cannot observe other students while they are
drawing. Students will have five minutes to complete their drawings.
•
Allow a second student to describe a different card to the group. The describer can look at the
students’ interpretations and correct them verbally. Group members have five minutes to
complete their interpretation of the picture.
•
Allow a third student to use only nonverbal communication when describing a different card to
the group. Give group members five minutes to complete their interpretation of the drawing.
•
Allow a fourth student to use nonverbal and verbal communication when describing a different
card to the group. Give group members five minutes to complete their interpretation of the
drawing.
•
Have students compare drawings to determine whose drawing is closest to the original drawing
and discuss the difficulty of communicating with barriers.
•
Divide students into four groups. Assign each group an article related to effective
communication skills (nonverbal, verbal, written, body language, etc.). Give each group a set of
markers and chart/bulletin board paper. Have each group read their article and present the
information to the class using markers and chart/bulletin board paper. Ask students not to use
words, but to use pictures on their chart/bulletin board paper. Then have students work as a
whole group to create a single list combining elements from all of the articles.
•
Based on the information from the articles, have students use the writing process and a word
processing program to create a survey that evaluates their communication skills. Ask students to
use the survey to evaluate their personal communication skills. Ask students to give the survey
to peers, family members, and teachers. Have students input data into a spreadsheet
application program. Have students compare and contrast their personal evaluation to the
evaluation of peers, family members, and teachers.
•
Have students develop a plan to improve written, oral, and nonverbal communication skills.
Suggested Assessment Strategies:
•
Evaluate students using a classroom participation checklist.
•
Evaluate students’ communication improvement plans using a writing rubric.
Competency 5: Implement effective note‐taking and text‐reading strategies and techniques.
Suggested Objectives:
a.
Understand the forms and formats that can be used to take effective textbook notes.
b.
Develop skills necessary to take effective notes before, during, and after lectures.
c.
Use technology to prepare, organize, and master essential note‐taking skills.
d.
Recognize patterns of organization in textbooks.
e.
Identify definition, sequence, list, compare‐contrast, and cause‐and‐effect patterns of
organization from readings and lectures.
f.
Summarize lecture notes, paragraphs, and essays using patterns of organization.
Suggested Teaching Strategies:
•
To introduce the concept of note taking, have students watch a 6‐8 minute informational video
clip of the teacher’s choice with no preparation or introduction. Tell them to watch it to gain
information on the topic and not take notes. Afterwards, have students answer several
questions based on the clip. Show the clip again with students taking notes this time.
Afterwards, have students answer a different set of questions (same clip). Discuss the difference
in the results and correlate this activity to the importance of taking good notes during class.
•
Using multimedia presentation equipment, demonstrate general note‐taking tips and the
Cornell Note Taking System® as an effective way to take notes during class or when reading text.
Before beginning, have students predict what each step of the system means: record, reduce,
recite, reflect, and review. Have students differentiate between reviewing and reflecting.
Simulate a mini‐lesson where students use the note‐taking column to record notes. In class,
they convert their notes to the cue column and summary section, using color coding, special
bulleting, etc. if they so choose. Have students practice using the system all the way through
recitation practice. Have students actually apply this technique in one of their other classes.
•
Have students identify all the different parts of a textbook and determine the purpose of each
part.
•
Introduce the SQ4R system (survey, question, read, record, recite, reflect) for reading textbooks
or content materials. Have students predict what actions they think are taken in each step of the
process. As a whole class, demonstrate the use of the SQ4R system with a chapter in a textbook.
Have students use this strategy with a text reading required for another class.
Suggested Assessment Strategies:
•
Observe video activity participation.
•
Evaluate the Cornell Note Taking® in‐class activity.
•
Evaluate the Cornell Note Taking® other‐class activity.
•
Evaluate the completed SQ4R activity.
Competency 6: Develop effective test‐taking skills and strategies.
Suggested Objectives:
a.
Identify general test‐taking strategies.
b.
Apply general test‐taking strategies.
c.
Develop relaxation techniques and positive self‐talk to aid in test anxiety.
d.
Utilize technology resources to prepare for exams.
e.
Develop study‐review plans and exam‐day strategies when taking exams.
f.
Utilize strategies to effectively answer both objective and subjective exam questions.
Suggested Teaching Strategies:
•
As a whole class, create a semantic web of students’ responses to such questions as: How do you
study for a test? Where do you study? Do you have any rituals? How do you feel on the day of
the test? Do you set a grade goal for yourself? Do you like to study with a partner? What are
your fears about test taking? Have the students watch the Test Taking Strategies video to
introduce the concepts of the different types of tests and study strategies using a teacher‐made
video guide.
•
Have each student collect test‐taking data from 5‐6 students including: test type most
comfortable/easiest/preferred, test type least comfortable/hardest/least preferred, and any
other appropriate categories they choose to survey. As a whole class, have students combine
the data and create a bar graph to represent the information.
•
Have students identify the different types of tests and strategies to use for each type by
researching test‐taking strategies on the Internet. Groups may be assigned each type of test and
teach/demonstrate to the class each helpful strategy.
Suggested Assessment Strategies:
•
Evaluate the data collection and reporting activity using a writing rubric.
•
Use a rubric to evaluate group presentations.
Competency 7: Improve self‐esteem.
Suggested Objectives:
a.
Research issues related to self‐esteem.
b.
Identify the benefits of positive self‐esteem.
c.
Create a product that will help others improve their self‐esteem.
Suggested Teaching Strategies:
•
Have students work in groups to research issues related to self‐esteem.
•
Have each group create a children’s book for elementary students related to improving self‐
esteem. Have students visit a local elementary school and teach younger students about the
importance of self‐esteem.
Suggested Assessment Strategies:
•
Have a committee of parents, teachers, administrators, and business/industry members
evaluate the books for content and creativity.
Suggested References
Barrett, H. C. (2001). Developing electronic portfolios with Microsoft PowerPoint®. Retrieved
September 15, 2005, from
http://electronicportfolios.com/portfolios/howto/PPTportfolios.pdf
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Center for Media Literacy. (2003). We are what we watch: We watch what we are. Retrieved
September 15, 2005, from http://www.medialit.org/reading_room/article274.html
ePALS Classroom Exchange, Inc. (2005). ePALS classroom exchange. Retrieved September 15, 2005,
from http://www.epals.com/
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation,
and supervision. Thousand Oaks, CA: Corwin Press Inc.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston:
Thomson South‐Western.
Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer
applications. Mason, OH: Thomson South‐Western.
International Society for Technology in Education. (2000). National educational technology
standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/
Internet4Classrooms. (n.d.). Integrated technology lesson plans. Retrieved September 15, 2005,
from http://www.internet4classrooms.com/integ_tech_lessons.htm
Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from
http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5
Microsoft Corporation. (2005). Candy is dandy. Retrieved September 15, 2005, from
http://www.microsoft.com/education/candy.mspx
Microsoft Corporation. (2005). Clues to climate change. Retrieved September 15, 2005, from
http://www.microsoft.com/education/ClimateChangeClues.mspx
Microsoft Corporation. (2005). Extreme weather! Retrieved September 15, 2005, from
http://www.microsoft.com/education/weather.mspx
Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from
http://www.mde.k12.ms.us/acad/osa/gltp.html
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH:
Thomson South‐Western.
Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH:
Thomson South‐Western.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for
21st century skills. Retrieved September 2, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to
21st century skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston:
Thomson Course Technology.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to
information, web enhanced complete. Boston: Thomson Course Technology.
For additional references, activities, and web resources, please refer to: Information and Computer
Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered
users).
Student Competency Profile for
Information and Communication Technology I
Student:
This record is intended to serve as a method of noting student achievement of the competencies in
each unit. It can be duplicated for each student and serve as a cumulative record of competencies
achieved in the course.
In the blank before each competency, place the date on which the student mastered the
competency.
Unit 1: Orientation and Ethics
_1. Identify course expectations, school policies, program policies, and safety procedures
related to Information and Communication Technology (ICT).
_2. Explore personality development and the classroom environment in relation to
interpersonal skills, others, and the world of work.
_3. Develop leadership skills.
_4. Compare and contrast career pathways at the state level, national level, and global level.
_5. Exercise sound reasoning in understanding and making complex choices about working in
teams.
_6. Understand the ethical, cultural, and societal issues related to technology.
_7. Practice the responsible use of technology systems, information, and software.
_8. Research social, ethical, and human issues related to technology and careers.
Unit 2: Basic Operations and Technology Concepts
_1. Demonstrate a sound understanding of the nature and operation of technology systems.
_2. Demonstrate proficiency in the setup of a computer system.
_3. Operate basic computer applications.
_4. Exercise sound reasoning in understanding and making complex choices about working
with information technology and people with disabilities.
Unit 3: Technology Communication and Research Tools
_1. Explain telecommunication applications.
_2. Utilize applications of telecommunications.
_3. Publish and interact with peers, experts, and other audiences using telecommunications.
_4. Understand technology used to locate, evaluate, and collect information from a variety of
sources.
_5. Utilize technology to locate, evaluate, and collect information from a variety of sources.
Unit 4: Keyboarding
_1. Perform keyboarding applications.
Unit 5: Word Processing and Publishing
_1. Perform basic word processing applications.
_2. Utilize basic word processing skills to create business correspondence.
_3. Explain desktop publishing application
_4. Perform desktop publishing applications.
_5. Create a desktop publishing document.
Unit 6: Multimedia Applications
_1. Explain multimedia presentation applications.
_2. Create a multimedia presentation.
_3. Identify the appropriate uses of a digital camera.
_4. Describe the basic operation principles of multimedia presentation accessories.
Unit 7: Career Exploration
_1. Explore foundation skills and knowledge of academic and technical literacy and the
Mississippi Career Pathways Model.
_2. Explore careers in each of the seven Mississippi Career Clusters.
Student Competency Profile for
Information and Communication Technology II
Student:
This record is intended to serve as a method of noting student achievement of the competencies in
each unit. It can be duplicated for each student and serve as a cumulative record of competencies
achieved in the course.
In the blank before each competency, place the date on which the student mastered the
competency.
Unit 1: Safety and Orientation (Review and Reinforcement)
_1. Identify course expectations, school policies, program policies, and safety procedures
related to Information and Communication Technology II.
_2. Identify student learning styles, previous knowledge, and self‐awareness.
_3. Participate in educational, occupational, and leadership opportunities.
Unit 2: Input Applications
_1. Perform basic keyboarding techniques (ongoing).
_2. Utilize speech recognition software (ongoing).
_3. Utilize handwriting recognition software (ongoing).
_4. Develop, implement, and communicate using different input technologies.
Unit 3: Technology Productivity Tools: Spreadsheet Applications
_1. Explain spreadsheet applications.
_2. Perform spreadsheet applications.
_3. Create and graph spreadsheet data.
Unit 4: Technology Productivity Tools: Database Applications
_1. Explain basic database applications.
_2. Perform basic database applications.
_3. Perform advanced database applications.
_4. Design and create a database.
_5. Integrate database application software with multiple technology productivity tools.
Unit 5: Technology Lab Management and Networking
_1. Explain basic network components.
_2. Practice setting up a network.
_3. Demonstrate a strong understanding of network management.
Unit 6: Technology Productivity Tools: Design Applications
_1. Perform design applications.
_2. Create advanced design applications.
Unit 7: Technology Productivity Tools: Graphic Design Applications
_1. Explain basic graphic design elements.
_2. Use basic graphic design elements.
_3. Create basic graphic design elements.
Unit 8: Technology Productivity Tools: Web Design Applications
_1. Explain web design applications.
_2. Perform basic web design applications.
_3. Perform advanced web design applications.
_4. Design and create a web page.
Unit 9: Technology Problem‐Solving and Decision Making Tools
_1. Create well‐formulated long‐term, intermediate, and short‐term goals.
_2. Develop effective time management skills.
_3. Apply appropriate skills and techniques for improving concentration and memory.
_4. Develop effective written, oral, and nonverbal communication skills.
_5. Implement effective note‐taking and text‐reading strategies and techniques.
_6. Develop effective test‐taking skills and strategies.
_7. Improve self‐esteem.
Recommended Tools and Equipment
CAPITALIZED ITEMS
1. Computer work centers (desk and chair) (One per student, one for handicapped)
Personal computer – to follow minimum specifications as published by MDE and to include
access to the following:
a. CD ROM
b. Printer (1 per 2 workstations, if not networked)
c. Internet access
2. Laser printer
3. Color inkjet printer
4. Presentation binding machine
5. 10 Electronic writing pads
6. Digital camera
7. USB memory card
8. Video camera with tripod
NON‐CAPITALIZED ITEMS
1. Copy holder
2. CD writer
3. Electric 3‐hole punch
4. Electric pencil sharpeners (2)
5. Electric stapler
RECOMMENDED INSTRUCTIONAL AIDS
It is recommended that instructors have access to the following items:
1. Telephone line with cordless telephone (separate telephone line for modem/fax hookup)
2. TV
3. VCR/DVD player
4. Television
5. PDA
6. Tablet PC
7. White board (minimum)
8. Trash cans
9. CD ROM storage cases
10. NetOp school software
11. Heavy duty hole punch
12. Filing cabinet
13. Electronic white board
14. Paper cutter
15. Data projector
16. Scanner with support software installed
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Graphic Design I
Grade Level:
9, 10, 11, 12
Carnegie Unit:
½
Contact:
MDE Office of Curriculum and Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Graphic Design I
Unit 1: Introduction, Safety, and Orientation
Competency 1: Identify course expectations, school policies, program policies, and safety procedures related to
Digital Media Technology (DMT).
Suggested Enduring Understandings
1.
Policies, expectations, and safety procedures are
essential elements for any endeavor.
Suggested Essential Questions
1. What would it be like without rules, policies,
and safety procedures?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify course
expectations, school
policies, and program
policies related to
Digital Media
Technology (DMT).
a.
Prepare a multimedia presentation to preview the
school’s handbook, the technology acceptable use
policy, and safety procedures for classrooms and
building level.
Have students use a Venn diagram to compare
and contrast course, school, and program policies
to employee expectations. Have students
summarize the comparison in a blog entry.
a.
Conduct a Jeopardy
game show to test
students’ knowledge
of course
expectations, school
policies, learning
styles, and program
policies related to
DMT.
Use the Blog Rubric to
evaluate student Venn
diagram comparison.
b. Apply safety
procedures in the
computer classroom
and lab.
b. Discuss lab and equipment safety procedures to
include fire extinguishers, clothing, electrical, and
jewelry. Pre‐assess student knowledge of
workplace safety by asking students to describe
potential computer‐related health problems and
workplace safety issues.
b. Assess each student’s
safety knowledge with
a unit test
administered via the
Blackboard Learning
System, and file the
completed test for
documentation. Each
student must score
100% accuracy before
being allowed to
participate in lab
activities.
Competency 2: Explore personality development, leadership, and teamwork in relation to the classroom
environment, interpersonal skills, and others.
Suggested Enduring Understandings
1.
Personality, teamwork, and leadership abilities are
integral components for creating a healthy learning
community.
Suggested Essential Questions
1. How can you create a harmonious work
environment that includes a diverse group of
different personality types and skill levels?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify potential
influences that shape
the personality
development
including personality
traits, heredity, and
environment.
a.
Show students a learning style video found at
http://www.teachertube.com (Title: Just Say Yes!)
(Multiple Learning Styles). Have students take a
learning styles inventory (http://www.vark‐
learn.com) to determine student learning styles.
Explain to students that it is important to know
they learn. Have students divide into groups based
on learning styles. Have each group create a
collage using magazines and bulletin board/poster
paper that explains its learning style.
a.
Evaluate the learning
style collage based
on content and
creativity.
Use information from
this inventory
throughout the year
when assigning
group work. Have
students summarize
the information from
the learning style and
personality inventory
in a blog entry titled
“How I learn best….”
b. Develop a report on
b.
Discuss the importance of understanding different
b.
Analyze short
how personality traits
personalities.
scenarios of
affect teamwork and
cooperative and
leadership skills.
noncooperative
group members.
c.
Identify forces that
c.
Discuss role‐play learning styles to effectively work
c.
Use the Role‐Play or
shape personality
in a team setting.
Skit Rubric to
development
evaluate student
including personality
work.
traits, heredity, and
environment.
d. Develop effective
d.
Discuss the qualities of an effective leader, and
d. Use a rubric to grade
leadership, decision‐
identify opportunities available through student
a summary report of
making, and
organizations and in the local community that
matching leaders and
communication skills.
develop leadership skills.
opportunities in the
community to
Have students identify and interview five
develop leadership
community leaders and ask each leader, “Why do
skills.
you think you are an effective leader?” Have
students bring those traits to the next class
meeting. Make an overall list of characteristics.
Have each student set a goal and work toward
improving his or her personal leadership.
References
Fleming, N. (2008). Vark: A guide to learning styles. Retrieved September 15, 2005, from http://www.vark‐
learn.com/english/index.asp
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and
supervision. Thousand Oaks, CA: Corwin Press, Inc.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century
skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century
skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
U.S. Department of Labor, Bureau of Labor Statistics. (2005). Occupational outlook handbook (OOH). Washington,
DC: U.S. Government Printing Office.
What do employers expect from me? [Poster]. (Available from TechPrep Office, Mississippi Department of
Education, P.O. Box 771, Jackson, MS 39205)
For additional references, activities, and Web resources, please refer to the Digital Media Technology P.A.C.E. Web
site at http://rcu.blackboard.com (available only to registered users).
Graphic Design I
Unit 2: Ethical Content and Production
Competency 1: Research copyright rules, regulations, and issues related to graphics and images produced by
others and original work, and adhere to those rules and regulations when developing work.
Suggested Enduring Understandings
1.
Students will understand the issues that relate to
copyright guidelines and violations.
Suggested Essential Questions
1. Why is copyright important?
2. Why should individuals be aware of the
various copyright violations and predict the
consequences?
Suggested
Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Define terms
related to
copyright rules,
regulations, and
issues related to
graphics and
images produced
by others and
original work.
a.
Use a multimedia presentation to discuss the
terms related to copyrighting, and use the
“vocabulary word maps” teaching strategy to
help students grasp the terms. Additionally, have
students create a dictionary that describes and
has a picture of each vocabulary word.
Vocabulary words may include the following:
• Fair use
• Statute of limitations
• Shareware
• Freeware
• Infringement
• Model release
• Patent
• Trademark
• Trade secret
• Public domain
• Peer to peer (P2P)
• File sharing
• Hacker
• Intellectual property
• License agreement
a.
Assess each student’s
copyrighting/ethical
knowledge with an
electronic test administered
through the Blackboard
learning system.
b. Research
copyright laws
related to
graphics, images,
and other original
work.
b.
Display graphics, images, songs, and other
original work samples, and use the “four
corners” teaching strategy, and discuss the
ethical dilemmas as they pertain to copyrighting
and artist creativity.
Have students research the problems of illegal
downloading, copyright laws, and news articles
about copyrighting violations. Have students
b. Observe students for active
participation in choosing a
corner and contributing to
the group discussion.
Assess for completion and
participation.
take key points from approximately five Web
sites. Lead the discussion, and post responses via
Blogger or a discussion board.
c.
Give examples of
copyright
violations related
to trademark,
symbols, length of
c.
Have students review the CyberBee flash Web
site on copyright regulations
(www.cyberbee.com/cb_copyright.swf).
Have students complete “Ethics: A WebQuest”
c.
After group discussion, go
through the questions
posed on the Web site, and
have students answer the
questions on paper to be
time, and public
domain.
(http://www.aacps.org/aacps/boe/INSTR/CURR/
COMED/HSWebQuest/EthicsQuest/index.htm)
about copyright laws.
graded for correctness.
Evaluate students using the
rubric(s) provided in the
Provide students with case studies involving
WebQuest.
copyright violation related to trademark,
symbols, length of time, and public domain. Have
Evaluate case studies
students work in teams to analyze the case
studies analyzing and developing ways to
prevent breaking copyright rules and regulations.
involving copyright violation
related to trademark,
symbols, length of time, and
public domain for
correctness.
d. Prepare images
d.
Discuss the points from “The Learning Page—
d. Observe students’ searching
and video for Web
Getting Started” (www.loc.gov). Demonstrate to
methods and permission
and print that
students how to get permission and give credit
requests.
meet copyright
to an author for his or her work.
guidelines.
Evaluate student PhotoStory
Explain how to search for legal use clip art,
projects showing mastery of
graphics, and songs.
preparing images for video
for Web and print that meet
Have students create a PhotoStory with graphics
copyright guidelines for
and songs from the Internet.
correctness, creativity, and
format.
Competency 2: Research online content, and evaluate content bias, currency, and source.
Suggested Enduring Understandings
1.
When researching information, especially online, it
is necessary to look for clarity, currency, and
relevancy.
Suggested Essential Questions
1. What are some ways to research?
2. How are the terms clarity, currency, and
relevancy essential to researching?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Determine how to
search for
information online.
a.
Review information on the Web site “Checklist for
Evaluating Web Sites,” and give students an
opportunity to view the evaluation checklist
(http://www.lib.umd.edu/guides/webcheck.html).
Review teacher‐selected Web sites on clarity,
currency, and relevancy, and evaluate them using the
Web Page Evaluation Form at
www.ncsu.edu/midlink/tutorial/www.eval.html.
a.
Evaluate the
questionnaire
worksheet and
record in the grade
book.
Evaluate the Web
site reviews for
completion.
Review Web page techniques and strategies for
searching on the Web. Have student groups create a
brief PowerPoint on the Web page techniques and
strategies that could be used to present to non‐DMT
students.
Evaluate the
PowerPoint slide
show with a rubric.
Correlate
information with
b.
Read and discuss the articles “Wikipedia Founder
Discourages Academic Use of His Creation Wikipedia”
b. Review each article
critique on the
multiple sources.
and “Americans Use Multiple Research Sources.” Have
students critique the articles and present the different
points of view on researching using Blogger.
blog with the
Article Critique
Rubric.
b.
Competency 3: Define and abide by the journalistic code of ethics.
Suggested Enduring Understandings
1.
In journalism, certain standards of ethics must be
examined and applied locally and/or federally.
Suggested Essential Questions
1. Journalists must abide by certain codes of
ethics. Why is this necessary to this
profession?
2.
Who makes up this code, and who decides
what should or should not be followed?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Define terms related
to the journalistic
code of ethics.
a.
Create a Jeopardy game based on journalistic
terms.
Examine the “Handbook of Journalism” Web page,
and have students brainstorm and discuss the
points from the article in small groups. Have a
group spokesperson report the group consensus to
the group.
Review codes of ethics from various organizations.
Help students learn to write codes of ethics,
policies, and/or standards for the workplace.
Vocabulary words may include the following:
• News council
• Media bias
• Sensationalism
• Double standard
• Censorship
• Freedom of the press
• Propaganda
• Editorial
• Paparazzi
a.
Evaluate student
knowledge of terms
with a vocabulary
test.
Evaluate the student
discussion with a
Peer Evaluation
Checklist to assess
participation.
Assess the codes of
ethics for completion
and student
participation.
b. Identify the
similarities and
b. Discuss and locate examples of news and
advertisement articles and clips, and discuss the
b. Grade student charts
based on content,
differences between
similarities and differences. Have students create a
creativity, and clarity
news and
advertisement.
chart that compares and contrasts the two.
using the Compare
and Contrast Chart
Rubric.
c.
Compare and contrast
news and opinions,
and determine the
benefits and dangers
of reporting non‐
c.
Give students a current topic or news event, and
have them research the event and determine
whether the information given is factual or based
on opinion. Students should prepare a written
response.
c.
Evaluate students’
written response.
Assess for
correctness. CS2, CS4
biased information.
d. Demonstrate the
ability to avoid
conflicts of interest,
bribery, and
knowledge of personal
political and economic
interests.
d. Create a PowerPoint slide show explaining the
point of conflicts of interest, bribery, personal
political and economic interests, competing points
of view, time frame for news stories, censorship,
confidentiality, anonymous sources, proper use of
sound bites and quotes, libel and slander, privacy
rights, and the principle of harm limitation.
Have a guest speaker from the local newspaper
talk to students on the aforementioned topics.
Have students summarize what was discussed
from the speaker’s presentation.
d. Assess student
knowledge of the
PowerPoint slide
show content with a
written test.
Evaluate student
summaries using a
rubric.
e.
Maintain
confidentiality of
sources, and avoid
anonymous sources
when possible.
e.
Lead a discussion of the article “Should Reporters
Give Up a Confidential Source?” Have students
debate whether some or all sources should remain
confidential.
Provide students with copies of the transcript
“Reporter’s Privilege,” and assign them to read it
for homework prior to class.
During the first class period, discuss the journalistic
issues involved in this situation.
Assign students roles to play in a mock trial of
these reporters. Provide students with copies of
the case history below prior to assigning roles.
e.
Observe students’
debate, and use a
checklist to evaluate.
Use a performance‐
based
evaluation/checklist
for the role‐playing
activity.
f.
Demonstrate proper
use of pictures,
sounds bites, and
quotations.
f. Have students work in teams of two to three to
research the proper use of pictures, sound bites,
and quotations. Have students find an article
related to each topic. Have students create a wiki
defining, discussing, showing an example of proper
use, and showing an example of improper use.
f.
Evaluate student
wikis related to the
proper use of
pictures, sound bites,
and quotations for
content, format, and
creativity.
g.
Discuss plagiarism and
the consequences of
plagiarizing.
g. Guide students though the “Plagiarism Court” Flash
tutorial.
Have students complete the module “The
Consequences of Plagiarism.”
g.
Evaluate students
with a written or oral
test based on the
“Plagiarism Court”
tutorial.
Evaluate students on
the response to the
pieces in the module
with a questionnaire.
h. Demonstrate
standards for factual
reporting.
h. Review the guide “Reading Newspapers: Factual
Reporting,” and guide the students through the
discussion with the corresponding questions that
h. Evaluate students
with a written test on
the guide.
follow the guide.
i.
Demonstrate an
understanding of libel
and slander, privacy
rights, and a
publisher’s obligation
to defend a reporter
against any libel suit
filed against him or
her.
i. Divide students into three groups. Assign each
group one of the following topics:
• Liable and slander
• Privacy rights
• Publisher’s obligation to defend a reporter against
any libel suit filed against him or her
Have each group research and create a
presentation on its topic. The presentation must
teach the topic to classmates and include samples
and scenarios of violations. Additionally, the group
should lead a class discussion of what should have
happened for each violation.
i.
Have students create
a one‐page report
that summarizes their
understanding of
liable and slander,
privacy rights, and
the publisher’s
obligation to defend
a reporter against
any libel suit filed
against him or her.
Evaluate the one‐
page report for
content, grammar,
and format. Have
students peer review
before turning in the
final product. After
evaluating the report,
have students correct
their reports and post
to their Blackboard
electronic portfolios.
j.
Describe the principle
of harm limitation.
j.
Have the following quote posted on the
Blackboard announcements section:
“Every news organization has only its credibility
and reputation to rely on.” – Tony Burman, editor
in chief of CBS News
Use the following questions to facilitate
conversation:
• What does Mr. Burman mean by this quote?
• What does this quote mean to you?
• How could a news organization lose its
creditability?
• What would happen if a news organization loses
its creditability?
Have students go to Wikipedia and search for the
principles of harm limitation. Explain that the
principles of harm limitation involve the
withholding of certain details from reports such as
j.
Give students made‐
up scenarios of news
stories that involve
details such as names
of minor children,
crime victims’ names,
and so forth. Have
students create a
news article or script
for a news report
that gives the
audience information
related to the story
without violating the
principle of harm
limitation.
the names of minor children, crime victims’ names,
or information not materially related to particular
news reports whose release might, for example,
harm someone's reputation. Have students search
through newspapers and online news reports to
find examples of where the author/reporter kept
or violated the principles of harm limitation. Have
students create a poster collage with examples.
References
ASNE High School Journalism. (n.d.). Lesson plan archive. Retrieved August 18, 2008, from
www.highschooljournalism.org/Teachers/Lesson_Plans/Archive.cfm
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and
supervision. Thousand Oaks, CA: Corwin Press, Inc.
Levine, R. (2007). Educational units and lesson plans. Retrieved August 1, 2008, from www.coollessons.org
Madison Metropolitan School District. (2003). Library of student recommended sites. Retrieved August 10, 2008,
from www.madison.k12.wi.us/tnl/detectives
The Quality Information Checklist. (2000). Here are eight ways of checking information on Web sites. Retrieved
August 10, 2008, from http://www.quick.org.uk/menu.htm
For additional references, activities, and Web resources, please refer to the Digital Media Technology P.A.C.E.
Web site at http://rcu.blackboard.com (available only to registered users).
Graphic Design I
Unit 3: Photography
Competency 1: Demonstrate proficiency in the setup, operation, and troubleshooting of a graphic design
computer.
Suggested Enduring Understandings
1.
Proficiency in the setup and maintenance of an
operating system and application software is
essential to understanding and avoiding future
problems.
Suggested Essential Questions
1. How do you know if you are having hardware
or software problems?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Demonstrate
proficiency in the
setup and
maintenance of a
graphic computer
system.
a.
Use a multimedia presentation to discuss the setup
and maintenance of a graphic computer system.
a.
Administer a
diagram test.
b. Manipulate a window
b. Use presentation equipment to demonstrate
b.
Conduct an
by using application
window applications and keyboard shortcuts.
observation check
software functions
for understanding.
and keyboard
shortcuts.
c.
Demonstrate
c.
Use presentation equipment to demonstrate the
c.
Conduct an
knowledge of an
operation of setting up files and folders.
observation check
electronic file
for understanding.
management system
and folder
management.
Competency 2: Explain photography and graphic design elements.
Suggested Enduring Understandings
1.
Professional images are so perfect looking. How do I
make my images look professional?
Suggested Essential Questions
1. How are images analyzed?
2. How are images enhanced to make them look
more professional?
3. How are imperfections in images corrected?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify safety and
proper use of
a.
Discuss proper handling and safety rules when
using a digital camera. Do training with students
a.
Evaluate student
comprehension with
equipment related to
one on one to ensure that they understand how to
a safety checklist of
photography.
handle the camera.
Review the dos and don’ts of digital camera care.
Do...
• Regularly clean the camera.
• Lens care: To take care of the lens, make sure that
you never, ever touch it directly with your fingers
and that you put on the lens cap when not
shooting pictures.
• Handle all moving parts of the camera with care.
• Turn off the camera before removing or
disconnecting the power source or a cable or
removing the battery or memory card.
• Keep your camera dry and free from
condensation.
• Store your camera correctly if it is not going to be
used for a long time.
o When storing your digital camera, you need to
keep it away from magnets of any form.
Magnets will affect the circuitry of your digital
camera and should not be placed near it.
o Another point to note is to use silica gel to
combat condensation. Many electronic
products come with silica gel capsules. Keep
these, and put them in your digital camera
storage box. It will prevent condensation.
o Batteries can have corrosive leaks over time.
Therefore, the batteries of the camera should
also be removed if you intend to store the
camera away for a long time.
o Store your digital camera in a cool, dry place
away from windows, furnaces, and damp
basements.
Don’t...
• Subject your camera to knocks, vibration,
magnetic fields, smoke, water, steam, sand, or
chemicals.
• Store or use your camera in humid, dusty, or dirty
places.
• Subject your camera to extreme hot or cold
temperatures.
• Place your camera in direct sunlight for prolonged
times or in a car when it is hot.
• Scratch the camera with hard or sharp objects.
• Drop your camera in water. It may be damaged
beyond repair.
• Use canned air. Most consumer digital cameras
are not airtight, and canned air may blow dust
into the inside of the lens.
the dos and don’ts.
b. Identify the basic
b. Show students the different parts of a digital
b. Give a written test to
components of a
digital camera and
photography‐related
terms.
camera, and allow for discussion on how cameras
are similar and how they are different.
Vocabulary terms may include the following:
• Shutter release
• Program settings
• Battery compartment
• Zoom ring
• Focusing ring
• Focal length
• Aperture
• Shutter speed
• ISO rating
• Framing
• Emphasis
• Angle of view
• Balance
• Rule of thirds
• Close‐ups
• Tone and sharpness
• Arrangement
• Portrait
• Landscape
• Lens
• Zoom lens
• Depth of field
• Autofocus
• Resolution
• Pixel
• Megapixel
• White balance
• Camera body
• LCD display
• Viewfinder
• Memory card
• SD card
• Flash (camera flash)
• Filter
• Tripod
• Batteries
• File compression
• Macro
• Aperture
• Shutter speed
• ISO rating
assess DOK for terms,
phrases, and
functions as they
pertain to the given
competency.
Provide a checklist to
determine DOK of
camera parts, camera
similarities,
differences, and basic
functions.
Competency 3: Complete a photography project that meets the needs of an audience.
Suggested Enduring Understandings
1.
It is important to know how to take photographs
that are professional in their composition and meet
the needs of the client.
Suggested Essential Questions
1. What techniques do professional
photographers use?
2. How are computers used to make
professional photographs and pictures?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Explore image
composition and
elements of visual
design through
photography.
a.
Have students download their images, and
compare them to your examples. Use this
comparison to continue the discussion of image
composition.
a. Give a performance‐
based assessment
that shows
knowledge of
composition and
elements of visual
design.
b. Distinguish file type
per job needed.
b. Incorporate a variety of image files types into a
collage of images.
Discuss with students the differences file types
make in relation to storage (i.e., file card, media
card, and selection).
Discuss with students the different applications,
advantages, and disadvantages of saving files in the
various formats.
File types may include the following:
• Raw
• Jpeg (two types)
• Gif
• Tiff
• Bitmap
• PDF
• PSD
b. Give a written test to
assess DOK for terms,
phrases, and
functions as they
pertain to the given
competency.
Teacher observation
Give students
scenarios to
determine which file
format would be the
best suited for the
application.
c.
Use digital cameras to
learn the basics of
photography.
c.
Illustrate basic digital camera skills such as how to
operate the camera and save and download files.
c.
Give a performance‐
based assessment on
how to take a picture
and how to transfer
that image to the
computer.
d. Identify and produce
portrait photographs,
art photographs
(objects in the
classroom), and
d. Have students experiment with taking portrait
photographs, art photographs, and landscape
photographs. Lead an open discussion among the
students relative to the different elements and
applications of the different types of photos.
d. Have students
observe examples of
portrait, art, and
landscape photos.
Students will
landscape
determine photo
photographs. type and note it on
an answer sheet to
be submitted for
grading.
e.
Use photo
manipulation to
investigate the
potential of color
enhancement and
retouching.
e.
Instruct students to retake their photographs,
trying to improve on their initial efforts by applying
their knowledge of image composition and
elements of visual design.
Viewing the photograph via photo enhancing
software, let them experiment on photo enhancing
software and determine the most satisfactory
image according to brightness, contrast, and color.
e.
Have students
demonstrate mastery
by using a
performance‐based
checklist.
f.
Compare and contrast
f.
Translate the “I do, we do, you do” method.
f.
Have students save
the advantages of
manipulated photos
manipulating a saved
to a student folder
copy of an image in
for grading.
various formats.
Competency 4: Use photo editing software to create and edit a product for a customer.
Suggested Enduring Understandings
1.
Photo editing software can be a powerful business
tool when used appropriately.
Suggested Essential Questions
1. What types of software are available to
enhance images?
2. How can I combine digital camera effects with
the photo editing software most effectively in
order to achieve my client’s needs?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify terminology
related to the photo
editing software.
a.
Have students perform the activities outlined in
the Adobe Photoshop CS3 Classroom in a Book
excerpt “Getting to Know the Work Area.”
a.
Use a rubric to assess
collage, images, and
other performance‐
Terms may include the following:
• Layers
• Mask
• Filters
• Sharpening
• Noise
• Toolbox tools selection
• Cloning
based work.
b. Demonstrate how to
open and save an
b.
Have students perform the activities outlined in
“Adobe Guide: How to Scan Images.”
b. Allow peers to
evaluate other
image from a digital
camera and an image
from a scanner in
photo editing
classmates’ work and
assign a grade.
software.
c.
Apply the following
c.
Discuss and demonstrate the following techniques
c.
Give a written test to
tools of photo editing
to help students make their pictures the best they
assess DOK for terms,
software:
can be for their collages:
phrases, and
• Histogram
• Levels
• Curves
• Brightness
• Auto color
correction
• Clone stamp
• Lasso
• Magic wand
• Crop
• Image
• Canvas size
• Transform
• Assessing color: Use the histogram to
determine whether to use the levels, curves,
and brightness sliders to adjust color in a
photograph.
• Adjusting color: Use the auto color‐correction
tools.
• Retouching: Use the Clone Stamp to remove
unwanted elements, use the Spot Healing Brush
to touch up small areas, or use the Red Eye tool
to remove red eye.
• Selecting: Use selection tools such as the Lasso
and Magic Wand tools to correct a blemish, or
use selection tools to select a certain element
of an image to copy and paste into a collage.
• Cropping and straightening: Use the Crop tool
to remove unwanted elements of a photograph.
• Resizing: Use the Image and Canvas Size tools to
adjust the size of the image.
• Resolution: Use Resolution Check to prepare
the collage for printing on the designated size
of paper. (Minimum for printing for 8‐in. by 10‐
in. is 1600x1200 pixels.)
• Experimenting: Experiment and keep track of
your changes by using the History palette, and
remove unwanted steps with the Undo palette.
• Merging photos: Use Photomerge to create
panoramic images.
• Transforming photos: Use Transform tools to
scale, rotate, or skew a selection.
Note: Emphasize to students the importance of
using editing and manipulation tools thoughtfully
so they do not change the original intent of the
photographs. Explain that being able to make
changes means they should be careful about what
they are creating.
functions as they
pertain to the given
competency.
d. Determine proper
resolution for printing
an 8‐in. by 10‐in.
photograph on the
designated size of
paper using photo
d. Utilizing the “I do, we do, you do” method, first
demonstrate the process of determining proper
resolution of a specific photo for a given paper size;
next, work through the process along with the
students; finally, have them repeat the process on
their own.
d. Have students save
an image to a student
folder on the desktop
or network drive.
The teacher will
evaluate for
editing software.
accuracy.
e.
Use Photomerge to
create panoramic
images.
e.
Demonstrate the process of stringing photos
together.
e.
Have students string
together a minimum
of three photos into a
panorama. Evaluate
for accuracy and
appearance.
References
Adobe Systems, Inc. (2008). Visual design: Foundations of design and print production. Retrieved November 21,
2008, from http://www.adobe.com/education/instruction/teach/visualdesign.html
Adobe Systems, Inc. (2008). Adobe design center. Retrieved September 15, 2008, from
http://www.adobe.com/products/tips/photoshop.html
Kodak. (n.d.). Tips and projects center. Retrieved September 15, 2005, from
http://www.kodak.com/eknec/PageQuerier.jhtml?pq‐path=2/3/38&pq‐locale=en_US
Mundi Design Studios. (2001). Mundi design studios. Retrieved September 15, 2005, from
http://www.studiomundi.com/
For additional references, activities, and Web resources, please refer to the Digital Media Technology P.A.C.E.
Web site at http://rcu.blackboard.com (available only to registered users).
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Graphic Design II
Grade Level:
9, 10, 11, 12
Carnegie Unit:
½
Contact:
MDE Office of Curriculum and Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Graphic Design II
Competency 1: Apply color theory and design principles.
Suggested Enduring Understandings
1.
It is important for students to learn to follow through
with a project for a client from the onset to the delivery
of the final product.
Suggested Essential Questions
1. What kind of projects can students
anticipate in the workplace?
2. How can students combine color theory
and design principles knowledge with the
delivery of a project to a client?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Discuss the types of
design principles, and
have students define
design principle terms.
a.
Explore color theory and design through planning
and creating a project for clients.
Show students examples of print‐, Web‐, and
video‐based logos, and identify visual cues and
design principles in the logos and how the
designs reach the organization’s target audience
and meet the goals of the company.
Terms may include the following:
• Emphasis/contrast (focal point)
• Proximity/groupings
• Balance
• Alignment
• Harmony/proportion
• White space
• Repetition
• Color
• Brightness: The quantity of light reaching the
viewer’s eye
• Contrast and the color wheel
• Using color in design
• RBG and CMYK differences
• Color management: Ensuring that viewers see
the same color across different devices
a.
Students will define
the terms listed on the
Design Principles
Worksheet. As each
topic is introduced,
students will complete
worksheets.
Written test to assess
knowledge of terms
and design principles
b. Understand the
importance of color
management, and
explain why color
variations occur
between devices.
b. Describe solutions to help students create
consistency across devices:
• Causes of color variation
• Monitor profiles
• Input device profiles
• Output device profiles
• Manage color by using color settings
• Soft‐proof to prevent color variation from
screen to print
b. Give students
variations of color‐
based problems.
Grade performance‐
based work on the
basis of appropriate
solutions to the
problem.
• Manage color when printing
Students will record
Students will select the person, group, or
organization they will create their logo for and
brainstorm a set of words and goals that best
describes that person, group, or organization.
They should sketch concepts on paper and record
their initial goals in the Review and Redesign
Worksheet.
their initial goals for
the logo design in the
Review and Redesign
Worksheet.
c.
Demonstrate use of
c.
Use the guides How to Use Drawing Tools, How
c.
Teacher observation
selection, drawing, and
to Draw Shapes, and Bitmap and Vector Images
for accuracy
painting tools in
to introduce drawing and image‐editing tools
appropriate graphic
such as the Line, Shape, Eraser, and Paint tools.
design software.
d. Discuss possible canvas
d.
Using the How to Create a New Document guide,
d. Students will observe
sizes for logos, and
introduce how to create a new document in the
graphics created and
demonstrate the
graphic software and explain the options they
manipulated by the
options that can be
can alter. Group students, and have them create
teacher. The students
altered.
a graphic on different sizes of canvases, varying
will explain any
the color mode, background color, and
changes that could be
resolution. Have open discussion to critique the
made to enhance or
products.
improve the graphic.
Options may include the following:
• Document size
• Resolution
• Color mode (CMYK, RGB, grayscale, etc.)
• Background color
• Guides
• Rulers
e.
Understand and
e.
Discuss the differences between vector and
e.
Teacher‐created test
incorporate image‐
bitmap graphics.
consisting of scenarios
optimization (vector
in which the students
and bitmap) strategies
Assign a project that will allow students time to
will decide which
and file formats.
investigate vector graphics and bitmap graphics.
format, vector, or
bitmap is most
Discuss image optimization and the importance
suitable.
of file formats to include the following:
• The difference between printed and on‐screen
Students should
images (inches vs. pixels, size variation, scaling
demonstrate vector
vs. resampling, and ink dots vs. RGB values)
graphics versus bitmap
• File formats (GIF, JPEG, TIFF, EPS, and PDF)
graphics as a result of
• Image resolution (pixels vs. inches, ppi and dpi
for printing, pixels for the Web, and line screen
their research for a
grade.
frequency for commercial printing)
• Preserving image quality when manipulating
images
• Broadcast standards for video (such as NTSC
and HDTV) to help select the appropriate TV
image preset
• Avoiding thin lines (thinner than two pixels)
because interlacing can create flicker when the
image is displayed in video
• Using the NTSC Colors filter when working with
color for video use because saturated or bright
colors can cause bleeding when displayed in
video
Guide: How to Generate Different File Formats
f.
Identify aspects of
redesign and its
importance in the
design process.
f.
Define review and redesign. Explore what
redesign means for student work and why it
might be a useful step in the overall design
process. Develop class definitions, and discuss
possible steps or questions that will help in
redesigning a product. Include the following
categories for review:
• Meeting initial focus, purpose, and audience
• Changing focus, purpose, or audience
• Applying good design principles
Students will individually review their own
projects against their initial goals and intended
design principles and redesign as necessary.
Explain to students that they need to prepare
multiple versions of their logos for use in color
and in black‐and‐white printed documents as
well as for use on the Web and in videos.
Students will present three logos to the class to
include the following in their presentations:
• Their design decisions in creating each logo
and their rationale for preparing the images for
each medium (Web, print, video), including the
file type, size, and resolution for each version
and situation
• Explanations of any changes they made during
the review and redesign stage
• What they learned in the project and what
they want to learn next
f.
Completion of
worksheet related to
redesign
Review and Redesign
of Logos Worksheet:
Students will review
their own logos
against their initial
goals and intended
design principles.
A project rubric will be
used to evaluate
whether or not all
components are
present and to what
degree in the student
presentation.
Competency 2: Understand typography and layout design.
Suggested Enduring Understandings
1.
It is important for students to learn to follow through
with a project for a client from the onset to the delivery
of the final product.
Suggested Essential Questions
1. What kind of projects can students
anticipate in the workplace?
2. How can students combine typography
and layout design knowledge with the
delivery of a project to a client.
a.
Understand typography
a.
Review the definition and application of
a.
Test students on
concepts for use in planning
typography concepts. Typography concepts
typography
and designing in graphic
may include the following:
concepts and
design.
• Serifs
typography terms
• Kerning
• Tracking or letter spacing
• Leading
• Baseline shift
• Word spacing
• Type size
• Readability
• Hierarchy
• Fonts
• Rule of thirds (optical center)
• Alignment
b.
Discuss how tone, audience,
b. Have students begin to plan and design a
b. Analyzing Business
and purpose impact design
business card for a client. Include questions
Cards Worksheet
and readability.
such as the following:
• What information needs to be on the card?
Grade performance‐
• What do you want to communicate about
based work for a
yourself or the organization?
sketch of the
• Who is the intended audience?
business card.
cards to have when they are handed out?
Review and
• What is the most important information to
Redesign of
be conveyed?
Business Cards
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
• What impact do you want the business
• How does your audience impact the font
family you will use?
Students will sketch business cards and
identify content for the card and any
additional graphics elements they intend to
include.
Apply typography and layout design concepts
to identify possible fonts and colors. Use the
review and redesign process for the business
card project.
Worksheet
c.
Explore resizing and cropping
images.
c.
Use graphic software to resize and crop
images to fit within constraints of a printed
business card.
Review the Adobe guide How to Resize and
Crop Images. Have students measure size of
logos and other graphic elements used in
sample business cards to get a sense of
c.
Grade a
performance‐based
assignment in which
students illustrate
resizing and
cropping images as
well as using filters.
general size possibilities.
Demonstrate how to use filters in graphic
software. Utilize Adobe Guide: How to Use
Filters
d. Demonstrate layout in
graphic software.
d.
Demonstrate how to set up a document,
create text, and use the grids and rulers in
graphic software (InDesign).
d.
Teacher observation
of student
performance
Utilize Adobe Guide: How to Set Up a
Document
Guide: How to Use Text
Guide: How to Use the Ruler, Grid, Guides, and
the Align Panel
e.
Demonstrate importing files
into graphic software.
e.
Import graphics elements and logos into
business card layouts.
e.
Business Card
Project Rubric
Prepare business cards for print in graphic
software, and print.
Reference Adobe Guide: How to Prepare Files
for Print
Demonstrate how to create a PDF slide show,
and introduce the following project (Guide:
How to Create a PDF Presentation):
Assign students to small groups, and instruct
them to select one business card design and
create three redesign versions of each for the
following scenarios:
• Serious
• Creative
• Entertaining
Allow students to create the three business
cards.
Instruct each group to prepare a presentation
that will include a PDF slide show of their
three business cards in which they will explain
and identify the design elements they
changed to redesign and change the tone of
their original cards.
Groups will present their PDF slideshows.
a.
Understand design
principles and
techniques for use in
a.
Discuss design principles and techniques used in
the following areas:
• Layout
a.
Graded test on design
principle terms
planning, designing,
• Colors and graphics
Analyzing
and producing an
• Typography
Advertisements
advertisement.
• Tone
Worksheet
Introduce an advertisement project with
information about the client organization:
• Name of organization
• Its missions and goals
• Product or service provided by the organization
• Background and history
• Why the organization wants an advertising team
b.
Introduce aspects of
b. Discuss project phases, and ask students to
b. Introduce scenarios,
project management
organize the planning of their tasks within the
and have students
and how to work with
project phases. Instruct each group to begin to
role‐play to illustrate
clients.
create a project plan (completed after the client
how to work with
interview) that takes into account the following:
clients. Have each
• Define.
student team member
• Design.
play his or her part.
• Build.
Assess student
• Deliver: Print delivery, Web delivery, and video
performance.
Quiz students on
Discuss the kind of information about the client’s
goals and target audience design teams need from
a client.
identifying and naming
project phases and
providing explanations
of each phase.
Have design teams meet to discuss interview
questions and other questions they feel might be
Students will complete
necessary to build their understanding of their
client’s needs.
the Project Plan
Worksheet; review for
completion.
Design teams should interview their clients, take
notes, and gather information identified as
Grade students’ list of
Competency 3: Apply design principles and techniques in the creation of an advertisement.
Suggested Enduring Understandings
1.
It is important for students to learn to follow
through with a project for a client from the onset
to the delivery of the final product.
Suggested Essential Questions
1.
What kind of projects can students anticipate in
the workplace?
2.
How can students combine design principles and
techniques with the delivery of a project to a
client?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
and explanation of how it works
delivery.
needed; review recommendations made by the
interview questions to
client; and complete project plans incorporating
their conclusions form client interviews.
Topics can include the following:
• Identifying roles—especially the person who
serves as the liaison between the client and the
group
• Identifying the necessary project steps
• Creating a time line with specific deliverables
and due dates
• Understanding and clarifying client expectations
• Communication and dialog with a client (e‐mail,
Web conferencing, and other online
collaborative tools to review design with their
client)
their clients.
Client Interview
Advertisement
Worksheet
c.
Plan and design an
advertisement.
c.
Plan for advertisements:
• Sketch layout ideas.
c.
Require sketches/plans
be turned in for a
• Take photographs of relevant products, people
grade.
in action, or other services related to the
advertisement.
Allow peers to
• Identify any needed assets. (Remind students
evaluate the three
that they need permission from any person they
photograph for use in the advertisement or for
visualizing the equipment with clients.)
Instruct groups to create three concept ideas for
the advertisement using graphic software.
Instruct groups to convert their comps to PDF
format and meet with the client to explain their
designs. Each group should have its own
notetaker to gather all comments. Review the
Guide: How to Create Layer Comps.
Review the process of redesigning, and instruct
students to review and revise their
advertisements according to client feedback.
Instruct them to resubmit one or two comps
(depending on the client’s wishes) and continue
this cycle until the client approves a single comp.
concept ideas and
assign a grade.
Assess final products
to determine if
changes were made
per the client
feedback.
d. Build an
advertisement.
d. Create a draft design of the advertisement
identifying it as the first version with a watermark.
Demonstrate how to use opacity and fill to create
a watermark in graphic software. Review the
Guide: How to Add a Watermark to Images.
Demonstrate how to work with text and place
objects on a page in graphic software (InDesign)
and how to export elements from one design
software program to another.
d. Grade the draft design
and the students’
ability to add the
watermark as
instructed, how they
use text and objects,
and graphic frames.
Observe to determine
mastery of text and
object placement and
Review the following:
Guide: How to Work with Text Frames
Guide: How to Combine Graphics Frames and Text
Frames
Guide: How to Place Images on a Page
Guide: How to Work with Graphics Frames
manipulation
e.
Understand the
process of reviewing
e.
Discuss the purpose of a focus group and general
tips for conducting one. Include the following: W5
e.
Allow peers to serve as
audience members
and redesigning an
• Defining the objectives: Determine what they
and evaluate the
advertisement.
want to learn about their advertisement.
team’s work.
day, determine the best representative
Advertisement Project
audience to select, plan refreshments, choose
Rubric
the number of members, create an agenda,
create questions, determine how to display the
Students will complete
advertisement, plan for recording the session,
a self‐evaluation and
choose a leader and notetakers for the session,
group evaluation form;
and choose any thank‐you gifts for participants.
assess for completion.
• Planning the session: Identify the best time of
• Facilitating the session: Make introductions,
identify the goal of the session, explain the
recording if applicable, ask questions, provide
summaries of participant answers for
clarification purposes, include all participants,
and close the session.
• After the session: Make sure the session was
recorded, write down any additional notes or
observations, debrief with fellow team
members, and create a summary document.
Each group will plan its focus group session by
using the guidelines above to learn how the
advertisement is perceived and how to improve it.
Each group will gather potential target audience
members and coordinate and run a focus group,
using its plans. (Students can pose as the audience
but need to research the expected needs and
expectations they represent to accurately inform
the design.)
Each group will redesign and revise its
advertisement as necessary from the focus group
findings. Students will create a final advertisement
and remove the watermark and prepare the
advertisement for the delivery specs of the client
and also in the following situations to illustrate
graphics in different media:
• Print version for a professional printer
• Web version for a Web or Flash designer
• Video version to be used by a producer as a
preamble section of a movie
(Review file format and exporting, best file
formats for the Web, commercial printing, and
PowerPoint/Word.)
Students should present the final advertisement
to the client and explain design decisions,
including focus group feedback.
Discuss each group’s project process and results.
Topics could include the following:
• Design process and decisions, including the
various iterations and stages of the
advertisement
• Experience of working with a client and final
client presentation
• Experience of conducting a focus group
• Experience of working within a group, creating a
project plan, and using project management
strategies
• Explanation of how the review and redesign
cycle strengthened the final product
• Identification of any additional lessons learned
Competency 4: Utilize advanced image manipulation and page layout to create a brochure.
Suggested Enduring Understandings
1.
Informing with a brochure can be quick and cost‐
effective. Students can enhance their design and
technical skills by creating a brochure using
advanced image manipulation.
Suggested Essential Questions
1. How can students enhance their design and
technical skills?
2. How can students inform the client about a
product, service, or location?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Demonstrate
advanced image
manipulation
techniques.
a.
Review the following:
• Photoshop guide: How to use gradient maps
• Photoshop guide: How to use advanced color
techniques
• Photoshop guide: How to use the Vanishing Point
filter
• Photoshop guide: How to blend, feather, and
smooth
Introduce students to the goals of a creating a
brochure:
• To create and build a trifold brochure for a client
• Use color management, filters, and retouching
tools to create a graphics element.
• Conduct a client review of the brochure project.
• Write a short reflection on the process of creating
a.
Students will
complete the Client
Interview: Brochure
Worksheet.
Performance‐based
assessment of
students’ advanced
image manipulation
techniques project
Review and Redesign
of Brochure
Worksheet
the brochure.
Share examples of trifold brochures, and discuss the
following with students:
• Use of trifold layout with six panels and tips for
constructing a trifold such as the following:
o The first panel, or cover, should be attention‐
grabbing, like an advertisement.
o The second, third, and fourth panels (inside of
the brochure) should contain the bulk of the
content. Headlines, graphics, images, and
content can spread across all three interior
panels, not just each individual panel.
o The fifth panel is usually a good place for
customer testimonials or endorsements.
o The sixth panel is a good place for a call to
action: A statement that tells the audience
members what they should or need to do.
• Purpose of the brochure: Is it clear and effective?
• Graphics: Make sure they are compelling.
• Design principles: Use white space, typography,
and color effectively.
• Cost of printing: How is it affected by color
choice?
• Content: Is it well written, copyedited, succinct,
and to the point?
Techniques may include the following:
• Gradient maps
• Advanced color techniques
• Vanishing Point filter
• Blending, feathering, and smoothing
b. Demonstrate
advanced layout
techniques.
b. Advanced techniques may include the following:
• Using frames and layers
• Creating placeholder text
• Creating text effects and wrapping text
• Creating shapes and borders
Using the “I do, we do, you do” method,
demonstrate the following in InDesign:
• InDesign guide: How to work with layers
• InDesign guide: How to use placeholder text
• InDesign guide: How to apply effects to text
• InDesign guide: How to wrap text around objects
• InDesign guide: How to use character and
paragraph styles
b. Students create a
self‐test.
Project Rubric
Graded reflection
paper
Have students create a rough prototype and plan a
focus group session to test the brochure focus and
content appropriateness with the target audience.
Have students synthesize feedback from focus
groups to incorporate into their brochures.
In preparation for the client interview, discuss
information the teams need from their clients about
the clients’ goals and target audience of the
brochure. Have each design team discuss the
interview questions and add other questions it feels
might be necessary to build understanding of the
client’s needs.
Have students meet with clients to interview them.
From the results of their interviews, have students
create a project plan. Remind students to plan
contingencies based on their past experience with
clients. These contingencies might include the
following:
• Adding more time for review cycles
• Limiting the number of review cycles
• Identifying where scope should be limited if
certain milestones are not met
• Agreeing upon paper type, color, and cost for the
final product
Have students create three design comps for their
client, using Photoshop, and present these comps in
PDF format. In addition to the PDF comps, explain
that the students must research paper choices and
costs and present options to the client to gain
approval of paper type and budget.
Have students engage in review and redesign cycles
with their clients as in the previous project until a
final design is agreed on.
Advise the students to have a debriefing session
with their client for reviewing the final brochure and
discussing their experiences. Some areas you might
have students focus on include the following:
• Communication: Considering the different
methods of communication, which was the most
effective? Was there enough communication
during the project cycle? In what ways were
communication challenges resolved? What are
ways communication with clients should change
(or not) the next time a project is started?
• Deliverables: Was there a schedule of deliverables
established? Did the client receive the expected
deliverables on time? Were the deliverables the
quality they expected? Were they in the expected
format? Can the client suggest ways to improve
the process of delivering materials?
• Feedback: Did the client feel he or she was given
enough time and consideration for feedback? Did
the design team consider the client’s feedback?
How could the feedback process be improved?
• Final product: Does the final product address the
target audience? Is the final brochure what the
client expected? Why or why not?
After the process and product have been reviewed
with the client, partner the student groups, and
have students hold a peer review session in which
each student group presents its brochure. Review
the peer review process:
• When presenting the group’s work for peer
review, state the purpose, audience, and goals of
the document, and point out any concerns.
• After being presented work by a designer, the
reviewing group’s first response should be to
reiterate the purpose, audience, and goals as
group members understand it.
• After the designing group’s purpose, audience,
and goals are clear, ask questions of the designing
group, make comments, and offer suggestions.
• To conclude, the designing group will summarize
the suggestions and offer a plan for revision.
Guide: Peer review (from Project 5)
Instruct students to write a one‐ to two‐page
reflection paper about the process of creating their
product, identifying areas for improvement for their
product and process. Encourage students to reflect
on how they employed design, project management,
and technical skills they have learned in this and
previous projects and what they learned from the
client debriefing. Encourage students to reflect on
what skills and techniques they want to learn next to
further their knowledge of design and print
production.
Competency 5: Create a newsletter layout with advanced editing.
Suggested Enduring Understandings
1.
Newsletters are publications that are distributed
on a regular basis to target a particular audience
who share a common interest.
Suggested Essential Questions
1. How can students use their teamwork abilities to
create?
2. What software enables students to combine a
theme, purpose, and content with design, layout,
and graphic elements to produce a newsletter?
Suggested Performance
Indicators
a.
Identify standard
newsletter publishing
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Discuss the goals associated with creating a
newsletter.
practices, and cite
sources.
For each example, discuss its purpose and
audience. Have students identify the theme of
the newsletter and analyze the design techniques
used to integrate that theme across the
newsletter content to meet the audience and
purpose.
Understand the basics of Illustrator.
Show students examples of newsletters; include
examples from businesses, schools, and
community‐based organizations.
Note: You might want to gather some examples
of newsletters to share with students.
b.
Examine newsletters to
b.
Introduce the guidelines for the newsletters.
b. Project Plan
identify the following
Guidelines might include the following:
Worksheet
elements:
• Nameplate
• Length should be three to four pages.
• Include the various elements of a newsletter
of articles or entries)
• Table of contents
• Masthead
• Titles and headers
• Page numbers
• Bylines
• Continuation lines
• Include three to four distinct sections.
• Include two to three articles.
• Include three to four photographs.
• Create a three‐ or four‐column layout.
• Create a comp for review and one for redesign.
• If appropriate, include the advertisement from
Project 4.
• Pull quotes
• Apply copyright and fair use guidelines for any
• End signs
• Photos/illustrations
• Mailing panels
applicable content or assets.
• Follow the journalist code of ethics in the
creation of newsletter content.
• Content (and number
(nameplate, masthead, pull quotes, etc.).
Note: You might want to ask students to create
the newsletter for a particular organization in the
school or community. Additionally, you might
make a guideline that one version of the
newsletter must have a mailing panel and
another version should be e‐mailed.
As students view the newsletters, also discuss the
journalistic code of ethics and the following
concepts:
• Truth: Journalists should be honest in
gathering, reporting, and interpreting
information.
• Accountability: Journalists are accountable to
their audience and colleagues.
• Fairness: Journalists should present the news
impartially and fairly, clearly representing
various perspectives in a story.
• Harm and safety: Journalists should treat
sources, subjects, and colleagues with respect.
They should assess any potential danger they
risk for themselves, sources, subjects, or
colleagues in getting a story.
Note: For more information, review the Web
sites in the background resources section on the
journalistic code of ethics.
c.
Discuss the concept of
working as a team and
roles in newsletter
production.
c.
Form student teams of two or three people.
Where possible, mix members with different
strengths, such as visual design or technical skill.
Some roles to cover include the following:
• Editors
• Writers
• Photographers
• Designers
Note: Explain to students that they are
responsible for managing the tasks that fall under
their assigned role; however, all students will do
work across the roles. Because this is a class
simulation, students will use the roles to help
them manage the project better. You can
combine or split roles as necessary to
accommodate the number of members on a
team.
Allow teams time to distribute roles and
brainstorm the theme, purpose, audience, and
goals for their newsletter.
Note: If students are creating the newsletter for
an organization, have them interview their clients
to ascertain the goals, audience, and purpose and
to brainstorm an appropriate theme. Have them
alter questions from their previous client
interviews and adapt them to this project. If it is
difficult to find clients, you can use the ideas in
the client scenarios section of the extension
activities to help you create client profiles.
Explain that because newsletters are created
multiple times, streamlining the production
process is helpful. Discuss the advantages of the
following:
• Creating and working with reusable assets
(layout elements, images, graphics,
illustrations, etc.)
• Creating and implementing a style guide with
lists of fonts, colors, heading styles, and so on
for their newsletter (especially helpful for
consistency and in passing knowledge on to
new workers).
• Creating and using templates for their
newsletter
Have students create an initial project plan,
assigning task managers and due dates for major
milestones. They will build out more details when
their design is approved.
Allow teams time to sketch two different designs,
on paper, of their newsletter elements (including
the nameplate) and sections, identifying which
elements will be reusable and maintaining
consistency across pages to improve readability
for front and internal pages. Conduct a team
review and redesign cycle of their layout sketches
as they prepare to create the design comps in
Photoshop.
Allow time for teams to use their sketches to
create two design comps in Photoshop and
review these with their client. Engage in review
and redesign cycles until an approved look is
reached.
Note: If students are not working with a client,
you or other student groups could serve as the
clients.
Based on their approved designs, have students
build a mock prototype in InDesign. Explain that
students should use placeholder text for headers
and articles and use graphic frames with short
descriptions as placeholders for images and
graphic elements.
Have students test the prototype with potential
users of the newsletter. Some items to review
and gather feedback for include the following:
• Consistency across pages
• Reusable elements
• Hierarchy of information
• Readability of chosen fonts
• Use of white space and rule of thirds
• Alignment of content and graphic elements
Allow teams time to implement any changes to
the overall layout and design based on feedback.
d. Design, build, and review
a newsletter.
d. Now that the students have their layout design,
explain that they need to brainstorm the scope of
d. Project Plan
Worksheet
their newsletter, including number of pages,
number of sections, number and content of
articles, number and content of photographs,
templates, and style guide. Have teams update
their project plans to include details they can
now start tracking.
Have teams review and get approval for their
final scope with you to be sure it is appropriate
and doable.
Explain that although Photoshop is an excellent
program for manipulating images and can be
used to create bitmap graphics, Adobe Illustrator
is superior for creating vector‐based graphics and
images. Explain that students will learn to use
Illustrator to create the nameplate for the
newsletter. Introduce students to the Illustrator
interface.
Adobe Illustrator CS3 Classroom in a Book
excerpt: Getting to Know the Work Area
Note: You might want students to review the
bitmap and vector images guide from Project 2.
Explain that students will use their nameplate
sketch to create the newsletter nameplate in
Illustrator. Using the “I do, we do, you do”
method, demonstrate how to use the drawing
tools.
Illustrator guide: How to draw with Illustrator
Allow teams time to create their newsletter
nameplates.
Explain that because they learned about the
advantages of creating and using reusable images
and templates, they will now learn to implement
these techniques by using InDesign. Using the “I
do, we do, you do” method, demonstrate how to
use the library and create templates.
InDesign guide: How to reuse objects with
libraries
InDesign guide: How to use document templates
As student teams build their layout templates,
they might need to use one or more of the
following advanced techniques, based on their
newsletters. Demonstrate these techniques to
help students implement their layout designs:
• Transforming objects
• Managing text between frames
• Adding and creating page numbers
• Creating captions
InDesign guide: How to transform objects
InDesign guide: How to manage text flow
between frames
InDesign guide: How to add page numbers
InDesign guide: How to create captions
Have students conduct research on the articles
they plan to include. Remind students to validate
the content for currency and accuracy as they
gather information for articles. T3
Note: If students are creating the newsletter for a
client, they might need to gather this content
from the client and then synthesize the
information into articles. Also, if students are
preparing for the Visual Communication
certification, have them conduct research on a
scientific concept.
If students are creating a newsletter for an
engineering, scientific, or medical audience or
researching and writing scientific articles, they
can use the measurement tool in Photoshop to
extract quantitative information such as distance,
perimeter, area, and other measurements. Using
the “I do, we do, you do” method, demonstrate
how to use the measurement tool in Photoshop.
Photoshop guide: How to use measurement and
analysis tools
Discuss the ability to create content within
InDesign or write content in a word processing
program and import it into InDesign. Using the “I
do, we do, you do” method, demonstrate how to
import text from Microsoft Word into InDesign.
InDesign Guide: How to import text from
Microsoft Word
Allow teams time to write drafts of the articles to
be submitted for instructor review and approval.
Note: Have students use commenting tools in
Acrobat to review and improve articles.
Allow teams time to create any needed graphic
elements in Photoshop or Illustrator and then
finalize the article content and layout in InDesign.
Instruct the students to have a final editing
review of the content and design, finalize the
newsletter, and create PDF versions that can be
printed and e‐mailed.
e. Present the finished
newsletter to an
e.
Explain that each team will present its newsletter
to the class, identifying and explaining the
e.
Graded reflection
paper
• The design decisions the team made so it could
implement the theme and purpose through the
Project Rubric
audience.
following:
nameplate, layout, graphic elements, and
content of the newsletter
• How the team plans to distribute its newsletter
• What the team learned through this process
and how team members will continue to use
and enhance these skills in the future
• The differences of working in a team with
assigned roles
Competency 6: Research careers, and develop a professional portfolio.
Suggested Enduring Understandings
1.
Portfolios communicate accomplishments, works in
progress, or personal history. Students can use portfolios
to showcase their work when applying for a job.
Suggested Essential Questions
1. What software is available for the
creation of PDF portfolios?
2. How can students successfully display
their work electronically?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Research career areas in
design and/or print
production.
a.
Have students research career areas in design and
then select the focus for their portfolios based on
their research (creative/art director, print
production manager or coordinator, book
designer, book jacket designer, layout artist, logo
designer, brand identity designer, illustrator,
photo editor, photographer, or prepress
technician).
a.
Have students
choose a career
from their research
and write a three‐ to
five‐paragraph essay
explaining why they
would choose this
career over the
other careers they
researched. Grade
for completion,
correct grammar,
and composition.
b. Identify the purpose of a
portfolio as it relates to
career planning.
b. Discuss the following goals of a portfolio:
• Understand goals and uses of portfolios.
• Research career areas in design and/or print
production.
• Plan and create a flowchart for a portfolio.
b. Assign students a
worksheet to
complete answering
questions regarding
the goals of the
• Select and organize content for a PDF portfolio.
portfolio project as
Discuss the concept of a portfolio, its purpose,
and its audience.
• What is a portfolio?
• What are the goals of a particular portfolio?
• What does a portfolio contain?
• Would it contain professional experiences?
Coursework?
• How do you use a portfolio to communicate
ideas?
• What could you use to communicate these
ideas (images, text, page layout, organization
of the portfolio)?
• What are the long‐term and short‐term goals
of a portfolio?
• Who is the audience for the portfolio?
Show examples of portfolios—both paper‐based
and online—and analyze their purpose and
audience with students.
Students will select files they could include in
their portfolios that would represent their best
work and highlight their skills.
Explain the expectations of the portfolio.
• Portfolio introduction explaining skill set,
training, projects included in portfolio, career
interests and goals, and any professional
experience
• Narrative introductions to each project,
explaining the ways their work highlights their
skills
• Narrative introductions including specific
examples comparing their skills with the career
area they are interested in
• Learning plan that identifies skills or concepts
they might be lacking at this point but would
want to learn about and focus on
• Web photo gallery of images to link to their
photography work
well as the concepts
of the portfolio, its
purpose, and its
audience for a
grade.
Graded flowchart
c.
Construct a portfolio.
c.
Students will construct their PDF portfolios,
creating any assets in Photoshop and creating the
layout and text in InDesign, using the various
lessons learned.
Students will export final portfolio content from
InDesign to Acrobat to create a PDF portfolio.
Students will create bookmarks in the PDF as well
as any internal and external links they gathered
earlier.
c.
Portfolio Project
Rubric
Guide: How to Create a PDF Portfolio
Guide: How to Create Links
Guide: How to Create and Organize Bookmarks
d. Present a portfolio.
d. Students will pair up for the purpose of testing
each other’s PDF portfolios. Students will finalize
their PDF portfolios and make a version that can
be printed and a lighter version (smaller file size)
for use on the Web or to e‐mail.
d. Students will
conduct peer
reviews in groups of
four, reviewing one
another’s portfolios.
References
Adobe Systems, Inc. (2008). Visual design: Foundations of design and print production. Retrieved November 21,
2008, from http://www.adobe.com/education/instruction/teach/visualdesign.html
Adobe Systems, Inc. (2008). Adobe design center. Retrieved September 15, 2008, from
http://www.adobe.com/products/tips/photoshop.html
Kodak. (n.d.). Tips and projects center. Retrieved September 15, 2005, from
http://www.kodak.com/eknec/PageQuerier.jhtml?pq‐path=2/3/38&pq‐locale=en_US
For additional references, activities, and Web resources, please refer to the Digital Media Technology P.A.C.E.
Web site at http://rcu.blackboard.com (available only to registered users).
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Entrepreneurship
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum and Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Course Outline
Entrepreneurship (One Carnegie Unit)
Unit
Title
Hours
Introduction, Safety, and Orientation
Entrepreneurial Skills
Ready Skills: Business Foundations and Communication Skills
Ready Skills: Economics
Ready Skills: Financial Literacy
Ready Skills: Professional Development
Business Functions: Financial Management
Business Functions: Human Resource Management
Business Functions: Marketing Management
Business Functions: Operations and Strategic Management
Business Plan
Teacher Selected Curriculum Activities
Entrepreneurship Units
Unit 1: Introduction, Safety, and Orientation
Competency 1: Identify course expectations and school and course policies.
Suggested Enduring Understandings
1.
Students will understand the importance of school
policies and procedures.
2.
Students will understand classroom guidelines and
expectations.
Suggested Essential Questions
1. Why is it important to follow the rules and
regulations put in place by the school district?
2. How are the teacher’s expectations of your
classroom performance and your personal
expectations similar? How do they differ?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify school rules,
policies and
procedures and
identify and establish
course guidelines and
procedures.
a.
Using the school handbook read and discuss school
district policies and procedures. Emphasize the
district’s Internet acceptable use policy. Engage the
students in a teacher‐led conversation/debate about
the pros and cons of the school’s Internet acceptable
use policy.
Display the classroom discipline plan, procedures,
calendar, emergency information, and other
important documents in a prominent place.
Discuss rules and procedures. Introduce and discuss
all safety procedures for the classroom, the building,
and the lab.
Make sure students understand the proper
emergency procedures. Have students demonstrate
the proper emergency procedures to follow during
an emergency evacuation or drill.
a.
Create and issue a
quiz about the rules
and regulations
with a 100%
passing
requirement.
Use the Student
Orientation
Documents
Checklist to ensure
required
documents are
returned with a
parent’s or
guardian’s
signature.
Use the Group
Participation
Rubric to assess the
students’
involvement.
b. Review course
standards and
affiliated national
standards.
b. Have students complete a pretest on technology
literacy skills; Science, Technology, Engineering, and
Mathematics; 21st Century Skills; and Information
and Communication Technologies to determine what
current knowledge they have in these areas.
Create a PowerPoint slide show that explains the
units that will be taught in the class. Incorporate
slides that relate the units to possible career fields.
Have students research local industries that use the
methods, technologies, and so forth that are covered
b. Evaluate with a
written pretest.
Use the Writing
Rubric to assess
writing skills
in this class. The students should then report their
c.
Review the
comparison of self‐
and course
expectations.
research in a one‐page paper.
c.
Create and review a syllabus that explains the course
content along with the grading system, class
attendance, policy and procedures for completing
missing/ late assignments, and student organization
expectations. Have each student explain what he or
she plans to achieve from the course and how each
plans to achieve it. Engage students in a discussion
comparing and contrasting course expectations and
self‐expectations. Have the students create a class
oath that incorporates everyone’s expectations. Post
the oath in the classroom for a daily reminder to all.
c. Teacher observation
Evaluate the students
with an instructor‐
made written quiz
Competency 2: Demonstrate the proper use and care for classroom equipment.
Suggested Enduring Understandings
1.
Students will understand the value in practicing
proper safety skills and techniques.
2. Students will understand the connection of the
importance of safety in the classroom and the work
setting.
3. Students will understand that safety is important
for themselves and others.
Suggested Essential Questions
1. What are the dangers of not following safety
guidelines?
2. How do safety procedures in the classroom
relate to the real world?
3. Why is safety necessary in the classroom?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify describe, and
demonstrate the
importance of safety
and the proper use of
lab and classroom
equipment.
a.
Identify and discuss the use of proper precautions
when using the equipment in the classroom. Group
students, and ask them to analyze the Safety
Scenarios—What Would You Do? provided in the
curriculum. Have the students to answer the questions
and then rank the items listed in the scenario from the
least important (No. 7) to the most important (No. 1).
Have the students describe how each item will be used
to assist with their survival.
a.
Use the Group
Participation
Rubric to assess
the students’
teamwork skills
and
involvement.
b. Describe the operating
procedures for the
equipment utilized in
the course.
b.
Identify and discuss the location of laboratory
equipment and its resources. Discuss the role and
responsibility of the teacher and the students. Have
the students list the equipment that is used in this
course and describe a minimum of five safety rules that
apply to any workstation.
b. Teacher
observation
c.
Compare and contrast
safety issues in the
classroom to safety
issues in industry.
c.
Using a multimedia presentation, Internet access, and
so forth, discuss the relationship between classroom
safety and real‐world safety. Have students research
the safety guidelines in industry (OSHA). Then have
students select an entrepreneurial business that they
are interested in and illustrate and present how OSHA
standards are used in a safety procedure in that
c. Use the OSHA
Standards in the
Workplace
Rubric to assess
students.
Use the Guest
business (poster, skit, 3‐D visual, etc.). (Reference:
Speaker Activity
http://www.osha.gov)
Invite a local entrepreneur or business leader to be a
guest speaker and discuss workplace safety issues in
comparison to classroom safety. Encourage the
speaker and students to discuss workplace safety
issues and how they impact business and industry
economically.
Rubric to assess
the students.
Competency 3: Explore personality development and the classroom environment in relation to interpersonal
skills, others, and the world of work.
Suggested Enduring Understandings
1. Students will understand the importance of
different personalities.
2. Students will understand the impact different
personalities have on the workplace
environment.
Suggested Essential Questions
1. What are the pros and cons of having different
personalities in the workplace?
2. How do different personality types affect the
workplace?
Suggested
Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify forces
a.
Discuss personality development including personality traits,
a.
Teacher
that shape
heredity, and environment. Develop an inventory of personality
observation
personality
traits.
development
Use the
including
Writing
personality
Have students take a personality test.
Rubric to
traits, heredity,
assess writing
and
skills
environment.
Ask the students to write a one‐page paper comparing and
contrasting personality types and the importance of having
different personality types in the workplace.
b. Identify
b. Have the students complete a learning styles inventory.
b. Teacher
learning styles.
observation
Competency 4: Develop and incorporate 21st Century Skills throughout the Entrepreneurship course.
Suggested Enduring Understandings
1. Students will understand the impact of
innovation, attitude, leadership, critical thinking
and teamwork in the classroom and the
workplace.
Suggested Essential Questions
1.
What are 21st Century Skills?
2.
How do the 21st Century Skills impact
entrepreneurial success?
Suggested
Performance
Indicators
a.
Define the
four
Suggested Teaching Strategies
a.
Discuss with students the 21st Century themes and skills including
life and career skills, learning and innovation skills, and
Suggested
Assessment
Strategies
a.
Class
discussion.
elements
information, media, and technology skills. (Example: www.p21.org
and
outcomes
of 21st
Century
Skills. (DOK1)
b. Distinguish the
qualities and
behaviors of an
effective leader
and identify
opportunities
to develop
leadership
skills.
c. Distinguish and
practice
effective
leadership, and
teambuilding
skills.
d. Demonstrate
appreciation
and respect for
diversity.
to identify 21st Century themes and skills.)
Have students complete a teacher‐created pretest on technology
literacy skills; 21st Century Skills; and Information and
Communication Technologies to determine what current
knowledge they have in these areas.
b. Discuss leadership strategies (authoritarian, democratic,
delegative, and charismatic) and the attributes of effective
leadership including positive attitude, image, decision making,
communication skills, and knowledge.
Invite leaders from community organizations to discuss leadership
skills.
Discuss leadership development groups (examples: Boy’s State,
Girl’s State, Jr. Achievement, student government, etc.)
Have the students complete a case study of a leader then present
it to the class.
c.
Discuss leadership skills including thinking, problem‐solving,
presentation, and negotiating skills.
Discuss teamwork skills including team dynamics, status of team
growth, and working through team problems.
Have the students complete team building/leadership exercises.
(Example:
http://wilderdom.com/games/descriptions/SurvivalScenarios.html)
Have the students analyze segments of a movie that emphasizes
teamwork (e.g., Remember the Titans). Ask the students to identify
the key elements that lead to the success of a team. Discuss why
companies focus on teams, highlighting the purpose of teams,
team attributes, successful team traits, and the growth stages of a
team.
d.
Hook the students by showing videos pertaining to diversity in the
workplace (Example: http://www.youtube.com/watch?v=EsNBu‐
BvgbM).
Engage in a discussion about what diversity in the workplace
means. Extend this activity to where students will offer
suggestions on how to best handle diversity issues in the
workplace.
Use the
Writing
Rubric to
assess
writing skills.
b. Teacher
created quiz
with open
ended
questions
Use the
Presentation
Rubric to
access the
students’
class
presentation
c.
Teacher
observation
and class
discussion
Use the
Group
Participation
Rubric to
access the
students’
class
presentation
d. Have the
students self‐
evaluate the
interview
video with
the
Interview
Video
Checklist.
e. Explore the
e.
entrepreneurs
hip profession
and individual
career
development
Have the students research different entrepreneurship fields, job
opportunities, salaries, licensure, degree requirements, and college
programs of study.
Invite local entrepreneurs to discuss their companies, the job
specifications, salaries, and so forth.
e.
Teacher
observation
and class
discussion
and
presentation
References
Fleming, N. (2008). Vark: A guide to learning styles. Retrieved September 15, 2005, from http://www.vark‐
learn.com/english/index.asp
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century
skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century
skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
What do employers expect from me? [Poster]. (Available from TechPrep Office, Mississippi Department of
Education, P.O. Box 771, Jackson, MS 39205)
Unit 2: Entrepreneurial Skills
Competency 1: Define the concept of entrepreneurship and entrepreneurial opportunity.
Suggested Enduring Understandings
1.
Students will understand opportunity recognition, the
characteristics of a successful entrepreneur and the
advantages of entrepreneurship.
Suggested
Suggested Essential Questions
1. What is entrepreneurship?
2. What are the characteristics of a successful
entrepreneur?
3. What are the costs and benefits of
entrepreneurship?
Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Compare and
contrast the
types of
a.
Discuss the types of entrepreneurs such as early,
opportunity, necessity, serial, and lifestyle.
a.
Class discussion
Teacher created
entrepreneurs
Discuss the characteristics of a successful entrepreneur.
written exam with
and research
roles personal
Discuss the characteristics of a community with a culture
open‐ended
questions
traits, and
of successful entrepreneurship.
characteristics of
an entrepreneur.
Have the students write a one‐page critique of an article
Assess students’
articles with the
about a successful entrepreneur.
Writing Rubric.
b. Classify the
b
Discuss the advantages and disadvantages of
b.
Class discussion.
advantages and
entrepreneurship.
disadvantages of
entrepreneurship
c. Understand the
entrepreneurship
process.
Assess the success and failure of a business and/or
product.
Have the students develop a SWOT analysis of a new
product.
c. Discuss the innovation supply chain, discovery, concept
development, resourcing, actualizing, and harvesting.
Have the students identify the parts of the supply chain of
a successful business and/or project.
Teacher created
written exam with
open‐ended
questions.
c.
Teacher
Observation
Class discussion.
Competency 2: Understand the concepts and processes associated with successful entrepreneurial
performance.
Suggested Enduring Understandings
1. Students will be able to analyze entrepreneurial
tactics, strategies, and the role of networking in
these processes.
Suggested Essential Questions
1. What are the tactics and strategies necessary for
entrepreneurial success?
2. Why is networking critical in entrepreneurial
success?
Suggested
Performance
Indicators
a.
Analyze and
understand
cultural
differences,
responsibilities,
and ethical
behaviors.
b. Use self‐
confidence and
self‐
improvement
tactics to
recognize
personal
strengths and to
reflect on
interests and
talents.
c. Develop
networking skills
and investigate
mentoring
programs.
Suggested Teaching Strategies
a. Have the students research cultural differences of
customers and competition both domestically and
internationally (specifically; regions of the U.S., ethnicity,
religious beliefs, geographically, and foreign trade).
Introduce the students to ethics and cultural differences.
Example: Have the students go to the following Web
sites.
http://resources.monster.com/tools/quizzes/bizethics
http://resources.monster.com/tools/quiz_section5.asp
Using the Better Business Bureau Web site,
www.bbb.org, students will select businesses with both
an excellent and a poor rating and compare and contrast
the two.
Have the students research the responsibilities and
ethical behaviors associated with working with and
serving diverse clientele.
b. Have the students create a student entrepreneurship
profile to discuss personal strengths, interests and
talents. See examples at:
http://www.yeabiz.com/students/student_entrepreneur
_profiles.html
Have the students present their profile to the class.
c.
Engage the students in a class discussion about
networking skills. Have the students role play with
situations involving social settings.
Suggested Assessment
Strategies
a. Teacher Observation
Class discussion
Use the Presentation
Rubric to assess the
students.
b. Use the
Presentation Rubric
to assess the
students
c.
Assess the students
using the Role Play
Rubric.
Competency 3: Understand the risks and rewards of different types of businesses.
Suggested Enduring Understandings
1. Students will understand the costs, risks, and
rewards of business ownership.
2. Students will understand the concepts of
Suggested Essential Questions
1. What risks are involved in different types of
business?
2. How can business risks be minimized?
minimizing loss and problem solving
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Define risk, rewards,
and potential for return
on investment and
minimizing loss
a.
Discuss that risk is time, money, effort and credit,
and rewards includes intrinsic, profit, and lifestyle.
Discuss the legal considerations involved in
business risk.
a.
Teacher created quiz
b. Know the costs of
limiting risks and
maximizing reward.
c. Be able to compare
data using probability,
uncertainty,
estimation, and
approximation and
solve problems that do
not require exact
answers.
b. Have the students research the risks and rewards
of saving for the future.
Have the students compare savings plans including
compounding interest, inflation, stocks, bonds,
and other investments. Ask them to report their
findings to the class.
c.
Divide the students into groups. Using what they
know about risks and rewards, have the students
research the areas of uncertainty, approximation
and estimation on 3 different types of businesses.
Ask the students to present their research to the
class.
b. Use the Writing
Rubric to assess the
students.
c.
Assess the students
using the Teamwork
Rubric
References
Allen, K. R., Meyer, E. C. (2006). Entrepreneurship and small business management. Woodland Hills, CA: McGraw
Hill Glencoe.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century
skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century
skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Unit 3: Ready Skills: Business Foundations and Communication Skills
Competency 1: Understand essential business concepts that affect business planning and decision making.
Suggested Enduring Understandings
1. Students will understand the types of business
structures.
2. Students will understand how the business models
impact business operations, customers, sales, and
service.
3. Students will understand the role of ethics in business.
Suggested Performance
Suggested Enduring Understandings
1. What are the types of business
models?
2. How do these business models impact
how businesses operate?
3. How does ethical behavior impact
business?
Suggested Performance
Indicators
Suggested Performance Indicators
Indicators
a. Identify different types
of companies and
compare the differences
in manufacturing,
wholesale, retail, and
service companies.
a. Discuss and provide examples of the different
business models.
Invite business leaders from the different
business models to explain how they conduct
their business operations.
a.
Class discussion.
Assess students using
the Guest Speaker
Activity Rubric.
b. Research, define,
analyze, and compare
b.
Discuss and provide examples of the different
business ownership strategies.
b.
Teacher created
written exam.
ownership strategies as
well as categories of
businesses such as: sole
proprietorship,
Discuss how these different strategies impact
business operations, customers, sales, and
service.
Assess students using
the Writing Rubric.
partnership, corporation,
nonprofit corporation,
Discuss how each type of business is impacted
by liability, taxation, and stock holders.
and cooperative
businesses.
Discuss the lifespan of a business
Students will develop a grid listing different
types of businesses, their definitions, pros and
cons of each, and examples.
c. Categorize the
c.
Discuss the regulations of specific businesses.
c.
Class discussion.
regulations of business
ownership and
understand ethical
business decisions.
Discuss the impacts of ethical decision making
on business success.
Invite business leaders to discuss their use of
ethics in the day‐to‐day operation of their
business operations.
Assess students using
the Guest Speaker
Activity Rubric.
Competency 2: Develop effective listening, oral, non‐verbal, and written communication skills.
Suggested Enduring Understandings
1.
Students will understand how effective
communication impacts business success.
Suggested Essential Questions
1. What are the types of business
communication?
2. What are the types of non‐verbal
communication?
3. How does understanding and practicing
Suggested Performance
Indicators
effective business communication affect
business success?
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Demonstrate an
understanding of
reading and writing for
information and
understanding.
b. Presents information
clearly and effectively
interacts with others
while using listening,
speaking, and writing
skills for persuasion,
information, and
analysis.
a.
Discuss effective business communication.
Define and discuss effective personal selling
techniques and what distinguishes effective sales
techniques from ineffective sales techniques.
Invite a business leader to discuss with students
the role of business communication in business.
Discuss effective use of CC copying in business
communication.
Have students write a business memo, letter,
email, and resume. Compile these into the
student’s personal portfolio.
b. Discuss how to effectively present business ideas
and plans to a panel of judges/investors.
Have the students research entrepreneurial
Websites such as the top 30 under 30. Have
them write a report on one young entrepreneur
and present it to the class.
a.
Teacher observation.
Class discussion.
Teacher created
written exam.
Use the Resume
Rubric to assess the
students.
b. Teacher observation.
Teacher created
written exam.
Use the
Presentation Rubric
to assess the
students.
c.
Compare the
fundamentals of
communication, ethics
in communication,
group working
relationships, and
dealing with conflict in
an entrepreneurial
venture.
c.
Discuss the differences in majority and consensus.
Discuss conflict scenarios and techniques for
addressing conflict in the workplace.
Have the students role play common business
interactions including but not limited to hand‐
shaking, eye contact, use of personal space, and
non‐verbal cues.
c.
Teacher observation.
Class discussion.
Use the Role‐Play or
Skit Rubric to assess
the students
Competency 3: Understand concepts, tools and procedures needed for basic computer operations and to
access, process, maintain, evaluate, and disseminate information for good business decisions.
Suggested Enduring Understandings
1. Students will understand basic computer
operations.
2. Students will understand the role of computer
Suggested Essential Questions
1. How does information technology impact
sales and marketing of a product/service?
2. How does information technology impact
technology in a small business.
business success?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Show good computer
basics, computer
applications for
business tasks and use
correct technology
etiquette with
telephones, voice mail,
and e‐mail.
b. Use Internet resources
effectively and
practice online
research, locating data
online understanding
new technologies and
trends.
c.
Create multimedia
presentations using
graphics, text features,
and online research.
a.
Provide the students training in basic accounting
software such as QuickBooks or Excel.
Discuss the use of cell phones as a business tool.
Discuss what a target market is and what demo‐
graphic characteristics make up a target market.
Have students differentiate between the varieties
of electronic communication including voice mail,
fax, email, and text messaging.
Have the students role play effective
business communication using voice mail, fax,
email, and text messaging.
Have the students research demographic data
specific to the target market for the development
of their business plan. Add this to their individual
portfolio.
b. Discuss the role of the Internet in the
contemporary business environment.
Discuss the role of social networking platforms
(e.g. Facebook, Twitter, and MySpace) in
emerging business practices.
Using the Internet, have the students research
business trends or technologies. Have them
compile their research into a report.
c.
Have students design a web‐page with business
related content.
Invite a business owner to class to discuss his or
her use of the Internet in business operations.
Review information on the Web site “Checklist for
Evaluating Web Sites,” and give students an
opportunity to view the evaluation checklist
(http://www.lib.umd.edu/guides/webcheck.html).
a.
Teacher created
proficiency exams.
Class Discussion.
Assess the students
with the Role‐Play or
Skit Rubric.
Assess the students
with the Portfolio
Rubric.
b.
Class Discussion
Assess the students
using the Writing
Rubric.
c.
Use the Guest
Speaker Activity
Rubric to assess the
students.
Evaluate the
students’ web pages
using a Web page
evaluation such as:
www.nnsu.edu/midl
ink/
tutorial/www.eval.h
tml
d. Understand customer
databases and
d. Have students identify consumer interest surveys.
Have students identify customer service websites.
d. Teacher observation.
distinguish record
Class discussion.
keeping, technology
use, and information
acquisition.
Discuss the role of consumer interest and
customer service surveys in business.
Identify record keeping and financial tools
appropriate to small business management.
Discuss effective use of record keeping and the
role that technology plays in this process.
Teacher created
exam.
References
Greene, C. L. (2009). Entrepreneurship: Ideas in action (4th edition). Mason, OH: South‐Western Cengage Learning.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century
skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century
skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Unit 4: Ready Skills: Economics
Competency 1: Understand the economic principles and concepts fundamental to entrepreneurship and small‐
business ownership.
Suggested Enduring Understandings
1.
Students will understand the relationship between
basic business concepts and the economy.
2.
Students will understand the differences in market
systems and command systems.
Suggested Performance
Suggested Essential Questions
1. How can the role of government help or
hinder entrepreneurship and economic
growth?
2. How does a free enterprise system
encourage innovation?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Define and analyze
basic entrepreneurship
concepts, the economic
way of thinking, cost‐
profit relationships,
economic
indicators/trends,
economic systems, and
international concepts.
b. Identify supply,
demand, competition
driven by demand,
monopolies, market
share, mindshare, free
market economy and
command economy.
c. Understand the roles of
profit and risk, the
function of price,
trends in the global
marketplace,
characteristics of a
market economy, and
a.
Discuss economy and the economic way of
thinking.
Have students create a skit about the
economic way of thinking.
Have the students decide on a business they
would like to create and weigh the pros and
cons of their business idea. Have the students
write a 1‐page report of their research.
b. Discuss supply, demand, and competition
driven by demand, monopolies, market share,
and mindshare.
Discuss free market economy and command
economy.
Have the students write a report on a current
event that involves price increase or price
gouging.
Have the students create and present posters
of various free market and command systems
across the world.
c. Discuss profit, risk, price, trends, in the global
marketplace, characteristics of a market
economy, and the role of government in
business.
Discuss the pros and cons of a franchise
business. Have the students research the pros
and cons of a franchise from websites such as:
a. Assess the students
using the Role‐play
Rubric.
Assess the students using
the Written Report
Rubric.
b. Assess the students using
the Written Report
Rubric.
Assess the students using
the Poster Assessment
Rubric.
c. Assess the students using
the Written Report
Rubric.
the role of government
in business.
http://www.entrepreneur.com/franchises
Have the students watch a video such as John
Stossel’s video, “Is America #1?”
http://www.youtube.com/watch?v=PZpDjxIPpFc
Have the students to prepare a one‐page report
to compare and contrast the role of government
and ease of entrepreneurship for India, Hong
Kong, and the United States.
Competency 2: Determine if a business strategy is successful.
Suggested Enduring Understandings
1.
Students will be able to know the processes of
creating and running a business.
2.
Students will be able to differentiate the costs
involved in creating a business.
3.
Students should be able to write a business plan.
Suggested Essential Questions
1. What are the characteristics of a successful
entrepreneurial business?
2. What are the various costs involved in
starting a business?
3. How do you calculate basic business
calculations to properly run a business?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Know how to calculate
gross profit,
cost/profit/loss and
return on Investment
and calculate currency
a.
Explain gross profit and discuss whether baseball
players are paid too much. Refer to a website such
as: www.econedlink.org/lessons and link to:
Baseball Economics 101.
a.
Teacher Discussion
exchange rates.
Discuss cost, profit, and loss. Refer to a website
such as: www.econedlink.org/lessons and link to:
The Lemonade Stand.
b. Identify a unit of sale in
b.
Discuss manufacturing, wholesale, retail, service,
b. Assess the students
different types of
and combination businesses.
using the Group
businesses, determine
the cost of labor as
Divide the class into two groups. Ask each group
Presentation
Assessment Rubric.
factored into the unit
of sale and determine
price per unit to
compare prices
to debate whether the First American Industrial
Revolution really was a revolution. Refer to a
website such as: http://edsitement.neh.gov,
lesson plan 421. Ask the students to present their
findings.
c.
Understand fixed costs,
c.
Discuss fixed costs, variable costs, profits, losses,
c.
Assess the students
variable costs, profits,
ROI, EOU, saving, and, and different funding
using the Written
losses, ROI, EOU,
sources.
Report Rubric.
saving, and, and
differentiate between
Have the students create a business specifying
different funding
details such as start‐up costs and funding. They
sources.
should write their findings to be included in a
business plan.
References
Greene, C. L. (2009). Entrepreneurship: Ideas in action (4th edition). Mason, OH: South‐Western Cengage Learning.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and
supervision. Thousand Oaks, CA: Corwin Press, Inc.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century
skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century
skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
Unit 5: Ready Skills: Financial Literacy
Competency 1: Investigate the incorporation of a business.
Suggested Enduring Understandings
1.
Students will understand the process for funding a
business.
2. Students will understand why businesses
incorporate.
3.
Students will be able to trace the process of
selling stocks and distinguish the primary and
secondary markets.
Suggested Enduring Understandings
1. What resources can be used to help start
up a business?
2. How do public corporations sell their stock?
3. What is the role of the Small Business
Administration in helping entrepreneurs
start a business?
Suggested Performance
Indicators
Suggested Performance Indicators
Suggested Performance
Indicators
a. Identify and compare
corporation, stock
holders, board of
directors, dividends,
corporate liability.
a.
Discuss corporations, stock holders, board of
directors, dividends, corporate liability.
Invite a business leader to speak about
corporations and corporate responsibility.
a. Identify and compare
corporation, stock holders,
board of directors,
dividends, corporate
liability.
b. Investigate the
resources and
determine cash needs
for funding an
entrepreneurial
venture, and interpret
financial statements.
b.
Discuss funding sources and the Small
Business Administration (SBA). Have the
students visit the SBA Website.
Have the students create financial statements
for their business. Have them add this to their
business plan.
b. Class discussion
Assess the students using
the Written Report
Rubric.
Competency 2: Compare personal money‐management concepts, procedures and strategies.
Suggested Enduring Understandings
1.
Students will understand basic money
management principles.
2. Students will be able to analyze the costs and
benefits of the stock market.
3.
Students will be able to use various mathematical
operations to compare and contrast financial
services such as car loans and mortgages.
Suggested Essential Questions
1. What mathematical calculations are helpful
in managing money?
2. What are the benefits of long term
investing in stocks and mutual funds over
savings accounts?
3. What are the various resources that can be
used to aid in the search for cars or homes?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Analyze money basics,
financial services, and
personal money
management, and
calculate financial
mathematical
operations, using
a.
Discuss money basics, financial services, and
personal money management.
Assign each student a specific car to research.
Have them compare and contrast different
car loans for the specific car and write a one‐
page report about the loan types.
a.
Class discussion
Assess the students using
the Written Report
Rubric.
percentages and
rounding numbers.
b. Use problem solving
creatively, interpret
graphs and charts, and
use diagrams to
develop strategies.
b. Divide the class into groups. Give each
group a certain amount of play money.
Ask them to pretend to take a vacation as
a group with this amount of money. They
must make decisions about how to spend
the money. Refer to a website such as:
http://econedlink.org and lesion titled,
“The Higher You Climb, the More You
Pay.” Have the students present their
findings to the class.
b. Assess the students using
the Group Presentation
Assessment Rubric.
References
Allen, K. R., Meyer, E. C. (2006). Entrepreneurship and small business management. Woodland Hills, CA: McGraw
Hill Glencoe.
Dlabay, L. R., Scott, J. C. (2011). International Business. Mason, OH: South‐Western Cengage Learning.
Greene, C. L. (2009). Entrepreneurship: Ideas in action (4th edition). Mason, OH: South‐Western Cengage Learning.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Unit 6: Ready Skills: Professional Development
Competency 1: Understand the concepts and strategies needed for career exploration, development, and
growth.
Suggested Enduring Understandings
1.
Students will understand the impacts of
education, travel, developing hobbies, and life‐
long learning on success in the workplace.
2.
Students will be able to distinguish different
entrepreneurial career opportunities.
Suggested Performance
Suggested Essential Questions
1.
What are potential ways to broaden
student paradigms for business ideas and
opportunities?
2. What is the role of education in
entrepreneurial success?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Assess the importance
of educational
attainment in an
entrepreneurial
venture and compare
the credibility of
workers with education
and certifications.
a.
Discuss the role of education and
certifications in small business success,
potential business financing, and in customer
perceptions of businesses.
Invite business owners to discuss the impact
of their education on their business.
Invite lenders to the class to discuss the
impact of education and certification on
a.
Class discussion
Teacher created written
exam with open‐ended
questions.
Assess the students using
the Guest Speaker
Activity Rubric.
potential business financing.
b. Compare career
planning skills and job‐
seeking skills, and
practice appropriate
business interviewing
skills.
b. Discuss career opportunities and levels of
education and experience required for entry
and advancement in these sectors.
Break the students into groups and assign
career paths to each group. Have the groups
research these paths and present them to the
class.
Discuss the importance of proper attire,
punctuality, and following up in the interview
process.
b. Class discussion
Assess the students using
the Group Participation
Rubric.
Assess the students using
the Role‐Play or Skit
Rubric.
Separate the class into pairs. Ask the students
to role play interviewing each other.
c. Understand the
concept of writing for
social interaction.
c.
Discuss the use of invitations and RSVP in
business operations.
Discuss the use of social interaction as
networking and marketing of the business.
Have the students compose an invitation to a
business function such as a ground breaking
ceremony or a ribbon cutting.
c. Class discussion
Teacher created written
exam with open‐ended
questions.
Assess the students using
the Writing Rubric.
Competency 2: Recognize business organizations and their importance to entrepreneurs.
Suggested Enduring Understandings
1.
Students will identify local business organizations
that can provide information and support to small
businesses and emerging entrepreneurs.
2.
Students will identify opportunities for civic
engagement as business owners.
Suggested Essential Questions
1. What resources exist in the community that
assists in small business development,
improvement, and advancement?
2. How do civic organizations such as a
chamber of commerce affect business
success?
3. What is the role of civically related activities
such as cause‐related marketing in business
success?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Understand the
importance of business
incubators and the
importance of having
and being a mentor.
b. Investigate social
networking through the
Internet, and civic and
social organizations.
c. Explore area recycling
programs and other
community‐related or
civic issues and
activities.
a. Discuss business incubators, their features,
functions, and benefits.
Visit an incubator and/or invite a representative
from the incubator to visit the class.
Discuss mentorship, the qualifications for
mentorship, and the benefits of having and being
a mentor.
Have students develop a board of advisors
including mentor(s). Add this to their individual
portfolio.
b. Discuss social networking.
Discuss the impact of effective social networking
through the Internet, civic, and social
organizations on business and community success.
c.
Discuss current community and civic issues and
how these impact local business success.
Discuss opportunities to participate in
community‐ and civic‐related issues and activities.
Discuss the recycling process.
a. Class discussion
Assess students using
the Guest Speaker
Activity Rubric.
Use the Portfolio
Rubric to assess the
students
b. Teacher observation
Class discussion
c.
Class discussion.
Teacher created
written exam.
Assess students using
the Guest Speaker
Activity Rubric.
Invite local business leaders to discuss with the
class their involvement in these issues and
activities.
d. Compare local cause‐
d. Discuss how cause‐related marketing can support
d.
Class discussion
related marketing
strategies. (DOK3)
a business’s competitive advantage.
Discuss how to support the community through
business ownership and operations.
Discuss the difference between public relations
and advertising.
Discuss the advantages of developing good will.
Teacher created
exam with open
ended questions.
References
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century
skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century
skills. Retrieved August 18, 2005, from
http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf
U.S. Department of Labor, Bureau of Labor Statistics. (2005). Occupational outlook handbook (OOH). Washington,
DC: U.S. Government Printing Office.
What do employers expect from me? [Poster]. (Available from TechPrep Office, Mississippi Department of
Education, P.O. Box 771, Jackson, MS 39205)
Have the students define terms related to
financial statements.
b. Understand financial
spreadsheet formulas.
(DOK1)
b.
Discuss the various financial spreadsheet
formulas and the purpose of each.
b. Class discussion
Have the students use accounting or business
management software as a means to analyze
and improve their business.
using selected accounting
software or other
comparable assessment
c. Use mental math,
c.
Discuss the strategies of mental math,
c. Class discussions
Unit 7: Business Functions: Financial Management
Competency 1: Understand financial concepts and tools used in making business decisions.
Suggested Enduring Understandings
1.
Students will understand the use of accounting
and financial management tools.
2.
Students will be provided training in basic
accounting software such as QuickBooks or Excel.
Suggested Essential Questions
1. How are accounting and financial
management tools used in successful small
business operation?
2. What kind of business decisions can be
made using financial statements?
3. What role does estimating play in small
business operation?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Understand accounting
tools, finance tools, and
money management.
a.
Discuss various financial statements
accounting tools, finance tools, and money
management tools and the purpose of each in
small business.
Invite accounting professionals to discuss the
importance of sound fiscal management
practices in their businesses.
Give one student play money and have other
students ask for money for various business
reasons. After the student has given away all
the money, ask him/her to account for it all.
This will lead to a discussion about the
importance of keeping financial records.
a. Class discussion
Assess the students using
the Guest Speaker
Activity Rubric.
Teacher created exams
using selected accounting
software or other
comparable assessment.
Assess the students using
the Sample Financial
Terms List.
Teacher created exams
numeration, and
operations for financial
management.
numeration, and operations for financial
management in small business ownership.
Teacher created exam
using estimations.
Discuss the use of estimates in certain
business types and situations. These would
include service business and contractors
where estimates are required (ex.: timber
and yard services).
Competency 2: Understand accounting fundamentals.
Suggested Enduring Understandings
1.
Students will understand the importance of sound
accounting practices in the operation of
successful small businesses.
2.
Students will be provided training in basic
accounting software such as QuickBooks or Excel.
Suggested Essential Questions
1. What are effective accounting practices?
2. How can analysis of financial records
improve business success?
3. How does the use of sound daily accounting
practices impact small business success?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Identify types of
business records.
b. Set up business records
such as, receipts,
invoices, income
statements, balance
sheets, and cash flow
statements.
c.
Understand profit
margin, same size
analysis, and projected
income.
a.
Discuss the types of business records.
Where available, have the students use
accounting or business management software to
create and manage business records.
Discuss the purposes of receipts, invoices,
purchase orders, and packing slips.
Discuss the types of income statements, balance
sheets, and cash flow statements.
Invite business owners to discuss with the
students the role of these accounting practices in
their business operations.
b. Discuss the necessity of using sound accounting
policies and practices.
Using their fictional or actual business accounts,
have students use (where available) accounting or
business management software to create and
manage income statements, balance sheets, and
cash flow statements.
c.
Discuss the concepts of profit margin, same size
analysis, and projected income.
Have the students conduct research on businesses
similar to theirs within their target market to
ascertain the potential for return on their
investment. Have the students present their
research to the class.
a. Class discussion
Teacher created
exam using selected
accounting software
or other comparable
assessment.
Assess the students
using the Guest
Speaker Activity
Rubric.
b. Class discussion
Teacher created
exam using selected
accounting software
or other comparable
assessment.
c. Class discussion
Teacher created
exam using selected
accounting software
or other comparable
assessment.
Assess the students
using the Guest
Speaker Activity
Rubric.
References
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Unit 8: Business Functions: Human Resources Management
Competency 1: Investigate indicators of effective workplaces.
Suggested Enduring Understandings
1.
Students will understand the process of creating
an effective working environment.
2.
Students will understand the basis of non‐
discriminatory practices and workplace
management.
Suggested Essential Questions
1.
What is an effective working environment?
2.
How does team building impact the
creation of an effective workplace?
3.
What laws govern non‐discriminatory
practices and workplace management?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Express knowledge of
workers and their
needs, comparing
safety in working
environments.
a.
Discuss various worker needs, including but
not limited to accommodations, ergonomics,
and other special workplace needs and
support.
Discuss the roles of various government
agencies and their impact and influence on
creating a safe working environment.
Discuss standards established by the U.S.
Department of Labor’s Occupational Safety
and Health Administration (OSHA) for the
workplace.
Discuss the Department of Health standards
appropriate for various types of business (i.e.
food handling).
a.
Class discussions
Teacher created quiz with
open‐ended questions.
Assess students using the
Guest Speaker Activity
Rubric.
Invite business leaders from different
businesses to explain worker safety and how
they conduct safety training in their work
environment.
b. Understand team
building and be able to
b. Discuss effective ways to create an effective
business team.
b. Class discussions
explain the benefits of
building networks.
Discuss the importance of starting and
maintaining an active social/business network
database. Assist students in creating a network
database.
Conduct team building exercises designed to
develop effective communication and problem
solving skills. (i.e.
http://www.wilderdom.com)
Evaluate the students
using the Teamwork
Rubric.
c. Understand the
concepts of diversity
and cultural
differences, and
investigate the
Americans with
Disabilities Act.
d. Research ways to deal
with criticism, develop
listening skills, and
understand harassment
in the workplace.
Provide students with case studies about
business team building. Have the students
work in teams to analyze the case studies,
developing ways to build a business and a
team.
c. Discuss the concepts of diversity and
cultural differences. Invite students to share
their cultural differences. Discuss how diversity
and cultural sensitivity affect international
business and marketing.
Have the students research business and
cultural practices in other countries and
present their findings to the class.
Discuss the Americans with Disabilities Act, its
history, and its impact on labor.
Discuss strategies to accommodate employees
and customers with disabilities in the
workplace. See:
http://www.ada.gov/ and
http://www.ada.gov/smbustxt.htm
d. Discuss the role of constructive criticism and
feedback in effective business building.
Discuss effective listening skills.
Discuss harassment in the workplace and
strategies to reduce harassment in the
workplace.
http://www.fcc.gov/owd/understanding‐
harassment.html
c.
Class discussions
Teacher created exam
Assess students’
presentations with the
Presentation Rubric
d. Class discussions
Teacher created exam
Competency 2: Understand the concepts, systems, and strategies needed to acquire, motivate, develop and
terminate staff.
Suggested Enduring Understandings
1.
Students will understand human resource
concepts of staff acquisition, management, and
termination.
2.
Students will be able to identify leadership and
management styles.
Suggested Essential Questions
1. What are effective recruitment practices?
2. What impacts do staff training and
development have on the creation and
maintenance of an effective workplace?
3. What are the different types of termination
(firing versus lay‐offs)?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Research organizing,
staffing,
training/development,
morale/motivation, and
evaluation.
b. Understand hiring
employees and building
teams within a
business.
c.
Research monitoring
achievement within an
organization.
a.
Discuss effective leadership/managerial styles and
the pros and cons of each.
Discuss techniques of staff motivation and getting
the most out of employees.
Define and discuss employee evaluation
techniques.
Break the students into small groups. Let them
choose a leadership/managerial style and role
play it for the class. Let the rest of the class
decide which leadership/managerial style it
is.
b. Define and discuss the steps in the recruitment
process.
Discuss the laws and protocols associated with
human resource management, specifically, the
hiring of new personnel (i.e. job posting,
notification, non‐discriminatory practices, etc.)
Invite a guest speaker from a local business to
inform students of the signs and symptoms of
problem employees and to discuss strategies for
improving employee performance. Ask the
speaker to discuss laws related to hiring and
termination of employees including due process.
Have each student write a summary of what he or
she learned.
c.
Discuss mechanisms for conducting ongoing
evaluation of employee achievement.
Discuss the pros and cons of performance
evaluation in the workplace.
a. Class discussion
Assess the students
using the Role Play
Rubric.
b. Class discussion
Assess the students
by observing
contributions to class
discussions and
participation in
activities. Use the
Group Participation
Rubric.
Assess students using
the Guest Speaker
Activity Rubric.
c.
Class discussion
Teacher observation
Teacher created
exam
References
Greene, C. L. (2009). Entrepreneurship: Ideas in action (4th edition). Mason, OH: South‐Western Cengage Learning.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
What do employers expect from me? [Poster]. (Available from TechPrep Office, Mississippi Department of
Education, P.O. Box 771, Jackson, MS 39205)
Unit 9: Business Functions: Marketing
Competency 1: Identify the four Ps of marketing (product, place, price, promotion).
Suggested Enduring Understandings
1.
Students will identify and understand the elements
of the marketing mix.
2.
Students will develop strategies and development
of each area of the marketing mix.
Suggested Essential Questions
1. Why is it important to develop a marketing mix
within a business?
2. How does continued marketing help the
development of a business?
3. How do developing strategies help enhance the
components of the marketing mix?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Compare the place
where the business is
located and all aspects
of the competition.
b. Understand market
research, market share
via marketing, market
analysis, and marketing
plan.
c. Understand the types of
advertising and
recognize the value of
good advertising
compared to poor
a. Discuss the advantages and disadvantages of the
location of a business. Discuss when a business should
relocate or not.
Identify the direct and indirect competition of a
company, determine how they operate and
determine their products and services and pricing
strategy.
Ask a local business leader to talk to the class about
business competition and their marketing strategies.
b. Explain how the marketing strategies help develop a
company’s market share.
Research ways to determine a company’s market
(size, trends, characteristics, and growth rate).
Identify the two major parts of the marketing plan;
marketing goals and strategies in reaching those
goals.
Ask the students to develop a marketing plan for
their company. Let them include all aspects of the
company’s market.
c.
Identify the cost and benefits, and purposes of
different types of advertising.
Identify different forms of advertising and explain the
a.
Class discussion.
Assess the students
using the Guest
Speaker Activity
Rubric.
b. Class discussion.
Teacher observation.
Assess the students
using the Written
Report Rubric.
c.
Class discussion.
Assess the students
using the Guest
Speaker Activity
Rubric.
advantages and disadvantages of each type. Discuss
advertising.
the purposes and benefits of using a website,
business cards, and information brochures to
promote a company’s image.
d. Show product/service
creation, marketing‐
information
management,
promotion, pricing, and
selling.
Ask an advertising professional to come to the class
and discuss the variety of ways that companies use
different forms of advertising to promote products or
services.
d. Identify and explain the understanding of how and
why a target market needs to be determined for
products and services.
Have the students research several companies (such
as Chevy Nova, Karen’s Korner, The Snuggie) and
develop a report comparing and contrasting the
similarities and differences between names and
products offered.
d. Assess the students
using the Written Report
Assessment Rubric.
Competency 2: Understand the concepts, processes, and systems needed to determine and satisfy customer
needs/wants/expectations, meet business goals/objectives, and create new product/service ideas.
Suggested Enduring Understandings
1.
Students will demonstrate an understanding of
market research.
2.
Students will identify and understand the
determination of a target market and its
importance.
3.
Students will understand predictions of trends in
the marketplace
Suggested Performance
Suggested Essential Questions
1. How does marketing research affect a company
and their products or services?
2. What are the characteristics of a target market?
3. How do trends play a role in the marketing mix?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Understand customer
needs, the importance
of the demographics of
buyers, and all aspects
of selling.
b. Research reaching,
keeping, and increasing
the market, and
import/export
opportunities.
a.
Discuss customer needs. Have the students research
and identify the components that determine the
demographics of a particular market.
Have the students list and explain the different
characteristics of the selling process.
Have the students develop a survey to determine the
needs and wants of their peers in their class, and then
write a 1‐page summary of their findings.
b. Discuss why it is important to investigate the
opportunities of importing and exporting as it pertains
to certain company ventures.
a.
Class discussion.
Assess the students
using the Written
Report Rubric.
b. Class discussion.
c.
Understand predicting
trends in the global
marketplace.
Have the students identify the purpose of reaching the
target market for their product or service, through
market research and data collecting.
c.
Discuss current trends in the global marketplace, and
how these trends can be predicted.
Assign a product or service to student groups. Have the
students research and present their findings of these
trends.
c.
Class discussion.
Assess the students
using the
Presentation Rubric.
Competency 3: Explore inventions and innovations.
Suggested Enduring Understandings
1.
Discuss the purposes of patents, trademarks, and
copyrights.
2.
Discuss how inventions and modifications to
exiting products affect the product life cycle.
3.
Discuss how creativity and innovation helps
business growth and development.
Suggested Essential Questions
1. What affects do patents, trademarks and
copyrights have on a company’s competition?
2. What affects does the product life cycle have on a
company?
3. Why does creativity play a role in the productivity
of a company and its image?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Discuss patents,
trademarks, intellectual
property.
b. Discuss intelligence and
hard work, innovative
thinking, and the
innovation supply chain.
a.
Explain the purpose and importance of trademarks and
patents on products.
Discuss why a company’s creative thinking and teamwork
helps develop the concept of productive and innovation.
b. Demonstrate how creativity helps in the continued
development of products or services.
Explain how modifications and quality of work help
determine where a product is in the product life cycle.
Explain that dreaming big, writing down ideas,
conducting research, and prototypes will help with a
proof of concept.
Ask an inventor/entrepreneur to speak to the class. Ask
him or her to explain their thoughts on intellectual
property.
a.
Class discussion.
b.
Class discussion.
Assess the students
using the Guest
Speaker Activity
Rubric.
References
Allen, K. R., Meyer, E. C. (2006). Entrepreneurship and small business management. Woodland Hills, CA: McGraw
Hill Glencoe.
Dlabay, L. R., Scott, J. C. (2011). International Business. Mason, OH: South‐Western Cengage Learning.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Unit 10: Business Functions: Operations and Strategic Management
Competency 1: Estimate the start‐up expenses of an entrepreneurial business.
Suggested Enduring Understandings
1.
Students will develop an understanding of the
types of financing that are available.
2.
Students will be able to determine the type of
accounting method to use in a specific business.
3.
Students will be able to identify the procedures
involved in staffing a business.
4.
Students will examine the roles and
responsibilities of business leaders.
Suggested Performance
Suggested Essential Questions
1. Why is it important to be aware of the
different ways to offset the start‐up
expenses of a business?
2. How do good accounting practices affect a
business operation?
3. How does customer service and staff
management play a role in being a
competitive business?
4. What is the role of local business leaders in
his or her community?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Predict the competitive
advantage of an
entrepreneurial
business.
b. Understand the
processes of business
systems, channel
management,
purchasing/procure‐
ment, in order to
facilitate daily
operations.
c. Relate common
entrepreneurial
mistakes and ways to
avoid them.
a.
Discuss competitive advantage.
Have the students research local businesses
and the methods and practices that are used
by these businesses The students should then
report their research in a one‐page paper.
b. Discuss the different processes involved in the
daily operation of a business.
Explain the developmental processes
implementing these systems.
Explain how the channel management affects
the cost of a product.
Have the students role play the operations
management systems of daily business
operations.
c.
Discuss the importance of professionalism in
the workplace. Invite a guest speaker to
discuss the qualities they look for in job
applicants.
Have students debate the role of the business
leader in a democratic society.
a.
Teacher observation
Assess the students using
the Written Report
Rubric.
b. Teacher observation
Assess the students using
the Role‐play Rubric.
c.
Teacher observation
Assess the students using
the Group Participation
Rubric.
Competency 2: Demonstrate the knowledge of good accounting and record keeping.
Suggested Enduring Understandings
1.
The student will demonstrate an understanding
of why and how taxes are used.
2.
The student will demonstrate an understanding
of why and how insurance is used.
3. The student will demonstrate the use of balance
sheets and income statements in a business.
4. The student will demonstrate the use of purchase
orders and invoices in a business.
Suggested Essential Questions
1. Why is it important to know how insurance
and taxes are used?
2. How can petty cash be used in a business?
3. Why is it important to accurately use
balance sheets and income statements in a
business?
4. Why is it important to use purchase orders
and invoices in a business?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Show an understanding
of taxes, why taxes are
used, different tax
forms used, and
sources of tax
assistance.
b. Show an understanding
of insurance, why
insurance is needed,
and the different types
of insurance.
c.
Understand how to
perform management
operations using math
formulas including
percent of purchases,
interest charges and
income tax rates.
a.
Discuss key tax terms.
Show the students the Internet site: www.irs.gov.
Discuss state and local taxes and how they are
used.
b. Discuss how insurance protects a business, and
the types of insurances a business needs.
Have the students research different types of
insurance and the consequences of not having
insurance. Have them present their findings in a
1‐page paper.
c.
Explain the purpose and importance of budgeting.
Have the students prepare a monthly budget
using online resources including determining a
salary for a selected career, cost of housing,
transportation, insurance, utilities, and other
expenditures.
Have the students use financial software to
maintain a check register, make comparisons of
expenditures over a 3‐month period, and review
budgeting decisions.
Have the students role play different scenarios
about making decisions associated with money
management, and explain the rationale for the
decisions.
a.
Vocabulary quiz of
accounting terms.
Teacher created quiz.
b. Teacher observation.
Assess the students
using the Written
Report Rubric.
c.
Class discussion.
Teacher observation.
Assess the students
using the Role‐play
Rubric.
d. Understand how to
calculate simple
interest, rounding
numbers and
proportional reasoning,
measurement, and
reasoning.
d. Review and discuss methods using the website:
www.finance.yahoo.com/banking‐budgeting.
Have the students explain the examples as related
to real business sale prices, invoices, taxes and
methods of payment.
d. Class discussion.
Teacher observation.
Competency 3: Understand the processes, strategies, and systems needed to guide the overall business
organization.
Suggested Enduring Understandings
1.
Students will understand a range of management
styles.
2.
Students will understand how to pay themselves
and others within a business.
3.
Students will understand the recruitment process.
4.
Students will understand historical context of
labor standards and practices.
5.
Students will understand the costs and benefits
associated with employing family and friends.
Suggested Performance
Suggested Essential Questions
1. What are the options for paying yourself?
2. What are the steps to recruiting
employees?
3. What are the federal laws associated with
labor standards and practices?
4. What are the costs and benefits of
employing friends and family?
5. What are the six most common
management styles?
6. How are these styles implemented in
business?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Research planning and
controlling and
compare types of
management styles.
b. Research appropriate
job descriptions, sales
interviews, and good
hiring practices.
a.
Discuss ways to pay yourself as an
entrepreneur and your employees.
Discuss commission, dividend, salary, and
hourly wage.
Discuss the six management styles.
Discuss the ten basic management functions of
planning, organizing, leading, directing,
staffing, controlling, coordinating,
representing, innovating, and motivating.
b. Discuss with the students the steps in the
recruitment process.
Discuss the types of questions to ask potential
employees during the interviewing and
recruitment process.
Ask a local business leader to come to the class
and discuss anti‐discrimination laws and their
impacts on the interview and hiring process.
a.
Class discussion
Teacher created quiz
b. Class discussion
Assess the students using
the Guest Speaker Activity
Rubric.
References
Allen, K. R., Meyer, E. C. (2006). Entrepreneurship and small business management. Woodland Hills, CA: McGraw
Hill Glencoe.
Greene, C. L. (2009). Entrepreneurship: Ideas in action (4th edition). Mason, OH: South‐Western Cengage Learning.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Unit 11: Business Plans
Competency 1: Develop and write a business plan.
Suggested Enduring Understandings
1.
Students will understand the importance of
formulating a business plan.
2.
Students will understand the components of a
business plan
Suggested Essential Questions
1.
What are the components of a business
plan?
2.
How will a good business plan affect the life
of a business?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Distinguish places to
seek business
assistance such as
from the IRS, SBDC,
chambers, and
competition.
a.
Discuss the institutions that help businesses get
started.
Discuss federal, state, and local assistance that is
available for entrepreneurs.
a.
Class discussion
Use a teacher created
written exam with
open‐ended
questions to assess
the students.
b. Understand the
importance of
formulating a business
plan.
b. Discuss the importance of creating a business
plan. Have the students identify and define the
parts of a business plan and the impact each part
has on the business plan as a whole.
b.
Teacher Observation
Class discussion
Use a teacher‐
created written exam
with open‐ended
questions to assess
the students.
c.
Prepare a business
plan using word
processing software.
(DOK4)
c.
Have students develop a business plan by using
the resources available at the U.S. Small Business
Association.
http://www.sba.gov/category/navigation‐
structure/starting‐managing‐business/starting‐
business/writing‐business‐plan.
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Competency 2: Develop supporting arguments for a business plan with details and evidence.
Suggested Enduring Understandings
1.
Students will understand the parts of a business
plan
2.
Students will be able to defend their business
plan ideas
Suggested Essential Questions
1. What are the essential plans that an
entrepreneur needs to get started in a
business?
2. What are investors seeking when looking at
a business plan?
Suggested
Performance
Indicators
a. Interpret
graphs,
diagrams, and
charts and use
them to
develop
business
strategies and
present these
to others.
b. Research
entrepreneurial
exit strategies.
Suggested Teaching Strategies
a.
Have the students look at various graphs, diagrams, and other
data to come to a conclusion about the condition of a business.
Have the students compile a business plan for a business of
their choice. Use the components covered in the entire course.
Have the students present their business plan to the class.
a.
Discus exit strategies among different types of businesses.
Compare liquidation, selling the business, taking it public,
mergers, and buy‐outs.
Have the students research and write a 1‐page report about
exit strategies for businesses.
Suggested
Assessment
Strategies
a.
Use the Business
Plan Checklist to
assess the
students on their
business plan.
Use the
Presentation
Rubric to assess
the students.
a.
Class Discussion
Use the Writing
Rubric to assess
the students.
References
Greene, C. L. (2009). Entrepreneurship: Ideas in action (4th edition). Mason, OH: South‐Western Cengage Learning.
Mariotti, S. (2006). Entrepreneurship: How to start and operate a small business. New York: The National
Foundation for Teaching Entrepreneurship, Inc. (NFTE).
Student Competency Profile
Student’s Name:
This record is intended to serve as a method of noting student achievement of the competencies in each unit. It
can be duplicated for each student, and it can serve as a cumulative record of competencies achieved in the
course.
In the blank before each competency, place the date on which the student mastered the competency.
Unit 1: Introduction, Safety, and Orientation
1. Identify course expectations and school and course policies.(DOK1)
2. Demonstrate the proper use and care for classroom equipment. (DOK1)
3. Explore personality development and the classroom environment in relation to interpersonal
skills, others, and the world of work. (DOK1)
4. Develop and incorporate 21st Century Skills throughout the Entrepreneurship
course. (DOK3)
Unit 2: Entrepreneurial Skills
1. Define the concept of entrepreneurship and entrepreneurial opportunity. (DOK1)
2. Understand the concepts and processes associated with successful entrepreneurial
performance. (DOK2)
3. Understand the risks and rewards of different types of businesses. (DOK2)
Unit 3: Ready Skills: Business Foundations and Communication Skills
1. Understand essential business concepts that affect business planning and decision making.
(DOK2)
2. Develop effective listening, oral, non‐verbal, and written communication skills. (DOK3)
3. Understand concepts, tools and procedures needed for basic computer operations and to
access, process, maintain, evaluate, and disseminate information for good business decisions.
(DOK2)
Unit 4: Ready Skills: Economics
1. Understand the economic principles and concepts fundamental to entrepreneurship and
small‐business ownership. (DOK1)
2. Determine if a business strategy is successful. (DOK1)
Unit 5: Ready Skills: Financial Literacy
1. Investigate the incorporation of a business. (DOK1)
2. Compare personal money‐management concepts, procedures and strategies. (DOK2)
Unit 6: Ready Skills: Professional Development
1. Understand the concepts and strategies needed for career exploration, development, and
growth. (DOK1)
2. Recognize business organizations and their importance to entrepreneurs. (DOK3)
Unit 7: Business Functions: Financial Management
1. Understand financial concepts and tools used in making business decisions. (DOK2)
2. Understand accounting fundamentals. (DOK3)
Unit 8: Business Functions: Human Resources Management
1. Investigate indicators of effective workplaces. (DOK2)
2. Understand the concepts, systems, and strategies needed to acquire, motivate, develop and
terminate staff. (DOK2)
Unit 9: Business Functions: Marketing
1. Identify the four Ps of marketing (product, place, price, promotion). (DOK2)
2. Understand the concepts, processes, and systems needed to determine and satisfy customer
needs/wants/expectations, meet business goals/objectives, and create new product/service
ideas. (DOK3)
3. Explore inventions and innovations. (DOK1)
Unit 10: Business Functions: Operations and Strategic Management
1. Estimate the start‐up of an entrepreneurial business. (DOK3)
2. Demonstrate the knowledge of good accounting and record keeping. (DOK2)
3. Understand the processes, strategies, and systems needed to guide the overall business
organization. (DOK1)
Unit 11: Business Plans
1. Develop and write a business plan. (DOK4)
2. Develop supporting arguments for a business plan with details and evidence. (DOK2)
Appendix A: Suggested Rubrics and Checklists
i
Student Orientation Documents Checklist
Acceptable Use Policy
Student Responsibility Contract
Web Page Policy
Classroom Management Policy
Technology Student Association (or other Career and
Technical Student Organization) Membership Information
Name:
Date:
Period:
Group Participation Rubric
Project Title:
1 point
2 points
3 points
4 points
Total
Group
Discussions
Rarely contributed
to discussions of
the group
Contributed good
effort to
discussions of the
group
Contributed great
effort to
discussions of the
group
Contributed
exceptional effort
to discussions of
the group
On‐Task
Behavior
Exhibited on‐task
behavior
inconsistently
Exhibited on‐task
behavior some of
the time
Exhibited on‐task
behavior most of
the time
Exhibited on‐task
behavior
consistently
Helping
Others
Did not assist
other group
members
Seldom assisted
other group
members
Occasionally
assisted other
group members
Assisted other
group members
Listening
Ignored ideas of
group members
Seldom listened to
ideas of group
members
Occasionally
listened to ideas
of group members
Always listened to
ideas of group
members
Total Score
Name:
Date:
Period:
Guest Speaker Activity Rubric
4 Points
3 Points
2 Points
1 Point
Points
Listening
Behavior
Student
consistently
minimizes/avoids
behaviors that
interfere with
listening and
attends to the
speaker.
Student
minimizes/ avoids
behaviors that
interfere with
listening and
attends to the
speaker almost all
of the time.
Some
inappropriate
behaviors that
interfere with
listening and
attending to the
speaker are noted
Student seldom or
never
minimizes/avoids
behaviors that
interfere with
listening and
attending to the
speaker.
Note Taking
Student
consistently takes
notes that identify
all of the main
points made by the
speaker.
Student notes
identify most of
the main points
made by the
speaker.
Student notes
identify only one
or two main points
made by the
speaker.
Student notes do
not reflect main
points made by
the speaker.
Questioning
Questions asked by
the student are
intended to
expand on
information
provided by the
speaker.
Questions asked
by the student are
intended to clarify
information
provided by the
speaker.
Questions asked by
the student cause
the speaker to
repeat information
already presented
No questions are
asked by the
student.
TOTAL
i
Writing Rubric
Project Title:
Criteria
Points
1 Point
2 Points
3 Points
4 Points
Organization
The sequence of
information is
difficult to follow.
The reader has difficulty
following the work
because the student
jumps around.
The student presents
information in a
logical sequence that
the reader can follow.
Information is in a
logical, interesting
sequence that the
reader can follow.
Format and
Sentences
The student did not
follow the required
format; plagiarism is
depicted.
The student did not
follow the format; the
essay includes
sentences that are
unclear and incorrect.
The student followed
the format; the article
is attached; and the
article is handwritten.
The student
followed the format;
the article is
attached and typed.
Grammar and
Spelling
Demonstrates little
concept of proper
grammar usage and
spelling
The presentation has
three misspellings
and/or grammatical
errors.
The presentation has
no more than two
misspellings and/or
grammatical errors.
The presentation has
no misspellings or
grammatical errors.
Creativity
Work displays no
creativity.
Work displays little
creativity.
Work displays some
creativity.
Work is very neat
and creative.
Due Date
Work turned in a
week late
Work turned in 3 days
late
Work turned in 1 day
late
Work turned in on
time
Total Points
i
Safety Scenarios—What Would You Do?
Scenario 1: Juan comes into class after lunch and sits at his desk. He is exhausted from playing basketball at lunch,
so he puts his head down on his desk. He feels something on his face and realizes that it is some broken glass.
Someone in the previous class must have broken a test tube. What should the students from the previous class
have done differently?
Scenario 2: Veronica is working with a Bunsen burner (open flame). Her hair swings down and lands in the flame.
What should she have done before she lit the Bunsen burner?
Scenario 3: Ms. Patterson has given you very specific directions on how to complete a lab experiment. Your lab
partner is curious and wants to see what will happen if you add 30 drops of indicator to a solution instead of 2
drops. What should you tell your partner?
Scenario 4: During a lab, Edgar realizes that his pencil needs to be sharpened, so he gets up to sharpen it. His
partner gets bored without him, so he gets up to go see how other experiments are going. Someone at another
table gets up to get a paper towel because her hands are getting messy. Adriana has Ms. Patterson’s permission to
get up and get a beaker. As she walks back to her seat, Edgar’s pencil breaks again, so he pushes out his chair to go
back to the sharpener. This trips Adriana, and she breaks the beaker. How could this have been avoided?
Scenario 5: Today is the first day that the class is working on modules. In the Thermal Unit, there is a certain type
of wax that must be used along with gloves and a lighter for safety. While checking the equipment inventory,
Stephanie noticed that the lighter was missing. She informed Ms. Patterson of the situation. Ms. Patterson
instructed Stephanie to skip that particular experiment. Yet, because Stephanie was so excited about the
experiment, she used the hot plate instead to light a piece of paper. She quickly threw the paper in the trash to
avoid getting caught by the teacher. What rule did Stephanie break? What other hazards may occur from this
incident?
Scenario 6: You are following all the rules and are being very careful, but you accidentally adjusted the pressure to
high on the Pneumatic Module. You placed your safety glasses on your forehead instead of putting them on. What
are some possible incidents that could occur? How would you handle them? What if you were following all the
rules and a tube accidentally loosens? What would you do?
Scenario 7: You are the division head for a large chemical plant that is part of a Fortune 500 company. Because of
the nature of your business, there are a number of medical facilities on site to handle medical emergencies and
accidents. You learn through the grapevine that a nurse stationed at one of the infirmaries has been diagnosed
with the AIDS virus and that some employees are worried. How would you handle this situation?
i
OSHA Standards in the Workplace
CATEGORY
4 Points
3 Points
2 Points
1 Point
Score
Content –
Accuracy
At least 7 accurate
facts are displayed
on the poster.
5 to 6 accurate facts
are displayed on the
poster.
3 to 4 accurate facts
are displayed on the
poster.
Less than 3
accurate facts are
displayed on the
poster.
Graphics –
Clarity
Graphics are all in
focus, and the
content is easily
viewed and
identified from 6 ft
away.
Most graphics are in
focus, and the
content is easily
viewed and identified
from 6 ft away.
Most graphics are in
focus, and the
content is easily
viewed and identified
from 4 ft away.
Many graphics
are not clear or
are too small.
Required
Elements
The poster includes
all required
elements as well as
additional
information.
All required elements
are included on the
poster.
All but one of the
required elements
are included on the
poster.
Several required
elements are
missing.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms of
design, layout, and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly
messy or very
poorly designed.
It is not
attractive.
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
grammatical mistake
on the poster.
There are 2
grammatical
mistakes on the
poster.
There are more
than 2
grammatical
mistakes on the
poster.
Total
i
Rate yourself from 1 to 5, with 1 being the lowest and 5 being the highest, using the following indicators.
Interview Video Checklist
Makes eye contact with interviewer(s)
Answers questions with full sentences
Answers questions succinctly without getting off topic
Presents self professionally (body posture, clothing, etc.)
Refers to resume or portfolio when answering questions
Brings extra copies of resume and portfolio to interview
Successfully outlines strengths without appearing boastful
/35
Key
30–35: You’ve got the job!
25–29: You’re one of the top candidates.
20–24: You looked pretty good. Maybe if no one else applies, you will get the job.
15–19: You are not in consideration for the job.
7–14: You must improve your interviewing skills if you want a job.
Name:
Date:
Period:
Presentation Rubric
CATEGORY
4 Points
3 Points
2 Points
1 Point
Score
Voice‐
Consistency
Voice quality is
clear and
consistently
audible
throughout the
presentation.
Voice quality is clear
and consistently
audible throughout the
majority (85–95%) of
the presentation.
Voice quality is clear
and consistently
audible through
some (70–84%) of
the presentation.
Voice quality
needs more
attention.
Duration of
Presentation
Length of
presentation is 3
minutes.
Length of presentation
is 2 minutes.
Length of
presentation is 1
minute.
Presentation is
less than 1
minute OR more
than 3 minutes.
Grammar
Grammar and
usage are correct
(for the dialect
chosen) and
contribute to
clarity, style, and
character
development.
Grammar and usage are
typically correct (for the
dialect chosen) and
errors do not detract
from the story.
Grammar and usage
are typically correct,
but errors detract
from story.
Repeated errors
in grammar and
usage distract
greatly from the
story.
Voice‐Pacing
The pace (rhythm
and voice
punctuation) fits
the story line and
helps the audience
really get into the
story.
Presenter occasionally
speaks too fast or too
slowly for the story line.
The pacing (rhythm and
voice punctuation) is
relatively engaging for
the audience.
The presenter tries
to use pacing
(rhythm and voice
punctuation), but it
is often noticeable
that the pacing
does not fit the
story line. Audience
is not consistently
engaged.
There is no
attempt to match
the pace of the
storytelling to the
story line or the
audience.
Total
i
Role‐play Rubric
Excellent
4 Points
Good
3 Points
Needs Some
Improvement
2 Points
Needs Much
Improvement
1 Point
Score
Relates to audience
Provides a fluent rendition of scenario
Role‐plays scenario with feeling and
expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches easily identified
Total Score
Scale:
24–28
A
Excellent
19–23
B
Good
14–18
C
Needs Some Improvement
9–13
D
Needs Much Improvement
0–12
F
Not Appropriate
TOTAL =
i
Teamwork Rubric
Project Title:
1 point
2 points
3 points
4 points
Total
Group
Discussions
Rarely contributed to
discussions of the group
Contributed
good effort
to
discussions
of the
group
Contributed great
effort to
discussions of the
group
Contributed
exceptional effort
to discussions of
the group
Teamwork
Behavior
Exhibited teamwork
inconsistently
Exhibited
teamwork
some of the
time
Exhibited
teamwork
behavior most of
the time
Exhibited
teamwork
behavior
consistently
Helping
Others
Did not assist other group
members
Seldom
assisted
other group
members
Occasionally
assisted other
group members
Assisted other
group members
Listening
Ignored ideas of group
members
Seldom
listened to
ideas of
group
members
Occasionally
listened to ideas
of group
members
Always listened
to ideas of group
members
Completion
Did not work to complete
the final product
Minimally
worked to
help
complete
the final
product
Occasionally
worked to ensure
delivery and
approval of final
product
Efficiently and
effectively
worked to ensure
delivery and
approval of final
product
Total Score
i
Resume Rubric
No Evidence
0 Points
Beginning
10 Points
Meets
Standards
15 Points
Well Done
20 Points
Excellent
25 Points
Format
Assignment was
not submitted.
Contains
minimal
information;
more than
four spelling
errors.
Contains at
least five of
the
criteria; no
more than
four
spelling
errors.
Contains at
least six of the
criteria; no
more than two
spelling errors.
Resume
contains name,
address,
objective,
education,
experience, and
references. All
words are
spelled
correctly.
Education
Assignment was
not submitted.
Education
includes one
of the
criteria.
Education
includes
two of the
criteria.
Education
includes three
of the criteria.
Education
includes all
schools
attended,
graduation
dates,
diploma/degree
awarded, and
major field of
study.
Experience
Assignment was
not submitted.
Experience
includes
current
position
only.
Experience
includes
one of the
criteria.
Experience
includes two of
the criteria.
Experience
includes
internships,
entry‐level jobs,
and current
position.
Factual
Assignment was
not submitted.
Resume is
unrealistic
and contains
conflicting
information.
Resume
has
unrealistic
dates or
names.
Resume is fairly
believable with
factual names
or dates.
Resume
contains factual
names and
dates and is
believable.
Total Points
Name:
Date:
Period:
Role‐play or Skit Rubric
CATEGORY
4 Points
3 Points
2 Points
1 Point
Score
Accuracy
All information
was accurate.
Almost all information
was accurate.
Most information
was accurate.
Very little
information was
accurate.
Role
Excellent character
development;
student
contributed in a
significant manner.
Good character
development; student
contributed in a
cooperative manner.
Fair character
development;
student might have
contributed.
Little or no
character
development;
student did not
contributed
much.
Knowledge
Gained
Can clearly explain
several ways in
which his or her
character “saw”
things differently
than other
characters and can
explain why.
Can clearly explain
several ways in which
his or her character
“saw” things differently
than other characters.
Can clearly explain
one way in which
his or her character
“saw” things
differently than
other characters.
Cannot explain
any way in which
his or her
character “saw”
things differently
than other
characters.
Props
Used several props
and showed
considerable
creativity.
Used one or two
appropriate props that
made the presentation
better.
Used one or two
props that made
the presentation
better.
Used no props to
make the
presentation
better.
Required
Elements
Included more
information than
required.
Included all required
information.
Included most
required
information.
Included less
information than
required.
Total
Name:
Date
Period
Portfolio Rubric
4 Points
3 Points
2 Points
1 Point
Points
Contents
Portfolio contains all
of the required
materials.
Portfolio contains
most of the
required materials.
Portfolio contains
some of
the required
materials.
Portfolio contains
little of the required
materials.
Choice of
Documentation
Samples show
student progress and
knowledge
of general
educational
principles.
Samples show
student progress
and some
knowledge of
general educational
principles.
Samples show
some student
progress
and some knowledge
of general
educational
principles.
Random selection of
sample documents;
no knowledge
of general
educational
principles
Organization
Portfolio is complete
and neatly organized.
A reader can easily
find things.
Portfolio is well
organized. A reader
has little difficulty
finding things.
Portfolio is fairly well
organized. A reader
may have a little
difficulty finding
things.
Portfolio shows
some attempt at
organization. A
reader has difficulty
finding things.
Mechanics
There are no errors
in spelling,
punctuation, or
grammar.
There are few
errors in spelling,
punctuation, or
grammar.
Errors in spelling,
punctuation, or
grammar are
evident.
Errors in spelling,
punctuation, or
grammar are
numerous and
detract from the
portfolio.
Overall Portfolio
Impact
The portfolio
effectively
demonstrates the
student’s skills,
abilities, and
knowledge.
The portfolio helps
to demonstrate the
student’s skills,
abilities, and
knowledge
The portfolio does
little to demonstrate
the student’s skills,
abilities, and
knowledge.
The portfolio does
not demonstrate the
student’s skills,
abilities, and
knowledge.
TOTAL
i
Poster Assessment Rubric
Project Title:
Criteria
Points
1 Point
2 Points
3 Points
4 Points
Required
Content
Several of the
required content
elements are missing
on the poster.
All except one of the
required content
elements are included
on the poster.
All required content
elements are included
on the poster.
The poster includes all
required content
elements as well as
additional
information.
Labels
The labels are too
small to read or no
important items
were labeled.
Many of the items of
importance on the
poster are clearly
labeled with labels
that are easy to read.
Almost all of the items
of importance on the
poster are clearly
labeled with labels that
are easy to read.
All items of
importance on the
poster are clearly
labeled with labels
that are easy to read.
Attractiveness
The poster is
distractingly messy
or very poorly
designed.
The poster is
acceptably attractive
though it may be a bit
messy.
The poster is attractive
in terms of design,
layout, and neatness.
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
Grammar and
Spelling
The poster
demonstrates little
concept of proper
grammar usage and
spelling
The poster has three
misspellings and/or
grammatical errors.
The poster has no
more than two
misspellings and/or
grammatical errors.
The poster has no
misspellings or
grammatical errors.
Creativity
The poster displays
no creativity.
The poster displays
little creativity.
The poster displays
some creativity.
The poster is very
neat and creative.
Total Points
i
Group Presentation Assessment Rubric
Project Title:
Criteria
Points
1 Point
2 Points
3 Points
4 Points
Content
Confusing, incorrect,
or flawed
Somewhat
confusing, incorrect,
or flawed
Mostly clear,
appropriate, and
correct
Clear, appropriate,
and correct
Clarity
No sequence
Unclear sequence
Logical sequence
Logical, interesting
sequence
Presentation
Mumbling and
incorrect
pronunciation
Low voice and
incorrect
pronunciation
Clear voice and
mostly correct
pronunciation
Clear voice and
precise
pronunciation
Visual Aids
Weak, inaccurate, or
many grammatical
errors
Poorly planned,
somewhat accurate,
or some
grammatical errors
Adequate, mostly
accurate, and few
grammatical errors
Attractive,
accurate, and
grammatically
correct
Length
Extremely too long or
short
Moderately too long
or short
Slightly too long or
short
Appropriate length
Participation
One main speaker
with little
participation from
other group
members
Most group
members participate
All group members
have significant
participation
Well‐balanced
participation by all
group members
Eye Contact
No eye contact
because reading
information
Occasionally uses
eye contact but
reads most of
information
Maintains eye
contact most of time
but frequently
returns to notes
Maintains eye
contact, seldom
looking at notes
Total Points
i
Written Report Rubric
Project Title:
Criteria
Points
1 Point
2 Points
3 Points
4 Points
Organization
The sequence of
information is
difficult to follow.
The reader has difficulty
following the work
because the student
jumps around.
The student presents
information in a logical
sequence that the
reader can follow.
Information is in a
logical, interesting
sequence that the
reader can follow.
Format and
Sentences
The student did not
follow the required
format; plagiarism is
depicted.
The student did not
follow the format; the
essay includes
sentences that are
unclear and incorrect.
The student followed
the format; the article
is attached; and the
article is handwritten.
The student followed
the format; the
article is attached
and typed.
Grammar and
Spelling
Demonstrates little
concept of proper
grammar usage and
spelling
The presentation has
three misspellings
and/or grammatical
errors.
The presentation has
no more than two
misspellings and/or
grammatical errors.
The presentation has
no misspellings or
grammatical errors.
Creativity
Work displays no
creativity.
Work displays little
creativity.
Work displays some
creativity.
Work is very neat
and creative.
Due Date
Work turned in a
week late
Work turned in 3 days
late
Work turned in 1 day
late
Work turned in on
time
Total Points
Name:
Date:
Period:
Sample Financial Terms List
Balance sheet
Income statement
Assets
Liabilities
Capital
Revenue
Expenses
Profit or loss
Gross profit
Net profit
Cash flow
Cost of goods sold
Accounting equation
Merchandise inventory
Accounts receivable
Accounts payable
i
Business Plan Checklist
Name and description of the business
Legal structure
Owners and investors
Location
Hours of operation
Description of the business
Description of products and/or services
How is this business different?
Description of materials and suppliers
Distribution plan
Pricing/selling plan
Industry regulations/licensing needed
The market (trends, size, growth patterns)
The typical customer
Customer demographics
Competitors’ strengths and weaknesses
Competitive advantage
Advertising/marketing plan
Management and key personnel
Facilities
Equipment
Financial plan
Projected financial statements
Statement of collateral offered
Accounts receivable & notes payable
Income tax returns
Sources and uses of funds statement
Projected income statements
Monthly cash flow statements
Resumes of principal owners and key employees
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Business Finance
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Unit 1: Professional Development in Business
Finance
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the important role that career planning plays in determining a career field
•
Understand that guiding principles, such as legal and ethical behavior, can vary from one career field to
another
Essential Questions
•
What information should be researched prior to pursuing a particular career field?
•
Why do ethical standards vary from one profession to another even though values stay the same?
Vocabulary
Identify and review the unit vocabulary.
Corporate Governance
Corporate Responsibility
Ethics
Suggested Learning Experiences
Competency 1: Explore the fundamentals of business finance to build a foundation for employment in
business finance.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the nature of
business finance.
a. Ask students to research careers in corporate finance
and to also assess their personal strengths and
weaknesses.
The following web sites are great resources:
http://www.iseek.org/ http://www.careers‐in‐
finance.com/cf.htm
http://www.careerpath.com/career‐tests/
http://www.keirsey.com/sorter/instruments2.aspx?par
tid=0
Have students start a career awareness portfolio (see
Performance Task for this unit)
a. Portfolio Rubric
b. Explain the role and
responsibilities of
various careers in
business finance (e.g.,
financial managers,
controller, risk manager,
treasurer, or chief
financial officer).
Competency 2: Acquire knowledge of corporate governance to be aware of restraints under which
business finance function.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss business ethics
for business finance.
a. Explain that corporate responsibility has a huge
impact not only on the local community, but also on the
world. Its affects are social, economic and
environmental. Bad and good corporate responsibility
has effects that reach from the worker in the third
world country to the air that we breathe.
Divide students into groups and have them use the
Internet to research how some corporations address
corporate responsibility.
a. Teacher observation of
student participation in
Discussions and activities.
b. Discuss corporate
responsibility issues in
business finance.
Competency 3: Explain professional designations in the field of business finance (e.g. CF, CFA, CCM, CTP,
CFM, etc.).
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain professional
designations in the field
of business finance (e.g.
CF, CFA, CCM, CTP, CFM,
etc.)
a. Discuss the significance of professional designations.
Ask students to research finance certifications and
determine the impact the certification would have on a
career.
a. Teacher observation of
student participation in
Discussions and activities.
Performance Task
Electronic Career Portfolio
In this unit you had the opportunity to assess your personal traits and strengths, as well as explore careers for
which you are suited. You are going to compile this information in an Electronic Career Portfolio (ECP) that you
can present to potential employers and college admission staff. Employers and college admissions staff will use
your portfolio to judge your academic ability, maturity, and motivation. The portfolio should display samples of
your work, achievements, and accomplishments that you would refer to in an interview. Instructions for
completing the portfolio are provided in the Electronic Career Portfolio Guidelines.
You be evaluated on the accuracy and thoroughness of your resume and career research and the inclusion of
relative sample materials.
Attachments for Performance Task
Electronic Career Portfolio Guidelines in Appendix A
Electronic Career Portfolio Rubric in Appendix A
Unit Resources
Books:
Kelly‐Plate, J and Volz‐Patton, R (2007). Exploring Careers. Woodland Hills, CA: Glencoe/McGraw‐Hill.
Web sites:
Careerpath.com http://www.careerpath.com/career‐tests/ Careers‐
in‐Finance.com ‐ http://www.careers‐in‐finance.com/cf.htm
iSeek.org ‐ http://www.iseek.org/
Kearsey ‐ http://www.keirsey.com/sorter/instruments2.aspx?partid=0
Unit 2: Financial Analysis
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the role analysis plays in the decision making process
•
Understand the importance of maintaining accurate records
Essential Questions
•
How can analysis be used in the decision making process to reduce the impact of uncertainty?
•
Is an inaccurate budget better than no budget at all?
Vocabulary
Identify and review the unit vocabulary.
Balance Sheet Basis
points Benchmark
Company Bond rating
Budget Discrepancies
Capital Budget
Cash Flow Statement
Common Stock
Cost of Capital
Cost of Debt
Cost of Equity
Coupon Rate
Current Yield
Debenture Bond
Dividend
Bond Rating
Financial Budget
Financial Leverage
Financial Ratios
Income Statement
Internal Rate of Return (IRR)
Investment Banker
Mortgage Bond
Net Present Value (NPR)
Operating Budget
Operating Income
Payback Method
Preferred Stock
Primary Market
Ratio Analysis
Secondary Market
Trend Analysis
Weighted Average Cost of Capital (WACC)
Suggested Learning Experiences
Competency 1: Describe the financial management tools used for financial analysis and decision making.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the analysis of
a company's financial
situation using its
financial statements.
a. Discuss how the balance sheet, income statement,
cash flow statement are used to analyze a company’s
financial situation.
Divide students into three groups. Assign each group
one of the financial statements. Have students use the
Internet and other classroom resources to research
their statement and prepare a 5 minute lesson to teach
other students about their statement. Students should
prepare at least 3 slides for their presentation and a 2
question quiz to give to the class at the end of their
presentation.
a. Presentation Rubric
b. Discuss the use of
financial ratios in
business finance.
b. Discuss how financial ratios are used to compare a
company’s performance with other companies and
industry norms and how benchmarks are established.
Have students complete the Categories of Financial
Ratios activity in Appendix A
b. Project Rubric
c. Determine business
liquidity.
d. Calculate asset
management ratios,
e. Calculate corporate
debt ratios.
f. Calculate business
profitability.
g. Calculate market
ratios.
h. Discuss the use of
benchmarks when
analyzing ratios.
Competency 2: Understand the concept of financial budgets.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain the purpose of
financial budgets.
a. Explain how each type of financial budget is used in
financial planning and the process for preparing
financial budgets.
Ask students to debate whether it’s better to have an
inaccurate budget or no budget at all.
Have students outline the steps in budget preparation
in their notes and write a description of each step to
help them remember.
a. Teacher observation of
student participation in
Discussions and activities.
b. Recognize the types of
financial budgets.
c. Understand the
process for developing a
financial budget.
Competency 3: Understand the capital budgeting process.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the steps in
the capital budgeting
process
a. Explain that capital budgeting is a method for
choosing capital projects such as equipment and
buildings.
Describe various activities involved in each step of the
capital budgeting process
Ask students to name some business goals that might
be achieved using capital projects.
a. Teacher observation of
student participation in
Discussions and activities.
b. Understand the
importance of cash flows
in the capital budgeting
process.
b. Explain that cash flows are a forecast of income
(inflows) and expense items (outflows) for a project and
serve as the basis for analyzing the project.
Have students discuss the effects of overestimating
income or expenses for the project.
c. Explain factors that
affect the cost of capital.
c. Explain how debt and risk determine cost of capital.
Ask students to identify current events that could be
potential risks to a capital project.
Competency 4: Conduct cash flow analysis to select an acceptable capital expenditure.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Identify the tools used
to analyze capital
projects.
a. Explain how the payback method, net present value
(NPR), and internal rate of return (IRR) influence long‐
term capital project expenditures.
Demonstrate how to calculate each method.
Discuss the advantages and disadvantages of each
method.
Have complete Capital Project Analysis Exercise in
Appendix A.
a. Project Rubric
b. Understand the
purpose of the payback
method
c. Calculate the payback
period.
d. Discuss the use of net
present value (NPV).
e. Explain the
relationship between the
internal rate of return
and net present value.
f. Calculate the net
present value (NPV).
g. Calculate the internal
rate of return (IRR).)
Competency 5: Understand why various types of debt are necessary for most businesses.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss ways to
determine the best
a. Explain the difference between short‐term and long‐
term business activities and the financing options for
a. Teacher observation of
student participation in
financing option for a
company.
each.
Ask students to create situations for short‐term and
long‐term financing options.
discussions and activities.
b. Discuss debt financing
and the issuance of
corporate bonds.
b. Describe the main types of corporate bonds and the
issuing of bonds to finance long‐term debt.
Explain the cost of long‐term debt (market value) and
how the cost of long‐term debt is determined.
Ask students to name factors that could result in the
value of a bond being different for companies.
c. Discuss the cost of
long‐term debt.
d. Determine the cost of
long‐term debt.
e. Discuss equity
financing the issuance of
stock from a
corporation.
e. Describe the types of capital stock sold by
corporations and explain the process for issuing stock.
Explain the main differences between common and
preferred stock.
f. Understand the
difference between
common and preferred
stock.
g. Discuss bankruptcy as
it applies to
corporations.
g. Discuss what happens when a public company files
for protection under the federal bankruptcy laws.
Explain the difference between Chapter 11 and Chapter
7 and how filing bankruptcy impacts stocks and bonds.
A good source for information on corporate bankruptcy
is the Securities and Exchange Commission (SEC) web
site: http://www.sec.gov/investor/pubs/bankrupt.htm
Have students search the SEC’s EDGAR database for
recent company filings and discuss what they learned.
http://www.sec.gov/edgar.shtml
http://www.sec.gov/investor/pubs/bankrupt.htm
Performance Task
Financial Analysis Using Business Ratios
Your company is thinking about expanding their operation. Before they move forward with the expansion they
need to assess the financial health of the company. The chief financial officer (CFO) of your company has asked you
to conduct a financial analysis to determine if your company’s performance is at par or better than other
companies in your industry. Using business or financial ratios, assesses your firm's strengths and weaknesses
compared to a peer industry and prepare a report for your CFO.
You will be evaluated on the organization, quality of information, grammar and spelling, vocabulary, neatness, and
timeliness of your report.
Attachments for Performance Task
Business Ratios in Appendix A
Report Rubric in Appendix A
Unit Resources
Books:
Dlabey, L and Burrow, J (2008). Business Finance, Fourth Edition. Mason, OH: Thompson Higher Education.
Web sites:
CreditGuru.com http://www.creditguru.com/financial.htm
Security and Exchange Commission
Investor Information http://www.sec.gov/investor/pubs/bankrupt.htm
EDGAR Database http://www.sec.gov/edgar.shtml
Unit 3: Risk Management
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the concept of chance or probability
•
Understand that uncontrollable risks cannot be influenced by human action but losses can be reduced
through planning and preparation
Essential Questions
•
What is the relationship between risk and opportunity?
•
How can planning and preparation reduce losses caused by uncontrollable risks?
Vocabulary
Identify and review the unit vocabulary.
Risk
Economic Risk
Pure Risk
Speculative Risk
Natural Risk
Human Risk
Controllable Risk
Uncontrollable Risk
Risk Management
Liability
Suggested Learning Experiences
Competency 1: Understand how risk management protects a company's well‐being
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the
relationship between
risk management and
business finance.
a. Define risks and the type of risks faced by individuals
and businesses and the primary methods for managing
risk.
Ask students to explain their understanding of the
concept of chance or probability.
a. Teacher observation of
student participation in
discussions and activities.
b. Understand the
meaning of risk
c. Identify the types of
risks faced by businesses
d. Explain the nature of
interest rate risk
e. Explain approaches to
financial risk
management
Performance Task
Understanding Types of Risks
In this unit you learned how businesses use risk management to reduce losses. As an individual, you can also
practice risk management to help you reach your goals. Define your personal goals for three of the following goal
categories:
Career
Financial
Educational
Health and Fitness
Leisure Time
Community Involvement
Develop a plan that includes deadlines, why these goals are important to you, the potential risks that you may face
from the four types of risk (natural, human, controllable, and uncontrollable) and what you can do to avoid or
reduce their potential negative impact on your goals.
Using presentation software, prepare a 10 minute presentation that you will use to present your plan to the class.
You will be evaluated based on the achievability and specificity of your goals, the level of your awareness of
rewards and risks associated with your goals, and whether or not your plan for achieving your goals is realistic.
Attachments for Performance Task
Goal Setting Guidelines in Appendix A
Goal Setting Evaluation Rubric in Appendix A
Goal Setting Worksheet in Appendix A
Unit Resources
Books:
Dlabey, L and Burrow, J (2008). Business Finance, Fourth Edition. Mason, OH: Thompson Higher Education.
Goodcharector.com
Web sites:
Goodcharactor.com http://www.goodcharacter.com/index.html
Unit 4: Banking and Finance
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand that the American Banking System contributes to the stability of our economy.
•
Understand the relationship between ethics and compliance.
Essential Questions
•
Why is it important for the American Banking System to remain stable for our economy?
•
What is the difference between compliance based and integrity based ethics codes?
Vocabulary
Identify and review the unit vocabulary.
Automatic Teller Machines (ATM)
Capital Markets
Commercial Lending
Debit Cards
Federal Reserve System
Lock Box
Money Markets
Open Market Operations
Safe‐deposit Box
Suggested Learning Experiences
Competency 1: Explain the fundamentals of bank functions and operations.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the three
major functions of the
commercial bank
(deposit, credit, and
payments) and know the
essential
interrelationship of the
three.
a. Explain the meaning of commercial banking in
comparison to personal banking. Give the class an
overview of the three major functions of the
commercial bank and how they interrelate.
Have students write a brief summary of their findings
on the information available from the Small Business
Association http://www.sba.gov/ to assist companies.
a. Report Rubric
b. Describe the bank’s
relationship to the
community and its dual
desire to make a profit
and provide valuable
services to the
community.
b. Explain that a bank is a business that sells services
such as savings accounts, loans, and investments.
Discuss why banks are regulated more strictly than
most other businesses.
Have students create a timeline showing how banking
has evolved over the past hundred years.
b. Project Rubric
c. Explain the
relationship among
banks, the Federal
Reserve System, the
state banking
departments, and the
Comptroller of the
Currency and other
regulatory bodies having
to do with financial
institutions.
c. Point out economic conditions that resulted in the
creation of the Federal Reserve System. Present an
overview of the Federal Reserve Systems and the
relationship between district reserve banks and
member banks of the Federal Reserve System.
Have students locate a map showing the locations of
the Federal Reserve Banks in the U. S.
http://www.federalreserve.gov/otherfrb.htm and ask
them to describe how they are distributed across the
country. Ask students to create a diagram to
communicate the Federal Reserve actions to influence
the money supply.
c. Teacher observation of
student participation in
discussions and activities.
Project Rubric
Competency 2: Understand government regulations pertaining to the finance industry to protect the
financial services well‐being.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain federal
legislation impacting the
finance industry (e.g.,
Gramm–Leach–Blilley
Act, Sarbanes–Oxley Act,
a. Discuss events that led government to pass
legislation to regulate the finance industry.
Ask students to discuss the importance of consumers
having confidence in corporate finance and accounting
a. Teacher observation of
student participation in
discussions and activities.
Uniform Commercial
Code, etc.).
practices.
b. Discuss the impact of
the U.S. Securities and
Exchange Commission
(SEC) Division of
Corporation Finance on
business finance.
b. Discuss the role the SEC plays in corporate finance.
Have students explore the Frequently Requested
Materials section of the SEC web site.
http://www.sec.gov/divisions/corpfin.shtml and discuss
their findings.
b. Teacher observation of
student participation in
discussions and activities.
Competency 3: Acquire a foundational knowledge of finance and compliance to understand its nature
and scope.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the nature and
scope of compliance in
the finance industry.
a. Explain business’s responsibility to know, comply
with, and enforce laws and regulations that affect
financial business operations and transactions.
Ask students to discuss the difference between
compliance based and integrity based ethics codes?
a. Teacher observation of
student participation in
discussions and activities.
b. Explain the role of
ethics in banking
compliance.
c. Discuss trends in the
current financial
environment (i.e.,
consolidation, regulatory
burden, role of
technology, and
globalization).)
c. Explain how various factors have influenced changes
in the competitive environment of financial institutions.
Using the Cause and Effect diagram in Appendix A, have
students to show the effects of globalization and
technology on banking and the causes of consolidation
and regulatory burden.
d. Discuss the use of
technology in
compliance (e.g.,
Electronic Transfer
System).)
Competency 4: Understand financial markets to recognize their importance in business.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the role of
financial institutions.
a. Discuss purpose and general structure of financial
markets and the major types of financial markets.
Ask students to explain why people are willing to
borrow money instead of waiting to earn the money
they need.
a. Teacher observation of
student participation in
discussions and activities.
b. Explain types of
financial markets (i.e.,
money markets and
securities market).
Performance Task
Corporate Ethics‐‐An Oxymoron?
You have been given the task of writing an effective code of ethics for your organization. First you are going to
research a brief history of American business; investigate several major business scandals and document
commonalities and differences among them. When you complete your research, write a set of ethical guidelines or
code of ethics that might serve to prevent at least some future breaches of business ethics.
You will be evaluated based on your ability to articulate the values and beliefs that your code of ethics is aiming to
uphold and your understanding of the purpose and application of a code of ethics.
Attachments for Performance Task
Corporate Ethics‐‐An Oxymoron? In Appendix A.
Code of Ethics Rubric in Appendix A
Unit Resources
Books:
Dlabey, L and Burrow, J (2008). Business Finance, Fourth Edition. Mason, OH: Thompson Higher Education.
Web sites:
Advameg, Inc. (2011). Timeline of American Business. Retrieved December 9, 2011, from Reference for Business:
http://www.referenceforbusiness.com/businesses/A‐F/Timeline‐of‐American‐Business.html#b
Corporate Ethics. (2011). Company Search. Retrieved December 2011, from Corp‐Ethics: http://www.corp‐
ethics.com/company_search.php
Davies, R. (2011, September 19). Classic Financial and Corporate Scandals. Retrieved December 9, 2011, from
University of Exeter: http://projects.exeter.ac.uk/RDavies/arian/scandals/classic.html
International Federation of Accountants. (2010, April). 2010 Handbook of the Code of Ethics for Professional
Accountants. Retrieved December 9, 2011, from International Federation of Accountants:
http://www.ifac.org/sites/default/files/publications/files/2010‐handbook‐of‐the‐code‐o.pdf
Keith, T. (2009, December 31). Decade In Review: Corporate Scoundrels And Scandals. Retrieved December 9, 2011,
from NPR: http://www.npr.org/templates/story/story.php?storyId=122083807
Lehrer, J. (2002). Corporate Ethics. Retrieved December 9, 2011, from PBS:
http://www.pbs.org/newshour/bb/business/ethics/
Maxfield, M. (2009). Corporate Ethics‐‐An Oxymoron? Retrieved October 25, 2011, from National First Ladies'
Library: http://www.firstladies.org/curriculum/curriculum.aspx?Curriculum=1850
Poyzner, M. (2011). USA, Business Timeline . Retrieved December 9, 2011, from World News Atlas:
http://www.mapreport.com/subtopics/b/countries/usa.html
The Annenberg Foundation. (2011). U. S. Economic Timeline. Retrieved December 9, 2011, from Economics U$A:
21st Century Edition: http://www.learner.org/series/econusa/interactivelabs/economic‐timeline/
U.S. Small Business Administration. (2011). Home. Retrieved October 25, 2011, from U. S. Small Business
Administration: http://www.sba.gov/
Unit 5:International Finance
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand how foreign exchange rates affect companies engaged in international business
•
Be able to identify risks associated with international trade
Essential Questions
•
Why does the value of currency vary from country to country?
•
What financial risks are associated with international business?
Vocabulary
Identify and review the unit vocabulary.
Currency Option
Exchange Controls
Exchange Rate
Floating Exchange Rate
Foreign Exchange
Foreign Exchange Market
Hard Currency
Interest Rate
International Monetary Fund (IMF)
Micro Country Risks
Soft Currency
World Bank
Suggested Learning Experiences
Competency 1: Explain the Role, Importance, and Concepts of International Finance and Risk
Management.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain the role of
money and currency
systems in international
business.
a. Discuss the three main purposes that money serves.
Have students complete the activity Identifying the
Function of Money in Appendix A
a. Project Rubric
b. Explain factors that
affect the value of
currency.
b. Discuss factors that affect the value of currency.
Have students complete the activity Analyzing Factors
Affecting Foreign Exchange in Appendix A
c. Identify risks
associated with
international trade.
c. Have students complete the activity Analyzing
International Business Risks
Performance Task
Assessing the Risk of Foreign Investment
Your company is trying to determine if it is cost effective for them to purchase materials from some foreign
suppliers. As the financial analyst, you have been asked to research the economic, political, and social risks
associated with doing business in each country and submit a report to the CFO. Use the following guidelines to
create your report:
1.
Select three countries to research.
2.
Use spreadsheet software for the data tables and charts that you’ll use to back up your findings.
3.
Use word processing software to write the report (be sure to incorporate the charts and data tables you
created in your spreadsheet and to cite sources).
4.
Your report should have an Economic, Political, and Social section for each country and a Summary
section with your recommendations.
5.
The following web sites are good sources of information for your research:
a. The International Monetary Fund web site http://www.imf.org
b. xe.com Universal Currency Converter http://www.xe.com/ict/
c. The World Trade Organization http://www.wto.org/
You will be evaluated on the organization, quality of information, grammar and spelling, vocabulary, neatness, and
timeliness of your report.
Attachments for Performance Task
Report Rubric in Appendix A.
Unit Resources
Books:
Dlabey, L and Scott, J (2008). International Business, Fourth Edition. Mason, OH: South‐Western
Cengage Learning.
Web sites:
Aneki – country records and ratings http://www.aneki.com/
California Subject Examination for Teachers. (2005). Business Subject Matter Requirements Part I:
Content Domains for Subject Matter Understanding and Skill in Business
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. Business and Finance Technology Education Frameworks 2009
International Business http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
EconEdLink, How Global is Your Portfolio ‐ This engaging lesson challenges students to connect
economics and geography as they investigate global companies in the stock market
http://www.econedlink.org/lessons/index.php?lid=918&type=educator.
Global Edge http://globaledge.msu.edu/ ‐ Created by the International Business Center at Michigan
State University (IBC), globalEDGE™ is an international business web‐portal with a wealth of
information, insights, and learning resources on global business activities.
Kwintessential. http://www.kwintessential.co.uk/resources/country‐profiles.html
Mississippi World Trade Center http://www.mswtc.org/
National Business Education Association Curriculum Forum
http://nbea.org/newsite/curriculum/index.html
United Nations Millennium Development Goals Indicators http://unstats.un.org/unsd/mdg/Data.aspx
World Bank. http://www.worldbank.org/
Appendix A: Activities and Rubrics
Accounting Concepts: M & M Closing Entries
Objective:
This lesson is a way to teach students the abstract concept of Closing Entries in a more concrete format.
Perform the closing entries while simultaneously working with T-accounts on the board.
Supplies Needed:
•
10 clear cups
•
1 pound bag of M & M's
Preliminary Work:
Prior to the lesson, label the cups and fill with M & M's as follows:
Label
Number of M & M's
Color of M & M's
Sales Credit
Brown
Rent Expense Debit
Green
Misc. Expense Debit
Blue
Utilities Expense Debit
Orange
Income Summary Debit
Empty
Income Summary Credit
Red
D.S. Capital Debit
Empty
D.S. Capital Credit
Yellow
D.S. Drawing Debit
Blue
Procedure:
Follow the Closing Entry process and illustrate as follows--
Close Sales to Income Summary
•
Transfer the M&M's from the Sales Credit cup to the Income Summary Credit cup
•
Show the students the empty Sales Credit cup which is now closed
Close each Expense account to Income Summary
•
Transfer the M&M's from each of the Expense Debit cups to the Income Summary Debit cup
•
Show the students each of the empty Expense Debit cups which are now closed
Close Income Summary to Capital
•
Explain that the difference between the Income Summary Credit cup and the Income Summary
Debit cup is the Net Income which has a credit balance
•
Put the two Income Summary cups out of sight and bring out the Income Summary Credit cup
containing the Net Income
•
Transfer the M&M's from the Income Summary Credit cup to the D.S., Capital Credit cup on top
of the M&M's already in the cup
•
Show students the empty Income Summary Credit cup which is now closed
Close Drawing to Capital
•
Transfer the M&M's from the D.S., Drawing Debit cup to the D.S., Capital Debit cup
•
Show the students the empty D.S., Debit cup which is now closed
New Capital
•
Explain that all accounts are closed except for D.S. Capital which is now equal to New Capital
(Beginning Capital + Net Income - Drawing)
This activity was presented by Dana Simpson West of Northwest High School at MBEA Conference
Summer 2000
Accounting Simulation Rubric
Unsatisfactory
Partially
Proficient
Proficient
Advanced
Percent
(%)
Score
Journalizing
Business
Transactions
25 points
Shows little to no
understanding of the
principles of
journalizing accurately
in the appropriate
journal.
(10 points)
Shows a basic
understanding of
the principles of
journalizing
accurately in the
appropriate
journal.
(15 points)
Shows a good
understanding of
the principles of
journalizing
accurately in the
appropriate
journal.
(20 points)
Shows a well‐
developed
understanding of
the principles of
journalizing
accurately in the
appropriate
journal.
(25 points)
Posting
15 points
Shows little to no
understanding of the
principles of posting.
(6 points)
Shows a basic
understanding of
the principles of
posting.
(9 points)
Shows a good
understanding of
the principles of
posting.
(12 points)
Shows a well‐
developed
understanding of
the principles of
posting.
(15 points)
Worksheet
10 points
There is no worksheet.
(0 points)
The entire
worksheet is not
completed.
(6 points)
The entire
worksheet is
correctly prepared,
with no more than
two major errors.
(8 points)
The entire
worksheet is
correctly prepared
with no major
errors.
(10 points)
Financial
Statements
15 points
No financial statements
are included.
(0 points)
Some of the
Financial
Statements are
included. More
than two errors
on those
presented.
(9 points)
All of the Financial
Statements are
included with no
more than two
major errors on the
complete set.
(12 points)
All of the financial
statements are
presented with no
major errors.
(15 points)
Adjusting/Closing
Entries
10 points
There are no adjusting
and closing entries.
(0 points)
Only adjusting
entries are
completed.
(6 points)
Adjusting and
closing entries are
completed with no
more than two
errors.
(8 points)
Adjusting and
closing entries are
completed with no
errors.
(10 points)
Post‐Closing Trial
Balance
5 points
The post‐closing trial
balance has not been
completed.
(0 points)
The post‐closing
trial balance is
complete, but
does not balance
correctly.
(2 points)
The post‐closing
trial balance is
correct, with no
major errors.
(4 points)
The post‐closing
trial balance is
correct, with no
errors.
(5 points)
Average Score
Analyzing Factors Affecting Foreign Exchange
For each of the following international activities, indicate whether the value of the country’s currency
would increase or decrease by putting a check mark in the appropriate column. If you cannot determine
the effect the activity would have on the currency, put a check mark in the last column.
Increase
Decrease
Unable to
Determine
A nation imports more than it exports.
Interest rates in a country rise.
A new president is elected in a country.
A nation’s inflation rate drops.
The exports for a country increase as a result of
technology.
The military seizes control of the government and
takes over major industries.
New tourist attractions and international publicity
increase international tourism by over one million
people.
Analyzing International Business Risks
Directions: For each of the following situations, place a check mark in the appropriate column to
identify whether the situation is an example of a political risk, social risk, or economic risk.
Political Risk
Social Risk
Economic
Risk
Changes in consumer spending in a nation due
to reduced employment opportunities
New business regulations that require all food
packages to list the potential dangers of
ingredients
Religious beliefs in a country that do not allow
people to eat certain foods
A trade deficit of a nation that reduces the
value of its currency
Traditions in a country that encourage family
members to work for the family business
Frequent changes in the government ruling
party in a nation
Import taxes that discourage buying foreign‐
made goods
Changes in the buying power of a nation's
currency
Business Ratios
Financial analysis using business or financial ratios and norms provides a means of assessing a firm's strengths and
weaknesses. Using data from the balance sheet and income statement, you will calculate and compare various
ratios to a peer industry.
To perform ratio analysis:
1.
Decide what type of industry you want ABC Company to be (use an industry type from the Industry Ratios
table).
2.
Use ABC Company’s balance sheet and income statement and calculate the following ratios:
a.
Ratio
b. Current Ratio
c.
Quick Ratio
d. Debt Ratio (Debt to Equity)
e.
Inventory Turnover (Sales to Inventory)
f.
Accounts Receivable Turnover (using total sales)
g.
Profit Margin on Sales
Industry
Current
Ratio
Quick
Ratio
Debt
to
Equity
Sales to
Inventory
Accounts
Receivable
Turnover
Profit Margin %
ABC Company
Peer Industry
3.
Compare the ABC Company’s financial performance to the industry in the Industry Ratio table and
determine a benchmark for your company.
4.
List individual companies within your industry that could be compared to ABC Company.
ABC Company
Balance Sheet
For the year ending December 31, 20xx
Assets
$$
%
Current Assets
Cash
12,000
6.6%
Marketable Securities
10,000
5.5%
Accounts Receivable (net of uncollectible accounts) 17,000
9.4%
Inventory
22,000 12.2%
Prepaid Expense
4,000
2.2%
Total Current Assets
65,000 35.9%
Fixed Assets
Building and Equipment
105,000 58.3%
Less Depreciation
30,000 16.6%
Net Buildings and Equipment
75,000 41.6%
Land
40,000 22.2%
Total Fixed Assets
115,000 63.8%
Total Assets
180,000 100.0%
Liabilities
Current Liabilities
Wages Payable
3,000
1.6%
Accounts Payable
25,000 13.8%
Taxes Payable
12,000
6.6%
Total Current Liabilities
40,000 22.2%
Long‐Term Liabilities
Mortgage Payable
70,000 38.8%
Note Payable
15,000
8.3%
Deferred Taxes
15,000
8.3%
Total Long‐Term Liabilities
100,000 55.5%
Total Liabilities
140,000 77.7%
Owner's Equity
40,000 22.2%
Total Liabilities and Owner's Equity
180,000 100.0%
ABC Company
Income Statement
$$
%
Sales
$ 200,000 100%
Cost of goods sold
130,000 65%
Gross Profit
70,000 35%
Operating expenses
Selling expenses
22,000 11%
General expenses
10,000
5%
Administrative expenses
4,000
2%
Total operating expenses
36,000 18%
Operating income
34,000 17%
Other income
2,500
1%
Interest expense
0%
Income before taxes
36,000 18%
Income taxes
1,800
1%
Net profit
34,200 17%
Industry Ratios
Industry
Current
Ratio
Quick
Ratio
Debt
to
Equity
Sales to
Inventory
Accounts
Receivable
Turnover
Profit
Margin
%
Agriculture
1.31
0.39
1.33
2.52
19.00
2.58
Mining
1.19
0.77
0.48
0.00
52.00
0.00
Construction
1.44
0.98
1.31
4.74
43.00
1.74
Manufacturing
Leather/Textile/App
1.50
0.62
1.48
6.05
34.00
1.64
Chem. Petrol. Metal
1.54
0.75
1.33
6.94
48.00
2.23
Wood Related Prod
1.43
0.62
1.41
6.46
33.00
2.16
Mach‐trans
equipment
1.54
0.74
1.34
5.89
51.00
2.38
Trans‐
Communication
1.03
0.70
1.64
0.00
34.00
1.84
Wholesale
Non‐Durable
1.53
0.66
1.70
4.63
39.00
1.40
Durable
1.42
0.69
1.60
7.36
31.00
1.11
Retail
Hardware
1.68
0.43
1.30
4.20
22.00
1.11
Gen. Merchandise
2.14
0.15
0.59
3.81
4.00
0.16
Automobiles
1.23
0.19
2.61
4.75
9.00
0.84
Apparel
1.90
0.14
0.91
2.96
2.00
1.35
Furniture
1.61
0.38
1.33
4.03
16.00
0.92
Restaurants
0.73
0.18
1.24
35.65
1.00
0.43
Financial Services
1.18
0.34
0.72
0.00
1.00
1.29
Business Services
1.36
0.84
1.11
0.00
42.00
1.75
Service Industry
1.29
0.68
0.75
3.04
15.00
0.77
Capital Project Analysis Exercise
Complete the following exercise using an electronic spreadsheet program such
Microsoft Excel®.
Investment ‐ $150,000
Annual Cash Inflows ‐ $40,000
Cost of Capital ‐ 10%
Life ‐ 10 years
Calculate:
Net Present Value
Internal Rate of Return
Payback Period
Electronic Career Portfolio Guidelines
An electronic career portfolio is a purposeful collection of work that tells the story of an applicant
including achievements, growth, vision, reflection, skills, experience, education, training, and career
goals. It is a tool that gives employers a complete picture of who you are—your experience, your
education, your accomplishments—and what you have the potential to become—much more than just
a letter of application and resume can provide.
Overview
The portfolio should display samples of your work, achievements, and accomplishments you would refer
to in an interview. Electronic portfolios use interactive multimedia to increase the range and type of
materials that can be included as evidence of learning.
Guidelines
•
Student members, not advisers, must prepare portfolios.
•
The portfolio should have no more than 30 pages (i.e., slides, links, and text files).
•
All information should reflect the student’s accomplishments and experiences. No fictitious
information should be presented.
•
Navigation through portfolio should be easy and consistent in appearance and format.
•
The portfolio must include: table of contents, a resume, and career summary. The career summary
page should include career choice, description of career, education required, and future job outlook
(e.g., monetary, advancement).
•
Sample materials also must be included in the portfolio.
Samples must include, but are not limited to, the following:
Career‐Related Education:
Describe career‐related education that enhances employability. Include a summary of school
activities, career research projects, application of business education, and/or related occupational
skills and their relationship to job.
Educational Enhancement:
Describe educational opportunities that enhance employability. Include career opportunities
development planning, summaries of job shadowing, internships, apprenticeships, informational
interviews, community service projects, and products developed during these experiences.
Examples of Special Skills:
Include up to five examples of special skills, talents, and/or abilities related to job and career goals.
These may be in any format but must fit within the dimensions of the portfolio. Audio and/or video
recordings may be included.
Additional sample materials may include: awards and honors, certifications, community and
volunteer activities, conferences or workshops, examples of projects or presentations, letters of
recognition and recommendation, list of accomplishments, leadership development activities,
recognitions, self‐assessments, evidence of specific skills, a page from a Web site created, writing
samples, and so forth.
Electronic Career Portfolio Rubric
Name
Date
Evaluation Item
Not
Demonstrated
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
Points
Earned
Content
Resume
1 – 3
4 – 7
8 – 10
Career summary:
• Career description
• Skills and education needed for the
career
• Money/salary and outlook for the
career
1 – 5
6 – 10
11 – 15
Evidence of research in career summary;
sources of information cited in proper
copyright format
1 – 2
3 – 4
Samples
Career‐Related Education
• Describes career‐related education
that enhances employability. Includes
a summary of school activities; career
research projects, application of
Business Education and/or related
occupational skills and their
relationship to job.
1 – 5
6 – 10
11 – 15
Educational Enhancement
• Describes educational enhancement
opportunities that enhance
employability. Includes career
opportunities development planning,
summaries of job shadowing,
internships, apprenticeships,
informational interviews, or
community service projects, and
products developed during these
experiences.
1 – 5
6 – 10
11 – 15
Examples of Special Skills
• Includes up to five examples of special
skills, talents, and/or abilities related
to job and career goals. These may be
in any format but must fit within the
dimensions of the portfolio. Audio
and/or video recordings may be
included in the portfolio.
1 – 5
6 – 10
11 – 15
Delivery
Thoughts and statements are well‐
organized and clearly stated; appropriate
business language used
1 – 3
4 – 7
8 – 10
Demonstrates self‐confidence, poise, and
good voice projection
1 – 3
4 – 7
8 – 10
Demonstrates the ability to effectively
answer questions
1 – 2
3 – 4
Total Points
Cash Flow Statement Example
Cause
Cause
Cause
Cause and Effect
Effect
Effect
Effect
Code of Ethics Rubric
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
Score
Student can articulate the primary
tenets of the profession’s code of
ethical conduct.
Student is familiar with code(s) of
ethics and standard(s) of professional
practice within the discipline.
Student can state the application of
the code of ethics in the practice of
the profession.
Student’s code of ethics addresses
ethical concerns found in the
research.
Total Score
Corporate Ethics‐‐An Oxymoron?
Skill: High School/College
Time Required: One Week
Introduction:
During the administration of George Bush, the nation has been (seemingly) plagued with a series of
business scandals and failures that have cost Americans literally billions of dollars. This is not the first
time such scandals have occurred, and it probably won’t be the last. But it does raise the question of
how these breaches of ethical behavior occur and what might be done to prevent more of them.
Objectives:
In this lesson, students will research a brief history of American business, investigate several major
business scandals and document commonalities and differences among them. Having completed their
research, students will be asked to write a set of ethical guidelines or code of ethics that might serve to
prevent at least some future breaches of business ethics.
Materials Required:
Computer with Internet access, printer, paper, pen or pencil.
Procedures:
1. Using the websites provided, have all students read about the history of American business. This can
be done online, or the article can be printed out and duplicated for each student.
2. With this information as background, students should be engaged in a discussion of what they know
about recent business scandals. The teacher should correct any misperceptions, and then ask students,
in small groups, to investigate the facts and commentary about several of the recent scandals, e.g.,
Enron, WorldCom, Martha Stewart, Adelphia, etc.
3. As they investigate, have students take notes on commonalities and differences among all them (titles
of those involved, impact on others, consequences for those suspected, the story behind the scandal,
etc.). These notes should be placed in a “Scandals” folder.
4. After researching the individual scandals, and discussing commonalities and differences among
them—particularly with respect to the kinds of ethical lapses that were made—have each student write
a Code of Ethics for American Business that might serve to prevent at least some similar business
scandals in the future. The website, “Writing a Code of Ethics for Business” (below) provides many useful
ideas for writing such a Code.
5. Once completed, collect the Codes from each group, and share them with the class. Engage students
in a discussion of each one, and ask the class to vote on the one they think would be the most useful.
Extending the Lesson:
Invite an attorney or a local CEO to speak to your class on corporate ethics.
Sources & Resources:
Websites:
Definition of Oxymoron
History of U.S. Business ‐ 19th and 20th Centuries
History of U.S. Business – 21st Century
U. S. Economic Timeline
Classic Financial and Corporate Scandals
Review of Business Scandals
More Business Scandals
Corporate Ethics
Corporate Ethics Watchdog
Writing a Code of Ethics for Business
Credits:
This lesson was developed by Marian Maxfield, Kent State University.
Goal Setting Evaluation Rubric
Student Name
Date
Level One
2 - 4
Level Two
5 - 7
Level Three
8 - 10
Score
ACHIEVABILITY
Questions
necessity and
purpose of goal;
unable to visualize
achievability of
goal; has little or
no involvement in
determining the
goal
Visualizes goal;
believes goal can
be achieved;
actively involved
in determining
goal
Demonstrates
belief in the
achievability of
the goal in
multifaceted
ways; initiates the
goal-setting
process
SPECIFICITY
Writes focused,
measurable goals
Goals are written
in a concise,
focused, clear
manner; provides
a basic method to
measure goals
Goals are written
in a concise,
focused, clear
manner; goals
relate specifically
to the desired
outcome; a
detailed, realistic
method has been
developed to
measure goals
AWARENESS
Knows rewards
and potential
problems and is
willing to work
toward goal with
assistance
Recognizes
rewards of goal
achievement;
recognized
potential risks;
maintains
willingness to
continue working
toward goal
Identifies and
understand
rewards to self
and/or others,
addresses
potential risks
before they occur;
demonstrates an
intrinsic desire for
successfully
accomplishing
goal
REALIZATION
Plans and/or
manages
deadlines with
assistance
Sets realistic
deadlines; steps
taken toward
deadline are
manageable
Sets benchmarks
for deadlines as
well as goal
attainment; steps
taken toward
meeting
deadlines;
evaluates how
realistic and
manageable the
deadlines are
Total Score /12
GOAL SETTING GUIDELINES
1. Define the goal.*
2. Outline the steps needed to achieve it.
3. Consider potential risks
4. Identify the type of risk (natural, human, controllable, and uncontrollable) and ways of
dealing with them.
5. Set deadlines.
*Not every wish can be a goal. For instance, you may wish you could live and stay young
forever, but since there's nothing you can do to make that happen, it could never be considered
a goal.
In order for something to be a goal:
• It has to be important to you, personally.
• It has to be within your power to make it happen through your own actions.
• It has to be something you have a reasonable chance of achieving.
• It must be clearly defined and have a specific plan of action.
Goal Setting Worksheet
My three goals are:
1.
2.
3.
These goals are important to me because:
My to‐do list to reach my goals:
The consequences of achieving my goals are:
The consequences of not achieving my goals are:
What potential risks could keep me from achieving my goals?
How will I prepare for potential risks?
Who will support and help me to achieve my goals and how?
Identifying Functions of Money
Directions: For each of the following activities, decide whether the situation is an example of money as a
medium of exchange, a measure of value, or a store of value. Place a check mark in the appropriate
column to indicate your answer.
Medium of
Exchange
Measure of
Value
Store of Value
The exchange rate for U.S. dollars to Canadian dollars
1.21.
A company in Europe must pay for imported goods
with Mexican pesos.
A student is saving £50 a month to help pay for
college expenses.
A multinational company receives payment for the
sale of goods and converts the funds into the
currency of its home country.
Food for a week for a family of four in France costs
Fr230 in one city and Fr267 in another city.
An engineer makes a higher salary than an
administrative assistant at the same company.
A shopper goes to three stores to compare prices on
computer printers.
A pair of a certain brand of jeans costs three times as
much in a country where this kind of clothing is very
scarce.
Presentation Rubric
Student Name
Date
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Obtained
Content
Addressed all
assignment
components
Addressed all
but one
assignment
component
Omitted two
assignment
components
Omitted more
than two
assignment
components
Detail
Fully
addressed all
assignment
components
Fully
addressed
most
assignment
components
Partially
addressed
most
assignment
components
Partially
addressed few
assignment
components
Accuracy
No
grammatical,
typographical,
spelling, or
punctuation
errors
1–2
grammatical,
typographical,
spelling, or
punctuation
errors
3–5
grammatical,
typographical,
spelling, or
punctuation
errors
More than 5
grammatical,
typographical,
spelling, or
punctuation
errors
Clarity
Logical,
orderly
sequence
Somewhat
logical
sequence
Confusing
sequence
No evidence of
order/sequence
Design
Excellent
design
selection and
usage
Adequate
design
selection or
1–2 design
errors
Inadequate
design
selection or
3–5 design
errors
Poor
design
selection
or
more than 5
design errors
Appeal
Very
appealing;
excellent use
of animation,
transitions,
sound, etc.
Somewhat
appealing;
adequate use
of animation,
transitions,
sound, etc.
Not very
appealing;
limited use of
animation,
transitions,
sound, etc.
Not appealing;
very limited or
no use of
animation,
transitions,
sound, etc.
Score
Teacher Comments:
Report Rubric
Student Name
Date
EXEMPLARY (4)
ACCOMPLISHED
(3)
DEVELOPING
(2)
BEGINNING (1)
SCORE
Topic
Directly
relevant
Somewhat
relevant
Remotely
related
Totally
unrelated
Organization
Good
organization;
events are
logically
ordered; sharp
sense of
beginning and
end
Organized; events
are somewhat
jumpy
Some
organization;
events jump
around; start
and end are
unclear
Not organized;
events make no
sense
Quality of
Information
Supporting
details specific
to subject
Some details are
non‐supporting to
the subject.
Details are
somewhat
unclear.
Unable to find
specific details
Grammar and
Spelling
All grammar
and spelling are
correct.
Only one or two
errors
More than two
errors
Very frequent
grammar
and/or spelling
errors
Interest Level
Vocabulary is
varied;
supporting
details are vivid.
Vocabulary is
varied; supporting
details need work.
Vocabulary is
constant;
details lack
“color.”
Needs
descriptive
words
Neatness
Word processed
or typed; clean
and neatly
bound in a
report cover;
illustrations
provided
Legible writing;
well‐formed
characters; clean
and neatly bound
in a report cover;
illustrations
provided
Legible writing;
some ill‐formed
letters; print
too small or too
large; papers
stapled
together
Illegible writing;
loose pages
Timeliness
Report handed
in on time
Up to 2 days late
Up to 1 week
late
Report handed
in more than 1
week late
Total
Teacher Comments:
Social Accounting
The Body Shop has always campaigned for greater social awareness and its Web site reflects
that campaign. Visit the Our Values section of their Web site and make a note of their values
under each of the following headings:
•Against animal testing
•Support community trade
•Activate self esteem
•Defend human rights
•Protect our planet
How do you think these issues might have an impact on the financial reports of The Body Shop?
Appendix B: Glossa ry
Unit 1
Corporate governance ‐ the set of processes, customs, policies, laws, and institutions affecting the way a
corporation (or company) is directed, administered or controlled.
Corporate Responsibility ‐ duty and rational conduct expected of a corporation; accountability of a corporation to a
code of ethics and to established laws
Ethics ‐ moral principles that govern a person's or group's behavior.
Unit 2
Balance Sheet ‐ summary of a company's financial status, including assets, liabilities, and equity Basis Point
– 1/100 of a percentage point, used chiefly in expressing differences of interest rates. Benchmark Company
– a competitor who has historically demonstrated outstanding financial performance. Bond Rating ‐ a grade
given to bonds that indicates their credit quality.
Capital Budget ‐ is the planning process used to determine whether an organization's long term investments such
as new machinery, replacement machinery, new plants, new products, and research development projects are
worth pursuing.
Cash Flow Statement – document that provides aggregate data regarding all cash inflows a company receives from
both its ongoing operations and external investment sources, as well as all cash outflows that pay for business
activities and investments during a given quarter.
Common Stock ‐ Securities representing equity ownership in a corporation, providing voting rights, and entitling
the holder to a share of the company's success through dividends and/or capital appreciation.
Cost of Capital ‐ The opportunity cost of an investment; that is, the rate of return that a company would otherwise
be able to earn at the same risk level as the investment that has been selected.
Cost of Debt ‐ The effective rate that a company pays on its current debt
Cost of Equity ‐ is the minimum rate of return a firm must offer owners to compensate for waiting for their returns,
and for bearing risk.
Coupon Rate ‐ is the annual interest rate of a bond.
Current Yield ‐ in bonds, is the annual interest or dividend payments expressed as a percentage of the bond's
current price. For bonds, where yield to maturity factors in the original purchase price, current yield is strictly a
measure of the income stream.
Debenture Bond ‐ is a corporate IOU that is not backed by the company’s assets (unsecured) and is therefore
somewhat riskier than a bond.
Dividend ‐ is that portion of a corporations earnings which is paid to the stockholders.
Financial Budget ‐ is focused on capital expenditures and on a business's budgeted cash position:
Financial Leverage ‐ is the use of debt to increase the expected return on equity. Financial leverage is measured by
the ratio of debt to debt plus equity.
Financial Ratios ‐ is the result of dividing one financial statement item by another. Ratios help analysts interpret
financial statements by focusing on specific relationships.
Income Statement ‐ a summary of income and expenses
Internal Rate of Return (IRR) ‐ is the discount rate that makes the project have a zero Net Present Value (NPV). IRR
is an alternative method of evaluating investments without estimating the discount rate.
Investment Banker ‐ is an underwriter who serves as a middleman between a corporation issuing new securities
and the public.
Mortgage Bond ‐ is a bond in which the issuer has granted the bondholders a lien against the pledged assets.
Net Present Value (NPR) ‐ is a method used in evaluating investments, whereby the net present value of all cash
outflows (such as the cost of the investment) and cash inflows (returns) is calculated using a given discount rate,
usually REQUIRED RATE OF RETURN.
Operating Budget ‐ focuses on the budgeted income statement and its supporting components and schedules.
Payback Method ‐ in capital budgeting, is the length of time needed to recoup the cost of CAPITAL INVESTMENT.
Preferred Stock ‐ usually, non‐voting capital stock that pays dividends at a specified rate and has preference over
common stock in the payment of dividends and the liquidation of assets.
Primary Market ‐ is the first sale of a newly issued security.
Ratio Analysis ‐ involves conversion of financial numbers for a firm into ratios. Ratio analysis allows comparison of
one firm to another.
Secondary Market ‐ is buyers and sellers willing to trade securities after their initial issuance.
Trend Analysis ‐ is the analysis of changes over time through the use of analytical techniques, such as time series
analysis, to discern trends.
Weighted Average Cost of Capital (WACC) ‐ is an average representing the expected return on all of a company’s
securities.
Unit 3
Risk ‐ is the measurable possibility of losing or not gaining value.
Economic Risk ‐ The possibility that an economic downturn will negatively impact an investment.
Pure Risk ‐ Any risk in which there is no possibility of gain, only the avoidance of loss.
Speculative Risk – the possibility of either financial loss or gain
Natural Risk – risk that arises from natural events or as a part of nature
Human Risk – risks that arise from the acts of individuals, groups, or organizations
Controllable Risk – risks that can be reduced or avoided by thoughtful actions
Uncontrollable Risk – risks that cannot be influenced by human action
Risk Management – the process of systematically identifying potential risks and making plans to reduce the impact
of the risk on individuals and companies
Liability ‐ money owed to creditors, vendors, etc.
Unit 4
Automatic Teller Machines (ATM) ‐ An electronic banking outlet, which allows customers to complete basic
transactions without the aid of a branch representative or teller.
Capital Markets ‐ A division within a larger company that uses its expertise in financial markets to provide financial
services to specific types of clients
Commercial Lending ‐ A debt‐based funding arrangement that a business can set up with a financial institution.
Debit Cards ‐ An electronic card issued by a bank which allows bank clients access to their account to withdraw
cash or pay for goods and services.
Federal Reserve System ‐ The banks that carry out Fed operations, including controlling the money supply and
regulating member banks.
Lock Box ‐ A service provided by banks to companies for the receipt of payment from customers.
Money Markets ‐ A savings account that offers the competitive rate of interest (real rate) in exchange for larger‐
than‐normal deposits.
Open Market Operations ‐ Rate of interest that is paid on any debt security that trades in the open market.
Safe‐deposit Box ‐ A box ‐ usually located inside a bank ‐ which is used to store valuables.
Unit 5
Currency Option: A contract giving the option holder the right to buy or sell an underlying currency at a specified
price and on a specified date. The option writer (seller) holds the obligation to fulfill the other side of the contract
Exchange Controls: Government restrictions to regulate the amount and value of a nation’s currency
Exchange Rate: The price of one currency in terms of another, i.e. the number of units of one currency that may
be exchanged for one unit of another currency
Floating Exchange Rate: An exchange rate system in which currency values are allowed to fluctuate according to
supply and demand forces in the market without direct interference by government authorities
Foreign Exchange: Currency of another country, or a financial instrument that facilitates payment from one
currency to another
Foreign Exchange Markets: Networks of commercial banks, investment banks, and other financial institutions that
convert, buy, and sell currencies in the global economy
Hard Currency: A monetary unit that is easily converted into other currencies
Interest Rate: The cost of using someone else’s money
International Monetary Fund (IMF): An international organization designed to promote global economic stability
and development. It compiles statistics on cross‐border transactions and publishes a monthly summary of each
country’s balance of payments
Macro Country Risks: Country (or political) risks that affect all foreign firms in a host country
Micro Country Risks: Country risks that are specific to an industry, company, or project within a host country
Soft Currency: A currency which is not readily accepted in exchange for other currencies or convertible to gold
World Bank: An international organization created at Breton Woods in 1944 to help in the reconstruction and
development of its member nations. Its goal is to improve the quality of life for people in the poorer regions of the
world by promoting sustainable economic development. See also International Bank for Reconstruction and
Development.
Unit 6
Bureau of Labor Statistics: the principal fact‐finding agency for the Federal Government in the broad field of labor
economics and statistics.
Responsibility Accounting: the collection, summarization, and reporting of financial information about various
decision centers throughout an organization; can also be called profitability accounting or activity accounting.
Social Responsibility: an ethical belief or theory that an entity, be it an organization or individual, has an obligation
to act to benefit society at large
Stakeholders ‐ a person, group, organization, or system who affects or can be affected by an organization's actions
Unit 7
Accounting ‐ process of identifying, measuring, and reporting financial information of an entity
Accounting Equation ‐ assets = liabilities + equity
Accounts Payable ‐ money owed to creditors, vendors, etc.
Accounts Receivable ‐ money owed to a business, i.e. credit sales
Asset ‐ property with a cash value that is owned by a business or individual
Balance Sheet ‐ summary of a company's financial status, including assets, liabilities, and equity
Bookkeeping ‐ recording financial information
Chart of Accounts ‐ a listing of a company's accounts and their corresponding numbers
Closing the Books/Year End Closing – the process of reversing the income and expense for a fiscal or calendar year
and netting the amount into “retained earnings”
Credit ‐ an account entry with a negative value for assets, and positive value for liabilities and equity.
Debit ‐ an account entry with a positive value for assets, and negative value for liabilities and equity.
Depreciation ‐ recognizing the decrease in the value of an asset due to age and use
Equity ‐ money owed to the owner or owners of a company, also known as "owner's equity"
Financial Accounting ‐ accounting focused on reporting an entity's activities to an external party; ie: shareholders
Financial Statement ‐ a record containing the balance sheet and the income statement
Fixed Asset ‐ long‐term tangible property; building, land, computers, etc.
General Ledger ‐ a record of all financial transactions within an entity
Income Statement ‐ a summary of income and expenses
Inventory – merchandise purchased for resale at a profit
Inventory Valuation – the method to set the book value of unsold inventory: i.e. “LIFO,” last in, first out; “FIFO,”
first in, first out; “average,” an average cost over a given period, “last cost,” the cost based on the last purchase;
“standard,” a “deemed” amount related to but not tied to a specific purchase, “serialized,” based on a uniquely
identifiable serial number or character of each inventory item
Invoice – the original billing from the seller to the buyer, outlining what was purchased and the terms of sale,
payment, etc.
Journal ‐ a record where transactions are recorded, also known as an "account"
Liability ‐ money owed to creditors, vendors, etc.
Net Income ‐ money remaining after all expenses and taxes have been paid
Payroll ‐ a list of employees and their wages
Posting – the process of entering then permanently saving or “archiving” accounting data
Reconciliation – the process of matching one set of data to another; i.e. the bank statement to the check register,
the accounts payable journal to the general ledger, etc.
Retained Earnings – the amount of net profit retained and not paid out to shareholders over the life of the
business
Revenue ‐ total income before expenses.
Shareholder Equity ‐ the capital and retained earnings in an entity attributed to the shareholders
Statement of Accounts ‐ a summary of amounts owed to a vendor, lender, etc.
Supplies – assets purchased to be consumed by the entity.
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Accounting Fundamentals
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Unit 1: The Accounting Profession
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand that business activities can have an impact on society
•
Understand the importance of seeking opportunities to develop skills and expertise
Essential Questions
•
Is profitability ever more important than social responsibility?
•
What are the advantages to having a professional designation?
Vocabulary
Identify and review the unit vocabulary.
Bureau of Labor Statistics
Responsibility Accounting
Social Responsibility
Stakeholder
Suggested Learning Experiences
Competency 1: Understand the role that accountants play in business and society.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe social
responsibility in
accounting.
a. Explain that social responsibility in accounting is
aimed at enhancing corporate accountability and
transparency to a wide range of external stakeholders,
addressing the social, environmental and ethical
concerns and values of individuals upon whom a
business has a non‐economic impact.
Have students complete the Social Accounting activity
in Appendix A.
a. Project Rubric
b. Discuss responsibility
accounting.
Competency 2: Describe career opportunities in the accounting profession.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss professional
designations for
accountants (e.g., CPA,
CMA, ABA, etc.).
a. Have students research the various professional
designations for accountants and write a summary that
includes the length of the exam, the cost of the exam,
the pass/fail rate, and the advantages of having the
professional designation.
a. Report Rubric
b. Discuss the role and
responsibilities of the
various careers in
accounting.
b. Discuss salary ranges, education and membership
associations for various accounting professions.
b. Teacher observation of
student participation in
discussions and activities.
Performance Task
Exploration of Careers in Accounting
Your school is having a job fair and recruiters from several accounting firms will be attending. Several students will
be attending the fair and you want to make a good impression on the recruiters so you will stand out among your
peers. Your plan is to have a conversation about the accounting profession with each recruiter. Go to the Bureau
of Labor Statistics web site http://www.bls.gov/oco/pdf/ocos001.pdf and research the four major fields in
accounting. Research the job duties, required education, salary ranges, and future job outlook for each. Organize
your findings in a chart. Write a few sentences about the necessary skills for all accounting professions and which
ones for which you are best suited and why.
You will be evaluated on the organization, quality of information, grammar and spelling, vocabulary, neatness, and
timeliness of your report.
Attachments for Performance Task
Report Rubric in Appendix A.
Unit Resources
Books:
Dlabey, L and Burrow, J (2008). Business Finance, Fourth Edition. Mason, OH: Thompson Higher Education.
Journals:
Idowu, S.O. and Filho, W.L. (eds.), (2009) Professionals’ Perspectives of Corporate Social Responsibility, Berlin
Heidelberg: Springer‐Verlag.
James, K. (2006, November). Achieving a more diverse profession. The CPA Journal Online. 62–65. Retrieved from
http://www.nysscpa.org/cpajournal/2006/1106/essentials/p62.htm.
Web sites:
Biz/Ed http://www.bized.co.uk/learn/accounting/management/social/index.htm?page=7
Bureau of Labor Statistics http://www.bls.gov/oco/pdf/ocos001.pdf
Unit 2: Accounting Principles
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand why some occupations are required to have standard procedures
Essential Questions
•
Why is it important for businesses to follow basic accounting procedures?
Vocabulary
Identify and review the unit vocabulary.
Accounting
Accounting Equation
Accounts Payable
Accounts Receivable
Asset
Balance Sheet
Bank Reconciliation
Bookkeeping
Chart of Accounts
Closing the Books/Year End Closing
Credit
Debit
Depreciation
Equity
Financial Accounting
Financial Statement
Fixed Asset
General Ledger
Income Statement
Inventory
Inventory Valuation
Invoice
Journal
Liability
Net Income
Payroll
Posting
Reconciliation
Retained Earnings
Revenue Shareholder
Equity Statement of
Accounts Supplies
Suggested Learning Experiences
Competency 1: Demonstrate basic accounting procedures.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Analyze business
transactions in terms of
the accounting equation.
a. Write accounting equation on the board and show
how changes on one side can affect the other side.
Have students list examples of assets and liabilities and
explain how they relate to the accounting equation.
Students will create a chart listing the major accounting
differences between the three forms of business
ownership.
a. Teacher observation of
student participation in
discussions and activities.
Project Rubric
b. Determine the effects
of business operations
on owner’s equity
(stockholder’s equity)
using the basic
accounting equation.
c. Analyze the flow of
financial data, using the
basic accounting cycle.
c. Set up T‐accounts on the board and ask students to
analyze a list of transactions by answering the following
questions: “What accounts are affected, are they
increased or decreased, and are they debited or
credited?” Have volunteer students write in answers on
the board.
c. Teacher observation of
student participation in
discussions and activities.
d. Prepare bank
reconciliation and
journalize entries.
d. Demonstrate how to reconcile a bank statement,
letting students supply the numbers needed. Next, ask
for two volunteers to complete another bank
reconciliation in front of the class, having the
remainder of the class check for accuracy. Finally,
students will move into groups to complete two
additional bank reconciliations (supplied by the
teacher) within their groups.
d. Teacher observation of
student participation in
discussions and activities.
e. Classify, journalize,
and post financial
information.
e. After illustrating the proper procedures for posting
journal entries to the ledger, students will move into
small groups and practice posting procedures. Teacher
will encourage peer tutoring within the groups.
e. Teacher observation of
student participation in
discussions and activities.
f. Perform end‐of‐period
accounting functions.
f. Review accounting principles needed in journalizing
and posting adjusting and closing entries. Review the
preparation of a post closing trial balance.
Have student complete Accounting Concepts: M & M
Closing Entries in Appendix A.
f. Teacher observation of
student participation in
discussions and activities.
g. Prepare a balance
sheet, an income
statement, and a
statement of owner’s
equity (stockholders’
equity).
g. Have students prepare and explain the purpose of
each financial statement and describe the way they
articulate with each other.
Have students play Accounting Monopoly
http://www.libec.org/pdf/AccountingMonopoly2.pdf
g. Project Rubric
h. Maintain accounting
records for a sole
proprietorship and
corporations. (CCR3, CCR7,
h. Discuss the subsidiary ledgers and their respective
controlling accounts and the purpose for each. Provide
problems, have students divide into groups, post to the
subsidiary ledgers and controlling accounts, and
h. Peer Assessment
Checklist
prepare schedules for both the Accounts Receivable
and Payable ledgers.
i. Use accounting
software to perform
accounting operations
for sole proprietors and
corporations.
i. Demonstrate the start‐up procedures, software
access instructions, and file storage rules for automated
accounting software and explain the similarity of
manually posting a journal to what the computer does
when posting is done automatically.
Demonstrate how data from the general journal input
form is entered, posted, inserted and located.
Divide students into groups and have them calculate
adjusting entries and enter on input forms.
Have students exchange input forms for peer
evaluation. Students will move to individual computers
for data entry of adjusting entries.
Explain and demonstrate how financial statements are
selected for display or printing and compare the format
to manually prepared financial statements.
Illustrate how to perform automated closing
procedures.
Illustrate how to complete an automated bank
reconciliation.
Illustrate the procedure used to maintain plant assets
and to generate the plant asset list report, and
depreciation schedules.
Have students will use the Internet to find financial
wizard application software that includes various
depreciation method calculations (Hint: Use
“Depreciation” as a search argument) and report their
findings.
Explain and illustrate how employee maintenance data
is recorded onto the input form and the procedures to
enter, change, and delete employee data from the
payroll file.
Illustrate the procedure for generating and posting
payroll entries.
i. Teacher observation of
student participation in
discussions and activities.
Report Rubric
Teacher observation of
student participation in
discussions and activities.
Performance Task
Accounting Cycle Simulation
Each fiscal period you perform a series of accounting activities to record the financial information for your
company. This information is reported to the company’s CEO and Board of Directors and used to make business
decisions for the next fiscal year. Using the appropriate source documents, complete the year’s accounting cycle
for your business.
You will be evaluated on your understanding of accounting principles and your accuracy in journalizing, posting,
and preparing the entire worksheet and financial statements.
Resources for Performance Task
If you do not have a simulation activity in your teaching materials, use the simulation activities at the following
sites:
http://www.dwmbeancounter.com/moodle/
http://www.accountinglearner.com/
http://www.cscpa.org/Content/23610.aspx#Rubrics
Free accounting software:
http://www.dwmbeancounter.com/moodle/mod/resource/view.php?id=9
Use the Accounting Simulation Rubric in Appendix A
Unit Resources
Books:
Gilbertson, C and Lehman, M (2009). Business Finance, Fourth Edition. Independence, KY: South‐Western Cengage
Learning.
Journals:
Nelson, I., Vendrzyk, V., Quirin, J. and Kovar, S. (August 2008). Trends in accounting student characteristics: Results
from a 15‐year longitudinal study at FSA schools. Issues in Accounting Education. 23(3), 373–389.
Web sites:
Bean Counter's Free Accounting & Bookkeeping Tutorial Site.
http://www.dwmbeancounter.com/moodle/
AccountingLearner.com. http://www.accountinglearner.com/
Connecticut Society of Certified Public Accountants.
http://www.cscpa.org/Content/23610.aspx#Rubrics
Appe ndix A: Activities and Rubrics
Accounting Concepts: M & M Closing Entries
Objective:
This lesson is a way to teach students the abstract concept of Closing Entries in a more concrete format.
Perform the closing entries while simultaneously working with T-accounts on the board.
Supplies Needed:
•
10 clear cups
•
1 pound bag of M & M's
Preliminary Work:
Prior to the lesson, label the cups and fill with M & M's as follows:
Label
Number of M & M's
Color of M & M's
Sales Credit
Brown
Rent Expense Debit
Green
Misc. Expense Debit
Blue
Utilities Expense Debit
Orange
Income Summary Debit
Empty
Income Summary Credit
Red
D.S. Capital Debit
Empty
D.S. Capital Credit
Yellow
D.S. Drawing Debit
Blue
Procedure:
Follow the Closing Entry process and illustrate as follows--
Close Sales to Income Summary
•
Transfer the M&M's from the Sales Credit cup to the Income Summary Credit cup
•
Show the students the empty Sales Credit cup which is now closed
Close each Expense account to Income Summary
•
Transfer the M&M's from each of the Expense Debit cups to the Income Summary Debit cup
•
Show the students each of the empty Expense Debit cups which are now closed
Close Income Summary to Capital
•
Explain that the difference between the Income Summary Credit cup and the Income Summary
Debit cup is the Net Income which has a credit balance
•
Put the two Income Summary cups out of sight and bring out the Income Summary Credit cup
containing the Net Income
•
Transfer the M&M's from the Income Summary Credit cup to the D.S., Capital Credit cup on top
of the M&M's already in the cup
•
Show students the empty Income Summary Credit cup which is now closed
Close Drawing to Capital
•
Transfer the M&M's from the D.S., Drawing Debit cup to the D.S., Capital Debit cup
•
Show the students the empty D.S., Debit cup which is now closed
New Capital
•
Explain that all accounts are closed except for D.S. Capital which is now equal to New Capital
(Beginning Capital + Net Income - Drawing)
This activity was presented by Dana Simpson West of Northwest High School at MBEA Conference
Summer 2000
Accounting Simulation Rubric
Unsatisfactory
Partially
Proficient
Proficient
Advanced
Percent
(%)
Score
Journalizing
Business
Transactions
25 points
Shows little to no
understanding of the
principles of
journalizing accurately
in the appropriate
journal.
(10 points)
Shows a basic
understanding of
the principles of
journalizing
accurately in the
appropriate
journal.
(15 points)
Shows a good
understanding of
the principles of
journalizing
accurately in the
appropriate
journal.
(20 points)
Shows a well‐
developed
understanding of
the principles of
journalizing
accurately in the
appropriate
journal.
(25 points)
Posting
15 points
Shows little to no
understanding of the
principles of posting.
(6 points)
Shows a basic
understanding of
the principles of
posting.
(9 points)
Shows a good
understanding of
the principles of
posting.
(12 points)
Shows a well‐
developed
understanding of
the principles of
posting.
(15 points)
Worksheet
10 points
There is no worksheet.
(0 points)
The entire
worksheet is not
completed.
(6 points)
The entire
worksheet is
correctly prepared,
with no more than
two major errors.
(8 points)
The entire
worksheet is
correctly prepared
with no major
errors.
(10 points)
Financial
Statements
15 points
No financial statements
are included.
(0 points)
Some of the
Financial
Statements are
included. More
than two errors
on those
presented.
(9 points)
All of the Financial
Statements are
included with no
more than two
major errors on the
complete set.
(12 points)
All of the financial
statements are
presented with no
major errors.
(15 points)
Adjusting/Closing
Entries
10 points
There are no adjusting
and closing entries.
(0 points)
Only adjusting
entries are
completed.
(6 points)
Adjusting and
closing entries are
completed with no
more than two
errors.
(8 points)
Adjusting and
closing entries are
completed with no
errors.
(10 points)
Post‐Closing Trial
Balance
5 points
The post‐closing trial
balance has not been
completed.
(0 points)
The post‐closing
trial balance is
complete, but
does not balance
correctly.
(2 points)
The post‐closing
trial balance is
correct, with no
major errors.
(4 points)
The post‐closing
trial balance is
correct, with no
errors.
(5 points)
Average Score
Analyzing Factors Affecting Foreign Exchange
For each of the following international activities, indicate whether the value of the country’s currency
would increase or decrease by putting a check mark in the appropriate column. If you cannot determine
the effect the activity would have on the currency, put a check mark in the last column.
Increase
Decrease
Unable to
Determine
A nation imports more than it exports.
Interest rates in a country rise.
A new president is elected in a country.
A nation’s inflation rate drops.
The exports for a country increase as a result of
technology.
The military seizes control of the government and
takes over major industries.
New tourist attractions and international publicity
increase international tourism by over one million
people.
Analyzing International Business Risks
Directions: For each of the following situations, place a check mark in the appropriate column to
identify whether the situation is an example of a political risk, social risk, or economic risk.
Political Risk
Social Risk
Economic
Risk
Changes in consumer spending in a nation due
to reduced employment opportunities
New business regulations that require all food
packages to list the potential dangers of
ingredients
Religious beliefs in a country that do not allow
people to eat certain foods
A trade deficit of a nation that reduces the
value of its currency
Traditions in a country that encourage family
members to work for the family business
Frequent changes in the government ruling
party in a nation
Import taxes that discourage buying foreign‐
made goods
Changes in the buying power of a nation's
currency
Business Ratios
Financial analysis using business or financial ratios and norms provides a means of assessing a firm's strengths and
weaknesses. Using data from the balance sheet and income statement, you will calculate and compare various
ratios to a peer industry.
To perform ratio analysis:
1.
Decide what type of industry you want ABC Company to be (use an industry type from the Industry Ratios
table).
2.
Use ABC Company’s balance sheet and income statement and calculate the following ratios:
a.
Ratio
b. Current Ratio
c.
Quick Ratio
d. Debt Ratio (Debt to Equity)
e.
Inventory Turnover (Sales to Inventory)
f.
Accounts Receivable Turnover (using total sales)
g.
Profit Margin on Sales
Industry
Current
Ratio
Quick
Ratio
Debt
to
Equity
Sales to
Inventory
Accounts
Receivable
Turnover
Profit Margin %
ABC Company
Peer Industry
3.
Compare the ABC Company’s financial performance to the industry in the Industry Ratio table and
determine a benchmark for your company.
4.
List individual companies within your industry that could be compared to ABC Company.
ABC Company
Balance Sheet
For the year ending December 31, 20xx
Assets
$$
%
Current Assets
Cash
12,000
6.6%
Marketable Securities
10,000
5.5%
Accounts Receivable (net of uncollectible accounts) 17,000
9.4%
Inventory
22,000 12.2%
Prepaid Expense
4,000
2.2%
Total Current Assets
65,000 35.9%
Fixed Assets
Building and Equipment
105,000 58.3%
Less Depreciation
30,000 16.6%
Net Buildings and Equipment
75,000 41.6%
Land
40,000 22.2%
Total Fixed Assets
115,000 63.8%
Total Assets
180,000 100.0%
Liabilities
Current Liabilities
Wages Payable
3,000
1.6%
Accounts Payable
25,000 13.8%
Taxes Payable
12,000
6.6%
Total Current Liabilities
40,000 22.2%
Long‐Term Liabilities
Mortgage Payable
70,000 38.8%
Note Payable
15,000
8.3%
Deferred Taxes
15,000
8.3%
Total Long‐Term Liabilities
100,000 55.5%
Total Liabilities
140,000 77.7%
Owner's Equity
40,000 22.2%
Total Liabilities and Owner's Equity
180,000 100.0%
ABC Company
Income Statement
$$
%
Sales
$ 200,000 100%
Cost of goods sold
130,000 65%
Gross Profit
70,000 35%
Operating expenses
Selling expenses
22,000 11%
General expenses
10,000
5%
Administrative expenses
4,000
2%
Total operating expenses
36,000 18%
Operating income
34,000 17%
Other income
2,500
1%
Interest expense
0%
Income before taxes
36,000 18%
Income taxes
1,800
1%
Net profit
34,200 17%
Industry Ratios
Industry
Current
Ratio
Quick
Ratio
Debt
to
Equity
Sales to
Inventory
Accounts
Receivable
Turnover
Profit
Margin
%
Agriculture
1.31
0.39
1.33
2.52
19.00
2.58
Mining
1.19
0.77
0.48
0.00
52.00
0.00
Construction
1.44
0.98
1.31
4.74
43.00
1.74
Manufacturing
Leather/Textile/App
1.50
0.62
1.48
6.05
34.00
1.64
Chem. Petrol. Metal
1.54
0.75
1.33
6.94
48.00
2.23
Wood Related Prod
1.43
0.62
1.41
6.46
33.00
2.16
Mach‐trans
equipment
1.54
0.74
1.34
5.89
51.00
2.38
Trans‐
Communication
1.03
0.70
1.64
0.00
34.00
1.84
Wholesale
Non‐Durable
1.53
0.66
1.70
4.63
39.00
1.40
Durable
1.42
0.69
1.60
7.36
31.00
1.11
Retail
Hardware
1.68
0.43
1.30
4.20
22.00
1.11
Gen. Merchandise
2.14
0.15
0.59
3.81
4.00
0.16
Automobiles
1.23
0.19
2.61
4.75
9.00
0.84
Apparel
1.90
0.14
0.91
2.96
2.00
1.35
Furniture
1.61
0.38
1.33
4.03
16.00
0.92
Restaurants
0.73
0.18
1.24
35.65
1.00
0.43
Financial Services
1.18
0.34
0.72
0.00
1.00
1.29
Business Services
1.36
0.84
1.11
0.00
42.00
1.75
Service Industry
1.29
0.68
0.75
3.04
15.00
0.77
Capital Project Analysis Exercise
Complete the following exercise using an electronic spreadsheet program such
Microsoft Excel®.
Investment ‐ $150,000
Annual Cash Inflows ‐ $40,000
Cost of Capital ‐ 10%
Life ‐ 10 years
Calculate:
Net Present Value
Internal Rate of Return
Payback Period
Electronic Career Portfolio Guidelines
An electronic career portfolio is a purposeful collection of work that tells the story of an applicant
including achievements, growth, vision, reflection, skills, experience, education, training, and career
goals. It is a tool that gives employers a complete picture of who you are—your experience, your
education, your accomplishments—and what you have the potential to become—much more than just
a letter of application and resume can provide.
Overview
The portfolio should display samples of your work, achievements, and accomplishments you would refer
to in an interview. Electronic portfolios use interactive multimedia to increase the range and type of
materials that can be included as evidence of learning.
Guidelines
•
Student members, not advisers, must prepare portfolios.
•
The portfolio should have no more than 30 pages (i.e., slides, links, and text files).
•
All information should reflect the student’s accomplishments and experiences. No fictitious
information should be presented.
•
Navigation through portfolio should be easy and consistent in appearance and format.
•
The portfolio must include: table of contents, a resume, and career summary. The career summary
page should include career choice, description of career, education required, and future job outlook
(e.g., monetary, advancement).
•
Sample materials also must be included in the portfolio.
Samples must include, but are not limited to, the following:
Career‐Related Education:
Describe career‐related education that enhances employability. Include a summary of school
activities, career research projects, application of business education, and/or related occupational
skills and their relationship to job.
Educational Enhancement:
Describe educational opportunities that enhance employability. Include career opportunities
development planning, summaries of job shadowing, internships, apprenticeships, informational
interviews, community service projects, and products developed during these experiences.
Examples of Special Skills:
Include up to five examples of special skills, talents, and/or abilities related to job and career goals.
These may be in any format but must fit within the dimensions of the portfolio. Audio and/or video
recordings may be included.
Additional sample materials may include: awards and honors, certifications, community and
volunteer activities, conferences or workshops, examples of projects or presentations, letters of
recognition and recommendation, list of accomplishments, leadership development activities,
recognitions, self‐assessments, evidence of specific skills, a page from a Web site created, writing
samples, and so forth.
Electronic Career Portfolio Rubric
Name
Date
Evaluation Item
Not
Demonstrated
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
Points
Earned
Content
Resume
1 – 3
4 – 7
8 – 10
Career summary:
• Career description
• Skills and education needed for the
career
• Money/salary and outlook for the
career
1 – 5
6 – 10
11 – 15
Evidence of research in career summary;
sources of information cited in proper
copyright format
1 – 2
3 – 4
Samples
Career‐Related Education
• Describes career‐related education
that enhances employability. Includes
a summary of school activities; career
research projects, application of
Business Education and/or related
occupational skills and their
relationship to job.
1 – 5
6 – 10
11 – 15
Educational Enhancement
• Describes educational enhancement
opportunities that enhance
employability. Includes career
opportunities development planning,
summaries of job shadowing,
internships, apprenticeships,
informational interviews, or
community service projects, and
products developed during these
experiences.
1 – 5
6 – 10
11 – 15
Examples of Special Skills
• Includes up to five examples of special
skills, talents, and/or abilities related
to job and career goals. These may be
in any format but must fit within the
dimensions of the portfolio. Audio
and/or video recordings may be
included in the portfolio.
1 – 5
6 – 10
11 – 15
Delivery
Thoughts and statements are well‐
organized and clearly stated; appropriate
business language used
1 – 3
4 – 7
8 – 10
Demonstrates self‐confidence, poise, and
good voice projection
1 – 3
4 – 7
8 – 10
Demonstrates the ability to effectively
answer questions
1 – 2
3 – 4
Total Points
Cash Flow Statement Example
Cause
Cause
Cause
Cause and Effect
Effect
Effect
Effect
Code of Ethics Rubric
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
Score
Student can articulate the primary
tenets of the profession’s code of
ethical conduct.
Student is familiar with code(s) of
ethics and standard(s) of professional
practice within the discipline.
Student can state the application of
the code of ethics in the practice of
the profession.
Student’s code of ethics addresses
ethical concerns found in the
research.
Total Score
Corporate Ethics‐‐An Oxymoron?
Skill: High School/College
Time Required: One Week
Introduction:
During the administration of George Bush, the nation has been (seemingly) plagued with a series of
business scandals and failures that have cost Americans literally billions of dollars. This is not the first
time such scandals have occurred, and it probably won’t be the last. But it does raise the question of
how these breaches of ethical behavior occur and what might be done to prevent more of them.
Objectives:
In this lesson, students will research a brief history of American business, investigate several major
business scandals and document commonalities and differences among them. Having completed their
research, students will be asked to write a set of ethical guidelines or code of ethics that might serve to
prevent at least some future breaches of business ethics.
Materials Required:
Computer with Internet access, printer, paper, pen or pencil.
Procedures:
1. Using the websites provided, have all students read about the history of American business. This can
be done online, or the article can be printed out and duplicated for each student.
2. With this information as background, students should be engaged in a discussion of what they know
about recent business scandals. The teacher should correct any misperceptions, and then ask students,
in small groups, to investigate the facts and commentary about several of the recent scandals, e.g.,
Enron, WorldCom, Martha Stewart, Adelphia, etc.
3. As they investigate, have students take notes on commonalities and differences among all them (titles
of those involved, impact on others, consequences for those suspected, the story behind the scandal,
etc.). These notes should be placed in a “Scandals” folder.
4. After researching the individual scandals, and discussing commonalities and differences among
them—particularly with respect to the kinds of ethical lapses that were made—have each student write
a Code of Ethics for American Business that might serve to prevent at least some similar business
scandals in the future. The website, “Writing a Code of Ethics for Business” (below) provides many useful
ideas for writing such a Code.
5. Once completed, collect the Codes from each group, and share them with the class. Engage students
in a discussion of each one, and ask the class to vote on the one they think would be the most useful.
Extending the Lesson:
Invite an attorney or a local CEO to speak to your class on corporate ethics.
Sources & Resources:
Websites:
Definition of Oxymoron
History of U.S. Business ‐ 19th and 20th Centuries
History of U.S. Business – 21st Century
U. S. Economic Timeline
Classic Financial and Corporate Scandals
Review of Business Scandals
More Business Scandals
Corporate Ethics
Corporate Ethics Watchdog
Writing a Code of Ethics for Business
Credits:
This lesson was developed by Marian Maxfield, Kent State University.
Goal Setting Evaluation Rubric
Student Name
Date
Level One
2 - 4
Level Two
5 - 7
Level Three
8 - 10
Score
ACHIEVABILITY
Questions
necessity and
purpose of goal;
unable to visualize
achievability of
goal; has little or
no involvement in
determining the
goal
Visualizes goal;
believes goal can
be achieved;
actively involved
in determining
goal
Demonstrates
belief in the
achievability of
the goal in
multifaceted
ways; initiates the
goal-setting
process
SPECIFICITY
Writes focused,
measurable goals
Goals are written
in a concise,
focused, clear
manner; provides
a basic method to
measure goals
Goals are written
in a concise,
focused, clear
manner; goals
relate specifically
to the desired
outcome; a
detailed, realistic
method has been
developed to
measure goals
AWARENESS
Knows rewards
and potential
problems and is
willing to work
toward goal with
assistance
Recognizes
rewards of goal
achievement;
recognized
potential risks;
maintains
willingness to
continue working
toward goal
Identifies and
understand
rewards to self
and/or others,
addresses
potential risks
before they occur;
demonstrates an
intrinsic desire for
successfully
accomplishing
goal
REALIZATION
Plans and/or
manages
deadlines with
assistance
Sets realistic
deadlines; steps
taken toward
deadline are
manageable
Sets benchmarks
for deadlines as
well as goal
attainment; steps
taken toward
meeting
deadlines;
evaluates how
realistic and
manageable the
deadlines are
Total Score /12
GOAL SETTING GUIDELINES
1. Define the goal.*
2. Outline the steps needed to achieve it.
3. Consider potential risks
4. Identify the type of risk (natural, human, controllable, and uncontrollable) and ways of
dealing with them.
5. Set deadlines.
*Not every wish can be a goal. For instance, you may wish you could live and stay young
forever, but since there's nothing you can do to make that happen, it could never be considered
a goal.
In order for something to be a goal:
• It has to be important to you, personally.
• It has to be within your power to make it happen through your own actions.
• It has to be something you have a reasonable chance of achieving.
• It must be clearly defined and have a specific plan of action.
Goal Setting Worksheet
My three goals are:
1.
2.
3.
These goals are important to me because:
My to‐do list to reach my goals:
The consequences of achieving my goals are:
The consequences of not achieving my goals are:
What potential risks could keep me from achieving my goals?
How will I prepare for potential risks?
Who will support and help me to achieve my goals and how?
Identifying Functions of Money
Directions: For each of the following activities, decide whether the situation is an example of money as a
medium of exchange, a measure of value, or a store of value. Place a check mark in the appropriate
column to indicate your answer.
Medium of
Exchange
Measure of
Value
Store of Value
The exchange rate for U.S. dollars to Canadian dollars
1.21.
A company in Europe must pay for imported goods
with Mexican pesos.
A student is saving £50 a month to help pay for
college expenses.
A multinational company receives payment for the
sale of goods and converts the funds into the
currency of its home country.
Food for a week for a family of four in France costs
Fr230 in one city and Fr267 in another city.
An engineer makes a higher salary than an
administrative assistant at the same company.
A shopper goes to three stores to compare prices on
computer printers.
A pair of a certain brand of jeans costs three times as
much in a country where this kind of clothing is very
scarce.
Presentation Rubric
Student Name
Date
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Obtained
Content
Addressed all
assignment
components
Addressed all
but one
assignment
component
Omitted two
assignment
components
Omitted more
than two
assignment
components
Detail
Fully
addressed all
assignment
components
Fully
addressed
most
assignment
components
Partially
addressed
most
assignment
components
Partially
addressed few
assignment
components
Accuracy
No
grammatical,
typographical,
spelling, or
punctuation
errors
1–2
grammatical,
typographical,
spelling, or
punctuation
errors
3–5
grammatical,
typographical,
spelling, or
punctuation
errors
More than 5
grammatical,
typographical,
spelling, or
punctuation
errors
Clarity
Logical,
orderly
sequence
Somewhat
logical
sequence
Confusing
sequence
No evidence of
order/sequence
Design
Excellent
design
selection and
usage
Adequate
design
selection or
1–2 design
errors
Inadequate
design
selection or
3–5 design
errors
Poor
design
selection
or
more than 5
design errors
Appeal
Very
appealing;
excellent use
of animation,
transitions,
sound, etc.
Somewhat
appealing;
adequate use
of animation,
transitions,
sound, etc.
Not very
appealing;
limited use of
animation,
transitions,
sound, etc.
Not appealing;
very limited or
no use of
animation,
transitions,
sound, etc.
Score
Teacher Comments:
Report Rubric
Student Name
Date
EXEMPLARY (4)
ACCOMPLISHED
(3)
DEVELOPING
(2)
BEGINNING (1)
SCORE
Topic
Directly
relevant
Somewhat
relevant
Remotely
related
Totally
unrelated
Organization
Good
organization;
events are
logically
ordered; sharp
sense of
beginning and
end
Organized; events
are somewhat
jumpy
Some
organization;
events jump
around; start
and end are
unclear
Not organized;
events make no
sense
Quality of
Information
Supporting
details specific
to subject
Some details are
non‐supporting to
the subject.
Details are
somewhat
unclear.
Unable to find
specific details
Grammar and
Spelling
All grammar
and spelling are
correct.
Only one or two
errors
More than two
errors
Very frequent
grammar
and/or spelling
errors
Interest Level
Vocabulary is
varied;
supporting
details are vivid.
Vocabulary is
varied; supporting
details need work.
Vocabulary is
constant;
details lack
“color.”
Needs
descriptive
words
Neatness
Word processed
or typed; clean
and neatly
bound in a
report cover;
illustrations
provided
Legible writing;
well‐formed
characters; clean
and neatly bound
in a report cover;
illustrations
provided
Legible writing;
some ill‐formed
letters; print
too small or too
large; papers
stapled
together
Illegible writing;
loose pages
Timeliness
Report handed
in on time
Up to 2 days late
Up to 1 week
late
Report handed
in more than 1
week late
Total
Teacher Comments:
Social Accounting
The Body Shop has always campaigned for greater social awareness and its Web site reflects
that campaign. Visit the Our Values section of their Web site and make a note of their values
under each of the following headings:
•Against animal testing
•Support community trade
•Activate self esteem
•Defend human rights
•Protect our planet
How do you think these issues might have an impact on the financial reports of The Body Shop?
Appendix B: Glossa ry
Unit 1
Corporate governance ‐ the set of processes, customs, policies, laws, and institutions affecting the way a
corporation (or company) is directed, administered or controlled.
Corporate Responsibility ‐ duty and rational conduct expected of a corporation; accountability of a corporation to a
code of ethics and to established laws
Ethics ‐ moral principles that govern a person's or group's behavior.
Unit 2
Balance Sheet ‐ summary of a company's financial status, including assets, liabilities, and equity Basis Point
– 1/100 of a percentage point, used chiefly in expressing differences of interest rates. Benchmark Company
– a competitor who has historically demonstrated outstanding financial performance. Bond Rating ‐ a grade
given to bonds that indicates their credit quality.
Capital Budget ‐ is the planning process used to determine whether an organization's long term investments such
as new machinery, replacement machinery, new plants, new products, and research development projects are
worth pursuing.
Cash Flow Statement – document that provides aggregate data regarding all cash inflows a company receives from
both its ongoing operations and external investment sources, as well as all cash outflows that pay for business
activities and investments during a given quarter.
Common Stock ‐ Securities representing equity ownership in a corporation, providing voting rights, and entitling
the holder to a share of the company's success through dividends and/or capital appreciation.
Cost of Capital ‐ The opportunity cost of an investment; that is, the rate of return that a company would otherwise
be able to earn at the same risk level as the investment that has been selected.
Cost of Debt ‐ The effective rate that a company pays on its current debt
Cost of Equity ‐ is the minimum rate of return a firm must offer owners to compensate for waiting for their returns,
and for bearing risk.
Coupon Rate ‐ is the annual interest rate of a bond.
Current Yield ‐ in bonds, is the annual interest or dividend payments expressed as a percentage of the bond's
current price. For bonds, where yield to maturity factors in the original purchase price, current yield is strictly a
measure of the income stream.
Debenture Bond ‐ is a corporate IOU that is not backed by the company’s assets (unsecured) and is therefore
somewhat riskier than a bond.
Dividend ‐ is that portion of a corporations earnings which is paid to the stockholders.
Financial Budget ‐ is focused on capital expenditures and on a business's budgeted cash position:
Financial Leverage ‐ is the use of debt to increase the expected return on equity. Financial leverage is measured by
the ratio of debt to debt plus equity.
Financial Ratios ‐ is the result of dividing one financial statement item by another. Ratios help analysts interpret
financial statements by focusing on specific relationships.
Income Statement ‐ a summary of income and expenses
Internal Rate of Return (IRR) ‐ is the discount rate that makes the project have a zero Net Present Value (NPV). IRR
is an alternative method of evaluating investments without estimating the discount rate.
Investment Banker ‐ is an underwriter who serves as a middleman between a corporation issuing new securities
and the public.
Mortgage Bond ‐ is a bond in which the issuer has granted the bondholders a lien against the pledged assets.
Net Present Value (NPR) ‐ is a method used in evaluating investments, whereby the net present value of all cash
outflows (such as the cost of the investment) and cash inflows (returns) is calculated using a given discount rate,
usually REQUIRED RATE OF RETURN.
Operating Budget ‐ focuses on the budgeted income statement and its supporting components and schedules.
Payback Method ‐ in capital budgeting, is the length of time needed to recoup the cost of CAPITAL INVESTMENT.
Preferred Stock ‐ usually, non‐voting capital stock that pays dividends at a specified rate and has preference over
common stock in the payment of dividends and the liquidation of assets.
Primary Market ‐ is the first sale of a newly issued security.
Ratio Analysis ‐ involves conversion of financial numbers for a firm into ratios. Ratio analysis allows comparison of
one firm to another.
Secondary Market ‐ is buyers and sellers willing to trade securities after their initial issuance.
Trend Analysis ‐ is the analysis of changes over time through the use of analytical techniques, such as time series
analysis, to discern trends.
Weighted Average Cost of Capital (WACC) ‐ is an average representing the expected return on all of a company’s
securities.
Unit 3
Risk ‐ is the measurable possibility of losing or not gaining value.
Economic Risk ‐ The possibility that an economic downturn will negatively impact an investment.
Pure Risk ‐ Any risk in which there is no possibility of gain, only the avoidance of loss.
Speculative Risk – the possibility of either financial loss or gain
Natural Risk – risk that arises from natural events or as a part of nature
Human Risk – risks that arise from the acts of individuals, groups, or organizations
Controllable Risk – risks that can be reduced or avoided by thoughtful actions
Uncontrollable Risk – risks that cannot be influenced by human action
Risk Management – the process of systematically identifying potential risks and making plans to reduce the impact
of the risk on individuals and companies
Liability ‐ money owed to creditors, vendors, etc.
Unit 4
Automatic Teller Machines (ATM) ‐ An electronic banking outlet, which allows customers to complete basic
transactions without the aid of a branch representative or teller.
Capital Markets ‐ A division within a larger company that uses its expertise in financial markets to provide financial
services to specific types of clients
Commercial Lending ‐ A debt‐based funding arrangement that a business can set up with a financial institution.
Debit Cards ‐ An electronic card issued by a bank which allows bank clients access to their account to withdraw
cash or pay for goods and services.
Federal Reserve System ‐ The banks that carry out Fed operations, including controlling the money supply and
regulating member banks.
Lock Box ‐ A service provided by banks to companies for the receipt of payment from customers.
Money Markets ‐ A savings account that offers the competitive rate of interest (real rate) in exchange for larger‐
than‐normal deposits.
Open Market Operations ‐ Rate of interest that is paid on any debt security that trades in the open market.
Safe‐deposit Box ‐ A box ‐ usually located inside a bank ‐ which is used to store valuables.
Unit 5
Currency Option: A contract giving the option holder the right to buy or sell an underlying currency at a specified
price and on a specified date. The option writer (seller) holds the obligation to fulfill the other side of the contract
Exchange Controls: Government restrictions to regulate the amount and value of a nation’s currency
Exchange Rate: The price of one currency in terms of another, i.e. the number of units of one currency that may
be exchanged for one unit of another currency
Floating Exchange Rate: An exchange rate system in which currency values are allowed to fluctuate according to
supply and demand forces in the market without direct interference by government authorities
Foreign Exchange: Currency of another country, or a financial instrument that facilitates payment from one
currency to another
Foreign Exchange Markets: Networks of commercial banks, investment banks, and other financial institutions that
convert, buy, and sell currencies in the global economy
Hard Currency: A monetary unit that is easily converted into other currencies
Interest Rate: The cost of using someone else’s money
International Monetary Fund (IMF): An international organization designed to promote global economic stability
and development. It compiles statistics on cross‐border transactions and publishes a monthly summary of each
country’s balance of payments
Macro Country Risks: Country (or political) risks that affect all foreign firms in a host country
Micro Country Risks: Country risks that are specific to an industry, company, or project within a host country
Soft Currency: A currency which is not readily accepted in exchange for other currencies or convertible to gold
World Bank: An international organization created at Breton Woods in 1944 to help in the reconstruction and
development of its member nations. Its goal is to improve the quality of life for people in the poorer regions of the
world by promoting sustainable economic development. See also International Bank for Reconstruction and
Development.
Unit 6
Bureau of Labor Statistics: the principal fact‐finding agency for the Federal Government in the broad field of labor
economics and statistics.
Responsibility Accounting: the collection, summarization, and reporting of financial information about various
decision centers throughout an organization; can also be called profitability accounting or activity accounting.
Social Responsibility: an ethical belief or theory that an entity, be it an organization or individual, has an obligation
to act to benefit society at large
Stakeholders ‐ a person, group, organization, or system who affects or can be affected by an organization's actions
Unit 7
Accounting ‐ process of identifying, measuring, and reporting financial information of an entity
Accounting Equation ‐ assets = liabilities + equity
Accounts Payable ‐ money owed to creditors, vendors, etc.
Accounts Receivable ‐ money owed to a business, i.e. credit sales
Asset ‐ property with a cash value that is owned by a business or individual
Balance Sheet ‐ summary of a company's financial status, including assets, liabilities, and equity
Bookkeeping ‐ recording financial information
Chart of Accounts ‐ a listing of a company's accounts and their corresponding numbers
Closing the Books/Year End Closing – the process of reversing the income and expense for a fiscal or calendar year
and netting the amount into “retained earnings”
Credit ‐ an account entry with a negative value for assets, and positive value for liabilities and equity.
Debit ‐ an account entry with a positive value for assets, and negative value for liabilities and equity.
Depreciation ‐ recognizing the decrease in the value of an asset due to age and use
Equity ‐ money owed to the owner or owners of a company, also known as "owner's equity"
Financial Accounting ‐ accounting focused on reporting an entity's activities to an external party; ie: shareholders
Financial Statement ‐ a record containing the balance sheet and the income statement
Fixed Asset ‐ long‐term tangible property; building, land, computers, etc.
General Ledger ‐ a record of all financial transactions within an entity
Income Statement ‐ a summary of income and expenses
Inventory – merchandise purchased for resale at a profit
Inventory Valuation – the method to set the book value of unsold inventory: i.e. “LIFO,” last in, first out; “FIFO,”
first in, first out; “average,” an average cost over a given period, “last cost,” the cost based on the last purchase;
“standard,” a “deemed” amount related to but not tied to a specific purchase, “serialized,” based on a uniquely
identifiable serial number or character of each inventory item
Invoice – the original billing from the seller to the buyer, outlining what was purchased and the terms of sale,
payment, etc.
Journal ‐ a record where transactions are recorded, also known as an "account"
Liability ‐ money owed to creditors, vendors, etc.
Net Income ‐ money remaining after all expenses and taxes have been paid
Payroll ‐ a list of employees and their wages
Posting – the process of entering then permanently saving or “archiving” accounting data
Reconciliation – the process of matching one set of data to another; i.e. the bank statement to the check register,
the accounts payable journal to the general ledger, etc.
Retained Earnings – the amount of net profit retained and not paid out to shareholders over the life of the
business
Revenue ‐ total income before expenses.
Shareholder Equity ‐ the capital and retained earnings in an entity attributed to the shareholders
Statement of Accounts ‐ a summary of amounts owed to a vendor, lender, etc.
Supplies – assets purchased to be consumed by the entity.
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Business Fundamentals I
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Business Fundamentals I
Unit 1: Introduction to Business
Competency 1: Identify school and program policies and procedures.
Suggested Enduring Understandings
1.
Rules exist for the safety and benefit of
everyone.
2.
School and program policies, procedures, and
expectations reflect the standards of industry.
Suggested Essential Questions
1. What are the rules for the local school, and how
do they benefit students?
2. How do school and program policies, procedures,
and expectations mirror those found in industry?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Preview the school
handbook and all
safety procedures for
the classroom level
and building level.
a. Have students analyze various case studies or
scenarios that describe various hazardous
situations.
a. Assess student
knowledge of
hazardous situations
using the Case Study
Assessment Rubric,
class participation, and
brainstorming session
results.
Have students brainstorm possible solutions and
discuss basic first‐aid procedures for handling
each scenario.
Have a guest speaker from the local fire
department come and discuss fire extinguisher
safety and basic first‐aid techniques.
Competency 2: Discuss the purpose of the course.
Assess student
knowledge of basic
safety and first‐aid
procedures by
administering a safety
test and allowing the
students to rate the
speaker using the
guest speaker
evaluation form.
Suggested Enduring Understandings
1.
Student and course expectations must be met in
order to receive credit for the course.
2.
Career and Technical Education Student
Organizations (CTESOs) are a vital part of our
curriculum, and they provide opportunities for
career development.
Suggested Performance
Suggested Essential Questions
1.
What are the student and course expectations?
2.
How can CTESOs benefit students?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Identify student and
course expectations.
a. Review course units and objectives to be mastered.
a. Assess student
understanding by
observing
contributions to class
discussions and
Show students the various textbooks that will be
used throughout the teaching of this course. Have
the students complete a scavenger hunt of
textbook items such as “What page does Chapter
11 begin on?” and “What is the name of Chapter
1?”
Pass out course syllabus and grading policy to
students. Discuss and answer any questions about
the handouts.
Discuss classroom equipment and log‐in
procedures for computers.
participation in
activities.
Evaluate student
understanding of how
to use a textbook by
grading the scavenger
hunt.
Check student
notebooks for
handouts of syllabus
and grading policies.
Assess student
knowledge of proper
equipment usage and
proper log‐in
procedures by
observing them as
they complete these
tasks.
b. Explore student
organizations and
their roles in
individual career
development.
b. Describe the CTESOs associated with the program,
and provide an overview of trips, competitive
events, leadership activities, and community
service projects that students will have the
opportunity to participate in through this course.
Have students research and explore the CTESO
Web site and complete a teacher‐created question‐
and‐answer, fill‐in‐the‐blank, or Webquest or
develop a slide presentation, brochure, or display
that includes but is not limited to the motto, creed,
emblem, colors, theme, and history of the
organization. Also, have students research which
famous or successful people were part of the
organization.
Discuss with students the election process used in
the CTESO; compare and contrast this process with
the processes used for local, state, and national
elections. Emphasize the importance of
participating in elections as a part of good
citizenship. Also, have students participate in local
officer elections modeled after the election
process.
b. Administer a written
test on CTESO of
choice to assess
student
understanding.
Assess completed
Webquest answers,
brochure, slide
presentation, or
display using various
rubrics and/or
checklists.
Assess student
understanding by
observing student
participation in the
campaign and election
process.
Have each student select and participate in a
competitive event appropriate to his or her skills,
aptitudes, and abilities.
Competency 3: Implement Green Business Practices.
Observe the students
as they participate in
competitive events.
Assess their
performance based on
their test and role‐play
scores from
competition.
Suggested Enduring Understandings
1. Green Business Practices are important in
today’s society.
2. The Financial Implications of Green Business
Practices can have both advantages and
disadvantages.
3. It is important for us to practice Green Business
Practices in our daily lives.
Suggested Essential Questions
1.
What are Green Business Practices?
2.
What are the advantages and disadvantages
of the financial implications of Green Business
Practices?
3. How can we implement Green Business
Practices in our daily lives?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Discuss the
importance of Green
a. Review an article on Green Business Practices, and
discuss some good practices that we could all
a. Assess student
performance by
Business Practices.
participate in at home and at school.
grading their
Have students use the Internet to research various
“Green Topics” such as ozone‐safe products,
recycling efforts, solar energy, water
conservations, pollution, and so forth. Have
students write a paper or create an electronic
slide presentation teaching the class about their
findings.
Have students use the Internet to research various
government Web sites to learn what they are
doing to improve our Green Business Practices
(Ex. Environmental Protection Agency, Better
Business Bureau, Waste Management Web sites,
fundingfactory.com, earth911.com, HGTV.com,
etc.) and either write a paper or create an
electronic slide presentation.
Have students participate in a class debate about
the various Green Business Practices and where
they stand on each practice.
Have students watch various videos on global
warming, pollution, recycling, solar energy, water
conservation, and so forth.
completed article
review by students.
Assess student
knowledge by using
the written paper
rubric or Electronic
Slide Presentation
Rubric.
Assess student
knowledge by using
the written paper
rubric or Electronic
Slide Presentation
Rubric.
Assess student
performance using the
Debate Rubric and
observing
participation in class.
Assess student
performance by
administering a pop
quiz on the videos.
b. Discuss the financial
implications of Green
Business Practices.
(DOK2)
b. Have students read various articles on the
financial implications of green business practices
(pros and cons).
Brainstorm ways that businesses can save money
by recycling and practicing Green Business
Practices.
Have students use the Internet to research the
financial implications of Green Business Practices
and what costs businesses more money and what
saves them more money.
Have students create a Venn diagram showing the
pros, cons, and shared traits of using Green
Business Practices.
b. Assess student
performance by using
the Article Review
sheet or
question/answer
sheet on article of
choice.
Assess students by
observing their
participation and
contribution to the
class.
Assess student
performance by
evaluating the student
research results (facts
and figures).
Assess student
performance by
observing Completed
Venn Diagram.
c. Implement Green
c. Have students brainstorm ways that the class can
c. Assess student
Business Practices in
the classroom.
improve our “Green” practices at school and
home.
Have students design and implement a recycling
program at school to include the following
possible categories: toner cartridges, cell phones,
eyeglasses, glass bottles, plastic bottles, batteries,
newspapers, and so forth.
performance by
observing class
participation and
contributions.
Assess student
performance by
observing the
outcome of the
implemented recycling
program at our school.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.).
Mason, OH: Thomson.
Future Business Leaders of America. (n.d.). Retrieved November 28, 2007, from http://www.fbla‐pbl.org
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th
ed.). Mason, OH: Thomson.
Oliverio, M. E., Pasewark, W. R., & White, B. R. (2007). The office (5th ed.). Mason, OH: Thomson. For
additional references, activities, and Web resources, please refer to the Business Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Business Fundamentals I
Unit 2: Communication and Interpersonal Skills
Competency 1: Apply the fundamentals of communication.
Suggested Enduring Understandings
1. It is necessary to understand the importance of
effective written and oral communications,
listening skills, and overcoming communication
barriers.
2. Verbal and nonverbal communication
techniques are essential in the business
environment.
3. Businesspeople should recognize and
implement proper telephone techniques.
4.
Oral presentations may be used to inform,
persuade, or entertain an audience.
5. Netiquette is the proper method used for
electronic communication.
Suggested Performance
Suggested Essential Questions
1.
Why is it important to have effective
communication and interpersonal skills and
an understanding of how to overcome
communication barriers?
2. How are verbal and nonverbal
communication techniques used in the office
environment?
3. What are proper telephone techniques?
4. What are the differences among
informational, persuasive, and entertaining
presentations?
5. What is netiquette, and how is it beneficial
for communicating electronically?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Discuss elements of
effective written and
oral communications,
listening skills, and
communication
barriers.
a. Demonstrate the importance of giving accurate
instructions by having students participate in the
following communications activity. Give one
student a simple drawing. Have this student give
verbal instructions to another student who will
attempt to reproduce the drawing.
Have students listen to an audiotape of a simple
story and answer a related questionnaire after
they have heard the story. Review the questions
with the class to determine listening skills.
a. At the end of the unit,
have students
complete the
reflection journal to
review learned
concepts.
Evaluate student
responses to the
Listening Skills
Questionnaire.
b. Demonstrate effective
verbal and nonverbal
communication
principles.
b. Use technology to present information from
http://www.mindtools.com/CommSkll/Communic
ationIntro.htm.
Have students complete the communications style
inventory at
http://occonline.occ.cccd.edu/online/klee/Comm
unicationsStyleInventory.pdf. Discuss how
workplace personalities interact. Have students
discuss various workplace scenarios in small
groups. Have each group discuss its scenario with
the class.
b. Evaluate student
performance by using
the presentation
rubric.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities and
assignments. To
ensure mastery,
provide opportunities
for them to review
their work and make
revisions.
c.
Demonstrate use of
proper telephone
techniques.
c.
Lead a class discussion about telephone voice
quality and proper business telephone
procedures. Have students use PodProducer or
other pod producing software
(http://www.podproducer.net/?page_id=5) to
record their voices with a telephone greeting for a
business. Students should use a greeting, say the
name of the business, and offer assistance. Lead
the class in developing a checklist to evaluate
business telephone techniques. Have students use
the checklist to evaluate the voice recordings of
c.
Use the student‐
developed checklist to
evaluate voice
recording.
two of their peers.
d. Deliver oral
presentations to
inform, persuade, and
entertain.
d. Explain and demonstrate the three types of
presentations. Have students develop and deliver
an oral presentation using one of the following
types: informative, persuasive, and entertaining.
d. Use the Presentation
Assessment Rubric to
evaluate oral
presentations.
e. Demonstrate
appropriate netiquette
for electronic
communication. (DOK2)
e. Explain the meaning of netiquette, and
demonstrate how it is used during electronic
communication.
Have students implement netiquette while
communicating electronically. Use information
from http://www.albion.com/netiquette/ to
identify proper uses of netiquette.
Show students video clips about Internet safety
for teens.
Have students use the jigsaw method
(http://www.jigsaw.org/overview.htm) to present
Internet safety information. Divide students into
groups of four. Have each group visit
http://www.getnetwise.org/ to research one of
the following topics:
o Keeping children safe online
o Stopping unwanted e‐mail and spam
o Protecting your computer from hackers and
viruses
o Keeping your personal information private
After research is complete, assign each group one
of the topics, and have that group teach the class
about that topic.
e. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities and
assignments.
Evaluate student
performance by
observation or a
teacher made
netiquette checklist.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Assess each student’s
safety knowledge
using the group work
assessment rubric and
presentation
assessment rubric.
Competency 2: Demonstrate interpersonal skills that contribute to positive work relationships.
Suggested Enduring Understandings
1. Teamwork skills must be implemented in order
to create positive work relationships.
2. Human relations skills including attitudes,
behaviors, manners, courtesies, and handling
criticism are necessary for a positive working
environment.
Suggested Essential Questions
1.
What are teamwork skills, and how are they
beneficial?
2.
How do proper human relations skills
contribute to developing positive work
relationships?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Demonstrate
teamwork skills.
a. Use information from http://www.ndt‐
ed.org/TeachingResources/ClassroomTips/Teamw
ork.htm to describe and demonstrate teamwork
skills.
Explain the benefits of teamwork and how they
contribute to a positive working environment.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities and
assignments.
b. Develop skills needed
to maintain effective
working relationships.
b. Describe human relations skills in the workplace
including attitude, behavior, common manners
and courtesies, and accepting criticism. Have
students role‐play to identify improper human
relations skills including attitudes, behaviors,
manners and courtesies, and ways of handling
criticism.
b. Use the Role‐Play or
Skit Assessment Rubric
to evaluate skits and
role‐plays for student
understanding of
proper human
relations skills.
Competency 3: Demonstrate the ability to interact and handle conflict in the business environment.
Suggested Enduring Understandings
1.
In order to properly solve customer issues,
effective customer service skills must be
implemented.
2.
Problem‐solving and negotiation skills are
necessary for handling conflict in the business
environment.
Suggested Performance
Suggested Essential Questions
1. What are effective customer service skills?
2. What are the problem‐solving steps, and how
are negotiation skills used to handle conflict?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Demonstrate the use
of proper procedures
for solving customer
issues using effective
customer service skills.
a. Ask students, “Have you ever had a bad
experience with a customer service person?” Have
students brainstorm positive characteristics and
prepare a written report of an effective customer
service representative.
Use information and scenarios from
http://spot.pcc.edu/~rjacobs/career/resolving_wo
rkplace_problems.htm#How%20to%20Deal%20wi
th%20Difficult%20Customers to demonstrate how
a. Use the Written Report
Assessment to
evaluate the written
report for student
understanding of an
effective customer
service representative.
Use the Role‐Play or
Skit Assessment Rubric
to deal with difficult customers. Have students
to evaluate skits and
enact the scenarios from the Web site.
Use information from
http://money.howstuffworks.com/customer‐
service.htm to discuss the characteristics of an
effective customer service representative. Have
students work in teams to write scenarios to
demonstrate effective and ineffective customer
service techniques. Have students role‐play the
scenarios.
role‐plays for student
understanding of
appropriate ways to
deal with difficult
customers using
customer service
techniques.
Use the Role‐Play or
Skit Assessment Rubric
to evaluate skits and
role‐plays for student
understanding of
appropriate ways to
deal with difficult
customers using
customer service
techniques.
b. Demonstrate problem‐
solving and
negotiation skills.
b. Present the steps for resolving workplace conflicts
(http://spot.pcc.edu/~rjacobs/career/resolving_w
orkplace_problems.htm#How%20to%20Resolve%
20Workplace%20Conflicts). Have students
demonstrate the steps using the scenarios from
the Web site.
Use information from
http://www.gdrc.org/decision/problem‐
solve.html to demonstrate problem‐solving skills.
Have students outline the steps for resolving
workplace conflicts.
Have students identify a problem and use the
problem‐solving process to find a solution. Have
the class discuss and analyze their findings using a
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities and
assignments.
Evaluate student
understanding by
checking the blog or
discussion board for
content and
comprehension.
blog or discussion board.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.).
Mason, OH: Thomson.
Communication 2000: Communicating with customers. (2002). Mason, OH: Thomson.
Communication 2000: The technology of communication. (2002). Mason, OH: Thomson.
Discovery Education Streaming. (n.d.). Retrieved December 18, 2007, from
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=485E433A‐983B‐
443C‐A98F‐975D17427A14
Goree, K. (2007). Ethics in the workplace. Mason, OH: Thomson.
How Stuff Works. (2007). How customer service works. Retrieved November 29, 2007, from
http://money.howstuffworks.com/customer‐service.htm
Jacobs, R. (n.d.). Resolving workplace problems. Retrieved from Portland Community College’s Office for
Students with Disabilities Web site:
http://spot.pcc.edu/~rjacobs/career/resolving_workplace_problems.htm#How%20to%20Resolv
e%20Workplace%20Conflicts
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th
ed.). Mason, OH: Thomson.
Lee, K. (n.d.). Communications style inventory [Handout]. Retrieved from Orange Coast College Web site:
http://occonline.occ.cccd.edu/online/klee/CommunicationsStyleInventory.pdf
MindTools.com. (n.d.). The Leadership motivation assessment. Retrieved November 29, 2007, from
http://www.mindtools.com/pages/article/newLDR_01.htm
MindTools.com. (n.d.). Leadership styles: Using the right one for your situation. Retrieved November 29,
2007, from http://www.mindtools.com/pages/article/newLDR_84.htm
MindTools.com. (n.d.). Why communication skills are so important. Retrieved November 29, 2007, from
http://www.mindtools.com/CommSkll/CommunicationIntro.htm
Mountain state: Centers for Independent Living. (n.d.). Assertiveness: Role‐playing and sample
situations. Retrieved December 18, 2007, from http://www.mtstcil.org/skills/assert‐8.html
Obringer, L.A. (n.d.). How identity theft works. In How Stuff Works. Retrieved November 29, 2007, from
http://money.howstuffworks.com/identity‐theft.htm
Oliverio, M. E., Pasewark, W. R., & White, B. R. (2007). The office (5th ed.). Mason, OH: Thomson.
PodProducer. (2007). Retrieved November 29, 2007, from http://www.podproducer.net/?page_id=5
Privacy Rights Clearinghouse. (2007). Retrieved December 18, 2007, from http://www.privacyrights.org
United States Department of Health and Human Services. (2003). Summary of the HIPAA privacy rule.
Retrieved November 29, 2007, from
http://www.hhs.gov/ocr/privacy/hipaa/understanding/summary/privacysummary.pdf
Winzurk, J. D. (2000). Quick skills: Listening. Mason, OH: Thomson.
Workshops, Inc. (n.d.). Life skills for vocational success. Retrieved December 18, 2007, from
http://www.workshopsinc.com/manual/Ch1H6.html
For additional references, activities, and Web resources, please refer to the Business Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Business Fundamentals I
Unit 3: Professional Development
Competency 1: Research career opportunities and employment skills.
Suggested Enduring Understandings
1.
Certain criteria are essential for self‐
development.
2.
A variety of business career opportunities is
available.
3.
Certain business documents such as a
resume, letter of application, and so forth
are needed when applying for a job.
4.
Appropriate interview skills are needed
when obtaining a job in the business
environment.
Suggested Essential Questions
1. What criteria are necessary for self‐development?
2. What business career opportunities are available?
3. What business documents are needed when
applying for a job?
4. What interview skills are needed to obtain a job in
the business environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Apply criteria for
self‐development.
a. Define self‐esteem, self‐concept, personality, and
personal appearance.
Determine the students’ personal skills and
interests using personal interest surveys found on
the Web.
Use a multiple learning styles inventory to
determine students’ learning styles and interests.
Assess students’ reading, writing, and math skills.
Using the Internet, investigate time management
concepts and techniques. Explain guidelines to
follow in prioritizing and scheduling activities.
a. Assess student
understanding by
observing contributions to
class discussions and
participation in activities.
Evaluate student
participation by using a
teacher created checklist
for the interest survey,
learning style inventory,
and educational skills.
Evaluate the research
looking for content and
correctness using a
checklist.
b. Explore career
opportunities in
business.
b.
Have students use the online Occupational
Outlook Handbook (http://www.bls.gov/oco/) to
research salary and educational requirements and
create a PowerPoint presentation.
Have students to use the Internet or newspapers
to search for a job for which they are qualified
and make a presentation to the class.
Have a local business owner speak to the class
about qualities that an employer looks for in an
applicant.
b.
Evaluate career
presentation using the
Presentation Assessment
Rubric.
Evaluate presentations
with the Presentation
Assessment Rubric.
Check student
participation by
Have students assess the presentation and write a
summary of what they learned using the Guest
Speaker Evaluation Form.
observation.
Evaluate the summary
included on the Guest
Speaker Evaluation Form
to ensure that relevant
points presented by the
guest speaker are
included.
c.
Create an
application letter, a
resume, a follow‐
up letter, and a
letter of
resignation.
c.
Use technology to show students exemplary and
poor‐quality examples of resumes, cover letters,
and follow‐up letters. Have students identify errors
in the examples.
Have students create an electronic career
portfolio to include an application letter, a
resume, a follow‐up letter, and a letter of
c.
Evaluate document using
the Business Letter
Assessment Rubric,
Resume Assessment
Rubric, and Portfolio
Evaluation Checklist.
resignation.
d. Demonstrate
appropriate
interview skills.
d.
Discuss appropriate interview techniques, and
have students participate in mock interviews.
Have students prepare and send follow‐up letters
to mock interviewers.
Discuss proper procedures for resigning from a
position.
d.
Evaluate interviews using
the Interview
Assessment Rubric.
Evaluate letters using the
Business Letter
Assessment Rubric.
Competency 2: Demonstrate appropriate workplace ethics.
Evaluate student
understanding by
observation.
Suggested Enduring Understandings
1.
Proper behaviors are necessary for
businesspeople to be ethical and successful
in the workplace.
2.
Privacy issues and safeguarding information
are very important in the business work
environment.
3.
Sexual harassment and hostile work
environments exist in the workplace.
4. Ethical behavior and communication are
essential in the business work environment;
in addition, unethical behavior has
Suggested Essential Questions
1. What are the proper behaviors for businesspeople
in the workplace?
2. Why are privacy issues and safeguarding
information so important in the business work
environment?
3. What types of sexual harassment and hostile work
environments exist in the workplace?
4. Do ethical and unethical behaviors have rewards
and consequences in the work environment?
consequences.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Critique the
behavior of
entrepreneurs,
businesses, and/or
managers to
determine whether
their actions and
decisions are
ethical.
a.
Use the scenarios at
http://inc.com/multimedia/slideshows/content/th
e‐biggest‐ceo‐blunders_pagen_1.html to discuss
unethical conduct of CEOs and possible
consequences of their misbehavior.
Have students use the Internet to research
additional information related to the executive of
their choice and then write a narrative from the
perspective of a person who was affected by the
actions of the executive they chose.
Discuss the cases of business executives accused
of unethical conduct and the consequences of
their conduct.
Have each student use the Internet to research
and prepare a written report on unethical
activities performed recently by large companies
and the impact on employees and customers.
a. Evaluate student posters
using the Poster
Assessment Rubric.
Assess student
understanding by
observing contributions to
class discussions and
participation in activities.
Evaluate student
understanding by asking
questions to ensure that
students understand the
crime committed by the
executive and how the
crime affected other
people.
Use the Written Report
Rubric to assess student
reports.
b. Discuss privacy
issues and
safeguarding
information in the
business
environment.
b. Ask students, “Do you know someone who has
been a victim of identity theft?” Use their
responses to lead a class discussion of the
importance of safeguarding personal information
collected from others in the course of transacting
business. Profiles of identity theft victims are
available at http://www.privacyrights.org/.
b. Ask questions to ensure
that students understand
the crime committed by
the executive and how
the crime affected other
people.
An alternate activity could be to present a profile
from the site and ask, “How would you respond if
this happened to you?” or “What could you do to
prevent this from happening to you?”
Use the Presentation
Assessment Rubric to
assess student
presentations.
Present information related to identity theft from
http://money.howstuffworks.com/identity‐
Use the Written Report
theft.htm. Have students work in teams to create
a poster presenting information from the site.
Assessment Rubric to
assess student reports.
Use information available at
http://www.privacyrights.org/ to discuss privacy
issues related to identity theft, background checks,
finances, using the Internet, medical records,
telecommunication and telephone
communications, and public and government
records. Have students use the information
available at this site to prepare a two‐page report
that describes the issue and presents ways the
issue can be prevented or resolved.
c.
Explain concepts of
sexual harassment
and a hostile work
environment.
c.
Discuss the different types of sexual harassment,
and identify the different characteristics of a
hostile work environment.
Research an article in the news that deals with
sexual harassment in the workplace. Write a
summary of the article, and discuss the type of
sexual harassment that was demonstrated and the
c.
Assess student
understanding by
observing contributions to
class discussions and
participation in activities.
To assess student work,
use the Written Report
consequences.
Assessment Rubric.
d. Discuss ethical ways
of communicating
and the
consequences of
unethical conduct.
d. Lead the class in a discussion of ethical work
habits. Present scenarios that demonstrate ethical
and unethical work habits, and have students
critique them.
Lead a class discussion in which you define ethics
and etiquette as well as related terms, and discuss
their importance in the workplace. Include
honesty, confidentiality, integrity, punctuality,
commitment, accountability, dependability,
creativity, empathy, initiative, assertiveness,
cooperation, willingness to learn, and proper
d. Observe as students
critique scenarios related
to work habits.
Ask questions to ensure
that students understand
the crime committed by
the executive and how
the crime affected other
people.
notice of resignation.
e. Explain the
employee’s role in
expense control.
e.
Discuss different ways that an employee affects
expenses of a business including time spent on
task, and working efficiently and effectively.
Students will discuss what they feel is their role in
e.
Assess student
understanding by
observing contributions to
class discussions and
participation in activities.
expense control.
f.
Discuss the role of
ethics in
operations.
f.
Discuss ethical issues related to spamming,
business e‐mail, use of nonbusiness Web sites for
personal use, and the appropriate use of the
Internet.
Have students use the Internet to search for
current articles and/or case studies related to
business ethics. Have them prepare and present a
report and an electronic slide presentation of their
f.
Assess students’
knowledge through a
summative assessment
using a classroom
response system and/or
Blackboard.
Evaluate research for
content and appearance.
findings.
Competency 3: Demonstrate appropriate business etiquette skills.
Suggested Enduring Understandings
1.
Understanding the appropriate greetings
and introductions is important in the
business work environment.
2.
Proper table etiquette is essential to know
and demonstrate in a business setting.
3.
Business etiquette procedures are different
across the globe.
Suggested Essential Questions
1.
What are the appropriate greetings and
introductions in business etiquette?
2.
What are the proper dining etiquette procedures
in a business setting?
3. How does business etiquette differ in other
countries in comparison to the U.S.?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Demonstrate
appropriate
greetings and
introductions.
a.
Discuss and demonstrate proper business
etiquette, i.e., proper introduction, handshake,
and posture.
Have students role‐play proper business etiquette
procedures.
a.
Ask questions to ensure
that students understand
the business etiquette.
Evaluate students by
using the Role‐Play or Skit
Assessment Rubric.
b. Demonstrate
appropriate table
etiquette in a
business setting.
b. Demonstrate the proper procedures for dining
etiquette, i.e., position of utensils, placing napkins,
tipping, and so forth.
Have students create a poster and identify the
names and positions of the dining utensils.
Define proper etiquette terms such as entrée,
appetizer, a la mode, and so forth, and have
students create a crossword puzzle using the
b. Ask questions to ensure
that students understand
proper dining etiquette.
Evaluate students by
using the Poster
Assessment Rubric.
Use peer review to assess
student‐created
terms.
crossword puzzles.
c.
Compare and
contrast
international
business etiquette
strategies.
c.
Have students research and present business
etiquette for various countries. Students could
each be assigned a particular country to research
using the Internet and then prepare a poster or
presentation outlining etiquette skills in their
assigned country. In small groups, students could
compare the etiquette skills that they researched
to American business etiquette practices.
c.
Evaluate student
presentations using the
Presentation Rubric.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.).
Mason, OH: Thomson.
Careerclusters.org. (n.d.). Career clusters interest survey. Retrieved November 29, 2007, from
http://www.careerclusters.org/resources/ccinterestsurvey/InterestSurvey.pdf
Careerbuilder.com. (2007). Retrieved November 29, 2007, from http://www.careerbuilder.com/
Free Management Library. (n.d.). Complete guide to ethics management: An ethics toolkit for managers.
Retrieved November 16, 2007, from
http://www.managementhelp.org/ethics/ethxgde.htm#anchor35028
Hill, R. B. (n.d.). The work ethic site. (2000). Retrieved from the University of Georgia’s Department of
Workforce Education, Leadership, and Social Foundations Web site:
http://www.coe.uga.edu/workethic/index.html
The Institute for Management Excellence. (n.d.). The personality game. Retrieved November 29, 2007,
from http://www.itstime.com/game.htm
Junior Achievement Worldwide. (n.d.). Retrieved November 29, 2007, from http://www.ja.org/
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th ed.).
Mason, OH: Thomson.
Oliverio, M. E., Pasewark, W. R., & White, B. R. (2007). The office (5th ed.). Mason, OH: Thomson.
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Business Fundamentals I
Unit 4: Economics
Competency 1: Apply basic economic concepts.
Suggested Enduring Understandings
1. The interaction of supply and demand affect
equilibrium price.
2. Microeconomics and macroeconomics have a
direct relationship.
3. Supply and demand have an effect on each
other.
Suggested Essential Questions
1.
How do supply and demand affect equilibrium
price?
2.
What is the relationship between
microeconomics and macroeconomics?
3. How does demand affect supply?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Define terms and
concepts related to
economics.
a. Have students use the Internet to define basic
economic terminology to include the following:
opportunity cost, trade‐offs, productivity,
inflation, deflation, monopoly, free enterprise,
oligopoly, conglomerate, goods, services,
resources, factors of production, infrastructure,
land, labor, capital, entrepreneurship, scarcity,
utility, traditional economy, market economy,
command economy, mixed economy, capitalism,
communism, socialism, economies in transition,
productivity, gross domestic product, gross
national product, inflation, consumer price index,
producer price index, unemployment rate,
business cycle, expansion, recession, depression,
recovery, prosperity, supply, demand, tangible
goods/intangible services, durable goods and non‐
durable goods/staple goods, and impulse items.
Lead a classroom discussion of land, labor, capital,
and entrepreneurship. Have students use the
Internet to find examples of each resource and
why we need each and how we use each type to
meet the needs of the consumer. Have students
use the Blackboard discussion board to continue
their discussion.
Use the Virtual Economics CD to search for
economic resources. Use the publication
Economics and the Environment: Ecodetectives.
Use Lesson 10, “Why Drive When You Can Ride?”
This is a good way to teach the concept of a
cost/benefit analysis and the use of economic
resources.
a. Assess student
understanding by
observing contributions
to class discussions and
participation in
activities.
Assess student
understanding by using
a teacher‐developed
discussion board rubric.
Assess student
understanding by
observation.
Use the Presentation
Assessment Rubric to
assess student work
and understanding.
Students will design and create a project titled
“Types of Goods and Services.” Students will use
the computer to locate graphics, which will be
inserted into a document to illustrate the items
that are marketed to include five tangible goods,
five intangible services, five durable goods, and
five nondurable goods. The result will be that
students will apply information discussed on items
that are marketed to actual products/services in
today’s marketplace.
b. Construct and graph
supply and demand
schedules.
b. Use the Blackboard Web site for the electronic
slide presentation for supply and demand from
Baseline Communications and the Marketopolis
Island activity. Students will chart the supply and
demand curve based on the data given in the
b. Assess student
participation using the
Presentation Rubric.
activity.
c.
Describe how the laws
of supply and demand
interact.
c.
Use the Virtual Economics CD or other resources
to locate supply and demand activities.
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
d. Analyze the
importance of imports
and exports.
d. Define imports, exports, barter, trade, embargo,
international trade, domestic trade, tariff, and
balance of trade.
Use the Virtual Economics CD or other resources
to locate lesson plans and games for the concept
of imports and exports.
d. Use the teacher‐
created crossword
puzzle to test on
vocabulary words.
Assess student
understanding by
observation.
e. Compare the
relationship of
microeconomics and
macroeconomics.
e. Using the lesson plans on the Virtual Economics
CD or other resource, teach the concepts of
microeconomics and macroeconomics. Have
students create songs or poems reflecting their
ideas of one of the concepts to share with the
e. Use the Presentation
Assessment Rubric to
evaluate student
understanding.
class.
f.
Discuss production
and production
activities.
f.
Define the term “production,” the process of
creating, expanding, manufacturing, mass
production, or improving on goods and services.
Students will classify production activities
including growing, extracting, and manufacturing.
f.
Assess student
understanding by
observing class
discussions and
participation in
activities.
Assess students’
knowledge through a
summative
assessment using a
classroom response
system and/or
Blackboard.
Competency 2: Examine the characteristics of economic systems, and discuss the relationships among them.
Suggested Enduring Understandings
1. There are many types of economic systems.
2. Economic freedom is not available in all areas
of the world.
3. Organized labor can be a benefit or deterrent
to economic growth.
4. Global economic systems are different from
those in the United States.
5.
The stock market and its activities play a major
role in the economic wellness of our country.
6. The American Banking System contributes to
the stability of our economy.
Suggested Essential Questions
1.
What types of economic systems exist in our
society?
2.
What is economic freedom, and why is it
important to you?
3.
How does organized labor affect the economy
in the United States?
4.
How do global economic systems differ from
those in the United States?
5.
What is the importance of the stock market in
our economy?
6.
Why is it important for the American Banking
System to remain stable for our economy?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Compare the types of
economic systems.
a. Describe the types of economic systems to include
market economy, command economy, mixed
economy, and traditional economy. Create a
Blackboard discussion forum to continue class
discussion.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
b. Discuss the meaning
of economic freedom
and its essential
elements.
b. Use the Virtual Economics CD’s Lesson 5,
“Economic Freedom: How Important Is It?” from
Middle School World Geography: Focus on
Economics to review the importance of basic
economic freedoms; the Virtual Economics CD’s
Lesson 8, “Ideas That Changed the World,” from
Middle School World Geography: Focus on
Economics to review the productivity and its
connection to the standard of living; and the
Virtual Economics CD’s Lesson 4, “How to
Privatize” from From Plan to Market: Teaching
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Ideas for Social Studies, Economics, and Business
Classes to review privatization.
c. Discuss the role of
c.
Use the Internet to define essential terms in
c. Assess student
organized labor on the
organized labor and business to include labor
understanding by
United States
union, right‐to‐work law, collective bargaining
observing
economy.
mediator, binding arbitration, and strike and
contributions to class
featherbedding. Create a Blackboard discussion
discussions and
forum or Wiki to post terms.
participation in
activities.
d. Describe the American
Banking System.
d. Using materials provided by the Mississippi
Bankers Association, give the class an overview of
the American Banking System, and have students
participate in a realistic check writing and bank
reconciliation activity.
d. Observe student
responses for
understanding, and
review checks and
bank reconciliation for
accuracy.
e. Compare and contrast
domestic and global
economic systems.
e. Use the Internet to identify and differentiate
among the three milestones in recent progress
toward worldwide free trade including the World
Trade Organization, the North American Free
Trade Agreement, and the European Union. Have
students write a one‐page report one of the
e.
Use the Written
Report Assessment
Rubric to evaluate
student reports.
agreements.
f.
Explain the operation
of the stock market.
f.
Participate in a Stock Market Simulation Game. Be
familiar with the following terms: preferred stock
and common stock, stock, stockholder, stock
broker, share, bull market, and bear market.
f.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Competency 3: Examine economic indicators and trends such as production, distribution, and consumption of
goods and services.
Suggested Enduring Understandings
1.
A healthy economy is demonstrated by
economic indicators.
2.
The unemployment rate can adversely affect
the economy.
3.
A country’s standard of living is determined by
economic factors.
4.
The scarcity of resources can determine how
goods and services are produced and
distributed.
5.
The Gross Domestic Product is the value of all
goods and services produced over a period of
time.
6.
The Consumer Price Index is the value of a
selection of goods and services purchased by a
typical American family.
Suggested Performance
Suggested Essential Questions
1. What are indicators of a healthy economy?
2. How does the unemployment rate affect the
economy?
3. What factors contribute to a country’s standard
of living?
4. How does the scarcity of resources determine
how goods and services are produced and
distributed?
5. How do the consumer price index and the gross
domestic product differ?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Discuss economic
a. An alternative to asking students to name some
a. Assess student
indicators.
indicators of the economy’s economic health is to
understanding by
provide opposing categories listing some
traditional economic indicators and some
alternative economic indicators and asking
students to compare the lists.
Have students use the Internet to research a given
country to compare price differences for
household items sold in the United States.
Traditional economic indicators include the
following:
o The stock market
o GDP and GNP per capita (see below)
o Unemployment rate
o Inflation rate
o Alternative economic indicators include the
following:
Adult literacy rate
Children living in poverty
Number of homeless people
observing
contributions to class
discussions and
participation in
activities.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Amount of leisure time
b. Define and discuss the
terms “consumer price
index” and “gross
domestic product.”
b. Have students use the Internet to define and
discuss terms important to the growth of the
economy such as economic growth, consumer
price index (CPI), recession, inflation, business
cycles, depression, gross domestic product (GDP),
trade surplus, trade deficit, exporting, and
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
importing.
activities.
c.
Explain how
unemployment
impacts the economy.
c.
Use the Internet to research and create a
summary on the 1950s, 1960s, and 1970s and the
jobs people could get with just a high school
education that paid enough to support a family,
buy a house, pay for a college education for
children, and retire with a pension (retirement
income) plan. Ask students, “Why do you think it
is important to pay people a living wage
regardless of their educational level? Why not?”
Using the articles from the Web site
http://www.teachingeconomics.org, divide
students into two groups. Give each member of
each group one of the two articles included with
the lesson plan “Underemployment” or “Shrinking
Benefits.” Ask the students to silently read his or
her article and then discuss it with the group.
Explain that the task will be to share the
information in the article with the other group.
Ask one person to serve as scribe to summarize
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Use the Group Work
Assessment Rubric to
evaluate student work.
the article and record the main points.
d. Explain how
economists compute a
d. Students will use the Internet to define the
standard of living.
d. Use observation in a
classroom discussion
country’s standard of
to determine student
living.
Have students use the Internet to research a given
era to compare price changes for household
items.
understanding.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
e. Explain how the
scarcity of productive
resources (e.g.,
human, capital,
technological, natural,
etc.) requires the
development of
economic systems to
make decisions about
how goods and
services are produced
and distributed.
e. Have students complete one‐page summaries of
the current day economic struggles such as
devastating hurricanes, earthquakes, or oil spills,
bank crashes, mortgage crashes, and so forth and
their roles in the economy.
e. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Competency 4: Demonstrate the ability to apply and interpret social studies tools (e.g., time lines, maps, globes,
graphs, charts, a compass, technology, primary and secondary documents, political cartoons,
etc.).
Suggested Enduring Understandings
1.
It is important to understand how to interpret
social studies tools.
2.
Political cartoons are good tools to help us
learn economic concepts.
3.
Primary and secondary sources of information
can be used for research.
4.
Special purpose maps help us understand
economics in our area.
Suggested Performance
Suggested Essential Questions
1. Why is it important to have the ability to
interpret charts, graphs, tables, and time lines
relating to economics?
2. How do political cartoons help you understand
economic concepts?
3. What is the difference between primary and
secondary sources of information?
4. How do special purpose maps help us
understand economics in our area?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Interpret special
purpose maps.
a. Using the Internet, locate special purpose maps
for your community. The students will interpret
the maps in relation to economics.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
b. Analyze information
on graphs, charts,
tables, and time lines.
b. Determine equilibrium price on supply and
demand schedules and curves.
Create a time line from the Great Depression to
the present showing economic trends.
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Assess student time
lines by using a
timeline rubric
generator on the
Internet.
c.
Analyze political
cartoons.
c.
Using the Internet, research political cartoons
relating to economics. Present findings to the
class in a chosen style of presentation.
c.
Assess student
presentations using
the presentation
rubric.
d. Utilize primary and
secondary sources.
d. Visit the school library to locate primary and
secondary resources related to economics. The
students will create posters presenting the
d. Assess student posters
using the poster
rubric.
information.
References
Administrative Office of the U.S. Courts. (n.d.). U.S. courts. Retrieved December 1, 2007, from
http://www.uscourts.gov
Burrow, J. L. (2008). Marketing 3E. Mason, OH: South‐Western.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management 12E. Mason, OH:
South‐Western.
Discovery Education Streaming. (n.d.). Retrieved December 1, 2007, from
http://streaming.discoveryeducation.com/index.cfm
McEachern, W. A. (2008). Contemporary economics 2E. Mason, OH: South‐Western.
National Council on Economic Education. (2007). Virtual economics (Version 3.0) [Computer software].
New York, NY: http://ve.ncee.net
Teaching Economics as if People Mattered. Retrieved December 14, 2007, from
http://www.teachingeconomics.org.
U.S. Department of Labor. (n.d.). Fact sheet #13: Employment relationship under the Fair Labor
Standards Act (FLSA). Retrieved December 1, 2007, from U.S. Department of Labor:
http://www.dol.gov/whd/regs/compliance/whdfs13.pdf
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Appendix A: Suggested Rubrics and Checklist
Business Letter Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Proficient
3 Points
Needs
Improvement
2 points
Unsatisfactory
1 Point
Score
Layout/Design
Creatively
designed, easily
read, excellent
business letter
Attractive, easy
to read, good
business letter
Appears busy or
boring, difficult
to read, needs
improvement
Unattractive or
inappropriate,
very difficult to
read, not
acceptable
Information, Style,
Audience, and
Tone
Accurate and
complete
information,
very well written
and presented
Well written and
interesting to
read
Some
information
provided but is
limited or
inaccurate
Poorly written,
inaccurate, or
incomplete
Accurate Parts
Complete with
all required parts
Some elements
may be missing.
Most elements
are missing or
out of place.
Proper form for a
letter not used
Grammar,
Punctuation, and
Wording
Excellent
presentation,
style, grammar,
and punctuation
Fair
presentation,
style, grammar,
and punctuation
Missing
information,
inaccurate
punctuation
and/or grammar
Poor grammar,
punctuation, and
wording
Following
Directions and
Guidelines
Always on task,
always followed
directions
Followed
directions with
some guidance
Required a good
bit of extra
guidance
Did not follow
directions and did
not ask for extra
help
TOTAL
Comments:
Business Plan Worksheet
NAME:
DATE:
PERIOD:
Refer to the article “Five Crucial Components of a Business Plan” available at
http://ezinearticles.com/?Five‐Crucial‐Components‐of‐a‐Business‐Plan&id=12178 for a description of
each of the components of a business plan listed below. Include each of the sections listed below in a
simple business plan for your selected business venture. Prepare the business plan using word
processing software.
I. Executive Summary Section
II. The Business Section
III. Market Analysis Section
IV. Financing Section
V. Management Section
Career Multimedia Presentation Assessment
Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
Research on
three careers,
job titles,
educational
requirements,
skill
requirements,
expected job
growth, and
entry‐level
salaries
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced
two to three
words
incorrectly
Mumbling and
pronounced
more than
three words
incorrectly
Design
Used
appropriate
design
principles; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error.
Presentation
contained two
to three design
and/or
grammatical
errors.
Presentation
contained more
than three
design and/or
grammatical
errors.
Length
Included 10
slides and lasted
10 minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less
than five slides
and lasted less
than 5 minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
time; looked only
at one section of
the audience
Read from
notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Comments:
Electronic Slide Presentation Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Employee Performance Presentation
Evaluation Form
Name
Date
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. If you were a manager or supervisor, how would you apply this information in the workplace?
Group Work Assessment Rubric
NAME:
DATE:
PERIOD:
Highly Successful
3 points
Meeting Success
2 points
Experiencing Difficulty
1 point
Score
Sharing
Shared ideas with
others
Occasionally shared
ideas with others
Seldom shared ideas
with others
Listening
Always listened to
peers
Occasionally listened
to peers
Ignored ideas of peers
Respecting
Interacted with,
encouraged, and
supported ideas of
others
Occasionally
encouraged and
supported others
Seldom encouraged
and supported others
Participating
Shared task equally
with group members
Did most of the task
Did very little of the
task
TOTAL
Comments:
Guest Speaker Evaluation Form
Student’s Name:
Date:
Name of Speaker:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life.
Guest Speaker Evaluation Form
Student’s Name:
Guest Speaker’s Name:
Date:
1. Please evaluate the following statements with a check mark in the appropriate space:
Key: SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD, Strongly Disagree
The presentation stimulated my interest.
SA
( )
A
( )
N
( )
D
( )
SD
( )
Content was clearly presented.
( )
( )
( )
( )
( )
Content was challenging.
( )
( )
( )
( )
( )
Handouts and materials were helpful.
( )
( )
( )
( )
( )
2. Please rate the guest speaker:
Extraordinary
Excellent
Good
Fair
Poor
Additional Comments:
3. What was your favorite element of the presentation?
4. What career or lifestyle knowledge did you take from the presentation?
5. What was your favorite part of the presentation?
6. How would you improve or change it?
7. What do you still need or want to know?
Interview Assessment Rubric
NAME:
DATE:
PERIOD:
__
Excellent
4 Points
Good
3 Points
Needs
Improvement
2 Points
Unacceptable
1 Point
Score
Body language
Displays confidence
Eye contact
Maintains good eye contact
with interviewer
Introduction
Provides a self‐introduction
Handshakes
Extends hand and shakes
firmly
Dress
Dressed appropriately for an
interview, business attire
Language
Concise and grammatically
correct
Questions
Asks appropriate questions,
demonstrates a knowledge
of the business
Closure
Responds appropriately
TOTAL
Comments:
Listening Skills Questionnaire
Student’s Name
Date
Title of Story
1.
Who were the main characters in the story?
2.
Describe one of the characters in the story.
3.
What happened in the story?
4.
What was the conflict?
Listening Skills Questionnaire (Cont.)
5.
How was the conflict resolved?
6.
What was your favorite part of the story?
Poster Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Required Content
The poster
includes all
required content
elements as well as
additional
information.
All required content
elements are
included on the
poster.
All but one of the
required content
elements are
included on the
poster.
Several required
content elements
were missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Almost all items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Many items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Labels are too
small to read, or
no important
items were
labeled.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout,
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly
messy or very
poorly designed.
Grammar
There are no
grammatical or
mechanical
mistakes on the
poster.
There are one to
two grammatical
or mechanical
mistakes on the
poster.
There are three to
four grammatical
or mechanical
mistakes on the
poster.
There are more
than four
grammatical or
mechanical
mistakes on the
poster.
TOTAL
Comments:
Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Reflection
NAME:
DATE:
PERIOD:
Something I learned that SQUARED with my beliefs:
A question going AROUND in my mind:
STOP! How do I plan to implement what I have learned?
Three important POINTS to remember are:
Resume Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
25 Points
Well Done
20 Points
Meets
Standards
15 Points
Beginning
10 Points
No Evidence
0 Points
Score
Format
Resume contains
name, address,
objective,
education,
experience, and
references. All
words are spelled
correctly.
Contains at
least six of the
criteria, no
more than two
spelling errors
Contains at
least five of
the criteria,
no more
than four
spelling
errors
Contains
minimal
information,
more than
four spelling
errors
Assignment
not submitted
Education
Education includes
all schools attended,
graduation dates,
diploma/degree
awarded, and major
field of study.
Education
includes three
of the criteria.
Education
includes two
of the
criteria.
Education
includes one
of the criteria.
Assignment
not submitted
Experience
Experience includes
internships, entry‐
level jobs, and
current position.
Experience
includes two of
the criteria.
Experience
includes one
of the
criteria.
Experience
includes
current
position only.
Assignment
not submitted
Factual
Contains factual
names and dates
and is believable
Contains fairly
believable
resume with
factual names
or dates
Resume has
unrealistic
dates or
names.
Resume is
unrealistic and
contains
conflicting
information.
Assignment
not submitted
TOTAL
Comments:
Role‐Play or Skit Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Good
3 Points
Average
2 Points
Needs
Improvement
1 Point
Score
Accuracy
All information
was accurate.
Almost all
information was
accurate.
Most
information was
accurate.
Very little
information was
accurate.
Role
Excellent
character
development;
student
contributed in a
significant
manner
Good character
development;
student
contributed in a
cooperative
manner
Fair character
development;
student may
have
contributed
Little or no
character
development;
student did not
contribute much
at all
Knowledge
Gained
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
and can explain
why
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
Can clearly
explain one way
in which his or
her character
“saw” things
differently than
other characters
Cannot explain
any way in
which his or her
character “saw”
things
differently than
other characters
Props
Used several
props and
showed
considerable
creativity
Used one or two
appropriate
props that made
the presentation
better
Used one or two
props that made
the presentation
better
Used no props
to make the
presentation
better
Required
Elements
Included more
information
than required
Included all
required
information
Included most
required
information
Included less
information
than required
TOTAL
Comments:
Safety Presentation Assessment Rubric
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Procedures met
OSHA/EPA
regulations.
Procedures
mostly met
OSHA/EPA
regulations.
Procedures
somewhat met
OSHA/EPA
regulations.
Procedures did
not meet
OSHA/EPA
regulations.
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced
two to three
words
incorrectly
Mumbling and
pronounced
more than
three words
incorrectly
Design
Used
appropriate
design
principles; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error.
Presentation
contained two
to three design
and/or
grammatical
errors.
Presentation
contained more
than three
design and/or
grammatical
errors.
Length
Included 10
slides and lasted
10 minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less
than five slides
and lasted less
than 5 minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
the time; looked
only at one
section of the
audience
Read from
notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Saving and Investing Information Sheet
Student’s Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life. How would this information be helpful
to a person who plans to start a business?
Understanding the Fundamentals of Business
and Economics Presentation Questionnaire
Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your career goals. How could this information
be applied in the management or ownership of a business?
Venture Ideas Questionnaire
Name:
Date:
1.
List five business ventures about which you have learned.
1.
2.
3.
4.
5.
2. Write a brief summary of one business venture that captured your interest. Explain why you might be
interested in starting a similar business venture. What skills do you have that would be useful in this
venture? What additional skills would be needed for this venture?
CTESO Presentation Assessment Rubric
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
motto, creed,
emblem, colors,
theme, and
history; included
famous or
successful CTESO
members
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Design
Used appropriate
design principles;
included
appropriate
graphics or
illustrations; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error. Included
appropriate
graphics or
illustrations
Presentation
contained two
to three design
and/or
grammatical
errors. Included
non‐related
graphics or
illustrations
Presentation
contained more
than three
design and/or
grammatical
errors. No
graphics or
illustrations
included
Web Page Evaluation Checklist
NAME:
DATE:
PERIOD:
Review the Web page evaluation criteria described in detail on the following Web site:
Evaluating Web Pages http://library.duke.edu/services/instruction/libraryguide/evalwebpages.html Answer
each of the questions below to determine whether a Web site is a high‐quality, credible reference.
Authority—What are the author’s qualifications? What organization or institution published the information?
Accuracy—What is the purpose of the document? Who is the intended audience? Why was the document
created?
Objectivity—Is the information detailed? Is the page primarily intended for advertising? Is the author biased?
Web Page Evaluation Checklist (Cont.)
Currency—Is there a publication date? Is the information current?
Support—Does the page include additional links or sources? Is there a bibliography?
Written Report Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses
subject matter
with minimal
support
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional
errors in use of
grammar and
mechanics
Problems in use
of grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence.
Logical order
and appropriate
sequencing of
ideas with
adequate
transition
Some evidence
of an
organizational
plan or strategy
Lacks
organization
TOTAL
Comments:
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Management Fundamentals
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Management Fundamentals
Unit 1: Introduction to Business Management
Competency 1: Review educational, occupational, and leadership opportunities in Business Management
Suggested Enduring Understandings
1. Students will understand rules and regulations
for the local school.
2. The Business pathway presents career
opportunities and emerging technologies.
3. Students’ career and educational plans should
remain updated.
4. Leadership opportunities are available to
students in the school and in the community.
5. Business leaders play a role in our democratic
society.
Suggested Performance
Suggested Essential Questions
1.
What are some of the school rules?
2.
What are some of the careers you would like
to research in this class?
3.
Why should you update career and
educational plans?
4.
What leadership opportunities are available to
you as a student?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Review student rules
and regulations for the
local school.
a. Discuss learning goals for the unit. As each
concept is taught, present assessment criteria for
each assignment to ensure that students
understand standards and expectations.
a. Monitor group
activities throughout
the unit to assess
student understanding
and to ensure that all
members participate.
b. Investigate career
opportunities and
emerging technologies
in the Business
pathway.
b. Have students work in groups based on their
learning styles or interests and use the Internet,
college catalogs, industry publications, and other
information to research a list of careers for which
they will be qualified upon program completion
and postsecondary educational opportunities that
will be available to them. Have each group present
its findings by developing a game, compiling a
b. Evaluate the career
and educational
opportunities project
for content and
delivery.
booklet, or creating a bulletin board.
c.
Update the students’
career and educational
plans.
c.
Explain educational and career opportunities that
will be available to students after they complete
the program. Have students use the Internet to
research the technology introduced each year
since the year they were born. Technology can be
related to various fields including health,
engineering, science, art, and agriculture.
Students will then create a time line using the
c.
Evaluate the career
project for content
and delivery.
researched information.
d. Identify and describe
leadership
opportunities available
from student youth
organizations in the
school and
d. Have each student select and participate in a
competitive event appropriate to his or her skills,
aptitudes, and abilities.
d. Evaluate the CTESO
presentation for
content and delivery.
community.
e. Examine the role of
e. Have students read the article “Is the Role of a
e. Assess understanding
business leaders and
Leader Changing?” that is available at
based on participation
their responsibilities in
a democratic society.
http://discussionleader.hbsp.com/goldsmith/2007
/11/the_leader_of_the_future.html. Lead a
classroom discussion using the following
discussion starters:
How is the role of a business leader changing?
Will the qualities of a great leader be different in
the future, or is great leadership timeless?
in class discussion.
Competency 2: Plan and develop an electronic portfolio
Suggested Enduring Understandings
1. Students will create a quality electronic
portfolio.
Suggested Essential Questions
1.
What is an electronic portfolio, and why do I
need one?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the use and
development of the
electronic portfolio.
a. Discuss the writing process. Explain the process of
creating an electronic portfolio. Discuss materials
to be included, and present guidelines for
a. Evaluate the electronic
portfolio using the
Portfolio Evaluation
organization and appearance.
Checklist.
b. Create and maintain
an electronic portfolio.
b. Continue with the development of the electronic
portfolio.
b. Use a rubric to
evaluate components
of the electronic
portfolio.
Competency 3: Review safety in the classroom and lab
Suggested Enduring Understandings
1. Students will learn proper safety procedures in the
classroom.
Suggested Essential Questions
1.
What are some safety concerns for the
classroom?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the proper
classroom and
personal safety
procedures to include
fire extinguishers,
electrical precaution,
clothing, jewelry, eye
protection, and so
a. Invite a guest speaker from industry to discuss
potential workplace health hazards. If this is not
possible, have students interview two to three
industry members about job safety, safety tips,
and safety procedures for businesses. From the
interview, have students use technology
productivity tools and the writing process to write
a paragraph summarizing their qualitative
a. Assess student
understanding by
using a rubric to
evaluate the written
paragraph on safety
procedures.
forth.
research.
b. Care for and use
computer hardware
correctly.
b. Have each student use the Internet or other
resources to research safety issues and
procedures. Have students present findings to the
class by writing and producing a play, creating a
slide show, leading a panel discussion, or writing a
b. Have students self‐
evaluate and peer
evaluate their
classmates’ safety‐
related projects.
new law.
c.
Recognize the
potential hazards of
computer equipment.
c.
Provide students with case studies or scenarios
that describe various hazardous situations. Have
students work in teams of three or four to analyze
the case studies or scenarios by applying the
appropriate rules and procedures and developing
c.
Assess each student’s
safety knowledge with
a test administered via
the Blackboard
Learning System. Print
ways to prevent workplace hazards and apply
and file the completed
appropriate first aid procedures.
test for
documentation. Each
student must score
100% accuracy before
being allowed to
participate in lab
activities.
Competency 4: Describe legal implications related to the use of technology.
Suggested Enduring Understandings
1.
Students will learn copyright laws.
2.
There are legal implications by agreeing to the
end user license agreement.
Suggested Essential Questions
1.
Do I need to be concerned about copyright
laws and the internet?
2.
Who or what is a EULA?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Research the
Copyright Law of 1976.
a. Discuss the origin of the Copyright Law of 1976 using
information available at
http://www.arl.org/pp/ppcopyright/copyresources/
copytimeline.shtml. Discuss historical information as
an introduction to the copyright issues.
a. Assess student
understanding by
observing
contributions to
class discussions and
participation in
activities. Provide
feedback to
students regarding
their performance
on activities and
assignments. To
ensure mastery,
provide
opportunities for
them to review their
work and make
revisions.
b. Discuss software
copyright issues.
b. Have students read and discuss information on the
following Web sites:
10 Big Myths About Copyright Explained
(http://www.templetons.com/brad/copymyths.html
)
Copyright and K–12: Who Pays in the Network Era?
(http://www.ed.gov/Technology/Futures/rothman.h
tml)
Citing Electronic Sources
b. Observe student
presentations of
news events related
to copyright issues.
(http://www.cyberbee.com/citing_sites.htm)
c.
Examine software
licensing.
c.
Discuss the purpose of software licensing
agreements. Have students use the Internet to
research and review copyright agreements. Have
them look for unusual terms of use and read them
c.
Evaluate
understanding
based on
participation in class
aloud to the class.
discussion.
d. Outline Internet ethics
and policies.
d. Discuss Internet ethics and policies and the local
Internet policy. Have students sign agreements for
d. Evaluate student
understanding
Internet usage.
based on agreement
to sign the Internet
policy.
Competency 5: Publish and interact with peers, experts, and other audiences using telecommunications
Suggested Enduring Understandings
1. Students will learn how to be safe online.
2. All Web sites are not created equal.
Suggested Essential Questions
1.
How can someone steal my identity?
2.
How do I determine if a Web site is valid or
not?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Research safety issues
related to
telecommunications
and the Internet.
a. Have students view video clips about Internet
safety for teens from at
http://www.netsmartz.org/resources/reallife.htm
#realamy. Have students complete the Internet
a. Evaluate
understanding based
on completion of the
Internet Safety
Safety Information Sheet.
Information Sheet.
b. Develop personal
safety guidelines that
will be used when
using
telecommunications
and the Internet.
b. Have students use the jigsaw method
(http://www.jigsaw.org/overview.htm) to present
Internet safety information. Divide students into
groups of four. Have each group visit
http://www.getnetwise.org/ to research one of
the following topics:
Keeping children safe online
Stopping unwanted e‐mail and spam
Protecting computers from hackers and viruses
Keeping personal information private
Share the Web sites http://www.missingkids.com
and http://www.getnetwise.org/. Have students
complete a teen safety reference sheet that
includes information about the following:
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Have students submit
the teen safety
reference sheet signed
by a parent or
guardian.
Check reference
sheets for accuracy.
Internet safety guidelines for teens
Strategies to enhance their ability to recognize
dangers on the Internet
Information about how to report victimizations to
a trusted adult
c.
Use browsers, search
engines, and e‐mail.
c.
Demonstrate how to use a browser and a search
engine to locate and create a free, Web‐based e‐
mail account using filtered e‐mail such as
c.
Observe students as
they use browsers,
search engines, and e‐
Gaggle.net.
mail.
d. Post information to
discussion boards,
blogs, wikis, and so
forth.
d. Have students complete a teacher‐created
webquest to gain a foundation of knowledge of
electronic mail. Make sure that students know the
difference between SMTP, POP3, IMAP, and HTTP
d. Evaluate the
completed webquest
by using a rubric.
electronic mail protocols.
e. Join and participate in
appropriate,
supervised list servers.
e. Use the Internet to search for educational
listservs. Discuss their purpose and advantages.
Have them to sign up for a listserv and create a
e. Evaluate the
participation in the
listserv by using a
weekly journal of what they have learned.
rubric for the journal.
f. Use an appropriate,
f. Create a private Ning for classroom journaling or
f. Evaluate
supervised chat room
to communicate with
peers, experts, and
other approved
open discussions.
understanding by
participation.
audiences.
g. Evaluate Web page
design techniques.
g. Have students create a checklist of Web page
design elements and then use the checklist to
evaluate Web pages located using a search
g. Evaluate the
completed checklists
for accuracy and
engine.
completeness.
References
Cyber Bee. (2005). Citing electronic sources. Retrieved November 28, 2007, from
http://www.cyberbee.com/citing_sites.htm
Future Business Leaders of America. (n.d.). Retrieved November 28, 2007, from http://www.fbla‐
pbl.org/
Goldsmith, M. (2007, November 18). Is the role of a leader changing? Message posted to
http://discussionleader.hbsp.com/goldsmith/2007/11/the_leader_of_the_future.html
National Center for Missing and Exploited Children. (n.d.). Get net wise. Retrieved November 28, 2007,
from http://www.missingkids.com
NetSmartz Workshop. (n.d.). Retrieved November 28, 2007, from
http://www.netsmartz.org/resources/reallife.htm#realamy
Oliverio, M. E., Pasewark, W. R., & White, B. R. (2007). The office: Procedures and technology. Mason,
OH: Thomson.
Rothman, D. H. (n.d.). Copyright and K–12: Who pays in the network era? In the U.S. Department of
Education. Retrieved November 28, 2007, from
http://www.ed.gov/Technology/Futures/rothman.html
Templeton, B. (2008). 10 big myths about copyright explained. Retrieved November 28, 2007, from
http://www.templetons.com/brad/copymyths.html
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Management Fundamentals
Unit 2: Principles of Business Management
Competency 1: Describe management principles.
Suggested Enduring Understandings
1. The managerial functions are included in the
management process, including planning,
organizing, staffing, energizing, and
controlling.
Suggested Essential Questions
1.
What are the managerial functions that are
included in the management process?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the
management process
to include the
managerial functions
of planning,
organizing, staffing,
energizing, and
controlling.
a. Discuss learning goals for the unit. Present
assessment criteria for each assignment to ensure
that students understand standards and
expectations.
Pre‐assess students’ knowledge using the Idea Box
method. Questions and terms will be placed in a
box, and students will be asked to pull out a card
and discuss, rap, illustrate, or draw what they
know and understand about the concept. Use the
Idea Box method at the end of the unit as a post‐
assessment of student learning.
Have students define terms related to
management principles to include planning,
organizing, staffing, implementing, controlling,
business ethics, mid‐management, management
style, supervisors, and core values.
Have students use the jigsaw method
(http://www.jigsaw.org/overview.htm) to present
information related to the management process
(http://media.wiley.com/product_data/excerpt/0
8/08186800/0818680008.pdf).
Have students interview a local business manager
about management‐related topics such as
decision making, achieving goals, organizational
structure, employee expectations, and risks
incurred in business. Have students prepare a
report of findings using APA style
(http://apastyle.apa.org/). This assignment should
be designed to meet the certification standards for
the Microsoft Office Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities. Provide
feedback to students
regarding their
performance on
activities and
assignments. To
promote mastery,
provide opportunities
for them to review
their work and make
revisions.
Assess students using
the Group Work
Assessment Rubric.
Use the Interview
Assessment Rubric to
evaluate student
interviews.
.mspx).
Competency 2: Evaluate employment information from multiple sources such as interviews, applications,
references, and tests to make hiring decisions.
Suggested Enduring Understandings
1. There is a relationship between the Title VII of
the Civil Rights Act of 1964 and employment.
2. The Civil Rights Act of 1964 has important
history.
3. There are certain situations in which
employees or applicants may be asked to take
tests.
4. It is important to evaluate employment
applications and screen applicants prior to
interviews.
5. Certain questions are deemed appropriate for
interviews.
6. It is important for applicants to participate in
interviews.
7. Hiring new employees is an important part of
employment.
Suggested Essential Questions
1.
How are the Title VII of the Civil Rights Act of
1964 and employment related?
2. Why is the Civil Rights Act of 1964 important?
3.
Why may an employee or applicant be asked
to take certain tests?
4.
Why is it necessary to evaluate employment
applications and screen applicants before
interviewing?
5.
What are appropriate interview questions?
6.
Why is it necessary for applicants to
participate in interviews?
7. What are the benefits of hiring new
employees, and how is this an important part
of employment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain the
relationship of Title VII
of the Civil Rights Act
of 1964 to
employment.
b. Research the history
of the Civil Rights Act
of 1964.
a. Have students define terms related to
employment, such as Civil Rights Act, EEOC,
discrimination, applicants, job skills, interview,
confidence, communication, diversity, benefits,
employment application, work environment, and
Fair Labor Act.
Have students use the Internet to research the
Title VII Civil Rights Act and the reason for its
inception and present their findings to the class.
Divide students into two teams, and have them
debate whether the Civil Rights Act was effective
or ineffective. Classroom debate how‐to’s may be
found at the following Web sites:
http://712educators.about.com/library/howto/ht
debate.htm
http://web.archive.org/web/20060503194518/htt
p://w3.tvi.edu/~cgulick/roles.htm
b. Ask students the following questions: What are
civil rights? Do you know someone who has had
his or her civil rights violated? What do you think
happens when those rights are violated?
a.
Evaluate student
debates using a
teacher‐created
rubric.
Assess student
presentations using
the Presentation
Assessment Rubric.
Evaluate student
performance using
the Group Work
Assessment Rubric.
b. Evaluate student
research of Title VII
Civil Rights Act using
the Web Page
Evaluation Checklist.
Have students use
Have students complete Civil Rights Act of 1964
activities at
http://www.archives.gov/education/lessons/civil‐
rights‐act/. Activities include historical
information, introductory materials, document
analysis of the law, and research and discussion
activities. Have students discuss their findings in
the checklist to self‐
assess the quality of
their research.
Use a teacher‐
created discussion
rubric to check
discussions for
accuracy and
participation.
the discussion board on Blackboard.
c. Describe situations in
which employees or
applicants may be
asked to take tests.
c.
Invite a speaker from the Equal Employment
Opportunity Commission (EEOC) to speak to the
class regarding discrimination in employment and
the rights of the worker. Have the speaker discuss
the different kinds of discrimination that are
found in the workplace and the proper filing
procedures for those who can prove
discrimination on the job.
Have students discuss EEOC regulations related to
testing of job applicants
(http://www.eeoc.gov/policy/docs/factemployme
c.
Use the Guest
Speaker Evaluation
Form.
Use observation to
check for student
understanding.
nt_procedures.html).
d. Evaluate employment
applications, and
screen applicants to
be interviewed.
d. Obtain employment applications from local
employers, and have students evaluate them for
compliance with EEOC regulations.
Have students research job requirements and
write job descriptions. Have them use word
processing software to produce a help‐wanted
advertisement.
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Use the Written
Report Assessment
Rubric to evaluate
job descriptions.
e. Develop appropriate
employment interview
questions.
e. Have students develop appropriate interview
questions and then write and present a skit that
includes appropriate and inappropriate interview
questions. Have students peer assess the
e. Evaluate the skit
using the Role‐play or
Skit Assessment
Rubric.
scenarios.
f.
Conduct employment
interviews.
f.
Have a personnel director from a local business
conduct employment interviews with students.
Videotape the interviews, and have students self‐
f.
Evaluate the student
self‐assessment of
interviews.
assess their performance.
g. Hire employees.
g. Have the interviewer rate each interviewee
according to appearance, responses to interview
questions, confidence, and communication skills
and then make a hiring recommendation for each
student based on the interview process.
Competency 3: Plan employee orientation and training using online resources.
g. Evaluate interviews
using the Interview
Assessment Rubric.
Suggested Enduring Understandings
1. Employee orientation and training are
important parts of the employment process.
Suggested Performance
Suggested Essential Questions
1. Why is it important to offer orientation and
training for employees?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Develop appropriate
employee orientation
and training session.
a. Ask students the following questions: If you were
required to conduct an orientation workshop for
new employees, what kind of environment would
you prepare? What facts would you provide?
Have students define terms related to employee
orientation and training to include orientation,
OSHA, work compensation, W‐4 Form, INS Form I‐
9, beneficiary, pension, mission statement, vision
statement, and sick leave.
Have students review new employee orientation
sites to discover the types of orientation activities
in which new employees might participate
(http://www.management‐
advantage.com/products/free‐ee2.htm). Lead a
class discussion of orientation activities.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Check terms for
accuracy.
Evaluate orientation
activities for
completeness and
appropriateness.
Have students work in teams to develop a plan for
new employee orientation activities.
Discuss the development of employee training
plans. Provide a training scenario, and have
students develop a training plan. This assignment
should be designed to meet the certification
standards for the Microsoft Office Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
.mspx).
Competency 4: Appraise employee performance. )
Evaluate training
plans for accuracy,
completeness,
appropriateness,
neatness, and
format.
Suggested Enduring Understandings
1. The steps of the management control process
are setting standards, measuring performance,
comparing performance with standards, and
taking corrective action.
2. An employment procedures manual is
essential for the workplace.
3. Employee performance appraisals provide
feedback to the employee.
4. Problem performance and employees that are
troubled can cause negative results in the
workplace.
Suggested Essential Questions
1.
What are the steps of the management
control process?
2.
Why is an employment procedures manual
needed necessary for the workplace?
3.
How are employee performance appraisals
beneficial for the workplace?
4.
What are some of the consequences of an
employee’s problem performance, and what
are some of the symptoms of a troubled
employee?
5.
How can counseling and performance
5. Counseling and performance management
management procedures benefit employees
procedures are often needed for problem
employees.
6. Due process is an important part of the firing
process.
and the workplace?
6.
What is due process, and why is it important?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the steps in the
management control
process to include (1)
setting standards, (2)
measuring performance,
(3) comparing
performance with
standards, and (4) taking
corrective action.
a. Have students define terms related to employee
performance to include the following: Procedure
manual, performance appraisal, employee
appraisal, termination, due process, mediator, exit
interview, promotion, transfer, discharge, and
recruitment.
Have students research the steps of the
management control process including setting
standards, performance measurement, and
corrective action. Use their findings to lead a class
a. Assess student
understanding by
observing
contributions to
class discussions
and participation in
activities.
Check for student
comprehension
using observation.
discussion.
b. Produce an employment
procedures manual. (DOK3)
b. Have students work in teams to research
employment procedures and develop a manual of
employment procedures including employment,
employment practices, and hiring practices
(http://www.bizmanualz.com/pdf/samples/HRSa
mple.pdf and
http://humanresources.about.com/od/policysam
ples/a/policy_samples.htm). This assignment
should be designed to meet the certification
standards for the Microsoft Office Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
b. Observe and
evaluate the team
presentations.
.mspx).
c. Conduct employee
performance appraisals.
c.
Discuss the importance of employee performance
appraisals. Explain how employees receive
feedback that benefits both the employee and
employer.
Have students get into pairs. Student A will be
asked to perform a certain task, while Student B
evaluates the performance. Have the students
switch roles letting Student B perform a task,
c.
Have students peer
evaluate their
performance in a
given task.
Use observation
check for accuracy.
while Student A evaluates the performance.
d. Describe problem
performance, and
identify symptoms of a
troubled employee.
d. Lead a class discussion related to employee
assistance programs
(http://en.wikipedia.org/wiki/Employee_assistanc
e_programs). Have students explain the purpose
of employee assistance programs and list some of
the resources offered by such programs.
d. Assess student
understanding by
observing
contributions to
class discussions
and participation in
activities.
e. Describe counseling and
performance
e. Use a data projector to present the slide
presentation “How to Help an Underachiever”
e. Assess student
understanding by
management procedures
found at
observing
for problem employees.
http://www.inc.com/multimedia/slideshows/cont
ent/sq‐underachievers_pagen_1.html. Lead a
class discussion of ways a manager can assist
contributions to
class discussions
and participation in
problem employees.
activities.
f.
Describe procedures for
firing an employee
including due process.
f.
Invite a guest speaker from a local business to
inform students of the signs and symptoms of
problem employees and to discuss strategies for
improving employee performance. Ask the
speaker to discuss laws related to hiring and
termination of employees including due process.
Have each student write a summary of what he or
she learned using the Employee Performance
f.
Use the Guest
Speaker Evaluation
to check for
content and
grammar.
Presentation Evaluation Form.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Barrett, C., Kimbrell, G., & Odgers, P. (2003). Office skills (3rd ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.). Mason,
OH: Thomson.
Equal Employment Opportunity Commission. (n.d.). Retrieved December 10, 2007, from
http://www.eeoc.gov/
Inc.com. (n.d.). Smart questions: How to help an underachiever. Retrieved December 10, 2007, from
http://www.inc.com/multimedia/slideshows/content/sq‐underachievers_pagen_1.html
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th ed.).
Mason, OH: Thomson.
Microsoft. (2008). Microsoft business certification requirements. Retrieved December 10, 2007, from
http://www.microsoft.com/learning/mcp/officespecialist/objectives/Word2003ExamSkillStanda
rds.mspx
National Archives and Records Administration. (n.d.). Teaching with documents: The civil rights act of
1964 and the equal employment opportunity commission. Retrieved on December 11, 2007,
from http://www.archives.gov/education/lessons/civil‐rights‐act/#documents
Truesdell, W. H. (1998). New employee orientation: Starting off on the right foot. In The Management
Advantage, Inc. Retrieved December 10, 2007, from http://www.management‐
advantage.com/products/free‐ee2.htm
U.S. Equal Employment Opportunity Commission. (n.d.). Hiring do’s and don’ts. In The Americans with
Disabilities Act: A primer for small business. Retrieved November 15, 2007, from
http://www.eeoc.gov/facts/adahandbook.html
U.S. Office of Personnel Management. (n.d.). Dealing with a marginal performer. Retrieved December
10, 2007, from http://www.opm.gov/perform/articles/1999/jun99‐2.asp
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Management Fundamentals
Unit 3: Business Communication for Managers
Competency 1: Demonstrate business telephone procedures.
Suggested Enduring Understandings
1. Good communication skills are key in
representing the company that you work for in a
positive light.
2. Always express professionalism in answering the
telephone at work.
3. It is always appropriate to answer the telephone
in a professional manner.
Suggested Essential Questions
1.
Why is it important to have good
communication skills when answering the
telephone?
2. Why should slang not be used in answering a
business phone?
3. Is it appropriate to use slang when answering
the telephone at any time?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Research the history of
the telephone and its
impact on business
communication.
a. Ask students the following questions: Do you
have a cell phone? If so, what kind of phone do
you have? What features does your phone
have? Do you use those features? How often?
How does the cell phone differ from a business
phone?
Have students develop a time line using the
information.
Have students define terms related to business
phone procedure including wireless, voice mail,
text messaging, screening, answering machine,
speed dialing, caller ID, call forwarding, call
hold, call waiting, automatic callback, and
conference call.
Have students work in pairs to create a graphic
of each term to represent their understanding
of the meaning of the terms.
a. Assess students using the
Written Report
Assessment Rubric.
Evaluate time lines for
accuracy and
completeness.
Evaluate students by
using word wall with
related terms. Students
will visit each term and
write down what the
term means and use in
sentence.
Check for student
understanding by using
the Group Work
Assessment Rubric.
b. Demonstrate
appropriate
techniques for
answering calls,
placing calls on hold,
and transferring calls.
b. Lead a class discussion of appropriate
telephone procedures. Have a group of
students perform a humorous skit that
demonstrates inappropriate telephone
procedures. At the end of the performance,
have the class make a list of the inappropriate
procedures included in the skit. Lead a class
discussion of what procedures should have
b. Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
been followed.
c.
Accurately record
telephone messages.
c.
Explain to students the steps for taking
accurate telephone messages. Have students
take telephone messages using message pads.
Students will peer assess the messages for
completeness and accuracy.
c.
A rating checklist will be
used by students to peer
assess telephone
messages for neatness,
completeness, and
accuracy.
d. Apply techniques for
screening calls.
d. Explain procedures for handling difficult callers.
Have students work in teams to create and
present scenarios of how to handle difficult
d. Evaluate scenarios for
inclusion of appropriate
procedures for handling
callers.
difficult callers.
e. Research specialized
equipment available
for physically impaired
e. Have students visit the local library to view
telephone equipment used for physically
impaired users.
e. Have students create a
spreadsheet and graph in
comparing the various
telephone users.
types of services offered.
f.
Demonstrate
techniques for
handling difficult
f.
Explain procedures for handling difficult callers.
Have students work in teams to create and
present scenarios of how to handle difficult
f.
Evaluate scenarios for
inclusion of appropriate
procedures for handling
callers.
callers.
difficult callers.
g. Research wireless
telephone services
available for business
use.
g. Have students research the different types of
wireless telephone services that are available
and the kinds of products offered and create a
spreadsheet that compares various services,
products, and prices.
g. Students will create a
presentation board of
the various wireless
services available for oral
presentation. The
Presentation Assessment
Rubric will be used for
assessment.
Competency 2: Create business documents.
Suggested Enduring Understandings
1. It is important that all major parts of a letter
be used when writing business letters.
2. There are several different styles of business
letters that can be used.
3. There are differences and similarities in a
business letter and a personal letter.
4.
It is important to plan and organize before
business documents are written.
Suggested Performance
Suggested Essential Questions
1.
What are the major parts of a business letter?
2.
What are the different styles of business letters
that can be written?
3.
What are the differences and similarities
between a business letter and a personal letter?
4.
Why is it important to plan and organize before
writing business documents?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Identify the parts of
business letter.
a. At the beginning of the unit, use the question/answer
method to determine students’ prior knowledge of
different kinds of letters. At the end of the unit, have
students identify parts of the business letter and the
different letter styles used.
Use a data projector to present samples of various
business and personal style letters. Explain the
differences and similarities of a business style letter
and a personal letter. Have students define terms
related to business documents including the following:
a. Assess student
understanding by
observing
contributions to
class discussions
and participation in
activities.
Block style letter, modified block style, and simplified
block style, inside address, greeting, body, closing,
memo, and reference initials.
b. Correctly format
business letters in the
block, modified block,
and simplified block
styles and business
b. Have students correctly format modified block,
simplified block, and block style letters. This
assignment should be designed to meet the
certification standards for the Microsoft Office
Specialist exam.
b. Evaluate letters
using the Business
Letter Assessment
Rubric.
envelopes.
c.
Plan, organize, and
create various business
letters to include the
following: Letter of
request, persuasive
letter, job offer letter,
letter to unsuccessful
job applicants, letter of
refusal, sales and
promotional letters,
and handwritten thank‐
you note and envelope.
c.
Have students write and format a letter of request to
a college or university for college entrance
information. This assignment should be designed to
meet the certification standards for the Microsoft
Office Specialist exam.
Have students write a thank‐you note to the college
when requested information is received.
Have students correctly format formal and simplified
memorandums.
Have students create a portfolio of letter and
memorandum styles.
c. Evaluate letters
using the Business
Letter Assessment
Rubric.
Evaluate portfolios
for neatness,
completeness, and
accuracy.
d. Critique business
letters; proofread, edit,
and make corrections.
d. Have students work in pairs to peer assess letters.
Have students proofread and edit letters.
d. Assess student
understanding by
observing
contributions to
class discussions
and participation in
activities.
e. Plan, organize, and
create formal and
simplified memos.
e. Have students explain the difference between a
memo and a business letter.
Have students correctly format simplified memos to
several businesses.
e. Assess student
understanding by
observing
contributions to
class discussions
and participation in
activities.
f.
Research a
management‐related
topic, using electronic
sources, and create a
business report in APA
style.
(1) Examine online
research techniques.
a. Use a search
engine.
f.
Have students research, write, and format a report in
APA style (http://apastyle.apa.org/) on a teacher‐
approved, management‐related topic. Have students
present findings using an electronic slide presentation.
This assignment should be designed to meet the
certification standards for the Microsoft Office
Specialist exam.
Have students correctly format a business report
including the following elements: Title page, table of
f.
Evaluate reports
using the Written
Report Assessment
Rubric.
b. Critique
contents, body, and bibliography. This assignment
electronic resources
for credibility,
timeliness,
viewpoint/bias,
accuracy,
usefulness,
appropriateness,
depth, and scope of
information and the
use of cited,
reputable sources.
(2) Preview report
styles.
(3) Plan, organize, and
create a business
report using word
processing software.
(4) Critique the report;
proofread, edit, and
should be designed to meet the certification standards
for the Microsoft Office Specialist exam.
make corrections.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Barrett, C., Kimbrell, G., & Odgers, P. (2003). Office skills (3rd ed.). Mason, OH: Thomson. Brown,
B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office 2003 for information and
communication technologies. Pennington, NJ: Lawrenceville Press.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.). Mason,
OH: Thomson.
Communication skills [DVD]. (2005). (Available from Cambridge Educational , P.O. 931, Monmouth
Junction, NJ 08852‐0931, 800.468.4227, www.cambridgeeducational.com)
Conflict resolution and etiquette [DVD]. (2005). (Available from Cambridge Educational , P.O. 931,
Monmouth Junction, NJ 08852‐0931, 800.468.4227, www.cambridgeeducational.com)
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th ed.).
Mason, OH: Thomson.
Microsoft. (2008). Microsoft business certification requirements. Retrieved December 10, 2007, from
http://www.microsoft.com/learning/mcp/officespecialist/objectives/Word2003ExamSkillStanda
rds.mspx
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Management Fundamentals
Unit 4: Business Procedures
Competency 1: Demonstrate business use of mail, telecommunication systems, and office equipment.
Suggested Enduring Understandings
1.
A fax machine transmits images via phone
lines.
2.
E‐mail should be used in an ethical manner.
3.
Acceptable use policies help protect the owner
of equipment, software, and Internet use.
Suggested Essential Questions
1. How does a fax machine transmit information?
2. What are some of the improper ways to use e‐
mail?
3. Why is important to have an acceptable use
policy in place?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Research the origins of
the U.S. Postal Service.
a. Have students define the following terms related
to the business use of mail and
telecommunications systems: Bulk mail, e‐mail,
networking, postage, postage meter, bar code,
delivery confirmation, express mail, first class
mail, facsimile (fax), telecommunications, analog,
digital, modem, videoconferencing, junk mail,
mailing lists, zip codes, automated, confidential,
time zone, duplexing, toner, collate, copy log,
image enlargement and reduction, and copy
count.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Use the Flyswatter Terminology game to assess
knowledge of mail and telecommunication
Check for student
terminology. Divide students into two teams. Post
terms on a wall, and give one student from each
team a flyswatter. Read each definition, and have
students swat the matching term. The first
student to hit the correct term scores two points
for his or her team.
understanding by
observation.
Have students use the Internet to research the
history of the U.S. Postal Service and create a time
line. The time line will include the time in history
Assess the business
and factual information along with a graphic or
drawing illustration. Information related to the
history of the U. S. Post the time line around the
room in date/time line order.
communications time
line for completeness
and accuracy.
b. Classify and process
incoming, outgoing,
and confidential
correspondence.
b. Use a Graffiti Wall to pre‐assess student
knowledge of correspondence. The Graffiti Wall
technique provides an opportunity for students to
decorate a wall or space with graphics/pictures
that represent what they understand about a
b. Assess student
contributions to the
Graffiti Wall.
topic.
c. Demonstrate the use
c. Demonstrate the use of a facsimile machine, and
c. Assess student
of a facsimile machine.
explain all elements of the fax report.
Have students use a facsimile machine. Have them
locate and explain the elements of the fax report.
understanding by
observing
contributions to class
discussions and
participation in
activities.
Check for student
comprehension by
observation.
d. Demonstrate ethical,
appropriate use of
business e‐mail.
d. Have students research e‐mail etiquette and then
create and present a poster with a list of etiquette
do’s and don’ts.
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
e. Create an acceptable
use policy using online
resources and word
processing software.
e. Present information to students regarding
acceptable use policies. Discuss the importance
and purpose of acceptable use policies
(http://www.marshal.com/issues/acceptable‐use‐
policy.asp and
http://compnetworking.about.com/od/filetransfe
rprotocol/a/aup_use_policy.htm).
Have students create an acrostic. The first letter of
each word included in the acrostic should spell the
term “acceptable use policy.” Each word in the
acrostic should describe a characteristic of an
acceptable use policy.
Review the school’s acceptable use policy, and
have students make revisions and then retype the
policy using word processing software.
Discuss the importance of an acceptable use
policy. Have students work in groups to create an
acceptable use policy for business Internet use.
This assignment should be designed to meet the
certification standards for the Microsoft Office
Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
e. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Have students peer
assess acceptable use
policies.
Evaluate acceptable
use policies for
accuracy.
Check for student
understanding by
using the Group Work
Assessment Rubric.
.mspx).
f.
Describe the impact of
science and
technology on the
historical development
of business
communication
systems in the United
f.
Have students research the impact of science and
technology on the historical development of
business communication systems in the U.S. Have
students use the online creation tool found at
http://www.readwritethink.org/materials/timelin
e/ to create a time line of business
communication.
f.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
States.
g. Use the Internet to
research and compare
features and prices of
photocopier systems.
g. Demonstrate the features of a photocopier. Have
students use word processing software to create a
procedures manual for using photocopier
features. This assignment should be designed to
meet the certification standards for the Microsoft
Office Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
g. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
.mspx).
h. Given a business
scenario, select a
photocopier
appropriate for a
specified purpose, and
provide a rationale for
the selection.
h. Have students refer to their procedures manual
while making a photocopy.
Present the following scenario to students, and
have them simulate a business presentation: You
are the chair of the equipment purchasing
committee for your company. You are responsible
for researching features and prices of
photocopiers for the department for which you
work. The department makes approximately 5,000
copies per day. Use the Internet to research and
compare features and prices of three
photocopiers that might be purchased by the
department. Determine which machine best
meets departmental needs based on cost
effectiveness and efficiency. Prepare a report of
your findings and an electronic presentation to
present your recommendation to the committee.
Your report and presentation should include your
findings and provide a rationale for your
recommendation. This assignment should be
designed to meet the certification standards for
the Microsoft Office Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
.mspx).
h. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Use the Role‐play or
Skit Assessment to
check for student
understanding.
Competency 2: Investigate time management concepts.
Suggested Enduring Understandings
1. When scheduling appointments, there are
guidelines to follow.
2. Time management techniques are important in
the workplace.
Suggested Performance
Suggested Essential Questions
1.
What guidelines should be followed when
scheduling appointments?
2.
Why is it important to have good time
management techniques?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Explain guidelines to
follow when
a. Discuss time management. Why is it important?
Ask students to discuss what might happen if they
a. Assess student
understanding by
scheduling
failed to use time management techniques.
observing
appointments.
Have students define the following terms related
to time management concepts: Calendar,
recurring, appointments, time management,
obligations, flexible, and chronologically.
Use information from
http://www.mindtools.com/pages/article/newHT
E_00.htm to discuss time management.
Have students use the features in Microsoft
Outlook to schedule a day that includes
appointments and an alarm to sound 5 minutes
before the end of class.
contributions to class
discussions and
participation in
activities.
Use the Blackboard
Learning System to
assess student
understanding of
terms and concepts of
time management.
Check appointments
for accuracy.
b. Research and compare
common time
management
techniques.
b. Have students use the Internet to research a time
management tool and report their findings in an
oral presentation.
Have students play the time management game at
http://www.planetozkids.com/ozzoom/games/din
er‐shop‐time‐management‐games.htm.
b. Evaluate oral
presentations using
the Presentation
Assessment Rubric.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Competency 3: Conduct formal meetings, and prepare related documents using technology.
Suggested Enduring Understandings
1. The secretary generally prepares and reads the
minutes of a business meeting.
2. Robert’s Rules of Order are the general rules
to follow for the progression of a business
meeting.
3. An agenda outlines the activities of a business
meeting.
Suggested Essential Questions
1.
What is an agenda?
2. What is the accepted procedure to follow in a
business meeting?
3. Who prepares the minutes in a business
meeting?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the process
of planning and
scheduling formal
meetings.
a. Have students complete the online pretest at
http://www.rulesonline.com/home/Quiz.htm. At
the end of the lesson, use the same test as a post‐
assessment.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
Have students define terms related to formal
activities.
Evaluate student
business meetings to include agenda, minutes, call
knowledge using a
to order, and adjourn.
pretest and posttest
on Robert’s Rules of
Order.
b. Prepare an agenda in
b. Have students create and correctly format an
b. Assess student
an acceptable format
agenda for an FBLA meeting. This assignment
understanding by
using word processing
should be designed to meet the certification
observing
software.
standards for the Microsoft Office Specialist exam
contributions to class
(http://www.microsoft.com/learning/mcp/offices
discussions and
pecialist/objectives/Word2003ExamSkillStandards
participation in
.mspx).
activities.
Evaluate agendas for
completeness and
accuracy.
c.
List the steps to follow
in planning a business
meeting.
c.
Have students role‐play a business meeting using
Robert’s Rules of Order. Include inappropriate
practices in the role‐play, and have the class
identify these practices as they observe the role‐
play.
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Evaluate participation
in business meeting
role‐play.
d. Conduct a business
meeting according to
Robert’s Rules of
Order.
d. Conduct an FBLA meeting using Robert’s Rules of
Order. Have a student record meeting minutes on
the board.
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Evaluate minutes for
completeness and
accuracy.
e. Prepare minutes in an
acceptable format
using word processing
software.
e. Have students use word processing software to
correctly format minutes of the FBLA meeting.
This assignment should be designed to meet the
certification standards for the Microsoft Office
Specialist exam
(http://www.microsoft.com/learning/mcp/offices
pecialist/objectives/Word2003ExamSkillStandards
e. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
.mspx).
f.
Discuss the similarities
of business meeting
f.
Use a data projector to display the C‐Span Web
site at http://www.c‐span.org. Click on the Watch
f.
Assess student
understanding by
procedures with the
Live link for the House or the Senate. Use a Venn
observing
operations of the U. S.
Congress.
diagram (http://www.graphic.org/venbas.html;
http://www.teach‐
nology.com/web_tools/graphic_org/venn_diagra
ms/) to lead students in a discussion of the
similarities between a meeting of Congress and a
formal business meeting.
contributions to class
discussions and
participation in
activities.
Have students list five things that they observed
while watching the Congress in action. Use their
lists to lead a class discussion.
Competency 4: Plan a trip using online resources.
Suggested Enduring Understandings
1. A travel itinerary can be developed using word
processing software.
2. A travel portfolio or brochure can be
developed using word processing software.
Suggested Essential Questions
1.
Which type of software would you use to
prepare a travel itinerary?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Prepare a travel
itinerary for a selected
destination using word
a. Define terms related to business travel to include
itinerary, layover, reservations, accommodations,
expenses, budget, destination, and lodging.
a. Evaluate the travel
itinerary for accuracy
and completeness.
processing software.
b. Prepare a travel
budget and portfolio
for the destination
using word processing
software
b. Have students use the Internet to develop a travel
portfolio for a selected destination. The portfolio
should include a correctly formatted itinerary,
flight schedules, layovers, planned meal
reservations, car rental and ground transportation
information, and hotel accommodations. Provide
portfolio guidelines, and have students work
b. Check portfolios for
accuracy.
within a given travel budget.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Barrett, C., Kimbrell, G., & Odgers, P. (2003). Office skills (3rd ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.). Mason,
OH: Thomson.
Diamond Marketing Solutions. (2001). Glossary of postal terms and abbreviations in the DMM.
Retrieved November 28, 2007, from http://pe.usps.com/text/qsg300/q800.htm
History of the U. S. Postal Service. (n.d.). Retrieved November 7, 2007, from
http://www.usps.com/postalhistory/welcome.htm
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business. (4th ed.).
Mason, OH: Thomson.
Krotz, J. L. (n.d.). Got e‐mail manners? See these do’s and don’ts. In Microsoft small business center.
Retrieved November 14, 2007, from
http://www.microsoft.com/smallbusiness/resources/technology/communications/got_e‐
mail_manners_see_these_dos_and_donts.mspx
Microsoft. (2008). Microsoft business certification requirements. Retrieved December 10, 2007, from
http://www.microsoft.com/learning/mcp/officespecialist/objectives/Word2003ExamSkillStandar
ds.mspx
Mind Tools. (n.d.). Time management—Start here! Retrieved December 7, 2007, from
http://www.mindtools.com/pages/article/newHTE_00.htm
Oliverio, M. E., Pasewark, W. R. & White, B. R. (2003). The office: Procedures and technology (4th ed.).
Mason, OH: South‐Western.
Read Write Think. (n.d.). Interactive timeline. Retrieved November 29, 2007, from
http://www.readwritethink.org/materials/timeline/
Rules Online. (n.d). Welcome to Robert’s rules of order online! Retrieved November 29, 2007, from
http://www.rulesonline.com/start.html#rror‐‐04.htm
Stojanovich, C. (n.d.). Proposal for your senior trip. In QuestGarden. Retrieved November 28, 2007, from
http://questgarden.com/47/15/3/070224105812/
Travel brochure no. 2 group grade: “It’s a bird, it’s a plane, it’s travel time!” travel brochure project. (n.d.).
Retrieved from Sierra College’s Finance and Business Web site:
http://schoolsites.leeschools.net/ich/NicoleLA/Shared%20Documents/German/PresentationRu
bric3.pdf
United States Postal Service. (n.d.). All products and services. Retrieved November 28, 2007, from
http://www.usps.com/all/welcome.htm?from=doorwaybar&page=0019allproducts
United States Postal Service. (n.d.). Prices and fees. Retrieved November 29, 2007, from
http://www.usps.com/prices/welcome.htm
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Appendix A: Suggested Rubrics and Checklist
Business Letter Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Proficient
3 Points
Needs
Improvement
2 points
Unsatisfactory
1 Point
Score
Layout/Design
Creatively
designed, easily
read, excellent
business letter
Attractive, easy
to read, good
business letter
Appears busy or
boring, difficult
to read, needs
improvement
Unattractive or
inappropriate,
very difficult to
read, not
acceptable
Information, Style,
Audience, and
Tone
Accurate and
complete
information,
very well written
and presented
Well written and
interesting to
read
Some
information
provided but is
limited or
inaccurate
Poorly written,
inaccurate, or
incomplete
Accurate Parts
Complete with
all required parts
Some elements
may be missing.
Most elements
are missing or
out of place.
Proper form for a
letter not used
Grammar,
Punctuation, and
Wording
Excellent
presentation,
style, grammar,
and punctuation
Fair
presentation,
style, grammar,
and punctuation
Missing
information,
inaccurate
punctuation
and/or grammar
Poor grammar,
punctuation, and
wording
Following
Directions and
Guidelines
Always on task,
always followed
directions
Followed
directions with
some guidance
Required a good
bit of extra
guidance
Did not follow
directions and did
not ask for extra
help
TOTAL
Comments:
Business Plan Worksheet
NAME:
DATE:
PERIOD:
Refer to the article “Five Crucial Components of a Business Plan” available at
http://ezinearticles.com/?Five‐Crucial‐Components‐of‐a‐Business‐Plan&id=12178 for a description of
each of the components of a business plan listed below. Include each of the sections listed below in a
simple business plan for your selected business venture. Prepare the business plan using word
processing software.
I. Executive Summary Section
II. The Business Section
III. Market Analysis Section
IV. Financing Section
V. Management Section
Career Multimedia Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
Research on three
careers, job titles,
educational
requirements, skill
requirements,
expected job
growth, and entry‐
level salaries
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced two
to three words
incorrectly
Mumbling and
pronounced more
than three words
incorrectly
Design
Used appropriate
design principles;
no typos;
grammatically
correct
Presentation
contained one
design error and/or
one grammatical
error.
Presentation
contained two to
three design
and/or
grammatical
errors.
Presentation
contained more
than three design
and/or
grammatical
errors.
Length
Included 10 slides
and lasted 10
minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less than
five slides and
lasted less than 5
minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
time; looked only
at one section of
the audience
Read from notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Comments:
CTESO Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
motto, creed,
emblem, colors,
theme, and
history; included
famous or
successful CTESO
members
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Design
Used appropriate
design principles;
included
appropriate
graphics or
illustrations; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error. Included
appropriate
graphics or
illustrations
Presentation
contained two
to three design
and/or
grammatical
errors. Included
non‐related
graphics or
illustrations
Presentation
contained more
than three
design and/or
grammatical
errors. No
graphics or
illustrations
included
Case Study Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Accomplished
3 Points
Needs
Improvement
2 Points
Unsatisfactory
1 Point
Score
Comprehension
Shows complete
understanding of
the issues and
grasps
implications
beyond the
immediate issue
Asks for more
details to clarify
understanding of
the issue
Shows partial
understanding of
the issue but
does not ask for
clarification
Resists attempts
to get
clarification
Strategizing
Develops
realistic
strategies that
provide a
satisfactory
conclusion
Chooses
appropriate
strategies that
may satisfy
Shows evidence
of strategy that
may or may not
satisfy
Needs assistance
to choose a
strategy
Innovation
Devises more
than one
resolution to
the problem
Offers a solution
Offers a solution
with a limited
point of view
Shows some
understanding of
the problem
Communication
Convincingly
communicates
resolution
Explains solution
so others can
understand
Conveys an
opinion
Unsure of how to
explain
TOTAL
Comments:
Electronic Slide Presentation Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Employee Performance Presentation Evaluation Form
Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. If you were a manager or supervisor, how would you apply this information in the workplace?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Group Work Assessment Rubric
NAME:
DATE:
PERIOD:
Highly Successful
3 points
Meeting Success
2 points
Experiencing Difficulty
1 point
Score
Sharing
Shared ideas with
others
Occasionally shared
ideas with others
Seldom shared ideas
with others
Listening
Always listened to
peers
Occasionally listened
to peers
Ignored ideas of peers
Respecting
Interacted with,
encouraged, and
supported ideas of
others
Occasionally
encouraged and
supported others
Seldom encouraged
and supported others
Participating
Shared task equally
with group members
Did most of the task
Did very little of the
task
TOTAL
Comments:
Guest Speaker Evaluation Form
Student’s Name:
Date:
Name of Speaker:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life.
Guest Speaker Evaluation Form
Student’s Name:
Guest Speaker’s Name:
Date:
1. Please evaluate the following statements with a check mark in the appropriate space:
Key: SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD, Strongly Disagree
SA
A
N
D
SD
The presentation stimulated my interest.
( )
( )
( )
( )
( )
Content was clearly presented.
( )
( )
( )
( )
( )
Content was challenging.
( )
( )
( )
( )
( )
Handouts and materials were helpful.
( )
( )
( )
( )
( )
2. Please rate the guest speaker:
Extraordinary
Excellent
Good
Fair
Poor
Additional Comments:
3. What was your favorite element of the presentation?
4. What career or lifestyle knowledge did you take from the presentation?
5. What was your favorite part of the presentation?
6. How would you improve or change it?
7. What do you still need or want to know?
Internet Safety Information Sheet
Student’s Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life. How would this information help a
person be safe when using the Internet?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Interview Assessment Rubric
NAME:
DATE:
PERIOD:
__
Excellent
4 Points
Good
3 Points
Needs
Improvement
2 Points
Unacceptable
1 Point
Score
Body language
Displays confidence
Eye contact
Maintains good eye contact
with interviewer
Introduction
Provides a self‐introduction
Handshakes
Extends hand and shakes
firmly
Dress
Dresses appropriately for an
interview, business attire
Language
Concise and grammatically
correct
Questions
Asks appropriate questions,
demonstrates a knowledge
of the business
Closure
Responds appropriately
TOTAL
Comments:
Listening Skills Questionnaire
Student’s Name
Date
Title of Story
1.
Who were the main characters in the story?
2.
Describe one of the characters in the story.
3.
What happened in the story?
4.
What was the conflict?
5.
How was the conflict resolved?
6.
What was your favorite part of the story?
MS SBA Registration and Licensing Procedures Checklist
NAME:
DATE:
PERIOD:
Have students investigate the Web site of the Mississippi Small Business Development Center’s State Office
available at http://www.olemiss.edu/depts/mssbdc/FAQ.html to determine procedures for registration and
licensing. Have them develop a brochure that outlines the procedures.
Criteria Points
1. Brochure is designed according to standard design principles as outlined /50
in the 12 Rules of Desktop Publishing (http://desktoppub.about.com/cs/basics/f/dtp_rules.htm).
2.
Brochure lists and describes procedures for registration and licensing.
/30
3.
Brochure copy is original work and is not plagiarized.
/30
4.
Sources are cited in correct APA style.
/30
5.
Brochure contains no grammar, spelling, or typographical errors.
/30
6.
All Web‐based sources are credible.
/30
TOTAL SCORE
Highest Possible Score
Portfolio Evaluation Checklist
Criteria
Points
1.
Portfolio is bound neatly in a three‐ring binder.
/20
2.
Title page is properly formatted with no typographical errors.
/20
3.
Table of contents is properly formatted with no typographical errors.
/20
4.
A labeled section divider is included for each unit.
/20
5.
Five activities are included in each section.
/20
TOTAL SCORE
TOTAL POSSIBLE SCORE
Poster Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Required Content
The poster
includes all
required content
elements as well as
additional
information.
All required content
elements are
included on the
poster.
All but one of the
required content
elements are
included on the
poster.
Several required
content elements
were missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Almost all items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Many items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Labels are too
small to read, or
no important
items were
labeled.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout,
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly
messy or very
poorly designed.
Grammar
There are no
grammatical or
mechanical
mistakes on the
poster.
There are one to
two grammatical
or mechanical
mistakes on the
poster.
There are three to
four grammatical
or mechanical
mistakes on the
poster.
There are more
than four
grammatical or
mechanical
mistakes on the
poster.
TOTAL
Comments:
Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Reflection
NAME:
DATE:
PERIOD:
Something I learned that SQUARED with my beliefs:
A question going AROUND in my mind:
STOP! How do I plan to implement what I have learned?
Three important POINTS to remember are the following:
Resume Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
25 Points
Well Done
20 Points
Meets
Standards
15 Points
Beginning
10 Points
No Evidence
0 Points
Score
Format
Resume contains
name, address,
objective,
education,
experience, and
references. All
words are spelled
correctly.
Contains at
least six of the
criteria, no
more than two
spelling errors
Contains at
least five of
the criteria,
no more
than four
spelling
errors
Contains
minimal
information,
more than
four spelling
errors
Assignment
not submitted
Education
Education includes
all schools attended,
graduation dates,
diploma/degree
awarded, and major
field of study.
Education
includes three
of the criteria.
Education
includes two
of the
criteria.
Education
includes one
of the criteria.
Assignment
not submitted
Experience
Experience includes
internships, entry‐
level jobs, and
current position.
Experience
includes two of
the criteria.
Experience
includes one
of the
criteria.
Experience
includes
current
position only.
Assignment
not submitted
Factual
Contains factual
names and dates
and is believable
Contains fairly
believable
resume with
factual names
or dates
Resume has
unrealistic
dates or
names.
Resume is
unrealistic and
contains
conflicting
information.
Assignment
not submitted
TOTAL
Comments:
Role‐play or Skit Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Good
3 Points
Average
2 Points
Needs
Improvement
1 Point
Score
Accuracy
All information
was accurate.
Almost all
information was
accurate.
Most
information was
accurate.
Very little
information was
accurate.
Role
Excellent
character
development;
student
contributed in a
significant
manner
Good character
development;
student
contributed in a
cooperative
manner
Fair character
development;
student may
have
contributed
Little or no
character
development;
student did not
contribute much
at all
Knowledge
Gained
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
and can explain
why
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
Can clearly
explain one way
in which his or
her character
“saw” things
differently than
other characters
Cannot explain
any way in
which his or her
character “saw”
things
differently than
other characters
Props
Used several
props and
showed
considerable
creativity
Used one or two
appropriate
props that made
the presentation
better
Used one or two
props that made
the presentation
better
Used no props
to make the
presentation
better
Required
Elements
Included more
information
than required
Included all
required
information
Included most
required
information
Included less
information
than required
TOTAL
Comments:
Safety Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Procedures met
OSHA/EPA
regulations.
Procedures
mostly met
OSHA/EPA
regulations.
Procedures
somewhat met
OSHA/EPA
regulations.
Procedures did
not meet
OSHA/EPA
regulations.
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced
two to three
words
incorrectly
Mumbling and
pronounced
more than
three words
incorrectly
Design
Used
appropriate
design
principles; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error.
Presentation
contained two
to three design
and/or
grammatical
errors.
Presentation
contained more
than three
design and/or
grammatical
errors.
Length
Included 10
slides and lasted
10 minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less
than five slides
and lasted less
than 5 minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
the time; looked
only at one
section of the
audience
Read from
notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Saving and Investing Information Sheet
Student’s Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life. How would this information be helpful
to a person who plans to start a business?
Sources of Government Funding Brochure Checklist
NAME:
DATE:
PERIOD:
Criteria
Points
1.
Brochure is designed according to standard design principles as outlined
/50
in the 12 Rules of Desktop Publishing (http://desktoppub.about.com/cs/basics/f/dtp_rules.htm).
2.
Brochure lists and describes sources of government funding for all
countries listed in the assignment.
/20
3.
Pros and cons of funding sources are listed.
/20
4.
Brochure copy is original work and is not plagiarized.
/30
5.
Sources are cited in correct APA style.
/30
6.
Brochure contains no grammar, spelling, or typographical errors.
/30
7.
All Web‐based sources are credible.
/20
TOTAL SCORE
Highest Possible Score
Travel Portfolio Evaluation Checklist
NAME:
DATE:
PERIOD:
Criteria
Points
1.
Portfolio is bound neatly in a three‐ring binder.
/20
2.
Cover is designed according to standard design principles.
/30
3.
Table of contents is properly formatted with no typographical errors.
/20
4.
All components are included:
/30
Itinerary
Flight schedules
Layovers
Planned meal reservations
Car rental and ground transportation information
Hotel accommodations, including prices and driving directions
5.
Itinerary is properly formatted with no typographical errors.
/30
6.
A labeled section divider is included for each component.
/10
7.
Portfolio includes a properly formatted travel budget.
/30
8.
Trip adheres to established budget limitations.
/30
TOTAL SCORE
Highest Possible Score
Understanding the Fundamentals of Business and Economics
Presentation Questionnaire
Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your career goals. How could this information
be applied in the management or ownership of a business?
Venture Ideas Questionnaire
Name:
Date:
1.
List five business ventures about which you have learned.
1.
2.
3.
4.
5.
2. Write a brief summary of one business venture that captured your interest. Explain why you might be
interested in starting a similar business venture. What skills do you have that would be useful in this
venture? What additional skills would be needed for this venture?
Web Page Evaluation Checklist
NAME:
DATE:
PERIOD:
Review the Web page evaluation criteria described in detail on the following Web site:
•
Evaluating Web Pages: http://library.duke.edu/services/instruction/libraryguide/evalwebpages.html
Answer each of the questions below to determine whether a Web site is a high‐quality, credible reference.
Authority—What are the author’s qualifications? What organization or institution published the information?
Accuracy—What is the purpose of the document? Who is the intended audience? Why was the document
created?
Objectivity—Is the information detailed? Is the page primarily intended for advertising? Is the author biased?
Currency—Is there a publication date? Is the information current?
Support—Does the page include additional links or sources? Is there a bibliography?
Written Report Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses
subject matter
with minimal
support
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional
errors in use of
grammar and
mechanics
Problems in use
of grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence.
Logical order
and appropriate
sequencing of
ideas with
adequate
transition
Some evidence
of an
organizational
plan or strategy
Lacks
organization
TOTAL
Comments:
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
Management Essentials
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
Management Essentials
Unit 1: Business Operations and Security
Competency 1: Explain the functions of business operations.
Suggested Enduring Understandings
1.
There are several types of business operations
necessary in order for a business to function
properly.
2.
Ethical guidelines are in place for safety on the
Internet.
3.
Technology is an important part of business
operations.
Suggested Essential Questions
1.
What are the common types of business?
2.
What types of operations software are used by
your school or school district?
3. What are ways in which you use technology to
do business?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Discuss the types of
business operations to
include facilities
management,
logistics, scheduling,
and safety.
a. Discuss common types of operations software to
include project management, budgeting,
scheduling, inventory, computer security,
document management, and manufacturing
automation.
Have students use the Internet to research
specific software packages of each type and then
use spreadsheet software to prepare a purchase
requisition that includes the software name, type,
features, cost, and vendor name and contact
information.
Have students select an item they would like to
purchase and locate an online business that sells
the item. Have them use the site to simulate the
selection and purchase of the chosen item and
then discuss the site’s features including ease of
use, product selection, price, and design. Have
them determine whether principles of price,
product, place, and promotion were used and
provide examples from the site in written report
a. Evaluate research for
content and
appearance.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Use the Written
Report Assessment
Rubric to evaluate
student reports for
accuracy and content.
form.
b. Discuss the role of
ethics in operations.
b. Discuss ethical issues related to spamming,
business e‐mail, and the use of the Internet.
Have students use the Internet to search for
current articles and/or case studies related to
business ethics. Have them prepare and present a
b. Assess students’
knowledge through a
summative
assessment using a
classroom response
system and/or
Blackboard.
Evaluate research for
content and
report and an electronic slide presentation of their
appearance.
findings.
c.
Describe the use of
technology in
operations.
c. Compare and contrast the types of computers
including desktop, laptop, and personal digital
assistant (PDA).
Label the main hardware components of a
computer including the CPU, CD‐ROM/DVD drive,
keyboard, mouse, monitor, printer, scanner, and
modem.
Have students use a digital camera or scanner to
create digital pictures in gif or jpeg format and then
insert the picture into a document using a graphics
arts or Web page design program.
Review Internet terminology including Web server,
filename extensions (.com, .edu, .gov), business‐to‐
business (B2B) and business‐to‐consumer (B2C),
uniform resource locator (URL) browser, and search
engine. Assign one term to each student, and have
each student print an example to show use of the
technology.
c. Assess students’
knowledge through a
summative assessment
using a classroom
response system
and/or Blackboard.
Check for student
understanding by using
a teacher‐created
checklist.
Check for accuracy by
observation.
Assess student
understanding by
observation.
Competency 2: Discuss health and safety regulations in the workplace and procedures for reporting noncompliance.
Suggested Enduring Understandings
1.
Safety procedures are put in place to protect
both people and equipment.
2.
Computer equipment can potentially pose
health hazards.
3.
Laws are in place for workplace safety.
4.
There are laws in place for noncompliance to
safety guidelines.
Suggested Essential Questions
1.
What are some worker’s rights in regard to
workplace safety?
2.
What are the potential health hazards when
working with computer equipment?
3. What are some safety rules that are
implemented at your school?
4. What are some consequences to federal
guidelines?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Identify health
concerns.
a. Have students work in teams and use the Internet
to locate information related to health and safety
in the workplace. Have each team locate the
following:
o The roles and responsibilities of the Health
and Safety Authority in a specific state
o Workers’ rights and responsibilities in
regard to health and safety in the
workplace
o Ways to avoid workplace.
a.
Assess student
understanding by
observing contributions
to class discussions and
participation in
activities.
Have students use the Internet to identify health
concerns (carpal tunnel syndrome, eye strain, falls,
spills, burns, muscle strain, and unsafe equipment
operation) in the workplace and then create a
brochure that discusses health concerns, the cause,
and solutions to the problem.
Assess student
understanding by
checking brochures for
accuracy.
b. Review safety
procedures for a given
career field.
b. Have students use the Internet to locate
information related to a given career field and
review safety procedures for that field. Have them
present their findings using an electronic slide
presentation and explain why those procedures are
needed and how the laws presented in Unit 5 apply
to safety in that career field.
Have students demonstrate safety precautions
used when using equipment such as a photocopier,
scissors, a stapler, a hot glue gun, and extension
cords in the workplace.
Invite a local business representative to discuss
procedures for emergency situations in the
workplace.
Invite a human resource specialist to discuss his or
her safety training plan. Have students take notes.
Have students work in teams to create a safe work
environment portfolio/policy/procedures manual
for a local business to include safety rules, potential
safety hazards, and solutions or preventions.
a. Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
Evaluate student
understanding by using
the Role‐play or Skit
Assessment Rubric.
Assess student
understanding by
reviewing the students’
Guest Speaker
Evaluation Forms.
Evaluate student
understanding by using
the Group Work
Assessment Rubric.
c.
Investigate federal
safety regulations and
procedures for
reporting
noncompliance.
c. Have students tour the career–technical center to
discover various health and safety regulations
related to each occupational area. Have them work
in teams to create a booklet for each program’s
health and safety rules and procedures.
c.
Evaluate research for
content and
appearance.
Competency 3: Discuss purchasing activities to obtain business supplies, equipment, and services
Suggested Enduring Understandings
1.
Following proper purchasing procedures assists
in maintaining inventory.
2. Every time you make a purchase, steps in the
purchasing procedure must be followed.
3.
Everyone plays a role in the purchase and
expense process.
Suggested Essential Questions
1.
What process should be following in
replenishing inventory?
2.
What decisions must to made in the purchasing
process?
3. What is the employee role in expense control?
Suggested Performance
Suggested Teaching Strategies
Suggested Assessment
Indicators
Strategies
a. Explain purchasing
procedures.
a. Discuss how businesses make their buying
decisions to include the following decisions: What
to purchase, when to purchase, from whom to
purchase, and how to purchase. Use Access to set
up inventory of supplies and implement a system
to know when to replenish. Create another
a.
Evaluate research for
content and appearance
database for inventory.
b. Discuss procedures for
maintaining an
inventory of supplies.
b. Discuss the business buying process to include the
following steps: Problem recognition, product
specification, supplier search, supplier selection,
submit order, and review performance.
Using Excel, have students develop a purchase plan
for a list of proposed products for a business of the
students’ choice. Students will determine the price
that will be charged for each listed product. They
will then estimate monthly operating expenses for
the business. Students will determine if the
business has made a profit or a loss.
Have students use the Internet to research online
articles related to inventory systems. Have students
write and prepare a summary on an article’s
information using word processing software and
present the information to the class.
Have students work in groups to participate in a
role‐play situation dealing with inventory in
business situations.
b. Assess student
understanding by
observing contributions
to class discussions and
participation in
activities.
Assess students’
knowledge through a
summative assessment
using a classroom
response system and/or
Blackboard.
Use the Presentation
Assessment Rubric to
evaluate student
understanding.
Use the Group Work
Assessment Rubric.
c.
Discuss production.
c. Define the term “production,” the process of
creating, expanding, manufacturing, or improving
on goods and services.
Have students complete student‐guided notes (fill‐
in‐the‐blank notes that students use as the teacher
lectures) on the following inventory terms:
Inventory, inventory management, just‐in‐time (JIT)
inventory system, perpetual inventory system,
physical inventory system, cycle counts, stock‐
keeping unit (SKU), dollar control, unit control,
inventory turnover, basic stock list, model stock list,
never‐out list, real‐time inventory system, and
c.
Assess student
understanding by
observing contributions
to class discussions and
participation in
activities.
Check student‐guided
notes for accuracy.
ASAP (as soon as possible).
d. Describe
production
activities.
d. Students will classify production activities including
growing, extracting, and manufacturing.
d. Assess students’
knowledge through a
summative assessment
using a classroom
response system and/or
Blackboard.
Competency 4: Implement quality‐control processes to minimize errors and to expedite work flow.
Suggested Enduring Understandings
1.
Quality‐control measures are in place to limit
errors and ensure smooth workflow.
2.
Quality control is utilized both at work and at
home.
Suggested Essential Questions
1. What is the difference between a good leader
and someone who is simply supervising
employees?
2. What is the role of good supervision in the
quality‐control process?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Identify quality‐control
measures.
a. Invite a guest speaker in management to speak to
students on the importance of quality in the
workplace.
The teacher and students will be involved in a class
discussion about the role of management in a
horizontal organization and a vertical organization.
Discuss the pros and cons of both systems.
a. Check for student
understanding by
reviewing the students’
Guest Speaker
Evaluation form.
Assess student
understanding by
observing contributions
to class discussions and
participation in
activities.
b. Utilize quality‐control
methods at work.
b. Students will construct a box from paper materials
to be used to package an egg. Once the container is
constructed, the egg will need to be packaged in
wrapping materials to protect the egg. The
students may conduct a drop test to determine if
the egg will survive a drop from the roof of a
building. Students will apply the importance of
quality control as they check to see if the egg
survived the drop due to the packaging that is used
b. Evaluate research for
content and
appearance.
in the product packaging.
c.
Describe the role of
management in the
achievement of
quality.
c. The students or teacher will use role‐play to
demonstrate characteristics of an effective
supervisor. All characteristics should be included in
the demonstration including giving clear directions,
training new employees, being consistent, treating
employees fairly, being firm when necessary,
setting a good example, delegating responsibility,
and fostering teamwork. Discuss and differentiate
between a good leader and someone who is simply
supervising employees.
c. Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
d. Establish efficient
d. Students will role‐play business situations using the
d. Assess student
operating systems.
horizontal organization and the vertical
understanding by
organization.
observing contributions
to class discussions and
participation in activities.
Competency 5: Implement expense‐control strategies to enhance a business’s financial well‐being.
Suggested Enduring Understandings
1.
Items stole from businesses increase price and
operating cost.
2.
Employees play an important role in expense
control.
Suggested Essential Questions
1.
What is the nature of overhead/operating cost?
2.
What is the employee’s role in expense control?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain the nature of
overhead/operating
costs.
a. Students will give examples of items that get taken
from places of business each day. Each student will
then discuss the cost of each item and how that
cost affects a business.
a. Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
b. Explain the
employee’s role in
expense control.
b. Students will research and create an electronic
slide presentation on costs related to starting,
managing, and operating a business.
Students will discuss what they feel is their role in
expense control.
b. Evaluate research for
content and appearance.
Assess student
understanding by
observing contributions
to class discussions and
participation in activities.
Management Essentials
Unit 2: Information Management
Competency 1: Apply filing procedures
Suggested Enduring Understandings
1.
Information management is used by everyone
daily.
2.
An electronic filing system is necessary for easy
retrieval of information.
3.
Electronic storage media assist in keeping large
amounts of data in limited space.
4.
Knowing how long to keep records is essential
to good information management.
Suggested Performance
Suggested Essential Questions
1. What are ways information management is
used in daily activities?
2. What are the benefits of having a good filing
system?
3. What are the pros and cons of using electronic
storage opposed to manual storage systems?
4.
Why is it important to know how long to keep
records?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Use the Internet to
research federal laws
related to
confidentiality of
records, and present
findings.
a. Discuss learning goals for the unit. As each concept
is taught, present assessment criteria for each
assignment to ensure that students understand
standards and expectations.
The Graffiti Wall technique provides an opportunity
for students to decorate a wall or space with
graphics/pictures that represent what they
understand about a topic. At the beginning of the
unit, use a Graffiti Wall to determine what the
students know about filing management. At the
end of the unit, have students add what they have
learned to the wall.
Using a cell phone or PDA, display the contacts as
an introduction to a discussion of how information
management is used by students every day.
Have students research the Internet for federal
laws related to confidentiality of records and
discuss these with the class.
Have students use the Internet to research the
history of the Privacy Act of 1974 and the impact
on business operations. Have students complete a
one‐page report on the act and its impact on
business.
a.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Check the Graffiti Wall
for accuracy.
Use observation to
evaluate
understanding.
Evaluate Web‐based
research, and have
students peer assess
research using the
Web Page Evaluation
Checklist.
Using the written
report assessment
rubric, evaluate
student work.
b. Discuss the importance
of ethical conduct
when working with
sensitive information.
b. Lead the class in a discussion of the importance of
ethical conduct when working with sensitive
information. Have students work in groups to write
scenarios demonstrating ethical and unethical
conduct when working in the workplace.
Discuss with students the responsibilities of
business owners concerning records maintenance
according to federal law.
Have students use the Internet to research and
debate whether employees have privacy rights in a
workplace.
b. Evaluate scenarios for
understanding of
ethical and unethical
conduct by observing
student
demonstrations.
Evaluate student
understanding by
observation.
Use the Debate
Assessment Rubric to
evaluate student
activity.
c.
Identify filing systems.
c. Describe the various types of records storage
equipment. Have students take notes.
Have students define terms related to information
management including record clerks, surname,
storage media, fields, record, file, database,
requisition card, out guide, out folder, indexing,
guides, retrieve, store, tickler file, alphabetically,
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
chronologically, manually, sort, and code.
d. Discuss classification,
retention of records,
and storage methods
for useful, important,
and vital records.
d. Describe and demonstrate how to transfer and
store inactive files. Have students use the Internet
to research the various media used in filing and
prepare a summary using word processing
software.
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
e. File records according
to basic indexing rules
for personal and
business names
manually and
electronically.
e. Discuss and demonstrate the basic indexing rules
for personal and business names. Have students
practice using basic indexing rules for personal and
business names.
Have students perform manual filing activities for
personal and business names. Have students peer
assess the activities.
Have students perform filing activities
electronically using a database.
e.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Evaluate filing
activities for correct
application of basic
indexing rules.
f.
Discuss electronic filing
and storage media
used for filing systems.
(DOK3)
f. Have students create an electronic database using
Microsoft Access.
f.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Discuss the different types of electronic storage
media such as CDs, floppy disk, hard drive, and
servers.
Observe students to
evaluate
understanding.
References
ARMA Filing Rules [PowerPoint presentation]. (n.d.). Retrieved December 12, 2007, from
faculty.spokanefalls.edu/InetShare/AutoWebs/loud/ARMA%20Filing%20Rules.ppt
ARMA International. (2005). Establishing alphabetic, numeric, and subject filing systems. Retrieved
December 12, 2007, from http://www.arma.org/bookstore/productdetail.cfm?ProductID=1518
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Barrett, C., Kimbrell, G., & Odgers, P. (2003). Office skills (3rd ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.). Mason,
OH: Thomson.
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th ed.).
Mason, OH: Thomson.
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Management Essentials
Unit 3: Management Applications
Competency 1: Investigate the role of American business in a global society.
Suggested Enduring Understandings
1. American business is a part of the global
society.
2. Entrepreneurs are the backbone of the
economy.
Suggested Essential Questions
1.
What part does the United States play in the
global society?
2.
What does an entrepreneur do?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Determine the role of
entrepreneurship in
today’s multicultural,
global society.
a. At the beginning of the unit, pre‐assess student
knowledge of entrepreneurship by using the
Closing Circle technique. Have students take turns
sharing one thing they know about
entrepreneurship. At the end of the unit, assess
student knowledge by having them respond to
four questions related to the unit. Have them
write a response to each question on a 4‐in. by 6‐
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
in. index card.
b. Analyze and discuss
entrepreneurial
opportunities in future
trends.
b. Have students use the Internet to research
information about Tom Anderson and how he
started the MySpace Web site
(http://en.wikipedia.org/wiki/Tom_Anderson_(My
Space); http://en.wikipedia.org/wiki/MySpace;
http://www.forbes.com/2006/01/04/myspace‐
dewolfe‐anderson‐cx_np_0104myspace.html;
http://www.spiegel.de/international/spiegel/0,15
18,459685,00.html). Use the information to
generate a class discussion on entrepreneurship.
Have students complete the self‐assessment at
http://www.entrepreneur.com/startingabusiness/
selfassessment/article84134‐1.html and then
discuss their entrepreneurial personality types.
b. Evaluate the Venn
diagram for accuracy
and completeness.
Lead a class discussion of the article “7 Habits for
Business Success” available at
http://www.entrepreneur.com/startingabusiness/
selfassessment/article70826.html.
Use a data projector to present the slide show
available at
http://inc.com/multimedia/slideshows/content/in
c‐5000‐how‐we‐did‐it.html. Lead a class discussion
of the traits of successful entrepreneurs.
Have students make a list of qualities of successful
entrepreneurs and then discuss ways their
personal skills and traits might be used to start
c.
Outline the channels
of distribution.
their own business.
c.
Define channels of distribution to include direct
distribution, indirect distribution, wholesaler,
retailer, and consumer. Define distribution to
include the responsibility for moving, storing,
locating, and/or transferring ownership of goods
and services.
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
d. Analyze the various
types of businesses in
the channels of
distribution.
d. Discuss the three ways of distribution to include
transport products, receive products, and store
products. (E1,E3,E5, R3,R5,R6, W1,W2,W3,W4,W5 CS2,CS4,CS5, EC2)
Discuss time utility and place utility and how they
relate to customer satisfaction in the distribution
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
process.
activities.
e.
Discuss the emergence
of the United States’
global business
connections and the
impact on U.S.
business development
and production.
e. Have students use the Internet to research the
companies presented at
http://finance.yahoo.com/career‐
work/article/103776/America's‐Best‐Young‐
Entrepreneurs‐2007#table and then create and
present a podcast about an assigned
entrepreneur.
e. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Competency 2: Explore the various business ventures, and justify the selection.
Suggested Enduring Understandings
1. Establishing a business has many steps and
processes.
2. Examine the differences in franchises, global
business, and starting a new business.
Suggested Performance
Suggested Essential Questions
1.
What is the difference in establishing a new
business and buying a franchise?
2.
What is a franchise?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Investigate the
advantages/disadvant
ages of buying an
established business
and starting a
business.
a. Download the Lemonade Tycoon game available at
http://www.download‐free‐
games.com/simulation/lemonade_tycoon.htm,
and have students play it as an introduction to the
unit. Use activities from the game to start a
discussion about what it would be like to own a
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
business.
activities.
b. Evaluate various
business
opportunities.
b. Have a local business owner speak to the class
about starting and owning a non‐franchise
business
b. Evaluate scenarios to
determine whether
students understand
the responsibilities of
business ownership.
c.
Investigate the
challenges of entering
a family business.
c.
Have students research the responsibilities of
starting a business at
http://www.toolkit.com/small_business_guide/sb
g.aspx?nid=P01_0000 and develop a scenario for
starting a new business. Students will present
these scenarios to the class for discussion.
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
d. Determine benefits
d. Use the Web site
d. Evaluate student
and drawbacks of
buying an established
business as opposed
to starting a new
http://www.toolkit.com/small_business_guide/sb
g.aspx?nid=P01_0900 to discuss
advantages/disadvantages of buying a franchise.
contributions to the
debate.
business.
e. Discuss the
responsibilities of
starting a business for
one’s self.
e. Have students generate ideas for a business
venture using information available at
http://www.sba.gov/teens/ideas.html.
e. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
f.
Discuss the
importance of the
global marketplace,
and determine where
there are
f.
Assign students to groups, and have them play the
Industry Player Business Simulation game found at
http://www.industryplayer.com/download.php.
f.
Observe as students
participate in the
simulation game.
opportunities.
g. Determine key factors
to consider when
doing business with
another country.
g. Have students complete lessons related to the
global marketplace available at
http://www.globalenvision.org/forteachers/29/12
27/.
g. Evaluate global
marketplace activities
for accuracy and
completeness.
Competency 3: Conduct marketing research.
Suggested Enduring Understandings
1. It is important to know the market with which
you are conducting business.
2. Some products are directly geared toward an
age group or personality type.
Suggested Performance
Suggested Essential Questions
1.
What are some of the characteristics of the
consumer with whom I will be doing business
with?
2.
What kind of advertising should I do?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Discuss the types of
marketing research.
a. Demonstrate the difference in a consumer and a
producer by having students complete the
consumer/producer activity online at
http://www.econedlink.org/lessons/index.cfm?les
son=EM464. Have students discuss their favorite
products and the producers of these products.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
b. Outline the steps in
the research process.
b. Present information related to marketing research
available at
http://marketingteacher.com/Lessons/lesson_ma
rketing_research.htm. Lead a class discussion of
the steps involved in marketing research. Discuss
marketing research methods and how various
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
products are researched using these methods.
activities.
c.
Analyze strengths and
weaknesses of
competitors.
c.
Direct students to
http://www.smetoolkit.org/smetoolkit/en/conten
t/en/531/Effective‐Competitive‐Analysis, and
discuss the steps involved in competitive analysis.
Lead a class activity in which students select a
c.
Assess student
understanding by
observing
contributions to class
discussions and
local business and then use competitive analysis
participation in
to evaluate the strengths and weakness of its
competitors. (For example, the class might choose
to analyze Walgreens vs. CVS Pharmacy or Kroger
activities.
vs. Bruno’s.)
d. Complete a customer
profile.
d. Have students complete a customer profile
worksheet available at
http://www133.americanexpress.com/osbn/Tool/
biz_plan/market/customers.pdf. Discuss why this
information is important in marketing a product.
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
e. Complete a customer
needs analysis.
e. Demonstrate how to develop an online survey,
and then have students work in teams to develop
an online survey at http://info.zoomerang.com/.
Surveys should include questions related to where
survey takers like to shop, where they like to eat,
and what they watch on TV. Have the class
brainstorm additional questions to be included in
the surveys. Have teams exchange their survey
links and complete the surveys developed by
other teams.
e. Evaluate the customer
profile worksheet for
accuracy and
completeness.
Competency 4: Produce a business plan.
Suggested Enduring Understandings
1. The entrepreneur should make detailed
preparations before entering business.
Suggested Essential Questions
1.
What steps should be considered before
starting a business?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain the purpose of
a business plan.
a. Lead a class discussion of the purpose of a business
plan using information available at
http://www.nolo.com/article.cfm/ObjectID/5705A
F4D‐2466‐4B5B‐
BCCF04B021C01516/catID/E67C08E9‐9FAE‐4AD8‐
840371947878E573/111/228/289/ART/.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
b. Analyze the parts of a
business plan.
b. Discuss the parts of a business plan using
information available at
http://www.nolo.com/article.cfm/ObjectID/8AE4F
799‐0038‐4471‐
B573659C196695D2/catID/E67C08E9‐9FAE‐4AD8‐
840371947878E573/111/228/289/ART/.
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
c.
Prepare a business
plan using word
processing software.
c.
Have students develop a business plan by
completing the activities available at
http://www.suite101.com/lesson.cfm/18659/197
3.
c.
Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
d. Present the business
d. Present the parts of a business plan using
d. Evaluate the business
plan using formal
information from
plan for accuracy and
presentation
techniques and
electronic
presentation software.
http://www.sba.gov/teens/myplan.html, and
present the sample plan available at
http://archive.sba.gov/teens/sample_business_pl
an.html.
completeness.
Competency 5: Investigate procedures for establishing a business
Suggested Enduring Understandings
1. There are legal aspects to be considered
before beginning a business.
Suggested Performance
Suggested Essential Questions
1.
What legal documents do I need to be aware
of before beginning a business?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Investigate
registration of the
business name and
licensing procedures.
a. Use information available at
http://www.myownbusiness.org/business_permit
s_license/#1 to lead a discussion of registration
and licensing procedures.
a. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
b. Research the process
for becoming a
registered employer
with the state and
federal government.
b. Have students investigate small business financing
options using the Small Business Guide to
Government Grants and Loans available at
http://www.business.gov/financing/ and l and A
Guide to Business Credit for Women, Minorities,
and Small Businesses available at
http://www.federalreserve.gov/pubs/buscredit/d
efault3.htm. Lead a class discussion of their
b. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
findings.
c.
Investigate state and
federal tax reporting
procedures.
c.
Have students complete filing procedures for a
small business using activities available at
http://www.irs.gov/newsroom/article/0,,id=9824
8,00.html.
c.
Evaluate the brochure
using the MS SBA
Registration and
Licensing Procedures
Checklist.
d. Investigate options for
financing a small
business.
d. As an introduction to the lesson, have students
play the Stock Market Simulation game available
at http://www.mississippisms.com/. Use the game
as a starting point for a discussion of ways to
finance a business.
d. Assess student
understanding by
observing
contributions to class
discussions and
participation in
activities.
Competency 6: Apply concepts for managing a business.
Suggested Enduring Understandings
1. An organizational chart aids in the creation of
supervisors and responsibilities.
Suggested Performance
Suggested Essential Questions
1.
Who will be the supervisor and the person
responsible for various positions in the
business?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a. Develop an
organizational chart.
a. Ask students the following: “If you work, who is
the boss? Who is next in charge? Who comes after
a. Assess student
understanding by
that? If you don’t work, who is the boss in your
observing
home? Who is next in charge? Who comes after
that?” As a visual aid to the discussion, use word
processing software and a data projector to draw
contributions to class
discussions and
participation in
and display a simple organizational chart.
activities.
b. Develop job
descriptions for each
position on the chart.
b. Discuss job descriptions. Explain their purpose,
and describe the components of a well‐written
description. Show students an example of a basic
job description available at the U. S. Department
of Labor Web site:
http://guidetojobdescriptions.com/data/BasicJDF
ormat.htm. Present an overview of the
components of a job description at
http://www.sba.gov/smallbusinessplanner/manag
e/manageemployees/SERV_JOBDESC.html, and
review the components of job descriptions. Have
b. Evaluate job
descriptions for
punctuation, spelling,
grammar,
completeness, and
accuracy.
students write a job description.
c.
Investigate planning,
organizing, staffing,
and controlling.
c.
Have students use the Internet to research the
organization of a business, and then have them
create an organizational chart for that business.
Have them develop job descriptions for each
c.
Evaluate
organizational charts
for accuracy and
completeness.
position on the chart.
d. Explain the meaning of
legal and social
responsibility.
d. Discuss the legal responsibilities of a position of
authority.
d. Evaluate student
understanding by
classroom
participation.
Competency 7: Demonstrate business use of financial statements.
Suggested Enduring Understandings
1. Petty cash is used in businesses.
2. Balances sheets and income statements are
used in a business.
3. Purchase orders and invoices are used
businesses when purchasing goods or service.
Suggested Performance
Suggested Essential Questions
1. How is petty cash used in businesses?
2. Why are balance sheets and income
statements used in businesses?
3. Why are purchase orders and invoices used in
business operations?
Suggested Assessment
Indicators
Suggested Teaching Strategies
Strategies
a.
Demonstrate the use
of petty cash in a
business. (DOK2)
a. Give one student play money, and tell the student
that he or she is responsible for it. Have the other
students ask that student to give them money for
various reasons. After students have taken all the
money, ask the one who was responsible for the
money to account for it. Use this activity to lead a
discussion of the importance of keeping financial
records.
Discuss and demonstrate the use of a petty cash
fund in a business.
Have students work in teams to role‐play using a
petty cash fund. Allow each student to serve as the
one responsible for the fund. Have students
a. Evaluate petty cash
fund records for
completeness and
accuracy.
critique each other on how well they have kept the
records.
b. Demonstrate the use
of balance sheets and
income statements in
a business.
b. Use a T‐chart to determine what students know
about financial statements. Draw a simple T, and
have students write what they know about
financial statements on the left side of the T. At the
end of the lesson, use a T‐chart to determine what
students have learned. Have students write down
what they have learned on the right side of the T.
Have students define terms related to financial
statements including balance sheet, income
statement, assets, liabilities, capital, revenue,
expenses, profit or loss, gross profit, net profit,
cash flow, cost of goods sold, accounting equation,
merchandise inventory, accounts receivable, and
accounts payable.
Discuss the value of balance sheets and income
statements to a business, and then demonstrate
how to prepare balance sheets and income
statements for a business. Have students prepare
balance sheets and income statements.
Have students interview a business
owner/manager or use the Internet to research the
ways the information on balance sheets and
income statements is used in a business. Have
students prepare a summary of their findings using
word processing software. Students will discuss
their findings with the class. This assignment should
be designed to meet the certification standards for
the Microsoft Office Specialist exam
(http://www.microsoft.com/learning/mcp/officesp
ecialist/objectives/Word2003ExamSkillStandards.m
b. Evaluate T‐charts to
assess student
knowledge of concepts
related to financial
statements.
Evaluate balance sheets
and income statements
for completeness and
accuracy.
Use the Interview
Assessment Rubric to
assess students’ work.
spx).
c.
Demonstrate the use
of purchase orders
and invoices in a
business.
c. Discuss and demonstrate the use of purchase
orders and invoices in a business.
Have students prepare purchase orders and
invoices using word processing software. Have
students peer assess the prepared purchase
orders and invoices and make edits.
c. Evaluate purchase
orders and invoices for
completeness and
accuracy.
References
Bailey, L. J. (2006). Working (4th ed.). Mason, OH: Thomson.
Barrett, C., Kimbrell, G., & Odgers, P. (2003). Office skills (3rd ed.). Mason, OH: Thomson.
Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management (12th ed.). Mason,
OH: Thomson.
The Entrepreneur Next Door. (n.d.). Retrieved November 19, 2007, from
http://theentrepreneurnextdoor.com/index.html
GoVenture Educational Games and Simulations. (n.d.). Retrieved December 14, 2007, from
http://www.goventure.net/home.cfm?ID=1&go=site/home/index.cfm
Inc.com. (n.d.). Marketing on the Web. In How‐to guides. Retrieved November 16, 2007, from
http://inc.com/guides/ecom/20743.html
Kaliski, B. S., Passalacqua, D., & Schultheis, R. A. (2006). Keeping financial records for business (4th ed.).
Mason, OH: Thomson.
For additional references, activities, and Web resources, please refer to the Business and Management
P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).
Appendix A: Suggested Rubrics and Checklist
Business Letter Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Proficient
3 Points
Needs
Improvement
2 points
Unsatisfactory
1 Point
Score
Layout/Design
Creatively
designed, easily
read, excellent
business letter
Attractive, easy
to read, good
business letter
Appears busy or
boring, difficult
to read, needs
improvement
Unattractive or
inappropriate,
very difficult to
read, not
acceptable
Information, Style,
Audience, and
Tone
Accurate and
complete
information,
very well written
and presented
Well written and
interesting to
read
Some
information
provided but is
limited or
inaccurate
Poorly written,
inaccurate, or
incomplete
Accurate Parts
Complete with
all required parts
Some elements
may be missing.
Most elements
are missing or
out of place.
Proper form for a
letter not used
Grammar,
Punctuation, and
Wording
Excellent
presentation,
style, grammar,
and punctuation
Fair
presentation,
style, grammar,
and punctuation
Missing
information,
inaccurate
punctuation
and/or grammar
Poor grammar,
punctuation, and
wording
Following
Directions and
Guidelines
Always on task,
always followed
directions
Followed
directions with
some guidance
Required a good
bit of extra
guidance
Did not follow
directions and did
not ask for extra
help
TOTAL
Comments:
Business Plan Worksheet
NAME:
DATE:
PERIOD:
Refer to the article “Five Crucial Components of a Business Plan” available at
http://ezinearticles.com/?Five‐Crucial‐Components‐of‐a‐Business‐Plan&id=12178 for a description of
each of the components of a business plan listed below. Include each of the sections listed below in a
simple business plan for your selected business venture. Prepare the business plan using word
processing software.
I. Executive Summary Section
II. The Business Section
III. Market Analysis Section
IV. Financing Section
V. Management Section
Career Multimedia Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
Research on three
careers, job titles,
educational
requirements, skill
requirements,
expected job
growth, and entry‐
level salaries
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced two
to three words
incorrectly
Mumbling and
pronounced more
than three words
incorrectly
Design
Used appropriate
design principles;
no typos;
grammatically
correct
Presentation
contained one
design error and/or
one grammatical
error.
Presentation
contained two to
three design
and/or
grammatical
errors.
Presentation
contained more
than three design
and/or
grammatical
errors.
Length
Included 10 slides
and lasted 10
minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less than
five slides and
lasted less than 5
minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
time; looked only
at one section of
the audience
Read from notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Comments:
CTESO Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Included all
components:
motto, creed,
emblem, colors,
theme, and
history; included
famous or
successful CTESO
members
Included four to
five components
Included two to
three
components
Included one
component
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Design
Used appropriate
design principles;
included
appropriate
graphics or
illustrations; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error. Included
appropriate
graphics or
illustrations
Presentation
contained two
to three design
and/or
grammatical
errors. Included
non‐related
graphics or
illustrations
Presentation
contained more
than three
design and/or
grammatical
errors. No
graphics or
illustrations
included
Case Study Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Accomplished
3 Points
Needs
Improvement
2 Points
Unsatisfactory
1 Point
Score
Comprehension
Shows complete
understanding of
the issues and
grasps
implications
beyond the
immediate issue
Asks for more
details to clarify
understanding of
the issue
Shows partial
understanding of
the issue but
does not ask for
clarification
Resists attempts
to get
clarification
Strategizing
Develops
realistic
strategies that
provide a
satisfactory
conclusion
Chooses
appropriate
strategies that
may satisfy
Shows evidence
of strategy that
may or may not
satisfy
Needs assistance
to choose a
strategy
Innovation
Devises more
than one
resolution to
the problem
Offers a solution
Offers a solution
with a limited
point of view
Shows some
understanding of
the problem
Communication
Convincingly
communicates
resolution
Explains solution
so others can
understand
Conveys an
opinion
Unsure of how to
explain
TOTAL
Comments:
Electronic Slide Presentation Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Employee Performance Presentation Evaluation Form
Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. If you were a manager or supervisor, how would you apply this information in the workplace?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Group Work Assessment Rubric
NAME:
DATE:
PERIOD:
Highly Successful
3 points
Meeting Success
2 points
Experiencing Difficulty
1 point
Score
Sharing
Shared ideas with
others
Occasionally shared
ideas with others
Seldom shared ideas
with others
Listening
Always listened to
peers
Occasionally listened
to peers
Ignored ideas of peers
Respecting
Interacted with,
encouraged, and
supported ideas of
others
Occasionally
encouraged and
supported others
Seldom encouraged
and supported others
Participating
Shared task equally
with group members
Did most of the task
Did very little of the
task
TOTAL
Comments:
Guest Speaker Evaluation Form
Student’s Name:
Date:
Name of Speaker:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life.
Guest Speaker Evaluation Form
Student’s Name:
Guest Speaker’s Name:
Date:
1. Please evaluate the following statements with a check mark in the appropriate space:
Key: SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD, Strongly Disagree
SA
A
N
D
SD
The presentation stimulated my interest.
( )
( )
( )
( )
( )
Content was clearly presented.
( )
( )
( )
( )
( )
Content was challenging.
( )
( )
( )
( )
( )
Handouts and materials were helpful.
( )
( )
( )
( )
( )
2. Please rate the guest speaker:
Extraordinary
Excellent
Good
Fair
Poor
Additional Comments:
3. What was your favorite element of the presentation?
4. What career or lifestyle knowledge did you take from the presentation?
5. What was your favorite part of the presentation?
6. How would you improve or change it?
7. What do you still need or want to know?
Internet Safety Information Sheet
Student’s Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life. How would this information help a
person be safe when using the Internet?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Interview Assessment Rubric
NAME:
DATE:
PERIOD:
__
Excellent
4 Points
Good
3 Points
Needs
Improvement
2 Points
Unacceptable
1 Point
Score
Body language
Displays confidence
Eye contact
Maintains good eye contact
with interviewer
Introduction
Provides a self‐introduction
Handshakes
Extends hand and shakes
firmly
Dress
Dresses appropriately for an
interview, business attire
Language
Concise and grammatically
correct
Questions
Asks appropriate questions,
demonstrates a knowledge
of the business
Closure
Responds appropriately
TOTAL
Comments:
Listening Skills Questionnaire
Student’s Name
Date
Title of Story
1.
Who were the main characters in the story?
2.
Describe one of the characters in the story.
3.
What happened in the story?
4.
What was the conflict?
5.
How was the conflict resolved?
6.
What was your favorite part of the story?
MS SBA Registration and Licensing Procedures Checklist
NAME:
DATE:
PERIOD:
Have students investigate the Web site of the Mississippi Small Business Development Center’s State Office
available at http://www.olemiss.edu/depts/mssbdc/FAQ.html to determine procedures for registration and
licensing. Have them develop a brochure that outlines the procedures.
Criteria Points
1. Brochure is designed according to standard design principles as outlined /50
in the 12 Rules of Desktop Publishing (http://desktoppub.about.com/cs/basics/f/dtp_rules.htm).
2.
Brochure lists and describes procedures for registration and licensing.
/30
3.
Brochure copy is original work and is not plagiarized.
/30
4.
Sources are cited in correct APA style.
/30
5.
Brochure contains no grammar, spelling, or typographical errors.
/30
6.
All Web‐based sources are credible.
/30
TOTAL SCORE
Highest Possible Score
Portfolio Evaluation Checklist
Criteria
Points
1.
Portfolio is bound neatly in a three‐ring binder.
/20
2.
Title page is properly formatted with no typographical errors.
/20
3.
Table of contents is properly formatted with no typographical errors.
/20
4.
A labeled section divider is included for each unit.
/20
5.
Five activities are included in each section.
/20
TOTAL SCORE
TOTAL POSSIBLE SCORE
Poster Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Required Content
The poster
includes all
required content
elements as well as
additional
information.
All required content
elements are
included on the
poster.
All but one of the
required content
elements are
included on the
poster.
Several required
content elements
were missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Almost all items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Many items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Labels are too
small to read, or
no important
items were
labeled.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout,
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly
messy or very
poorly designed.
Grammar
There are no
grammatical or
mechanical
mistakes on the
poster.
There are one to
two grammatical
or mechanical
mistakes on the
poster.
There are three to
four grammatical
or mechanical
mistakes on the
poster.
There are more
than four
grammatical or
mechanical
mistakes on the
poster.
TOTAL
Comments:
Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Clear,
appropriate, and
correct
Mostly clear,
appropriate, and
correct
Somewhat
confusing,
incorrect, or
flawed
Confusing,
incorrect, or
flawed
Clarity
Logical,
interesting
sequence
Logical sequence
Unclear sequence
No sequence
Presentation
Clear voice and
precise
pronunciation
Clear voice and
mostly correct
pronunciation
Low voice and
incorrect
pronunciation
Mumbling and
incorrect
pronunciation
Visual Aids
Attractive,
accurate, and
grammatically
correct
Adequate, mostly
accurate, and few
grammatical
errors
Poorly planned,
somewhat
accurate, and
some
grammatical
errors
Weak, inaccurate,
and many
grammatical
errors
Length
Appropriate
length
Slightly too long
or short
Moderately too
long or short
Extremely too
long or short
Eye Contact
Maintains eye
contact, seldom
looking at notes
Maintains eye
contact most of
time but
frequently returns
to notes
Occasionally uses
eye contact but
reads most of
information
No eye contact
because reading
information
TOTAL
Comments:
Reflection
NAME:
DATE:
PERIOD:
Something I learned that SQUARED with my beliefs:
A question going AROUND in my mind:
STOP! How do I plan to implement what I have learned?
Three important POINTS to remember are the following:
Resume Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
25 Points
Well Done
20 Points
Meets
Standards
15 Points
Beginning
10 Points
No Evidence
0 Points
Score
Format
Resume contains
name, address,
objective,
education,
experience, and
references. All
words are spelled
correctly.
Contains at
least six of the
criteria, no
more than two
spelling errors
Contains at
least five of
the criteria,
no more
than four
spelling
errors
Contains
minimal
information,
more than
four spelling
errors
Assignment
not submitted
Education
Education includes
all schools attended,
graduation dates,
diploma/degree
awarded, and major
field of study.
Education
includes three
of the criteria.
Education
includes two
of the
criteria.
Education
includes one
of the criteria.
Assignment
not submitted
Experience
Experience includes
internships, entry‐
level jobs, and
current position.
Experience
includes two of
the criteria.
Experience
includes one
of the
criteria.
Experience
includes
current
position only.
Assignment
not submitted
Factual
Contains factual
names and dates
and is believable
Contains fairly
believable
resume with
factual names
or dates
Resume has
unrealistic
dates or
names.
Resume is
unrealistic and
contains
conflicting
information.
Assignment
not submitted
TOTAL
Comments:
Role‐play or Skit Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Good
3 Points
Average
2 Points
Needs
Improvement
1 Point
Score
Accuracy
All information
was accurate.
Almost all
information was
accurate.
Most
information was
accurate.
Very little
information was
accurate.
Role
Excellent
character
development;
student
contributed in a
significant
manner
Good character
development;
student
contributed in a
cooperative
manner
Fair character
development;
student may
have
contributed
Little or no
character
development;
student did not
contribute much
at all
Knowledge
Gained
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
and can explain
why
Can clearly
explain several
ways in which
his or her
character “saw”
things
differently than
other characters
Can clearly
explain one way
in which his or
her character
“saw” things
differently than
other characters
Cannot explain
any way in
which his or her
character “saw”
things
differently than
other characters
Props
Used several
props and
showed
considerable
creativity
Used one or two
appropriate
props that made
the presentation
better
Used one or two
props that made
the presentation
better
Used no props
to make the
presentation
better
Required
Elements
Included more
information
than required
Included all
required
information
Included most
required
information
Included less
information
than required
TOTAL
Comments:
Safety Presentation Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Content
Procedures met
OSHA/EPA
regulations.
Procedures
mostly met
OSHA/EPA
regulations.
Procedures
somewhat met
OSHA/EPA
regulations.
Procedures did
not meet
OSHA/EPA
regulations.
Clarity
Logical, orderly
sequence
Logical sequence
Unclear
sequence
No sequence
Presentation
Clear voice and
correct
pronunciation of
all words
Clear voice and
pronounced no
more than one
word incorrectly
Low voice and
pronounced
two to three
words
incorrectly
Mumbling and
pronounced
more than
three words
incorrectly
Design
Used
appropriate
design
principles; no
typos;
grammatically
correct
Presentation
contained one
design error
and/or one
grammatical
error.
Presentation
contained two
to three design
and/or
grammatical
errors.
Presentation
contained more
than three
design and/or
grammatical
errors.
Length
Included 10
slides and lasted
10 minutes
Included seven to
nine slides and
lasted 7 to 9
minutes
Included five to
six slides and
lasted 5 to 6
minutes
Included less
than five slides
and lasted less
than 5 minutes
Eye Contact
Maintained eye
contact with
audience
members at
various locations
in the room
Maintained eye
contact most of
the time; looked
only at one
section of the
audience
Read from
notes;
occasionally
glanced at the
audience
Made no eye
contact because
information was
being read from
notes
Saving and Investing Information Sheet
Student’s Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your life. How would this information be helpful
to a person who plans to start a business?
Sources of Government Funding Brochure Checklist
NAME:
DATE:
PERIOD:
Criteria
Points
1.
Brochure is designed according to standard design principles as outlined
/50
in the 12 Rules of Desktop Publishing (http://desktoppub.about.com/cs/basics/f/dtp_rules.htm).
2.
Brochure lists and describes sources of government funding for all
countries listed in the assignment.
/20
3.
Pros and cons of funding sources are listed.
/20
4.
Brochure copy is original work and is not plagiarized.
/30
5.
Sources are cited in correct APA style.
/30
6.
Brochure contains no grammar, spelling, or typographical errors.
/30
7.
All Web‐based sources are credible.
/20
TOTAL SCORE
Highest Possible Score
Travel Portfolio Evaluation Checklist
NAME:
DATE:
PERIOD:
Criteria
Points
1.
Portfolio is bound neatly in a three‐ring binder.
/20
2.
Cover is designed according to standard design principles.
/30
3.
Table of contents is properly formatted with no typographical errors.
/20
4.
All components are included:
/30
Itinerary
Flight schedules
Layovers
Planned meal reservations
Car rental and ground transportation information
Hotel accommodations, including prices and driving directions
5.
Itinerary is properly formatted with no typographical errors.
/30
6.
A labeled section divider is included for each component.
/10
7.
Portfolio includes a properly formatted travel budget.
/30
8.
Trip adheres to established budget limitations.
/30
TOTAL SCORE
Highest Possible Score
Understanding the Fundamentals of Business and Economics
Presentation Questionnaire
Name:
Date:
1. List five main ideas expressed in the presentation.
1.
2.
3.
4.
5.
2. Write a brief summary relating the topics of the presentation to your career goals. How could this information
be applied in the management or ownership of a business?
Venture Ideas Questionnaire
Name:
Date:
1.
List five business ventures about which you have learned.
1.
2.
3.
4.
5.
2. Write a brief summary of one business venture that captured your interest. Explain why you might be
interested in starting a similar business venture. What skills do you have that would be useful in this
venture? What additional skills would be needed for this venture?
Web Page Evaluation Checklist
NAME:
DATE:
PERIOD:
Review the Web page evaluation criteria described in detail on the following Web site:
•
Evaluating Web Pages: http://library.duke.edu/services/instruction/libraryguide/evalwebpages.html
Answer each of the questions below to determine whether a Web site is a high‐quality, credible reference.
Authority—What are the author’s qualifications? What organization or institution published the information?
Accuracy—What is the purpose of the document? Who is the intended audience? Why was the document
created?
Objectivity—Is the information detailed? Is the page primarily intended for advertising? Is the author biased?
Currency—Is there a publication date? Is the information current?
Support—Does the page include additional links or sources? Is there a bibliography?
Written Report Assessment Rubric
NAME:
DATE:
PERIOD:
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses
subject matter
with minimal
support
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional
errors in use of
grammar and
mechanics
Problems in use
of grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence.
Logical order
and appropriate
sequencing of
ideas with
adequate
transition
Some evidence
of an
organizational
plan or strategy
Lacks
organization
TOTAL
Comments:
Mississippi Department of Education
Office of Curriculum and Instruction
Course Title:
International Business
Grade Level:
9, 10, 11, 12
Carnegie Unit:
Contact:
MDE Office of Curriculum & Instruction
Central High School Building
359 North West Street
Post Office Box 771
Jackson, MS 39205‐0771
Phone: 601‐359‐2586
International Business Course Outline
One Carnegie Unit
Course Code: XXXXXX
Unit Number
Unit Name
Hours
Foundations of International Business
Global Business Ownership and Entrepreneurship
The Global Business Environment
International Business Communication, Ethics, and Social Responsibility
International Management
International Marketing
International Finance
Total
Unit 1: Foundations of Inte rnatio nal Business
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the role international business plays in shaping the global economy
•
Understand the impact international trade has on businesses at the local, state, national, and
international levels
Essential Questions
•
How are individuals affected by international business?
•
What factors influence a country’s decision to engage in international trade?
Vocabulary
Identify and review the unit vocabulary.
Culture
Domestic Business
Exports
Global Dependency
Globalization
Imports
International Business
Least Developed Country
Developing Country
Developed (Industrialized) Country
Trade Barriers
Suggested Learning Experiences
Competency 1: Explain the role of international business.
Suggested
Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify
business
opportunities in
countries in
various levels of
economic
development.
a. Use the How Global is Your Portfolio lesson at
http://www.econedlink.org/lessons/index.php?lid=918&type=educator
to help students connect economics and geography as they investigate
global companies in the stock market.
Have students create a continuum line with least developed on one
end and most developed on the other end and developing in the
middle (this could be on a bulletin board). Determine which indicators
will be used to determine each level of development. Divide students
into two groups: less‐developed countries and most developed
countries. Each group will need to find countries that fit into its
category. The number of countries a group finds will be dependent on
the total number of students in the class. Have students write each
country’s name on an index card. Have students draw a card from each
category. Have students write their names on the index card under the
country name. Have students research economic development in each
of their countries and have them place their countries along the
continuum line based on their levels of development. Have students
begin gathering information for a research report on their countries.
This research report will go into their portfolios (see Performance Task
below).
a. Observation,
Participation Rubric
Group Work
Assessment Rubric
Venture Ideas
Questionnaire
b. Identify
examples of
international
trade in the local
and state
communities.
b. Visit the Mississippi World Trade Center Web site
http://www.mswtc.org/ and discuss resources that can be found at this
site. Have students identify local and state businesses that engage in
international trade and present their findings to the class. Have them
complete the reflection exercise.
b. Assessment
Rubric for Student
Reflections
Competency 2: Analyze how international business impacts business at all levels, including local, state,
national, and international levels.
Suggested
Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Explain the
impact of
international
business activities
on the local,
regional, national,
and international
levels.
a. Use The Trading Game lesson at
http://www.econedlink.org/lessons/index.php?lid=855&type=educator
to teach how we gain from trade. Have students play The Trading
Game.
Students will report on historical developments to illustrate the past
experiences of the United States’ role in international trade and to
describe the impact of international business on local, regional, and
national levels. Have students prepare a graph representing total state
and national imports and exports over the past 12 months.
a. Observation,
Participation Rubric
Written Report
Assessment Rubric
b. Understand the
importance of
international
business and its
influence on
careers and
businesses at the
local, state,
national, and
international
levels.
b. Students will participate in mock interviews with key business
resource people from various cultures for specific careers and prepare
applications and other job application documents for various cultures.
b. Role Play or Skit
Assessment Rubric
Performance Task
Throughout the course, each student will be developing an international business portfolio. The portfolio will
consist primarily of a research report, an international business plan, and a code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, each student should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Preliminary Research for Report on Countries
In this unit, you will begin researching two countries from each stage of development: least developed and most
developed. In the continuum line activity, you were assigned two countries—one developed and one least
developed.
Approach this research as if you are planning to do business in each country. At this phase of your report, you will
gather general information about the country for the Body section of your report. You can include information
about your country’s economic conditions, type of government, geographic location, demographics, and culture.
You need to organize this information under subtitles. At this point, include any information that you think is
useful. You will have the opportunity throughout this course to modify your report.
A good resource for finding this information is Global Edge (http://globaledge.msu.edu/). You may use other
resources as well.
Attachments for Performance Task
Use the Report Writing Format document and Report Rubric in Appendix A.
Unit Resources
Book:
Dlabey, L., & Scott, J. (2008). International business (4th ed.). Mason, OH: South‐Western Cengage Learning.
Online:
Aneki. (2011). http://www.aneki.com/ This site details county records and ratings information.
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and finance technology education frameworks 2009
international business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
EconEdLink. (2011). How global is your portfolio. Retrieved from
http://www.econedlink.org/lessons/index.php?lid=918&type=educator This engaging lesson challenges
students to connect economics and geography as they investigate global companies in the stock market.
globalEDGE.(2011). http://globaledge.msu.edu/ Created by the International Business Center at Michigan State
University, globalEDGE is an international business web portal with a wealth of information, insights, and
learning resources on global business activities.
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. http://nbea.org/newsite/curriculum/index.html
One World – Nations Online. (2011). http://www.nationsonline.org/oneworld/index.html
United Nations. Millennium development goals indicators. (n.d.). http://unstats.un.org/unsd/mdg/Data.aspx
Unit 2: Global Business Ownership and
Entrepreneurship
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the benefits and risks of international business
•
Understand the role of small business and entrepreneurship in the global economy
Essential Questions
•
Why do businesses expand to the global marketplace?
•
What factors influence the method a company uses to get involved in international business?
Vocabulary
Identify and review the unit vocabulary.
Corporation
Direct Exporting
Foreign Direct Investment
Franchise
Indirect Exporting
Joint Venture
Licensing
Management Contract
Matchmaker Program
Microcredit
Multinational Company or Corporation (MNC)
Partnership
Sole Proprietorship
Turnkey Project
Wholly Owned Subsidiary
Suggested Learning Experiences
Competency 1: Identify forms of business ownership and entrepreneurial opportunities.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Analyze various forms
of business ownership
(e.g., sole proprietorship,
corporation,
partnership) for different
international business
situations.
a. Discuss the various forms of business ownership and
advantages and disadvantages of each.
Provide students with a list of advantages and
disadvantages of sole proprietorships, partnerships,
and corporations. For each item in the list, have
students decide if it is an advantage or disadvantage of
a sole proprietorship, partnership, or corporation.
(Some items may be an advantage or a disadvantage of
more than one form of business organization.)
a. Advantages and
Disadvantages of Sole
Proprietorships,
Partnerships, and
Corporations Chart
b. Identify potential new
international business
ventures for locally
based companies.
b. Discuss with students the enterprises that have the
highest potential for growth: health care services,
environmental services, training and education, and
personal services. Invite a speaker who is
knowledgeable about international business
opportunities in Mississippi (i.e., executive director of
the Mississippi World Trade Center) to speak to the
class. Discuss the sections of a business plan.
Have students work in groups to identify three
specialties in each of the types of enterprises discussed
above. Have each student create his or her own
business based on the information he or she found.
Have students prepare the Business Description and
Organizational Structure sections of a business plan for
their portfolios (refer to the Performance Task Below).
b. Group Work Assessment
Rubric
Speaker Rubric
c. Differentiate between
low‐risk and high‐risk
methods for getting
involved in international
business.
c. Discuss low‐risk and high‐risk methods for getting
involved in international business.
Have students create a graphic that orders the methods
for getting involved in international business based on
the level of risk (i.e., stair steps).
c. Drawing Rubric
Performance Task
Throughout the course, each student will be developing an International Business portfolio. The portfolio will
consist primarily of a research report, an international business plan, and code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, students should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Starting an International Business Plan
In this unit, you will begin gathering information for the Introduction and Analysis of the International Business
Situation sections of the international business plan that will go in your portfolio. In this unit, you will determine
the type of business you want to start based on the types of enterprises that have the highest potentials for
growth. Approach this task as if you are writing a business plan for the business you will be conducting in your two
foreign countries.
Attachments for Performance Task
Refer to the International Business Plan Format Guidelines and International Business Plan Rubric in Appendix A.
Unit Resources
Books:
Dlabey, L., & Scott, J. (2008). International business (4th ed.). Mason, OH: South‐Western Cengage Learning.
Allen, K., & Meyer, E. (2006). Entrepreneurship and small business management. Woodland Hills, CA:
Glencoe/McGraw‐Hill.
Online:
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and Finance Technology Education Frameworks 2009
International Business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. http://nbea.org/newsite/curriculum/index.html
Unit 3: The Global Business Environment
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the interrelatedness of the social, cultural, political, legal, and economic factors that shape
and impact the global business environment
•
Understand the relationship between the balance of trade and the import/export process
Essential Questions
•
How do social and cultural factors influence international business activities?
•
Why do some government regulations have the potential to discourage international trade?
•
What economic systems determine what to produce, how it is produced, and for whom it is produced in a
country?
Vocabulary
Identify and review the unit vocabulary.
Balance Of Trade
Democracy
Duty
Embargo
Export
Foreign Debt
Import
Infrastructure
Passport
Political System
Quota
Social Responsibility
Totalitarian
Trade Barriers
Visa
Work Visa
Suggested Learning Experiences
Competency 1: Describe factors that shape and impact the international business environment.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Identify distinctive
social and cultural
factors affecting
business activities (e.g.
time, workday,
workweek, schedules,
and holidays).
a. Students will participate in a forum to compare and
contrast social roles of various cultures, e.g., time,
workday, workweek, schedules, and holidays.
a. Observation, Discussion
Rubric
b. Describe how trade
barriers, tariffs, quotas,
and taxation policies
affect choice of location
for companies operating
internationally.
b. Explain how different people have different points of
view about specific government actions that affect
international business.
Have students research countries for which the United
States imposes economic sanctions and discuss their
findings in a group.
Mississippi World Trade Center:
http://www.mswtc.org/index.php, U.S. State
Department: http://www.state.gov, and The World
Bank: http://www.worldbank.org/
b. Observation, Discussion
Rubric
c. Recognize legal and
political factors that exist
between and among
countries and the impact
they have on
international business
investment.
c. Have students research the country profiles of the
two countries they selected in Unit 1. Have them
identify potential political, social, and economic risks
and complete the Risk Assessment Activity in Appendix
A. Country profiles can be found at
http://www.state.gov.
Give students the opportunity to revise their research
papers if they find additional information.
c. Evaluate the career
project for content and
delivery.
Competency 2: Relate balance of trade concepts to the import/export process.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Analyze the
availability of resources
and economic potential
in various countries.
a. Have students research the economic situation, labor
situation, availability of natural resources, and
infrastructure of the two countries they were assigned
in Unit 1. Have students analyze their findings and
recommend potential business ventures in their
countries. The information can be found at U.S. State
Department: http://www.state.gov and The World
Bank: http://www.worldbank.org/
a. Decision Rubric
b. Identify goods and
b. Have students identify goods and services imported
b. Written Report
services imported to or
exported from a country.
to and exported from Mississippi to or from a foreign
country. Have students analyze this information and
determine which, if any, imports or exports pose a
threat to local businesses and report their findings.
Good resources for information are the Mississippi
World Trade Center (http://www.mswtc.org/index.php)
and http://export.gov/
Assessment Rubric
c. Describe the role that
U.S. Customs and the
customs agencies of
other countries play in
international trade
activities.
c. Have students visit the U.S. Customs and Border
Protection Web site (http://www.cbp.gov/) or The
Internationalist site
(http://www.internationalist.com/business/) and have
them list and discuss five interesting facts they
retrieved from this site.
c. Discussion Rubric
d. Explain the purpose of
international trade
agreements and treaties
(e.g., GATT, NAFTA).
d. Discuss the purpose of the World Trade Organization
and have students visit the WTO Web site
(http://www.wto.org/index.htm) and find information
on Disputes by Agreement. Have them choose one of
the disputes and then read the detailed information
about the dispute and report their findings (see WTO
Dispute Settlement Worksheet in Appendix A).
d. Written Report
Assessment Rubric
Performance Task
Throughout the course, each student will be developing an International Business Portfolio. The portfolio will
consist primarily of a research report, an international business plan, and a code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, students should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Update Business Plan and Report
Update your report and the Introduction and Analysis of International Business Situation sections of your business
plan with any new information you found while conducting research on the global business environment.
Attachments for Performance Task
Refer to the International Business Plan Format Guidelines in Appendix A.
Book:
Dlabey, L., & Scott, J. (2008). International Business (4th ed.). Mason, OH: South‐Western Cengage Learning.
Online:
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and finance technology education frameworks 2009
international business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. http://nbea.org/newsite/curriculum/index.html
Unit 4: International Business Communication,
Ethics, and Social Responsibility
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand the communication strategies necessary and appropriate for effective and profitable
international business relations
•
Understand the factors that define what is considered socially responsible and ethical and business
behavior in a global business environment
Essential Questions
•
How does communication in international business differ from communication in a domestic business?
•
What is the difference between ethics and social responsibility?
Vocabulary
Identify and review the unit vocabulary.
Body Language
Collectivism
Contexting
Cultural Baggage
Culture
Culture Shock
Ethics
Ethnocentrism
Host Country
Individualism
Social Responsibility
Subculture
Suggested Learning Experiences
Competency 1: Apply communication strategies in international business relations.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Apply communication
strategies necessary and
appropriate for effective
and profitable
international business
relations.
a. Have students take one of the cultural awareness
quizzes located at
http://www.kwintessential.co.uk/resources/culture‐
tests.html
Discuss the importance of researching a country’s
culture, language, and traditions to avoid business
blunders. Read Cross‐Cultural Business Blunders located
in Appendix A.
Have students research their countries’ cultures at
http://www.kwintessential.co.uk/resources/country‐
profiles.html
Have students retake the cultural awareness quiz they
took earlier and write a reflection about what they
learned at
http://www.kwintessential.co.uk/resources/culture‐
tests.html
a. Observation, Participation
Rubric
Assessment Rubric for
Student Reflections
Competency 2: Describe the factors that define what is considered socially responsible and ethical
business behavior in a global business environment.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Analyze factors that
affect ethical behavior
and their implications in
business decision
making.
a. Discuss the factors that affect ethical behavior in
businesses.
Have students read an ethical dilemma case study and
have them determine if individual, social, or
organizational beliefs are being challenged. They could
have more than one belief in some case studies. Case
studies are located in Appendix A.
a. Case Study Assessment
Rubric
b. Understand
procedures for
developing a code of
ethics and apply ethical
codes to various
business situations.
b. Explain that a code of ethics is a written guide to
acceptable and ethical behavior as defined by an
organization and that codes of ethics vary between
countries because they are culture driven, making it
difficult for managers to adhere to a strict code of
ethics in each market.
Divide students into groups. Students research key
global ethical issues and the intercultural dimensions of
the United States and two other countries. Each group
drafts an international code of ethics based on its
findings. Have each group present its code to the class.
b. Observation,
Participation Rubric
Code of Ethics – Sample
Ask group members to determine which codes would
be unacceptable for the countries they researched and
explain why. This website provides research on national
and organizational cultures. http://www.geert‐
hofstede.com/hofstede_dimensions.php
Have the class compile an International Code of Ethics
based on the input from the class and discuss the
challenges with trying to create one global code of
ethics.
c. Identify issues related
to ethical and social
responsibility in the
global marketplace.
c. Explain that social responsibility involves
contributions a company makes to a country, such as
creating jobs and improving infrastructure. Social
responsibility is important for good business and
improving living conditions of a country’s people.
Have students analyze their chosen businesses for key
ethical issues. Have students list ways their companies
can show social responsibility in each of the areas of
education, employment, environment, and technology
in their two countries. Have students discuss the role
social responsibility plays in developing a code of
ethics.
c. Code of Ethics – Sample
Performance Task
Throughout the course, each student will be developing an International Business portfolio. The portfolio will
consist primarily of a research report, an international business plan, and a code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, students should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Create a Code of Ethics
In this unit, you created a list of socially responsible contributions your company will make to each of your
countries and you analyzed key ethical issues in your chosen business.
Create a code of ethics for your business that addresses specific areas that need ethical guidance. Put your code of
ethics in the Appendix of your business plan. Be sure to take social responsibility into account as you create your
code(s).
As you progress through the units, you will be exposed to new online resources from which you may discover new
information about your countries. Modify your business plan, research report, and code of ethics whenever
necessary.
Attachments for Performance Task
Refer to Code of Ethics – Sample in Appendix A.
Unit Resources
Book:
Dlabey, L., & Scott, J. (2008). International business (4th ed.). Mason, OH: South‐Western Cengage Learning.
Online:
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and finance technology education frameworks 2009
international business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
Itim International. (2009). Geert Hofstede cultural dimensions. Retrieved from http://www.geert‐
hofstede.com/hofstede_dimensions.php
Kwintessential. (2010). How culturally aware are you? Retrieved from
http://www.kwintessential.co.uk/resources/culture‐tests.html
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. Retrieved from
http://nbea.org/newsite/curriculum/index.html
Unit 5: International Management
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand why managers face special challenges in operations, human resources, and strategic
management in international business
Essential Questions
•
What factors influence production processes, operations, and managerial styles in international business?
Vocabulary
Identify and review the unit vocabulary.
Automated Production
Computerized Production
Cost of Living Index
Ethnocentric Approach
Expatriate Manager
Geocentric Approach
Inventory Control
Job Description
Manual Production
Operations Management
Outsourcing Parent‐
Country Nationals
Polycentric Approach
Production Possibilities Schedule
Production Process
Regiocentric Approach
Repatriation Third‐
Country Nationals
Supply Chain
Transformation
Suggested Learning Experiences
Competency 1: Analyze special challenges in operations, human resources, and strategic management in
international business.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the
production processes
used to create goods and
services in different
countries.
a. Explain the production process, production methods,
and stages of production.
Have students complete Analyzing Global Production
Methods activity in Appendix A
a. Observation, Participation
Rubric
b. Identify the factors
that influence the
application of
managerial styles in
different countries.
b. Have students take the Managerial Style Quiz in
Appendix A. After they have taken the quiz, have them
read the business protocol for each of their countries at
http://www.kwintessential.co.uk/resources/country‐
profiles.html and then retake the quiz keeping in mind
what they learned about their countries. Have students
discuss if their managerial styles changed.
b. Observation,
Participation Rubric
c. Describe how
compensation and
employee benefits differ
in various cultures.
c. Point out that how employees are compensated is
based on different factors in different countries.
Indicate that employee compensation should be
culturally sensitive to local conditions.
Ask students to contrast compensation packages for U.
S. citizens working abroad with compensation packages
for nationals.
c. Assess students’
knowledge through a
summative assessment
using a classroom response
system and/or Blackboard.
d. Identify how
differences in
occupational health and
safety standards impact
the conduct of business
internationally.
d. Discuss the importance of abiding by the
international health and safety policy so that
international trade and trade rules maximize health
benefits and minimize health risks, especially for poor
and vulnerable populations.
Have students research international health and safety
regulations on the Internet. The World Health
Organization Web site (http://www.who.int/en/) is a
good source of information. Have students work in
groups to discuss the relationships among international
health and safety, social responsibility, and a code of
ethics. Have students complete the Reflection Exercise
in Appendix A.
d. Reflection Exercise
Performance Task
Throughout the course, each student will be developing an International Business portfolio. The portfolio will
consist primarily of a research report, an international business plan, and a code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, students should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Upate Business Plan – Section IV. Planned Operation of the Proposed Business/Product/Service
In this unit, you began gathering information for Section IV of the international business plan that will go in your
portfolio. Put this information in the appropriate location in Section IV of the international business plan. Update
your code of ethics and report if necessary.
Attachments for Performance Task
Refer to the International Business Plan Format Guidelines and International Business Plan Rubric in Appendix A.
Unit Resources
Book:
Dlabey, L. & Scott, J. (2008). International business (4th ed.). Mason, OH: South‐Western Cengage Learning.
Online:
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and finance technology education frameworks 2009
international business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
Kwintessential. (2010). Country profiles – Global guide to culture, customs and etiquette. Retrieved from
http://www.kwintessential.co.uk/resources/country‐profiles.html
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. Retrieved from
http://nbea.org/newsite/curriculum/index.html
World Health Organization. (2011). Countries. Retrieved from http://www.who.int/countries/en/
World Health Organization. (2005). International health regulations (2nd ed.). Retrieved from
http://whqlibdoc.who.int/publications/2008/9789241580410_eng.pdf
Unit 6: International Marke t ing
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand how social, cultural, technological, and geographic factors influence consumer buying
behavior in different cultures
•
Understand how marketing elements need to be adapted for international marketing efforts
•
Understand how cultural differences may affect the way a product is advertised and/or marketed in
different countries
Essential Questions
•
In what way do social, cultural, technological, and geographic factors influence how a company markets
its product or service in an international setting?
Vocabulary
Identify and review the unit vocabulary.
Absolute Advantage
Comparative Advantage
Consumer Market
Demographics
Distribution
International Marketing
Market
Market Segment
Marketing Mix
Organizational Market (Commercial Market, Business‐to‐Business Market)
Target Market
Suggested Learning Experiences
Competency 1: Apply marketing concepts to international business situations.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe how a
company markets a
product or service in
other countries.
a. Have students compare and contrast international
marketing and domestic marketing using a Venn
Diagram.
a. Venn Diagram Rubric
b. Illustrate how social,
cultural, technological,
and geographic factors
influence consumer
buying behavior in
different countries.
b. Have students research political, economic, social,
and technological changes taking place in the world and
how those changes could affect consumer buying
behavior in the regions affected. Have students identify
what impact this would have on the marketing activities
of industries that have products in that region or wish
to enter the market in that region. Where possible,
collect relevant statistics and details of the source of
the information. The examples you use and the sources
of information can be either local or international.
b. Evaluate research for
content and appearance
c. Describe how the
marketing‐mix elements
need to be adapted for
international marketing
efforts.
c. Have students select a magazine advertisement or
television commercial. Based on their analysis of the
ad, have them describe what the company is doing for
each component of the marketing mix. Have students
indicate which component of the marketing mix would
have to be adapted and why in order to market that
product in their two countries.
c. Observation, Participation
Rubric
d. Explain how the
marketing research
process differs in an
international application.
d. Have students conduct an Internet search related to
international market research and locate a Web site
that would be useful for companies planning to engage
in international business. Have them write an
explanation of how the site’s contents might be useful.
d. Evaluate the career
project for content and
delivery.
Performance Task
Throughout the course, each student will be developing an International Business portfolio. The portfolio will
consist primarily of a research report, an international business plan, and a code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, students should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Update Business Plan – Section IV. Planned Operation of the Proposed Business/Product/Service
(cont.)
In this unit, you gathered more information for Section IV of the international business plan that will go into your
portfolio. Put this information in the appropriate location in Section IV of the international business plan.
At this point, you may decide that you will not be able to market your product in both of your countries. If this is
the case, prepare a statement outlining why you have chosen not to market your product in certain countries.
Attachments for Performance Task
Refer to the International Business Plan Format Guideline and International Business Plan Rubric in Appendix A.
Unit Resources
Book:
Dlabey, L., & Scott, J. (2008). International business (4th ed.). Mason, OH: South‐Western Cengage Learning.
Web sites:
Aneki. (2011). http://www.aneki.com/ This site details county records and ratings information.
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and finance technology education frameworks 2009
international business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
EconEdLink. (2011). How global is your portfolio? Retrieved from
http://www.econedlink.org/lessons/index.php?lid=918&type=educator This engaging lesson challenges
students to connect economics and geography as they investigate global companies in the stock market.
globalEDGE. (2011). http://globaledge.msu.edu/ Created by the International Business Center at Michigan State
University, globalEDGE is an international business web portal with a wealth of information, insights, and
learning resources on global business activities.
Kwintessential. (2010). Country profiles – Global guide to culture, customs and etiquette. Retrieved from
http://www.kwintessential.co.uk/resources/country‐profiles.html
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. Retrieved from
http://nbea.org/newsite/curriculum/index.html
United Nations. (n.d.). Millennium development goals indicators. Retrieved from
http://unstats.un.org/unsd/mdg/Data.aspx
Unit 7: International Finance
Understandings and Goals
Enduring Understandings
In this unit, the student will:
•
Understand how foreign exchange rates affect companies engaged in international business
•
Be able to identify risks associated with international trade
Essential Questions
•
Why does the value of currency vary from country to country?
•
What financial risks are associated with international business?
Vocabulary
Identify and review the unit vocabulary.
Currency Option
Exchange Controls
Exchange Rate
Floating Exchange Rate
Foreign Exchange
Foreign Exchange Market
Hard Currency
Interest Rate
International Monetary Fund (IMF)
Micro Country Risks
Soft Currency
World Bank
Suggested Learning Experiences
Competency 1: Explain the role, importance, and concepts of international finance and risk
management.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain the role of
money and currency
systems in international
business.
a. Discuss the three main purposes that money serves.
Have students complete the activity Identifying the
Function of Money in Appendix A
a. Evaluate the activity
Analyzing International
Business Risks
b. Explain factors that
affect the value of
currency.
b. Discuss factors that affect the value of currency.
Have students complete the activity Analyzing Factors
Affecting Foreign Exchange in Appendix A
b. Evaluate the activity
Analyzing Factors Affecting
Foreign Exchange
c. Identify risks
associated with
international trade.
c. Have students complete the activity Analyzing
International Business Risks
c. Evaluate the activity
Analyzing International
Business Risks
Performance Task
Throughout the course, each student will be developing an International Business portfolio. The portfolio will
consist primarily of a research report, an international business plan, and a code of ethics for a business. The
performance tasks in each unit build on one another, and by the end of the course, students should have a
completed portfolio. Students should be encouraged to make improvements to the items in their portfolios as they
learn more about their topics and as they receive feedback.
Complete Portfolio
Research the political, economic, and social risks associated with doing business in each of your countries. Include
charts and data tables when necessary to back up your information.
Complete your report and international business plan.
Attachments for Performance Task
Refer to the International Business Plan Format Guidelines, International Business Plan Rubric, Report Writing
Format, and Report Rubric in Appendix A.
Unit Resources
Books:
Dlabey, L., & Scott, J. (2008). International business. (4th ed.). Mason, OH: South‐Western Cengage Learning.
Online:
Aneki. (2011). http://www.aneki.com/ This site details county records and ratings information.
California Subject Examination for Teachers. (2005). Business subject matter requirements part I: Content domains
for subject matter understanding and skill in business. Retrieved from
http://www.cset.nesinc.com/PDFs/CS_business_SMR.pdf
Connecticut Department of Education. (2011). Business and finance technology education frameworks 2009
international business. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2678&Q=320804
EconEdLink. (2011). How global is your portfolio? Retrieved from
http://www.econedlink.org/lessons/index.php?lid=918&type=educator This engaging lesson challenges
students to connect economics and geography as they investigate global companies in the stock market.
globalEDGE. (2011). http://globaledge.msu.edu/ Created by the International Business Center at Michigan State
University, globalEDGE is an international business web portal with a wealth of information, insights, and
learning resources on global business activities.
Kwintessential. (2010). Country profiles – Global guide to culture, customs and etiquette. Retrieved from
http://www.kwintessential.co.uk/resources/country‐profiles.html
Mississippi World Trade Center. (n.d.). http://www.mswtc.org/
National Business Education Association. (n.d.). Curriculum forum. Retrieved from
http://nbea.org/newsite/curriculum/index.html
United Nations. (n.d.). Millennium development goals indicators. Retrieved from
http://unstats.un.org/unsd/mdg/Data.aspx
World Bank. (2011). http://www.worldbank.org/
Student Competency Profile
Student Name:
This record is intended to serve as a method of noting student achievement of the competencies in each unit. It
can be duplicated for each student, and it can serve as a cumulative record of competencies achieved in the
course.
In the blank before each competency, place the date on which the student mastered the competency.
Unit 1: Foundations of International Business
1. Explain the role of international business.
2. Analyze how international business impacts business at all levels, including local, state,
national, and international.
Unit 2: Global Business Ownership and Entrepreneurship
1. Identify forms of business ownership and entrepreneurial opportunities.
Unit 3: The Global Business Environment
1. Describe factors that shape and impact the international business environment.
2. Relate balance of trade concepts to the import/export process.
Unit 4: International Business Communication, Ethics, and Social Responsibility
1. Apply communication strategies in international business relations.
2. Describe the factors that define what is considered socially responsible and ethical
business behavior in a global business environment.
Unit 5: International Management
1. Analyze special challenges in operations, human resources, and strategic management
in international business.
Unit 6: International Marketing
1. Apply marketing concepts to international business situations.
Unit 7: International Finance
1. Explain the role, importance, and concepts of international finance and risk
management.
Appendix A: Activities and Rubrics
Analyzing Factors Affecting Foreign Exchange
For each of the following international activities, indicate whether the value of the country’s currency
would increase or decrease by putting a check mark in the appropriate column. If you cannot determine
the effect the activity would have on the currency, put a check mark in the last column.
Increase
Decrease
Unable to
Determine
A nation imports more than it exports.
Interest rates in a country rise.
A new president is elected in a country.
A nation’s inflation rate drops.
The exports for a country increase as a result of
technology.
The military seizes control of the government and
takes over major industries.
New tourist attractions and international publicity
increase international tourism by over one million
people.
Analyzing Global Production Methods
Locate an online article about production activities (such as robotics, quality control, inventory
management). Use this article to provide the following information and to answer the
questions below. If possible, attach the article or a copy of it to this sheet.
Title
of
article
Author
Source
of
article
Date
1. Provide a brief summary of the information in the article.
2. What are possible benefits of this information for a company?
3. What are possible risks that the company may face in this situation?
4. How might this information affect the company’s global business success?
Analyzing International Business Risks
Directions: For each of the following situations, place a check mark in the appropriate column
to identify whether the situation is an example of a political risk, social risk, or economic risk.
Political Risk
Social Risk
Economic
Risk
Changes in consumer spending in a nation due
to reduced employment opportunities
New business regulations that require all food
packages to list the potential dangers of
ingredients
Religious beliefs in a country that do not allow
people to eat certain foods
A trade deficit of a nation that reduces the
value of its currency
Traditions in a country that encourage family
members to work for the family business
Frequent changes in the government ruling
party in a nation
Import taxes that discourage buying foreign‐
made goods
Changes in the buying power of a nation's
currency
Assessment Rubric for Student Reflections
Levels
Criteria
Reflective
Practitioner
Aware
Practitioner
Reflection
Novice
Clarity: The language is clear and expressive. The reader can create a mental picture of
the situation being described. Abstract concepts are explained accurately. Explanation of
concepts makes sense to an uninformed reader.
Relevance: The learning experience being reflected upon is relevant and meaningful to
student and course learning goals.
Analysis: The reflection moves beyond simple description of the experience to an analysis
of how the experience contributed to student understanding of self, others, and/or
course concepts.
Interconnections: The reflection demonstrates connections between the experience and
material from other courses, past experiences, and/or personal goals.
Self‐criticism: The reflection demonstrates ability of the student to question his or her
own biases, stereotypes, preconceptions, and/or assumptions and define new modes of
thinking as a result.
Clarity: Minor, infrequent lapses in clarity and accuracy.
Relevance: The learning experience being reflected upon is relevant and meaningful to
student and course learning goals.
Analysis: The reflection demonstrates student attempts to analyze the experience but
analysis lacks depth.
Interconnections: The reflection demonstrates connections between the experience and
material from other courses, past experience, and/or personal goals.
Self‐criticism: The reflection demonstrates ability of the student to question his or her
own biases, stereotypes, and preconceptions.
Clarity: There are frequent lapses in clarity and accuracy.
Relevance: Student makes attempts to demonstrate relevance, but the relevance is
unclear to the reader.
Analysis: Student makes attempts at applying the learning experience to understanding
of self, others, and/or course concepts but fails to demonstrate depth of analysis.
Interconnections: There is little to no attempt to demonstrate connections between the
learning experience and previous other personal and/or learning experiences. Self‐
criticism: There is some attempt at self‐criticism, but the self‐reflection fails to
demonstrate a new awareness of personal biases, and so forth.
Unacceptable Clarity: Language is unclear and confusing throughout. Concepts are either not discussed
or are presented inaccurately.
Relevance: Most of the reflection is irrelevant to student and/or course learning goals.
Analysis: Reflection does not move beyond description of the learning experience(s).
Interconnection: No attempt to demonstrate connections to previous learning or
experience.
Self‐criticism: No attempt at self‐criticism.
Developed by Steven Jones, Coordinator, Office of Service Learning, IUPUI
Case Study Assessment Rubric
NAME:
DATE:
PERIOD:
Excellent
4 Points
Accomplished
3 Points
Needs
Improvement
2 Points
Unsatisfactory
1 Point
Score
Comprehension
Shows
complete
understanding
of the issues
and grasps
implications
beyond the
immediate
issue
Asks for more
details to
clarify
understanding
of the issue
Shows partial
understanding
of the issue
but does not
ask for
clarification
Resists
attempts to
get
clarification
Strategizing
Develops
realistic
strategies that
provide a
satisfactory
conclusion
Chooses
appropriate
strategies that
may satisfy
Shows
evidence of
strategy that
may or may
not satisfy
Needs
assistance to
choose a
strategy
Innovation
Devises more
than one
resolution to
the problem
Offers a
solution
Offers a
solution with
a limited
point of view
Shows some
understanding
of the problem
Communication
Convincingly
communicates
resolution
Explains
solution so
others can
understand
Conveys an
opinion
Unsure of how
to explain
TOTAL
Comments:
Code of Ethics – Sample
CODE OF ETHICS
[Company Name] will conduct its business honestly and ethically wherever it operates in the world.
[Company Name] will constantly improve the quality of its services, products, and operations and will
create a reputation for honesty, fairness, respect, responsibility, integrity, trust, and sound business
judgment. No illegal or unethical conduct on the part of officers, directors, employees, or affiliates is in
the company’s best interest. [Company Name] will not compromise its principles for short‐term
advantage. The ethical performance of this company is the sum of the ethics of the men and women
who work here. Thus, all are expected to adhere to high standards of personal integrity.
Officers, directors, and employees of the company must never permit their personal interests to
conflict, or appear to conflict, with the interests of the company, its clients, or its affiliates. Officers,
directors, and employees must be particularly careful to avoid representing [Company Name] in any
transaction with others with whom there is any outside business affiliation or relationship. Officers,
directors, and employees shall avoid using their company contacts to advance their private businesses
or personal interests at the expense of the company, its clients, or its affiliates.
No bribes, kickbacks, or other similar remuneration or consideration shall be given to any person or
organization in order to attract or influence business activity. Officers, directors, and employees shall
avoid gifts, gratuities, fees, bonuses, or excessive entertainment intended to attract or influence
business activity.
Officers, directors, and employees of [Company Name] will often come into contact with, or have
possession of, proprietary, confidential, or business‐sensitive information and must take appropriate
steps to assure that such information is strictly safeguarded. This information—whether it is on behalf of
[Company Name] or any of its clients or affiliates—could include strategic business plans, operating
results, marketing strategies, customer lists, personnel records, upcoming acquisitions and divestitures,
new investments, manufacturing costs, processes, and methods. Proprietary, confidential, and sensitive
business information about this company, other companies, individuals, and entities should be treated
with sensitivity and discretion and only be disseminated on a need‐to‐know basis.
Misuse of material inside information in connection with trading in the company’s securities can expose
an individual to civil liability and penalties under the Securities Exchange Act. Under this act, directors,
officers, and employees in possession of material information not available to the public are “insiders.”
Spouses, friends, suppliers, brokers, and others outside the company who may have acquired the
information directly or indirectly from a director, officer, or employee are also “insiders.” The act
prohibits insiders from trading in or recommending the sale or purchase of the company’s securities
while such inside information is regarded as “material” or if it is important enough to influence you or
any other person in the purchase or sale of securities of any company with which we do business, which
could be affected by the inside information. The following guidelines should be followed in dealing with
inside information:
•
Until the material information has been publicly released by the company, an employee
must not disclose it to anyone except those within the company whose positions require use
of the information.
•
Employees must not buy or sell the company’s securities when they have knowledge of
material information concerning the company until it has been disclosed to the public and
the public has had sufficient time to absorb the information.
•
Employees shall not buy or sell securities of another corporation, the value of which is likely
to be affected by an action by the company of which the employee is aware and which has
not been publicly disclosed.
Officers, directors, and employees will seek to report all information accurately and honestly and as
otherwise required by applicable reporting requirements.
Officers, directors, and employees will refrain from gathering competitor intelligence by illegitimate
means and refrain from acting on knowledge that has been gathered in such a manner. The officers,
directors, and employees of [Company Name] will seek to avoid exaggerating or disparaging
comparisons of the services and competence of their competitors.
Officers, directors, and employees will obey all Equal Employment Opportunity laws and act with
respect and responsibility toward others in all of their dealings.
Officers, directors, and employees will remain personally balanced so that their personal lives will not
interfere with their ability to deliver quality products or services to the company and its clients.
Officers, directors, and employees agree to disclose unethical, dishonest, fraudulent, and illegal
behavior, or the violation of company policies and procedures, directly to management.
Violation of this Code of Ethics can result in disciplinary action, including possible termination. The
degree of disciplinary action relates in part to whether there was a voluntary disclosure of any ethical
violation and whether the violator cooperated in any subsequent investigation.
Remember that good ethics is good business!
Continuum Line
Place countries on the continuum line based on their levels of development.
Less
Developed
Developing
Industrialized
Cross‐Cultural Business Blunders
The following cultural blunders are presented to our visitors, and we would like to stress that such
examples of “culture gone wrong” are presented in order illustrate to people how crucial cultural
awareness is in international business today.
• Managers at one American company were startled when they discovered that the brand
name of the cooking oil they were marketing in a Latin American country translated into
Spanish as "Jackass Oil."
• American Motors tried to market its new car, the Matador, based on the image of courage
and strength. However, in Puerto Rico the name means "killer" and was not popular on the
hazardous roads in the country.
• A cologne for men pictured a pastoral scene with a man and his dog. It failed in Islamic
countries because dogs are considered unclean.
• An American business person refused an offer of a cup of coffee from a Saudi businessman.
Such a rejection is considered very rude, and the business negotiations stalled.
• One company printed the "OK" finger sign on each page of its catalogue. In many parts of
Latin America that is considered an obscene gesture. Six months of work were lost because
the company had to reprint all the catalogues.
• Leona Helmsley should have done her homework before she approved a promotion that
compared her Helmsley Palace Hotel in New York as comparable to the Taj Mahal—a
mausoleum in India.
• A golf ball manufacturing company packaged golf balls in packs of four for convenient
purchase in Japan. Unfortunately, pronunciation of the word "four" in Japanese sounds like
the word "death" and items packaged in fours are unpopular.
• FedEx (Federal Express) wisely chose to expand overseas when it discovered the domestic
market was saturated. However, the centralized or "hub and spoke" delivery system that was
so successful domestically was inappropriate for overseas distribution. In addition, they
failed to consider cultural differences: In Spain the workers preferred very late office hours,
and in Russia the workers took truck‐cleaning soap home due to consumer shortages. FedEx
finally shut down over 100 European operations after $1.2 billion in losses.
• Mountain Bell Company tried to promote its telephone and services to the Saudis. Its ad
portrayed an executive talking on the phone with his feet propped up on the desk, showing
the soles of his shoes—something an Arab would never do!