Mississippi College- and Career-Readiness Standards, Business Law

Title 7: Education K-12 Part 229: Mississippi College- and Career-Readiness Standards, Business Law 2 022 Business Law Direct inquiries to: Instructional Design Specialist Mississippi Department of Education Research and Curriculum Unit P.O. Box 771 P.O. Drawer DX Jackson, MS 39205 Mississippi State, MS 39762 601.359.3077 662.325.2510 Published by: Mississippi Department of Education Research and Curriculum Unit Jackson, MS 39205 Mississippi State University Mississippi State, MS 39762 The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State University (MSU), was established to foster educational enhancements and innovations. In keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training. Table of Contents Acknowledgments The business law curriculum was presented to the Mississippi State Board of Education on April 21, 2022. The following persons were serving on the state board at the time: Dr. Carey M. Wright, state superintendent of education Ms. Rosemary G. Aultman, chair Mr. Glen East, vice-chair Dr. Karen Elam Dr. Angela Bass Dr. Ronnie McGehee Dr. Wendi Barrett Mr. Matt Miller Mrs. Mary Werner Mr. Bill Jacobs Ms. Amy Zhang, student representative Ms. Micah Hill, student representative The following Mississippi Department of Education (MDE) and RCU managers and specialists assisted in the development of the business law curriculum: Wendy Clemons, the executive director of the MDE Office of Secondary Education and Professional Development, supported the RCU and teachers throughout the development of the framework and supporting materials. Dr. Aimee Brown, the state director of the MDE Office of Career and Technical Education (CTE), supported the RCU and teachers throughout the development of the framework and supporting materials. Angie Davis, a project manager with the RCU, researched and coauthored this framework. helpdesk@rcu.msstate.edu Special thanks are extended to the educators who contributed teaching and assessment materials that are included in the framework and supporting materials: Jessica Beaird, Starkville High School, Starkville Octavia Chambers, Lanier High School, Jackson Tina Craft, Richland High School, Richland Elaine Dean, Hattiesburg High School, Hattiesburg Amy Dotson, Tishomingo County High School, Iuka Julia Foster, Amory Middle School, Amory Drè Helms, Florence High School, Florence Katerina Krauss, Tupelo High School, Tupelo Justin Loden, Tupelo High School, Tupelo Adrian Lynch, Belmont High School, Belmont Kim McFarling, Saltillo High School, Saltillo Arlene Monk, Forest High School, Forest Colet Pierce, HW Byers High School, Holly Springs Lori Prather, Clinton High School, Clinton Roxanne Wright-Hall, University of Mississippi High School, Oxford Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Selena Swartzfager, the president of the Mississippi Council on Economic Education Betsey Smith, the director of the RCU Sam Watts, the curriculum manager for the RCU Standards Some standards and alignment crosswalks are referenced in the appendix. Depending on the curriculum, these crosswalks should identify alignment to some of the standards mentioned below, as well as possible related academic topics as required in the Subject Area Testing Program in Algebra I, Biology I, English II, and U.S. History from 1877, which could be integrated into the content of the units. Mississippi’s business law curriculum is aligned to the following standards: National Standards for Business Education The National Business Education Association (NBEA) is the nation’s leading professional organization, which recognizes that business education is essential for every student in today’s rapidly changing society. Therefore, the NBEA strives to serve individuals and organizations involved in the instruction, administration, and deliverance of business education, standards, and materials. The NBEA recognizes that all students will take part in the economic system, encounter a diverse business environment, and use technology to manage information in some fashion during their lifetime. Thus, a curriculum focused on enabling students to become responsible citizens, capable of making wise economic decisions, will positively impact their personal and professional lives. NBEA Business Education Library (2020). nbea.org International Society for Technology in Education Standards (ISTE) Reprinted with permission from ISTE Standards for Students (2016). All rights reserved. Permission does not constitute an endorsement by ISTE. iste.org College- and Career-Readiness Standards College- and career-readiness standards emphasize critical thinking, teamwork, and problem- solving skills. Students will learn the skills and abilities demanded by the workforce of today and the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS) to provide a consistent, clear understanding of what students are expected to learn and so teachers and parents know what they need to do to help them. mdek12.org/oae/college-and-career-readiness-standards Framework for 21st Century Learning In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key themes and skill areas that represent the essential knowledge for the 21st century: global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health literacy; environmental literacy; learning and innovation skills; information, media, and technology skills; and life and career skills. 21 Framework Definitions (2019). battelleforkids.org/networks/p21/frameworks-resources Executive Summary Description Business Law introduces students to the legal and ethical concepts related to law within a business setting. Topics include foundations of law and ethics, legal environment, contract, sales, consumer, agency, employment and labor law, business organizations and operations, and applications in communications, law, and ethics. Applied Academic Credit The latest academic credit information can be found at mdek12.org/ese/approved-course-for-the-secondary-schools. Teacher Licensure The latest teacher licensure information can be found at mdek12.org/oel/apply-for-an-educator-license. Professional Learning If you have specific questions about the content of any of training sessions provided, please contact the RCU at 662.325.2510. Course Outlines One 1/2-Carnegie Unit Course This curriculum consists of one 1/2-credit course. Business Law—Course Code: 070340 Unit Title Hours Foundations of Law and Ethics The Legal Environment Contract, Sales, and Consumer Law Agency, Employment, and Labor Law Business Organizations and Operations Applications in Communication, Law, and Ethics Total Unit 1: Foundations of Law and Ethics Competencies and Suggested Objectives 1. Understand the relationship between law and ethics. DOK1 a. Examine personal responsibility to obey the law. b. Identify ethical character traits and values. c. Explain the relationship between law and ethics. d. Relate historical contexts to the judicial system and ethical code. 2. Identify the preeminent sources of law. DOK2 a. Determine the four main sources of law. b. Define and explain the purpose of a constitution. c. Describe the role of the three branches of federal, state, and local government. Unit 2: The Legal Environment Competencies and Suggested Objectives 1. Explain the function and basic structure of the judicial system at the federal, state, and local level. DOK2 a. List and describe the different courts in the federal and typical state court systems. • Federal court • District courts • Courts of appeals • Supreme court • State courts • Inferior trial courts • Trial courts • Appellate courts b. Identify and distinguish the roles of legal professionals (e.g., judges, attorneys, jurors, paralegals, etc.). c. Determine the types of legal cases that belong in the federal and state judicial systems. 2. Distinguish between procedural and substantive law. DOK2 a. Define procedural and substantive law. b. Understand the functions of procedural and substantive law. 3. Distinguish between criminal and civil (i.e., tort) law. DOK2 a. Define civil and criminal law. b. Classify crimes among different categories (e.g., felony and misdemeanor, white collar and blue collar, etc.). c. Define the different types of business crimes (e.g., fraud, forgery, embezzlement, identity theft, etc.). d. Compare and contrast different types of civil laws (e.g., contract, property, negligence, strict liability, intentional torts, etc.). e. Compare and contrast different methods used to litigate civil cases. • Court trials • Mediation • Arbitration f. Identify the possible outcomes of a civil case. • At-fault • No-fault • Punitive • Compensatory damages g. Compare and contrast possible defenses to a crime. • Procedural (how an arrest was made) • Substantive (attorney’s defense to a defendant's charges) 4. Describe how advances in computer technology have impacted business law and ethics. DOK2 a. Define cybercrime. b. Explore different types of crimes related to advances in technology. • Catfishing • Cyberstalking • Cyber spoofing • Cyberextortion • Phishing (cyber-ghosts) • Cyberpiracy • Identity theft • Cyberterrorism • Cyber vandalism • Cybergerm warfare • Cyber bullying c. Explain the nature of cyberextortion using malware, ransomware, and other cyberattack strategies used by terrorists, blackmailers, and extortionists. d. Describe jurisdictional issues related to cybercrimes. Unit 3: Contract, Sales, and Consumer Law Competencies and Suggested Objectives 1. Examine concepts related to contract law. DOK1 a. Define a contract and contract law. b. List the elements required to create a contract. • Offer • Acceptance c. Understand the characteristics of bilateral and unilateral, expressed and implied, and oral and written contracts. d. Understand how a counteroffer is related to an offer and acceptance. e. Determine when an agreement can be enforced and not enforced (i.e., discharged). • Capacity • Age • State of mind • Mutual assent • Performance f. Describe breach of contract and its potential repercussions. 2. Examine concepts related to sales law. DOK2 a. Define goods, services, and real property. b. Identify the source of law that applies to contracts for goods, services, and real property. c. Define and explain when to apply the Uniform Commercial Code (UCC). d. Determine when a sales contract is needed. e. Discuss the issue of taxation and cybercommerce. 3. Examine concepts related to consumer law. DOK2 a. Define and identify consumer law. b. Define terms related to consumer law (e.g., unfair business practice, false advertising, misleading advertising, etc.). c. Explain the purposes of the Consumer Product Safety Act and the Consumer Finance and Protection Bureau. d. Discuss the impact of different state and international laws concerning consumer protection for businesses using the internet or involved in e-commerce. Unit 4: Agency, Employment, and Labor Law Competencies and Suggested Objectives 1. Examine concepts related to agency law. DOK1 a. Define agency. b. Define and identify employment law. c. Identify agents involved in a business or organization’s employment practices related to power of attorney. d. Explain vicarious liability and the relationship of the Statute of Frauds to the Equal Dignities Rules. 2. Examine concepts related to employment law. DOK1 a. Explain the nature of the employer-employee relationship. b. Identify U.S. laws and agencies related to employment law, including Title VII of the Civil Rights Act, Equal Employment Opportunity Act, Americans with Disabilities Act, Age Discrimination in Employment Act, Occupational Safety and Health Administration, and so forth. c. Explain the difference between disparate treatment and disparate impact in discrimination cases. d. Determine what questions can and cannot be asked during an employment interview. e. Explain what constitutes sexual harassment in the workplace. f. Describe the importance of free speech in the workplace and examine the influence of employer social media policies in this area. g. Identify legislation related to employee wages and benefits (e.g., unemployment insurance, pension protection, workers’ compensation, etc.). h. Explore occupational safety and health regulations for different career pathways. 3. Examine concepts related to labor law. DOK2 a. Define labor law and concepts (e.g., unions, collective bargaining, strike, etc.). b. Identify legislation that regulates union activities including National Labor Relations Act, Taft-Hartley Act, Landrum-Griffin Act, and the Worker Adjustment and Retraining Notification Act. Unit 5: Business Organizations and Operations Competencies and Suggested Objectives 1. Describe the different types of business organizations. DOK1 a. Define sole proprietorship, partnership, corporations, LLCs, etc. b. Compare and contrast the different types of business organizations and their advantages and disadvantages. c. Distinguish between the different types of partners including silent, dormant, and secret. d. Explain the legal process of forming a sole proprietorship, partnership, and LLC. e. Describe how to legally end a partnership. f. Identify organizations to contact for more information about starting your own business (e.g., Mississippi SBDC Network, Mississippi Small Business Association, Chambers of Commerce, Mississippi Secretary of State, Mississippi Development Authority, etc.). 2. Explain the legal rules that apply to personal property and real property. DOK1 a. Compare and contrast real property, personal property, and fixtures. b. Give examples of tangible and intangible personal property. c. Identify the extraordinary obligations of innkeepers, common carriers, and warehouses. d. Distinguish among liens, licenses, and easements. e. Describe the kinds of rental relationships that landlords and tenants may create. 3. Explain the legal rules that apply to intellectual property. DOK2 a. Identify the types of intellectual property (e.g., trademark, tradename, trade dress, copyright, patent, trade secret, etc.). b. Identify laws pertaining to intellectual property. c. Describe how each type of intellectual property is created and legally protected. d. Describe how intellectual property rights terminate or can be lost. e. Explain the procedure for obtaining intellectual property rights. 4. Analyze the financial obligations of business operations. DOK1 a. Discuss the requirements to comply with tax laws and regulations. b. Define bankruptcy. c. Summarize types of bankruptcy (e.g., Chapters 7, 11, 12, and 13). Unit 6: Applications in Communication, Law, and Ethics Competencies and Suggested Objectives 1. Develop effective communication and public speaking skills within the context of the legal and ethical environment. DOK2 a. Demonstrate correct grammar, spelling and writing skills. b. Create and present digital media projects. 2. Summarize and apply the general rules of a courtroom to legal case studies. DOK3 a. Conduct a mock trial with students. 3. Summarize and apply the general rules of debate to ethical case studies. DOK3 a. Facilitate a student led debate on an ethical case study.