monroe township schools · several types of students: 1.those who plan to attend college and seek...

Monroe Township Schools

Curriculum Management System

Exploring Business

Grades 9-12

May 2008

* For adoption by all regular education programs Board Approved: May 2008 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 8 Scope and Sequence Page 9-10 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 11-40 Benchmarks Page 41

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, President Mr. Lew Kaufman, Vice President

Mr. Marvin Braverman Mr. Joseph Homoki

Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer

Mr. Ira Tessler

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Melissa Bonamici Ms. Upsana Natarajan

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Deanna Dale Supervisor Name: Robert Mele, Supervisor of Arts & Careers Technology Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

Monroe Township Schools are committed to providing all students with a quality education resulting in life-long learners who can

succeed in a global society. The business courses in the Arts and Careers Technology Department are designed to meet the needs of

several types of students: 1.Those who plan to attend college and seek to make a career in a business related field. 2. Those who

want to further refine their business skills at an accredited business school after completing high school. 3. The career oriented who

plan to enter the world of work after completing high school.

The curriculum is designed with the integration, implementation, and application of technology. All students will be given worthwhile

opportunities and strong support to develop workplace readiness skills that are necessary to become productive, well-rounded citizens

Exploring Business will allow for the development of interests and introduce many career choices. This course will lay the foundation for

successful and calculated job choices with knowledge of many different fields of interest. This course is designed to build confidence,

public speaking skills, team work mentality, business and communication skills.

Educational Goals

Exploring Business will familiarize students with the wide range of career opportunities, business occupations, and the skills necessary to obtain a job. By incorporating textbook lessons and assignments, business speakers and trips, cooperative learning lessons, students will have the background available to develop competencies for job success.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Mathematics Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Mathematics were revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Mathematics may also be found at: http://www.nj.gov/njded/cccs/s9_career.htm

http://www.nj.gov/njded/cccs/s9_career.htm

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EXPLORATORY BUSINESS

Scope and Sequence

Quarter I

I. Learning about work a.Why people work b Work experience c. Job History d. Education as experience

II. Character Matters

a. What is character? b. When character is missing and acting ethically c. Developing and demonstrating character

III. Job Search Preparation a. Finding/Developing job leads b. Looking for & applying for jobs b. Completing Applications c. Resume Writing d. Contacting potential employers

Quarter II

IV. Interviewing for a Job a. Before, During & After a job interview b. Mock Interview c. Ready, Set, INTERVIEW!

V. Beginning your new job! a. Your first day b. Workplace policies, procedures, forms c. Employer expectations d. Duties of the employee & employer

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Quarter III

VI. Human Relations at work a. Bosses, co-workers, customers

b. Working individually and part of a team c. Earnings/Negotiations c. Advancement & Job Changes d. Appearance

VII. Career Planning a. What do I want to do? b. Decision making c. Knowing yourself and your interests

Quarter IV

VIII. Success Skills a. Communication Skills b. Reading & Writing Skills c. Leadership Skills

IX. Self Employment

e. Small Business f. Entrepreneurship

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Grade Level/Subject:

Exploring Business

Grades 9-12

Topic: Learning about work

Goal 1: The student will be able to understand why people work

Objectives / Cluster Concepts /

Cumulative Progress Indicators (CPI's)

The student will be able to:

Essential Questions

Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

1.1. understand the many different reasons why people work (9 – 9.1 A. 1-5, B 1-5, 9 – 9.2 A 1-5, B 1-5, D 1 & 3)

1.2. identify what jobs/careers might be of interest to you and why (9 – 9.1 A. 1-5, B 1-5, 9 – 9.2 A 1-5, B 1-5, D 1 & 3)

1.3. identify what equates as work experience and how to present your job history(9 – 9.1 A. 1-5, B 1-5, 9 – 9.2 A 1-5, B 1-5, D 1 & 3)

1.4. understand how your education can be seen as work experience(9 – 9.1 A. 1-5, B 1-5, 9 – 9.2 A 1-5, B 1-5, D 1 & 3)

Why do people work?

Does everyone work for the same reason?

How do I choose a career path?

What determines “Work Experience?”

What happens if I’ve never worked before?

Does my education count as Work experience?

Students will read Chapter 1 in their text book.

Students will take an on-line personality assessment test to determine jobs/careers that are best suited for each student.

Each student will identify two reasons they will work. Some answers will be different and class discussions will ensue, highlighting that each student has their own individual preference of what work means to them.

Students will list five things that will count as work experience. Some answers will be different and class discussions will ensue, highlighting the many different things that equate to work experience.

Students will research using the internet/magazine/newspaper to find work related comics. Students will share their comics and discuss why they chose it.

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1.5. identify the benefits of cooperative education and work-study programs(9 – 9.1 A. 1-5, B 1-5,)

Students will view a handout of a training agreement. Students will discuss work-study programs and list three benefits of joining a cooperative education/ work study/exploratory work experience program in HS or College.

Students will be assessed on the differences between a job, career and occupation.

Students will “Think Critically” and discuss if and how their future plans would change if they suddenly won or inherited a large sum of money.

Students will describe how knowledge and skills learned in the following school subjects might be applied to their future jobs? (English, Math, Science, Social Studies & Foreign Language)

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Grades 9-12 Exploring Business

Topic: Job Search Preparation

Goal 2: The student will be able to use multiple resources to prepare for a job search




Essential Questions



2.1. Explain what is meant by work history (9 9.1 A. -5, B. 1-5)

2.2. Describe how knowing about work histories can aid career planning(9 9.1 A. -5, B. 1-5 , 9 9.2 D 3)

2.3. Discuss how different work histories can lead to a stable job(9 9.1 A. -5, B. 1-5, 9 9.2 D 3)

2.4. List and describe characteristics of stable jobs(9 9.1 A. -5, B. 1-5, 9 9.2 D 3)

What is a work history?

How can you obtain a stable job?

Will I be able to use anything I’ve learned in school, on the job?

How do I develop job leads? Where do I start?

Students will read Chapter two in the text book

Students will read the newspaper and use the internet to find five different open positions that require education beyond HS. Students will be reminded of the importance of furthering their education that in turn, will help further their careers.

Students will list three jobs they consider stable. Next to each job they will list why they feel that way. Class discussion.

Students are to list two or three habits that need improving. Students will share this information with the teacher, and will discuss individually ways to achieve that.

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Topic: Finding Jobs – Where are they and how can I get one?!?!?

Goal 3: The student will be able to look and apply for a job




Essential Questions



3.1. Find and develop job leads (9 9.1 A. -5, B. 1-5, 8.8.1 A. 1, 2, 3 B. 2, 3, 4, 6, 7, 8)

3.2. Complete job search applications(9 9.1 A. -5, B. 1-5, 8.8.1 A. 1, 2, 3 B. 2, 3, 4, 6, 7, 8)

3.3. Complete, understand and use a personal data sheet(9 9.1 A. -5, B. 1-5, 8.8.1 A. 1, 2, 3 B. 2, 3, 4, 6, 7, 8)

3.4. identify the basic components of resume writing(9 9.1 A. -5, B. 1-5, 8.8.1 A. 1, 2, 3 B. 2, 3, 4, 6, 7, 8)

3.5. gain confidence in contacting potential employers(9 9.1 A. -5, B. 1-5, 8.8.1 A. 1, 2, 3 B. 2, 3, 4, 6, 7, 8)

Why do I need a personal data sheet? When will I use this?

What are the differences between a personal data sheet and a resume?

What are the five basic components of a resume?

What are the do’s and don’ts when creating a resume?

Which methods of contacting employers are most effective and why?

What are the differences between general ability and performance tests?

Students will read chapters 3 & 4 in the textbook

Students will find the meaning of common abbreviations used in classified ads by completing a worksheet with 30 abbreviated terms.

Students will complete a worksheet asking five essay questions: (Attached)

Students will view a business cover letter with many typing, spelling, and grammatical errors. Students are to circle and identify the errors and be prepared to discuss how they would change the errors to make the letter more presentable.

Students will take an in-school trip to the Media Center and will search the job search sections and find 5-10 books relating to job search/resume writing that they find of interest.

Students will complete a sample job application and

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Topic: Finding Jobs – Where are they and how can I get one?!?!?

Goal 3: The student will be able to look and apply for a job




Essential Questions



discuss in class.

Students will compile a personal data sheet to be kept on file for use for their future job search.

Students will complete Research Internet Office Project #1: Career Decisions & Job Search. Students will use the web to locate where to look for jobs, how to post resumes electronically, find positions that are available and of interest, and that list qualifications, and students will be able to find sites that assist with finding temporary employment

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Topic: Interviewing for a job

Goal 4: The student will be able to understand what to do before, during and after an interview.




Essential Questions



4.1. Explain the importance of a job interview (9 9.1 A. -5, B. 1-5 9. 9.2 A.1, 2, C. 1-2, D. 1)

4.2. Name and describe at least five things to do in preparation for an interview(9 9.1 A. -5, B. 1-5 9. 9.2 A.1, 2, C. 1-2, D. 1)

4.3. Summarize and be familiar with how one should act during a job interview(9 9.1 A. -5, B. 1-5 9. 9.2 A.1, 2, C. 1-2, D. 1)

4.4. Name and describe two things to do after an interview(9 9.1 A. -5, B. 1-5 9. 9.2 A.1, 2, C. 1-2, D. 1, 8.8.1 A. 2, 8)

4.5. Discuss how to respond to a job offer(9 9.1 A. -5, B. 1-5 9. 9.2 A.1, 2, C. 1-2, D. 1)

What are some things you should do to prepare for a job interview?

What are some possible outcomes for not being prepared for a job interview?

Students will read chapter five in the text book

Students will take an interview quiz on what to do and what not to do on an interview

Students will research the web to find a mock interview assessment sheet, in preparation for their upcoming mock interview in class. This will include sample/practice interview questions.

Students will sign up for and complete Mock Interviews in class to be conducted by Business Department Supervisor, Business Ed Teacher or Principal. Interviews will be videotaped by Video Tech department and replayed for class discussion and critique.

In pairs, Students are to create an interview script for their Dream Job. Students will act out the script in class and will be open for discussion (

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Topic: Interviewing for a job

Goal 4: The student will be able to understand what to do before, during and after an interview.




Essential Questions



Students will research the web to find the do’s and don’ts on “What to and Not Wear” on an interview.

Students will practice handshakes with the teacher and with each student to seek out a good handshake!

Students will write follow up letters for fictitious job interviews and submit

Students will discuss what to do when you get a job offer and how to negotiate for what you want.

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Topic: Beginning your New Job!

Goal 5: The student will be able to Navigate through their first days, weeks, months, and year at a new job




Essential Questions



5.1. Recognize anxiety associated with beginning a new job (9. 9.1 A. 3, B. 1, 4, 9.9.2 A. 1, 2, B. 1, 3, C. 1, 2, D. 1)

5.2. Describe what to expect from a new employer(9. 9.1 A. 3, B. 1, 4, 9.9.2 A. 1, 2, B. 1, 3, C. 1, 2, D. 1-4)

5.3. Describe how organization chart shows the flow of authority and responsibility within an organization (9. 9.2 A. 3)

5.4. List areas for which employers have policies and rules (9. 9.1. B. 4, 9.9.2. D. 1, 3, 4, 5, F. 1-5).

5.5. Identify ways to work effectively with a supervior (9.9.1 A. 3, B. 1, 2, 4, 5, 9.9.2. A. 1, 2 B. 1-3, C 1-2, D. 1, 3, 5)

5.6. Understand how to fill out a W-4 (9.9.1. B. 4, 9.9.2, E. 1, 4)

How can you relate new job anxiety to real-life anxiety? Are they the same?

Why do employers create and enforce policies and procedures for their employees? Who benefits from this?

What can you do if you don’t like your new boss/employer/supervisor?

Your take home pay does not match what you are being paid….Why?

Read Chapter 6 in the textbook

Students will answer typical statements found in a company policy manual in the student workbook. Students will assume the role of employer and explain the reason for each policy or rule.

Students will complete their own W-4 form and will calculate the amount of income tax to be withheld from their weekly paycheck. Students will use the chart provided for guidelines.

Students will create an organization chart at the High School level. Students will work in groups to determine who reports to who and will present to the class.

Students will be put into groups of 4-5 and will be assigned 1 or 4 store types. Restaurant, Jewelry Shop, Pet Shop, Clothing Store. Students will create

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Topic: Beginning your New Job!

Goal 5: The student will be able to Navigate through their first days, weeks, months, and year at a new job




Essential Questions



a business name, list the types of employees that will be needed, create an organizational chart and list 10 policies and procedures that will be followed and enforced. Students will present to the class.

Students will use the internet to locate sample policies and procedures of other companies

Students will view the Student Handbook and list five policies and procedures. Students will view these from the school standpoint and describe why they have been created and enforced.

Students will fill in the blank to define Employment Terminology in a workbook

Students will be asked to think about a time in their life where their anxiety about a situation turned out to be worse than the situation itself. What might this suggest?

Students will test on Ch 6

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Topic: Expectations of Employers

Goal 6: The student will be able to understand the expectations of employers based on their job performance and rating their work behavior




Essential Questions



6.1. Name and describe the five things that employers expect regarding job performance (9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

6.2. Name and describe the seven things that employers expect regarding work habits and attitudes(9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

6.3. Describe the purposes of performance evaluation(9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

6.4. Explain the two-step evaluation process(9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

How does the quality of work relate to a company’s successes?

What should you do if you must be absent or late to work?

What are the purposes of an employee evaluation/performance appraisal?

How do employee work habits and attitudes affect your job performance?

Students will read Chapter 7 in textbook

Students will complete the crossword puzzle identifying terms associated with employer expectations, job performance, habits and attitudes.

Students will determine the Cost of Lost production in various scenarios.

Students will rate their own work behavior and attitudes in class. Students will discuss the ratings with their teacher and will discuss areas that may have been rated too high or low. Students will identify weak areas and assess how to improve them.

Students will research the history of Labor Day…We know we have off from school, but why do we celebrate the day? When was it created and what does it represent?

Students will test on Ch 7

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Topic: Workers rights and protections

Goal 7: The student will be able to understand the duties of employers and worker safety and health.




Essential Questions



7.1. Describe eight duties of employers(9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

7.2. Discuss the value of honesty and respect toward employees(9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

7.3. List three fair employment practices(9.9.1 A. 1-5, B. 1-5, 9.9.2. A. 1-2, B. 1-3, C. 1-2, D. 1, 2, 5)

7.4. Explain workers rights regarding protections against discrimination (9.9.2 D. 3, 4, 5, F. 1,)

7.5. Explain the role of employers and workers regarding safety and health in the workplace(9.9.2 D. 3, 4, 5, F. 1,)

7.6. Identify agencies that deal with workers complaints. (9.9.2. D. 3, 4, 5)

What do employers owe their workers?

What are some differences in Child Labor law across the country?

Why have fair employment practices been created?

Why are new employees more likely to be hurt on the job than more experienced workers?

What are the steps an employee can take if a problem arises between them and the employer?

Students will read Ch 8

Students will answer questions about workers rights and protections using examples from fair employment practices learned in the textbook.

Students will complete a crossword puzzle answering questions related to EEO. ( Equal Employment Opportunity)

Students will research dangerous jobs and will give a list of three to share with class.

Students will research child labor laws in different countries and will share with class the similarities and differences. Students will each be assigned a different country by the teacher.

Students will view a PPT on “On the Job Safety” where likely scenarios will be asked. Students will be asked to identify what they would do if they are in this situation. Class

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Topic: Workers rights and protections

Goal 7: The student will be able to understand the duties of employers and worker safety and health.




Essential Questions



participation based.

Students will complete Project #9 – Internet Office Projects – The Human Resources Office. Students will research OSHA, EEOC and discriminating data, determine W-4 Allowances, and locate Social Security retirement Guidelines.

Students will read a story on On the Job Health and Safety and will answer 7 questions. (worksheet)

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Topic: Human Relations at Work

Goal 8: The student will be able to understand the significance and importance of maintaining and practicing human relations as work




Essential Questions



8.1. Explain the importance of human relations to success on the job (9.9.1. A. 3, B. 1-5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5)

8.2. Discuss ways to get along with bosses and co-workers(9.9.1. A. 3, B. 1-5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5)

8.3. Identify three reasons why customers patronize a particular business (9.9.1 A. 1, B. 1, 2, 4, 5, 9.9.2. A. 2, B. 1-3, C. 1-2, D. 1)

8.4. Understand why employees are asked to work in task groups(9.9.1. A. 3, B. 1-5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5)

8.5. Discuss ways to participate effectively in a task group(9.9.1. A. 3, B. 1-5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5)

Why are many workers fired?

How important is it to be FRIENDS with your boss?

How should you relate to a co-worker whose opinions, habits or behaviors, are different from yours?

What should you do if a coworker offers advice or suggestions?

What are three reasons why customers deal with a certain business?

Why is it important to know how to work in groups?

Why are groups generally superior to individual work on tasks?

When is the best time to provide an opinion on a group decision?

Students will read Chapter 9 – Human Relations at work

Students will identify and describe interpersonal relations problems that you have had with a family member, employer/teacher, co-worker/fellow student. Students will explain the problem and how it could have been avoided

Students will assume they are working in a retail store and will explain how they, the worker, might respond to 12 different situations.

Students will list two good experiences and two bad experiences in working in groups. Students will explain and list the guidelines for effective group work.

Students will list special human relations skills and explain why they are required for certain occupations.

Students will use the internet to find pictures of

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Topic: Human Relations at Work

Goal 8: The student will be able to understand the significance and importance of maintaining and practicing human relations as work




Essential Questions



group/task work. Students will explain the image.

Students will complete Task review for Chapter 9 in preparation for test.

Students will take a test on Ch. 9 and Human Relations.

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Topic: Earnings and Job Advancement

Goal 9: The student will be able to understand their paycheck and job changes




Essential Questions



9.1. Identify and describe different forms of compensation (9.9.2. E. 1, 2, 3, 4)

9.2. Describe and understand how a paycheck is calculated. (9.9.2. E. 1, 2, 3, 4)

9.3. State three guidelines regarding working for a pay raise ((9.9.1. A. 3, B. 1, 2, 3, 4, 5, 9.9.2. A. 1-2, B. 3, C. 1-2, D. 1, 3, 4. 5)

9.4. Identify the most common reasons for changing jobs (9.9.1. A. 1, 2, 3, 4, 5, B. 1-5, 9.9.2. B. 1-3)

9.5. Explain what to do when you voluntarily leave a job. (9.9.1. A. 1, 2, 3, 4, 5, B. 1-5, 9.9.2. B. 1-3)

What does the amount of your paycheck depend on?

Why is it important to check your paycheck often?

Which payroll deductions are employers generally required to make and what ones are optional for you?

What are the different forms of compensation?

Students will reach Chapter 10 – Earnings and job advancement

Students will locate, identify, and define all terms associated with benefit pay, compensation, and your paycheck.

Students will analyze a sample paycheck and will answer questions identifying the deductions and determine their pay based on those deductions.

Students will write a sample letter or resignation

Students will role-play conversations they might have with their supervisor to ask for a raise.

Students will complete review tasks for Chapter 10 in preparation for test

Students will take a test on Chapter 10

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Topic: Appearance on the Job

Goal 10: The student will be able to understand the differences between grooming and appearance and will be able to understand the basics for dressing on the job.




Essential Questions



10.1. Explain why good hygiene and grooming are important on the job (9.9.1 A. 1, 2, 3, B. 1, 4, 9.9.2. A. 2, D. 3)

10.2. List five rules for good grooming and appearance(9.9.1 A. 1, 2, 3, B. 1, 4, 9.9.2. A. 2, D. 3)

10.3. Understand the importance of dressing appropriately at work(9.9.1 A. 1, 2, 3, B. 1, 4, 9.9.2. A. 2, D. 3)

10.4. Summarize guidelines on dressing for the job(9.9.1 A. 1, 2, 3, B. 1, 4, 9.9.2. A. 2, D. 3)

What is good hygiene? Good grooming?

What is the basic rule about hairstyles on the job?

Can your posture help you make a good impression on the job?

If you aren’t sure about how to dress on the job, what should you do?

What are the six basic rules for clothing choice, wear and care of your work clothes?

Students will read Chapter 11 – Appearance on the Job

Students will view a PPT presentation outlining the information learned in Ch. 11

Students will use the internet to put together an appropriate business outfit for work for a male and female worker, print and submit.

Students will contact landsend.com, a clothing retailer, and will model various clothing choices using “My Model” and “My Virtual Model”

Students will match terms about personal hygiene with answers in the secondary column.

Students will identify three occupations that require uniforms.

Students will identify and describe the five facial shapes and will determine what shape face they have

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Topic: Appearance on the Job

Goal 10: The student will be able to understand the differences between grooming and appearance and will be able to understand the basics for dressing on the job.




Essential Questions



and what hairstyle works best.

Students will use the internet to find pictures of people with oval, long, round, square, and heart-shaped faces, print and submit

Students will complete the task review for Ch 11 in preparation for the test

Students will take a test on Ch. 11

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Topic: Career Decision Making

Goal 11: The student will be able to understand the decision making process and understand how individuals make decisions.




Essential Questions



11.1. List and summarize each step in the decision making process (9.9.1. A. 2, 3, B. 1, 2,4, 5, 9.9.2. A. 1, C. 2, D. 4 & 5)

11.2. Understand how to use the decision making process in making an occupational choice (9.9.1. A. 2, 3, B. 1, 2, 4, 5, 9.9.2. A. 1, C. 2, D. 4 & 5)

11.3. Identify and describe different decision making styles (9.9.1. A. 2, 3, B. 1, 2,4, 5, 9.9.2. A. 1, C. 2, D. 4 & 5)

11.4. Discuss the need to accept responsibility for career planning and personal decisions relating to your career (9.9.1. A. 1, 2, 3, 4, B. 1, 2, 3, 4, 5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1,3, 4, 5)

11.5. Explain three factors that can influence decision making. (9.9.1. A. 1, 2, 3, 4, B. 1, 2, 3, 4, 5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1,3, 4, 5)

When is a systematic decision making process best used?

What are the five steps in the decision making process?

What are the seven decision making styles? What are the benefits/detriments of each?

How can a previous decision influence later ones?

What are three reality factors that can limit your career decisions?

Students will read Ch. 12 Pages 156-169 – Career Decision Making

Students will complete a case history: Activity 12-A Page 24 Supplemental Activities

Students will divide into groups of 4/5 and will be given the following scenario about student parking going to be cut in half. As a team and using the 5-step decision making process they are to arrive at a solution. Class discussion will follow and will determine, the best made plan.

Students will assume that several of your friends want to go to the movies. Using the 5-step decision making process they will define the problem, gather info, evaluate info, make a choice and take action…Then they will decide if they made a good decision.

Students will complete

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Topic: Career Decision Making

Goal 11: The student will be able to understand the decision making process and understand how individuals make decisions.




Essential Questions



workbook pages which asks them to define and explain each decision making style and how each style would make a decision about what to do after High School graduation.

Students will be asked to describe how a decision they made in the past, might influence a decision you’ll make in the future, describe a decision that was influenced by your environment, experiences and what ones may have been limited by reality factors.

Students will view a PPT presentation about Ch. 12.

Students will complete review tasks for Ch 12 in preparation for test

Students will take a test on Ch. 12 – Career Decision Making.

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Topic: Information about yourself

Goal 12: The student will be able to understand and know what to do with the self-information you gather when trying to find the right occupation doing something you will enjoy




Essential Questions


Instructional Tools

/ Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

12.1. Discuss how self information can help you make more satisfying occupational choices (9.9.1 A. 1-5, B. 1-5, 9.9.2. D. 1)

12.2. Describe the three types of self-information and how they are measured. (9.9.1 A. 1-5, B. 1-5, 9.9.2. D. 1)

12.3. Explain how interests, aptitudes and work values may be similar or different (9.9.1 A. 1-5, B. 1-5, 9.9.2. D. 1)

12.4. Illustrate how interests, aptitudes, and work values may be expressed outside of one’s job(9.9.1 A. 1-5, B. 1-5, 9.9.2. D. 1)

What questions should you ask yourself before choosing an occupation?

What can participation in school activities reveal about yourself?

Without taking an aptitude test, how can you find out about your aptitudes?

At what point in the career decision-making process is knowledge of work values?

What should you do if your interests, aptitudes, and work values point in different directions?

Why do people often pursue hobbies and other activities very different from what they do in their jobs?

Students will read Chapter 13-Information about yourself

Students will view a PPT presentation outlining Ch 13

Students will identify five areas of interests, and list at least three possible occupations related to those interests. Students will share with the class and discuss.

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Topic: Communication Skills

Goal 13: The student will be able to understand listening, speaking, reading and writing in business




Essential Questions



13.1. State guidelines for good listening (9.9.1 A. 1-3, B. 1-5, 9.9.2. D. 1)

13.2. Discuss rules for effective speaking. (9.9.1 A. 1-3, B. 1-5, 9.9.2. D. 1)

13.3. Identify ways to improve reading skills (9.9.1 A. 1-3, B. 1-5, 9.9.2. D. 1)

13.4. Correctly use different forms of written business communication ( 8.8.1, A. 2)

Which type of communication skill is used most by the average worker? The least?

What three types of skills are needed to succeed on the job?

What are some examples of poor listening?

What does having a “questioning attitude” when listening mean?

What are the four things required to be an effective speaker?

In what ways are listening and reading the same?

Why is writing probably the most important form of business communication?

What are the different types of memo’s used to correspond in business?

What four steps should be followed in writing a business letter?

Students are to read Ch 15 – Communication Skills

Students will view PPT presentation discussing Ch. 15

Students are to complete the crossword puzzle by answering questions relating to communication skills.

Students will give an example of each barrier to effective listening.

Students will complete a worksheet where words are misspelled and grammar is incorrect. Students will work to identify these words and grammatical errors to correct.

Students will define and add 5 new words to their vocabulary. They will use the website daily buzzword (wordcentral.com) to obtain the new words.

Students will write a memorandum to company employees, outlining details of a company picnic

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Topic: Communication Skills

Goal 13: The student will be able to understand listening, speaking, reading and writing in business




Essential Questions



that will take place in the future. Students will include all pertinent information and submit for grade.

Students will write various memorandums using the various style available, and relating it to situations possible on the job

Students wil act out various communication scenarios with partners and with the teacher.

Students will complete review tasks for Ch 15

Students will take a test on Ch. 15

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Topic: Entrepreneurial Skills & Self Employment

Goal 14: The student will be able to understand Self Employment and Small Business Opportunities




Essential Questions



14.1. Name contributions that small business makes to our society (9.9.2. E. 5, 6, 7, 8)

14.2. Discuss advantages and disadvantages of self-employment (9.9.1. A. 3, B. 1-5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5)

14.3. Outline what it is like to own and operate a small business(9.9.1. A. 3, B. 1-5, 9.9.2 A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5, E. 1, 2, 4, 5, 6, 7, 8 F. 4, 5)

14.4. Identify ingredients necessary for a successful business (9.9.1. A. 3, B. 1-5, 9.9.2 A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5, E. 1, 2, 4, 5, 6, 7, 8 F. 4, 5)

14.5. Evaluate your own self employment traits (9.9.1. A. 3, B. 1-5, 9.9.2. A. 1, 2, B. 1-3, C. 1-2, D. 1)

14.6. Describe factors to consider when choosing a business(9.9.1. A. 3, B. 1-5, 9.9.2 A. 1, 2, B. 1-3, C. 1-2, D. 1, 3, 4, 5, E. 1, 2, 4, 5, 6, 7, 8 F. 4, 5)

Why isn’t there such a thing as a “typical” small business?

What are the four important contributions that small business makes to our society?

Why are there advantages and disadvantages to self-employment?

Why are the first six months often crucial in getting a new business started?

Are you the type of person who might be a successful entrepreneur? Why or Why not?

Why is having a trade or technical skill a good first step into becoming an entrepreneur?

Students will read Ch 20

Students will list the advantages and disadvantages of being a small business owner

Students will see a speaker who is an Entrepreneur and ask them questions about how they got started and what they love about it and what the challenges are

Students will interview and identify a small business owner within their community. They will answer questions and report their findings and share with the class.

Students will be asked to evaluate their strengths and weaknesses, which will determine their potential success or failure as a small business owner.

Students will read a

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Topic: Entrepreneurial Skills & Self Employment

Goal 14: The student will be able to understand Self Employment and Small Business Opportunities




Essential Questions



case study and determine how to plan for a small business opportunity. Students will discuss in class.

Students will search the web for franchise directories. Students can use the franchise opportunities handbook. Students will contact a franchise that they might be interested in and request a franchise package for prospective owners. Students will report on their findings for each company.

Students will take a test on Ch. 20 Entrepreneurial Skills

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Topic: ADDENDUM: Videos & Multi Media Learning

Goal 15: The student will be able to enrich and enhance business skills




Essential Questions


By Viewing the following Class Curriculum Videos, students will get a real life view of business.


Episodes of “The Apprentice”

The Pursuit of Happiness

Enron – The Crooked E

Interview Do’s & Don’ts

Employee Discrimination Videos

Mock Interview Videos from past classes

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Topic: Character Matters

Goal 16: The student will be able to define, develop and demonstrate character




Essential Questions



16.1. Identify and define character and its two major components ( 9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

16.2. Recognize evidence of a person’s character. ( 9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

16.3. Identify situations in life where character is important( 9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

16.4. Discuss the effects poor character has on people (9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

16.5. Describe how ethics is a part of a person’s character (9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1, 3, 4, 5)

16.6. Explain how children develop an understanding of positive and negative behavior( 9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

16.7. Identify the relationship between values and behavior( 9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

16.8. Describe how character is demonstrated in relationship

Why is the character of students in a class important to the teacher? To other children & classmates?

Why are a persons actions the best evidence of their character?

Can character change from good to bad and bad to good, based on a persons experiences, needs and relationships?

What personal characteristics are related to good character and bad character?

How is ethics different from and similar to character?

What is self-concept and how does it develop?

How will having good character increase your chances for success in business?

Do you believe that people who consistently demonstrate good character think about their behavior or does it come naturally?

Read pages 56-81 & 110-137 in the Leading with Character handouts.

Students will define vocabulary words related to Character. Students will write a sentence using each word.

Students will read case studies involving character and ethics. Students will be asked to give their opinions

Students will take a character survey and rate their character.

Students will create a three column table. Students are to research and list five quotations about character and put them into columns. They are to identify the name and source of each quote. Students will be asked to identify whether they agree or disagree with the quote in the second column. In the last column they will be asked to write a sentence explaining why they agree or disagree.

Students will discuss

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Topic: Character Matters

Goal 16: The student will be able to define, develop and demonstrate character




Essential Questions



with others ( 9.9.1. A. 3, B. 1, 2, 4, 5, 9.9.2. C. 2, D. 1)

various real life situations and determine if character (good or bad) was displayed.

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Exploring Business

COURSE BENCHMARKS

1. The student will be able to understand why people work

2. The student will be able to use multiple resources to prepare for a job search

3. The student will be able to look and apply for a job

4. The student will be able to understand what to do before, during and after an interview.

5. The student will be able to Navigate through their first days, weeks, months, and year at a new job

6. The student will be able to understand the expectations of employers based on their job performance and rating their work behavior

7. The student will be able to understand the duties of employers and worker safety and health

8. The student will be able to understand the significance and importance of maintaining and practicing human relations as work

9. The student will be able to understand their paycheck and job changes

10. The student will be able to understand the differences between grooming and appearance and will be able to understand the basics for dressing on the

job.

11. The student will be able to understand the decision making process and understand how individuals make decisions

12. The student will be able to understand and know what to do with the self-information you gather when trying to find the right occupation doing something

you will enjoy

13. The student will be able to understand listening, speaking, reading and writing in business

14. The student will be able to understand Self Employment and Small Business Opportunities

15. The student will be able to enrich and enhance business skills

16. The student will be able to define, develop and demonstrate character

monroe township schools · several types of students: 1.those who plan to attend college and seek...

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