BUSINESS EDUCATION - Twinsburg · 6. Analyze business transactions using source documents, and...

Twinsburg City Schools Standards-Based Business Course of Study 2010

BUSINESS EDUCATION Standards-Based

COURSE OF STUDY--2010 Grades 9-12

Twinsburg City Schools

Stephen Marlow, Superintendent Michael Lenzo, Assistant Superintendent

Susan Buckbee, Director of Curriculum/Staff Development 11136 Ravenna Road Twinsburg, OH 44087

(330) 486-2000 http://twinsburg.k12.oh.us


Business Education Course of Study

Twinsburg City Schools Board of Education

2010

Stephen Shebeck, President Ronald Stuver, Vice-President

David Andrews Kate Cain-Criswell

Paul Crosby

With Special Thanks to the Teachers of the

Twinsburg High School Business Department

Donna Houston Donald DuBois Nicole Swinning


BUSINESS TABLE OF CONTENTS Page

Business Education Twinsburg Philosophy, Mission, CIP .......................................................................................................................................... 1

Business Education Standards ................................................................................................................................................................................... 2

COURSES OF STUDY Business Accounting I................................................................................................................................................................................................. 3

Business Accounting I Map ......................................................................................................................................................................................... 8

Business Advanced Placement Computer Science .................................................................................................................................................... 12

Business and Personal Law ........................................................................................................................................................................................ 17

Business Computer Programming with C++ ............................................................................................................................................................... 21

Business Desktop Publishing ...................................................................................................................................................................................... 26

Business Desktop Publishing Map .............................................................................................................................................................................. 35

Business:Entrepreneurship ......................................................................................................................................................................................... 39

Business:Entrepreneurship Map ................................................................................................................................................................................. 47

Business Financial Accounting ................................................................................................................................................................................... 49

Business Introduction to Programming ....................................................................................................................................................................... 53

Business Introduction to Programming Map ............................................................................................................................................................... 59

Business of Fashion ................................................................................................................................................................................................... 63

Business of Hospitality and Tourism ........................................................................................................................................................................... 66

Business of Sports and Entertainment Management .................................................................................................................................................. 70

Business Office Suite .................................................................................................................................................................................................. 74

Business Office Suite Curriculum ............................................................................................................................................................................... 78

Business Office Suite Map .......................................................................................................................................................................................... 85

Business Personal Finance ........................................................................................................................................................................................ 89

Business Personal Finance Curriculum ...................................................................................................................................................................... 94

Business Personal Finance Map ................................................................................................................................................................................ 105

Business Web Design ................................................................................................................................................................................................. 107

Business Web Design Map ......................................................................................................................................................................................... 114 Business Success Class …………………………………………………………………………………………………………………………………………… 122


TEACHER RESOURCES Business Assessment ................................................................................................................................................................................................. TR-1

Business Intervention.................................................................................................................................................................................................. TR-4

Business Differentiation for High Ability Students ....................................................................................................................................................... TR-5

Business Differentiation for Special Needs Students .................................................................................................................................................. TR-18

Business Writing Conventions Grade Level Indicators Chart ...................................................................................................................................... TR-27

Business Association Websites .................................................................................................................................................................................. TR-30


Philosophy of the Twinsburg City School District

In our drive to realize these ideals, the following statements should provide the basic beliefs, concepts, and attitudes related to learning:

A. The instructional program should provide a variety of instructional methods, materials, experiences, and evaluation to meet the needs of every learner. Every effort should be made to involve all students in the learning process to guarantee maximum learning.

B. The School has a responsibility to develop a positive attitude towards learning, so that each student becomes increasingly more self-reliant and learning

becomes life-long.

C. In an age of accelerated technology, learners must have the physical and cognitive tools to discover, organize, and test knowledge. They must learn to develop valid conclusions from collected data. In essence, they must learn to live in a changing world.

D. Learners must acquire knowledge, skills, attitudes, and values necessary for active participation as citizens in our society and in the world. The schools

must help students understand and appreciate the culture and accomplishments of various societies throughout the world.

E. Learners must develop an understanding of the balance between freedom and responsibility. They must learn to accept responsibility for their own actions, to cope with moral dilemmas, and to establish ethical standards, which support the principles of our society.

F. Schools are a part of life, as well as preparation for it. It is the connectiveness with the individuals and institutions of community from which students learn

their self-worth, as well as their importance to society.

Mission of the Twinsburg City School District

We, in the Twinsburg City School District, mutually commit our Board of Education, administration, staff, students, and resources to the establishment of a wholesome, safe, learning environment that emphasizes the worth and dignity of every human being. This environment should encourage learners to mentally, physically, and socially develop into the responsible, caring, and productive citizens in our Democratic Society. The mission of the schools must be accomplished with students, parents, citizens, businesses, industry, community organizations, and agencies working cooperatively. However, if the Twinsburg City School District is to reach our common goals, active involvement by all school publics in planning, developing, and implementing the educational program is a major requirement.

Continuous Improvement Plan Vision Statement The Twinsburg City Schools District is a place where students and educators pursue academic and personal excellence. Our graduates will be inspired and prepared to meet the challenges of an ever-changing future.

Continuous Improvement Plan Mission Statement

Our schools will provide excellent educational opportunities to ensure that ALL students will achieve higher levels of understanding as demonstrated through student performance.

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Business Standards

The Business Course of Study is based on the Ohio Department of Education Standards for Technology and on the standards developed by the Inter-Professional Association Taskforce (IPAT). IPAT is composed of representatives from

1) The Ohio Business Teachers Association, 2) The Business and Information Technology Division of Ohio Association for Career-Technical Education, and 3) The Ohio Marketing Educators Association Division of Association for Career-Technical Education.

The Ohio Department of Education has not developed Business Education Standards, because those have not been required by legislation at this time (4-07).

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Accounting I

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Course Name: Accounting I Course Description: This course is designed to introduce basic financial accounting principles to those students who are interested in studying business after high school at either a two or four year institution, those who seek to work in an office setting after high school, and/or those students interested in starting their own business. Students will learn to record double-entry transactions, prepare financial statements, complete banking, and other accounting activities. This will be achieved through organized financial recordkeeping, working with small business accounting, and completing an eight-column worksheet. Students will also complete problem work using an automated accounting system. Ohio Accounting Standard Accounting is the language of business. It is an essential aspect of every business institution and organization. As future workers, small business owners, entrepreneurs, citizens, parents and investors, students will plan, record, analyze, and interpret financial information utilizing basic accounting principles and concepts to be better prepared to make decisions that will affect their own economic futures or those of their employers. Ohio Benchmarks Grades 11-12

A. Complete and explain the purpose of the various steps in the accounting cycle.

Grades 11-12 Indicators 1. Define accounting and explain the purpose of the accounting

system. 2. Define the concept of generally accepted accounting principles, and

ascertain the source of these standards. 3. Demonstrate an understanding of the fundamental accounting

equation. 4. Classify items as assets, liabilities or owner’s equity. 5. Describe the purposes of the revenue, expense and drawing

accounts, and illustrate the effects on owner’s equity. 6. Analyze business transactions using source documents, and

describe the effects on the accounting equation. 7. Explain the double-entry system of accounting and apply debit and

credit rules when analyzing business transactions.

Strategies/Clarifications When teaching the accounting equation and how different transactions impact the accounting equation, use a traditional scale from the science department and coins to show how transactions impact the left/right sides of the accounting equation, while always ensuring that the scale remains in balance. To review debit and credit parts in regards to a T-Account, ask that a student volunteer to be a human T-account. Then ask other students to stand on the normal side, plus, and minus sides of the T-account.


Accounting I

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Ohio Benchmarks Grades 11-12

Grades 11-12 Indicators

8. Explain the purpose of the journal and the purpose of journalizing business transactions.

9. Prepare a chart of accounts, and be able to identify the General ledger division.

10. Explain the purpose of file maintenance, and be able to open a new

account in the ledger/chart of accounts. 11. Analyze the relationship of the journal to the ledger. 12. Explain the purpose of a ledger account, and post information from

the journal to the ledger. 13. Prepare a trial balance and explain its uses and limitations. 14. Explain the purpose of adjusting entries and evaluate its effect on

financial statements. 15. Analyze the trial balance to determine the necessary adjustments

(accruals and deferrals) to prepare financial statements. 16. Understand the purpose of correcting entries and how to properly

journalize the correcting entries.

17. Prepare and explain the purposes of each financial statement, and

describe the ways they articulate with each other.

18. Explain the purposes of the closing process, journalize and post closing entries, and prepare a post-closing trial balance.

19. Journalize transactions to Special Journals and post to the respective ledger accounts.

Strategies/Clarifications To remember Debit/Credit parts: DEAD COIL To show the correlation of chart of accounts to what is done in business, give an example of an account number(s) from a business. This is to show that the general ledger divisions taught in the course are similar in actual practice. To introduce adjusting entries, use a fun way to understand the concept of adjustments. Give each student a small bag with M&M’s or a similar candy. After the students take an initial inventory of the candy in their bag, ask that they close their eyes and take a handful of candy and eat it. Next, ask that they take an inventory count of the remaining candy. Ask them to figure out how much candy they have eaten, and they should then be able to quickly figure out how to calculate adjustments based on an ending inventory value. When teaching closing entries, try using play money and a glass bowl. One student deposits the total revenue earned into the bowl representing the Income Summary account. Another student removes the total amount of expenses for that fiscal period. The remaining money represents the amount that will be added to the owner’s capital account.

Debit Credit

Expenses Assets Drawings

Owner’s Equity/Capital Income/Revenue Liabilities


Accounting I

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Ohio Benchmarks Grades 11-12 B. Apply generally accepted

accounting principles to determine the value of assets, liabilities and owner’s equity.

Grades 11-12 Indicators 1. Define and identify current and long-term assets and liabilities, and

explain their impact on financial statements. 2. Define cash; prepare bank reconciliations; establish, maintain and

reconcile petty cash and change accounts; identify cash control techniques; explain the benefits of electronic fund transfers, automated teller machine transactions, electronic data interchange, automated bill paying, and uses of a debit card.

3. Create and maintain the accounts receivable and accounts payable

subsidiary ledgers. 4. Apply appropriate accounting techniques for uncollectible accounts.

5. Establish and maintain accounts for notes receivables and notes

payable and related interest. 6. Compare and evaluate inventory concepts, and apply these

concepts and procedures to merchandising and manufacturing business.

7. Explain the purpose of depreciation and compare and analyze

various depreciation methods and their impact on financial statements.

8. Apply appropriate accounting concepts and techniques for

acquisition, depreciation and disposal of property, plant and equipment.

9. Explain the purposes of the capital and drawing accounts for a sole

proprietorship and partnership. 10. Explain the purposes of the capital stock and retained earnings

accounts for a corporation. 11. Apply appropriate accounting techniques to account for investments

and withdrawals by owners.

Strategies/Clarifications To help remember the order of closing entries, Sales, Expenses, Income Summary, and Drawings, have the students remember: Swinning (or any name that starts with an S) Expects Intelligence Daily


Accounting I

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Ohio Benchmarks Grades 11-12 C. Prepare, interpret, and

analyze financial statements for service, merchandising and manufacturing businesses.

D. Apply appropriate

accounting principles to payroll, various forms of ownership, and spreadsheet applications and automated accounting practices.

Grades 11-12 Indicators 12. Explain the purpose of the following accounts: common stock, paid-

in capital, retained earnings and dividends for a corporation. 13. Apply appropriate accounting concepts and techniques to analyze

and record investments by stockholders and the declaration and payment of dividends.

1. Explain the importance of high ethical standards in the preparation

of financial statements. 2. Research and analyze financial statements of corporations using a

variety of sources (e.g., the Internet and primary source documentation).

3. Determine cost of goods sold and gross profit for merchandising

and manufacturing businesses. 4. Research and explore different professions in accounting and the

amount of education need to become an accountant. 1. Explain the advantages and disadvantages of the four forms of

business ownership—sole proprietorships, partnerships, corporations and limited liability companies (LLCs).

2. Apply appropriate accounting techniques for the formation and allocation of earnings of partnerships and corporations.

3. Calculate payroll earnings at an hourly and piece rate and on a

salary, commission and salary/commission basis. 4. Calculate payroll deductions, including federal income tax, Social

Security tax, Medicare tax, state income tax and other deductions, to determine net pay.

Strategies/Clarifications A good documentary that shows the importance of ethical accounting and the impact that improper accounting can have on the whole economy is Enron: The Smartest Guys in the Room. This documentary shows the accounting scandals of Enron and the former “Big 5” accounting firm Arthur Andersen. It not only shows the impact on business and accounting rules, it also shows the impact on everyday people. This video is rated R, therefore, parental consent is required and a small scene should also be edited out of the video. It is recommended that only appropriate sections be shown. To explore the different careers in accounting, use either a web search activity of career related websites, such as the Occupational Outlook Handbook or have speakers from the accounting profession come in and speak to the class. Begin to use the automated accounting software no earlier than after the students have learned to manually post. They should have an understanding of how to post before they begin to use the automated accounting software, as they need to know how to fix any errors they make when posting in the software. Move to automated accounting as quickly as possible.


Accounting I

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5. Calculate an employer’s payroll taxes (e.g., Social Security, Medicare, federal unemployment and state unemployment) and employee benefits paid by the employer.

6. Use spreadsheet and accounting software to maintain accounting records and to describe the differences between manual and computerized accounting systems.

Strategies/Clarifications Use Excel to create any of the financial statements, including the Worksheet. If they properly setup a Worksheet in Excel, they will see how adjustments will impact the ending balances of accounts.


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Accounting I Map (Chapters 1-8) Evaluations: Project-Based and Testing over the Accounting Cycles

Benchmarks Complete and explain the purpose of the various steps in the accounting cycle.

Apply generally accepted accounting principles to determine the value of assets, liabilities and owner’s equity.

Prepare, interpret, and analyze financial statements for service businesses.

Apply appropriate accounting principles to payroll, spreadsheet applications and automated accounting practices.

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Define accounting and explain the purpose of the accounting system. Define the concept of generally accepted accounting principles, and ascertain the source of these standards. Demonstrate an understanding of the fundamental accounting equation. Classify items as assets, liabilities or owner’s equity. Describe the purposes of the revenue, expense and drawing accounts, and illustrate the effects on owner’s equity. Analyze business transactions relating to a sole proprietorship using source documents, and describe the effects on the accounting equation. Explain the double-entry system of accounting and apply debit and credit rules when analyzing business transactions. Explain the purpose of the journal and the purpose of journalizing business transactions relating to a sole proprietorship.

Prepare a chart of accounts, and be able to identify the General ledger division. Explain the purpose of file maintenance, and be able to open a new account in the ledger/chart of accounts. Analyze the relationship of the journal to the ledger. Explain the purpose of a ledger account, and post information from the journal to the ledger. Prepare a trial balance and explain its uses and limitations. Explain the purpose of adjusting entries relating to a sole proprietorship and evaluate its effect on financial statements. Analyze the trial balance to determine the necessary adjustments relating to a sole proprietorship (accruals and deferrals) to prepare financial statements. Prepare and explain the purposes of each financial statement relating to a sole proprietorship, and describe the ways they articulate with each other.

Define cash; prepare bank reconciliations; establish, maintain and reconcile petty cash and change accounts; identify cash control techniques; explain the benefits of electronic fund transfers, automated teller machine transactions, electronic data interchange, automated bill paying, and uses of a debit card. Explain the purposes of the capital and drawing accounts for a sole proprietorship. Apply appropriate accounting techniques to account for investments and withdrawals by a single owner.

Explain the importance of high ethical standards in the preparation of financial statements. Research and explore different professions in accounting and the amount of education need to become an accountant.

Explain the advantages and disadvantages of the four forms of business ownership—sole proprietorships, partnerships, corporations and limited liability companies (LLCs). Use spreadsheet and accounting software to maintain accounting records relating to a sole proprietorship and to describe the differences between manual and computerized accounting systems.


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Accounting I Map (Chapters 9-13) Evaluations: Project-Based and Testing over the Accounting Cycles

Benchmarks Complete and explain the purpose of the various steps

in the accounting cycle.


Prepare, interpret, and analyze financial statements for merchandising businesses.


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Understand the purpose of correcting entries relating to a sole proprietorship and how to properly journalize the correcting entries. Explain the purposed of the closing process, journalize and post closing entries, and prepare a post-closing trial balance. Analyze business transactions relating to a partnership using source documents, and describe the effects on the accounting equation. Journalize transactions relating to a partnership to Special Journals and post to the respective ledger accounts. Analyze the relationship of the journal to the ledger. Explain the purpose of a ledger account, and post information relating to a partnership from the journal to the ledger.

Create and maintain the accounts receivable and accounts payable subsidiary ledgers. Explain the purposes of the capital and drawing accounts related to a partnership. Apply appropriate accounting techniques to account for investments and withdrawals relating to a partnership by owners. Compare and evaluate inventory concepts, and apply these concepts and procedures to merchandising and manufacturing business.

Explain the importance of high ethical standards in the preparation of financial statements. Research and explore different professions in accounting and the amount of education need to become an accountant.

Use spreadsheet and accounting software to maintain accounting records relating to sole proprietorship and to describe the differences between manual and computerized accounting systems. Explain the advantages and disadvantages of the four forms of business ownership—sole proprietorships, partnerships, corporations and limited liability companies (LLCs). Calculate payroll earnings at an hourly and piece rate and on a salary, commission and salary/commission basis Calculate payroll deductions, including federal income tax, Social Security tax, Medicare tax, state income tax and other deductions, to determine net pay. Calculate an employer’s payroll taxes (e.g., Social Security, Medicare, federal unemployment and state unemployment) and employee benefits paid by the employer.


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Accounting I Map (Chapters 14-19)

Evaluations: Project-Based and Testing over the Accounting Cycles

Benchmarks Complete and explain the purpose of the various steps in the accounting cycle.




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Analyze business transactions relating to a partnership using source documents, and describe the effects on the accounting equation. Explain the purpose of a ledger account, and post information relating to a partnership from the journal to the ledger. Explain the purpose of adjusting entries relating to a partnership and evaluate its effect on financial statements.

Analyze the trial balance to determine the necessary adjustments (accruals and deferrals) relating to a partnership to prepare financial statements. Prepare and explain the purposes of each financial statement relating to a partnership, and describe the ways they articulate with each other. Analyze business transactions relating to a corporation using source documents, and describe the effects on the accounting equation. Journalize transactions relating to a corporation to Special Journals and post to the respective ledger accounts.

Compare and evaluate inventory concepts, and apply these concepts and procedures to merchandising and manufacturing business.

Explain the importance of high ethical standards in the preparation of financial statements. Perform horizontal and vertical analyses and compute appropriate ratios to evaluate solvency and earning power. Determine cost of goods sold and gross profit for merchandising and manufacturing businesses.

Use spreadsheet and accounting software to maintain accounting records relating to partnerships and to describe the differences between manual and computerized accounting systems. Explain the advantages and disadvantages of the four forms of business ownership—sole proprietorships, partnerships, corporations and limited liability companies (LLCs). Calculate an employer’s payroll taxes (e.g., Social Security, Medicare, federal unemployment and state unemployment) and employee benefits paid by the employer. Apply appropriate accounting techniques for the formation and allocation of earnings of partnerships.


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Accounting I Map (Chapters 20-26)

Evaluations: Project-Based and Testing over the Accounting Cycles

Benchmarks Complete and explain the purpose of the

various steps in the accounting cycle.




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Apply appropriate accounting techniques for uncollectible accounts. Explain the purpose of adjusting entries relating to a partnership and evaluate its effect on financial statements. Analyze the trial balance to determine the necessary adjustments (accruals and deferrals) relating to a partnership to prepare financial statements. Prepare and explain the purposes of each financial statement relating to a partnership, and describe the ways they articulate with each other.

Define and identify current and long-term assets and liabilities, and explain their impact on financial statements. Apply appropriate accounting techniques for uncollectible accounts. Establish and maintain accounts for notes receivables and notes payable and related interest. Explain the purpose of depreciation and compare and analyze various depreciation methods and their impact on financial statements. Apply appropriate accounting concepts and techniques for acquisition, depreciation and disposal of property, plant and equipment. Explain the purposes of the capital stock and retained earnings accounts for a corporation. Explain the purpose of the following accounts: common stock, paid-in capital, retained earnings and dividends for a corporation. Apply appropriate accounting concepts and techniques to analyze and record investments by stockholders and the declaration and payment of dividends.

Explain the importance of high ethical standards in the preparation of financial statements. Research and analyze financial statements of corporations using a variety of sources (e.g., the Internet and primary source documentation).

Use spreadsheet and accounting software to maintain accounting records relating to corporations and to describe the differences between manual and computerized accounting systems. Explain the advantages and disadvantages of the four forms of business ownership—sole proprietorships, partnerships, corporations and limited liability companies (LLCs). Calculate an employer’s payroll taxes (e.g., Social Security, Medicare, federal unemployment and state unemployment) and employee benefits paid by the employer. Apply appropriate accounting techniques for the formation and allocation of earnings of corporations.

Twinsburg City Schools Standards-Based Business Course of Study 2010 Advanced Placement Computer Science

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Course Name: AP Computer Science Course Description: This course is an introductory course in computer science at the college level. Students will learn to design and implement computer-based solutions to problems in several application areas. Students will learn well-known algorithms and data structures. Students will be able to code fluently in well-structured fashion. Students will also be able to recognize the ethical and social implications of computer use. Program language used will be JAVA. Students are required to take the AP test in May.

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Course of Study: The Advanced Placement Computer Science Course of Study (Topic Outline for Computer Science) that follows has been reprinted with permission from the College Entrance Examination Board. Much supplemental information and many additional materials are available at:

http://apcentral.collegeboard.com/apc/public/repository/52435apcompscilocked_4315.pdf


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Advanced Placement Computer Science Topic Outline

Object-Oriented Program Design. The overall goal for designing a piece of software (a computer program) is to correctly solve the given problem. At the same time, this goal should encompass specifying and designing a program that is understandable, can be adapted to changing circumstances, and has the potential to be reused in whole or in part. The design process needs to be based on a thorough understanding of the problem to be solved. Program design

Read and understand a program description, purpose, and goals. Apply data abstraction and encapsulation. Read and understand class specifications and relationships among the classes. Understand and implement a given class hierarchy. Identify reusable components from existing code using classes and class libraries.

Class design

Design and implement a class. Choose appropriate data representation and algorithms. Apply functional decomposition. Extend a given class using inheritance.

Program Implementation. The overall goals of program implementation parallel those of program design. Classes that fill common needs should be built so that they can be reused easily in other programs. Object-oriented design is an important part of program implementation. Implementation techniques

Methodology a. Object-oriented development b. Top-down development c. Encapsulation and information hiding d. Procedural abstraction


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Programming Constructs

Primitive types vs. objects Declaration

a. Constant declarations b. Variable declarations c. Class declarations d. Interface declarations e. Method declarations f. Parameter declarations

Console output Control

a. Methods b. Sequential c. Conditional d. Iteration e. Recursion

Java library classes Program Analysis. The analysis of programs includes examining and testing programs to determine whether they correctly meet their specifications. It also includes the analysis of programs or algorithms in order to understand their time and space requirements to different data sets. Testing

Test classes and libraries in isolation. Identify boundary cases and generate appropriate test data. Perform integration testing.

Debugging

Categorize errors: compile-time, run-time, logic. Identify and correct errors. Employ techniques such as using a debugger, adding extra output statements, or hand-tracing code.


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Understand and modify existing code Extend existing code using inheritance Understand error handling

Understand runtime exceptions. Reason about programs

Pre-and post-conditions Assertions

Analysis of algorithms

Informal comparisons of running times Exact calculation of statement execution counts

Numerical representations and limits

Representations of numbers in different bases Limitations of finite representations (e.g., integer bounds, impression of floating-point representation,

and round-off error) Standard Data Structures. Data structures are used to represent information within a program. Abstraction is an important theme in the development and application of data structures. Simple data types (int, Boolean, double) Classes One-dimensional arrays

Standard Algorithms. Standard algorithms serve as examples of good solutions to standard problems. Many are intertwined with standard data structures. These algorithms provide examples for analysis of program efficiency.


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Operations on A-level data structures previously listed

Transversals Insertions Deletions

Searching

Sequential Binary

Sorting

Selection Insertion Mergesort

Computing in Context. A working knowledge of the major hardware and software components of computer systems is necessary for the study of computer science, as is the awareness of the ethical and social implications of computing systems. These topics need not be covered in detail but should be considered throughout the course. Major hardware components

Primary and secondary memory Processors Peripherals

System software

Language translators/compilers Virtual machines Networks

Responsible use of computer systems

System reliability Privacy Legal issues and intellectual property Social and ethical ramifications of computer use

Twinsburg City Schools Standards-Based Business Course of Study 2010 Business and Personal Law

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Course Name: Business and Personal Law Course Description: Business and Personal Law provides a thorough overview of the basics of law, including ethics and technology issues. Through journal activities, Internet research activities, and activities that encourage them to get involved in their communities, students get the hands-on practice they need to the laws that affect their daily lives. (Paired with Business of Sports and Entertainment Management).

Objectives Strategies/Resources/Mapping Introduce students to the laws that affect their daily lives. Business Ethics to help students learn to make the right decisions Content:

o The Law and the Courts in the United States o Criminal Law o Civil Law and Business o What is a Contract? o Elements of a Contract o Ending a Contract o Marriage and Divorce o Renting or Owning a Home or Property

The student will be able to: Understand the laws and legal systems found within the United States. Explain the types of laws that exist. Give the ethical bases for the laws. Identify the forms of dispute resolution. Explain and understand both the Federal court system and State court

systems. Define and identify criminal law and crimes. Explain the criminal procedure, including rights, responsibilities, defenses,

and punishments. Identify the differences between private injuries and public offenses. Identify and explain intentional torts, negligence, and strict liability. Explain civil procedure, remedies available, and damages. Identify and understand elements to a contract. Explain how an offer is created, kept open, terminated, and accepted. Define and identify genuine assent, undue influence and duress. Identify and explain the types of contractual mistakes, misrepresentation.

Mapping Week 1: Laws and Their Ethical Foundation Explain the stages in the growth of law. Describe the differences between common law and positive law. Identify the origin of the U.S. legal system. Identify the four sources of law. Discuss how conflicts between laws are resolved. Compare and contrast criminal and civil law, and substantive and procedural law. Define ethics. Compare and contrast consequences-based ethics with rule-based ethics. Discuss ways in which ethics are reflected in laws. Week 2: The Court System Explain how disputes can be settled without going to court. Name the different levels of courts and describe their jurisdictions and powers. Identify the source of power of the federal courts. Name the major federal courts and describe their jurisdictions and powers. Compare the structure of a typical state court system with the structure of the federal courts. Explain the jurisdictions of the specialized courts in a typical state system.


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Objectives Strategies/Resources/Mapping Identify fraud and its remedies. Define and identify consideration and the requirements. Describe the aspects of questionable consideration and when consideration

is not required. Define contractual capacity and identify who possesses it. Explain the contract disaffirmance process and identify those contracts that

cannot be disaffirmed. Identify which agreements are illegal and when the courts will enforce these

agreements. Define the statute of frauds and its elements. Identify which contracts fall within the statute of frauds. Explain how contract obligations are transfer and discharged. Identify remedies for breaches of contract. Explain the relationship between marriage and the law. Identify marital rights and duties. Explain the process for nullifying and terminating marriage contracts. Identify the forms, rights, and limitations of property ownership and their

transfer. Identify the types of leases that exist and landlord/tenants’ rights and duties.

Week 3: Criminal Law and Procedure Understand the three elements that make up a criminal act. Classify crimes according to the severity of their potential sentences. Identify the types of crimes that affect business. Know the rights people have when arrested and their potential criminal liability for the actions of others. Name and describe the two types of defenses to criminal charges. Understand appropriate punishments for crimes. Week 4: Civil Law and Procedure Distinguish a crime from a tort. Identify the elements of torts. Explain why one person may be responsible for another’s tort. Identify common intentional torts. Recognize the elements of negligence. Explain the basis for strict liability. State the legal remedies that are available to a tort victim. Describe the procedure used to try a civil case. Week 5: Offer and Acceptance and Genuine Assent List the elements required to form a contract. Describe the requirements of an offer. Describe the various ways to end offers. Explain how an offeree can ensure an offer will remain open. Discuss the requirements of an effective acceptance. Determine at which point in time an acceptance is effective. Recognize when genuine assent Is not present. Identify the two key elements in undue influence. Recognize the types of mistakes that can make a contract voidable or void. List the criteria for a statement to be treated as a misrepresentation. Define fraud and describe the remedies for it.


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Objectives Strategies/Resources/Mapping Week 6: Consideration and Legal Capacity to Contract Identify the three requirements of consideration. Discuss the adequacy of consideration. Describe situations in which consideration is present only under limited circumstances. Recognize when what appears to be binding consideration is not. Distinguish situations in which consideration is not needed. Recognize when the doctrine of promissory estoppel can be applied. Identify parties who lack contractual capacity. Explain the role of capacity in organizations. Recognize the time frame during which a contract can be disaffirmed. Identify contracts that cannot be disaffirmed. Discuss the effects of misrepresentation of age on contractual responsibilities. Week 7: Legal Purpose and Proper Form and Contractual Obligations Identify various forms of unenforceable illegal agreements. Specify agreements that, although illegal, the courts will enforce. Explain why the Statute of Frauds is necessary and what it requires. Understand the rules of contract interpretation. Identify what rights can be assigned and what duties delegated. Describe the various ways in which contractual obligations may be discharged. Name and describe various remedies possible for minor or major breach of contract. Discuss the factors that affect the choice of remedies. Week 8: Contractual Aspects of Marriage and Divorce Discuss how the law affects premarital relationships. Explain how a marriage contract is formed and legalized. Name the rights and duties of husbands and wives. Discuss the ways by which marriage can end. Explain the divorce procedure.


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Objectives Strategies/Resources/Mapping Week 9: Property and Its Acquisition and Ownership and Leasing of Real Property Understand both the rights and limitations associated with ownership of real property. Identify the forms of ownership and how they are transferred. Compare the various types of leases. Explain the rights and duties of landlords and tenants. Strategies/Methods Employed:

Teacher Instruction Class Discussion/Debate Case Studies Group Activities/Role Playing Guest Speakers Related Movies/Videos Chapter Assessments Mock trials/interviews

Twinsburg City Schools Standards-Based Business Course of Study 2010 Computer Programming with C++

21

Course Name: Computer Programming with C++ Course Description: Students will learn the C++ Programming language. This is a hands-on course in which students write computer programs in one of the most popular programming languages in the world.

Objectives Strategies/Resources/Mapping The student will:

Be able to define what a Programmer is and the employment opportunities available in programming

Give a brief history of Programming Languages – Machine Assembly, and High-Level

Define Control Structures – Sequence Structure, Selection Structure, and the Repetition Structure

Explain the problem-solving process used to create a computer program

Use Variable and Constants in the Problem-Solving Process Complete the Problem-Solving Process using Arithmetic Operators and

Assignment Statements Develop the Selection Structure using Flowcharting, coding,

comparison Operators, and Logical Operators Use Value-Returning Functions Develop and use Void Functions Declare and initialize, enter data into, display the contents sum the

values search and pass a one-dimensional array Declare and initialize, enter data into, display the contents sum the

values search and pass a two-dimensional array Create file objects, open a sequential access file, determine whether a

sequential access files was opened successfully, write data to a sequential access file, test for the end, and close the file

Combine concepts into a single game program

Week 1 Define the terminology used in programming Explain the tasks performed by a programmer Describe the qualities of a good programmer Understand the employment opportunities for programmers and

software engineers Explain the history of programming languages Explain the sequence, selection, and repetition structures Write simple algorithms using the sequence, selection, and repetition

structures Key Terms, Review Questions, Exercises Textbooks, Worksheets and Guest Speakers

Week 2

Analyze a problem Complete an IPO chart Plan an algorithm using pseudocode and flowcharts Desk-check an algorithm Gas Mileage Problem Key Terms, Review Questions, Exercises


22

Objectives Strategies/Resources/Mapping

Week 3 Distinguish among a variable, named constant, and literal constant Explain how data is stored in memory Select an appropriate name, data type, and initial value for a memory

location. Declare a memory location in C++ Key Terms, Review Questions, Exercises

Week 4

Get numeric and character data from the keyboard Display information on the computer screen Write arithmetic expressions Type cast a value Write an assignment statement Code the algorithm into a program Desk-check a program Evaluate and modify a program Key Terms, Review Questions, Exercises, and Labs

Week 5

Include the selection structure in pseudocode and in a flowchart Code a selection using the if statement Include comparison operators in a selections structure’s condition Include logical operators in a selection structure’s condition Format numeric output Swapping Numeric Values, Calculating Gross Pay, Pass/Fail Program Key Terms, Review Questions, Exercises, and Labs

Week 6 Include a nested selection structure in pseudocode and in a flowchart Code a nested selection structure Recognize common logic errors in selection structures Include a multiple-alternative selection structure in pseudocode and in a

flowchart Code a multiple-alternative selection structure in C++ Key Terms, Review Questions, Exercises, and Labs


23


Week 7 Differentiate between a pretest loop and a posttest loop Include a pretest loop in pseudocode Include a pretest loop in a flowchart Code a pretest loop using the C++ while statement Utilize counter and accumulator variables Code a pretest loop using the C++ for statement Key Terms, Review Questions, Exercises, and Labs

Week 8

Include a posttest loop in pseudocode and a flowchart Code a posttest loop using the C++ do while statement Nest repetition structures Raise a number to a power using the pow function Code the Savings Calculator Program Key Terms, Review Questions, Exercises, and Labs

Week 9

Use the sqrt function to return the square root of a number Generate random numbers Create and invoke a function that returns a value Pass information by value to a function Write a function prototype Understand a variable’s scope and lifetime Hypotenuse, Random Addition, Plano, Area Calculator and Bonus

Calculator Program Key Terms, Review Questions, Exercises, and Labs

Week 10

Create and invoke a function that does not return a value Pass information by reference to a function The Salary Program Key Terms, Review Questions, Exercises, and Labs


24

Objectives Strategies/Resources/Mapping Week 11

Declare and initialize a one-dimensional array Enter data into a one-dimensional array Display the contents of a one-dimensional array and pass to a function Calculate the total and average of the values in a one-dimensional array Find the highest value in a one-dimensional array Explain the bubble sort algorithm Use parallel one-dimensional arrays Moonbucks Coffee, KL Motors, Hourly Rate, and Random Number

Program Key Terms, Review Questions, Exercises, and Labs

Week 12 and Week 13

Declare and initialize a two-dimensional array Enter data into a two-dimensional array Display the contents of a two-dimensional array Sum the values a two-dimensional array Search and pass a two-dimensional array Coding the Caldwell company’s Orders Program Key Terms, Review Questions, Exercises, and Labs

Week 14 and Week 15 Utilize string memory locations Get string input using the getline function Ignore characters using the ignore function Determine the number of characters, access the characters, search,

remove, replace, insert, duplicate and concatenate strings Creative Sales, Zip Code, Rearranged Name, Annual Income, Social

Security, and The Company Name Program Key Terms, Review Questions, Exercises, and Labs


25

Objectives Strategies/Resources/Mapping Week 16

Create file objects Open a sequential access file Determine whether a sequential access files was opened successfully Write data to a sequential access file Test for the end Close the file CD Collection Program Key Terms, Review Questions, Exercises, and Labs

Week 17 and 18

Derive one class from another Use inherited data members and member functions Define virtual function Create Game Programs Key Terms, Review Questions, Exercises, and Labs

Resources: Instruction/Textbooks Review Questions Exercises Case Work and Problem Solving Chapter Assessments and Testing Labs Guest Speakers


Desktop Publishing

26

Course Name: Desktop Publishing

Course Description Students will gain knowledge of Adobe InDesign CS5 by creating advertising and marketing documents such as logo, business cards, flyers, brochures, tri-fold brochures, programs, CD Covers, Magazine covers, and menus. Students will gain knowledge of a “target audience” and how important it is in creating publications. Students will be introduced to the impact of Social Media in Design and Marketing.

Standard 2: Technology and Society Interaction

Students recognize interactions among society, the environment and technology, and understand technology's relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology.

Students learn that the interaction between society and technology has an impact on their lives and that technology may have unintended consequences which may be helpful or harmful. They learn that interaction of technology will affect the economy, ethical standards, environment and culture. Students evaluate the impact of products or systems by gathering and synthesizing information, analyzing trends and drawing conclusions. Students analyze technological issues and the implications of using technology. They acquire technological understanding and develop attitudes and practices that support ethical decision-making and lifelong learning.


Desktop Publishing

27


Indicators Strategies/Clarifications

A. Interpret and practice responsible citizenship relative to technology B. Demonstrate the relationship among people, technology and the environment

1. Discuss and understand ethics involved in utilizing technology 2. Provide and discuss examples of technology transfer between government and the private sector, between cultures, and/or technical fields 1.Identify how technology has affected the environment both positively and negatively.

1. Sign user agreement – parents and students are required to sign the receipt of the Student Handbook which clearly states the rules and consequences of proper computer use. 2. Discuss copyright laws 3. Social Media Use in Design and Marketing 4. Social Media/Internet Safety 1. Show movies Cyber-Bullies – Social Network - Jobs

C. Interpret and evaluate the influence of technology throughout history, and predict its’ impact of the future

1. Predict how technological advancements both past and present will affect the future.

1. History of Computer Museum Timeline 2. About.com Desktop Publishing 3. Identify logos and slogans from the past (show how they have changed)

D. Analyze ethical and legal technology issues and formulate solutions and strategies that foster responsible technology usage

1. Practice responsible use of technology in regards to copyright, licenses, and downloading materials

1. Sign user agreement policy 2. Discuss copyright laws 3. Social Media Use – pros and cons 4. Internet Safety

E. Forecast the impact of technological product and systems.

1. Analyze and produce charts and/or graphs of technological trends and their effect on future development of technology

1. History of Computer Museum Chart Assignment 2. Social Media Information


Desktop Publishing

28

Standard 3: Technology for Productivity Applications Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning and solve problems by investigating, troubleshooting and experimenting using technical resources.



A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving

1. Understanding network systems and different methods of storing information 2. Analyze pros and cons of methods of storage 3. Apply strategies to solve technology problems

1. History of Computers Movie – Social Network and Jobs 2. Save Files in “P” Drive 3. Create Folders in “P” Drive 4. Use data files that are dropped into “P” Drives

B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct Technology-enhanced models.

1. Identify and operate computers along with multimedia technology resources 2. Demonstrate proficiency in all productivity tools 3. Apply emerging technology tools for communication purposes, both public and private

1. Use digital camera images

2. Import a picture to create a Magazine Cover

3. Create Favorite Book Cover

4. Create CD Cover

5. Create DVD Covers

6. Create Newsletters


Desktop Publishing

29

Standard 4: Technology and Communication Applications

Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning. Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real-time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning. Ohio Benchmarks Grades 9-12


A. Apply appropriate communication design principles in published and presented projects

1. Creates multimedia presentations 2. Modify presentations for accessibility and appropriate technology 3. Apply principles of design for academic and personal needs 4. Select and evaluate appropriateness of message and media

1. Define Desktop Publishing 2. Explain the difference between traditional publishing and desktop publishing 3. Identify some of Adobe InDesign CS5’s key features 4. Identify documents that are frequently desktop published 5. Target audience identification assignment (view documents and determine Effectiveness)

B. Create publish and present information, utilizing formats appropriate to the content and audience.

1. Use technology to publish and communicate work and ideas 2. Evaluate and critique communication technique

1. Identify Target Audience 2. Apply the 12 Rules of Desktop Publishing 3. Logos and Slogans 4. Target Audience based 5. Business Cards and Letterheads 6. Create School Play Programs/Track Programs/Prom Programs/Homecoming Tickets

C. Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, Incorporating emerging technologies.

1. Identify and practice different methods of communication using technology

1. Identify the format that will be the most effective 2. Create Personal Magazine Cover 3. Create Favorite Book Cover 4, Create CD Covers 5. Create Menus 6. Newsletters 7. Tri-Fold Brochures


Desktop Publishing

30

Standard 5: Technology and Information Literacy Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge. Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product.



A. Determine and apply an evaluative process to all information sources chosen for a project

1. Determine validity of sources suitable for completion of project 2. Identify and evaluate facts and necessary steps for completion of project

1. Movie Project – create advertising campaign for favorite movie (include DVD Cover, Billboard Ads, Magazine Ads)

B. Apply a research process model to conduct research and meet information needs

1. Research and plan strategies appropriate to benchmarks for research based project 2. Select and evaluate appropriate informational sources and keep record thereof 3. Produce research based projects following appropriate guidelines 4. Critique and revise project 5. Archive project in a usable format

1. Power Point presentation of the Four “P’s” of Marketing. Product, Price, Place/ and Promotion 2. Students respond to the best of their ability on which logos were representative of, what the prices of certain products were, and information of the logistics 3. Discuss commercials or famous sayings about the products

C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources

1. Construct strategies to search for appropriate sources 2. Critique sources located for authority, accuracy, objectivity, currency, coverage and relevancy

1. Use About.com (choose Desktop Publishing, read the information for individual topics as they are covered) 2. Use Mainfunction.com (read articles, give opinion, answer questions) 3. Social Media Use


Desktop Publishing

31

Standard 6: Design Students apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment. Students recognize the attributes of design; that it is purposeful, based on requirements, systematic, iterative, creative, and provides solution and alternatives. Students explain critical design factors and/or processes in the development, application and utilization of technology as a key process in problem- solving. Students describe inventors and their inventions, multiple inventions that solve the same problem, and how design has affected their community. They apply and explain the contribution of thinking and procedural steps to create an appropriate design and the process skills required to build a product or system. They critically evaluate a design to address a problem of personal, societal and environmental interests. Students systematically solve a variety of problems using different design approaches including troubleshooting, research and development, innovation, invention and experimentation. Ohio Benchmarks Grades 9-12


A. Identify and produce a product of system using a design process, evaluate the final solution and communicate the findings

1. Define problem, brainstorm/research ideas, and identify criteria for design process i.e., creating a model or prototype 2. Evaluate design for possible problems and solutions 3. Identify possible copyright, patent, and/or trademark issues

1. Election Campaign Project 2. Restaurant Project 3. Baseball Project – research baseball in relationship to the history, rules, object of the game, current champions, scandals, Japanese baseball, Hall of Fame inductees, news or current events 4. Concert Tour Project – Create Publicity Documents for a band that wants to make it big.

B. Recognize the role of teamwork in engineering design and of prototyping in the design process

1. Using a team approach use (see Benchmark A)

1. Select a product – create advertising campaign for the product (group develops a plan for the product; each member designs and develops the campaign)

C. Understand and apply research, development and experimentation to problem-solving

1. Describe how business and industry use the research and development process; including quality, design, idea collaboration, and technical communication

1. Logos and Slogans – Create Business Cards and Letterhead 2. New and improved product – create a logo and slogan 3. Design the packaging for the product


Desktop Publishing

32

Standard 7: Designed World

Students understand how the physical, informational and bio-related technological systems of the designed world are brought about by the design process. Critical to this will be students' understanding of their role in the designed world: its processes, products, standards, services, history, future, impact, issues and career connections. Students learn that the designed world consists of technological systems* reflecting the modifications that humans have made to the natural world to satisfy their own needs and wants. Students understand how, through the design process, the resources: materials, tools and machines, information, energy, capital, time and people are used in the development of useful products and systems. Students develop a foundation of knowledge and skills through participation in technically oriented activities for the application of technological systems. Students demonstrate understanding, skills and proficient use of technological tools, machines, instruments, materials and processes across technological systems in unique and/or new contexts. Students identify and assess the historical, cultural, environmental, governmental and economic impacts of technological systems in the designed world.



A. Classify, demonstrate, examine, and appraise energy and power technologies B. Classify, demonstrate, examine, and appraise transportation technologies C. Classify, demonstrate, examine, and appraise manufacturing technologies E. Classify, demonstrate, examine, And appraise information and communication technologies

1. Dream Vacation – students research a vacation spot and create a brochure and itinerary for the vacation (include all transportation) 2. Baseball Project –Students research Louisville Slugger Bats and create brochures and advertising materials for the company

3. About.com – use to examine information and communication technologies 4. Mainfunction.com – examine information and give opinion and answer questions 5. Post-Test – Concert Tour Project 6. Students view several different documents and determine which is the most informative to the least informative, which is most complete and incomplete, which had proper grammar and spelling, which was formatted properly, who was the target audience of each.


Desktop Publishing

26

Course Name: Desktop Publishing

Course Description Students will gain knowledge of Adobe InDesign, Illustrator, and Photoshop CS4 by creating advertising and marketing documents such as logo, business cards, flyers, brochures, tri-fold brochures, programs, CD Covers, Magazine covers, and menus. Students will gain knowledge of a “target audience” and how important it is in creating publications.

Standard 2: Technology and Society Interaction

Students recognize interactions among society, the environment and technology, and understand technology's relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology.

Students learn that the interaction between society and technology has an impact on their lives and that technology may have unintended consequences which may be helpful or harmful. They learn that interaction of technology will affect the economy, ethical standards, environment and culture. Students evaluate the impact of products or systems by gathering and synthesizing information, analyzing trends and drawing conclusions. Students analyze technological issues and the implications of using technology. They acquire technological understanding and develop attitudes and practices that support ethical decision-making and lifelong learning.


Desktop Publishing

27


Grade 10-12 Indicators Strategies/Clarifications

A. Interpret and practice responsible citizenship relative to technology B. Demonstrate the relationship among people, technology and the environment

1. Discuss and understand ethics involved in utilizing technology 2. Provide and discuss examples of technology transfer between government and the private sector, between cultures, and/or technical fields 1.Identify how technology has affected the environment both positively and negatively

1. Sign user agreement 2. Discuss copyright laws 1. Show movie of Cyber-Bullies

C. Interpret and evaluate the influence of technology throughout history, and predict its’ impact of the future

1. Predict how technological advancements both past and present will affect the future.

1. History of Computer Museum Timeline 2. About.com Desktop Publishing 3. Identify logos and slogans from the past (show how they have changed)

D. Analyze ethical and legal technology issues and formulate solutions and strategies that foster responsible technology usage

1. Practice responsible use of technology in regards to copyright, licenses, and downloading materials

1. Sign user agreement policy 2. Discuss copyright laws

E. Forecast the impact of technological product and systems.

1. Analyze and produce charts and/or graphs of technological trends and their effect on future development of technology

1. History of Computer Museum Chart Assignment


Desktop Publishing

28




A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving

1. Understanding network systems and different methods of storing information 2. Analyze pros and cons of methods of storage 3. Apply strategies to solve technology problems

1. History of Computers Movie 2. Save Files in “P” Drive 3. Create Folders in “P” Drive 4. Use data files that are dropped into “P” Drives

B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct Technology-enhanced models.

1. Identify and operate computers along with multimedia technology resources 2. Demonstrate proficiency in all productivity tools 3. Apply emerging technology tools for communication purposes, both public and private

1. Use scanner and digital camera

2. Import a picture to create a Magazine Cover

3. Create Favorite Book Cover

4. Create CD Cover

5. Create DVD Covers

6. Create Newsletters


Desktop Publishing

29


Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning. Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real-time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning. Ohio Benchmarks Grades 9-12


A. Apply appropriate communication design principles in published and presented projects

1. Creates multimedia presentations 2. Modify presentations for accessibility and appropriate technology 3. Apply principles of design for academic and personal needs 4. Select and evaluate appropriateness of message and media

1. Define Desktop Publishing 2. Explain the difference between traditional publishing and desktop publishing 3. Identify some of PageMaker’s key features 4. Identify documents that are frequently desktop published 5. Target audience identification assignment (view documents and determine Effectiveness)

B. Create publish and present information, utilizing formats appropriate to the content and audience.

1. Use technology to publish and communicate work and ideas 2. Evaluate and critique communication technique

1. Identify Target Audience 2. Apply the 12 Rules of Desktop Publishing 3. Logos and Slogans 4. Target Audience based 5. Business Cards and Letterheads 6. Create School Play Programs/Track Programs/Prom Programs.

C. Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, incorporating emerging technologies.

1. Identify and practice different methods of communication using technology

1. Identify the format that will be the most effective 2. Create Personal Magazine Cover 3. Create Favorite Book Cover 4, Create CD Covers 5. Create Menus 6. Newsletters 7. Tri-Fold Brochures


Desktop Publishing

30

Standard 5: Technology and Information Literacy Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge. Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product.


Desktop Publishing

31



A. Determine and apply an evaluative process to all information sources chosen for a project

1. Determine validity of sources suitable for completion of project 2. Identify and evaluate facts and necessary steps for completion of project

1. Movie Project – create advertising campaign for favorite movie (include DVD Cover, Billboard Ads, Magazine Ads)

B. Apply a research process model to conduct research and meet information needs

1. Research and plan strategies appropriate to benchmarks for research based project 2. Select and evaluate appropriate informational sources and keep record thereof 3. Produce research based projects following appropriate guidelines 4. Critique and revise project 5. Archive project in a usable format

1. Power Point presentation of the Four “P’s” of Marketing. Product, Price, Place/ and Promotion 2. Students respond to the best of their ability on which logos were representative of, what the prices of certain products were, and information of the logistics 3. Discuss commercials or famous sayings about the products

C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources

1. Construct strategies to search for appropriate sources 2. Critique sources located for authority, accuracy, objectivity, currency, coverage and relevancy

1. Use About.com (choose Desktop Publishing, read the information for individual topics as they are covered)

2. Use Mainfunction.com (read articles, give opinion, answer questions)

D. Evaluate choices of electronic resources and determine their strengths and limitation

1. Evaluate different databases and archives for strengths and weaknesses

1. Dream Vacation – students research a vacation spot and create a brochure and itinerary for the vacation (include all transportation)


Desktop Publishing

32

Standard 6: Design Students apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment. Students recognize the attributes of design; that it is purposeful, based on requirements, systematic, iterative, creative, and provides solution and alternatives. Students explain critical design factors and/or processes in the development, application and utilization of technology as a key process in problem- solving. Students describe inventors and their inventions, multiple inventions that solve the same problem, and how design has affected their community. They apply and explain the contribution of thinking and procedural steps to create an appropriate design and the process skills required to build a product or system. They critically evaluate a design to address a problem of personal, societal and environmental interests. Students systematically solve a variety of problems using different design approaches including troubleshooting, research and development, innovation, invention and experimentation.


Desktop Publishing

33



A. Identify and produce a product of system using a design process, evaluate the final solution and communicate the findings

1. Define problem, brainstorm/research ideas, and identify criteria for design process i.e., creating a model or prototype 2. Evaluate design for possible problems and solutions 3. Identify possible copyright, patent, and/or trademark issues

1. Election Campaign Project 2. Restaurant Project 3. Baseball Project – research baseball in relationship to the history, rules, object of the game, current champions, scandals, Japanese baseball, Hall of Fame inductees, news or current events

B. Recognize the role of teamwork in engineering design and of prototyping in the design process


1. Select a product – create advertising campaign for the product (group develops a plan for the product; each member designs and develops the campaign)



1. Logos and Slogans – Create Business Cards and Letterhead 2. New and improved product – create a logo and slogan 3. Design the packaging for the product


Desktop Publishing

34

Standard 7: Designed World

Students understand how the physical, informational and bio-related technological systems of the designed world are brought about by the design process. Critical to this will be students' understanding of their role in the designed world: its processes, products, standards, services, history, future, impact, issues and career connections. Students learn that the designed world consists of technological systems* reflecting the modifications that humans have made to the natural world to satisfy their own needs and wants. Students understand how, through the design process, the resources: materials, tools and machines, information, energy, capital, time and people are used in the development of useful products and systems. Students develop a foundation of knowledge and skills through participation in technically oriented activities for the application of technological systems. Students demonstrate understanding, skills and proficient use of technological tools, machines, instruments, materials and processes across technological systems in unique and/or new contexts. Students identify and assess the historical, cultural, environmental, governmental and economic impacts of technological systems in the designed world.



A. Classify, demonstrate, examine, and appraise energy and power technologies B. Classify, demonstrate, examine, and appraise transportation technologies C. Classify, demonstrate, examine, and appraise manufacturing technologies E. Classify, demonstrate, examine, And appraise information and communication technologies

1. Dream Vacation – students research a vacation spot and create a brochure and itinerary for the vacation (include all transportation 2. Baseball Project –Students research Louisville Slugger Bats and create brochures and advertising materials for the company

3. About.com – use to examine information and communication technologies 4. Mainfunction.com – examine information and give opinion and answer questions 5. Post-Test – Students view several different documents and determine which is the most informative to the least informative, which is most complete and incomplete, which had proper grammar and spelling, which was formatted properly, who was the target audience of each.

Twinsburg City Schools Standards-Based Business Course of Study 2013 Desktop Publishing Map

Evaluations: Project-Based Assessment and Testing Assessment

Standards Technology and Society Interaction

Technology for Productivity Applications

Technology and

Communication Application

Technology and

Information Literacy

Design

Qua

rter

1

Discuss and understand ethics involved in utilizing technology. Describe how some technological development has been evolutionary, the result of a series of refinements to basic inventions or innovations over time. Understand the basic elements of the evolution of technological tools and systems throughout history.

. Understanding network systems and different methods of storing information. Analyze pros and cons of methods of storage. Apply strategies to solve technology problems. Identify and operate computers along with multimedia technology resources.

Creates multimedia presentations. Modify presentations for accessibility and appropriate technology Apply principles of design for academic and personal needs Select and evaluate appropriateness of message and media Use technology to publish and communicate work and ideas Evaluate and critique communication technique

Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project.

Define problem, brainstorm/research ideas, and identify criteria for design process i.e., creating a model or prototype Evaluate design for possible problems and solutions Identify possible copyright, patent, and/or trademark issues Using a team approach. Describe how business and industry use the research and development process; including quality, design, idea collaboration, and technical communication



Benchmarks Technology and

Society Interaction

Technology for Productivity

Applications

Technology and


Technology and


Design

Qua

rter

2

Discuss and understand ethics involved in utilizing technology. Practice responsible use of technology in regards to copyright, licenses, and downloading materials

Understanding network systems and different methods of storing information. Analyze pros and cons of methods of storage. Apply strategies to solve technology problems. Identify and operate computers along with multimedia technology resources.


Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project. Critique and revise project.




Benchmarks Technology and Society Interaction


Technology and


Technology and Information

Literacy

Design

Qua

rter

3


Understanding network systems and different methods of storing information.

Analyze pros and cons of methods of storage.

Apply strategies to solve technology problems.

Identify and operate computers along with multimedia technology resources.

Creates multimedia presentations.

Modify presentations for accessibility and appropriate technology

Apply principles of design for academic

and personal needs

Select and evaluate appropriateness of message and media

Use technology to publish and

communicate work and ideas

Evaluate and critique communication technique.

Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project. Produce research based projects following appropriate guidelines Critique and revise project Archive project in a usable format





Technology for

Productivity Applications

Technology and Communication

Application


Literacy

Design

Qua

rter

4

Determine the validity of sources suitable for completion of project. Provide and discuss examples of technology transfer between government and the private sector, between cultures, and/or technical fields. Identify how technology has affected the environment both positively and negatively. Practice responsible use of technology in regards to copyright, licenses, and downloading materials

Understanding network systems and different methods of storing information. Analyze pros and cons of methods of storage. Apply strategies to solve technology problems. Identify and operate computers along with multimedia technology resources. Demonstrate proficiency in all productivity tools. Apply emerging technology tools for communication purposes, both public and private.




and personal needs




Evaluate and critique communication

technique

Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project. Produce research based projects following appropriate guidelines Critique and revise project Archive project in a usable format Critique sources located for authority, accuracy, objectivity, currency, coverage and relevancy


Twinsburg City Schools Standards-Based Business Course of Study 2010 Business: Entrepreneurship

39

Course Name: Business: Entrepreneurship Course Description: Entrepreneurship will give students the information and decision-making skills necessary to start a small business and make it grow. It also benefits students who don't start or run their own businesses. It gives employees a look at the business arena and helps all students understand their roles as consumers. There is special emphasis on developing a Business Plan. Entrepreneurship focuses on recognizing a business opportunity, starting a business based on the recognized opportunity, and operating and maintaining that business. Benchmarks Grades 9-12 A. Recognize that entrepreneurs possess unique characteristics, and evaluate the degree to which one possesses those characteristics

Grade-Level Indicators

1. Analyze the degree to which one possesses the characteristics of an entrepreneur.

2. Analyze the personal advantages and risks of owning a business.

3. Assess one’s personal qualifications to become an entrepreneur.

4. Analyze the trade-offs between the roles of a manager and an entrepreneur.

5. Identify and appraise the unique contributions of entrepreneurs to the economy of a country.

6. Identify businesses that could be operated from an individual’s home or on the Internet (e.g., e-Bay and similar sites).

7. Compare and contrast the advantages and disadvantages of buying an existing business, starting an entirely new business or purchasing a franchise.

8. Explain the feasibility of starting a home-based or Internet-based business.

Strategies/Clarifications


40

Benchmarks Grades 9-12

B. Analyze customer groups and develop a plan to identify, reach and keep customers in a specific target market.


1. Define and give examples of market segmentation.

2. Define and give examples of target markets for specific products.

3. Define and give examples of the market share concept.

4. Identify target markets for potential new businesses.

5. Identify and conduct a SWOT analysis.

6. Use primary and secondary data sources to locate information about potential target markets.

7. Formulate a customer profile for a planned business.

8. Understand the use of market share for a specific product or service.

9. Identify elements of marketing (e.g., product, distribution, information management, product management, selling place, price and promotion).

10. Select products to meet customer wants and needs.

11. Explain the importance of location for the business.

12. Discuss factors that affect pricing.

13. Price a product in order to yield a profit.

14. Create promotional activities for a given product.

15. Select an appropriate location for a business.

16. Select and prepare appropriate publicity activities for a business.

17. Select and prepare appropriate advertising activities for a business.



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C. Apply economic concepts when making decisions for an entrepreneurial venture.


18. Design a new product to meet unfilled consumer wants and needs.

19. Identify the advantages and disadvantages of starting a business on the Internet.

20. Describe how the Internet and other emerging technologies have impacted the components of marketing (e.g., product, place, price and promotion).

1. Define opportunity costs and give examples.

2. Explain the importance of opportunity costs when making a decision.

3. Analyze a decision in terms of marginal costs and marginal benefits.

4. Describe the relationship between private ownership and a market economy.

5. Describe how a market economy resolves the problems of what, how and for whom to produce.

6. Explain the factors that determine supply and demand.

7. Explain how supply and demand markets interact to determine price.

8. Compare and contrast the different types of market structures (e.g., competition and monopoly).

9. Define what is meant by the cost of a good or service.

10. Define what is meant by the price of a good or service.

11. Describe the interrelationship between cost and price.

12. Describe the difference between fixed costs and variable costs.



42

Benchmarks Grades 9-12 D. Use the financial competencies needed by an entrepreneur.

E. Recognize that entrepreneurs must establish, maintain and analyze appropriate records to make business decisions.


1. Identify the resources needed to produce a specific product.

2. Identify the costs of producing a specific product.

3. Identify ongoing operational expenses.

4. Project the total amount of cash needed to start a business (e.g., startup costs, ongoing operational expenses, employer taxes, licenses and cash reserves).

5. Assess alternatives for solving cash flow problems.

6. List common sources from which entrepreneurs can borrow money.

7. Explain the advantages and disadvantages of primary sources of borrowing.

8. Define the differences between debt and equity.

9. Identify the major sources of funding for a business.

10. Describe the trade-offs between debt and equity financing.

1. Identify the reasons for keeping business records.

2. Describe problems that might be caused by failure to keep business records.

3. Describe how keeping poor quality business records can affect a business.

4. Identify how businesses use computers to keep records.

5. Identify types of financial records.

6. Describe the type of data that is kept in each business record.



43


F. Develop a management plan for an entrepreneurial venture


7. Compare and contrast the various types of business records.

8. Describe the interrelationships among various business records.

9. Describe the effects that inaccurate or missing records have on other business records.

10. Identify records needed for the day-to-day operation of a planned business.

11. Understand the importance of inventory control systems.

12. Analyze the relationships between record keeping and tax reporting.

1. Develop a vision for a planned business.

2. Create a mission statement for a planned business.

3. Develop strategies for achieving the vision for a planned business.

4. Establish goals and objectives for a planned business.

5. Analyze exit plan options for a planned business.

6. Diagram the organizational structure of a planned business.

7. Design hiring procedures for a specific job, ranging from the initial advertisement to the final interview.

8. Develop job descriptions for positions in a planned business.

9. Identify situations where outsourcing should be used for hiring needs. 10. Plan human resource needs and determine the types of employees

required.



44



11. Identify sources of personnel for a small business.

12. Describe the role of compensation in relation to productivity when hiring individuals.

13. Assess alternatives to hiring permanent, full-time employees. 14. Identify practices of an entrepreneurial leader.

15. Explain the importance of delegation.

16. Explain the importance of linking the goals of the individual to the

goals of the team.

17. Outline a training program for new employees.

18. Appraise employee performance.

19. Develop an appropriate compensation plan for a planned business.

20. Design personnel policies for a planned business.

21. Outline procedures for handling employee suggestions and complaints.

22. Apply effective leadership and motivation techniques in small group situations.

23. Establish criteria to monitor achievement of the vision for a planned business.

24. Analyze vision statements from various businesses in terms of future trends.

25. Establish control practices and procedures for a planned business.

26. Describe risks faced by business owners.

27. Explain ways businesses owners can protect themselves from risks.



45


G. Analyze the effects of cultural differences, export/import opportunities, and trends on an entrepreneurial venture in the global marketplace.

H. Analyze how forms of business ownership, government regulations and business ethics affect entrepreneurial ventures.

Grade-Level Indicators 28. Identify types of business insurance.

29. Identify types of insurance needed for a planned business.

30. Explain the principles of a sound risk management program.

31. Evaluate appropriate levels of insurance for a planned business.

1. Analyze modifications to U.S. business practices that are necessary to facilitate interaction in the global marketplace.

2. Describe the influence of domestic businesses on foreign markets.

3. Investigate opportunities for international trade.

4. Explain the effects of government regulations on international trade.

5. Describe ways the Internet has impacted trade between countries.

1. Describe special types of business ownership (e.g., corporations

and cooperatives).

2. Describe the relationships between franchising and other forms of business ownership.

3. Compare and contrast the advantages and disadvantages of the various forms of business ownership.

4. Select the most appropriate form of business ownership for a planned business.

5. Identify legal issues facing entrepreneurs who establish e-commerce sites.



46


I. Develop a business plan.

Grade-Level Indicators 6. Assess specific franchising opportunities.

7. Explain how tax policy affects businesses, citing examples.

8. Explain how licensure affects businesses, citing examples of

licenses that a small business must obtain. 1. Identify the major components of a business plan.

2. Describe the uses of a business plan.

3. Identify the information to be included in each component of a

business plan.

4. Identify sources of information to be included in the business plan.

5. Critique a business plan for a specific business (include an analysis of the company’s use of the Internet and other emerging technologies, if appropriate).

6. Develop a business plan for a proposed business.

7. Decide when professional consultants should be used in preparing a business plan.

8. Prepare a timetable for establishing a planned business.



47

Small Business Management: Entrepreneurship Map

Evaluations: Project-Based and Testing Benchmarks Recognize that

entrepreneurs possess unique characteristics, and

evaluate the degree to which one possesses those

characteristics

Analyze customer groups and develop a plan to identify, reach and keep customers in a specific

target market.

Apply economic concepts when making decisions for an entrepreneurial venture.

Use the financial competencies needed by an entrepreneur.

Recognize that entrepreneurs must establish, maintain and analyze appropriate records to make business decisions.

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Analyze the degree to which one possesses the characteristics of an entrepreneur.

Analyze the personal advantages and risks of owning a business.

Assess one’s personal qualifications to become an entrepreneur.

Analyze the trade-offs between the roles of a manager and an entrepreneur.

Identify and appraise the unique contributions of entrepreneurs to the economy of a country.

Identify businesses that could be operated from an individual’s home or on the Internet (e.g., e-Bay and similar sites).

Compare and contrast the advantages and disadvantages of buying an existing business, starting an entirely new business or purchasing a franchise.

Explain the feasibility of starting a home-based or Internet-based business

Define and give examples of market segmentation.

Define and give examples of target markets for specific products.

Define and give examples of the market share concept.

Identify target markets for potential new businesses.

Identify and conduct a SWOT analysis.

Use primary and secondary data sources to locate information about potential target markets.

Formulate a customer profile for a planned business.

Understand the use of market share for a specific product or service.

Identify elements of marketing (e.g., product, distribution, information management, product management, selling place, price and promotion).

Select products to meet customer wants and needs.

Explain the importance of location for the business.

Discuss factors that affect pricing.

Price a product in order to yield a profit.

Create promotional activities for a given product.

Select an appropriate location for a business.

Select and prepare appropriate publicity activities for a business.

Select and prepare appropriate advertising activities for a business.

Design a new product to meet unfilled consumer wants and needs.

Identify the advantages and disadvantages of starting a business on the Internet.

Describe how the Internet and other emerging technologies have impacted the components of marketing (e.g., product, place, price and promotion).

Define opportunity costs and give examples.

Explain the importance of opportunity costs when making a decision.

Analyze a decision in terms of marginal costs and marginal benefits.

Describe the relationship between private ownership and a market economy.

Describe how a market economy resolves the problems of what, how and for whom to produce.

Explain the factors that determine supply and demand.

Explain how supply and demand markets interact to determine price.

Compare and contrast the different types of market structures (e.g., competition and monopoly).

Define what is meant by the cost of a good or service.

Define what is meant by the price of a good or service.

Describe the interrelationship between cost and price.

Describe the difference between fixed costs and variable costs.

Identify the resources needed to produce a specific product.

Identify the costs of producing a specific product.

Identify ongoing operational expenses.

Project the total amount of cash needed to start a business (e.g., startup costs, ongoing operational expenses, employer taxes, licenses and cash reserves).

Assess alternatives for solving cash flow problems.

List common sources from which entrepreneurs can borrow money.

Explain the advantages and disadvantages of primary sources of borrowing.

Define the differences between debt and equity.

Identify the major sources of funding for a business.

Describe the trade-offs between debt and equity financing.

Identify the reasons for keeping business records.

Describe problems that might be caused by failure to keep business records.

Describe how keeping poor quality business records can affect a business.

Identify how businesses use computers to keep records.

Identify types of financial records.

Describe the type of data that is kept in each business record.

Compare and contrast the various types of business records.

Describe the interrelationships among various business records.

Describe the effects that inaccurate or missing records have on other business records.

Identify records needed for the day-to-day operation of a planned business.

Understand the importance of inventory control systems.

Analyze the relationships between record keeping and tax reporting.


48

Small Business Management: Entrepreneurship Map Evaluations: Project-Based and Testing

Benchmarks Develop a management plan for an entrepreneurial venture

Analyze the effects of cultural differences, export/import opportunities, and trends on an entrepreneurial venture in the global marketplace.

Analyze how forms of business ownership, government regulations and business ethics affect entrepreneurial ventures.

Develop a business plan.

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ents

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Analyze modifications to U.S. business practices that are necessary to facilitate interaction in the global marketplace.

Describe the influence of domestic businesses on foreign markets.

Investigate opportunities for international trade.

Explain the effects of government regulations on international trade.

Describe ways the Internet has impacted trade between countries.

Identify forms of financial export assistance that U.S. government agencies and investment corporations offer.

Identify the requirements facing small businesses that are considering exporting.

Analyze how expanding from domestic to international trade impacts a business.

Discuss how a previous trend led to an opportunity in the global marketplace.

Describe current trends in entrepreneurial opportunities in the global marketplace.

Analyze current trends in the global marketplace and their impacts on business.

Analyze modifications to U.S. business practices that are necessary to facilitate interaction in the global marketplace.

Describe the influence of domestic businesses on foreign markets.

Investigate opportunities for international trade.

Explain the effects of government regulations on international trade.

Describe ways the Internet has impacted trade between countries.

Describe special types of business ownership (e.g., corporations and cooperatives).

Describe the relationships between franchising and other forms of business ownership.

Compare and contrast the advantages and disadvantages of the various forms of business ownership.

Select the most appropriate form of business ownership for a planned business.

Identify legal issues facing entrepreneurs who establish e-commerce sites.

Assess specific franchising opportunities.

Explain how tax policy affects businesses, citing examples.

Explain how licensure affects businesses, citing examples of licenses that a small business must obtain.

Identify the major components of a business plan.

Describe the uses of a business plan.

Identify the information to be included in each component of a business plan.

Identify sources of information to be included in the business plan.

Critique a business plan for a specific business (include an analysis of the company’s use of the Internet and other emerging technologies, if appropriate).

Develop a business plan for a proposed business.

Decide when professional consultants should be used in preparing a business plan.

Prepare a timetable for establishing a planned business.


Financial Accounting

49

Course Name: Financial Accounting Course Description: Financial Accounting is a rigorous college-level course that requires students to go above the basic journalizing and posting seen in a traditional high school level accounting course. This course will introduce the financial statements, will require students to analyze transactions, but will also require the students to see how investors, managers, and creditors use these financial statements to make business decisions. This course is designed for those students who would be interested in studying business or accounting in a competitive 4-year university.

Objectives Strategies/Resources/Mapping The student will be able to answer the following: What are the primary forms of business organizations and who are the

users of accounting information? What is the use of accounting information and the purpose of each of

the financial statements and their related supplement components? What is the accounting equation and the meaning of each element? What are the sections of the balance sheet, the statement of income,

the statement of retained earnings, state of stockholders’ equity and the relationship amongst them?

How do you use the cash flows statement to evaluate solvency? What is the meaning of generally accepted accounting principles and

basic financial reporting concepts? What is the effect of business transactions on the accounting equation

and what are the steps into debit and credit parts in the recording process?

What are journal and posting and how both aid in recording the process?

What is the difference between cash basis and accrual basis of accounting?

What is the matching principle and how to prepare adjusting entries for prepayments and accruals?

What is the adjusted trial balance and closing entries? What is the full accounting cycle? How does a merchandising business differ from a service business

and how do you create a multiple-step Income Statement? How does a company account for inventory under a periodic inventory

system, what are the tax effects of each of the inventory cost flow assumptions, and what is the lower of cost or market basis of accounting for inventories?

Mapping Week 1: Introduction to the Financial Statements

Describe the primary forms of business organization. Identify the users and uses of accounting information. Explain the 3 principal types of business activity. Describe the content and purpose of each of the financial statements

Week 2: Continue Looking at the Financial Statements

Explain the meaning of assets, liabilities, and stockholders’ equity, and state the basic accounting equation.

Describe the components that supplement the financial statements in an annual report.

Identify the sections of a classified balance sheet. Identify and compute ratios for analyzing a company’s profitability. Explain the relationship between a retained earnings statement and a

statement of stockholders’ equity.

Week 3: More of Financial Statements and begin the Accounting Information System

Identify and compute ratios for analyzing a company’s liquidity and solvency using a balance sheet.

Explain the meaning of generally accepting accounting principles. Analyze the effect of business transactions on the basic accounting

equation. Explain what an account is and how it helps in the recording process. Define debits and credits and explain how they are used to record

business transaction. Identify the basic steps in the recording process.



50

Objectives Strategies/Resources/Mapping What are internal controls and its relationship to reporting cash? What are the different types of receivables, how do you calculate bad

debt, and how is interest computed on long-term receivables? How does depreciation impact long-lived assets and how do you

report and calculate those assets? What is the difference between current, long-term liabilities, and their

corresponding interest accruals? What is common and preferred stock, and what are the entries a

company records when it pays out dividends, whether it is by stock or cash?

What is the purpose of the cash flow statement, and how is an indirect cash flow statement developed?

How do companies’ ratios aid in financial statement analysis?

Week 4: Continuing with the Accounting Information System Explain what a ledger is and how it helps in the recording process. Explain what posting is and how it helps in the recording process. Explain the purposes of a trial balance.

Week 5: Accrual Accounting Concepts Explain the revenue recognition principle and the matching principle. Differentiate between the cash basis and the accrual basis of accounting. Explain why adjusting entries are needed, and identify the major types of

adjusting entries. Prepare adjusting entries for prepayments. Prepare adjusting entries for accruals.

Week 6: Continue with Accrual Accounting Concepts Describe the nature and purpose of the adjusted trial balance. Explain the purpose of closing entries. Describe and required steps in the accounting cycle.

Week 7: Merchandising Operations and the Multiple-Step Income Statement Identify the differences between a service enterprise and a

merchandising company. Explain the recording the purchases under a perpetual inventory system. Explain the recording of sales revenues under a perpetual inventory

system. Distinguish between a single-step and a multiple-step income statement.

Week 8: Continue with Multiple-Step Income Statement and Inventory Determine cost of goods sold under a periodic system. Explain the factors affecting profitability. Describe the steps in determining inventory quantities. Explain the basis of accounting for inventories and apply the inventory

cost flow assumptions.

Week 9: Inventory and Internal Control Explain the lower of cost or market basis of accounting for inventories. Compute and interpret the inventory turnover ratio. Describe the LIFO reserve and explain its importance for comparing

results of different companies. Identify the principles of internal control. Explain the applications of internal control to cash receipts.



51

Objectives Strategies/Resources/Mapping Week 10: Internal Controls related to Cash and Reporting Receivables

Explain the applications of internal control to cash disbursements. Prepare a bank reconciliation. Explain the reporting of cash. Discuss the basic principles of cash management. Identify the primary elements of a cash budget. Identify the different types of receivables. Explain how accounts receivables are recognized in the accounts.

Week 11: Reporting and Analyzing Receivables Describe the methods used to account for bad debts. Compute the interest on notes receivable. Describe the entries to record the disposition of notes receivable. Explain the statement presentation of receivables. Describe the principles of sound accounts receivable management. Identify ratios to analyze a company’s receivables. Describe methods to accelerate the receipt of cash from receivables.

Week 12: Reporting and Analyzing Long-Lived Assets Describe how the cost principle applies to plant assets. Explain the concept of depreciation. Compute periodic depreciation using the straight-line method, and

contrast its expense pattern with those of other methods. Describe the procedure for revising periodic depreciation.

Week 13: Continue with Long-Lived Assets and Reporting Liabilities Explain how to account for the disposal of plant assets. Describe methods for evaluating the use of plant assets. Identify the basic issues related to reporting intangible assets. Indicate how long-lived assets are reported on the balance sheet. Explain a current liability and identify the major types of current liabilities. Describe the accounting for notes payable.

Week 14: Reporting and Analyzing Liabilities

Explain the accounting for other current liabilities. Identify the types of bonds. Prepare the entries for the issuance of bonds and interest expense. Describe the entries when bonds are redeemed. Identify the requirements for the financial statement presentation and

analysis of liabilities.



52

Objectives Strategies/Resources/Mapping Week 15: Reporting and Analyzing Stockholders’ Equity

Identify and discuss the major characteristics of a corporation. Record the issuance of common stock. Explain the accounting for the purchase of treasury stock. Differentiate preferred stock from common stock. Prepare the entries for cash dividends and understand the effect of stock

dividends and stock splits. Identify the items that affect retained earnings.

Week 16:Continue with Stockholder’s Equity and Statement of Cash Flows Prepare a comprehensive stockholders’ equity section. Evaluate a corporation’s dividend and earnings performance from a

stockholder’s perspective. Indicate the usefulness of the statement of cash flows. Distinguish among operating, investing, and financing activities. Explain the impact of the product life cycle on a company’s cash flows.

Weeks 17 & 18: Finish Cash Flows and Financial Analysis Prepare a statement of cash flows using the indirect method. Use the statement of cash flows to evaluate a company. Understand the concept of sustainable income. Indicate how irregular items are presented. Explain the concept of comprehensive income. Describe and apply horizontal analysis. Describe and apply vertical analysis. Identity and compute ratios used in analyzing a company’s liquidity,

solvency, and profitability. Understand the concept of quality of earnings.

Strategies/Methods: Instruction Case Work and Problem Solving Chapter Assessments and Testing Business Simulations Completing Worksheets Statements Using Excel Completing Worksheets and Statement Using Accounting Software Comparing Work to Current Business Trends Projects on Ethics in Accounting Guest Speaker from the Accounting Field Accounting Career Day at Kent State University

Twinsburg City Schools Standards-Based Business Course of Study 2010 Business of Fashion

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Course Name: Business of Fashion

Course Description: Business of Fashion will enable students to explore the fashion cycle, fashion economics, promote a fashion image, technology in fashion marketing and will give students a perspective on how marketing shapes the future fashion industry and possible career opportunities (Paired with Business of Hospitality and Tourism).

Objectives Strategies/Resources/Mapping Content:

The Fashion Industry Basics of Fashion Marketing Fashions The Centers and The Designers Promoting a Fashion Image Using Technology in Fashion Marketing Merchandising and Buying Data-Driven Decisions Creating a Fashion Business Laws, Labor, and Ethics Fashion Marketing Centers

The student will:

Be able to define the term fashion and the different components of fashion and why fashion has been important throughout history

Understand the basics of marketing fashion products Examine the wide variety of fashion businesses and explains

why they play and important role in domestic and global economies

Discover the roles of fashion design and international buying centers, and develop and understanding of how fashion travels around the world.

Explore the production of fashion products and follow the manufacturing processes, from raw materials to finished products for consumers

Identify the different types of fashion products and how fashion trends move through the fashion cycle.

Examine fabrics and fibers with a discussion of natural and man-made fibers and how they become fabrics

Understand the important role of a fashion designer and the design process.

Mapping

Week 1 Explain the different definitions of fashion Identify the merchandise categories of fashion Explain the difference between style and design Identify the needs satisfied by clothing Discuss the early history of clothing Name some influential people in fashion history Identify specific styles in the 20th century. Define the term marketing Explain types of customer characteristics used to define a

target market Explain fashion merchandising Describe the four components of the marketing mix Identify the four types of promotion Identify the seven functions of marketing

Week 2 Explain the three main market segments of the fashion industry Describe the primary forms of business ownership Identify the key risks faced by fashion businesses Explain how globalization has affected the fashion industry Describe the impact of the fashion industry on the U.S. and

world economies Explain the relationship between supply and demand Describe a fashion design center Define a buying center Explain how designs and buying centers impact local

economies Identify the most important design and buying centers Explain the importance of global sourcing in the fashion

industry Describe how cultural influences affect mainstream fashion


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Objectives Strategies/Resources/Mapping Discuss and explain the haute couture design houses and

designers. Lean about the various marketing and merchandising activities

for fashion goods and services. Explore product planning and research, buying and selling,

pricing, merchandising, and advertising and promotion Understand the process of buying fashion with a focus of the

fashion buyer and types of retailers Discuss pricing Discuss the promotion of fashion merchandising and displays in

retail stores Explain the different methods of advertising and promotion Explore fashion careers – process of researching, finding,

getting and keeping a job Understand personal traits and skills necessary to work in the

industry Learn about starting a new job or a new business, and the skills

that can help them achieve success on the job

Week 3 Identify the types of fashion products Explain the main categories and classifications of fashion

apparel Explain the fashion cycle Discuss the difference between fashion trends and fad Discuss the fiber properties that determine appropriate use and

quality of fabrics Identify the main natural and manufactured fibers

Week 4

Explain the types of fashion designers Identify the elements and principles of design used to create

fashion Name and identify the steps of the fashion design process and

garment production process Compare haute-couture production Explain how women’s and men’s apparel are sized Discuss haute-couture design houses and the process of

buying Week 5

Describe fashion products Explain trade associations, trade publications and magazines Discuss aspects of product planning Describe the methods used to do market research Explain market segmentation and target market research Explain the role of the fashion buyer Discuss the steps in the buying process or merchandising Identify the types of fashion retailers Discuss buying motives and explain the steps in the personal-

selling process Week 6

Describe the five price levels of fashion apparel Identify the considerations used by fashion makers to

determine prices Explain how manufacturers use credit and list types of credit

offered by retail stores


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Objectives Strategies/Resources/Mapping Explain the purpose of visual merchandising in the fashion

industry Describe the display areas of a store Identify the design elements of displays Explain the four components of the promotional mix Describe a fashion promotion plan Discuss of designers and manufactures use branding and

licensing Week 7 and Week 8

Identify the personal traits valued by employers Identify the personal skills valued by employers Describe four areas of employment in the fashion industry Discuss the education options for fashion careers Describe ways to gain experience in the fashion industry prior

to employment

Week 9 Describer sources for researching fashion careers Identify job sources in the fashion industry Explain career networking Discuss the components of the job-application process Summarize the steps of the job-search process Identify important strategies for success on the job Identify the traits of successful entrepreneurs

Resources

Instruction/Textbooks Worksheets Internet Activities Fashion Business Plan Guest Speakers Case Work and Problem Solving Chapter Assessments and Testing Business Simulations

Twinsburg City Schools Standards-Based Business Course of Study 2010 Business of Hospitality and Tourism

66

Course Name: Business of Hospitality and Tourism Course Description: Business of Hospitality and Tourisms will enable students to explore strategies in hotel management and location, types of lodging, key players and services, information and risk managements. The students will be given a perspective on how marketing shapes the future of the hospitality industry and possible career opportunities (Paired with Business of Fashion).

Objectives Strategies/ Resources/Mapping Content:

Marketing Functions for a Hotel: Selling and Promotion Types of Lodging Roles of Visible Key Players in Divisions of a Hotel Behind the Scenes of Operations Marketing Strategies for Hotel Product and Service Planning Marketing Information Management for a Hotel To Serve or Not to Serve: Distribution of Hotel Services Your Hotel Image is Showing Risk Management for a Hotel Management in the Diverse Workplace Future Perspective of the Hotel Industry Career Opportunities in the Hotel Industry

The student will be able to answer the following questions:

What are hospitality and tourism industries, their segments, and how is service is a type of product?

How are tourism and economics related, and what is the cyclical nature of travel?

What are the different types of restaurants, and what are the basic operations of restaurants?

What are the different types of lodging classifications/business, and what are their basic operations?

What contributes to the growth of tourism, and what are the different types of tours/providers/transportation?

What is the concept of destination markets, and how would you market these markets?

What are the basics of marketing and implementing a marketing plan?

Mapping Week 1: Defining Hospitality & Tourism Business and the Impact of Economics on Tourism

Describe the hospitality and tourism industries Identify the segments of the hospitality and tourism industries. Define service as a product. Explain the importance of service to the hospitality and tourism

industries. Describe the origins of early lodging and food service. Identify trends in the hospitality and tourism industries. Explain the economic multiplier. Define sustainable tourism.

Week 2: Complete the Economics of Tourism and The Restaurant

Identify the different areas impacted by tourism. Explain the cyclical nature of travel. Describe business and pleasure travel. Explain different motives for travel. Explain the difference between commercial and on-site foodservice

facilities. Identify the various categories of the commercial food-service industry. Describe types of restaurant businesses.


67

What is market segmentation, and how do you perform basic market research?

What is the product mix of hospitality and tourism, and what is the life cycle of products?

In regards to tourism, what are typical pricing strategies, and what factors impact price?

How does one sell hospitality and tourism, and what are its channels of distribution?

How does one promote or advertise in the hospitality and tourism industry?

What is the importance and how would one promote healthy customer and employee relations?

What are the possible career choices in the hospitality and tourism field?

Week 3:Complete The Restaurant and The Hotel Business Explain front- and back-of-the-house operations. Identify ways restaurants can increase and measure profits. Identify the types of hotel classifications. Differentiate between business and leisure guests. Explain the importance of yield management. Identify the front-office positions in the rooms division of a hotel. Describe guest services in the hotel industry. Identify the support-staff positions in the back of the house of a hotel.

Week 4: The Tourism Business and Destination Marketing Identify factors that contribute to the growth of tourism. Discuss the reasons that people travel. Describe the different types of tours. Explain the importance of transportation providers. Identify the different types of transportation. Discuss the impact of the cruise industry. Define the term destination. Discuss the concepts of seasonality. Identify the classifications of destinations. Describe a destination resort.

Week 5: Complete Destination Marketing and The Marketing Environment Identify the various businesses that provide and promote destination

tourism. Explain the concept of perishability. Discuss how tourism is distributed. Describe the marketing process. Explain the elements of the basic marketing mix. Identify the components of product utility. Explain the purpose of a marketing plan. Discuss the importance of a mission. Identify the internal and external influences of the marketing

environment.


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Week 6: Market Information and Research and Designing Products Explain the purpose of market segmentation. Identify the methods used to segment markets. Explain product positioning. Describe the process of market research. Explain primary and secondary research. Identify methods for gathering primary data. Explain the difference between goods/services. Identify the levels of hospitality and tourism products. Describe the product mix.

Week 7: Designing and Pricing Products Explain the product life cycle. Differentiate between customer satisfaction and customer loyalty. Identify the factors that contribute to customer loyalty. Explain the importance of relationship marketing. Differentiate between customer satisfaction and customer loyalty. Explain the importance of relationship marketing. Explain the concept of price. Identify typical pricing strategies. Describe how hospitality and tourism businesses use discounting.

Week 8: Distribution and Promoting Hospitality and Tourism Describe the concept of supply and demand. Explain elasticity of demand. Explain how the product life cycle affects price. Explain the types of selling. Differentiate between features and benefits. Define channels of distribution. Identify indirect channels of distribution. Discuss the Internet channel of distribution.


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Week 9: Customer and Employee Relations and Careers in Hospitality & Tourism

Explain the importance of good customer relations. Identify methods of service in the hospitality industry. Describe the steps to resolve guest complaints to retain customers. Identify external and internal factors that motivate employees. Define the term leadership. Describe ethical issues in the hospitality industry. Identify the advantages of working in the hospitality and tourism

industries. Describe career segments in the hospitality and tourism industries. Identify possible career paths in the hospitality and tourism industries. Explain the advantages and disadvantages of owning a hospitality

business. Identify the main types of educational resources.

Strategies/Methods:

Instruction Case Work and Problem Solving Chapter Assessments and Testing Business Simulations Develop a tour company and create related business products. Create a itinerary for a customer Creating Flyers/Brochures to promote the itinerary/tour.

Twinsburg City Schools Standards-Based Business Course of Study 2010 Business of Sports and Entertainment Management

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Course Name: Business of Sports and Entertainment Management Course Description: Business of Sports and Entertainment Management is a course for business management students. Using topics in the sports and entertainment industries, the text and multimedia supplements cover the basic functions of management as outlined in national and state standards. Management topics discussed include leadership, finance, product management, people management, information management, legal and ethical issues, customer relations, sales management, managing change, and career development (Paired with Business and Personal Law).

Objectives Strategies/Resources/Mapping The World of Marketing is brought to life using a Virtual Business -

Sports is a highly visual simulation based on a football franchise. Content:

o World of Marketing o Sports and Entertainment: Connections and Contrasts o The Sports Market o Sports Products o Product and Price Decisions: Sports Market Research and

Outlets o Branding and Licensing o Sports Promotion o Sports Marketing Plans and Careers o The Entertainment Market o Entertainment Products and Marketing o Product and Price Decisions o Entertainment Market Research o Images and Licensing o Entertainment Promotion o Marketing Plans and Careers

The students will be able to:

Define and understand what is marketing and identify elements of the marketing mix.

Explain the role economics, especially competition, property

ownership and business ownership plays in marketing. Describe the sports/entertainment marketing timeline from its

inception through today. Identify and explain the similarities and differences between

sports/entertainment marketing and traditional consumer product marketing.

Mapping Week 1: World of Marketing and Sports and Entertainments: Connections and Contrasts Define marketing and explain the marketing concept. Define demographics and explain the marketing mix. Explain economics, free enterprise, and intellectual property rights. Explain the difference between different types of business ownership and the economic impact of sports and entertainment. Discuss the history of sports and entertainment and its impact on today’s markets. Explain how sports and entertainment marketers use tools to sell their products. Explain risks and risk management of sports and entertainment events. Identify differences between marketing sports and entertainment products. Week 2: The Sports Market and Sports Products Define sorts marketing and identify the different categories of sports. Differentiate between amateur and professional sports. Discuss significance of international and women’s sports. Define the sports consumer and explain market segmentation. Identify sports products and differences between them. Week 3: Sports Products, cont. and Product and Price Decisions: Sports and Sports market Research and Outlets Differentiate between the product line and product mix. Explain the economic impact of sports marketing. Differentiate between product item and product line. Classify products as consumer or business goods.


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Objectives Strategies/Resources/Mapping Create a sports marketing profile, including a definition, history,

and potential careers. List and categorize the large variety of sports that exist, including

professional, collegiate, and amateur. Identify and classify sports consumer segments and sports

product types. Understand the economic impact sports marketing has upon a

city/state/region. Identify and understand the product design process, from new

product development through the product life cycle. Identify various pricing objectives, strategies, adjustments, and

regulations. Explain the steps in the market research process. Describe the factors that incorporate the channels of distribution

for the product/service. Define branding and explain the strategy of developing brand

names and types. Define and describe licensing, merchandising, sponsorships, and

endorsements. Describe event marketing and promotion, including developing a

mix and budget. Discuss the role of advertising and sales promotion. Define and describe the roles of public relations and personal

selling. Describe the elements of a marketing plan and create a sample

plan. List and describe the various careers, job descriptions, and sports

organizations that exist. Define and explain entertainment marketing and its economic

impact. Describe the various types of entertainment businesses. List and describe the various types of entertainment products that

exist. Understand and describe how the different types of media product

marketing work. Discuss the role and importance of branding within the

entertainment field, including the use of celebrities.

Explain the 7 steps in new product development. Identify the stages in a product’s life cycle. Define price and its role in profit determination. Describe the factors that affect pricing and pricing strategies. Week 4: Branding and Licensing and Sports Promotion Define market research and how businesses use it. Discuss direct and indirect channels of distribution. Explain the concept of branding and brand equity. Discuss brand types and how to develop a brand name. Discuss product licensing and merchandising. Explain the importance of sponsorships and endorsements and how athletes are chosen to be endorsers. Week 5: Sports Promotion, cont. and Sports Marketing Plans and Careers Define event marketing. Explain promotion and the promotional mix in sports marketing. Identify the roles of advertising, sales promotion, technology, public relations and personal selling in sports marketing. Explain the types of steps of selling. Explain the purpose and function of a marketing plan and identify their elements. Week 6: Sports Marketing Plans and Careers, cont. and The Entertainment Market Discuss the diversity of and different career and employment opportunities in sports marketing. Define entertainment marketing. Identify different types of entertainment media. Explain the economics of entertainment marketing. Discuss the global impact of entertainment marketing. Explain business ownership types in the entertainment industry. Identify forms of entertainment marketed to consumers. Identify types of entertainment products. Describe location-based entertainment. Explain the significance of impulse spending.


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Objectives Strategies/Resources/Mapping Understand and discuss the many pricing decisions faced in

entertainment marketing, including TV, Film, and Music. Identify the importance, process, and types of market research

within entertainment marketing. Discuss the impact of image, endorsements, and sponsorships. Describe how licensing and royalties operate. Understand and describe the elements of the entertainment

promotional mix, including advertising, public relations, publicity, and sales promotions.

Describe the variety of promotional methods that exist. List and understand the steps to creating an entertainment

marketing plan List potential careers within entertainment marketing and their

related educational requirements. Promote their team, control ticket pricing, evaluate stadiums and

city locations for their team, control stadium operations and staffing, find sponsors and licensing deals, and more.

Week 7: Entertainment Products and Marketing and Product and Price Decisions: Entertainment Explain why marketing is involved in entertainment-product development. Discuss the difference between primary and secondary markets. Explain the importance of programming. Explain entertainment brand identity, brand marks, and trademarks. Identify brand strategies used by entertainment companies and how celebrities are brands. Define gross profit and net profit. Identify different pricing goals and factors that determine CD and concert ticket prices. Explain how market research is used to identify target markets and how demographics are used in entertainment marketing. Explain the use of primary and secondary data and the difference between qualitative and quantitative research. Week 8: Entertainment Market Research and Outlets and Images and Licensing Identify methods of conducting entertainment market research. Identify criteria for selecting outlets and venues. Define the term “image”. Describe the role of merchandising in entertainment marketing. Discuss how the U.S. government controls endorsements. Describe the role of sponsorship in entertainment marketing. Explain the importance of entertainment product licensing. Explain aspects of royalties. Week 9: Entertainment Promotion and Entertainment Marketing Plans and Careers Explain the promotional mix in entertainment marketing. Identify the role of advertising in entertainment promotion. Discuss the importance of public relations, personal selling, and promotions in entertainment marketing. Compare media and non-media advertisements. Describe how other promotional methods are used. Explain the importance of reaching diverse markets.


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Objectives Strategies/Resources/Mapping Explain an entertainment marketing plan. Describe a business plan. Explain a promotional plan. Describe educational preparation for a career in marketing. Identify career areas in entertainment marketing. Strategies/Methods Employed:

Teacher Instruction Class Discussion/Debate Case Studies Group Activities/Role Playing Guest Speakers Related Movies/Videos Chapter Assessments Individual and Group Projects Business Simulations


Office Suite

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Course Name: Office Suite Course Description: : Students will be able to build on the previously learned skills in Microsoft Office applications by seeing how the applications can be used as a tool in their educational and professional progression. Using WORD students will learn to properly format in detail documents such as tables, letters, outlines, research papers, and bibliographies. Students will create worksheets in EXCEL that includes formulas, such as IF statements, VLOOK-UP statements, PMT statements, FV statements, averaging, MAX and MIN, and other paste function formulas. In addition to the basic formatting of spreadsheets, such as sorting, students will learn to use various charting features. Students will create databases, tables, queries, forms, and mail merges with ACCESS. PowerPoint emphasis will include how to prepare and present a professional presentation. MS Publisher will also be used in this class. Throughout completing projects, students will also learn to use program templates, how to insert graphics, and they will complete various Internet activities. Information technology is an information gathering, information organizing, and problem solving tool that supports every discipline. As future workers, small business owners, entrepreneurs, citizens, parents and investors, students will analyze, synthesize and evaluate situations at home, school or work, and then apply technology to solve problems and complete tasks that are of lasting value efficiently and effectively. Ohio Benchmarks Grades 9-12 Describe, analyze, develop and follow policies for managing privacy and ethical issues in organizations and in a technology-based society

Indicators 1. Identify school’s computer technology policy and

analyze it. List any changes and/or additions you would make and tell why.

2. Identify and explain property, privacy, access and accuracy issues pertaining to information technology, including the impact of these issues on individuals and organizations (e.g., accessing and sending e-mail from school, instant messaging).

3. Demonstrate legal and ethical behaviors when using information technology.

Strategies/Clarifications Rules are sent home with students and returned with a parent signature. The policy is also located in the Twinsburg High School Student Handbook


Office Suite

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Ohio Benchmarks Grades 9-12 Explain how societal issues and considerations affect the progress of information technology. Demonstrate effective oral and written communication techniques on personal and professional levels

Indicators 1. Explain the consequences of illegal and unethical use

of information technology.

2. Identify personal information that should not be shared (e.g., passwords, logins).

3. Explain the risks and dangers of sharing personal

information.

4. Discuss the basic issues related to responsible use of technology, and describe personal consequences of inappropriate use.

1. Use a comprehensive computer vocabulary.

2. Apply a variety of specific proofreading techniques to identify and correct errors.

3. Compare drafts to final documents and make editorial changes.

4. Proofread business documents to ensure that they are clear, correct, concise, complete, consistent and courteous.

5. Compose appropriate messages for specific audiences.

6. Prepare formal and informal reports using a suitable format and supplementing with appropriate graphics.

7. Use the direct or indirect approach in appropriate writing situations.

8. Prepare business communications that reflect cultural sensitivity.

Strategies/Clarifications Consequences are discussed prior to and as issues arise both throughout the course work as well as real life issues. Discuss “”Facebook”, “Twitter,” and other forms of social media Use electronic productivity and use the tools needed for completions such as word processing, graphics and page design. Identify the tasks in a project and us the tools needed for completion. Demonstrate that products and product quality can be evaluated against established criteria. Define the purpose of the product and identify the specified audience. Word – Units A-D


Office Suite

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Ohio Benchmarks Grades 9-12 Incorporate multimedia tools into various student-produced documents. Plan, develop, use and maintain database management systems.

Indicators

9. Compose and produce a variety of business messages and reports using correct style, format and content. 10. Express empathy in messages written to individuals.

11. Incorporate information that has been downloaded

from other sources.

12. Edit business documents to improve content and effectiveness.

13. Listen discriminately to separate fact from opinion.

1. Prepare multimedia projects using various input and output devices (e.g., brochures, presentations and newsletters)

1. Identify the varieties of data types that are stored in

database management systems. 2. Populate (i.e., enter data into) and edit fields and

records.

3. Sort and retrieve data from databases.

4. Organize and present the results of data retrieval through reports.

5. Describe search strategies and use them to solve common information problems.

6. Use online databases, Web-based source, and other information sources to access and retrieve information.

Strategies/Clarifications Word Unit D Publisher Unit PowerPoint Units A-D Access Units A-D Mail Merges


Office Suite

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Ohio Benchmarks Grades 9 Plan, develop, use and maintain spreadsheets.

Communicate electronically.

Research information electronically.

Indicators 1. Identify the variety of information that is saved in a

spreadsheet.

2. Populate (i.e., enter data into) and edit columns and rows.

3. Sort and retrieve data from spreadsheets.

4. Organize and present the results through graphical charts.

5. Perform various calculations using formulas and functions.

1. Explain how to access and connect to the Internet. 2. Identify the rules of network etiquette. 1. Visit Web sites related to research topics and obtain

information.

Strategies/Clarifications Excel Units A-D Use strategies to navigate on and access information from the Internet throughout the semester Apply appropriate electronic search strategies throughout the semester


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Describe, analyze, develop and follow policies for managing privacy and ethical issues in organizations and in a technology-based society

Explain how societal issues and considerations affect the progress of information technology.

Demonstrate effective oral and written communication techniques on personal and professional levels

Identify your school’s computer technology policy and analyze it. List any changes and/or additions you would make and tell why.

Identify and explain property, privacy, access and accuracy issues pertaining to information technology, including the impact of these issues on individuals and organizations (e.g., accessing and sending e-mail from school, instant messaging).

Demonstrate legal and ethical behaviors when using information technology.

Explain the consequences of illegal and unethical use of information technology.

Identify personal information that should not be shared (e.g., passwords, logins).

Explain the risks and dangers of sharing personal information.

Discuss the basic issues related to responsible use of technology, and describe personal consequences of inappropriate use.

Use a comprehensive computer vocabulary.

Apply a variety of specific proofreading techniques to identify and correct errors.

Compare drafts to final documents and make editorial changes.

Proofread business documents to ensure that they are clear, correct, concise, complete, consistent and courteous.

Compose appropriate messages for specific audiences.

Prepare formal and informal reports using a suitable format and supplementing with appropriate graphics.

Use the direct or indirect approach in appropriate writing situations.

Prepare business communications that reflect cultural sensitivity.

Compose and produce a variety of business messages and reports using correct style, format and content.

Express empathy in messages written to individuals.

Incorporate information that has been downloaded from other sources.

Edit business documents to improve content and effectiveness.

Listen discriminately to separate fact from opinion.


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Explain how societal issues and considerations affect the progress of information technology.

Demonstrate effective oral and written communication techniques on personal and professional levels

Incorporate multimedia tools into various student-produced documents.

Explain the consequences of illegal and unethical use of information technology.

Identify personal information that should not be shared (e.g., passwords, logins).

Explain the risks and dangers of sharing personal information.

Discuss the basic issues related to responsible use of technology, and describe personal consequences of inappropriate use.

Use a comprehensive computer vocabulary.

Apply a variety of specific proofreading techniques to identify and correct errors.

Compare drafts to final documents and make editorial changes.

Proofread business documents to ensure that they are clear, correct, concise, complete, consistent and courteous.

Compose appropriate messages for specific audiences.

Prepare formal and informal reports using a suitable format and supplementing with appropriate graphics.

Use the direct or indirect approach in appropriate writing situations.

Prepare business communications that reflect cultural sensitivity.

Compose and produce a variety of business messages and reports using correct style, format and content.

Express empathy in messages written to individuals.

Incorporate information that has been downloaded from other sources.

Edit business documents to improve content and effectiveness.

Listen discriminately to separate fact from opinion.

Prepare multimedia projects using various input and output devices (e.g., brochures, presentations and newsletters)


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Incorporate multimedia tools into various student-produced documents.

Plan, develop, use and maintain spreadsheets



Prepare multimedia projects using various input and output devices (e.g., brochures, presentations and newsletters)

Identify the variety of information that is saved in a spreadsheet. Populate (i.e., enter data into) and edit columns and rows. Sort and retrieve data from spreadsheets. Organize and present the results through graphical charts. Perform various calculations using formulas and functions.

Explain how to access and connect to the Internet. Identify the rules of network etiquette.

Visit Web sites related to research topics and obtain information


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Plan, develop, use and maintain database management systems

Plan, develop, use and maintain spreadsheets



Identify the varieties of data types that are stored in database management systems. Populate (i.e., enter data into) and edit fields and records. Sort and retrieve data from databases. Organize and present the results of data retrieval through reports. Describe search strategies and use them to solve common information problems. Use online databases, Web-based source, and other information sources to access and retrieve information.

Identify the variety of information that is saved in a spreadsheet. Populate (i.e., enter data into) and edit columns and rows. Sort and retrieve data from spreadsheets. Organize and present the results through graphical charts. Perform various calculations using formulas and functions.

Explain how to access and connect to the Internet. Identify the rules of network etiquette.

Visit Web sites related to research topics and obtain information

Personal Finance: Life Skills Course of Study 1

Twinsburg City Schools "Professional Association Content Standards for Business"

Business and Computer Technology Course of Study 2013 Course Name: Personal Finance Course Description: Personal Finance is designed to prepare high school students to make wise financial decisions in personal situations. The program helps students realize that they are already making financial decisions and shows them how their decisions affect their future. Real-World applications will be used to promote critical thinking skills and link finance to other field of study. A sample of the skills the students will possess after completing this course is as follows: effective career search and interviewing strategies; personal financial planning; money management and budgeting strategies; banking; consumer credit; finances of housing and car purchasing; saving and investing; tax strategies; home, motor vehicle, health, disability, and life insurance; and effective retirement planning. The American economy is based on a private enterprise system, in which the millions of individual choices made by consumers, workers and citizens affect the decisions made by business owners and government officials. Ohio Benchmarks - Grades 9-12 Developing skills to search for and obtain a job includes creating resumes, identifying employment opportunities, practicing interviewing skills, networking and evaluating potential employers. Career choices impact earning potential. Many factors, including a sound work ethic, educational level, skills and experiences, affect gross income. Decisions related to benefits, deductions, retirement, investments, etc. affect net income.

Indicators 1. Discuss the assessment of interests, skills and

abilities as they relate to selecting a job and/or career.

2. Identify ways to find appropriate jobs, including the use of personal and professional networks.

3. Write a formal application, resume, and follow-up message for a job opportunity.

4. Prepare resumes in an electronic format. 5. Participate in and analyze mock interviews,

emphasizing critical times at the beginning and the end of an interview.

6. Prepare responses to commonly asked interview questions.

7. Discuss and demonstrate the importance of appropriate dress in an interview situation.

8. Prepare a list of questions to ask an interviewer

Comments/Suggestions Chapters 1-5 Mock Interviews Online Career Assessment/Job Search


Develop a rational decision making process as it applies to the roles of citizens, workers and consumers.

9. Discuss the significance of nonverbal communication in the interviewing process.

10. Complete a job application form. 11. Write a thank-you message. 12. Use correct strategies for accepting or rejecting

a job offer. 13. Discuss alternative sources for job placement

(e.g., career centers, company Web sites, employment agencies, recruiters and online databases).

14. Use the Internet to research the job market and specific potential employers.

15. Discuss illegal and discriminatory interview questions.

16. Prepare a list of common mistakes made by interviewers.

17. Discuss appropriate oral and written actions when leaving a job under various circumstances (e.g., resignation and termination).

18. Demonstrate appropriate social skills for the workplace.

19. Demonstrate effective interpersonal skills. 20. Demonstrate how to interact with internal and

external customers. 21. Demonstrate professionalism and how to be

appropriately assertive.

1. Identify different types of decisions and determine those for which a formal decision making process should be used.

2. Apply the decision making process to various types of decisions at different stages of the life cycle.

3. Identify different types of decisions and determine those for which a formal decision making process should be used.

Decide where to live on the own and rent a simulated apartment Buy/lease a simulated car Online Apartment and Car Research Online Financial Calculators/Loan Amortization Tables Chapters 21, 22, and 23


Describe various forms of income, and analyze factors that affect income as a part of the career decision making process. A disciplined personal financial plan is a critical component for financial success. Financial institutions and professionals provide services, expertise and guidance in developing and implementing one’s financial plan.

4. Apply the decision making process to various types of decisions at different stages of the life cycle.

1. Analyze how income from employment is

affected by factors such as supply and demand, geographic location, level of education, type of industry, union membership, productivity, skill level and work ethic.

2. Discuss types of income other than wages (e.g., interest, rent and profit) that people earn from these resources.

3. Compare and contrast compensation packages that include varying levels of wages and benefits.

4. Apply the decision making process in the selection of ways to earn a living.

5. Compute personal tax liabilities for various types of taxes (e.g., property, income, sales, FICA and Medicare).

6. Explain the impact of taxes on personal financial planning.

1. Compare a personal spending plan with typical

consumer spending as a tool for determining individual financial goals.

2. Discuss how income and spending patterns change throughout the life cycle for the typical

person and family.

List personal best package of employee benefits Prepare tax forms for Federal and State List all possessions in their bedroom on a personal property inventory Chapters 6 and 7 Create and maintain a personal budget for 30 days Continue working on their personal spending tracker from first day of class for 8 weeks.


The goal of financial management is to increase one’s net worth. Investing, through a variety of options, is one way to build wealth and increase financial security. Many factors impact investment and retirement plans, including govt. regulations and global economic and environmental conditions, etc.

Evaluate services that financial institutions provide for consumers.

1. Discuss criteria for choosing a savings or

investment instrument (e.g., market risk, inflation risk, interest rate risk, liquidity and minimum amounts needed for investment).

2. Analyze why a savings and investing plan changes as one proceeds through the life cycle.

3. Explain how saving and investing influence economic growth

4. Evaluate the tax incentives available for certain investments.

5. Explain and evaluate the different types of stocks, bonds, CDs, mutual funds and other investments.

6. Discuss retirement needs for individuals and families.

7. Analyze various long-term investment strategies.

8. Diversification of assets, risk tolerance, asset allocation, and tax implications must be considered.

1. Name other ways to transfer funds (e.g.,

money orders and certified checks). 2. Understand and discuss the costs associated

with services offered by various financial deposit institutions (e.g., overdrafts and stop payment orders).

3. Explain and apply the steps involved in the checking account reconciliation process.

4. Know and describe when to use the different types of check endorsement.

5. Discuss the pros and cons of using e-banking, transfers and bill payer.

Chapters 10-15 Evaluate, select, and track stocks for a 30-day period Analyze effect upon timing and length of investments upon Rate of Return Calculate FV, PV, and Rate of Return for various investments Analyze 401(K), 403(B), IRA, Roth IRA, and Annuities Write checks, deposit slips, and check register entries for utilities, paychecks, and miscellaneous bills during a 2-month banking simulation, including electronic transactions. Prepare bank reconciliations for each month of simulation Chapter 9


Responsible use of credit is one tool to help achieve financial and lifestyle goals. To successfully advance through financial life stages, a consumer must create, establish and maintain credit worthiness. Disciplined consumers borrow within their means at favorable terms and responsibly repay debt.

6. Understand the different kinds of financial institutions (e.g., savings and loans, banks, credit unions) and the different services they provide.

7. Explain and apply the steps to writing checks, deposit slips, and register entries.

1. Compare and contrast various sources of and

types of credit (e.g., short- and long-term) and related costs.

2. Choose a particular buying decision and decide on appropriate form of credit.

3. Compare and contrast two different credit cards and decide which is more advantageous.

4. Examine a credit report that includes a credit rating and/or score and explain why these are important to the consumer.

5. Explain the difference between one’s credit rating and the cost of credit, which is determined by the deficit and surplus of international trade.

6. Discuss the signs of credit problems. 7. Know the various alternatives for resolving

credit problems and evaluate the advantages and disadvantages of each.

8. Interpret through research the rights and responsibilities of consumers, based on credit legislation.

9. Illustrate the legal aspects of different forms of credit (e.g., title transfer, collateral requirements, co-signing and responsible limits).

10. Compare and contrast legal and illegal types of credit that carry high interest rates (e.g.,

Pay bills in a simulation. Evaluate credit card offers and select best opportunity. Analyze and calculate Cost of Credit and the impact paying smaller amounts has upon overall cost and repayment time. Chapters 16, 17, 18 and 19


As individuals accumulate net worth and establish a standard of living, they assume the risk of loss of income and assets. Use of a risk management plan mitigates the potential loss of income and personal net worth and also safeguards personal identity. Risk management products and strategies change over one’s life span.

payday loans, rent-to-buy agreements and loan sharking).

11. Identify the sections of a credit report and explain how the information is used.

12. Demonstrate the ability to compute interest or cost of credit.

13. Understand the impact of one’s credit rating on other services (e.g., insurance rates, interest on loans).

1. Compare and contrast the type of insurance associated with different types of risk (i.e., auto, personal and professional liability, home and apartment, health, life, long-term care, disability).

2. Give examples and explain how insurance needs change throughout the life cycle.

Evaluate and purchase simulated life insurance, car insurance and renters insurance. Review health insurance in their paycheck and as a consideration for career opportunities Chapters 25, 26 and 27


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Personal Finance: Life Skills Course Expanded Mapping – Quarter 1 (4.5 weeks)

Integrate all forms of communication in the successful pursuit of employment. Chapter 3 – Getting the Job

The purpose of this lesson is to teach students about getting jobs, writing resume, preparing letters, learning about interviewing, etc Objectives: Students will be able to:

Explain the purpose of, describe the parts of, and prepare, a letter of application List the guidelines for, and prepare, a resume Explain the purpose of, describe the content of, and prepare a letter of reference and thank you letter Prepare a job application form, prepare for a job interview, and list methods of making a good first impression

Procedures will include: Define and apply vocabulary words Watching videos related to getting a job: Do What’s You (9 minutes), First Impressions (19 minutes) and Apply Within (20 minutes) Watch a presentation by a guest speaker Preparing a resume, fill out a job application, write letters – application and thank you, prepare and go to a mock interview, answer interview questions

Assessment will include:

The ability to complete the necessary forms with complete accuracy and perform appropriately during the mock interview Materials/Resources:

Textbook, worksheets, career packet, computers, videos, job application, sample resumes, interviewers, Marlene Kobzowicz

Develop a rational decision making process as it applies to the roles of citizens, workers and consumers. Chapter 5 – Keeping Your Job The purpose of the lesson is to teach students about keeping their jobs Objectives: Students will be able to:

Understand and complete appropriate work forms, such as W-4, social security application, and work permit application forms Understand and recall employee responsibilities at work, including responsibilities to employers and to other employees Describe employer responsibilities to employees List and define provisions of basic employment laws enacted for the protection and security of workers


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Procedures will include:

Define and apply vocabulary words Related videos: 10 Easy Ways to Loose Your Job (25 minutes)


The ability to do a worksheet with 100% accuracy Materials/Resources:

Textbook, worksheets Chapter 21 – Housing The purpose of the lesson is to teach students about renting an apartment/buying a house Objectives: Students will be able to:

Describe the various housing alternatives and potential living arrangements List the advantages and disadvantages of renting a residence Understand a lease, rental application and an inventory list Discuss landlord/tenant responsibilities, including inventory and condition report and appropriate notices Discuss considerations of home ownership (positive and negative) List moving costs and installation charges that will arise from the physical change of residence Rent an apartment


Define and apply vocabulary words Watching a video related to renting apartments (Rent an Apartment – 35 minutes) Answering questions about themselves relating to roommates


The ability to do a worksheet with 100% accuracy The ability to look through the newspaper and rent an apartment

Materials/Resources:

Textbook, worksheets, newspaper, budget sheets, video


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Chapter 23 - The Automobile

The purpose of the lesson is to teach students about purchasing a car Objectives: Students will be able to:

Describe the process of buying a new car or used car, including selection, financing, and wise buying practices Explain automobile leasing costs, processes, advantages, and disadvantages List the costs of owning and operating a car, from depreciation, gas, and taxes to the cost of accessories Describe methods for extending the life of your car and maintaining its resale value Discuss consumer protection available for new car buyers Buy a car in the simulation


Define and apply vocabulary words Watching a video related to buying a car (Kick the Tires – 20 minutes) Using the newspaper and an amortization chart they will buy a car in the simulation


The ability to complete a worksheet with 100% accuracy The ability to look through the newspaper and buy a car


Textbook, worksheets, newspaper, budget sheets, video Describe various forms of income, and analyze factors that affect income as a part of the career decision making process. Chapter 6 – Employee Pay and Benefits The purpose of the lesson is to teach students about working, their paycheck and benefits Objectives: Students will be able to:

Compute payroll deductions and net pay from information and table provided Identify optional and required employee benefits and recognize their value as additions to net pay Explain trends in the workplace such as flexible schedules, job rotation, job sharing, and permanent part-time employment Understand the role of unions and professional organizations in the workplace


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Procedures will include: Define and apply vocabulary words List benefits by their personal importance Related videos: It’s Not Courtesy; It’s the Law (25 minutes)

Assessment will include: The ability to do a worksheet with 100% accuracy


Textbook, worksheets Chapter 7 – Federal Income Tax The purpose of the lesson is to teach students about taxes and how to prepare them Objectives: Students will be able to:

Understand the purpose of taxes, different types of taxes, and the history of taxes in the United States Describe components of the tax system, including the IRS, the power to tax, and paying your fair share Define and show a working knowledge of exemptions, dependents, and taxable and nontaxable income when preparing tax returns Prepare the 1040EZ form or federal, state and city


Define and apply vocabulary words Prepare forms


The ability to do a worksheet with 100% accuracy The ability to prepare tax forms with 100% accuracy


Textbook, worksheets, tax forms, tax table,


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Chapter 8 – Budgets and Financial Records The purpose of the lesson is to teach students the importance of personal documents Objectives: Students will be able to:

Analyze and understand the budgeting process and prepare personal and case study budgets Understand the purpose of personal record keeping and be able to prepare a personal net worth statement and personal property inventory Explain the elements of legal contracts and negotiable instruments and understand your rights and responsibilities Discuss the need for a filing system for personal records


Define and apply vocabulary words Fill out a personal property inventory document


The ability to do a worksheet with 100% accuracy The ability to prepare a personal property inventory with complete accuracy

Materials/Resources: Textbook, worksheets

Develop and evaluate a budget

This area is developed using their daily dollar tracker and the “living on your own” simulation as well as parts of chapter 8 Evaluate services that financial institutions provide for consumers. Chapter 9 – Checking Accounts and Banking Services The purpose of the lesson is to teach students about banking accounts and services Objectives: Students will be able to:

Understand the purpose, uses, and advantages of a personal checking account Prepare checking account documents, including signature card, checks, deposit slips, checkbook register, and bank reconciliation Explain check endorsements and describe the types of checking accounts available to consumers Define the various banking services available and fees charges to consumers


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Define and apply vocabulary words Preparing checks, checkbook registers, and bank reconciliations Related videos: Stash Your Cash (12 minutes)


The ability to write checks, prepare checkbook registers, and balance their checking account with 100% accuracy Materials/Resources:

Textbook, assorted banking simulations and then an 8 week simulation


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Personal Finance: Life Skills Course Expanded Mapping – Quarter 2 (4.5 weeks) Evaluate savings and investment options to meet short- and long-term goals. Chapter 10 – Saving for the Future The purpose of the lesson is to teach students about why we save Objectives: Students will be able to:

Understand the need for and purpose of savings, and explain how money grows through the compounding of interest List and describe the financial institutions where you can save, including the types of savings options available Describe factors in selecting a savings account and the importance of saving regularly Explain the features and purposes of savings accounts, certificates of deposit, and money market funds and accounts Discuss some of the factors that influence the selection of a savings plan Explain at least two ways to save regularly


Define and apply vocabulary words Viewing a video (A Penny Earned is a Penny Saved – 21 minutes) Working through a stack of overheads/handouts showing why we save


The ability to do a worksheet with 100% accuracy and the ability to understand why and how to save Materials/Resources:

Textbook, worksheets, overheads/handouts Explain the concept of credit, the advantages and disadvantages of borrowing money, and the responsibility and necessity for consumers to maintain a good credit rating. Chapter 16 – Credit in America The purpose of the lesson is to teach students about credit Objectives: Students will be able to:

Describe the history of credit in America and define credit vocabulary List advantages and disadvantages of using credit in today’s changing economy List and describe the kinds of credit available to the American consumer Describe and compare sources of credit in the American economy


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Procedures will include: Define and apply vocabulary words Look at different kinds and sources of credit Watch videos (Credit Cards – Live with Plastic – 17 minutes)


The ability to do a worksheet/crossword puzzle with 100% accuracy Materials/Resources:

Textbook, worksheet/crossword puzzle, videos Chapter 17 – Credit Procedures and Laws The purpose of the lesson is to teach students about the importance of credit Objectives: Students will be able to:

Understand the importance of credit records and summarize how and why records are compiled List the six C’s of credit List the steps in getting started with credit and requirements for credit applications Describe credit ratings and a point system for determining creditworthiness and outline the contents of a credit report Discuss the provisions of the major credit laws


Define and apply vocabulary words Fill out a credit application Watch videos (Careful with Credit – 25 minutes, 9 Steps to Financial Freedom – 137 minutes)



Textbook, worksheets, credit application, videos


102

Chapter 18 – Cost of Credit The purpose of the lesson is to teach students about the cost of credit Objectives: Students will be able to:

Describe the responsibilities of consumer credit Explain why credit costs vary Understand and compute simple interest Explain how to compute the APR on installment credit Compare methods of computing finance charges on revolving credit Describe how credit costs can be reduced or avoided

Procedures will include: Define and apply vocabulary words Watch videos (Buy Now-Pay Later – 23 minutes, Don’t Shop Till You Drop – 10 minutes)

Assessment will include: The ability to do a worksheet with 100% accuracy

Materials/Resources: Textbook, worksheets, videos

Chapter 19 – Problems with Credit The purpose of the lesson is to teach students what happens when they do not use credit wisely Objectives: Students will be able to:

List and explain the different methods of solving credit problems Outline bankruptcy laws, including exempted items, types of income excluded, and bankruptcy options List the major cause of bankruptcy Describe the advantages and disadvantages of declaring bankruptcy


Define and apply vocabulary words Watch videos (Oprah – 60 minutes, Credit Restoration – 86 minutes)



Textbook, worksheets, videos


103

Analyze choices available to consumers for protection against risk and financial loss. Chapter 25 - Personal Risks and Insurance The purpose of the lesson is to teach students about risks and how to deal with those things that go wrong in their lives Objectives: Students will be able to:

Explain the concept of insurance: what it is and how it works Define basic insurance terminology and types of risks List the steps and discuss the process of risk management


Define and apply vocabulary words Discussing possible risks that could take place in their lives every day


The ability to complete a risk worksheet with 100% accuracy Materials/Resources:

Textbook, worksheets Chapter 26 – Property and Liability Insurance The purpose of the lesson is to teach students the types of property and liability coverages Objectives: Students will be able to:

Describe the need for fire, theft, and other forms of property insurance and types of policies Discuss the types of automobile insurance coverages available and what each type of coverage is designed to protect Explain the concept of liability insurance as it relates to an umbrella policy


Define and apply vocabulary words Working through a check off sheet about insurance Look at different insurance policies



Textbook, worksheets


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Chapter 27 – Health and Life Insurance The purpose of the lesson is to teach students the types of health and life insurance Objectives: Students will be able to:

Describe the need for health insurance, types of health insurance coverage, and health plans available to consumers Discuss the availability, need, and cost of disability insurance Explain the need for and types of life insurance plans that are available to American consumers


Define and apply vocabulary words Look at different insurance policies Fill out life insurance form


The ability to do a worksheet with 100% accuracy The ability to understand the need for health and life insurance

Materials/Resources: Textbook, worksheets


105

Personal Finance: Life Skills Map

Benchmarks Integrate all forms of communication in the successful pursuit of employment.

Develop a rational decision making process as it applies to the roles of citizens, workers and consumers.

Describe various forms of income, and analyze factors that affect income as a part of the career decision making process.

Develop and evaluate a budget

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Discuss the assessment of interests, skills and abilities as they relate to selecting a job and/or career.

Identify ways to find appropriate jobs, including the use of personal and professional networks.

Write a formal application message, resume, and follow-up message for a job opportunity.

Prepare resumes in both print and electronic formats.

Post a resume on an electronic network.

Participate in and analyze mock interviews, emphasizing critical times at the beginning and the end of an interview.

Prepare responses to commonly asked interview questions.

Discuss and demonstrate the importance of appropriate dress in an interview situation.

Prepare a list of questions to ask an interviewer

Discuss the significance of nonverbal communication in the interviewing process.

Complete a job application form.

Write a thank-you message.

Use correct strategies for accepting or rejecting a job offer.

Discuss alternative sources for job placement (e.g., career centers, company Web sites, employment agencies, recruiters and online databases).

Prepare a list of common mistakes made by interviewers Use the Internet to research the job market and specific potential employers.

Discuss illegal and discriminatory interview questions.

Discuss appropriate oral and written actions when leaving a job under various circumstances (e.g., resignation and termination).

Identify different types of decisions and determine those for which a formal decision making process should be used.

Apply the decision making process to various types of decisions at different stages of the life cycle.

Identify different types of decisions and determine those for which a formal decision making process should be used.

Apply the decision making process to various types of decisions at different stages of the life cycle.

Analyze how income from employment is affected by factors such as supply and demand, geographic location, level of education, type of industry, union membership, productivity, skill level and work ethic.

Discuss types of income other than wages (e.g., interest, rent and profit) that people earn from these resources.

Compare and contrast compensation packages that include varying levels of wages and benefits.

Apply the decision making process in the selection of ways to earn a living.

Compute personal tax liabilities for various types of taxes (e.g., property, income, sales, FICA and Medicare).

Explain the impact of taxes on personal financial planning

Compare a personal spending plan with typical consumer spending as a tool for determining individual financial goals.

Discuss how income and spending patterns change throughout the life cycle for the typical person and family


106

Personal Finance: Life Skills Map

Benchmarks Evaluate savings and investment options to meet short- and long-term goals.

Evaluate services that financial institutions provide for consumers

.Explain the concept of credit, the advantages and disadvantages of borrowing money, and the responsibility and necessity for consumers to maintain a good credit rating.

Analyze choices available to consumers for protection against risk and financial loss.

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Discuss criteria for choosing a savings or investment instrument (e.g., market risk, inflation risk, interest rate risk, liquidity and minimum amounts needed for investment).

Analyze why a savings and investing plan changes as one proceeds through the life cycle.

Explain how saving and investing influence economic growth

Evaluate the tax incentives available for certain investments.

Explain and evaluate the different types of stocks, bonds, CDs, mutual funds and other investments.

Name other ways to transfer funds (e.g.,money orders and certified checks).

Understand and discuss the costs associated with services offered by various financial deposit institutions (e.g., overdrafts and stop payment orders).

Explain and apply the steps involved in the checking account reconciliation process.

Know and describe when to use the different types of check endorsement.

Discuss the pros and cons of using e-banking, transfers and bill payer.

Describe and evaluate the privacy and security issues associated with financial institutions.

Understand the different kinds of financial institutions (e.g., savings and loans, banks, credit unions) and the different services they provide.

Compare and contrast various sources of and types of credit (e.g., short- and long-term) and related costs.

Choose a particular buying decision and decide on appropriate form of credit.

Compare and contrast two different credit cards and decide which is more advantageous.

Examine a credit report that includes a credit rating and/or score and explain why these are important to the consumer.

Explain the difference between one’s credit rating and the cost of credit, which is determined by the deficit and surplus of international trade.

Discuss the signs of credit problems.

Know the various alternatives for resolving credit problems and evaluate the advantages and disadvantages of each.

Interpret through research the rights and responsibilities of consumers, based on credit legislation.

Illustrate the legal aspects of different forms of credit (e.g., title transfer, collateral requirements, co-signing and responsible limits).

Compare and contrast legal and illegal types of credit that carry high interest rates (e.g., payday loans, rent-to-buy agreements and loan sharking).

Identify the sections of a credit report and explain how the information is used.

Demonstrate the ability to compute interest or cost of credit.

Understand the impact of one’s credit rating on other services (e.g., insurance rates, interest on loans).

Compare and contrast the type of insurance associated with different types of risk (i.e., auto, personal and professional liability, home and apartment, health, life, long-term care, disability).

Give examples and explain how insurance needs change throughout the life cycle.

Name and differentiate among various suppliers of insurance, both public and private

Twinsburg City Schools Standards-Based Business Course of Study 2013 Web Design

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Course Name: Web Design

Course Description: Gain knowledge of Adobe Dreamweaver and FLASH CS5. Beginners can design an efficient Internet site using Dreamweaver. Throughout the course students will find the resources and step by step instructions needed to design their own complete business or personal Website. Whether you're thinking of starting an online business or just adding your "personal" touch to the World Wide Web, designing your own Website is the first step toward reaching your goal.

Standard 2: Technology and Society Interaction Students recognize interactions among society, the environment and technology, and understand technology's relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology. Students learn that the interaction between society and technology has an impact on their lives and that technology may have unintended consequences which may be helpful or harmful. They learn that interaction of technology will affect the economy, ethical standards, environment and culture. Students evaluate the impact of products or systems by gathering and synthesizing information, analyzing trends and drawing conclusions. Students analyze technological issues and the implications of using technology. They acquire technological understanding and develop attitudes and practices that support ethical decision-making and lifelong learning.


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Benchmarks Grades 9 - 12 A. Interpret and practice responsible citizenship relative to technology. B. Demonstrate the relationship among people, technology and the environment. C. Interpret and evaluate the influence of technology throughout history, and predict its impact of the future. D. Analyze ethical and legal technology issues and formulate solutions and strategies that foster responsible technology usage. E. Forecast the impact of technological product and systems.

Indicators 1. Discuss and understand ethics involved in utilizing technology 2. Provide and discuss examples of technology transfer between government and the private sector, between cultures, and/or technical fields. 1. Identify how technology has affected the environment both positively and negatively. 1. Predict how technological advancements both past and present will affect the future. 1. Practice responsible use of technology in regards to copyright, licenses, and downloading materials 1. Analyze and produce charts and/or graphs of technological trends and their effect on future development of technology

Strategies/Clarifications 1. Sign user agreement – require students

and parents to sign a receipt statement user agreement that clearly states the rules and consequences of proper use of the computer and especially the Internet.

2. Social Media – pros and cons 3. Social Media/Internet Safety 2. Discuss copyright laws Show and critique movies: 1. Cyber-Bullies 2. Social Network 3. Jobs

1. Sign user agreement policy Discuss copyright laws (Mainfunction.com) 1. Use Storyboards for each project before creating the Website


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Benchmarks Grades 9 – 12 A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving. B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models

Indicators 1. Understanding network systems and different methods of storing information 2. Analyze pros and cons of methods of storage 3. Apply strategies to solve technology problems 1. Identify and operate computers along with multimedia technology resources 2. Demonstrate proficiency in all productivity tools 3. Apply emerging technology tools for communication purposes, both public and private.


1. History of Computers Movie 2. Social Network 3. Jobs

2. Create Folders in “P” Drive 3. Transfer Student Data in “P” Drive files into new folders and New Defined Sites 1. Use Digital Camera for projects 2. Import images into Web Site projects 3. Introduce DreamWeaver CS5


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Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning.

Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real-time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning.

Benchmarks Grades 9 – 12 A. Apply appropriate communication design principles in published and presented projects. B. Create publish and present information, utilizing formats appropriate to the content and audience. C. Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, incorporating emerging technologies.

Indicators 1. Creates multimedia presentations 2. Modify presentations for accessibility and appropriate technology 3. Apply principles of design for academic and personal needs 4. Select and evaluate appropriateness of message and media 1. Use technology to publish and communicate work and ideas 2. Evaluate and critique communication technique 1. Identify and practice different methods of communication using technology

Strategies/Clarifications 1. Describe the significance of the Internet and its associated terms 2. Explain the differences of a Web Site and a Web Page 3. Demonstrate the key features of Dream Weaver CS5 4. Identify the thirteen types of Web pages/give examples of each type 5. Create Storyboards 1. Identify Target Audience discuss how to plan, design, develop, test, publish, and maintain a Web Site 2. Evaluate and Critique Web Sites 1. Discuss how to plan, design, develop, test, publish, and maintain a Web Site 2. Discuss HTML coding 3. Use FLASH CS5


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Standard 5: Technology and Information Literacy

Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge. Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product. Benchmarks Grades 9 – 12 A. Determine and apply an evaluative process to all information sources chosen for a project. B. Apply a research process model to conduct research and meet information needs C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.

Indicators 1. Determine validity of sources suitable for completion of project 2. Identify and evaluate facts and necessary steps for completion of project 1. Research and plan strategies appropriate to benchmarks for research based project

2. Select and evaluate appropriate informational sources and keep record thereof

3. Produce research based projects following appropriate guidelines

4. Critique and revise project

5. Archive project in a usable format 1. Construct strategies to search for appropriate sources

2. Critique sources located for authority, accuracy, objectivity, currency, coverage and relevancy

Strategies/Clarifications 1. Evaluate and Critique Web Sites

2. Storyboard

3. Identify Target Audience 1. Evaluate and Critique Web Sites

2. Storyboard

3. Identify Target Audience

4. Create Montana Parks Web Pages Project 1

5. Modify and Enhance Montana Parks 2-9 1. Evaluate and Critique Web Sites

2. Storyboard

3. Identify Target Audience

D. Evaluate choices of electronic resources and determine their strengths and limitation

1. Evaluate different databases and archives for strengths and weaknesses

4. View various Web Sites and determine the target audience of each, the positive and negative qualities of each.

1. View various Web Sites and determine the target audience of each, the positive and negative qualities of each


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Standard 6: Design

Students apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment.

Students recognize the attributes of design; that it is purposeful, based on requirements, systematic, iterative, creative, and provides solution and alternatives. Students explain critical design factors and/or processes in the development, application and utilization of technology as a key process in problem- solving. Students describe inventors and their inventions, multiple inventions that solve the same problem, and how design has affected their community. They apply and explain the contribution of thinking and procedural steps to create an appropriate design and the process skills required to build a product or system. They critically evaluate a design to address a problem of personal, societal and environmental interests. Students systematically solve a variety of problems using different design approaches including troubleshooting, research and development, innovation, invention and experimentation.



A. Identify and produce a product of system using a design process evaluate the final solution and communicate the findings.

1. Define problem, brainstorm/research ideas, and identify criteria for design process. IE creating a model or prototype

2. Evaluate design for possible problems and solutions

3.Identify possible copyright, patent, and/or trademark issues

1. Identify problem, target audience. Determine what the customer wants Create a Storyboard Create a Web Page using DreamWeaver CS5 Apply Color Scheme Display and modify text elements – use Property Inspector

B. Recognize the role of teamwork in engineering design and of prototyping in the design process.


1. Identify problem, target audience. Determine what the customer wants Create a Storyboard Create a Web Page using DreamWeaver CS5 Apply Color Scheme Display and modify text elements – use Property Inspector Work as a team to create a Web Site



1. Evaluate corporation Web Sites Use a Storyboard Create a Web Site for a corporation


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Standard 7: Designed World Students understand how the physical, informational and bio-related technological systems of the designed world are brought about by the design process. Critical to this will be students' understanding of their role in the designed world: its processes, products, standards, services, history, future, impact, issues and career connections. Students learn that the designed world consists of technological systems* reflecting the modifications that humans have made to the natural world to satisfy their own needs and wants. Students understand how, through the design process, the resources: materials, tools and machines, information, energy, capital, time and people are used in the development of useful products and systems. Students develop a foundation of knowledge and skills through participation in technically oriented activities for the application of technological systems. Students demonstrate understanding, skills and proficient use of technological tools, machines, instruments, materials and processes across technological systems in unique and/or new contexts. Students identify and assess the historical, cultural, environmental, governmental and economic impacts of technological systems in the designed world. Ohio Benchmarks Grades 9-12


A. Classify, demonstrate, examine, and appraise energy and power technologies

1. Create a Web Site for Company dealing in Science (Include: Frames, Buttons, Layers, Images, Links, and Behaviors)

B. Classify, demonstrate, examine, and appraise transportation technologies

1. Create a Web Site for a Dream Car (Include: Frames, Buttons, Layers, Images, Links, and Behaviors)

C. Classify, demonstrate, examine, and appraise manufacturing technologies

1. Create a Web Site for a Manufacturing Company (Include: Frames, Buttons, Layers, Images, Links, and Behaviors)

E. Classify, demonstrate, examine, and appraise information and communication technologies

1. Create a Web Site for a Recording Studio (Include: Frames, Buttons, Layers, Images, Links, and Behaviors)

Twinsburg City Schools Standards-Based Business Course of Study 2013 Web Design Map


Standards Technology and Society Interaction


Technology and


Technology and


Design

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1

Discuss and understand ethics involved in utilizing technology. Describe how some technological development has been evolutionary, the result of a series of refinements to basic inventions or innovations over time. Understand the basic elements of the evolution of technological tools and systems throughout history.

. Understanding network systems and different methods of storing information. Analyze pros and cons of methods of storage. Apply strategies to solve technology problems. Identify and operate computers along with multimedia technology resources.


Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project.




Benchmarks Technology and

Society Interaction

Technology for Productivity

Applications

Technology and


Technology and


Design

Qua

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2


Understanding network systems and different methods of storing information. Analyze pros and cons of methods of storage. Apply strategies to solve technology problems. Identify and operate computers along with multimedia technology resources.


Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project. Critique and revise project.



Web Design Map Evaluations: Project-Based Assessment and Testing Assessment



Technology and



Literacy

Design

Qua

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3


Understanding network systems and different methods of storing information.

Analyze pros and cons of methods of storage.

Apply strategies to solve technology problems.

Identify and operate computers along with multimedia technology resources.




and personal needs




Evaluate and critique communication technique.

Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project. Produce research based projects following appropriate guidelines Critique and revise project Archive project in a usable format





Technology for

Productivity Applications

Technology and Communication

Application


Literacy

Design

Qua

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4

Determine the validity of sources suitable for completion of project. Provide and discuss examples of technology transfer between government and the private sector, between cultures, and/or technical fields. Identify how technology has affected the environment both positively and negatively. Practice responsible use of technology in regards to copyright, licenses, and downloading materials

Understanding network systems and different methods of storing information. Analyze pros and cons of methods of storage. Apply strategies to solve technology problems. Identify and operate computers along with multimedia technology resources. Demonstrate proficiency in all productivity tools. Apply emerging technology tools for communication purposes, both public and private.




and personal needs


Use technology to publish and communicate work and ideas

Evaluate and critique communication technique

Determine validity of sources suitable for completion of project Identify and evaluate facts and necessary steps for completion of project. Produce research based projects following appropriate guidelines Critique and revise project Archive project in a usable format Critique sources located for authority, accuracy, objectivity, currency, coverage and relevancy



Dual Credit Financial Accounting

3

Course Name: Dual Credit Financial Accounting Course Description: This course is an introduction to financial accounting concepts. Accounting transactions are followed through the accounting cycle into the financial statements. The major financial statement, their components, and alternative accounting approaches are studied. Ohio Accounting Standard Accounting is the practice and body of knowledge devoted to the systematic process of identifying, measuring and communicating financial and economic information. Ohio Benchmarks Grades 11-12

A. Accounting impacts all aspects of business.

Grades 11-12 Indicators Discuss the broad role of accounting information in the

economy. Discuss the role of accounting as an information system. Describe the growing role of accountants in strategic decision

making. Discuss the impact of an increased emphasis on strategic input

from accountants. Describe types of businesses and organizations that hire

accountants. Discuss the impact of recent scandals in the accounting

industry. Discuss why financial controls are important. Describe the steps of the accounting cycle. Compare and contrast accounting processes in different types

of businesses (e.g., service, manufacturing). Describe the relationship between accounting and other

business departments.

Strategies/Clarifications To explore the different careers in accounting, use either a web search activity of career related websites, such as the Occupational Outlook Handbook or have speakers from the accounting profession come in and speak to the class.



4

B. Accounting offers opportunities for a variety of careers.

C. Generally Accepted

Accounting Principles (GAAP) and accounting ethics ensure the integrity of accounting.

D. The accounting cycle

forms the basis for all accounting practices.

Differentiate between accounting “preparers” and “users.” Describe various accounting-related employment opportunities

in both the public and private sectors. Evaluate various positions and career paths within accounting. Explain the requirements necessary to earn industry

certifications (e.g., Certified Public Accountant, Certified Management Accountant).

Identify how accounting relates to other careers. Explain the ethical issues related to the role of the accountant. Discuss ethical principles that an accountant is expected to

observe Explain consequences of unprofessional and/or unethical

behavior in accounting. Describe the basic assumptions about accounting reports (e.g.,

separate economic entity, going concern, monetary unit, periodicity of income).

Explain the basic principles of accounting (e.g., historical cost basis, revenue recognition, matching, and full disclosure).

Analyze transactions using the concepts of the basic accounting

equation. Complete the various steps of the accounting cycle to accurately

report the activity of a fiscal period. Define and classify accounts. Compare and contrast temporary and permanent accounts. Explain the relationship of the journal to the ledger. Post transaction data to various ledgers and calculate updated

account balances. Calculate adjusted entries and perform closing process.

When teaching the accounting equation and how different transactions impact the accounting equation, use a traditional scale from the science department and coins to show how transactions impact the left/right sides of the accounting equation, while always ensuring that the scale remains in balance. To review debit and credit parts in regards to a T-Account, ask that a student volunteer to be a human T-account. Then ask other students to stand on the normal side, plus, and minus sides of the T-account. To remember Debit/Credit parts: DEAD COIL To show the correlation of chart of accounts to what is done in business, give an example of an account number(s) from a business. This is to show that the general ledger divisions taught in the course are similar in actual practice. To introduce adjusting entries, use a fun way to understand the concept of adjustments. Give each student a small bag with M&M’s or a similar candy. After the students take an initial inventory of the candy in their bag, ask that they close their eyes and take a

Expe

Owner’s E



5

E. Quality accounting

requires the determination of the value of a wide variety of accounts.

F. Specialized accounting

functions are used frequently in business.

Prepare trial balances, worksheets, and post-closing trial balances.

Describe the relationship among financial statements. Use spreadsheet and industry-standard accounting software to

maintain, summarize, and manipulate financial data. Identify current and long-term assets. Define notes receivable and calculate interest. Define uncollectible accounts. Estimate uncollectible accounts using a variety of methods (e.g.,

net sales, aged accounts receivable). Calculate depreciation using the straight-line method. Determine the value of inventory using a variety of methods

(e.g., FIFO, LIFO, weighted average, specific identification). Identify current and long-term liabilities. Define notes payable and calculate interest. Calculate the value of equity accounts including capital,

withdrawals, stock, and retained earnings. Use spreadsheet software to manipulate financial data. Identify current and long-term liabilities. Calculate the value of equity accounts including capital,

partnership equity, withdrawals, stock, paid-in capital, retained earnings, and dividends.

Maintain a checking account. Calculate earnings using a variety of pay plans. Calculate employee payroll deductions. Calculate employer payroll taxes. Prepare payroll-related accounting records. Prepare employer-related tax forms. Maintain cash controls. Perform accounts payable functions.

handful of candy and eat it. Next, ask that they take an inventory count of the remaining candy. Ask them to figure out how much candy they have eaten, and they should then be able to quickly figure out how to calculate adjustments based on an ending inventory value. When teaching closing entries, try using play money and a glass bowl. One student deposits the total revenue earned into the bowl representing the Income Summary account. Another student removes the total amount of expenses for that fiscal period. The remaining money represents the amount that will be added to the owner’s capital account. To help remember the order of closing entries, Sales, Expenses, Income Summary, and Drawings, have the students remember: Swinning (or any name that starts with an S) Expects Intelligence Daily Use Excel to create any of the financial statements, including the Worksheet. If they properly setup a Worksheet in Excel, they will see how adjustments will impact the ending balances of accounts.



6

G. Financial reporting is a

critical outcome of accounting.

H. Laws and regulations

govern most of the accounting and reporting process.

Perform accounts receivable functions. Process notes payable and receivable. Maintain inventory records.

Explain the need for ethical reporting. Prepare income statements. Prepare balance sheets. Prepare various financial statements specific to manufacturing

applications. Use spreadsheet software to manipulate financial data. Discuss the purpose for the independent auditor’s report. Explain the need for internal controls as they pertain to

accounting. Explain how the Sarbanes-Oxley Act helped to reestablish the

value of auditing and attestation. Explain the purpose for rotating individual audit partners at least

once every five years. Discuss the significance of holding a company’s chief executive

personally responsible for falsely reporting financial information. Discuss SEC reporting requirements as they pertain to the

annual reports of publicly-held companies. Discuss state licensure of Certified Public Accountants (CPAs). Discuss the implications of different state licensure requirements

for large corporations.



7

I. Audits help to certify that appropriate accounting principles and processes have been applied.

J. Calculations of payroll

functions are essential to all business operations.

K. Inventory costs are an

important component of overall business operating costs.

L. Forensic accounting is

investigative accounting and reporting.

Explain the purposes for audits. Discuss the significance of issuing an unqualified opinion. Explain the role of auditors in the public sector. Maintain payroll register. Maintain individual earnings record. Calculate gross and net earnings using various wage plans. Apply appropriate deductions. Calculate the cost of benefits. Calculate the total cost per hour for employees. Apply basic inventory management skills. Calculate inventory based on previous inventory, receipts, and

issues. Use various plans (Last In First Out, First In First Out, etc.) to

determine inventory valuation. Explain the purpose for forensic accounting. Discuss investigative skills necessary to uncover financial fraud.

AP Microeconomic Course of Study AP Microeconomics is a full school year course that focuses on how economic decisions are made by individuals, firms, and organizational structures. Supply‐and‐demand analysis is developed to demonstrate how market prices are determined, how those prices determine an economy’s allocation of goods and services, how factors of production are allocated in the production process, and how good and services are distributed throughout the economy. We evaluate the strengths and weaknesses of economic decision makers by using the concepts of efficiency and equity. We also analyze and evaluate the effects of government intervention. Emphasis is placed on reasoned logical arguments so that we can use economics as a method and model for decision making. Course Outline ECONOMICS AND ECONOMIC REASONING

Define Economics and identify its components o Scarcity, Microeconomics, Macroeconomics

Discuss various ways in which economists use economic reasoning. o Marginal Costs, Marginal Benefits, The Economic Decision Rule,

Economics and Passion, and Opportunity Cost Explain real‐world events in terms of economic forces, social forces, and

political forces. Explain how economic insights are developed and used.

o Invisible Hand Theorem, Economic Theory and Stories, Economic Institutions

Distinguish among positive economics, normative economics, and the art of economics

THE PRODUCTION POSSIBILITY MODEL, TRADE, AND GLOBALIZATION

Demonstrate trade‐offs with a production possibility curve. Relate the concepts of comparative advantage and efficiency to the production

possibility curve. Understand the benefits of trade and comparative advantage Explain how globalization is guided by the law of one price.

ECONOMIC INSTITUTIONS

Define market economy and compare and contrast socialism with capitalism. Describe the role of businesses and households in a market economy. List and discuss the various roles of government. Explain why global policy issues differ from national policy issues.

SUPPLY AND DEMAND

State the how of demand and distinguish shifts in demand from movements along a demand curve.

SC1—The course provides instruction in basic economic concepts and promotes understanding of economic decision‐making factors.

SC5—The course provides instruction in the nature and functions of product markets: Market Structures

State the law of supply and distinguish shifts in supply from movements along a supply curve.

Explain how the law of demand and the law of supply interact to bring about equilibrium.

Discuss the limitations of demand and supply analysis. USING SUPPLY AND DEMAND

Apply the supply and demand model to real‐world events. Demonstrate the effect of a price ceiling and a price floor on a market. Explain the effect of excise taxes and tariffs on a market. Explain the effect of quantity restrictions on a market. Explain the effect of a third‐party payer system on equilibrium price and

quantity. DESCRIBING SUPPLY AND DEMAND: ELASTICITIES

Use elasticity to describe the responsiveness of quantities to changes in price and distinguish five elasticity terms.

Explain the importance of substitution in determining elasticity of supply and demand.

Relate price elasticity of demand to total revenue. Define and calculate income elasticity and cross‐price elasticity of demand. Explain how the concept of elasticity makes supply and demand analysis more

useful.

TAXATION AND GOVERNMENT INTERVENTION Show how equilibrium maximizes producer and consumer surplus. Demonstrate the burden of taxation to consumers and producers. Explain how government intervention is a type of implicit taxation. Define rent seeking and show how it is related to elasticity.

MARKET FAILURE VERSUS GOVERNMENT FAILURE

Explain what an externality is and show how it affects the market outcome. Describe three methods of dealing with externalities. Define public good and explain the problem with determining the value of a

public good to society. Explain how informational and moral hazard problems can lead to market failure. Explain why market failure is not necessarily a reason for government

intervention. COMPARATIVE ADVANTAGE, EXCHANGE RATES, AND GLOBALIZATION

Explain the principle of comparative advantage. Explain why economists’ and laypeople’s view of trade differ. Summarize the sources of U.S. comparative advantage and discuss some

concerns about the future of the US economy.

SC2—The course provides instruction in the nature and functions of product markets: Supply and Demand Model

SC3—The course provides instruction in the nature and function of product markets: Consumer Choice.

SC7—The course provides instruction in market failure and the role of government in correcting market failure.

SC8—The course teaches student how to interpret and analyze graphs, charts, and data to describe economic concepts.

Discuss how exchange rates are determined and what their role is in equalizing trade flows.

INTERNATIONAL TRADE POLICY

Have an understanding of the nature and patterns of trade. Explain policies countries use to restrict trade. Summarize the reasons for trade restrictions and why economists generally

oppose trade restrictions. Explain how free trade associations both help and hinder international trade.

PRODUCTION AND COST ANALYSIS

Explain the role of the firm in economic analysis. Describe the production process in the short run. Calculate fixed costs, variable costs, marginal costs, total costs, average fixed

costs, average variable costs, and average total costs. Distinguish the various cost curves and describe the relationships among them. Distinguish technical efficiency from economic efficiency. Explain how economies and diseconomies of scale influence the shape of long‐

run cost curves. Explain the role of the entrepreneur in translating cost of production to supply. Discuss some of the problems of using cost analysis in the real world.

MONOPOLY AND MONOPOLISTIC COMPETITION

Summarize how and why the decisions facing a monopolist differ from the collective decisions of competing firms.

Determine a monopolist’s price, output, and profit graphically and numerically. Show graphically the welfare loss from monopoly. Explain why there would be no monopoly without barriers to entry. Explain how monopolistic competition differs from monopoly and perfect

competition. OLIGOPOLY AND ANTITRUST POLICY

Explain the distinguishing characteristics of oligopoly. Distinguish two models of oligopoly. Describe two empirical methods of measuring market structure. Explain what antitrust policy is and give a brief history of it.

WORK AND THE LABOR MARKET

Explain how the supply of labor is determined. Explain how the demand for labor is determined. Explain how wages are determined by both the supply and demand for labor in

combination with social forces. Contrast four types of discrimination that occur in labor markets. Summarize the evolving labor laws and the implications of the labor market

analysis for you.

SC4—The course provides instruction in the nature and function of product markets: Production and Costs

SC6—The course provides instruction in factor markets.

THE LOGIC OF INDIVIDUAL CHOICE: THE FOUNDATION OF SUPPLY AND DEMAND

Discuss the principle of diminishing marginal utility and the principle of rational choice.

Explain the relationship between marginal utility and price when a consumer is maximizing total utility.

Summarize how the principle of rational choice accounts for the laws of demand and supply.

Name three assumptions of the theory of choice and discuss why they may not reflect reality.

GAME THEORY, STRATEGIC DECISION MAKING, AND BEHAVIORAL ECONOMICS

Explain what game theory is and give an example of a game and a solution to a game.

Discuss how strategic reasoning and backward induction are used in solving games.

Distinguish informal game theory differs from formal game theory. Describe how the results of game theory experiments challenge some standard

economic assumptions. THINKING LIKE A MODERN ECONOMIST

Differentiate traditional economic building block from behavioral economic building blocks.

Explain what heuristic models are and how traditional and behavioral heuristic economic models differ.

Distinguish an empirical model from a formal model and list some formal models used by economists.

Discuss how modern economics and traditional economics differ in their policy prescriptions.

Twinsburg City Schools Broadcast Journalism Course of Study 2019

3

Course Name: Broadcast Journalism –Advanced Interactive Media Course Description: Interactive Media and Journalism are combined to form a course providing returning Interactive Media students a year packed with hands‐on experience in several areas of media creation and distribution. Whether you want to go into journalism (broadcast, online, or print), animation, marketing, advertising, public relations, business, photography, music, teaching or any number of other careers, being able to create and distribute media are vital skills. The hot term in the media is convergence. The rise of digital communication has blurred the lines between print and broadcast media, and the Internet has exponentially expanded media creation and distribution possibilities for everyone. This course is the convergence of our multimedia and journalism programs. Students will work as a team producing the THS New broadcast. They will further develop their broadcast journalism skills by producing multiple reporter packages, video contest entries, and a culminating long video piece. It will allow students to continue learning the Adobe Creative Cloud (Premiere CC, After Effects CC, Photoshop CC, Audition CC, and others). Adobe Creative Cloud is an integrated set of professional multimedia production software programs. Students will use computers, HD video cameras, DSLR still cameras to produce newscasts and projects. Units: THS News production (anchoring, videography, editing, reporting, graphics creation) Newswriting Interviewing Reporting Reviews Data collection techniques Media convergence and producing for multiple platforms News videography and visual techniques Natural sound and sound techniques Information graphics Copyright Ethics Media law Video contests Culminating projects Postsecondary training and career search Resume reels and multimedia portfolios


4

STRAND: Information and Communications Technology The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information. Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task. Analyze and evaluate the ease of use and effectiveness of available features of selected digital learning tools and resources.

Reporter packages Culminating projects

Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

Use advanced search and filtering techniques to locate needed information using digital learning tools and resources. Independently construct an evaluative process for information sources chosen for a learning task. Analyze the complexities and discrepancies found in digital information to make informed decisions. Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism when using the work of others as well as creating personal work.

Information research and asset acquisition for projects, THS News, and reporter packages. Copyright and plagiarism principles applied to course projects.

Topic 3: Use digital learning tools and resources to construct knowledge.

Synthesize textual, visual, and quantitative research and data (images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc.) from a variety of digital learning tools and resources. Create artifacts using digital learning tools and resources to demonstrate knowledge.

Reporter packages Culminating projects THS News

Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

Use digital learning tools and resources to identify communication needs considering goals, audience, content, access to tools or devices, timing of communication (time zones), etc. Integrate accessibility principles to effectively communicate to, and meet the needs of, multiple audiences. Use digital learning tools to represent and model complex systems of information to a target audience.

Reporter packages Culminating projects THS News


5

STRAND: Society and Technology The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology. Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally and ethically.

Interpret and practice ethical considerations and legal requirements involved in the creation, and use of digital technologies.

Media law and Ethics projects and discussion Reporter packages Culminating projects THS News

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

Demonstrate and advocate effective collaboration strategies and techniques using technology. Describe and demonstrate professionalism and civility in communications and collaborative environments.

THS News Culminating projects Reporter Packages Projects

STRAND: Design and Technology Addresses the nature of technology to develop and improve products and systems over time to meet human/societal needs and wants through design processes. Topic 1: Define and describe technology, including its core concepts of systems, resources, requirements, processes, controls, optimization and trade‐offs.

Discuss how the design process builds on the core concepts of technology, including the relationship between systems.

Choosing the appropriate tools, media, and software for various projects.

Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking.

Evaluate a technological problem that has benefited from a multidisciplinary approach. Analyze the interactions within systems and between systems. Apply systems thinking to solve a complex problem.

THS News Culminating projects Reporter Packages Projects

Topic 4: Evaluate designs using functional, aesthetic and creative elements.

Evaluate project/product solutions and communicate observations of the entire design process results. Critically evaluate a design solution at multiple points of the design process. Consider design requirements and adjust processes and outcomes as needed.

Reporter Packages Culminating Projects Projects

Business Communications

Twinsburg City Schools "Professional Association Content Standards for Business"

Business and Computer Technology Course of Study 2017 Course Name: Business Communications Course Description: Business Communications is designed to prepare high school students to achieve the highest level of professionalism when conducting business. With a clear communication model that helps students professionally analyze and react to any sort of business situation. This course stresses the importance of etiquette in successful entrepreneurial practices. The course relates business communication to modern technologies and social media outlets into the context of our digital world. With a focus on learning and exercising crucial skills such as writing, speaking, critical thinking, and collaborating with peers Business Communication prepares students for social and communicative challenges they will face as businesspeople. Ohio Benchmarks - Grades 9-12 Understanding the Foundations of Business Communication Developing Your Professional Presence

Why is it challenging to communicate well? What are the benefits of being a good

communicator? What characteristics will help you

communicate effectively?

Indicators

1. Communication is a complex process 2. Communication is affected by context 3. Communication is more than transmission of

messages 4. Effective business communicators have a

competitive edge in the job market 5. Communication skills will contribute to your

success 6. Being strategic 7. Being Professional 8. Being adaptable

Comments/Suggestions Writing Exercises Collaboration Exercises Speaking Exercises Social Media Exercises


Working with Others: Interpersonal, Intercultural, and Team Communication

What listening skills will help you communicate better with others?

Facial Expressions Are Not Universal How can you help others listen well when

you speak? How can you manage interpersonal conflict How can you improve your communication

with people from different cultures? How can you work effectively as part of a

team?

1. Hearing accurately 2. Comprehending and interpreting 3. Evaluating 4. Responding 5. Focus on your audience 6. Share the conversation 7. Use clear, concrete, unambiguous language 8. Support your message with good nonverbal

communication 9. Avoid language that triggers a negate

response 10. Frame negative comments positively 11. Identify the cause of the conflict 12. Select an appropriate management

technique 13. Understand how cultures differ 14. Develop strategies that help you

communicate with diverse groups 15. Assemble an effective team 16. Agree on team goals and standards 17. Pay attention to team development and

dynamics 18. Develop good leadership practices 19. Plan for effective meetings 20. Be a good team member

Technology: Using Social Media to Collaborate Working as a Cross Cultural Team ESPN Radio


Managing the Communication Process: Analyzing, Composing, Evaluating

What are the benefits of analyzing What is involved in composing How does evaluating improve your

communication?

1. Analyzing the purpose focuses the message 2. Analyzing the audience helps you meet their

needs 3. Analyzing the content ensures a complete

message 4. Analyzing the medium helps you choose the

best delivery 5. Deciding when and where to compose 6. Organizing the message 7. Drafting the content 8. Designing a professional format and delivery 9. Evaluating content helps you achieve your

purpose and outcome 10. Evaluating for clarity and conciseness

improves comprehension 11. Evaluating for style and tone helps you

project a professional image 12. Evaluating for correctness increases your

credibility 13. Reviewing feedback helps you become a

better communicator

Ethics: How to Handle information that conflicts with your position Culture: Composing for a Global Audience Technology: Coca Cola Company Using ACE to Improve Communication Results


Delivering Effective Messages: Communicating Routine Messages and Building Goodwill

How do you compose messages containing questions and requests?

How do you compose informational messages?

What kinds of messages build goodwill in business relationships?

Communicating Persuasive Messages

How can the ACE process help you persuade your audience?

What are the basic elements of persuasion?

What types of business messages typically require persuasion?

How can you use persuasion to improve teamwork and collaboration?

1. Decide between a direct or an indirect message

2. Provide reasons for the request 3. Adopt a “you” perspective and include

audience benefits. 4. Conclude with gratitude and a call for action 5. Reply to questions with a direct answer 6. Respond to customer requests and comments by creating goodwill. 7. Highlight key points in confirmation messages 9. Organize routine announcements so they

are easy to skim 10. Format instructions so readers can easily

follow the steps. 11. Keep text and IM messages short and

focused. 12. Thank you messages 13. Congratulatory Messages 14. Sympathy messages 15. “For-your-information” messages

1. Analyzing helps you plan your message 2. Composing implements the persuasive plan 3. Evaluating helps you review the draft for

effectiveness. 4. Building Credibility 5. Constructing a logical argument 6. Appealing to your audience’s emotions 7. Recommendations for action, Requests for

favors, and Persuasive customer claims. 8. Sales messages 9. Motivating others 10. Incorporate persuasion into the team

decision-making process.

Using Technology to Simplify Routine Communication: Scheduling a Meeting Is Blind Carbon Copy (bcc) Like Spying? Cultural: Differences in Saying Thank You A Day’s Work of Routine Messages Composing a Persuasive Recommendation with Presentation Software Avoiding Logical Fallacies Cultural: Adapting Persuasive Appeals Starting a New Business


Communicating Bad News

How should you analyze and plan a bad-news message?

What are effective strategies for composing bad-news messages

How should you evaluate bad-news messages?

What types of bad-news messages are common in business?

Using Social Media in Business

How can businesses plan, implements, and evaluate a social media strategy?

What are good practices for composing and publishing social media content?

How can businesses use social media to accomplish specific communication goals?

How can you, as an employee, use social media responsibly?

1. Ask questions that help you develop content 2. Select the best medium to achieve your goal 3. Decide where to state the bad news 4. Evaluate the message’s clarity, honesty, and

sense of goodwill 5. Evaluate the business result 6. Denying requests, customer claims, or

turning down invitations 7. Rejecting recommendations or proposals 8. Acknowledging mistakes or problems 9. Communicating performance problems 10. Communicating negative change

1. Analyze goals, audience, and social media

options to develop a social media strategy 2. Compose effective social media content for

each platform 3. Evaluate the success of your social media

efforts 4. Facebook, Twitter, Pinterest, Blogs 5. Use social media to build goodwill, persuade

and control the spread of bad news 6. Avoid damage to your company’s reputation

Technology: Can You Email, Text, or Tweet Bad News? Culture: Did You Hear the Bad News? Ethics: Apologizing for Mistakes Making the Best of Bad News Culture: The Effect of Culture on Social Media and E-Commerce Technology: Making Social Media More Efficient Ethics: Can You Trust Consumer Review in Social Media? Developing a Social Media Program


Researching, Proposing, Reporting, and Presenting Finding and Evaluating Business Information

How do you determine what information you need?

How do you conduct research in print and online sources?

How do you conduct primary research? How do you use social media in research? How can you effectively organize the

results of your research? Preparing Persuasive Business Proposals

How do you use ACE to prepare an

effective proposal? What types of business proposal should

you be prepared to write? How do you structure and format a formal

proposal?

1. Analyze the research question and topic 2. Identify audience concerns and needs 3. Establish the scope of the research 4. Define research activities 5. Develop a work plan 6. Gather relevant print and electronic files 7. Search the web strategically 8. Use and online index or database 9. Evaluate sources for credibility 10. Conduct survey research to gather

information that is easy to compare 11. Conduct interview research to gather in-

depth information 12. Conduct observational research to

understand how people act 13. Search for experts 14. Post questions to your network 15. Build your reference list as you research 16. Organize documents and notes on your

computer 17. Organize your findings

1. Analyze: Understand the purpose, context, and content

2. Compose: Develop persuasive content 3. Evaluate: assess the effectiveness of the

proposal 4. Proposals for change, solicited sales,

unsolicited sales, grants 5. Structure a formal proposal

Technology: Going Beneath the Surface of the Web Culture: Researching Countries and Cultures Online Ethics: How to Be an Ethical Researcher Researching to Answer Business Questions Ethics: Does Your Proposal Demonstrate Integrity? Technology: Submitting Online Proposals Culture: Writing Proposals for Different Cultures Proposing a Corporate Volunteer Program


Preparing Business Reports

How can ACE help you write a business report?

What types of short, routine reports are typical in a business?

How should you structure longer, formal reports for print and online distribution?

What guidelines should you follow for writing report decks?

How do you integrate tables and graphs into reports?

How should you document your research?

Preparing and Delivering Business Presentations

What do you analyze when planning a business presentation?

How do you compose the presentation?

How do you deliver and evaluate the presentation?

How do you handle questions and answers?

1. Analyze: Understand the purpose, context, and content

2. Compose: Develop persuasive content 3. Evaluate: assess the effectiveness of the

report 4. Progress reports, meeting minutes, trip

reports, and feasibility reports 5. Organize the report into useful sections 6. Design the report for your audience and

purpose 7. Choose the best form of display: table or

graph 8. Prepare the documentation

1. Analyze: Understand the purpose, context, content, and the audience

2. Analyze your message, your setting and medium options

3. Organize the content 4. Control your body 5. Use your voice effectively 6. Coordinate with your team 7. Plan for a question and answer session

Culture: Making Reports Reader-Friendly for International Audiences Technology: How to Use Software Features to Help Format Formal Reports Ethics: Representing Data Ethically Culture: Meeting Audience Expectations


Persuading an Employer to Hire You

Communicating Your Professional Brand: Social Media, Resumes, Cover Letters, and Interviews

How do you polish your professional presence for a job search

How do you compose an effective resume? How do you find job opportunities and

submit applications? How do you prepare for a job interview? How can you make a positive impression

during and after an interview?

1. Analyze your career goals, strengths, and

skills 2. Compose your brand message and strategic

social media content 3. Evaluate your virtual professional image 4. Analyze your options for organizing your

resume 5. Compose effective resume content 6. Analyze your options for finding job

opportunities 7. Compose persuasive cover letters 8. Select a medium for submission and follow

up as necessary 9. Analyze how to benefit from different types

of interviews 10. Compose good answers and good questions 11. Evaluate your professional appearance 12. Project a professional presence 13. Compose effective post-interview questions 14. Evaluate your performance

Ethics: Exaggerating Your Resume is Dangerous Culture: Selling Your Cross-Cultural Skills Technology: Preparing for Virtual Interviews Starting the Employment Search Mock Interviews – Academy Partners

Eye Contact Handshake Appearance

Appropriate Dress – Interview/Work place Manners and Etiquette – have an etiquette coach come in for a presentation

Business Luncheon/Dinner Golfing/Sporting Cell Phones Basic Manners

Twinsburg City Schools Professional Association Content Standards for Business Course of Study 2013

DESKTOP PUBLISHING MAP

Benchmarks

INTRODUCTION TO DESKTOP PUBLISHING AND ADOBE INDESIGN CS5

Qua

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INTRODUCTION TO THE CLASS – PRE-TEST SOCIAL MEDIA IN MARKETING – PROS/CONS SOCIAL MEDIA SAFETY GETTING TO KNOW INDESIGN Chapter 1

OBJECTIVES Students will have mastered the material in this project when they can:

Explore the InDesign Workspace View and Modify page elements Navigate Through a Document Work with Objects and Smart Guides

Qua

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WORKING WITH TEXT

CHAPTER 2


Format Text Format Paragraphs Create and Apply Styles Edit Text Create Bulleted and Numbered Lists

Benchmarks

SETTING UP A DOCUMENT USING ADOBE INDESIGN CS5

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CHAPTER 3


Create a New Document and Set Up a Master Page Create Text on Master Pages Apply Master Pages to Document Pages Modify Master Pages and Document Pages Place and Thread Text Create New Sections and Wrap Text

Benchmarks

WORKING WITH FRAMES

WORKING WITH COLORS

Qua

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CHAPTERS 4 & 5


Align and Distribute Objects on a Page Stack and Layer Objects Work with Graphics Frames Work with Text Frames


Work with Process Colors Apply Color Work with Spot Colors Work with Gradients

Benchmarks

WORKING WITH PLACED IMAGES

Qua

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CHAPTER 6


Place Multiple Graphics Use the Links Panel Explore Image Resolution Issues Place Vector Graphics Interface InDesign with Photoshop Use Libraries

Benchmarks

CREATING GRAPHICS

Qua

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CHAPTER 7


Use the Pen Tool Reshape Frames and Apply Stroke effects Work with Polygons and Compound Paths Work with Advanced Text Features

Benchmarks

EXPLORING EFFECTS AND ADVANCED TECHNIQUES

Qua

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CHAPTER 8


Use the Pathfinder Panel Create New Stroke Styles Incorporate Gridify Behavior Work with Multiple Page Sizes Work with Nested Styles Apply Live Corner Effects Work with Effects and Object Styles

Benchmarks

WORKING WITH TABS AND TABLES

MAKING BOOKS, TABLES OF CONTENTS, AND INDEXES

Qua

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CHAPTER 9

OBJECTIVES: Students will have mastered the material in this project when they can:

Work with Tabs Create and Format a Table Format Text in a Table Place Graphics in a Table

CHAPTER 10


Create a Book File Organize a Book File Create a Table of Contents Create an Index

Benchmarks

PREPARING, PACKAGING, AND EXPORTING DOCUMENTS FOR PRINT

CREATING AN INTERACTIVE DOCUMENT

Qua

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CHAPTER 11


Create Bleeds, Slugs, and Printer’s Marks Use the Ink Manger and Preview Color Separations Preflight and Package a Document Export a Document

CHAPTER 12 OBJECTIVES: Students will have mastered the material in this project when they can:

Explore Interactive Documents Set Up Interactive Documents Incorporate Hyperlinks and buttons Apply and view Page Transitions

End of the Year. Students will complete projects based on all of the material that they have mastered throughout the course. Projects will be given within each Chapter and additional projects throughout the course.

Twinsburg City Schools Interactive Media Course of Study 2019

3

Course Name: Interactive Media Course Description: Course Description: Interactive Media provides students a year packed with hands‐on experience in several areas of multimedia creation and distribution. Whether you want to go into journalism (broadcast, online, or print), animation, marketing, advertising, public relations, business, photography, music, teaching or any number of other careers, being able to create and distribute media vital skills. The hot term in the media is convergence. The rise of digital communication has blurred the lines between print and broadcast media, and the Internet has exponentially expanded media creation and distribution possibilities for everyone. The course teaches students to use the professional multimedia tools of the Adobe Creative Cloud (Premiere CC, After Effects CC, and Photoshop CC). Adobe Creative Cloud is an integrated set of professional multimedia production software programs. Students will use computers, HD video cameras, DSLR still cameras, and video editing software to produce THS News. Students are required to spend one hour per semester videotaping various extracurricular events. Students may also be invited to work on the video crews at Tiger Stadium, the THS Gym, and the THS Auditorium. Units: Introduction to Adobe Photoshop CC In ‐depth study and practice in Adobe Premiere CC Introduction to Adobe After Effects THS News production (anchoring, videography, editing, reporting, graphics creation) Newswriting Interviewing Reporting Data collection techniques Asset Collection and Management Media convergence and producing for multiple platforms News videography and visual techniques Natural sound and sound techniques Information graphics Video contests Resume reels and multimedia portfolios


4

STRAND: Information and Communications Technology The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information.

Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task. Based on project‐specific requirements, develop criteria to select digital learning tools and resources to support the concurrent management of multiple projects. Analyze and evaluate the ease of use and effectiveness of available features of selected digital learning tools and resources.

Graphics creation Intro and outro videos Selecting software for projects


Use advanced search and filtering techniques to locate needed information using digital learning tools and resources. Analyze the complexities and discrepancies found in digital information to make informed decisions.

Research for reporter package Asset acquisition for projects


Synthesize textual, visual, and quantitative research and data (images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc.) from a variety of digital learning tools and resources. Create artifacts using digital learning tools and resources to demonstrate knowledge.

Editing THS News Creating projects


Use digital learning tools and resources to identify communication needs considering goals, audience, content, access to tools or devices, timing of communication (time zones), etc. Integrate accessibility principles to effectively communicate to, and meet the needs of, multiple audiences.

THS News production


5

STRAND: Society and Technology The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology.


Demonstrate and advocate effective collaboration strategies and techniques using technology. Describe and demonstrate professionalism and civility in communications and collaborative environments.

THS News production and partner projects

STRAND: Design and Technology Addresses the nature of technology to develop and improve products and systems over time to meet human/societal needs and wants through design processes.

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Implement, document and present the design process as applied to a particular product, process or problem.

THS News Partner Projects Reporter Packages


Apply systems thinking to solve a complex problem.

THS News Partner Projects Reporter Packages Contest Videos


Evaluate project/product solutions and communicate observations of the entire design process results. Critically evaluate a design solution at multiple points of the design process. Consider design requirements and adjust processes and outcomes as needed.

Selecting software and assets Selecting information for reports THS News Partner Projects Reporter Packages Contest Videos


Introduction to Business

3

Course Name: Introduction to Business Course Description: This introductory course in business prepares students to deal with and become familiar with the free enterprise system. Exploratory units are presented in: The Contemporary Business World, Managing the Business and People in Organizations, Principles of Marketing: Building Relationships with Customers for Competitive Advantage, Managing Information for Better Business Decisions, and The Financial System and Issues in Financial Management. Students will be engaged in real-world simulations, teaching them analytical skills associated with authentic case studies, collaborating on group projects, and networking with guest speakers. Students will learn communication and critical thinking skills, along with decision-making techniques. In addition, social media etiquette and business ethics are examined. Introduction to Business Standards


A. Business Basics B. Economics and Banking

Grades 9-12 Indicators What is profit, and what is the difference between a good and a service? How do for-profit businesses and not-for-profit organization compare? What are the factors of production? How do competition the social environment, globalization, and

technological changes challenge and provide opportunities to business owners?

What are the four types of businesses? How do life skills translate to the business environment? What is Economics, and what are the different types of economic

systems? What are the principles of supply and demand and the factors that affect each principle? What are the various degrees of competition? How do economic indicators-particularly the gross domestic product (GDP), price indices, the unemployment rate, and productivity-reflect the health of an economy? What are the four stages of the business cycle? How does the government use both fiscal policy and monetary policy to control swings in the business cycle?




4

Benchmarks Grades 9-12 C. Ethics in Business D. Business in a Global

Economy

Grades 9- 12 Indicators What are ethics and different ethical systems? How does someone create a personal code of ethics? How might personal ethics play a role in the workplace? How can you evaluate a company’s ethical code using available

resources, such as a mission statement? How does a company’s policies and decisions affect its achievement of

corporate social responsibility? What challenges does a company face in balancing the demands of

social responsibility with successful business practices? What is legal compliance, and how does it affect ethical conduct? What strategies can a company use to recover from ethical lapses? How can companies apply ethical standards to create new business

opportunities? What approaches can a company use to develop and maintain an

ethical environment? What are the implications of the globalization of markets and the

globalization of production? Why has globalization accelerated so rapidly? What are the costs and benefits of international trade? What are the different types of trade barriers? What are the three basic strategies of international business? How can international firms successfully enter foreign markets? What are exchange rates, and how do they affect international

business? What economic factors and challenges play a role in conducting

business on a global scale? What are the sociocultural, political, legal, and ethical challenges to

conducting business in a global marketplace?

Mini Chapter: Business Law



5

Benchmarks Grades 9-12 E. Small Business and the

Entrepreneur F. Forms of Business

Ownership

Grades 9- 12 Indicators

What is the role and structure of the small business within the U.S. economy?

What are the traits of an effective entrepreneur, and what are the different types of entrepreneurs?

What are the advantages and disadvantages of franchising? Why is a business plan crucial to small business success, and what

factors lead to small business failure? What resources are available to provide assistance and guidance to

small business owners? What are the potential benefits and drawbacks of each major source of

small business financing?

What are the advantages and disadvantages of a sole proprietorship? What are the advantages and disadvantages of a partnership and a

partnership agreement? How is a corporation formed, and how does it compare with sole

proprietorships and partnerships? What are the major differences between a C corporation, an S

corporation, and a limited liability company? What are the characteristics of not-for-profit organizations and

cooperatives? What are the different types of mergers and acquisitions, and why do

they occur?

Mini Chapter: Constructing an Effective Business Plan



6

G. Business Management

and Organization H. Motivation, Leadership,

and Teamwork I. Human Resource

Management

What are the levels of management, and what skills do managers need to be successful?

How are the strategic plan, the corporate vision, and the mission statement defined for a business?

Why do managers need tactical plans, operational plans, and contingency plans?

What is the significance of organizing, and how are most companies organized?

How do managers ensure that the business is on track and moving forward?

How do motivation and the work environment encourage “flow”? What are the main theories of motivation, and how are they applied to

the workforce? How have motivational theories and industrial psychology changed the

work environment since the early twentieth century? What are the various identifiable leadership styles and traits, and how

do they affect business leadership? What are the best ways to create, manage, and participate in teams?

What processes are involved in human resource management (HRM)? How are employees trained and evaluated? How are employees compensated and scheduled? How does an employee’s status change as a result of promotions,

termination, and retirement? How does incorporating diversity affect the workforce? What are the objectives, structures, and future labor unions in the global

business environment?



7

J. Online Business and

Technology K. Production, Operations,

and Supply chain Management

L. Marketing and Consumer

Behavior

What does the online environment offer to help market a business? What types of business transactions are supported by online

commerce? What are the functions of a company’s chief information office (CIO) and

information technology (IT) department? How do businesses transform data into useful business intelligence? What security challenges arise with the increase of technology? How have new advances in social networking and mobile technologies

impacted business?

How is manufacturing and production important to the U.S. economy and to global economies?

What is production management, and what common production processes are used by businesses?

What is operations management, and what is important in determining a facility’s location and layout?

What types of technology are used in production facilities? How are operations controlled and quality standards achieved in a firm? What is supply chain management, and how does it help companies

created and deliver their goods and services more effectively?

How has marketing evolved over time? What are the benefits and criticisms of marketing? What are the elements of a marketing strategy and the components of

the marketing mix? How do firms implement a marketing strategy by applying the marketing

process? How does the marketing environment influence a firm’s ability to

manipulate its marketing mix? What is the marketing research process, and what are the elements of a

good marketing plan? How do the buying decisions and marketing processes in the business-

to-business market compare to those in the business-to-consumer market?

Mini Chapter: Business communications



8

M. Product Development,

Branding, and Pricing Strategies

N. Promotion and

Distribution

What steps take place during new product development, and what is the

product life cycle? How is a product distinguished from a total product offer? What is product differentiation, and what role does it play in product

development? What are the different classifications of consumer products and

business-to-business products? Why is branding beneficial to both buyers and sellers, and what are

some branding strategies? What are some pricing objectives, and how do they relate to the

marketing mix? What are the major approaches to pricing strategies?

What is a promotional mix, and what is its function in a promotional campaign?

What are the different categories of advertising, and what role do these categories play in business and society?

What are public relations, and how is it used in the promotional mix? What are the steps in the personal selling process? What are the two types of sales promotions, and what types of tools are

commonly used as incentives? Why are marketing intermediaries and distribution channels important

elements of marketing? What types of services do wholesalers, agents, and brokers provide? Why are retailing and physical distribution key aspects of distribution?

Mini Chapter: Finding a Job



9

O. Financing and

Accounting for Business Operations

P. Investment Opportunities

in the Securities Market

What is financial management, and how do financial managers fulfill their responsibilities?

How do companies finance their short-term business needs? What kinds of loans and grants are available to finance short-term

business needs? What is the purpose of each type of long-term financing? What are the pros and cons of debt and equity financing? What are the functions of the different types of accounting? How is double entry bookkeeping used to maintain the balance of the

fundamental account equation? What is the function of balance sheets, income statements, and

statement of cash flows?

How do risk-return relationships, risk tolerance, and asset allocation relate to the fundamentals of investments?

How do companies issue stocks? What are the different categories of stocks, and how are stocks traded? What is stock performance, and what are the factors that lead to

changes in the price of stock? How do companies issue bonds? What are the different types of bonds, and how is bond risk evaluated? What are the different types of mutual fund investments? What are other investment opportunities besides stocks, bonds, and

mutual funds?

Mini Chapter: Personal Finance


Introduction to Programming

53

Course Name: Introduction to Programming Course Description: Students will learn to write and debug programs using JAVA. Part of the process will include editing and debugging. At the college level, students going into the programming field will find it very useful to take programming while in high school. Ohio Technology Standard: Technology and Society Interaction Students recognize interactions among society, the environment and technology, and understand technology’s relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology.


A. Interpret and practice responsible citizenship relative to technology.

Grades 9-12 Indicators 1. Discuss and understand ethics involved in utilizing technology.

Strategies/Clarifications Require students and parents to sign a user agreement that clearly states the rules and consequences of proper use of the computer and especially the Internet.

B. Interpret and evaluate the influence of technology throughout history, and predict its impact on the future.

1. Describe how some technological development has been evolutionary, the result of a series of refinements to basic inventions or innovations over time.

2. Understand the basic elements of the evolution of technological tools and systems throughout history.

Have students create a History Timeline of the advances in computers over the decades. The students can create this in either Word or Publisher. Students will write a report on the major contributors in the history and development of computers. Students should be able to read and then apply Step-by-Step instructions to learn and reinforce material. Have students complete a career research activity where they are required to examine the future possibilities of employment, and also other career fields that relate to programming or use the skills of programming. Allow students to complete activities that specifically focus on debugging. Give them problems that have errors already in them and ask that they debug and fix the program.



54

Standard: Technology for Productivity Applications Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning and solve problems by investigating, troubleshooting and experimenting using technical resources.

Ohio Benchmarks Grades 9-12 A. Integrate conceptual

knowledge of technology systems in determining practical applications for learning and technical problem solving.

B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Grades 9-12 Indicators Chapter 1 Introduction to Computers, Programs, and Java To understand computer basics, programs, and operating systems To describe the relationship between Java and the World Wide Web To understand the meaning of JAVA language specification, API, JDK, JRE, and IDE To write a simple JAVA program To display output on the console To explain the basic syntax of a JAVA program To create, compile, and run JAVA programs To use sound JAVA programming style and document programs properly To explain the differences between syntax errors, runtime errors, and logic errors To develop JAVA Programs Using Eclicpe To develop JAVA Programs Using NetBeans To develop JAVA Programs Using BlueJ To develop AVA Programs Using GreenFoot


Require the students to work in pairs or groups to learn to help either other debug programs. Team-pairing. Use Eclipse, NetBeans, BlueJ, or Greenfoot for JAVA to program Display Three Messages, Display a Pattern, Print a Table, Compute Expressions, Summation of a Series, Area of a Perimeter of a Circle, Area of a Perimeter of a Rectangle, Average Speed in Miles, Population Projection, Average Speed in Kilometers, Solve 2 x 2 Linear Equations.



55


Grades 9-12 Indicators Chapter 2 Elementary Programming To write JAVA programs that perform simple computations. To obtain input from the console using the Scanner class To use identifiers to name variables, constants, methods, and classes To use variables to store data To program with assignment statements and assignments expressions To name classes, methods, variables, and constants by following their naming conventions To explore Java Numeric primitive data types: byte, short, int, long, float, and double To read a : byte, short, int, long, float, or double value from the keyboard To perform operations using operators +, -, *. /, and %. To perform exponent operations using Math.pow(a, b) To write integer literals, floating-point literals, and literal in scientific notation To write and evaluate numeric expressions To obtain the current system time using System.currentTimeMillis() To use augmented assignment operators To distinguish between postincrement and preincrement and between postdecrement and predecrement. To cast the value of one type to another To describe the software development process and apply it to develop the loan payment program To write a program converts a large amount of money into smaller units To avoid common errors and pitfalls in elementary programming

Strategies/Clarifications Use Eclipse, NetBeans or Greenfoot for JAVA Compute Loan, Convert Celsius to Fahrenheit, Compute Volume of a Cylinder, Convert Feet to Meters. Financial Applications, Current Time, Calculating Energy, Population Projection, Finding Runway Length, etc…



56


Chapter 3 Selections To declare bool variables and write Boolean expressions using relational operators. To implement selection control using one-way if statements. To implement selection control using two-way if statements. To implement selection control using nested if and multi-way if-else statements. To avoid common errors and pitfalls in if statements. To program using selection statements for a variety of examples. To generate random numbers using the Math.random() method To combine conditions using logical operators (!, &&. ||, and ^) To program using selection statements with combined conditions. To implement selection control using switch statements. To write expressions using the conditional expressions. To examine the rules governing operator precedence and operator associativity. To apply common techniques to debug errors. Grades 9-12 Indicators

Chapter 4 Mathematical Functions, Characters, and Strings To solve mathematics problems by using the in the Math class To represent characters using the char type To encode characters using ASCII code and Unicode To represent special characters using the escape sequences To cast a numeric value to a character and cast a character to an integer To compare and test characters using static methods in the Character class To introduce objects and instance methods To represent strings using the String object To return the string length using the length() method To return a character in the string using the charAt(i) method To use the +operator to concatenate strings To return an uppercase string or a lowercase string and to trim a string To read strings from the console To compare strings using the equals and the compareTo methods To obtain substrings To find a character or a substring in a string using the indexOf method To program using characters and strings (GuessBirthday) To convert a hexadecimal character to a decimal value To represent strings using the string type and introduce objects and instance functions To revise the Lottery Program using strings To format output using System.out.printf To read/write data from/to a file

Strategies/Clarifications Use Eclipse, NetBeans or Greenfoot for JAVA Subtraction Quiz, BMI, Compute Tax, LeapYear, and Lottery Programs, Quadratic Equations, 2 x 2 Linear Equations, Addition Quiz, Addition Quiz, Palindrome Numbers, Compute Taxes, Game: Scissor, Rock, Paper, Cost of Shipping, Perimeter of a Triangle, Wind Chill Factor, Point in a Circle? Point in a Rectangle, etc… Use Eclipse, NetBeans or Greenfoot for JAVA Area of a Pentagon, Circle Distance, Estimating Areas, Points on a Circle, Decimal to Hex, Hex to Binary, Vowel or Consonant?, Convert Letter Grade to Number, Phone Key Pad, Random Character, Days of a Month, Process a String, Check Substring, Order Three Cities,



57


Chapter 5 Loops To write programs that execute statements repeatedly using a while loop To follow the loop design strategy to develop loops To control a loop with the user confirmation To control a loop with a sentinel value To obtain input from a file using input redirection rather than typing from the keyboard To read all data from a file To write loops using do-while statements To write loops using for statements To discover the similarities and differences of three types of loop statements. To write nested loops To learn the techniques for minimizing numerical errors To learn loops from a variety of examples (GCD, FutureTuition, MonteCarloSimulation, Dec2Hex) To implement program control with break and continue To process characters in a string using loop in a case study to write a program that tests palindromes To write a program that displays prime numbers

Chapter 6 Methods To define methods with formal parameters To define/invoke methods with actual parameters To define methods without a return value To pass arguments by value To develop reusable code that is modular, easy to read, easy to debug, and easy to maintain. To write a method that converts hexadecimals to decimals To write a method that converts a hexadecimal number to a decimal number. To use method overloading and understand ambiguous overloading To determine the scope of variables To apply the concept of method abstraction in software development To design and implement functions using stepwise refinement.

Strategies/Clarifications Use Eclipse, NetBeans or Greenfoot for JAVA Count Positive and Negative Numbers, Conversion from Kilograms to Pounds, Find the Two Highest Scores, Find Numbers Divisible by 5 or 6, Find the Largest, Display Pyramid, Demonstrate Cancellation Errors, Compute Compound Values, Combinations, Reverse a String, Process a String, Count Vowels and Consonants, Count Uppercase Letters, Longest Common Prefix. Use Eclipse, NetBeans or Greenfoot for JAVA Pentagonal Numbers, Sum the Digits in an Integer, Display an Integer Reversed, Sort Three Numbers, Display Patterns, Compute the Future Investment Value, Conversions Between Celsius and Fahrenheit, Conversions Between Feet and Meters, Use the isPrime Method, Compute Commissions, Display Characters, Sum Series, Print a Tax Table, Count the Letters in a String, Occurrences of a Specified Character, Area of a Regular Polygon, Format an Integer, Generate Random Characters,



58

Standard: Business Communication Communication encourages mastery of the oral and written skills essential for interacting effectively with people in the workplace and in society. Of equal importance is developing the technology and processing skills that are critical for acquiring, interpreting, evaluating and managing information.

Ohio Benchmarks Grades 9-12 A. Demonstrate effective

oral and written communication techniques on personal and professional levels.

Grades 9-12 Indicators Chapter 7 Single-Dimensional Arrays To describe why arrays are necessary in programming To declare array reference variable and create arrays To obtain array size using arrayRefVar.length and know default values in an array To access array elements using indexes To declare, create, and initialize an array using an array initializer To program common array operations (displaying arrays, summing all elements, finding the minimum and maximum elements, random shuffling, and shifting elements) To simplify programming using the foreach loops To apply arrays in application development (AnalyzeNumbers, DeckOfCards) To copy contents from one array to another To develop and invoke methods with array arguments and return values To define a method with a variable-length argument list To search elements using the linear or binary search algorithm. To sort an array using the selection sort approach To sort an array using the insertion sort approach To use methods in the java.util.Arrays class To pass arguments to the main method from the command line

Strategies/Clarifications Use Eclipse, NetBeans or Greenfoot for JAVA to Assign Grades, Reverse the Numbers Entered, Analyze Scores, Count Single Digits Average an Array, Find the Smallest Element, Find the Index of the Smallest Element, Compute Deviation, Reverse an Array, Random Number Chooser, Computing GCD, Eliminate Duplicates, Sort Students, Bubble Sort, Selection Sort, Solve Quadratic Equations, Identical Arrays, Chinese Zodiac.



59

Standard: Business Computations Content Standard Computation skills are mathematical skills used to solve business- and consumer-related problems. As future workers, small business owners, entrepreneurs, citizens, parents and investors, students will make quantitative and precise calculations, solve mathematical problems, analyze and interpret data, and apply sound decision-making skills to better their own economic futures or those of their employers.

Ohio Benchmarks Grades 9-12 A. Estimate and convert

common international standards of measurement when solving problems.

Grades 9-12 Indicators Chapter 8 Multidimensional Arrays To give examples of representing data using two-dimensional arrays. To declare variable for two-dimensional arrays, create arrays, and access array elements in a two-dimensional array using row and column indexes. To program common operations for two-dimensional arrays (displaying arrays, summing all elements, finding the minimum and maximum elements, and random shuffling To pass two-dimensional arrays to methods. To write a program for grading multiple-choice questions using two-dimensional arrays To solve the closest pair problems using two-dimensional arrays. To use multidimensional arrays.

Chapter 9 Objects and Classes To describe objects and class, and use classes to model objects. To use UML graphical notation to describe classes and objects. To demonstrate how to define classes and create objects To create objects using constructors. To access objects via object reference variables. To define a reference variable using a reference type. To access an object’s data and methods using the object member access operator. (.) To define data fields of reference types and assign default values for an object’s data fields. To distinguish between object reference variables and primitive data type variables. To use the JAVA library classes Date, Random, and Point2D. To distinguish between instance and static variables and methods. To define private data fields with appropriate getter and setter methods. To encapsulate data fields to make classes easy to maintain.

Strategies/Clarifications Use Eclipse, NetBeans or Greenfoot for JAVA Sum Elements by Column, Sum the Major Diagonal in a Matrix, Sort Students on Grades, Algebra: Add Two Matrices, Points Nearest to Each Other, Largest Row and Column, Locate the Largest Element, Sort Two-Dimensional Arrays, Shuffle Rows, Even Number of 1’s, Row Sorting, Column Sorting, Identical Arrays, Area of a Triangle, Use Eclipse, NetBeans or Greenfoot for JAVA to program The Rectangle Class, Use the Date Class, Stopwatch, The Account Class, The Fan Class, Quadratic Equations, Linear Equations.



60

To develop methods with object arguments and differentiate between primitive-type arguments and object-type arguments. To store and process objects in arrays. To create immutable objects from immutable classes to protect the contents of objects. To determine the scope of variables in the context of a class. To use the keyword this to refer the calling object itself.

B. Analyze and interpret data using common statistical procedures.

C. Apply mathematical procedures to analyze and solve business problems.

D. Use algebraic operations

to solve problems.

Twinsburg City Schools Standards-Based Business: Marketing Course of Study 2019

Marketing

3

Course Name: Marketing Course Description: Marketing is a study of the retailers’ and consumers’ roles in the economy. This course outlines the essential concepts, principles and terminology required to understand basic marketing. Material will deal with the areas of promotion, distribution, product development, the general marketing environment and information sources for marketing decisions. Marketing Standards Benchmarks Grades 11-12

A. Marketing: Creating Customer Value & Engagement

B. Company & Marketing

Strategy: Partnering to Build Customer Engagement, Value, and Relationships


Define marketing and outline the steps in the marketing process Explain the importance of understanding the marketplace and

customers and identify the five core marketplace concepts Identify the key elements of a customer-value driven marketing

strategy and discuss the marketing management orientations that guide marketing strategy

Discuss customer relationship management and identify strategies for creating value for customers and capturing value from customers in return

Describe the major trends and forces that are changing the marketing landscape in this age of relationships

Explain company-wide strategic planning and its four steps. Discuss how to design business portfolios and develop growth

strategies. Explain marketing’s role in strategic planning and how marketing

works with its partners to create and deliver customer value. Describe the elements of a customer value-driven marketing

strategy and mix and the forces that influence it. List the marketing management functions, including the elements

of a marketing plan, and discuss the importance of measuring and managing marketing return on investment.

Strategies/Clarifications Creating and Capturing Customer Value Project Business Portfolios


Marketing

4

C. Analyzing the Marketing Environment

D. Managing Marketing

Information: To Gain Customer Insights

E. Understanding Consumer

and Business Buyer Behavior

F. Customer Value-Driven

Marketing Strategy: Creating Value for Target Customers

Describe the environmental forces that affect the company’s ability to serve its customers.

Explain how changes in the demographic and economic environments affect marketing decisions.

Identify the major trends in the firm’s natural and technological environments.

Explain the key changes in the political and cultural environments.

Discuss how companies can react to the marketing environment.

Explain the importance of information in gaining insights about the marketplace and customers.

Define the marketing information system and discuss its parts. Outline the steps in the marketing research process. Explain how companies analyze and use marketing information. Discuss the special issues some marketing researchers face,

including public policy and ethics issues.

Understand the consumer market and the major factors that influence consumer buyer behavior.

Identify and discuss the stages in the buyer decision process. Describe the adoption and diffusion process for new products. Define the business market and identify the major factors that

influence business buyer behavior. List and define the steps in the business buying decision process.

Define the major steps in designing a customer-driven marketing strategy: market segmentation, market targeting, differentiation, and positioning.

List and discuss the major bases for segmenting consumer and business markets.

Explain how companies identify attractive market segments and choose a market-targeting strategy.

Discuss how companies differentiate and position their products for maximum competitive advantage.

Research & Development: Case Study - Target: Where Store Brands Offer More Than Low Prices. Case Study - Dunkin’ Donuts: Targeting the Average Joe Online, Mobile, and Social Media Marketing: Keeping Tabs on Fido’s Health Project


Marketing

5

G. Products, Services, and

Brands: Building Customer Value

H. Developing New

Products: Managing the Product Life Cycle

I. Pricing: Understanding

and Capturing Customer Value

Define product and describe the major classifications of products and services.

Describe the decisions companies make regarding their individual products and services, product lines, and product mixes.

Identify the four characteristics that affect the marketing of services and the additional marketing considerations that services require.

Discuss branding strategy—the decisions companies make in building and managing their brands.

Explain how companies find and develop new product ideas. List and define the steps in the new product development

process and the major considerations in managing this process. Describe the stages of the product life cycle and how marketing

strategies change during a product’s life cycle. Discuss two additional product issues: socially responsible

product decisions and international product and services marketing.

Identify the three major pricing strategies and discuss the importance of understanding customer-value perceptions, company costs, and competitor strategies when setting prices.

Identify and define the other important internal and external factors affecting a firm’s pricing decisions.

Describe the major strategies for pricing new products. Explain how companies find a set of prices that maximizes the

profits from the total product mix. Discuss how companies adjust their prices to take into account

different types of customers and situations. Discuss the key issues related to initiating and responding to

price changes.

Case Study - Apple Pay: Taking Mobile Payments Mainstream. Amazon v. Walmart Analysis: Builds over the course of chapters 8-11


Marketing

6

J. Marketing Channels:

Delivering Customer Value

K. Retailing and

Wholesaling L. Engaging Consumers

and Communicating Customer Value: Advertising and Public Relations

M. Personal Selling and

Sales Promotion

Explain why companies use marketing channels and discuss the functions these channels perform.

Discuss how channel members interact and how they organize to perform the work of the channel.

Identify the major channel alternatives open to a company. Explain how companies select, motivate, and evaluate channel

members. Discuss the nature and importance of marketing logistics and

integrated supply chain management.

Explain the role of retailers in the distribution channel and describe the major types of retailers.

Describe the major retailer marketing decisions. Discuss the major trends and developments in retailing. Explain the major types of wholesalers and their marketing

decisions.

Define the five major promotion mix tools for communicating customer value.

Discuss the changing communications landscape and the need for integrated marketing communications.

Describe and discuss the major decisions involved in developing an advertising program.

Explain how companies use public relations to communicate with their publics.

Discuss the role of a company’s salespeople in creating value for customers and building customer relationships.

Identify and explain the six major sales force management steps. Discuss the personal selling process, distinguishing between

transaction-oriented marketing and relationship marketing. Explain how sales promotion campaigns are developed and

implemented.

Geico Advertising Project Personal Selling: Student Activity


Marketing

7

N. Direct, Online, Social

Media, and Mobile Marketing

O. The Global Marketplace P. Sustainable Marketing:

Social Responsibility and Ethics

Define direct and digital marketing and discuss their rapid growth and benefits to customers and companies.

Identify and discuss the major forms of direct and digital marketing.

Explain how companies have responded to the Internet and the digital age with various online marketing strategies.

Discuss how companies use social media and mobile marketing to engage consumers and create brand community.

Identify and discuss the traditional direct marketing forms and overview public policy and ethical issues presented by direct marketing.

Discuss how the international trade system and the economic, political-legal, and cultural environments affect a company’s international marketing decisions.

Describe three key approaches to entering international markets. Explain how companies adapt their marketing strategies and

mixes for international markets. Identify the three major forms of international marketing

organization.

Define sustainable marketing and discuss its importance. Identify the major social criticisms of marketing. Define consumerism and environmentalism and explain how they

affect marketing strategies. Describe the principles of sustainable marketing. Explain the role of ethics in marketing.

Global Brands: Disneyland Case Study Marketing by the Numbers: The Cost of Sustainability

Twinsburg City Schools Motion Graphics Course of Study 2019

3

Course Name: Motion Graphics ‐‐ After Effects Course Description: Adobe After Effects as part of the Adobe Creative Cloud is the professional standard for motion graphics. After Effects is widely used by motion‐graphics professionals, video producers, website designers, and visual effect artists. It allows users to create videos containing animation and special effects for graphics and video related media. Students will work hands‐on daily with this professional software producing high quality motion graphics. Topics covered will include the basics of creating projects including compositions and layers; working with “assets” including video, audio, and still images; creating special effects; key frame animation for shapes, objects, and text; drawing and working in 3D. Students will produce motion graphics for THS News as well as the video scoreboards at Tiger Stadium and the THS Gym. They may also be invited to work on the video crews at Tiger Stadium, the THS Gym, and THS Auditorium. Units: 1. Text and layers in Adobe Photoshop CC 2. Creating motion graphics by combining Adobe Photoshop CC and key frames in Adobe Premiere CC 3. Project settings and basic projects for THS News, Tiger Stadium, the THS Gym, and the THS Auditorium. 3. Getting started in Adobe After Effects CC 4. Getting to know the Adobe After Effects CC workflow 5. Creating a basic animation using effects and presets in Adobe After Effects CC 6. Animating text in Adobe After Effects CC 7. Animating a multimedia presentation in Adobe After Effects CC 8. Animating layers in Adobe After Effects CC 9. Working with masks in Adobe After Effects CC 10. Distorting objects with puppet tools in Adobe After Effects CC 11. Using the roto brush tool in Adobe After Effects CC 12. Using 3d features in Adobe After Effects CC 13. Working with the 3d camera tracker in Adobe After Effects CC 14. Advanced editing techniques Adobe After Effects CC 15. Rendering and outputting in Adobe After Effects CC 16. Introduction to Adobe Animate CC 17. Introduction to Adobe Character Animator CC


4

STRAND: Information and Communications Technology The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information.

Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task. Based on project‐specific requirements, develop criteria to select digital learning tools and resources to support the concurrent management of multiple projects. Analyze and evaluate the ease of use and effectiveness of available features of selected digital learning tools and resources.

Software choices and settings will be adjusted for varying audiences and output systems for THS News, Tiger Stadium, the THS Gym, the Internet, and THS Auditorium.


Use advanced search and filtering techniques to locate needed information using digital learning tools and resources. Independently construct an evaluative process for information sources chosen for a learning task. Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism when using the work of others as well as creating personal work.

Find and use applicable tutorial sources and find high quality assets based on concepts like resolution, contrast, etc. while avoiding plagiarism and copyright violations.


Synthesize textual, visual, and quantitative research and data (images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc.) from a variety of digital learning tools and resources. Analyze relationships and forecast outcomes using data collected by students or retrieved from a variety of digital learning tools and resources. Create artifacts using digital learning tools and resources to demonstrate knowledge.

Select and utilize appropriate visual and auditory assets related to the task. Predict, evaluate, and reflect on graphics effectiveness.


Use digital learning tools and resources to identify communication needs considering goals, audience,

Software choices and settings will be adjusted for varying audiences and output systems for THS News, Tiger Stadium, the THS Gym, the Internet, and THS Auditorium.


5

content, access to tools or devices, timing of communication (time zones), etc. Based on communication needs, develop, implement and evaluate a communication plan to disseminate information to multiple audiences. Integrate accessibility principles to effectively communicate to, and meet the needs of, multiple audiences. Use digital learning tools to represent and model complex systems of information to a target audience.

STRAND: Society and Technology The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology.


Demonstrate and advocate effective collaboration strategies and techniques using technology. Describe and demonstrate professionalism and civility in communications and collaborative environments. Manage and adjust appropriate interactions and digital etiquette in varying contexts, in digital, physical and cultural environments.

Group/partner projects

STRAND: Design and Technology Addresses the nature of technology to develop and improve products and systems over time to meet human/societal needs and wants through design processes. Topic 2: Identify a problem and use an engineering design process to solve the problem.

Evaluate a design solution using conceptual, physical, digital and mathematical models at various intervals of the design process in order to check for proper design and note areas where improvements are needed (e.g., check the design solutions against criteria and constraints). Implement, document and present the design process as applied to a particular product, process or problem.

Reflective tutorials


6


Evaluate a technological problem that has benefited from a multidisciplinary approach. Locate and evaluate past predictions about the development of technology. Describe techniques for making decisions about the future development of technology. Analyze the interactions within systems and between systems. Apply systems thinking to solve a complex problem.

Group project reflections


Evaluate project/product solutions and communicate observations of the entire design process results. Interpret data/information related to product testing to determine revisions and modifications to a design’s function and aesthetics. Critically evaluate a design solution at multiple points of the design process. Consider design requirements and adjust processes and outcomes as needed. Explain the interrelationship between technology, creativity and innovation.

Project discussions with peers, partners, and teacher.

Twinsburg City Schools Standards-Based Business Course of Study 2019 Success

Course Description: EXPLORE! Plan your future today! This course will provide students the opportunity to explore career interests in an interactive environment. The course will emphasize the need for personal growth and career preparation along with building then necessary social, emotional, and employ-ability skills required for academic and professional success. Students will develop skills in self-understanding, human relations, and collaboration strategies. Projects and problem solving will center on the world of work, future career opportunities academic planning, job career exploration, professional requirements and other related activities. Post-secondary options (enroll, employ, enlist) will be explored.


o Envisioning Your Future o Your Personal Profile o Lifestyles of the Satisfied and Happy o What Cost This Lifestyle? o Your Ideal Career o Career Research o Decision Making o Setting Goals and Solving Problems o Avoiding Detours and Roadblocks o Attitude is Everything o Getting experience o Where Do You Go from Here?


Envision a future they would find to be satisfying by conducting a pre-assessment survey.

Illustrate that work is an important part to most people’s identity.

See that individuals have personal definitions of success and that the only one they need to meet is their own.

Identify their own decision-making patterns and evaluate their effectiveness.

Discover the many layers of qualities and characteristics that make up their unique identity.

Clarify which work values are most meaningful in their own lives.

Mapping Week 1: Success Type of Learner Study Skills Cornell Note Taking Concentration Test Taking Tips Identifying Your Passions Week 2: Strengths and Personality How personality impacts career choices; Your Strengths; Developing your strengths Skills and Aptitudes What is Your Foundation Road Map Career vs Job 21st Century Employee Week 3: Educational Options Goal Setting College Myths – Majors Education for a Lifetime College Admissions


Objectives Strategies/Resources/Mapping Understand their work behavioral style when evaluating

their interests and career options. Develop a skills inventory list and identify and understand

standard skills categories. Identify and evaluate their roles, occupations, and

vocations. Differentiate between individuals based upon traits and

motivations. Identify an overall goal or mission for their lives. Realize diverse lifestyle options open to them. Identify the components of a balance lifestyle. Understand the cost of living and be able to create a

realistic budget and set financial priorities. Select careers that closely match their personal lifestyle

budget. Recognize the causes of poverty. Explore the myth that money can make you happy. Appreciate that there are sacrifices and rewards with

every job and lifestyle and recognize them as they relate to specific careers.

Demonstrate the financial payoff of an investment in education.

Narrow their career choices by considering the characteristics that are most important to them.

Explore employment options available in the changing workplace.

Understand the 12 career interest areas and types of jobs in each area, and make some tentative career choices.

Locate, analyze, and apply career information using print/online resources.

Write business letters and conduct interviews for experience.

Discern difference between long-term and short-term goals.

Identify and apply problem-solving techniques.

Week 4: Why Am I Taking these Courses? High School Graduation Requirements / Honors Diplomas Calculating GPA’s High School Transcripts Tools for Problem Solving Using the Internet Wisely Week 5: Your Ideal Career Consider Your Options Employee or Employer? What about Status? Bring in Your Identity Career Research Career Cluster Week 6: The Shadow Program Identifying Choices Gathering Information Evaluating Choices Make a Decision Career Alternatives High School Plan College Search Week 7: What’s Your Excuse? Taking Responsibility and scoring Startling Statement Quiz Economics of Bad Habits Before You Give Up Your Dream One Step at a Time How Do You Want to be Remembered?


Objectives Strategies/Resources/Mapping Personalize the effect dropping out of school will have on

their eventual job satisfaction. Comprehend the financial costs of bad habits. Evaluate criteria to be utilized before abandoning a

dream/plan. Apply techniques for overcoming anxiety. Identify individuals in their lives who can provide support

during the change process. Understand how to find education and training

alternatives to their career path. Understand the power of affirmations in changing their

self-image attitudes. Understand the importance of a positive work ethic,

productive work habits, and positive attitude. Discuss and analyze the workplace attitudes most in

demand. Learn to recognize and manage changes in the

workplace as they occur. Write a professional resume, complete a job application,

and learn how to accept a job and deal with rejection. Write Thank You Notes – Address Envelopes Interviewing Skills Presentation Skills Select High School and Post-High School courses that

relate to their specific career choice. Prepare an education and career plan for an occupation

within their interest area, starting with where they currently are in school and covering the next 4 years.

Students will attend Career Fairs Students will go on Field Trips to Job Sites Students will go on College Visits Students will explore Academy Pathways

Week 8: Create a "composite family" budget Housing Budget; Mortgage interest rates; Calculating your monthly mortgage payment Property Taxes, Estimate the cost of Homeowners Insurance; Homeowner's Association Fees, Utilities, Telephone Transportation - Buying a Car, Finding the value of a car, interest rates and calculating monthly payments, Pros and cons of purchasing a new versus used car Yearly Clothing Budget Find Your Weekly Grocery Costs, Sundries Monthly Entertainment Budget; Saving and Planning for a Vacation Child Care Budget Health Care Budget, Furnishing Expenses, saving for the Long Term, Saving for Retirement, Miscellaneous Expenses Week 9: Social Media – Good, Bad, Ugly Your Resume – Resume Building Finding a Job…. Job Applications The Job Interview Thank you Letters, RSVP’s, Addressing Envelopes Strategies/Methods Employed:

Teacher Instruction Class Discussion / Debate Case Studies Group Activities / Role Playing Guest Speakers Related Movies/Videos Chapter Assessments Individual and Group Projects Business Simulations Field Trips – College Visits – Career Fairs Academy Pathways - Opportunities Naviance


Objectives Strategies/Resources/Mapping Supplemental Topics to be added throughout course:

Study Skills Teen Suicide Bullying Texting Body Image/Self Respect Pressure/Stress Behavior Social Networking Safety / Responsibilities / Digital Footprint Addictions

Twinsburg City Schools Standards-Based Course of Study 2015 Senior Seminar Class

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Course Name: Senior Seminar Course Description: Academic and real world work force experienced based course that will provide students the opportunity to explore college and career possibilities based on life, college, and career skills and goals. Through class work and real work force experience students will develop the ability to compete academically, socially, and occupationally in the 21st Century.


o General Guidelines o Expectations of the Course o Envisioning Your Future o Your Ideal College/Career – Placement

Opportunities o College/Career Research o College/Career Decision Making o College Admission Tests o Test Taking Strategies o College/Career Timelines o Application and Interviewing Process o Paying for College o Setting Goals and Solving Problems o Getting experience o Where Do You Go from Here?


Identify their individual Interests Express how their Interests relate directly to college and

career planning. Identify their own Foundation Express how their Foundation relates to college planning Understand that their Interests and Foundation may change;

and they can create a new Road map at any time Develop wisdom from a Leader’s interview that they can

apply to their own lives Understand the concept of “the right fit” Assess what college/career characteristics are important to

Mapping Week 1 and 2: General Guidelines Expectations Exploring possible college/career opportunities Develop a college and career portfolio Week 3: Defining Your Own Road in Life Do What You Love Exploring Your Foundation Begin to Develop Your Roadmap Week 4 and 5,: Deciding What is Right for You Exploring Academic Needs and Wants Exploring Who is Involved in the Decision Making? Exploring the Different Types of Colleges Exploring the Range of College Offerings Exploring Key College Factors…Size, Location, Proximity to Home Exploring College Majors and Careers Exploring College Websites Formulating the Right Questions to Ask College Students and Staff and also Friends and family Evaluating Gathered Information Discussing College Fairs and Campus Visits Week 6: Time to Make Choices Preparing to Make Decisions


123

Objectives Strategies/Resources/Mapping them.

Explore the different types of colleges/careers and their offerings.

Learn how choice of major influences college/careers selection

Compare objective and subjective sources of college/career information.

Learn how to use Web-based college/career search resources.

Create a list of people to interview and question to ask about college/career.

Know how to get the most out of a college/career fair. Know what to look for and what to ask during a campus visit Create a manageable list of colleges/careers they will most

likely apply to Understand the importance of accreditation Know what colleges/careers look for, and how to assess

their chances of admission. Match their personal and academic profile to the

colleges/careers on their list. Understand the value of internships, volunteering, and

employment. Create an academic plan for their senior year Evaluate their academic progress to date. Understand the importance of senior year. Understand the role of college admission tests. Learn how to prepare for admission tests Know when to take admission tests. Know basic test-taking strategies for different question

types. Know the key milestones and deadlines of the application

timeline. Learn the typical application calendars and early options. Create a college/career selection and application schedule

and tracking scheme.

Creating a Short List of Colleges/Careers Exploring Your Chances of Admission into desired schools College and Career Expectations College and Career Options Developing Personal Expectations Learning Beyond the Classroom Explore the Different Types of Internships The Value of Volunteer Work Week 7: Goal Setting Looking at Current Classes – Do They Fit Your College/Career Goals? Looking at What You Need to Know about College Admission Tests -ACT and SAT Preparing for the ACT and SAT – Where to get help and how to prepare General Test Taking Strategies – particularly for multiple choice and essays Week 8: Working Through the Application Process Exploring the College Admissions Calendars

Regular Admission Rolling Admission Open Admission

Review the College Application Timeline Develop the College Application Tracker Week 9: Exploring College Application Components

Forms and Fees – Transcripts – Scores Explore Application Do’s and Don’ts Online Applications Making a Good Impression as Part of the Application Process Planning the College Essay – Includes Choosing a Topic – Making a Rough Draft and Working Through a Final Draft Review a College Essay Checklist Obtaining Letters of Recommendation – Who to ask - How to ask - what


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Objectives Strategies/Resources/Mapping Know the components of college application. Learn best practices for applying online. Understand how to manage the application process. Understand the purpose of the application essay. Learn best practices for choosing a topic and getting

feedback. Learn best practices for obtaining effective

recommendations. Understand the purpose of the college interview. Know what to expect, how to prepare, and how to act. Know what financial aid is and where it comes from Learn how the amount of aid is determined for each family. Understand how financial aid affects college choices. Know the timeline for applying for financial aid. Examine resources for finding scholarships. Understand the small role scholarships play in funding

college. Know the common requirements and deadlines for

scholarships. Know how to avoid scams. Know how to compare financial aid awards and judge which

is best. Review and synthesize what they have learned.

materials should be provided. The College Interview – How to Prepare for the Interview – What questions might be asked Interview Do’s and Don’ts Week 10: Finding Money for College Discuss Financial Aid – What it is – Where Does it Come From – How the Amount of Financial Aid one receives is determined. Explore How Financial Aid May affect Your College Choices Understanding Scholarships - What it is – Where Does it Come From – Where do you look? Discuss the Scholarship Application Process Discuss How Colleges Award Financial Aid

Grants and Scholarships Loans Work-study

Week 11: Putting it All Together Discuss How Goals Can Be Reached Planning the Process Finding the Right Fit What Higher Education is Required for the Career You Choose Weeks 12, 13, and 14 Exploring Student Career Journals Student Presentations Based on Career Shadow/Experience Strategies/Methods Employed:

Teacher Instruction Class Discussion/Debate Career Shadow Guest Speakers Related Movies/Videos Individual Presentation Projects


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Business Assessment

The Role of Assessment A strong, effective, aligned educational system has three parts: Standards, Curriculum and Instruction, and Assessments that align with the standards. Assessment represents a student’s demonstration of understanding; it provides evidence of what students know and are able to do. A comprehensive and thoughtful assessment system also provides needed information for instructional planning and decision-making.

Classroom Assessments The most important component for Business Education for implementing an aligned standard-based system is ongoing classroom assessment. Teachers constantly assess student performance on an ongoing basis, using both informal and formal measures. (Business Education has no state-required testing.) Listening to and questioning students are forms of classroom assessment, as are performance and authentic assessments, such as producing a publication. Teachers use classroom assessments to evaluate students’ performance and progress and to plan instructional intervention that is tailored to individual student need. Teachers design and administer pre-tests to determine students’ prerequisite skills. They monitor students’ progress frequently to adjust the pace of instruction; they develop and use summative assessments to assess their instructional methods and their students’ achievement. The format of written tests in the classroom is expected to be modeled on the state achievement tests, including the Ohio Graduation Test.

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Incorporating Higher Level Questioning in Teaching and Assessments

(Adapted from the work of Pat Clayton, Social Studies Consultant, SCESC) Content and Question Format are Both Important Each indicator and benchmark in the State Standards and in the Twinsburg City Schools Courses of Study is comprised of several major parts. The stated or implied content in each indicator is the foundation for designing classroom experiences. It is important to identify the component parts of the content, but there are other necessary parts to consider. One of these is the assessment format that will determine the thinking processes needed to solve the problem. Are students exposed to balanced assessment experiences that reflect the high percentage of charts, tables, graphs, maps, and time-lines used on state assessments? This requires modeling in the classroom, homework practice, and the placement of these types of formats on classroom tests and quarterly/common assessments. Performance Verbs: What Does the Student Need to “Do”? In conjunction with content and format in each indicator, there is the essential component: the performance verbs. The performance verbs indicate what the student needs to “do” and are always on a continuum from very basic to very complex.

Basic Questions are designed to require: Recall of information (list, define, label, etc.) Minimal understanding and comprehension Question was direct

Complex Questions require: Substantial recall of information (analyze, infer, etc.) In-depth understanding comprehension Multiple Steps and Reasoning Skills

The average 4th grade Ohio Proficiency Test has about 20% of the questions at the complex level. By the 6th grade Ohio Proficiency Test, the percentage of complex questions significantly increases:

2002 Sample Citizenship Mathematics Reading Science 4th Grade 20% 20% 18% 25% 6th Grade 40% 50% 33% 34%

These percentages will directly reflect the performance verb level on the new Achievement Tests and the Ohio Graduation Test. In the planning and implementation of the content, teachers must analyze the performance level indicated by the verb(s) in each indicator. If classroom assignments and tests address the issue of content, but fail to reflect the level of the performance verbs, students will be confronted by a major barrier for successful completion of the assessment questions. As a result, teachers must take time to analyze each verb’s performance level and then to directly provide dialogue, modeling, and practice for students. If students are to become independent problem solvers, it requires planned classroom experiences based on performance verbs infused with content.

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Common Performance Verbs Used For Higher-Level Thinking, Problem Solving, And State Testing The following list provides generally intended meanings for some of the most common performance verbs.

Two Foundation Verbs

compare: to determine how two things are alike and/or different; the common/critical attributes must be identified observe: to regard with attention; to make a detailed examination of facts or occurrences

“Observe” and “Compare” are Involved in Nearly ALL of the Following Verbs

analyze: to investigate by breaking it down so as to more clearly understand the impact to the situation cause and effect: the relationship between the Cause = a reason or motive; the “why” Effect = the results or outcomes; the “what happened” “Cause” and “effect” require the analysis and evaluation of both the intended and unintended consequences of a problem and its solutions. classify = categorize: putting things together that have the same feature(s); grouping, sorting critique: uses fact and opinion in making an assessment to support your position

demonstrate: to make clear by using examples or experiments; to show your reasoning describe: to analyze into its parts but less detailed than explain determine: to reach a decision after a thorough investigation; to find the cause of and then to solve or set limits to a situation examine: to study closely for details; to distinguish the common/critical attributes explain: to make plain or clear; understandable; give reasons for evaluate = assess: making a judgment based on a set of criteria and/or standards; to weigh heavily on objective evidence; very factually based. Students must establish a set of criteria for the situation. identify: to show or prove the sameness of infer: to read between the lines; to extend information or understanding beyond what is explicitly stated. An author “implies” and the reader “infers”. interpret: a student must first analyze and then make an inference; this is more subjective than an evaluation

make a generalization: to restate ideas into a broad idea/principle; to infer a general principle from particular facts, etc. (Broadest, overarching inference) predict: to state what one believes will happen based on data prioritize: to give precedence in time and/or importance to a belief, event, idea (preceding from something else) recognize: to examine closely and identify the common and critical attributes sequence; group; order: to follow one thing after another; to order in succession (Required prior skills: observe, common and critical attributes, compare) sort: to put things together that have the same feature(s); classify, categorize, group (Students must distinguish common and critical attributes.) summarize: to develop a brief report covering the main points or ideas

synthesis: to create a new product/idea from known information trace: to sequence a situation; to follow the development of a situation

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Intervention Services

Overview Individual students may need remediation, reinforcement, or extended learning situations to assist them with specific indicators. As a result, two important assumptions need to be remembered: 1) intervention must always be tied to assessment, and 2) intervention is a shared responsibility. Assessment may be formal or informal, but it should always indicate to teachers whether intervention is necessary. This does not mean that a single assessment will necessarily indicate the need for intervention, nor will a single assessment indicate the type of intervention that should be provided. Rather, intervention programs need to be based on the full range of assessments that are included in a district's standards-based education program. Intervention is a shared responsibility. In the broadest sense, intervention is the responsibility of all individuals who are involved with student achievement. Ideally, these structures involve students, teachers, parents, and building/district administrators. Minimally, intervention should be structured through three successive levels – the classroom, the building, and the district. At the core of classroom intervention is effective instruction aimed at each student. In general, this requires that instruction be focused as much upon the process of learning as upon what is learned. Classroom Level Instruction The primary responsibility for providing intervention, nevertheless, rests with the classroom teacher. The teacher must identify the need for intervention, design the instructional form it will take, and implement the action. Intervention in the classroom can take place during a lesson, after a lesson, at the end of a unit, or at the end (or beginning) of a grade level. However, the most effective intervention point occurs during the initial instruction. There are many instruction/intervention patterns, and four of the most commonly observed patterns are characterized by (1) whole-group instruction, followed by remediation or extension for individual students, (2) whole-group instruction followed by collaborative group work, (3) group problem-solving strategies, and 4) one-to-one teacher-student interaction. Building Level Intervention When the intervention strategies provided in the classroom are not sufficient to meet the needs of an individual student, it is sometimes necessary to provide alternatives. These alternatives may include interclass grouping, the establishment of a resource or intervention room, tutorial programs, and a formal intervention assistance team established at the building level. District Level Intervention Students who continue to have needs for involvement in classroom and building level intervention programs may need to be placed in district programs. These programs might include a highly individualized summer school program, a before- or after-school program during the regular school year, and in the case of secondary school students, a required remedial academic course.

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Twinsburg City Schools Standards-Based Business Course Of Study 2010

Differentiation Resources for High Ability Students

This appendix will serve the teacher as a reference for strategies for utilizing and altering (or “differentiating”) the curriculum in order to meet the needs of the highly able learner. All Twinsburg City School teachers are expected to differentiate curriculum based on the academic needs of the students. Please consult the professional reference section of your school’s media center for further literature on differentiation for high ability students. For additional assistance, contact the Twinsburg City Schools Gifted Education Coordinator, Shelly Grady, ext. 2318, [email protected]. Included here:

Bloom's Taxonomy And Critical Thinking: Question Stems To Assist Teachers

Product Options For Differentiated Instruction

Strategies For Use With High Ability Students

(A special thanks to Shelly Grady, Gifted Education Coordinator, for the materials compiled in this section….)

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Bloom's Taxonomy and Critical Thinking:

Question Stems to Assist Teachers The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels. Level 1: Knowledge - exhibits previously learned material by recalling facts, terms, basic concepts and answers.

Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

Questions: What is . . . ? How is . . . ? Where is . . . ? When did _______ happen? How did ______ happen? How would you explain . . . ? Why did . . . ? How would you describe . . . ? When did . . . ? Can you recall . . . ? How would you show . . . ? Can you select . . . ? Who were the main . . . ? Can you list three . . . ? Which one . . . ? Who was . . . ?

Level 2: Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify Questions:

How would you classify the type of . . . ? How would you compare . . . ? contrast . . . ? Will you state or interpret in your own words . . . ? How would you rephrase the meaning . . . ? What facts or ideas show . . . ? What is the main idea of . . . ?

Which statements support . . . ? Can you explain what is happening . . . what is meant . . .? What can you say about . . . ? Which is the best answer . . . ? How would you summarize . . . ?

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Level 3: Application - solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify Questions:

How would you use . . . ? What examples can you find to . . . ? How would you solve _______ using what you have learned . . . ? How would you organize _______ to show . . . ? How would you show your understanding of . . . ? What approach would you use to . . . ? How would you apply what you learned to develop . . . ? What other way would you plan to . . . ? What would result if . . . ? Can you make use of the facts to . . . ? What elements would you choose to change . . . ? What facts would you select to show . . . ? What questions would you ask in an interview with . . . ?

Level 4: Analysis - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

Questions:

What are the parts or features of . . . ? How is _______ related to . . . ? Why do you think . . . ? What is the theme . . . ? What motive is there . . . ? Can you list the parts . . . ? What inference can you make . . . ? What conclusions can you draw . . . ?

How would you classify . . . ? How would you categorize . . . ? Can you identify the difference parts . . . ? What evidence can you find . . . ? What is the relationship between . . . ? Can you make a distinction between . . . ? What is the function of . . . ? What ideas justify . . . ?

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Level 5: Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change Questions:

What changes would you make to solve . . . ? How would you improve . . . ? What would happen if . . . ? Can you elaborate on the reason . . . ? Can you propose an alternative . . . ? Can you invent . . . ? How would you adapt ____ to create a different . . . ? How could you change (modify) the plot (plan) . . . ? What could be done to minimize (maximize) . . . ? What way would you design . . . ? What could be combined to improve (change) . . . ? Suppose you could _______ what would you do . . .? How would you test . . . ? Can you formulate a theory for . . . ? Can you predict the outcome if . . . ? How would you estimate the results for . . . ? What facts can you compile . . . ? Can you construct a model that would change . . . ? Can you think of an original way for the . . . ?

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Level 6: Evaluation - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct Questions:

Do you agree with the actions . . . ? with the outcomes . . . ? What is your opinion of . . . ? How would you prove . . . ? disprove . . . ? Can you assess the value or importance of . . . ? Would it be better if . . . ? Why did they (the character) choose . . . ? What would you recommend . . . ? How would you rate the . . . ? What would you cite to defend the actions . . . ? How would you evaluate . . . ? How could you determine . . . ? What choice would you have made . . . ? What would you select . . . ? How would you prioritize . . . ? What judgment would you make about . . . ? Based on what you know, how would you explain . . . ? What information would you use to support the view . . . ? How would you justify . . . ? What data was used to make the conclusion . . . ? Why was it better that . . . ? How would you prioritize the facts . . . ? How would you compare the ideas . . . ? people . . . ?

Reference: Quick Flip Questions for Critical Thinking, based on Bloom's Taxonomy and developed by Linda G. Barton

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Product Options For

Differentiated Instruction

Acronym Acrostic Advance organizer Advertisement Advice column Animation Analogy Anecdote Annotated bibliography Announcement Anthem Appendix Art gallery Audiotape Autobiography Award Background music Ballad Banner Billboard Bio Biography

Block picture story Blueprint Board game Book Book jacket Booklet Bookmark Book review Bound book Brochure Bulletin board Bumper sticker Calendar Calendar quip Calorie chart Campaign speech Candidate platform Card game Caricature Cartoon Caption Census Ceramics Cereal box Certificate Chamber music Character sketch Charade Charcoal sketch

Chart Children’s story Choral reading Cinquain Cloze paragraph Coat of arms Collage Collection Column analysis— folding paper into columns

to organize data Comic strip Commentary Communication code Comparison Complaint Compliment tree Computer animation Computer game Computer program Concept map (web) Conference presentation Constitution Contract Conundrum Cooked concoction Costume Couplet Critique Cross section Crossword puzzle/reverse crossword puzzle

Cryptogram Cumulative story Dance Data sheet Debate Definition Demonstration Description Detailed illustration Diagram Dialogue Diamante Diary Dictionary Diorama Directions Director Display Document Documentary Dough art Dramatization Dramatic monologue Drawing Economic forecast Editorial Encyclopedia entry Epilogue Epitaph Essay Etching Evaluation Experiment

Read & Learn

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Expository Fable Fact file Fairy tale Fantasy Family tree Fashion article Fashion show script Festival Fictionary Field trip Filmstrip Flannel board presentation Flip book or chart Flow chart Folder game Folklore Game Game rules Game show Geometric shapes Glossary Good news-bad news Graffiti Graph Graphic organizer

Greeting card Haiku Headlines Hidden picture HyperCard TM stack Hypothesis Informative speech Infomercial Illustrations Indexes Interview Introduction (to people,

places, books) Invention Investment portfolio Invitation Jewelry Jigsaw puzzle Jingles Job application Joke book Journal Jump rope rhyme Lab report Labels Labeled diagram Landscape design Large scale drawing Learning center Learning profile Lecture Legend Lesson Letter Letter to the editor Limerick Line drawing List Lyrics

Mad lib Magazine Magazine article Magic trickManual Map w/legend Marquee notice Maze Memorial Memoir Metaphor Menus Mobile Model Monologue Montage Mosaic Movie Movie review Movie script Mural Museum exhibit Musical composition Mystery Myth Needlework News analysis Newscast News report Newspaper Newspaper article Nursery rhyme Obituary Observation log Ode Oil painting Opinion

Oral history Oral report Outline Overhead transparency Painting Palindrome Pamphlet Paper chain story Paragraph Parody Pattern Persuasive speech Photo essay Photo journal Picture Picture book Picture dictionary Picture file Play or skit Playdough characters/scene Poem Political cartoon Pop-up book Portfolio Post card Poster Pottery Power Point TM presentation Prediction Press conference Problem solution Product description Profile Propaganda sheet Protest sign Protocol Proverb Public announcement

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Pun Puppet Puppet show Puzzle Quip Quiz show Quiz Questionnaire Questions Quotation Radio commentary Radio commercial Radio show Rap Reaction Readers theater Real estate notice Rebus story Rebuttal recipe Recital Reflective essay Relief map Research report Response Request Requiem Requisition Resume Reverse crossword puzzle

Review Revision Rhyme Rhythmic pattern Riddles Role play Rubric Rule Sale notice Salt map Satire Satirical play Scale drawing Scavenger hunt Schedule Science fiction story Scrapbook Sculpture Secret Self-portrait Self description Sequels Serialized story Set design Short story Sign Silly saying Simulation Skit Slide presentation Slogan Small scale drawing or model Sniglet Soap opera

Social action plan Society news Soliloquy Song (original) Songs (collection) Sonnet Speech Spoof Spoonerism Sports account Sports analysis Stencil Story Summary Superstition Survey Symbol Table tall tale Talent show Tape Task card Telegram Telephone directory Telestitch Terrarium Test Textbook Thank you note Theatre program Three-dimensional scale Time line Titles Theory Tongue twister

Topographical map Traffic rule Transcript Travelogue Travel folder Travel poster Trial tribute Trifold Trivia game TV commercial TV guide TV Program Upside-down book Venn diagram Video documentary Video game Videotape Vignette Vocabulary list Want ad Wanted poster Weather forecast weather instrument Weather report or log Web-concept mapping Website Will—legal document Wish Wordle (word puns) Wordless books Wordplay Worksheet Written report Yellow pages

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Strategies For Use With High Ability Students

Strategy Description of Strategy

Suggestions for Use With High Ability

Students

Why Appropriate for High Ability Students

Suggested Classroom Activities

Acceleration

Any strategy that results in advanced placement or credit and implies moving faster through academic content.

Early Admission to kindergarten or first grade

Grade skipping or acceleration

Subject acceleration or skipping

Credit by examination (AP)

College courses in high school (PSO)

Allows student to move at a rate in which they are comfortable and can excel

Leads to higher levels of abstract/creative thinking and more difficult content

Subject acceleration allows students to be challenged in an area of strength while developing appropriate grade-level skills in other areas. The student also benefits by remaining with chronologically similar peers.

Use Pre-test in subject areas to ensure mastery of content and skills in areas accelerated

Bloom’s Taxonomy of Educational

Objectives: Cognitive Domain

Bloom’s Taxonomy serves as a guide for the preparation of instructional objectives by drawing attention to the difference between higher and lower thinking skills. It helps dictate teaching and learning strategies using relationships between given behavioral verbs and possible products.

Ensures that students master the necessary skills and required knowledge of content required by the given grade level curriculum

Makes certain the activity is complex

Shows that students can transform ideas, not merely reproduce them

Allows time for in-depth exploration and application of principles/concepts

Creates an avenue to introduce enrichment into the classroom structure

Eliminates boredom brought on by unnecessary drill and practice

Answer 3-5 of the most difficult review questions at end of the chapter in Science and Social Studies.

Complete 3-5 most difficult Math problems on the page to show mastery.

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Strategy Description of Strategy Suggestions for

Use With High Ability Students



Compacting Curriculum

A 3-step process that : Assesses what a student

knows about material to be studied and what a student needs to master,

Plans for learning what is

not known and excuses student from what is known, and

Plans for freed-up time to

be spent in enriched or accelerated study.

Explains the process and its benefits to students and parents

Documents pre-assessment

Allows students much choice in use of time “bought” through previous mastery

Uses written plans and timelines for accelerated or enrichment study

Recognizes large reservoir of knowledge

Satisfies hunger to learn more about more topics than school often allows

Encourages independence Eliminates boredom and

lethargy resulting from unnecessary drill and practice

Pre-test Mastery on chapter test & complete an enrichment study related to the topic in which mastery has been achieved.

Graphic Organizers

Graphic organizers are valuable instructional tools. Unlike many tools that just have one purpose, graphic organizers are flexible and endless in application. Graphic organizers show the order and completeness of a student’s thought processes.

Ideal for all types of learners

Ensures that students must transform ideas, not merely reproduce them

The activity could be open-ended and on-going

Ensures that students develop advanced knowledge and skills

Helps students develop new thinking patterns and organize old ones

Allows for in-depth research of an issue/problem

Allows for exploring the big picture

Encourages broader reading and writing than otherwise expected

Can focus on problem solving, brainstorming, and higher level thinking skills by encouraging creativity

Provides meaningful work with peers of similar interest and readiness

Concept Diagram Computer Program-

Inspiration 6.0 Creates graphic

organizers on the computer for use with students, parents, etc.

Five Types of Graphic Organizers

Star/Web Chart/Matrix

Tree/Map Chain Sketch

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Higher-Level Questioning Techniques

In class discussions and on tests, the teacher attempts to ensure that all students are presented with questions that draw on advanced levels of information, require leaps of understanding, and challenge thinking.

All learners need to think at high levels

What makes a question high level is its combination of advance information with complex thinking requirements

Requires students to defend answers

Uses open-ended questions

Draws on advanced thinking skills

Provides for continuous development of student skills

Draws on advanced reading skills

Allows for student independence

Develops advanced skills with research and technology

Create and use questions in daily lessons from “Critical Thinking Across the Curriculum”

Independent Study

Process through which the student and teacher identify problems or topics of interest to the student. Both the student and the teacher plan a method of investigating the problem or topic and identifying the type of product the student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic.

Builds on student interest

Allows the student maximum freedom to plan, based on student readiness for freedom

Teacher provides guidance and structure

Uses process logs to document progress

Establishes criteria for success

Builds on student interest Satisfies curiosity Teaches planning and research

skills at advanced levels Encourages independence Allows work with complex and

abstract ideas Allows long-term and in-depth

work on topics of interest Taps into high motivation

Independent Study Chart

Contracts Expert Planner Worksheet

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Interest Centers or Grouping

Interest centers or grouping typically provides enrichment for students who can demonstrate mastery/competence with required work. They are sometimes a vehicle for providing students with meaningful study when basic assignments are completed.

Make certain that the task is suitably complex for a high-ability learner

Allows students of like interests to work together

Involves students in researching and creating the interest centers

Allows large blocks of time for working on the interests

Change centers less often allowing for more depth in fewer topics

Allows opportunity for study in greater breath and depth

Allows introduction of topics not in the regular curriculum

Can satisfy curiosity-explore hows and whys

Can allow student choice and independence

Can draw on the ability to make connections between fields and topics

Create centers based on specific topics for all subject areas including higher level thinking questions to be answered.

Layered Curriculum

www.help4teachers.com/ layeredcurriculum.htm

Strategy which divides instructional unit into three layers, called C, B, and A. Students choose their way through various levels for a “C”, “B”, or “A” grade.

The A level requires students to critically analyze a current issue in the real world which relates to the unit of study.

Allows for self-directed choice and study at various levels of Bloom’s Taxonomy.

Accountability for “learning”, not “doing” is paramount.

Project oriented.

C level consists of a wide variety of assignment choices with teach basic facts, skills, vocabulary and technique.

B level offers an assortment of projects students can complete to demonstrate an application of the knowledge and skills gained in the C level.

A level requires students to critically analyze a current issue in the real world which relates to the unit of study.

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Strategy Description of Strategy

Suggestions for Use With High Ability Students



Learning Centers

Learning centers can be “stations” or collections of materials learners use to explore topics or practice skills. For high ability students, learning centers should move beyond cursory exploration of topics and practice of basic skills, and should provide study greater breadth and depth on interesting and important topics.

Have some learning center tasks that require transformation and application

Don’t have all students do all tasks at all centers

Monitor what students do and learn at centers

Balance student and teacher choice about centers to be completed

Can draw on advanced thinking skills

Can provide for continuous development of student skills

Can draw on advanced reading skills

Can allow for student independence

Can develop advanced skills with research and technology

For Center Ideas for all Subject Areas Using Bloom’s Taxonomy call Engine-Unity Porta and Prima Center Kits (800) 877-8718

Most Difficult Part of the

Lesson First

Have students complete a certain number of the most difficult problems, questions, etc. on a given page.

Ensures that students master the necessary skills and required knowledge of content required by the given grade level curriculum

Makes certain the activity is complex Shows that students can transform

ideas, not merely reproduce them

Allows time for in-depth exploration and application of principles/concepts

Creates an avenue to introduce enrichment into the classroom structure

Eliminates boredom brought on by unnecessary drill and practice

Answer 3-5 of the most difficult review questions at end of the chapter in Science and Social Studies.

Complete 3-5 most difficult Math problems on the page to show mastery.

Tiered Assignments

In a heterogeneous class, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas.

Uses advanced materials Makes certain the activity is complex Ensures that students must transform

ideas, not merely reproduce them Makes the activity open-ended

Allows early exploration and application of principles

Encourages broader reading than otherwise expected

Can focus on problem solving Can provide meaningful work

with peers of similar interest and readiness

Develops creative talents

Tic Tac Toe Grid Two/Three Charts Listing

Different Level Activities Note: Be sure to include

higher level thinking skills of analysis, synthesis, and evaluation items in all tiers.

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Differentiation Resources for Special Needs Students

This appendix will serve the teacher as a reference for strategies for utilizing and altering (or “differentiating”) the curriculum in order to meet the needs of the special education learner. All Twinsburg City School teachers are expected to differentiate curriculum, based on the academic needs of the students. Please consult the professional reference section of your school’s media center for further literature on differentiation for special needs students. For additional assistance, contact the Twinsburg City Schools Director of Pupil Personnel, Judith Henning, ext. 2091, [email protected], or the counseling and school psychology staff members who serve your school building. Included here:

Categories/Definitions for Disabilities Nine Types of Accommodations for Special Needs Learners

Specific Strategies for Differentiation the Special Needs Student

(A special thanks to Judith Henning, Director of Pupil Personnel, for the materials compiled in this section….) TR-18


Categories/Definitions for Disabilities

Categories of Disability

Definition

1. Autism 1. “Autism” means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally

evidenced before age 3 that adversely affects a child’s educational performance.

2. Cognitive Disability

3. “Cognitive Disability” (mental retardation) means significantly subaverage general intellectual functioning, existing concurrently with

deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s education performance.

3. Deaf-blindness

4. “Deaf-blindness” means concomitant hearing and visual impairments, the combination of which causes such severe communication

and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

4. Deafness 5. “Deafness” means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing,

with or without amplification, and that adversely affects a child’s educational performance.

6. Emotional Disturbance

7. “Emotional Disturbance” means a condition exhibiting one or more characteristics over a long period of time and to a marked degree

that adversely affects a child’s educational performance.

6. Specific Learning Disability

8. “Specific Learning Disability” means a disorder in one or more of the basic psychological processes involved in understanding or in

using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

7. Speech or Language Impairment

9. “Speech or Language Impairment” means a communication disorder, such as stuttering, impaired articulation, a language impairment,

or a voice impairment, that adversely affects a child’s educational performance.

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8. Traumatic Brain Injury

10. “Traumatic Brain Injury” means an acquired injury to the brain caused by an external physical force or by other medical conditions,

including but not limited to stroke, anoxia, infectious disease, aneurysm, brain tumors and neurological insults resulting from medical or surgical treatments. The injury results in total or partial functional disability or psychosocial impairment or both, that adversely affects a child’s education performance. The term applies to open or closed head injuries, as well as to other medical conditions that result in acquired brain injuries. The injuries result in impairments in one or more areas such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

9. Visual Impairment

11. “Visual Impairment, “ including blindness, means an impairment in vision that, even with correction, adversely affects a child’s

educational performance. The term includes both partial sight and blindness.

10. Hearing Impairment

12. “Hearing Impairment” means impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational

performance but that is not included under the definition of deafness in this section.

11. Multiple Disabilities

13. “Multiple Disabilities” means concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic

impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

12. Orthopedic Impairment

14. “Orthopedic Impairment” means a severe orthopedic impairment that adversely affects a child’s educational performance. The term

includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations and fractures or burns that cause contractures).

13. Other Health Impairment

15. “Other Health Impairment” means having limited strength, vitality or alertness, including a heightened alertness to environmental

stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever and sickle cell anemia; and adversely affects a child’s educational performance.

For further descriptions see “Operating Standards for Ohio’s Schools Serving Children with Disabilities,”

Ohio Department of Education, 2002.

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From “Adapting Curriculum & Instruction in Inclusive Classrooms: A Teacher’s Desk Reference, Second Edition”

Nine Types of Accommodations for Special Needs Learners Input

The instructional strategies used to facilitate student learning. For example: Use of videos, computer programs, field trips and visual aids to support active learning.

Output The ways learners can demonstrate understanding and knowledge. For example: To demonstrate understanding, students write a song, tell a story, design a poster or brochure, perform an experiment.

Size The length or portion of an assignment, demonstration or performance learners are expected to complete. For example: Reduce the length of report to be written or spoken, reduce the number of references needed, reduce the number of problems to be solved.

Time

The flexible time needed for student learning: For example: Individualize a timeline for project completion; allow more time for test taking.

Difficulty The varied skill levels, conceptual levels and processes involved in learning. For example: Provide calculators, tier the assignment so the outcome is the same but with varying degrees of concreteness and complexity.

Level of Support The amount of assistance to the learner. For example: Students work in co-operative groups, or with peer buddies, mentors, cross-age tutors or Para educators.

Degree of Participation

The extent to which the learner is actively involved in the tasks. For example: In a student written, directed and acted play, a student may play a part that has more physical action rather than numerous lines to memorize.

Modified Goals The adapted outcome expectations within the context of a general education curriculum. For example: In a written language activity, a student may focus more on writing some letters and copying words rather than composing whole sentences or paragraphs.

Substitute Curriculum The significantly differentiated instruction and materials to meet a learner’s identified goals. For example: In a foreign language class, a student may develop a play or script that uses both authentic language and cultural knowledge of a designated time period, rather than reading paragraphs or directions.

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Specific Strategies for Differentiation for the Special Needs Student

I. FOR STUDENTS WITH ATTENTION & DISTRACTIBILITY DIFFICULTIES

Make use of non-verbal signals (e.g., flashing lights, ringing a bell) to cue students prior to transitions, or to stop all activity and focus on teacher. Increase teacher proximity to student (standing near or seated close by). Provide preferential seating: up front; within cueing distance of the teacher; away from doors, windows, and high-traffic areas of the room. Seat distractible students surrounded by well-focused students, and with good role model(s) facing them. Increase physical prompting of student (e.g., hand on shoulder). Increase visual prompting/cueing of student (eye contact, private hand-signals). Increase auditory cues and signals to student (private signal words to serve as reminders). Vary tone of voice when presenting to students (avoid monotone). Present at a snappy, lively pace. Keep ‘brevity’ in mind (instruction, explanations, etc.). Provide study carrels or partitions to reduce visual distractions during seatwork or test-taking as appropriate. (NOTE: These “privacy boards” or “office areas” should not

be used if they are viewed by the students in the class as punitive measures, or in singling out certain students only). Provide earphones for students to reduce auditory distractions as appropriate, preferably not the kind that have cords as part of a listening post. Have four or five sets of

earphones available and encourage experimentation among all students. Provide more physical workspace. Have student clear desk of distracters (allowing only essential items to the task on the desk). Allow some children with the need to have something in their hands to try holding a small piece of clay, play dough, or squishy ball—as long as it stays within their hand

and is not a distraction to others. Allow some children to attach something to a belt loop that they can touch, such as a key chain with a small object attached. Use a timer to complete certain tasks and then reward student for completion or on ask behavior during that time segment. Assign seatwork tasks that are at the appropriate level and can be done independently. “Block” pages of work assigned as seatwork so that it doesn’t overwhelm or cause a student to give up or completely avoid the task. Blocking pages means to cover up

part of the page or folding it in segments so that lesser amounts are visible at one time. This is very helpful if someone can monitor/give feedback after the shorter blocks of work are completed. Breaking the assignment into these smaller chunks helps keep students more motivated and on-task, as well as reducing frustration.

Actually cut assignments or work pages in half, giving only one half at a time. Reward students for a certain number of completed items that are done with accuracy. Provide the student with written examples for reference. Color highlight directions and important words on the assignment. Provide guided practice before having a student work independently on the task. Provide a study guide or some graphic tool for students to use accompanying verbal presentation. NOTE: It is helpful for maintaining attention to be jotting down a few

words or filling in missing words in a guided format. Make sure necessary supplies are available. Allow students to ask buddies for clarification on seatwork. Utilize a contract for on-task behavior with positive incentives and perhaps response costs. Significantly increase opportunities for active student involvement in the lesson, and utilize questioning techniques that engage all students.

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II. FOR STUDENTS WITH MEMORY DIFFICULTIES

Teach and practice how to categorize and chunk information. Teach a variety of mnemonic (memory) devices and strategies. Teach how to make up silly sentences with the beginning letter of each word in the sentence standing for information to be memorized in sequence. For example, to

learn the planets in sequential order from the sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto), encourage students to invent a silly sentence they can remember (and hopefully visualize) such as “Mary’s very elegant monster just swallowed up nine porcupines.”

Use this technique for remembering spelling patterns/rules such as: “Generally double letters f, s, l. z when they follow a short vowel.” (i.e. Cuff, stiff, pass, mess, toss, fuss, will, bell, dull, fizz, jazz.) The phrase "four silly little zebras" represents letters f, s, l, and z. By recalling that phrase it can aid the recall of those spelling patterns.

Teach and practice visualizing with huge size, lots of color and motion. Teach and model how to practice memorizing by repeating the information orally several times. Teach how to memorize small chunks of information by reading, covering the information up and saying verbally, checking self, writing down key words, etc. Have students repeat instructions given by teacher back to the teacher before beginning the task. Have students paraphrase instructions or information to be learned. Color highlight important information and concepts to be learned. After directions are given, have student tell his/her partner what he/she is to do. Increase the amount of practice and review in a variety of formats. Require that students write down all assignments, preferably on an assignment calendar that is kept in the same place consistently. Teach, model and expect all assignments to be recorded and monitor that students have done so. This often requires monitoring by way of teacher initializing

assignment calendar, or student partners check each other and initial each other’s assignment calendar. Utilize checklists and things-to-do lists. Allow use of tools and aids, such as multiplication charts and tables, spell-check devices (e.g., Franklin Speller). Encourage use of electronic organizers.

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III. FOR STUDENTS NEEDING TESTING ADAPTATIONS

Provide students with all handouts/test copies that are easy to read (typed, clear language, at least double-spaced, clean copies, ample margins). Avoid handwritten tests. Eliminate unnecessary words and confusing language on the test. State directions in clear terms and simple sentences. Underline or color highlight directions or key words in the directions. Provide opportunities for short-answer assessment (multiple choice, matching). On vocabulary tests give the definition and have student supply the word, rather than providing the word and student needing to write on the definition. Provide word bank to select from for fill-in-the-blank tests. Allow extended time for completing the test. Take exam in the classroom, then in a small group or with special education teacher and average the two grades. Provide students an example when possible for different types of test questions they will be responsible for on the exam. Provide more workspace on the tests (particularly for math tests). Allow students to use graph paper or other paper to solve math problems and attach to test, rather than require that computation must be done on the limited workspace directly on the test. Enlarge the print. Divide a test in parts, administering on different days rather than rushing students to complete lengthy tests in one class period. Allow student to retake the test orally after given in written form to add points to his/her score if he/she is able to demonstrate greater knowledge/mastery than shown on written tests (especially for essay questions). Administer frequent short quizzes throughout the teaching unit and review the next day; thus providing feedback to students on their understanding of the material. These short quizzes do not need to be graded for a score, but to help students in their learning and confidence prior to the exam. Substitute an oral for a written test as appropriate. Assign take-home tests on occasion. Allow taped tests if needed, and permit student to tape-record answers to essay questions rather than write them. Read test items orally to student(s). Don’t penalize for spelling, grammar, etc., on tests that are measuring mastery of content in other areas. Give credit for what is done correctly. Read aloud the directions for the different parts of the test before students begin the exam. Before providing final grade on test, point out test items that you spot are incorrect, and allow student to try self-correcting careless errors before scoring. Give reduced spelling lists for students who struggle with spelling; for example, 15 words rather than 20 or 25. When dictating the words on the test, dictate those 15 words in any order first; then continue with the other words for the rest of the class. Those students on modified lists have the option of trying the additional words for bonus points.

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III. FOR STUDENTS NEEDING TESTING ADAPTATIONS (continued)

Score tests for number correct/total number assigned per student (which can be shortened assignments or tests for individual students). Eliminate need for students with writing difficulties to copy test questions from the board or book before answering. Teach students the strategies and skills for taking a variety of tests (true/false, multiple choice, fill in the blank, essay, fill in the bubble, etc.). Practice all types of testing formats. Collaborate with special educators to rewrite the tests for special needs students (shorter sentences, simplified vocabulary, easier to read format). Test what has been taught. Avoid questions that are worded in a way to deliberately trick the student. Write multiple-choice questions with choices listed vertically rather than horizontally (as it is easier to read). Utilize portfolio assessment (progress evaluated on individual performance and improvement as opposed to comparing to other students). Reduce weight of test grade. Color the processing signs on math tests for students who don’t focus well on details and make careless errors due to inattention. For example, highlight yellow = addition problem, green = subtraction, blue = multiplication. Utilize privacy boards at desks during test-taking time, and/or find other means of reducing distractions when students are tested. Allow use of a calculator on math tests that are assessing problem-solving skills, not computation.

IV. FOR STUDENTS HAVING DIFFICULTY FOLLOWING DIRECTIONS AND PROCESSING AUDITORY INFORMATION

Vary your verbal style (volume, tone, pitch) to avoid monotone presentation. Keep your presentation lively and active. Supplement verbal presentation with visuals, graphics and demonstrations. Use a great deal of hand signals and motions, gesturing and non-verbal communication. Use fewer words and more visual examples. Increase amount of modeling and guided practice. Allow extra time for processing information. Increase amount of eye contact with students. Increase wait time to at least 5 seconds before asking students to respond to questions. Provide directions in written as well as verbal form. Speak slower and avoid giving directions or speaking when not directly facing the class. Paraphrase using similar language. Be aware of your use of complex sentence structure and sophisticated vocabulary, and which students may have difficulty comprehending. Monitor frequently for student understanding. Adjust lessons in response to student performance. Increase student response opportunities significantly. Teach throughout the day with multisensory techniques. Utilize a great deal of color, movement and graphics. Write major points or content outline on board. Offer many choices that involve creative expression. Provide outline or overview of the lesson. Relate information to students’ experience and background information. Have students share what they already know about a topic before instructing on that topic. TR-25


IV. FOR STUDENTS HAVING DIFFICULTY FOLLOWING DIRECTIONS AND PROCESSING AUDITORY INFORMATION (continued)

Limit the number of new concepts introduced at one time. Pause during oral presentations/lectures and allow students a few minutes to work with partners to briefly discuss the content and share their understanding. Provide many opportunities to work with a partner, triad and group of four to five students. Summarize key points and let students know what is important for them to remember. Use game format for drills. Clearly state lesson purpose. Provide instruction that accommodates full range of learning styles in the classroom.

“How to Reach & Teach All Students in the Inclusive Classroom” Sandra F. Rief and Julie Heinburge, Center for Applied Research, 1996.

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Writing Conventions Grade Level Indicators Chart-Grades 7-12

This appendix will serve the teacher as an overview for writing conventions to be utilized in all subject areas and all grade levels. Writing conventions are part of each Twinsburg City Schools core course of study. Whether student writing takes place in a business class, a math class, a science class, a social studies class, or an English class, the student is expected to follow writing conventions appropriate for the grade level. Our teachers include writing as part of their assessments in all core subject areas. Included here:

Writing Conventions Grade Level Indicators Chart o Handwriting o Spelling o Punctuation and Capitalization o Grammar and Usage

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Twinsburg City Schools - Writing Conventions Grade Level Indicators Grade Handwriting Spelling Punctuation & Capitalization Grammar & Usage

7 1. Spell high frequency words correctly. 2. Use commas, end marks, apostrophes and quotation marks correctly.

5. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

3. Use semicolons, colons, hyphens, dashes and brackets correctly.

6. Use dependent and independent clauses.

4. Use correct capitalization. 7. Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases.

8 1. Use correct spelling conventions. 2. Use correct punctuation and capitalization.

3. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

4. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).

5. Use parallel structure to present items in a series and I items juxtaposed for emphasis.

6. Use proper placement of modifiers.

7. Maintain the use of appropriate verb tenses.

8. Conjugate regular and irregular verbs in all tenses correctly.

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Twinsburg City Schools - Writing Conventions Grade Level Indicators

Grade Handwriting Spelling Punctuation & Capitalization Grammar & Usage

9 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation.


4. Use parallel structure to present items in a series and items juxtaposed for emphasis.


6. Maintain the use of appropriate verb tenses.

10

1. Use correct spelling conventions.

2. Use correct capitalization and

punctuation.


4. Use parallel structure to present items in a series and items juxtaposed for emphasis.


11

1. Use correct spelling conventions.

2. Use correct capitalization and punctuation.

3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

12 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation.

3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

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Business Education Websites

Professional Organizations and Resources Business and Information Technology Division of the Association for Career and Technical Education (ACTE) http://www.bitdivision.org/ National Business Education Association http://www.nbea.org/nbea.html Ohio Association for Career and Technical Education http://www.ohioacte.org/ Ohio Business Teachers Association (OBTA) http://www.obta-ohio.org/ Ohio Department of Education Technology Academic Standards http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=339&Content=12663 Others:

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Twinsburg City Schools Professional Association Content Standards for Business Course of Study 2013

WEB DESIGN MAPPING

Benchmarks

INTRODUCTION TO WEB DEVELOPMENT AND ADOBE DREAMWEAVER CS5

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WEEKS 1 - 2 – INTRODUCTION UNIT Social Media In Marketing – Pros/Cons Social Media Safety


Describe the significance of the Internet and its associated terms Describe the World Wide Web and its associated terms Identify the difference between the Internet and the World Wide Web Specify the difference between a Web page and a Web site Define Web browsers and identify their main features Identify the six types of Web pages Discuss how to plan, design, develop, test, publish, and maintain a Web site Identify the various methods and tools used to create a Web page and Web site Recognize the basic tags within HTML Discuss the advantages of using Web page authoring programs such as Dreamweaver CS5 Describe the new features of Dreamweaver CS5

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CREATING A DREAMWEAVER CS5 WEB PAGE AND LOCAL SITE

WEEKS 3- 4 - CHAPTER 1 DreamWeaver CS5


Describe Dreamweaver CS5 and identify its key features Start Dreamweaver CS5 Describe the Dreamweaver CS5 window and workspace Open and close panels Create a local site using the Site Definition Wizard Create a Web page Apply a color scheme Add a background image to a Web page Display and describe the Property inspector Format and modify text elements on a Web page Insert a horizontal rule Define and display the Insert bar Define and insert a line break and special characters Change a Web page title Check spelling Insert an absolute link Save a Web page Preview a Web page in a Web browser Print a Web page Define Dreamweaver CS5 Help Quit Dreamweaver CS5

Benchmarks

ADDING WEB PAGES, LINKS, AND IMAGES

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WEEKS 5- 6 - CHAPTER 2


Copy files and folders using the integrated file browser Set a home page Add pages to a Web site Describe image file formats Insert, resize, and align images within a Web page Describe the different types of links Create a relative, absolute, and e-mail link Change the color of links Edit and delete links Describe and display the Site Map Use the Link Checker Describe Code View and Design View Use Code View to modify HTML code

Benchmarks

TABLES AND PAGE LAYOUT

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WEEKS 7 - 8 - CHAPTER 3


Understand and plan page layout Describe Standard view and Layout view Design a Web page using tables in Standard view Design a Web page using tables in Layout view Describe visual guides Modify a table structure Describe HTML table tags Add content to a table Format table content Format a table Create head content

Benchmarks

TEMPLATES AND STYLE SHEETS

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WEEKS 9 - WEEK 11 - CHAPTER 4


Adding a Template and Applying Style Sheets Describe a Template Create a Template Add a banner image to a template Specify editable and nonedible regions in a template Describe different types of style sheets Display the CSS Styles panel Create a Cascading Style Sheet Apply Cascading Style Sheet attributes to a template Specify links targets Describe CSS style properties

Benchmarks

ABSOLUTE POSITIONING, IMAGE MAPS, THE HISTORY PANEL, AND DATE OBJECTS

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WEEKS 12 - 14 – CHAPTER 5


Explain the concept of AP elements Insert, select, resize, and move an AP element Display the AP Elements panel Name an AP element Assign AP elements Add an image to an AP element Create and select stacked AP elements Describe an image map Add and edit behaviors Use the History panel Insert a Date object

Benchmarks

FORMS

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WEEKS 15 – 17 – CHAPTER 6


Discuss form processing Describe the difference between client-side and server-side form processing Create a form Discuss form design Add a horizontal rule to a Web page Insert a table into a form Describe form objects Describe and add text fields and text areas to a form Describe and add check boxes and radio buttons to a form Describe and add lists and menus to a form Describe and add form buttons to a form Describe form accessibility options Apply behaviors to a form View and test a form

Benchmarks

USING SPRY TO CREATE INTERACTIVE WEB PAGES

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WEEKS 18- 20 - CHAPTER 7


Describe the Spry framework Describe Spry widgets Add the Spry Collapsible Panel widget to a Web page Add headings to a Collapsible Panel widget Copy and paste text to a Collapsible Panel widget Add and customize a Spry Menu Bar widget on a Web page Format a Spry widget Describe Spry effects

Benchmarks

ADVANCED SPRY ACTIVITIES

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WEEKS 21 - 23 – CHAPTER 8


Insert a tooltip Create a Spry Tabbed Panels widget Add content to the Spry Tabbed Panels widget Format a Spry Tabbed Panels widget Add a Spry Accordion widget to a Web page Format a Spry Accordion widget Apply a Spry effect

Benchmarks

MEDIA OBJECTS

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WEEK 25 – CHAPTER 9


Describe media objects Insert Flash text into a Web page Insert a Flash movie into a Web page Add a background sound to a Web page Embed a sound file in a Web page Insert a video into a Web page Insert an animated GIF file into a Web page Use the Results panel group to validate a Web page and check links Check for plug-ins Describe Shockwave and how to insert a Shockwave movie into a Web page Describe a Java applet and how to insert an applet into a Web page Describe the ActiveX control and how it differs from plug-ins

Benchmarks

GETTING STARTED WITH ADOBE FLASH

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WEEK 26 – CHAPTER 1 FLASH CS5 OBJECTIVES: Students will have mastered the material in this project when they can:

Understand the ADOBE Flash CS5 environment Open a document and play a movie Create and save a movie Work with the timeline Distribute a ADOBE Flash CS5 movie. Plan an application or a website

Benchmarks

DRAWING IN ADOBE FLASH CS5

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WEEK 27 – CHAPTER 2 OBJECTIVES: Students will have mastered the material in this project when they can:

Use the ADOBE Flash CS5 drawing tools Select objects and apply colors Work with drawn objects Work with text and text objects Work with layers and objects

WORKING WITH SYMBOLS AND INTERACTIVITY WEEK 28 – CHAPTER 3 OBJECTIVES: Students will have mastered the material in this project when they can:

Create symbols and instances Work with Libraries Create buttons Assign actions to frames and buttons Import graphics

Benchmarks

CREATING ANIMATIONS Q

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Create motion-tween animations Create classic tween animations Create frame-by-frame animations Create shape tween animations Create movie clips Animate text

CREATING SPECIAL EFFECTS


Create a mask effect Add sound Add video Create an animated navigation bar Create character animations using inverse kinematics Create 3D effects Use the Deco tool

WEEKS 31-36 PROJECTS USING ALL MATERIAL MASTERED

BUSINESS EDUCATION - Twinsburg · 6. Analyze business transactions using source documents, and...

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