National Honor Society

SC CURRICULUM STANDARDS

COURSE DESCRIPTION: This course is designed introduce the students to new and emerging technologies that are impacting the way we input information into computers and other devices. Students will go through a review of keyboarding skills in preparation for an introduction to using speech recognition software. Personal digital assistants will be introduced as a tool for personal and business applications. Students will also have an opportunity to explore digital imaging and the various methods of input available for inclusion in documents.

CREDIT: 1 unit

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. INTRODUCING DIGITAL INPUT
The student will be able to:

1. Demonstrate ability to navigate the Internet using a variety of search engines to conduct research.

2. Research and discuss applications for new and emerging technologies (e.g., on-screen writing, speech recognition, cell phones, PDA’s, scanning, voice mail, digital imaging, touch screens, voice output, and biometrics).

3. Identify business ethics and etiquette expected in the workplace in the use of new and emerging technologies.

4. Identify computer system components.

5. Identify terminology associated with new and emerging technologies.

6. With regard to new and emerging technologies, identify security and acceptable use issues.

7. Boot, access, and exit operating system and software applications.

8. Discuss the impact of digital imaging on records management.

9. Research and discuss input devices designed to meet the needs of diverse populations.

D. PRACTICING KEYBOARDING SKILLS
The student will be able to:

1. Key alphabetic, numeric, and symbol information, using a touch system and correct techniques.

2. Manipulate data/software/operating system using function keys, icons, bars, and pull-down menus.

3. Use file and disk management techniques, such as copy, move, store, rename, retrieve, save, delete, and create.

4. Demonstrate the ability to manipulate directories and folders.

5. Improve keyboarding techniques.

6. Increase keyboarding speed and accuracy to a minimum of 35 wpm with all errors corrected.

7. Proofread and edit copy.

8. Key and format letters, memoranda, reports, outlines, and tables from prepared and rough draft material.

9. Key and format columns, tables, graphs, and charts.

10. Compose and format letters, memoranda, reports, outlines, and tables.

11. Key and format addresses on labels and envelops.

12. Produce documents incorporating graphic elements.

13. Maintain the workstation, equipment, materials, and supplies.

14. Demonstrate the ability to obtain assistance for preparing documents via electronic and hard copy references and documentation (e.g., help screen, spell-check, grammar-check, thesaurus, user’s manual, dictionary, internet search).

15. Describe the ergonomic guidelines related to safe computer use.

16. Troubleshoot computer problems (e.g., cable hookups, power sources, and operational supplies.

E. SPEECH RECOGNITION: PREPARING TO USE THE TOOLS
The student will be able to:

1. Discuss health advantages associated with the use of speech recognition software.

2. Create and choose a personal user speech file/profile.

3. Train speech recognition software to recognize user voice through the training/enrollment process.

4. Position and adjust the headset and microphone.

5. Test the microphone and audio settings.

6. Demonstrate the ability to improve a user speech profile by reading additional training stories or scripts.

F. SPEECH RECOGNITION: USING BASIC TECHNIQUES

Using speech recognition software and a command or series of commands, the student will be able to:

1. Open and close computer software applications and menus.

2. Activate and deactivate the microphone.

3. Clear text from the screen.

4. Dictate from prepared dialog or text.

5. Dictate student-composed dialog or text.

6. Navigate a document using voice commands to facilitate movement character-by-character, word-by-word, line-by-line, paragraph-by-paragraph, page-by-page, and from the beginning to the end of a document.

7. Save a file.

8. Print a file.

9. Demonstrate the ability to integrate speech, keyboarding, and mouse-controlled techniques.

G. SPEECH RECOGNITION: IMPROVING TECHNIQUES
The student will be able to:

1. Improve a speech profile by correcting errors using the correction menu (or quick correct menu).

2. Dictate line and paragraph breaks.

3. Dictate punctuation.

4. Use commands for capitalization and formatting fonts.

5. Dictate, numbers, decimals, fractions, mathematical formulas, symbols, and special characters.

6. Dictate dates, phone numbers, currency, Web and e-mail addresses, and the times of day.

7. Use voice commands to select, copy, delete, and move text.

8. Add words, names, and phrases to the speech recognition dictionary.

9. Format text and undo the formatting.

10. Create bulleted and numbered lists.

11. Capitalize titles and headings using voice commands.

H. PERSONAL DIGITAL ASSISTANTS: INTRODUCING THE PDA
The student will be able to:

1. Through research, discuss uses for PDA’s in business.

2. Open applications.

3. Preview an online tutorial.

4. Set preferences and add shortcuts.

5. Synchronize (“Hot Sync”) data with a personal computer.

6. Beam data to and receive beamed data from another PDA.

I. PERSONAL DIGITAL ASSISTANTS: USING INPUT DEVICES
The student will be able to:

1. Use the stylus to navigate the PDA.

2. Write a message with letters and numbers in “Graffiti” or shorthand writing.

3. Write messages in cursive and in print using “natural” handwriting recognition.

4. Tap a message by using the on-screen keyboard and number pad.

5. Use the portable keyboard to enter text and data into a PDA.

J. PERSONAL DIGITAL ASSISTANTS: APPLYING PDA FUNCTIONS
The student will be able to:

1. Create, edit and search for entries in the address book/list of contacts.

2. Create and beam a personal business card.

3. Add appointments, edit entries, and set alarms in the date/appointment book or calendar.

4. Create, edit, prioritize, mare, and delete an item in the talk list.

5. Attach a note to a task item.

6. Write and edit a memo or note.

7. Categorize memos or notes; delete a memo or note.

8. Write an entry into a personal journal.

9. Solve mathematical problems by using the calculator feature.

10. Set up a personal financial account.

11. Add a transaction entry into the personal financial account.

12. Edit a transaction entry in the personal financial account.

13. Reconcile account entries with a bank account or statement.

14. Enter a URL address and locate a Web site (optional based on Internet connection limitations).

15. Navigate the Internet (optional based on Internet connection limitations).

16. Send and receive e-mail over the Internet (optional based on Internet connection limitations).

17. Send and receive Instant Messages (optional based on Internet connection limitations).

18. Place and receive a telephone call using a PDA (optional based on connection limitations).

19. Install software programs (i.e., word processor, spreadsheet, electronic slide show presentation, book reader) on a PDA (optional based on Internet connection limitations).

20. Manage multimedia elements (i.e., pictures, graphics, digital movies, music) on a PDA.

21. Utilize wireless capabilities of a PDA.

K. DIGITAL IMAGING: INTRODUCING DIGITAL IMAGING
The student will be able to:

1. Define digital imaging.

2. Identify current trends and developments in digital imaging.

3. Define various types of graphic file formats.

4. Select the appropriate file format for a variety of applications.

5. Describe the use of file compression and its impact on quality and file size.

6. Convert various graphic file formats.

7. Identify copyright and acceptable use issues related to digital imaging.

L. DIGITAL IMAGING: USING A SCANNER
The student will be able to:

1. Determine appropriate output settings.

2. Acquire a digital image from a scanner.

3. Manipulate the image into graphics editing software.

4. Save the digital image in an appropriate file format and insert the image into a document.

5. Convert an image to text using OCR software.

6. Proofread, edit, and save an OCR generated file.

M. DIGITAL IMAGING: USING A DIGITAL CAMERA
The student will be able to:

1. Describe features of digital cameras including mega pixels, resolution, storage media, and connectivity options.

2. Adjust settings on a digital camera to capture the image.

3. Take a picture and transfer the image to the computer.

4. Manipulate the image into graphics editing software.

5. Save the digital image in an appropriate file format and insert the image into a document.

N. PROJECT-BASED LEARNING: USING DIGITAL TECHNOLOGY

The student will complete a project incorporating all digital input technologies covered during the course.

RESOURCES

Text: DigitTools, Technology Application Tools; 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: D6, 7

Monday, November 23, 2009

TSWBAT: use numeracy to determine line spacing and margins; check knowledge of e-mail and memo formats; check the level of e-mail and memo processing skills; increase speed and accuracy

L24A1, 2, 3; Skill Builder 1` pg. 62

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

Tuesday, November 24

TSWBAT: use language skills to write journal entry; complete any previous assignments; participate in typing game

JT: Of all things in the world, what is the one thing or feeling for which you are most grateful?

Typing game

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

November 16, 2009

This week’s standards: D5, 6, 7

Monday, November 16

TSWBAT: review use of Tab key; complete tab activities; use numeracy to determine tab setting and line spacing; learn to format interoffice memos

WP1, Activities 8, 9, 10; L22B, pg. 57

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

Tuesday, November 17

TSWBAT: use language to write journal entry; process memos from arranged and semi-arranged copy

JT: What is your most prized possession? Why?

L22B

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

Wednesday, November 18

TSWBAT: learn to format e-mail messages; process e-mail messages from arranged and semi-arranged copy; review for Unit 7 test

L23B1, 2, 3

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

Thursday, November 18

TSWBAT: check knowledge of e-mail and memo formats; check the level of e-mail and memo processing skills; print document; review for unit test

L24B 1, 2, 3

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

Friday, November 19

TSWBAT: complete on-line test; improve speed and accuracy through practice and timed writings

Unit 7 test; TW pg. 62, 3’, entire writing.

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

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

BUSINESS ORGANIZATION

The student will be able to:

6. List the advantages and disadvantages of various types of business ownership
7. Identify the five functions of business (accounting, finance, production, marketing, and management)
8. Explain the interrelationships between these five functions of business
3. 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
4. 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
5. 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
6. 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.)
7. 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: E1

Monday, November 23, 2009

TSWBAT: complete chapter activities; use numeracy to complete chapter assignment; listen and respond to the speaker

Review Ch 25; Key Terms; Calculate Business Data

Speaker: Proprietor of Dr. Fishbone’s restaurant

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

Tuesday, November 24

TSWBAT: use language skills to write summary of speaker’s message; provide correct responses to chapter test

Write summary of speaker’s information; Chapter 25 test

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

This week’s standards: E1

Monday, Tuesday, November 16, 17, 2009

TSWBAT: review end-of-chapter activities; describe the major types of deposit-type and nondeposit financial institutions; detail the services provided by the financial industry; outline the functions of the Federal Reserve System; explain how banks earn money, help communities, create economic growth; use numeracy to complete problems

Complete Ch 6 activities; Ch 25, pg. 340, Focus on Real Life; class discussion; Key Terms, Review Questions; Decision-Making Strategies; Communicate Business Concepts; Calculate Business Data

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

Wednesday, Thursday, Nov. 18, 19

TSWBAT: review chapter activities; complete chapter handouts; complete internet search

Ch 25 test; Ethical Perspectives, pg. 346; Internet: banking system and financial services

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

Friday, November 20

TSWBAT: use language skills to write chapter summary; listen to speaker

Writing; speaker, question and answer)

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

This week’s standards: B6, 7, 8

Monday, November 9

TSWBAT: receive take-home unit test; use language skills to answer test questions; view videos; answer thought questions

Unit 1 test; Videos: Teen Finances and Business Giving Back to the Community

Assessment: teacher observation f students’ oral and written responses

Tuesday, Wednesday, November 10, 11

TSWBAT: discuss changing workforce; use language to answer chapter activities; distinguish the four basic kinds of businesses; recognize seven kinds of activities performed by businesses; understand how jobs are created in our economy; use numeracy to complete math problems

BUSINESS BRIEF, pg. 55; Ch5, pg. 56; Review Your Reading; Communicate Business Concepts; Develop Your Business Language; Decision-Making Strategies; Calculate Business Data; COMMUNICATING for SUCCESS, pg. 67

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

Thursday, Friday, November 12, 13

TSWBAT: complete chapter test; use Internet to read about types of business organizations; understand how ownership differs among sole proprietorships, partnerships, and corporations; grasp the advantages and disadvantages of the three major types of business ownership; learn the five functions of managers; recognize three specialized forms of business organizations

http://www.sctax.org/Publications/startbusns.htm; Ch6, pg. 68, Key Terms; class discussion; Review Your Reading; Communicate Business Concepts; Develop Your Business Language; Decision-Making Strategies; Calculate Business Data

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

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

This week’s standards: D1, 4

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

C. 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.

D. STUDENT ORGANIZATIONS
the student will be able to:

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

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

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

8. 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:

Business Law Previous Lesson Plans

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

SL Previous Lesson Plans