Business Philosophy - GCMS Curriculum...

Gibson City-Melvin-SibleyBUSINESS CURRICULUM

2015

GCMS Business/TechnologyCommittee2014-2015

Julie Briney Technology TeacherTrisha Purcell Business TeacherSharon Pool Director of Student Services

Business Philosophy

The Business Department offers a variety of courses to meet the needs of our

students and community. In order to develop and enrich student understanding of

technology and business concepts, GCMS will provide a comprehensive business

curriculum in which computer software and hardware, business procedures, and basic

economics are explored.

The environment in every business classroom will provide the following: active

and responsible engagement in the learning of technology, development of personal and

business skills, current software packages, and use of technology in everyday life.

Instruction in every business classroom will provide a wide variety of techniques

and strategies in manipulating computer technology for future employment opportunities.

As a result of this curriculum, environment and instruction, GCMS students will

utilize their business and technology skills for employability and career success.

Purpose

The purposes of the Business Curriculum are that all students will be able to:

1. Learn business/technology abilities to develop and expand career goals.

2. Develop lifelong learning skills in a variety of business and technology related fields.

3. Learn about common workplace/technological practices.

4. Learn to utilize their knowledge in a variety of workplace settings

5. Practice communication skills with a variety of technologies and formats.

6. Learn to safely utilize online and offline technologies.

OUTCOMESAND

OBJECTIVES

GIBSON CITY-MELVIN-SIBLEY

BUSINESS CURRICULUM

ACCOUNTING

Accounting

Chapter 1: The students will identify accounting concepts and practices related to

starting a proprietorship organized as a service business with a single owner/operator.

Students will be able to:

A.Define accounting terms related to starting a service business.

B.Classify accounts as assets, liabilities, or owner’s equity and demonstrate their

relationships in the accounting equation.

C.Analyze how transactions affect accounts in the accounting equation.

D.Determine how revenue, expense, and withdrawal transactions change the

accounting equation.

Chapter 2: The students will analyze the debit and credit components of transactions.


A.Define accounting terms related to analyzing transactions.

B. Identify accounting practices related to analyzing transactions into debit and

credit parts.

C.Use T accounts to analyze transactions showing which accounts are debited or

credited for each transaction.

D.Analyze how transactions to initially form a business affect certain accounts.

E.Analyze how transactions affect owner’s equity accounts.

F. Analyze revenue, expense, and withdrawal transactions into debit and credit parts.

Chapter 3: Students will journalize transactions documented by checks, sales invoices,

receipts, memorandums, and receipt tape.


A.Define accounting terms related to journalizing transactions.

B.Record transactions to create/start up a business in a five-column journal.

C.Journalize buying insurance, buying on accounting, and paying on account.

D.Journalize transactions that affect owner’s equity and receiving cash on account.

E.Prove and rule a five-column journal and prove cash.

F. Journalize transactions using a variation of the five-column journal.

Chapter 4: Students will post information from a five-column journal to a general ledger.


A.Define accounting terms related to posting from a journal to a general ledger.

B.Prepare a chart of accounts for a service business organized as a proprietorship.

C.Assign account numbers and open accounts in a general ledger.

D.Post separate amounts from a journal to a general ledger.

E.Post column totals from a journal to a general ledger.

F. Analyze and post corrections to a journal.

Chapter 5: Students will identify cash control systems.


A.Define accounting terms related to using a checking account and a petty cash

fund.

B.Establish a checking account.

C.Endorse and write checks.

D.Prepare business papers related to using a checking account.

E.Reconcile bank statements.

F. Record bank service charges in a journal.

G. Journalize dishonored checks and electronic banking transactions.

H. Establish and make payments from a petty cash fund.

I. Replenish a petty cash fund.

Teaching Checking: Students will teach middle school students about the checking

process and how to complete checking account documents.


A. Define checking account terms.

B. Create a presentation to introduce checking concepts.

C. Teach how to complete a check and a deposit slip.

D. Have middle school students correctly fill out a checkbook register.

E. Have middle school students complete a checking reconciliation form.

Chapter 6: Students will create a work sheet for a proprietorship organized as a service

business with a single owner/operator.


A.Define accounting terms related to a worksheet for a service business.

B.Prepare an 8-column work sheet.

C.Prepare a heading and a trial balance on a work sheet.

D.Plan adjusting entries on a work sheet.

E.Complete a work sheet for a service business organized as a proprietorship.

F. Calculate net income and net loss on a work sheet.

G. Find and correct errors in accounting records on a work sheet.

Chapter 7: Students will prepare financial statements for a proprietorship organized as a

service business with a single owner/operator.


A.Define accounting terms related to financial statements.

B. Identify accounting concepts and practices related to preparation of financial

statements.

C.Prepare an income statement for a service business organized as a proprietorship.

D.Calculate and analyze component percentages for total expenses and net income.

E.Prepare a balance sheet for a service business organized as a proprietorship.

F. Report owner’s equity in detail on a balance sheet.

Chapter 8: Students will record adjusting and closing entries for a proprietorship

organized as a service business with a single owner/operator.


A.Define accounting terms related to adjusting and closing entries.

B.Record adjusting entries for a service business.

C.Record closing entries for income statement accounts with credit or debit

balances.

D.Record closing entries to record net income or loss and close Income Summary.

E.Record closing entries for an owner’s equity account.

F. Prepare a post-closing trial balance for a service business.

Completing the Accounting Cycle: Students will complete the accounting cycle for a

proprietorship organized as a service business with a single owner/operator.


A. Create an executive summary of a sole proprietorship organized as a service

business.

B. Create a list of start-up capital requirements for the business.

C. Record and journalize hypothetical business transactions in a journal for a one

month period.

D. Create a chart of accounts for the business and post accounts to a general ledger.

E. Record debit and credit entries in a work sheet.

F. Plan adjusting entries in a work sheet.

G. Prepare an income statement and balance sheet.

H. Record closing entries for an income statement.

I. Analyze financial statements to determine the viability of the business.

J. Write a closing detailing the strengths, weaknesses, opportunities, and threats to

the business concept.

Chapter 9: Students will journalize purchases and cash payments for a merchandising

business organized as a corporation.


A.Define accounting terms related to journalizing purchases and cash payments.

B. Journalize purchases of merchandise on account using a purchases journal, using

purchase invoices as the source documents.

C.Journalize cash payments and cash discounts using a cash payments journal, using

receipts as the source documents.

D.Prepare a petty cash report and journalize the reimbursement of the petty cash

fund.

E.Total, prove, and rule a cash payments journal and start a new cash payments

journal page.

F. Journalize purchases returns and allowances and other transactions using a

general journal.

Chapter 10: Students will journalize sales and cash receipts using special journals.


A.Define accounting terms related to journalizing sales and cash receipts.

B. Journalize sales on account using a sales journal, using sales invoices as the

source documents.

C.Total, prove, and rule a sales journal.

D.Journalize cash receipts using a cash receipts journal.

E.Prove cash in a cash receipts journal.

F. Record sales returns and allowances using a general journal.

Chapter 11: Students will post journal transactions to general and subsidiary ledgers.


A.Define accounting terms related to posting to general and subsidiary ledgers.

B.Post separate items from a purchases, cash payments, and general journal to an

accounts payable ledger.

C.Prove the accounts payable ledger.

D.Post separate items from a sales, cash receipts, and general journal to an accounts

receivable ledger.

E.Prove the accounts receivable ledger.

F. Post separate items from a cash payments and general journal to a general ledger.

G. Post special journal column totals to a general ledger.

H. Journalize and post correcting entries affecting customer accounts.

Chapter 12: Students will prepare payroll records.


A.Define accounting terms related to preparing payroll records.

B.Analyze and complete a payroll time card.

C.Analyze Income Tax Withholding charts and calculate payroll taxes.

D.Complete a payroll register.

E.Complete an employee earnings record.

F. Prepare payroll checks.

Chapter 13: The students will journalize payments of payroll, employer payroll taxes,

and reports.


A.Define accounting terms related to payroll accounting, taxes, and reports.

B.Analyze payroll transactions and record a payroll in the journal.

C.Record employer payroll taxes in the journal.

D.Prepare selected payroll tax reports.

E.Pay and record withholding and payroll taxes in the journal.

F. Journalize payments of liability for employee taxes.

Chapter 14: Students will distribute dividends and preparing a work sheet for a

merchandising business organized as a corporation.


A.Define accounting terms related to distributing dividends and preparing a work

sheet for a merchandising business.

B. Journalize the declaration and payment of a dividend.

C.Enter and plan a trial balance on a work sheet for a merchandising business.

D.Plan work sheet adjustments for merchandise inventory, supplies, prepaid

expenses, uncollectible accounts, and depreciation.

E.Calculate federal income tax and plan the work sheet adjustment for federal

income tax.

F. Complete a work sheet for a merchandising business.

G. Analyze a 10-column worksheet.

Chapter 15: Students will prepare financial statements for a corporation.


A.Define accounting terms related to financial statements for a corporation.

B.Prepare an income statement for a merchandising business organized as a

corporation.

C.Analyze an income statement using component percentages and financial ratios.

D.Prepare a statement of stockholders’ equity for a merchandising business

organized as a corporation.

E.Prepare a balance sheet for a merchandising business organized as a corporation.

F. Identify supporting schedules for a balance sheet.

Chapter 16: Students will record adjusting and closing entries for a corporation.


A.Define accounting terms related to recording adjusting and closing entries for a

corporation.

B.Record adjusting entries.

C.Record closing entries for income statement accounts.

D.Record closing entries for dividends.

E.Prepare a post-closing trial balance.

F. Analyze the complete accounting cycle for a merchandising business organized as

a corporation.

Stock Market Project: Students will purchase and track stocks in an interactive stock

market simulation.


A. Create a free account on an online stock market tracking website.

B. Purchase stocks from at least five different corporations.

C. Write a report on the purchased stocks, including financial data, historical

performance information, and reasons for purchases.

D. Track stocks over the course of the project.

E. Write a report on the purchases and analyze the performance of the purchased

stocks over the course of the project.

Common Core State Standards

In the course of completing the curriculum, students will meet the following standards:

CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.2.aIntroduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.2.bDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-Literacy.W.9-10.2.cUse appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.9-10.2.dUse precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS.ELA-Literacy.W.9-10.2.eEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.2.fProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

http://www.corestandards.org/ELA-Literacy/RI/9-10/1/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/f/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/e/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/d/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/c/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/b/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/


CCSS.Math.Content.HSA.SSE.A.1Interpret expressions that represent a quantity in terms of its context.

CCSS.Math.Content.HSA.SSE.A.1.aInterpret parts of an expression, such as terms, factors, and coefficients.

CCSS.Math.Content.HSA.SSE.A.1.bInterpret complicated expressions by viewing one or more of their parts as a single entity.

CCSS.Math.Content.HSA.SSE.B.4Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.

CCSS.Math.Content.HSF.BF.A.1Write a function that describes a relationship between two quantities.

http://www.corestandards.org/Math/Content/HSF/BF/A/1/

http://www.corestandards.org/Math/Content/HSA/SSE/B/4/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/b/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/a/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/


Animation History

Paper animations/drawings

Adobe Flash CS6

Anim8or

Animation

Goal 1: The students will identify media design elements basics

The students will be able to

A. Demonstrate knowledge of design elements and principles.

B. Identify general techniques to create interactive media elements.

C. Use a storyboard to design interactive media elements.

D. Organize the process of the interactive media.

Goal 2: The students will understand software/app interface


A. Identify elements of the interface on software/apps.

B. Utilize property inspector, timelines, guides and rulers making adjustments.

C. Use the motion editor.

D. Create a hyperlink within a document.

Goal 3: The students will build interactive media elements using a variety of media

hardware/software/apps available.


A. Make interactive media content development decisions.

B. Use tool panels to select, create and manipulate graphics and text.

C. Import and modify graphics.

D. Create text and adjust text properties.

E. Create objects and convert to symbols, movie clips etc.

F. Create animation.

G. Import/produce sound.

H. Export/publish video.

Goal 4: The students will create and present assigned projects.


A. Identify interactive media content relative to the purpose of the assigned

project.

B. Demonstrate knowledge of standard copyright rules (citing copyrighted

material).

C. Understand project management tasks and responsibilities.

D. Communicate with other (peers/teacher/admins) about design and content

plans.

E. Understand Rubric requirements for completion of assigned media project.

Animation – Common Core

CC.K-12.MP.1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CC.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.9-10.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CC.9-10.L.2.c Conventions of Standard English: Spell correctly.

CC.9-10.R.ST.3 Key Ideas and Details: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

CC.9-10.W.HST.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CC.11-12.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Cooperative Education

Goal 1: Students will identify and analyze workplace expectations. Chapter 8


A.Anticipate and manage the anxieties and challenges of a first day of work.

B.Evaluate company policies and payment procedures.

C.Explain benefits that employers offer to workers.

D.Discuss the significance of employee performance reviews.

Goal 2: Students will identify and analyze desirable employee characteristics and ethical

behavior. Chapter 9


A.Identify and develop the skills that employers look for in employees.

B.Explain why ethical behavior is important in the workplace.

C.Describe ways to behave ethically in the workplace.

D.Read case studies to examine and then discuss the behavior of employees.

E.Write about ethical dilemmas and solutions.

Goal 3: Students will develop a positive work attitude and display professional behavior

on the job. Chapter 10


A.Discuss how a positive attitude, high self-esteem, and enthusiasm lead to success

on the job.

B.Describe how to assert for one’s rights at work.

C.Handle criticism, workplace pressure, and gossip professionally.

D.Control emotions on the job.

E.Write about personal examples of positive and professional workplace behaviors.

Goal 4: Students will investigate the factors affecting workplace health and safety.

Chapter 11


A.Recognize the relationship between good health and career success.

B.Describe strategies for coping with stress.

C.Identify rules and procedures for maintaining a safe workplace.

D.Identify workplace conservation and environmental practices and policies.

E.Examine how to respond effectively to various workplace emergencies.

F. Write about maintaining a safe and healthy work environment.

G. Examine the school’s safety equipment and environment.

Goal 5: Students will research health and safety risks to the members of a specific career

field.


A. Identify at least three risks.

B. Discuss at least three possible strategies to reduce or overcome the identified

risks.

C. Create a presentation to share this information with classmates.

Goal 6: Students will examine legal statutes that govern the workplace. Chapter 12


A.Identify how laws and labor unions affect the workplace.

B.Write about the pros and cons of union membership.

C.Describe discrimination in the workplace and identify the laws that address it.

D.Recognize sexual harassment and identify actions to take against it.

E. Identify types of civil law cases and explain how these are resolved.

F. Compare and contrast civil and criminal law.

G. Identify and evaluate legal services.

Goal 7: Students will examine how personal and economic factors influence career

choice decisions. Chapter 1


A.Compare a job to a career.

B.Discuss how motivation and lifestyle shape personal preferences and

opportunities.

C.Identify how career plans will be shaped by one’s skills and abilities, as well as

the economic outlook for the job type and industry.

D.Analyze how the workplace is affected by forces such as changing technology and

the global economy.

E.Write about personal skills and abilities.

Goal 8: Students will identify personal values and lifestyle goals as they make decisions

about potential careers. Chapter 2


A.Identify the seven steps in the decision-making process.

B.Use the seven steps of the decision-making process to analyze personal career

choices.

C.Identify values, interests, aptitudes, personal preferences, and abilities and

describe how they affect career choices.

D.Identify and match personality and learning styles to career choices.

Goal 9: Students will teach their classmates about the concepts listed in Chapters 1 and 2.


A. Create a presentation to cover the concepts of Chapter 1 or 2.

B. Create a learning activity to emphasize a concept from Chapter 1 or 2.

C. Write ten questions to be used as the summative assessment for the chapter.

Goal 10: Students will research career opportunities. Chapter 3


A.Research careers using traditional sources, the Internet, and informal strategies.

B.Explain how part-time work helps one gain insight into making future career

plans.

C.Formulate key questions to ask in assessing a career opportunity.

D.Examine the characteristics of a career profile.

Goal 11: Students will analyze three different careers, choose the most appealing one

based on a variety of factors, and develop an educational/training plan.


A. Research three career opportunities.

B. Make a career decision from the listed opportunities.

C. Develop an education/training plan to achieve the career choice.

D. Create a presentation to compare the careers and describe the education/training

plan.

Goal 12: Students will scrutinize the characteristics of entrepreneurs and elements

necessary to start and maintain a business. Chapter 4


A.Define entrepreneurship and explain its advantages and disadvantages.

B. Identify the four main methods to become a business owner.

C.Compare and contrast the basic forms of business ownership.

D.Investigate the processes and decisions involved in establishing a new business.

Goal 13: Role-playing as an entrepreneur, students will create a plan to retain talented

employees in the face of limited financial resources.


A. List at least ten strategies to retain employees.

B. Choose three strategies to develop and implement.

C. Weigh the pros and cons of each idea.

D. Create a presentation to discuss the ideas.

Goal 14: Students will evaluate career choices, how to decide on a career, and continue

developing an individual career plan. Chapter 5


A.Evaluate various career possibilities using a variety of resources.

B.Create an individual career plan.

C.Develop intermediate career goals.

D.Identify the education and training needed to reach career goals.

Goal 15: Students will investigate effective methods for finding and getting a job.

Chapter 6


A.Discuss why networking is effective for developing job leads.

B.Create and maintain a career network and contact list.

C.Use the Internet and other resources to search for career opportunities.

D.Prepare written materials necessary for job-searching.

E.Write cover letters and resumes.

Goal 16: Students will discuss and practice appropriate interview techniques. Chapter 7


A.Identify methods of preparing for interviews.

B.Anticipate and answer typical interview questions.

C.Engage in mock interviews with classmates and the teacher.

D.Apply procedures for following up on an interview.

E.Recognize proper methods for accepting and rejecting employment.

Goal 17: Students will develop their interpersonal relationships with others. Chapter 13


A.Work effectively with a variety of coworkers by developing positive and

respectful personal traits.

B.Practice effective methods of conflict resolution.

C.Appreciate and increase sensitivity to diversity in the workplace.

Goal 18: Students will develop team and leadership skills. Chapter 14


A.Explain how teamwork benefits both team members and businesses.

B.Describe the procedures necessary for organizing and maintaining an effective

team.

C.Define “total quality management” and explain its effect on workers.

D.Discuss the characteristics of effective leaders and supervisors.

E.Describe procedures for leading meetings.

Goal 19: Students will research the characteristics of a leader.


A. Analyze the qualities of the person.

B. Research the life and accomplishments of the person.

C. Posit the person’s effect on history.

D. Write a report on the leader.

Goal 20: Students will develop and practice professional communication skills. Chapter

15


A.Identify ways of planning and organizing oral messages.

B.Describe the importance of effective speaking and listening skills in customer

relations.

C.Identify and practice basic writing strategies.

D.Explain the importance of writing and reading skills in customer relations.

Goal 21: Students will develop and practice critical thinking skills. Chapter 16


A.Make appropriate decisions using the seven steps of the decision-making process.

B.Rank and prioritize work activities.

C.Identify and clarify problems using the six steps in the problem-solving process.

D.Generate alternative solutions to work problems.

E. Implement solutions and evaluate the results.

Goal 22: Students will discuss the effects of technology in the workplace and describe

the skills needed for technological literacy. Chapter 17


A.Explain how technological advancements transform the workplace.

B. Identify ways workers can become technologically literate.

C.Investigate how businesses use the Internet and software programs.

D.Define basic copyright law protections.

Goal 23: Students will investigate a workplace technology and create a product or report

by using that technology.


A. Use a technology at the workplace and use it to create a product.

B. Write a report about the safe use and purpose of the technology.

C. Create a presentation to discuss the use and effectiveness of the technology.

Goal 24: Students will identify methods to make the effective use of various resources.

Chapter 18


A.Create a schedule that will allow them to complete important work tasks.

B.Employ common techniques to use time effectively.

C.Discuss methods to organize work areas, paperwork, tasks, and computer files.

D.Develop a plan to increase personal efficiency.

Goal 25: Students will investigate the characteristics of the private enterprise economy

and how to become an informed consumer. Chapter 19


A. Define a free enterprise system, producers, and consumers.

B. Describe the marketplace and price fluctuations.

C. Explain three factors to consider when measuring the economy’s health.

D. Identify ways to make wise shopping decisions.

E. Investigate common types of fraud.

F. Examine ways to prevent fraud.

Goal 26: Students will plan a budget and identify how to keep accurate financial records.

Chapter 20


A.Identify the steps involved in planning a budget.

B.Examine how to keep records effectively.

C.Discuss strategies for staying within a budget.

D.Identify changes that could affect a budget.

E.Discuss ways to adjust to economic change.

F. Scrutinize sources of help for financial problems.

Goal 27: Students will develop a financial plan for after high school to monitor and track

spending and income.


A. Investigate earnings information for a chosen career.

B. Identify an affordable apartment to live in.

C. Search for and price appliances and furniture to furnish the apartment with.

D. Create a purchase plan.

E. Compare earnings to expenses.

Goal 28: Students will compare banking and money management options. Chapter 21


A.Compare and contrast common methods for saving money.

B.Explain the characteristics of different savings plans.

C.Describe different types of credit.

D.Compare and contrast the advantages and disadvantages of using credit.

E.Explain how to compare credit costs.

Goal 29: Students will compare and contrast a variety of insurance policies: home,

health, automobile, and life. Chapter 22


A.Define common insurance terms.

B.List methods to lower insurance premiums.

C.Describe the basic types of health, auto, and life insurance coverage.

D.Discuss the importance of owning home insurance.

E.Compare group and individual health insurance programs.

Goal 30: Students will discuss the tax system and file a tax return. Chapter 23


A.Describe the tax system and the obligations it imposes upon you.

B.Compare flat and progressive tax systems.

C.Write about the advantages and disadvantages of different tax systems.

D.Complete a federal tax return.

E.Describe how the social security system works.

F. Explain the problems facing the social security system.



CCSS.ELA-Literacy.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-Literacy.RI.11-12.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.CCSS.ELA-Literacy.RI.11-12.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

CCSS.ELA-Literacy.RI.11-12.6Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.


CCSS.ELA-Literacy.W.11-12.2.aIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.









CCSS.ELA-Literacy.W.11-12.2.bDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.2.cUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.11-12.2.dUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.



CCSS.ELA-Literacy.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-Literacy.SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

http://www.corestandards.org/ELA-Literacy/SL/11-12/5/










Lawrenceville Press – A Guide to Microsoft Office 2007 1E

Prezi

iMovie

Data Management I

Goal 1:The students will store and analyze data using a spreadsheet. Chapter 5


A. Define terms related to spreadsheet applications.

B. Enter and edit data into cells.

C. Format cells and apply themes.

D. Use formulas to perform calculations.

E. Copy and paste between Word and Excel documents.

F. Add graphics to a spreadsheet.

G. Protect worksheets and workbooks

H. Use spreadsheet templates.

I. Create an HTML file within a spreadsheet.

Goal 2: The students will develop functions and data organization within a spreadsheet.

Chapter 6


A. Define terms associated with spreadsheet functions and data organization.

B. Modify and create cell styles within a spreadsheet.

C. Insert and delete columns and rows within a spreadsheet.

D. Use functions and absolute cell references in formulas.

E. Sort and print data within a worksheet.

F. Create amortization tables.

G. Work with multiple sheets.

H. Ask “What-if?” questions.

Goal 3: The students will create a chart using worksheet data. Chapter 7


A. Define terms and commands associated with spreadsheet charts and data.

B. Create a pie, bar, and line charts.

C. Move, size, and delete charts.

D. Copy a chart to a word document.

E. Modify and format a chart.

F. Explore other types of charts.

Goal 4: The students will use a relational database management system (RDBMS).

Chapter 9


A. Define terms associated with a database.

B. Create a database.

C. Create and use forms.

D. Populate a database.

E. Use datasheets.

F. Sort and filter records within a database.

G. Copy, import, and collect data.

Goal 5: The students will develop a professional-looking database through daily

exercises and project-based activities.


A. Understand terminology associated with a database.

B. Answer and understand the review questions at the end of the chapter.

C. Complete assigned exercises at the end of the chapter.

D. Complete other required project based activities as instructed.

Goal 6: The students will create a presentation using advanced visuals and sound.

Chapter 12


A. Plan and create an advanced type presentation.

B. Edit and format slides using creativity and.

C. Present and print a presentation.

D. Add slide footers, graphics and charts to add a unique style to a presentation

Goal 6: The students will explore a variety of software, apps, web-based sites and other

applications that will be useful for their educational use in this and other classroom

settings. Students will also present projects to their class individually and with a partner

during this semester. Rubric and guidelines for class projects will be followed.

DATA MANAGEMENT 1 - COMMON CORE

CC.9-12.N.Q.1 Reason quantitatively and use units to solve problems. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*

CC.9-12.F.IF.7 Analyze functions using different representations. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*

CC.9-12.F.IF.8 Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

CC.9-12.S.IC.3 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Recognize the purposes of and differences among

sample surveys, experiments, and observational studies; explain how randomization relates to each.*

CC.9-12.S.IC.4 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.*

CC.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CC.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.




CC.9-10.R.H.7 Integration of Knowledge and Ideas: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CC.9-10.W.HST.2.a Text Types and Purposes: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

CC.11-12.R.ST.8 Integration of Knowledge and Ideas: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.


iMac Apps –

iMovie

GarageBand

Prezi

Adobe CS6 Suite

Augmented Reality

3D printing

Data Management 2

Goal 1: The students will explore a variety of iMac apps/software/hardware


A. Explore the apps/media and analyze the feedback data.

B. Download and manipulate the app.

C. Familiarize the elements useful within the app

D. Explore sound/video and other aspects of this media.

Goal 2: The students will create a variety of projects using apps/software/hardware


A. Plan and organize the media they will be using.

B. Modify and create their project.

C. Edit and refine a completed project.

D. Complete the project into an audio/video format.

E. Display/demonstrate projects to the class.

F. Use the rubric to guide through project completion.

Goal 3: The students will explore a variety of software, apps, web-based sites and other

applications and hardware. This course is motivational for the student with the desire to

build and expand on their current technology knowledge. This independent work will

prepare student for workplace readiness and careers/education that requires successful

independent study. Students will also present completed projects to their peers

individually and with a partner during this semester.

DATA MANAGEMENT 2 - COMMON CORE



CC.9-10.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.





GIBSON CITY-MELVIN-SIBLEY

BUSINESS CURRICULUMADOBE PHOTOSHOP CS6

ADOBE BRIDGE CS6

PICASA (WEB BASED EDITING)

IPHOTO

Update 8/2014

Digital Imaging

Goal 1:The students will understand Photo Editing & Camera technique basics


A. Explore photo editing software

B. Scan, crop and save files.

C. Use digital camera basics of photography

D. Photoshop – layers, retouching, contrast, resize, merge photos.

E. Create a folder or presentation of photos.

Goal 2: The students will demonstrate visuals through a variety of media, materials and

techniques.


A. Capture emotion through photography.

B. Create printouts using text, fonts and color.

C. Create original work.

D. Use a variety of elements of photo editing.

Goal 3: The students will explore media editing.


A. Understand file types and how to alter these types for use.

B. Utilize selection tool and modify/manipulate these tools.

C. Create, arrange and transform layers.

D. Repair, retouch and erase background and content layers.

E. Resize and crop images.

F. Import files using Adobe Bridge CS6 and other ways to import to a variety of

software/web-based editing tools.

G. Utilize a variety of effects available on the different software/web-based

programs.

H. Create a portfolio or show of completed assignments/projects.

I. Follow give rubric and guidelines while working on assigned projects.

Digital Imaging – Common Core






Introduction to Business

Goal 1: Students will analyze the economic concepts and principles of the United States’

economy. Students will examine economic decision-making, various economic models,

economic roles, and standards of economic measurement. Chapters 1


A.Distinguish between needs and wants.

B.Compare and contrast goods and services.

C.Examine the economic resources used in the production of goods and services.

D.Illustrate the concept of scarcity using real world examples.

E.Practice the decision-making process on a real world problem.

F. List and provide answers to the three basic economic questions.

G. Compare and contrast the different types of economic systems.

H. Distinguish five features of the United States’ economy.

I. Discuss the economic roles each consumer performs.

J. Graph supply and demand charts.

K. Explain how consumers affect consumer supply and demand.

Goal 2: Students will measure economic activity using economic indicators. Chapter 2


A.Calculate the Gross Domestic Product.

B.Calculate productivity using economic measures of labor.

C.Demonstrate the link between worker productivity and the standard of living.

D.Use economic measurements to rate economic performance.

E. Illustrate the four phases of the business cycle.

F. Define inflation and deflation and discuss their impact on U.S. history.

G. Examine the effect of potential economic variables on the marketplace.

Goal 3: Students will investigate the factors that influence the strength and vibrancy of

global economy. Chapter 3


A.Explain and calculate the concept of trade balances and balance of payment.

B.List three barriers to international trade.

C.Calculate currency exchange rates.

D.Discuss methods to increase international trade.

E.Describe the components of a multinational corporation.

Goal 4: Students will discuss the role of ethics in the business world. Chapter 4


A. Provide examples of social responsibility relating to business and identify social

responsibility issues.

B. Describe the purpose of a code of ethics.

C. Create a code of ethics for the school district.

D. Investigate government regulations and their effects on the economy.

E. Describe the role of government in producing goods and services.

F. Compare and contrast the efforts of the government to assist businesses.

Goal 5: Students will investigate the advantages and disadvantages of the different forms

of business ownership. Chapter 5


A. Investigate the changes to employment status over the course of the past 100

years of American history.

B. Define the basic forms of business.

C. Evaluate when each form of business ownership is the most appropriate.

D. Design different working environments.

E. Compare and contrast different forms of organizational structures.

F. Describe seven kinds of activities performed by businesses.

G. Relate economic status to job creation.

H. Compare and contrast the different types of business ownership.

Goal 6: Students will examine the personal characteristics and different opportunities of

business entrepreneurs. Chapter 6


A. Compare their personalities to the personalities of successful entrepreneurs.

B. Evaluate the opportunities and risks entrepreneurs face.

C. Compare and contrast the advantages of being an entrepreneur and a worker.

D. Investigate the structure of small businesses.

E. Write about their likelihood of becoming an entrepreneur.

F. List the elements of a successful business plan.

Goal 7: Students will write and present a report on a successful American entrepreneur.

Project

The students will be able to:

A. Research information about their entrepreneur using Internet resources.

B. Include biographical information.

C. Determine which characteristics impact the figure’s business acumen.

D. Create a dynamic and engaging presentation about their entrepreneur.

Goal 8: Students will compare and contrast the roles of leaders and managers in an

organization. Chapter 7


A. Identify different types of management styles.

B. Discuss a variety of leadership styles.

C. Evaluate the ideal leadership styles for a variety of situations.

D. Compare and contrast leadership and management expectations and duties.

E. Justify the need for ethical management and leadership.

Goal 9: Students will examine the role of human resources in benefits’ management and

workplace culture. Chapter 8


A. Describe the purpose and activities of human resources.

B. Examine planning and staffing activities.

C. Evaluate compensation and benefits plans.

D. Calculate gross pay, deductions, and net pay.

E. Create workplace evaluations.

F. Describe the benefits of diversity and cultural sensitivity in the workplace.

Goal 10: Students will plan for a future career, will create resumes and cover letters, and

will practice interview skills. Chapter 9


A. Identify types of industries and occupational groups in our work force.

B. Discuss factors that affect job opportunities.

C. List important sources of career information.

D. Develop a career plan using Internet sources.

E. Write a professional resume and letter of application.

F. Identify sources to use in getting job leads.

G. Fill out an application form.

H. Prepare for a job interview.

I. Practice interview questions and answers.

Goal 11: Students will research a potential future career. Project


A. Research a career opportunity using valid and appropriate Internet sources.

B. Document job duties, necessary education, and ideal personality traits.

C. Investigate the typical work environment, benefits, and employment outlook.

D. Evaluate whether they are suited for the job.

E. Create a presentation to discuss their findings with the class.

Goal 12: Students will develop and execute a marketing plan to satisfy customers’ needs

and make a profit. Chapter 10


A. Identify the steps in a marketing strategy.

B. Use the consumer decision-making process to find a solution.

C. Justify the importance of marketing research.

D. Calculate how the selling price of a product is determined.

E. Evaluate different types of promotions and advertisements.

Goal 13: Students will team teach Chapter 11 to their classmates. Chapter 11


A. Demonstrate appropriate teamwork habits.

B. Create a lesson plan.

C. Develop an engaging and informative presentation.

D. Create an activity for their classmates to further develop their content

knowledge.

E. Write ten objective test questions with corresponding answers.

Goal 14: Students will create financial plans for their future activities. Chapter 12


A. List the steps in budget preparation.

B. Analyze a student budget.

C. Compare and contrast an income statement with a balance sheet.

D. Describe the components of a business payroll system.

E. Analyze payroll checks.

F. Calculate finance performance ratios.

Goal 15: Students will use tools and information to make decisions affecting business

operations. Chapter 13


A. Compare and contrast the different types of manufacturing processes.

B. Identify the activities involved in production planning.

C. Discuss the logic behind production organization.

D. Develop schedules and standards for operational planning.

Goal 16: Students will write a business plan for a restaurant facing specific

environmental and economic variables. Project


A.Write a brief executive summary for the business.

B. Identify a potential customer base.

C.Create a profile of the local competition.

D.Develop short term goals for the restaurant.

E.Assemble the necessary financial data and write a proposal for a bank loan.

F. Create an attractive menu using appropriate software.

Goal 17: Students will investigate how businesses deal with uncertainty and risk.

Chapter 14


A. Identify the types of risks facing individuals and businesses.

B. Discuss ways in which business may deal with risks.

C. Define the basic principles of insurance.

D. List ways in which businesses can reduce risks.

Goal 18: Students will develop consumer decision-making skills. Chapter 15


A. Evaluate sources of consumer information.

B. Discuss wise consumer decision-making skills.

C. Compare and contrast similar products.

D. Explain consumers’ rights and responsibilities.

E. Write a letter of complaint to a company with a faulty product.

F. Differentiate between arbitration and mediation.

Goal 19: Students will create a brochure to educate their classmates about the dangers of

identity theft. Project


A. Design an attractive and informative brochure.

B. Inform others how to prevent and recognize identity theft.

C. Write about what to do if identify theft should occur.

D. Use the Internet to research information regarding identify theft.

Goal 20: Students will develop personal plans for managing their finances. Chapter 16


A. Create a personal balance sheet.

B. Develop a personal cash flow statement.

C. Create a summer budget.

D. Compare and contrast the types of taxes paid by consumers.

E. Describe the financial planning process.

Goal 21: Students will investigate the banking system, write checks, and reconcile their

checking accounts. Chapter 17


A. Explain how banks earn revenues.

B. Describe the major types of deposit and non-deposit institutions.

C. List services provided by financial institutions.

D. Explain the activities of the Federal Reserve System.

E. Describe advantages of having a checking account.

F. Explain the process of opening a checking account.

G. Explain the purpose of the different types of endorsements.

H. Describe the purpose of a check stub and check register.

I. Demonstrate proper check-writing procedures.

J. Describe the information on a bank statement.

K. Reconcile a checking account.

Goal 22: Students will identify the fundamentals of credit, the uses of credit, the cost of

credit, and credit records and regulations. Chapter 18


A. Explain what credit is.

B. Explain the basis on which credit is granted.

C. Give advantages and disadvantages of using credit.

D. Describe types of charge accounts.

E. Explain how interest is computed.

F. Calculate interest in consumer credit situations.

G. Explain why it is important to shop for credit.

H. Discuss credit applications, credit bureaus, and credit reports.

I. Create steps to check credit records.

J. Discuss credit laws and the protection they give consumers.

K. Explain what can be done to build and keep a good credit history.

Goal 23: Students will discuss and investigate different savings and investment strategies

for consumers. Chapter 19


A. Explain why it is important to have a savings plan.

B. Discuss how savings affect our economy.

C. Explain how to open and use a regular savings account.

D. Compare and contrast financial institutions to open a savings account.

E. Describe ways to manage your money successfully.

F. Evaluate personal financial conditions.

G. Create personal financial goals.

H. Create and implement a financial plan.

I. Compare and contrast bonds and stocks.

J. Describe the differences in preferred and common stock.

K. Explain factors to consider when selecting stock investments.

L. Discuss the benefits of mutual funds.

M.Evaluate investments based on need, goals, safety, liquidity, and rate of return.

Goal 24: Students will create and present a digital story using appropriate software.

Project


A. Write a story draft with an overarching theme.

B. Write a brief script to narrate the story.

C. Create a storyboard for the digital story.

D. Incorporate images and pictures into the digital story.

E. Use Photo Story 3 to create an engaging and dynamic presentation.

Goal 25: The students will compare and contrast the features and benefits of different

types of insurance: Vehicle, Property, Life, and Health. Chapter 20


A. Describe insurance and which losses can be covered.

B. List and explain the factors that affect the cost of insurance.

C. Explain how insurance can be purchased.

D. Analyze automobile insurance policies.

E.Describe the factors that affect auto insurance rates and how to select an auto

insurance provider.

F. List losses covered by home and property insurance.

G. Describe how to make an insurance claim.

H. Create a household inventory for insurance claims.

I. Describe the reasons why life insurance is important.

J. Compare two types of life insurance: Term life and Whole life.

K. Describe types of medical insurance.

L. Evaluate health insurance plans

Goal 26: Students will examine the car purchasing process and plan to buy a vehicle of

their own. Project


A. Investigate the car buying process.

B. Create a list of needs and wants that an ideal vehicle must possess.

C. Use print or online resources to locate three vehicles that meet their list of needs

and wants.

D. Evaluate the choices to determine the best vehicle.

E. Write an explanation to describe the benefits of their vehicle choice.




CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of



specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).








CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.











CCSS.ELA-Literacy.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.








Marketing/EntrepreneurshipGoal 1: Students will examine the fundamentals of marketing and its purposes. Chapter

1


A. Describe the basic functions of businesses.

B. Identify marketing’s role and function in business.

C. Define the marketing concept.

D. Investigate methods businesses use to acquire a desired image.

E. Analyze the use of product-mix strategies to meet customer expectations.

F. Evaluate the effectiveness of the marketing mix to make product development

decisions.

Goal 2: Students will create a presentation to introduce themselves to their classmates.

Project


A. Use appropriate software to design a dynamic presentation.

B. Communicate their interests, emotions, and future plans.

C. Incorporate supporting media into the presentation.

D. Develop oral and written communication skills.

Goal 3: Students will examine the purpose and effectiveness of socially responsive

marketing. Chapter 2


A. Describe marketing’s impact on businesses and consumers.

B. Show how businesses both benefit and create problems for society.

C. Define relevant statues concerning commerce laws and regulations.

D. Discuss how ethical issues affect marketers’ professional responsibilities.

E. Identify important consumer protection laws.

Goal 4: Students will analyze how economics affects marketing decisions. Chapter 3


A. Investigate fundamental economic concepts such as scarcity and the principles of

different economic models.

B. Analyze the role of supply and demand in micro- and macro-economic problems.

C. Identify factors that affect supply and demand.

D. Compare and contrast different types of economic systems.

E. Explain the concepts of competition, monopolies, and oligopolies.

Goal 5: Students will write a report about the structures, advantages, and disadvantages

of various economic models. Project


A. Compare and contrast free market, controlled, and private enterprise economic

models.

B. Make an informed selection about the most appropriate model for a given

environment.

C. Support choice with details and evidence.

Goal 6: Students will examine the role of marketing in today’s business environment.

Chapter 4


A. Compare and contrast marketing methods and focuses.

B. Identify and develop market segments using marketing analyses.

C. Discuss how businesses develop marketing mixes.

D. Practice using the decision-making process.

E. Investigate the role of marketing in a variety of organizations.

Goal 7: Students will create a plan to increase tourism in a major U.S. city. Project


A. Brainstorm and write an outline of ideas to present to the city’s council.

B. Develop a variety of vacation plans for tourists.

C. Highlight special shopping, cultural, food, and entertainment attractions.

D. Create a dynamic and engaging presentation to showcase ideas/plans.

Goal 8: Students will collect and analyze data to use in Marketing Information and

Research. Chapter 5


A. Identify categories of information that marketers use.

B. Explain and use the five elements of marketing information systems.

C. Identify and apply the steps necessary to gather and study data.

D. Evaluate marketing research procedures and findings to assess their credibility.

Goal 9: Students will design and implement a survey; students will analyze the results

and record their findings. Project


A. Create a five to ten question survey.

B. Distribute and collect the surveys.

C. Analyze the results and look for trends.

D. Report their findings in an ordered and logical manner.

Goal 10: Students will explore consumer behavior in the world of marketing. Chapter 6


A. Demonstrate an understanding of consumers’ wants and needs.

B. Describe important influences on the consumer decision-making process.

C. Explain how consumers and businesses use different methods of decision-making.

D. Analyze products and communicate product benefits.

Goal 11: Students will analyze competition in the world of marketing. Chapter 7


A. Describe how markets can be segmented by a variety of factors.

B. Utilize different methods and target marketing strategies to a select audience.

C. Employ marketing information to successfully position products.

D. Discuss how competition affects and benefits consumers.

E. Describe the use of target marketing in professional selling.

Goal 12: Students will analyze the rise e-commerce and virtual marketing. Chapter 8


A. Use communication skills to foster communications in e-business.

B. Describe the stages of development for e-commerce businesses.

C. Compare and contrast virtual marketing to traditional marketing.

D. Utilize sales processes and techniques to determine and satisfy customer needs in

e-business.

E. Manage channel activities to create effective and efficient online promotions.

Goal 13: Students will develop a marketing strategy and plan. Chapter 9


A. Generate product ideas to contribute to ongoing business success.

B. Define the four stages of the product life cycle.

C. Employ marketing information to develop a marketing plan.

D. Review and create marketing plans for existing products.

Goal 14: Students will create a board game and develop a marketing plan for it. Project


A. Analyze and discuss the elements of a board game.

B. Play and review two existing board games.

C. Brainstorm an idea for a new board game.

D. Design a marketing plan for the game.

E. Build the actual game.

F. Play the game with classmates and make modifications if necessary.

Goal 15: Students will analyze the development successful products. Chapter 10


A. Discuss how customers view products.

B. Investigate the concepts of product management to understand its nature and

scope.

C. Research the components of the product mix element.

D. Generate product ideas to contribute to ongoing business success.

E. Identify the six steps in new product development.

Goal 16: Students will design a marketing plan for a new hotel using the marketing mix

and the six steps of new product development. Project


A. Design an edifice for a new hotel.

B. Create five unique categories of information for the hotel plan (e.g. building

design, brochure, cost analysis, promotions, website design, etc.).

C. Develop financial targets to determine the hotel’s success.

D. Present the plan to potential “investors” in a flexible and dynamic manner.

Goal 17: Students will develop marketing mixes for service businesses. Chapter 11


A. Compare and contrast services and goods.

B. Identify service standards that are used to evaluate quality.

C. Position services to acquire desired image.

D. Communicate information about services to achieve a positive outcome.

Goal 18: Students will use pricing strategies to determine the best price. Chapter 14


A. Demonstrate how the economic concept of elasticity of demand relates to pricing

decisions.

B. Describe the ways in which governments influence prices and supply.

C. Employ pricing strategies to set prices for marketing services.

D. Perform breakeven analyses for product costs and prices.

E. Assess pricing strategies to identify needed changes and to improve profitability.

Goal 19: The students will demonstrate effective promotional and communication

techniques. Chapter 15


A. Assess the nature of effective communications.

B. Describe the communication process and exhibit proper communication skills.

C. Compare and contrast a variety of different promotional methods.

D. Analyze promotional strategies.

E. Identify the seven steps in the promotional planning process and the factors that

affect the promotional mix.

Goal 20: Students will create and market a compilation album/CD. Project


A. Create an overall theme or mood based on the song selections (at least eight songs

per album).

B. Design front and back covers for the album.

C. Write liner notes explaining the song choices and their relevance to the overall

mood/theme.

D. Create promotional advertisements to promote the album.

Goal 21: Students will analyze a variety of different advertisements. Chapter 16


A. Compare and contrast product and brand advertising.

B. Distinguish between qualitative and quantitative research methods.

C. Evaluate advertising copy strategies that can be used to create interest in

advertising messages.

D. Recommend design principles in the creation of advertisements.

E. Assess advertisements to help realize marketing communications goals.

Goal 22: Students will evaluate and practice personal selling techniques. Chapter 17


A. Identify sales activities.

B. Describe the advantages and disadvantages of personal selling.

C. Demonstrate product and competitor knowledge to communicate product benefits

and to best match consumers with the appropriate products.

D. Perform the seven steps of the selling process.

Goal 23: Students will develop a personal sales pitch for a luxury product. Project


A. Identify a target market for the luxury product.

B. Write a list of reasons for why the target audience would make a purchase.

C. Create a list of potential user benefits.

D. Compare the product to competitors’ products.

E. Develop a financial plan to assist customers’ purchases.

F. Create a presentation to sell the product.

Goal 24: Students will develop financial plans to fund marketing activities. Chapter 20


A. Analyze cost/profit relationships to guide business decisions.

B. Manage financial resources to ensure solvency.

C. Analyze and create marketing budgets, income statements, and balance sheets.

D. Understand strategies used to maintain the use of financial resources.

Goal 25: Students will examine the relationship between entrepreneurship and

marketing. Chapter 21


A. Link the concepts associated with identifying new ideas, opportunities, and

methods, with creating or starting a new venture.

B. Employ entrepreneurial discovery strategies to generate feasible ideas for

business ventures.

C. Describe how marketing can identify business ownership opportunities.

Goal 26: Students will create and develop a business plan for a sole proprietorship.

Project


A. Write an executive summary.

B. Create industry, competitor, and customer analyses.

C. Describe the basic structure and purpose of the business.

D. Describe the purpose and benefits of the products or services to be sold.

E. Analyze the marketplace and develop advertisement ideas.

F. Design a layout plan for the business.

G. Create a sales forecast, pro-forma financial statements, and a breakeven analysis.

H. Write a loan proposal and repayment plan.



CCSS.ELA-Literacy.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


CCSS.ELA-Literacy.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-Literacy.RI.11-12.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

CCSS.ELA-Literacy.RI.11-12.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

CCSS.ELA-Literacy.RI.11-12.6Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.


CCSS.ELA-Literacy.W.11-12.2.aIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.11-12.2.bDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.2.cUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.11-12.2.dUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.













CCSS.ELA-Literacy.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-Literacy.SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.2Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

CCSS.ELA-Literacy.SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.












CCSS.Math.Content.HSA.CED.A.1Create equations and inequalities in one variable and use them to solve problems.

CCSS.Math.Content.HSA.REI.A.2Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

CCSS.Math.Content.HSA.REI.B.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

http://www.corestandards.org/Math/Content/HSA/REI/B/3/

http://www.corestandards.org/Math/Content/HSA/REI/A/2/

http://www.corestandards.org/Math/Content/HSA/CED/A/1/



IMovie

iPhoto

Adobe CS6 Suite (Photoshop & Bridge)

Multi-Media/Journalism

Goal 1:The students will understand screening and marking in the iMovie interface.


A. Launch, work with projects, organize and navigate a video.

B. Save, hide and quit with iMovie.

Goal 2: The students will learn to edit clips to the timeline.


A. Manage, edit and overwrite a video clip.

B. Manage a timeline track, make insert edits and add audio clips.

C. Move clips within the timeline and create a new rough-cut version.

D. Use drag-and-drop editing, change the volume, save and quit a video.

Goal 3: The students will learn to put finishing touches within the rough cut.


A. Edit points in the timeline.

B. Add cutaways.

C. Edit narration and music tracks

D. Import folders into the project.

E. Import and edit sound effects to video

Goal 4: The students adjust to the durations and position of clips within a sequence.


A. Understand trimming a video.

B. Trim and clip in the viewer.

Goal 5: The students will learn to trim and adjust two edit points.


A. Use iMovie tools:

B. Manipulate the selection tool to reposition clips within a sequence.

Goal 6: The students will learn new ways to organize and refine the overall editing

workflow.


A. Use editing options to improve the workflow, including taking one clip and

making mini-clips, or sub clips.

B. Use clips to create storyboards.

C. Organize and edit material shot with multiple cameras.

Goal 7: The students will apply transitions to the video.


A. Understand transitions and apply video and audio transitions.

B. Copy and change transitions

C. Save favorite transitions

D. Change transitions parameters.

E. Preview and render transitions.

Goal 8: The students will mix audio tracks within a video.


A. Edit and organize audio effects

B. Monitor and adjust audio levels in the timeline.

C. Record a voice-over and import audio tracks.

Goal 9: The students will add text, titles, and graphics.


A. Add color bars and slugs

B. Create, edit, and animate text clips.

C. Superimpose a title

D. Add color mattes and render effects

E. Prepare graphic images for editing and add motion templates.

Goal 10: The students will change the motion properties of a clip, such as manipulating

the speed at which a clip plays or modifying its size and position


A. Change clip speed, size and position.

B. Create fit to fill edits and freeze frames.

C. Crop and rotate images.

D. Copy and paste motion attributes.

E. Animate motion effects and create a motion path.

Goal 11: The students will apply filters to create visual magic and to correct or improve

some aspect of the image.


A. Apply audio and video filters

B. View and modify filters.

C. Apply filters for image correction and to multiple clips.

D. Use tools to adjust filters.

E. Animate filters using keyframes.

Goal 12: The students will learn ways to finish and output the video into the world!


A. Detect audio peaks.

B. Adjust video levels for broadcast.

C. Understand file format.

D. Export a quick time movie and using a quick time conversion.

E. Output a sequence to tape.

F. Backup a project!

The students will get the opportunity to participate in multi-media producing through a

variety of mediums. The students will use video, audio, script writing and print mediums

along with other types of media during this course.

Multi-Media Journalism - COMMON CORE



CC.9-10.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.





CC.11-12.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Career Readiness

Goal 1: Students will develop personal career goals through the use of personal

reflections and evaluations.


A. Navigate a variety of self-assessments.

B. Assess personal interests, skills, and values using career interest inventories.

C. Gain an understanding of how career choices can affect living standards.

Goal 2: Students will use online tools, specifically Career Cruising and the Bureau of

Labor and Statistics, to explore different career options.


A. Research and evaluate career opportunities.

B. Investigate current and future job market trends using a variety of Internet

resources.

C. Identify career opportunities.

D. Develop a list of potential opportunities.

Goal 3: Using the information from previous learning goals, students will develop a

personal career and educational plan.


A. Realize the specific educational and training requirements for their career interest

areas.

B. Identify the steps necessary to increase their skill and knowledge levels in their

stated interest areas.

C. Create an educational and training plan to successfully complete high school.

D. Develop educational and training plans for post-high school.

E. Evaluate the relationship between career goals and educational plans.

F. Develop personal and professional life goals.

Goal 4: Students will study and begin to develop personal investment strategies.


A. Compare and contrast vehicle prices, features, and options.

B. Evaluate spending plans.

C. Investigate a variety of investment plans.

D. Plan for retirement.

E. Write checks.

F. Manage a checkbook.

G. Practice completing important life documents such as loan applications, 401k

worksheets, and W-2 documents.

Goal 5: Students will practice “soft skills” and other professional codes of conduct.


A. Examine the necessity for transferable “soft skills” in the workplace.

B. Identify and exhibit appropriate social and teamwork skills such as responsibility,

time management, leadership, communication, and problem-solving.

C. Demonstrate professional writing standards.

Goal 6: Students create a variety of professional documents.


A. Write resumes.

B. Write cover letters.

C. Develop a list of personal and professional references.

D. Create scholarship essays.




CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
















CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


CCSS.ELA-Literacy.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.












HTML

ADOBE CS6 DreamWeaver & Suite

Weebly & Other Web-Based Sites

Google

XCode Mobile App Development

Web Design

Goal 1:The students will understand how web designs are developed.


A. Explore and customize the user interface.

B. Open and display different views of a site.

C. Understand basic web design concepts.

Goal 2: The students will present information on a web page.


A. Use tables for a layout.

B. Use lists to group information on a web page.

C. Use semantic markup on a web page.

Goal 3: The students will learn to enhance a web site with images.


A. Add and edit images to a web page.

B. Use images with a style sheet.

C. Use images as backgrounds, bullets and hyperlink backgrounds.

Goal 4: The students will create a web site from a template.


A. Create, organize and modify a template based web site.

B. Modify a web sites cascading style sheet.

Goal 5: The students will create a web site from scratch.


A. Create an empty web site.

B. Import and use graphics and create a dynamic web template.

C. Create content pages and organize the web site.

Goal 6: The students will demonstrate a website.


A. Demonstrate to classroom peers a website they developed

B. Evaluate peer websites

Goal 7: The students will be exposed to a varied of ways to explore and develop a

website. The students may also utilize other web-based, software, or apps tools while

exploring web design. The end of the semester, students will explore app building

development with the use of an IOS app called XCode. This app focuses on coding and

finding/correcting code to allow the app to work correctly. The students are developing

game type apps. The directions while developing these apps are generally 3-4 phases and

at the end of the phase the student will see the success of their code. Rubrics and

guidelines will be followed during class projects.

Web Design - COMMON CORE

CC.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.



CC.9-10.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.








Prezi – Web Based

(imovie will be introduced in the Mac Lab)

Word Processing

Goal 1: The students will understand Microsoft Office basics while creating a productive

and efficient work environment. Chapter 1


A. Define word files relating to Microsoft Office basics.

B. Understand the Office interface and input devices.

C. Save, open and print files efficiently.

D. Search the web and cite sources.

E. Understand e-mail procedures, etiquette and ethics.

Goal 2: The students will develop professional –looking documents using a word

processor. Chapter 2


A. Define terms relating to word processing.

B. Enter, modify and format text.

C. Develop accuracy in a document using spelling and grammar techniques.

D. Create a hyperlink within a document.

Goal 3: The students will format a document. Chapter 3


A. Define terms relating to formatting a word document.

B. Set margins, indentions and tabulations within a document.

C. Change line & paragraph spacing within a document.

D. Add headers, footers, and page numbers to documents.

E. Insert and manipulate graphics, footnotes and endnotes.

F. Create templates and HTML files.

G. Create a portfolio, basic resume and return address labels.

Goal 4: The students will create a presentation using visuals and sound. Chapter 12


A. Plan and create a presentation.

B. Edit and format slides.

C. View and print a presentation.

D. Add slide footers, graphics and charts to a presentation.

Goal 5: The students will develop professional-looking documents through daily

exercises and project-based activities.


A. Understand terminology associated with word processing at the end of the

chapter.


C. Complete the exercises at the end of the chapter.

D. Complete other required project based activities as instructed.

Word Processing – Common Core

CC.9-12.S.IC.3 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.*

CC.9-12.S.IC.4 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.*

CC.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.



CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CC.9-10.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.



CC.9-10.W.HST.2.a Text Types and Purposes: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


CC.11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.




Prezi

(Apps available in Mac Lab)

Advanced Word Processing

Goal 1: The students will use advanced formatting features to enhance a word document.

Chapter 4


A. Define word processing terms as it relates to advanced elements in a word

document.

B. Format a document with styles and themes.

C. Utilize tables within a document.

D. Insert Smart Art graphics within a document.

E. Develop a document with sections and columns.

F. Create a table of contents.

G. Create brochures and newsletters.

H. Add citations and a bibliography to a document.

I. Utilize text boxes within a document.

Goal 2: The students will use advanced PowerPoint and/or Prezi features to develop

polished and professional-looking presentations. Chapter 13


A. Add slide transitions and animations to a presentation.

B. Draw annotations during a show.

C. Create templates and HTML files.

D. Add sound and movies to a presentation.

E. Package a presentation.

F. Create hyperlinks on slides.

G. Create a photo album.

Goal 3: The students will be able to

A. Understand terminology associated with word processing at the end of the

chapter.


C. Complete the exercises at the end of the chapter.

D. Complete other required project based activities as instructed using Word,

PowerPoint and Publisher software programs.

E. Utilize Photoshop 5/Adobe CS6 software to incorporate photos into projects.

F. Magazine Project or other teacher directed projects will also be completed

during this course.

G. Rubrics and Guidelines will be followed during classroom projects.

Advanced Word Processing – Common Core






CURRICULUMANALYSIS

Needs assessment

1. To instruct students about business/technology information and provide a variety of

learning activities.

2. To enhance and deepen student learning through project-based lessons.

3. To provide opportunities for students to communicate their knowledge of

business/technology concepts to staff and/or other students.

4. To be a source of current technology-related information to staff.

5. To further develop teaching practices in regards to business and technology.

6. To revise instructional methods and keep as current with technology as possible.

AchievementThe value of achievement in business and technology is evident in all areas of

today’s workplaces. Business/Technology programs are expected to insure that all

students who choose to participate have an opportunity to become business and

technologically literate. These students also need to possess the ability to continue their

education by exploring future business and technology solutions. This knowledge will

give them the tools to effectively solve problems in today’s society.

The major areas of business/technology curriculum are accounting, introduction

to the business world, data management, desktop publishing, word processing, web

design, programming, digital imaging, marketing and entrepreneurship, and animation.

Achievement is measured through application of these areas, as reflected in the outcomes

and objectives for each subject.

Strengths1. High School students continue to enroll in business/technology classes in strong

numbers.

2. Technology is emphasized in the K – 8 curriculums which give students a knowledge base upon arrival at the high school level.

Methodology

Students’ ability to utilize technology to solve problems, and apply business concepts in the real world will be developed only if they are actively engaged in the learning process. The methodology practiced in teaching Business and Technology courses is a combination of teacher directed and PBL (Project Based Learning). Teacher directed instruction correlates with text based student outcomes and objectives. Instructional activities for individual students are based on their needs, interests, and abilities. Project based instruction is designed to enhance students’ knowledge of the subject by employing real world techniques in the classroom. Instruction varies and includes opportunities for the following; cooperative work, discussion, questioning, writing, use of technology, project work, individual exploration, and instruction by the teacher.

Strengths1. Teachers are using a variety of methodologies in their business/technology

instruction.

2. Teachers adapt methodology to students’ needs and abilities. Activities are based on students’ understanding of the material covered in each classroom.

3. Enrichment in technology is being provided through every high school department’s use of technology in their respective subject areas.

4. Reading, writing, and mathematics are all included in the core content of business/technology courses.

Weaknesses1. Technology and the use of technology changes rapidly and keeping up with all of

the changes can be a challenge.

Recommendations1. Initiate technology ideas/information to other staff members.

2. Continue to grow and learn through workshops and conferences. Share ideas with colleagues and at meetings.

Materials, equipment, and facilities

The business curriculum uses a variety of equipment, software, textbooks and other resources available for students to utilize and learn life-long skills and information. The textbooks used within the classroom environment provide a sequence of outcomes and objectives toward a skill necessary for a career goal and/or a life-long skill.

The use of technology has had a positive impact on the development of business curriculum. Through the never ending changes being made in the business world, the use of technology and skills are constantly being updated. Students are benefitting from the knowledge gained through business classes for a wide variety of career choices and needs.

The best way to integrate technology into the classroom is a debate that will continue. With the use of technology, textbooks, projects in the classroom, students and teachers are able to learn and grow together with new and innovative ways to learn. Business materials provided promote a vital component toward the education of the student’s future success!

Strengths1. Teachers incorporate the use of current technology into their instruction.

2. Teachers encourage teachers to incorporate technology into their classroom to encourage life-long learners.

3. Incorporating technology into the classrooms across the curriculum in a variety of ways.

4. Attending workshops, conferences and collaboratively learning from teachers and community.

Weaknesses1. Continue to strengthen and emphasize vocabulary, writing, and problem solving

skills necessary for future skills/careers.

2. Collaborative work together toward grant writing and finding funds to assist with resources necessary to move forward with business and technology resources.

Recommendations1. To keep current and up-to-date with students needs for their future careers and life

skills, teachers should strive to explore and learn the possibilities available to improve and move forward the business curriculum.

Coordination

Students at the high school level are not required to enroll in any entry-level business/technology courses. Once they enroll, there are different paths they may take to increase their literacy of the business/technology content. The sequences developed give the students freedom to choose the courses best suited to their future goals and needs.

To ensure that all students have an opportunity to become competent in the business/technology area, the content is organized in an effective manner with the intention of promoting optimal learning and skill development. The objectives outline the format in which the students will develop these skills and are the basis of the coordination within the business department. The objectives cover a broad range of skills, each applied specifically to address the needs of the students enrolled in the course.

Business/Technology students use the skills they develop in other subject matters. At the high school level, technology literacy is emphasized in each classroom. It is important that the students see the correlations between the materials they learn in business/technology classes and the content studied in other subjects.

Strengths1. High School business/technology course offerings and the content included

provides for students of varying abilities and interests and provides continuity in their studies of the business/technology area.

2. The objectives listed for each business/technology course indicates that major areas are not being repeated, but built upon as the student progresses through the courses.

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