SC CURRICULUM STANDARDS

1. KEYBOARDING MASTERY

The student will be able to:

1. use correct fingering and proper techniques to key alphanumeric information

2. use correct fingering and proper techniques to key numeric information on a ten-key pad

3. use touch techniques to key information

4. demonstrate speed at a minimum rate of 35 wpm with a maximum of three errors on a three-minute writing

5. use equipment and/or software capabilities to correct errors

6. use correct procedures for storing and retrieving information

7. demonstrate proper use of hardware and software

2. LANGUAGE SKILLS

The student will be able to:

1. follow oral and written instructions

2. identify and use basic keyboarding and computer terminology

3. apply rules for punctuation, grammar, spelling, number expression, word division and capitalization

4. compose paragraphs at the keyboard

5. edit copy using proofreader’s marks

3. DOCUMENT FORMATTING

The student will be able to:

1. format, key, and edit simple problems vertically and horizontally

2. use special features, such as bold, underline, italics, bullets, and numbering to enhance a document

3. identify the basic parts of business documents

4. format, key and edit personal business letters

5. format, key, and edit business letters

6. format, key, and edit envelopes

7. format, key, and edit memoranda

8. format, key, and edit reports

9. format,, key, and edit tables

4. BASIC FORMATTING AND EDITING SKILLS

The student will be able to:

1. identify and use document production terms and generic word processing concepts

2. edit text using insert, delete, move, copy, search, and replace

3. use underline, bold, italics

4. change margins and set tabs

5. change the default setting for margins and tabs

6. change paragraph formatting (line spacing, indent, etc.)

7. demonstrate the use of spell check

5. BASIC PRODUCTION SKILLS

The student will be able to:

1. format, key, and edit the following in mailable form:

Business letters with special features (attention line, subject line, page heading, company name, enclosure notation, copy notation, postscript, and enumerated/bulleted items; memorandums, mailing labels

Reports (including footnotes, bibliography, table of contents, references, title page, and headings for both unbound and bound reports)

RESOURCES

Text: Computer Applications & Keyboarding; computer; Microsoft Word, Microtype and CheckPro programs, Data Projector and screen, videos

INSTRUCTIONAL STRATEGIES

Direct instruction; demonstration, questions/answers; on-line testing; guided practice

NUMERACY IN THE SUBJECT AREA:

Within each lesson plan, NUMERACY is naturally incorporated, embedded.  Examples would be setting up margins for the various documents, keeping account of the number of journal entries before they are required to be inspected by the instructor for a grade, counting the number of spaces that are required between various document parts, numbering the pages of documents, knowing when over three references are used, that a separate page would be required.  In the final project for the class, the students are required to use a rubric to design a NEWSLETTER.  The rubric is specific to require the student to use various numbers of elements in preparing the document to obtain various levels of grades.

Writing Across the Curriculum

WRITING is a naturally occurring activity in the Vocational Business curriculum. Students compose summaries and other written work at the computers. Elements of good language are encouraged and reinforced.

This week’s standards: E1

Monday, June 2, Tuesday, June 3

TSWBAT: participate in exam review; complete semester exams

Assessment: teacher observation of student’s oral and written responses

Wednesday, June 4, Thursday, June 5

TSWBAT: complete exams

Assessment: teacher observation of student’s oral and written responses

Have a wonderful summer!

DP PREVIOUS LESSON PLANS

SC CURRICULUM STANDARDS

1. SAFETY

The student will be able to:

1. Identify good work attitudes that affect safety on the job
2. Identify the major causes of work-related accidents
3. Demonstrate knowledge of an emergency plan
4. Describe the threat of viruses to a computer network, methods of avoiding attacks, and options in dealing with a virus attack
5. Identify potential abuse and unethical uses of computers and networks
1. STUDENT ORGANIZATIONS

The student will be able to:

1. Explain how related student organizations are integral parts of career and technology courses
2. Explain the goals and objectives of related student organizations
3. List opportunities available to students through participating in related student organization conferences and other activities
4. Explain how participation in career and technology education student organizations can promote lifelong responsibility for community service and professional development
2. AMERICAN ECONOMIC SYSTEM

The student will be able to:

1. Explain the major characteristics of the American economic system
2. Explain the principles of the production and marketing of goods and services
3. Explain the economic role played by business in satisfying customer needs and wants in a free enterprise system
4. Explain the economic responsibilities of citizenship in a free enterprise system
5. Distinguish between economic systems around the world and their effect on how businesses operate in the United States
3. BUSINESS ORGANIZATION

The student will be able to:

1. List the advantages and disadvantages of various types of business ownership
2. Identify the five functions of business (accounting, finance, production, marketing, and management)
3. Explain the interrelationships between these five functions of business
4. CONSUMER AWARENESS

The student will be able to:

1. List sources of consumer information
2. List rights of consumers
3. List methods that can be used to protect consumer rights
4. Identify consumer responsibilities
5. PERSONAL FINANCIAL PLANNING

The student will be able to:

1. Develop long- and short-term financial goals.
2. Develop a financial plan
3. Demonstrate proper procedures for managing a checking account
4. Describe several kinds of savings plans
5. Identify various ways in which money can be invested (stocks, bonds, mutual funds, real estate, etc.)
6. Compute simple and compound interest on investments
6. UNDERSTANDING AND USING CREDIT

The student will be able to:

1. Compare and contrast various sources of credit
2. Explain the advantages and disadvantages of using credit
3. Compute simple interest loans
4. Explain how a good credit record can be established and maintained
7. RISK MANAGEMENT

The student will be able to:

1. Identify reasons for buying personal and business insurance
2. Distinguish among the various types of insurance (home, life, medical, automobile, liability, disability, etc.)
8. CAREER PLANNING

The student will be able to:

1. Identify personal qualities and characteristics
2. Identify careers that utilize these personal qualities and characteristics

RESOURCES: Textbook, Intro to Business; Handouts, Data-projector and screen; Videos, Computers and Internet, On-line testing

INSTRUCTIONAL STRATEGIES: Direct instruction, Question and Answer, Role playing, Critical thinking

This week’s standards: All

Monday, June 2, Tuesday, June 3

TSWBAT: participate in exam review

Assessment: teacher observations of student’s oral and written responses

Wednesday, June 4

TSWBAT: complete exam

Assessment: teacher observation of student’s oral and written responses

Service Learning is an elective course for Juniors and Seniors who are interested in doing volunteer work in the local community. The course combines classroom instruction with service work which makes a meaningful contribution to our community. The students help disabled children, work with the elderly, care for the dogs and cats, stock shelves at a local food bank and sort donated clothes. In addition to volunteer work the students do at these agencies, the students themselves benefit from Service Learning by developing their leadership and interpersonal skills, exploring career options, and experiencing the joy of helping those who are less fortunate.

Goals of Service Learning

Ø To enhance student learning by joining theory with experience and thought with action

Ø To fill unmet needs in the community through direct service which is meaningful and necessary

Ø To enable students to help others, give of themselves, and enter into caring relationships with others

Ø To assist students to see the relevance of the academic subject to the real world

Ø To enhance the self-esteem and self-confidence of your students.

Ø To develop an environment of collegial participation among students, faculty, and the community

Ø To give students the opportunity to do important and necessary work

Ø To increase the civic and citizenship skills of students.

Ø To assist agencies to better serve their clients and benefit from the infusion of enthusiastic volunteers

Ø To expose students to societal inadequacies and injustices and empower students to remedy them

Ø To develop a richer context for student learning

Ø To provide cross-cultural experiences for students

Ø To better prepare students for their careers/continuing education

Ø To foster a re-affirmation of students’ career choices

Ø To give students greater responsibility for their learning

Ø To help students know how to get things done

Ø To impact local issues and local needs

GRADING FOR SERVICE LEARNING

For an A:

1. Not less than an accumulated total of 25 hours of volunteer time.

2. Completed portfolio: An on-going journal of your observations, feelings, opinions and things learned about the day’s work at your volunteer site.

For a B:

1. Not less than an accumulated total of 20 hours of volunteer time.

2. Completed portfolio.

For a C:

1. Not less than an accumulated total of 18 hours of volunteer time.

2. Completed portfolio.

Three required projects are:

1. School project
2. Individual project
3. Class project

SERVICE LEARNING IS NOT TAUGHT FOURTH QUARTER, 2008

SL Previous Lesson Plans

Business Law

ACTIVITY COURSE CODE: 5044

Course Description:

This course is designed to provide the student with knowledge of the legal environment in which a consumer operates, to provide the student with knowledge of the legal environment in which a business operates, and to provide the student with knowledge of legal principles.

Objective:

Given the necessary equipment, supplies, and facilities, the student will be able to successfully complete the following core standards for a course which grants one half unit of credit.

Computer access: Occasional access recommended

Credit: 1/2

Articulation: Since the standards required for articulating this course vary at the technical colleges across the state, each district will need to determine whether additional standards should be added to these core standards in order to meet the standards required to articulate this course to the technical college(s) in their geographic area.

STANDARDS

A. SAFETY

The student will be able to:

1. Identify good work attitudes that affect safety on the job.

2. Identify major causes of work-related accidents in offices.

3. Demonstrate knowledge of an emergency plan.

4. Describe the threat of viruses to a computer network, methods of avoiding attacks, and options in dealing with a virus attack.

5. Identify potential abuse and unethical uses of computers and networks.

B. STUDENT ORGANIZATIONS
the student will be able to:

1. Explain how related student organizations are integral parts of career and technology courses.

2. Explain the goals and objectives of related student organizations.

3. List opportunities available to students through participation in related student organization conferences and other activities.

4. Explain how participation in career and technology education student organizations can promote lifelong responsibility for community service and professional development.

C. ETHICS

The student will be able to:

1. Identify ethical character traits: honesty, integrity, compassion, respect, responsibility, citizenship, justice.

2. Distinguish the various ways in which ethical decisions are made, and the consequences.

3. Describe why laws are needed.

4. Explain the relationship between law and ethics and why they sometimes conflict.

D. BASICS OF LAW

The student will be able to:

1. Determine sources of law.

2. Classify types of law.

3. Distinguish between different types of courts.

4. Differentiate civil law and criminal law.

E. CIVIL VERSUS CRIMINAL LAW

The student will be able to:

1. Identify the elements of criminal, civil and business, including trial procedures.

2. Distinguish between a tort and a crime.

3. Differentiate between and give examples of negligence and intention torts.

4. Explain the concepts of the reasonable person test and proximate cause.

5. Explain the concept of strict, absolute, and vicarious liability.

6. Explain constitutional rights when facing civil or criminal legal action

RESOURCES

Text: Understanding Business & Personal Law; computer, handouts; transparencies; Data projector and screen; on line testing, videos

INSTRUCTIONAL STRATEGIES

Role playing; direct instruction; question/answers; critical thinking

Business and Personal Law is not taught fourth quarter.

Business Law Previous Lesson Plans