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Business Technology Approved 10/29/10

Table of Contents

Summary and Mission...................................................................................................32012 - 2016 Career Clusters and Programs of Studies...............................................4Scope and Sequence Outline........................................................................................6Keyboarding.................................................................................................................10Document Formatting..................................................................................................16Word Processing..........................................................................................................25Computer Applications................................................................................................44Accounting I..................................................................................................................56Accounting II.................................................................................................................67Business Principles.....................................................................................................81Financial Planning........................................................................................................94American Business Legal Systems..........................................................................105Business Economics.................................................................................................122Business Management..............................................................................................135Banking and Finance.................................................................................................155eBusiness Communications.....................................................................................167Interactive Multimedia Presentations.......................................................................183Spreadsheet Applications.........................................................................................196Database Design/Management.................................................................................206Desktop Publishing....................................................................................................217Administrative Management.....................................................................................227Advanced Computer Applications............................................................................246Virtual Enterprise International.................................................................................261Game Programming...................................................................................................272Computer Programming I..........................................................................................281Computer Programming II.........................................................................................289Personal Finance........................................................................................................297Web Design Essentials..............................................................................................304Web Design Applications..........................................................................................326

2.


Summary and Mission

A majority of the jobs in the workforce will be based in the information-intensive segment of the economy. Many of the fastest-growing jobs will be in technology and information-related fields that were virtually non-existent a decade ago. Students' success depends on a comprehensive program integrating and applying academic and business competencies to meet the ever-changing business needs."

The mission of the Business Technology program is to provide instruction for and about business. The program is designed as an avenue to prepare students to:

explore basic business skills; acquire knowledge for personal development and enrichment; supplement skills for other occupations; and prepare for a successful career in business information technology.

Business Technology will prepare students with relevant and flexible skills and a commitment to life-long learning. Significant revision has occurred based on national standards and industry recommendations. Changes are as follows:

Courses Currently Approved 2005 Status Courses Approved 2012-16 Credit NV/V CourseCode

Keyboarding Revised Keyboarding (Elementary/Middle School)

4-6th Pending/0710, 0810

Keyboarding/Document Formatting Revised Document Formatting ½ NV/V 7th Pending, 0812/3775Computer Literacy DeletedKeyboarding/Document Layout and Design Revised Word Processing 1 V PendingComputer Applications Revised Computer Applications 1 NV/V 3721/3718Accounting I Revised Accounting I 1 NV/V 3701/3779Accounting II Revised Accounting II 1 NV/V 3702/3780Business Principles Revised Business Principles 1 NV/V 3709/PendingCareer Connections▪ DeletedFinancial Planning Revised Financial Planning 1/2 NV/V 3713/3717American Business Legal Systems Revised American Business Legal Systems 1/2 NV/V HQ3705, 3706/HQ3719, 3726Business Economics Revised Business Economics 1/2 NV/V HQ3749, 3751/HQ3755, 3765Business Management Revised Business Management 1 V 3707International Business/Marketing DeletedBanking and Finance Revised Banking and Finance 1 V 3756eBusiness Communications Revised eBusiness Communications 1 V 3704Interactive Multimedia Presentations Revised Interactive - Multimedia Presentations 1 NV/V 3752/3746Spreadsheet Applications Revised Spreadsheet Applications 1/2 V 3729Database Design/Management Revised Database Design/Management 1/2 V 3735Desktop Publishing Revised Desktop Publishing 1 V 3741Administrative Management Revised Administrative Management 1-2 V 3737Integrated Input Technologies Revised Advanced Computer Applications 1-2 V PendingVirtual Enterprise International Revised Virtual Enterprise International 1-2 V HQ3762, 3757JAVA Programming Revised Game Programming 1 NV/V PendingWeb Site - Foundations DeletedWeb Page Design - Site Designer DeletedWeb Page Design - eCommerce Deleted Networking Essentials or Networking DeletedInformation Technology Foundations DeletedComputer Operating Systems/Hardware DeletedBASIC Programming Revised Computer Programming I 1 NV/V Pending/PendingC++ Programming Revised Computer Programming II 1 NV/V Pending/PendingPersonal Finance New

2006Personal Finance ½ NV/V 3767/3766

Web Design Essentials Revised 2007

Web Design Essentials 1 V 3768

Web Design Applications Revised 2007

Web Design Applications 1-2 V 3769

Note: NV- Non CTE V-CTE HQ-Highly Qualified

3.


2012 - 2016 Career Clusters & Programs of Studies

Career Cluster Program ofStudy

CTE Coursework

9th

grade10th

grade11th

grade12th

grade

Business, Management, and Administration

HumanResources

Word Processing eBusiness Communication

3704

Interactive Multimedia

Presentation3746

Advance Computer Applications

3730

BusinessManagement

PersonalFinance

3766FinancialPlanning

3717

Accounting I3779

Business Management

3707

VirtualEnterprise

International3757 HQ/3762

BusinessFinancial

Managementand

Accounting

ComputerApplications

3718Accounting I

3779Accounting II

3780Business

Management3707

BusinessAnalysis

PersonalFinance


3717

Accounting I3779

Spreadsheet Applications 3729

Business Economics3755 HQ/3765

Bankingand

Finance3756

AdministrativeAnd

InformationSupport

Document Formatting

3775Database Design

/Management

Word ProcessingeBusiness

Communication3704

Administrative Management

3737

Communications Development Word Processing Business

PrincipleseBusiness

Communication3704


3737

Finance

FinancialPlanning


3718

PersonalFinance


3717

Business Economics3755 HQ/3765

American BusinessLegal Systems3719 HQ/3726

Bankingand

Finance3756

Banking and

Finance

Computer Applications

3718Accounting I

3779

Personal Finance3766

Financial Planning3717

Banking And

Finance3756

4.


2012 - 2016 Career Clusters & Programs of Studies

Career Cluster Program ofStudy

CTE Coursework

9th grade

10th grade

11th grade

12th grade

Government and Public

Administration

Public/Nonprofit

Management and

Administration

Personal Finance

3766Financial Planning

3717

eBusiness Communication

3704


3737

Business Management

3707

InformationTechnology

ElectronicPublishing Word Processing

eBusiness Communication

3704

Desktop Publishing

3741

Advanced Computer

Applications



3718


Presentation3746

Desktop Publishing

3741

Advanced Computer

Applications

Web/Multimedia

Management/ Webmaster


3718


Presentation3746

Web Design Essentials

3768

Web Design Applications

3769

Programming and Software Development

Computer Applications 3718

Computer Programming I

Computer Programmer II

Game Programming

5.


Scope and Sequence Outline

Primary – Grades K-2

Intermediate -Grades 3-5

Intermediate -Grades 4-8

Middle School – Grades 6 – 8

Middle School – Grades 7 – 8

6.

Computer Literacy and Usageoperations, keyboarding, productivity tools, ethics, communications tools, input devices….

Computer Literacy operations, keyboarding, productivity tools, ethics, communications tools, research, input/output devices,

ecommunications, word processing. spreadsheet, database, presentation applications, access network for problem-solving and decision making.

Computer Literacykeyboarding, keyboarding/document formatting, operations, productivity tools, ethics, communications tools, research, input/output devices, ecommunications, spreadsheet, database, presentation applications, access network for problem-solving and decision making, interactive multimedia presentations, desktop/web publishing,

Keyboarding

apply basic skills in operating a computerized keyboard by using the touch system and other input technologies to produce mailable business documents related to keying, formatting, grammar, punctuation, capitalization, spelling, content, typography and layout and design. Using special features of the software, the student will be able to format academic and business reports

Document Formatting

demonstrates a combination of input skills (advanced keyboarding, scanning, speech recognition, handwriting recognition, and the use of a mouse) in the production of mailable business documents applying proofreading and editing industry production standards and skills with emphasized on formatting, typography and layout and design concepts in document preparation of business letters, forms, invoices, manuscripts, and tabulated and columnar information


High School – Grades 9 – 12

Occupational/Continuing Educationin Business

Courses that may supplement Occupation other than Business Technology

EducationCourses for Personal/Academic

UseDocument Formatting Document Formatting Document FormattingWord Processing Word Processing Computer ApplicationsComputer Applications Computer Applications Accounting IAccounting I Accounting I Business Principles Accounting II Business Principles Interactive - Multimedia PresentationsBusiness Principles Interactive - Multimedia Presentations Game Programming Financial Planning Personal Finance Computer Programming IAmerican Business Legal Systems Computer Programming IIBusiness Economics Personal FinanceBusiness ManagementBanking and FinanceeBusiness CommunicationsInteractive - Multimedia PresentationsSpreadsheet ApplicationsDatabase Design/ManagementDesktop PublishingAdministrative ManagementAdvanced Computer ApplicationsVirtual Enterprise InternationalGame Programming Computer Programming IComputer Programming IIPersonal FinanceWeb Design EssentialsWeb Design Applications

4 x 4 block

CoursesCourse Codes K-2 3-5 6 7 8 9 10 11 12 Credit

Document Formatting/ Database Design/ Management or Spreadsheet Applications X X X X 1

Computer Applications X X X X 1Business Principles X X 1Word Processing X X 1eBusiness Communication X X 1Accounting I X X 1Accounting II X X 1**American Business Legal Systems/Business

Economics X X 1

Business Management X X 1Personal Finance (Approved 6/22/07) /Finance Planning

X X 1

Finance and Banking X X 1**Virtual Enterprise International X X 1**Web Design Essentials (Approved 11/14/08) X X 1Web Design Applications (Approved 11/14/08) X X 1**Desktop Publishing X X X 1Interactive Multimedia Presentations X X X 14 x 4 block continued

7.


CoursesCourse Codes K-2 3-5 6 7 8 9 10 11 12 Credit

Computer Programming I X X X X 1Computer Programming II X X X 1Game Programming X X 1Advanced Computer Applications X X 1**Administrative Management X X 1**Work Based Learning 1**Special Course-Business Technology**Two credits -pursuing industry certification and/or Work Based Learning

2 Semester BlockCourses Course

Codes K-2 3-5 6 7 8 9 10 11 12 Credit

Document Formatting X X X ½Word Processing X X X ½-1Computer Applications X X 1Database Design/Management X X X ½Accounting I X X X 1Accounting II X X 1**eBusiness Communication X X X 1Business Economics X X ½Business Principles X X 1Finance Planning X X X ½Personal Finance (Approved 6/22/07) X X ½American Business Legal Systems X X ½Business Management X X 1Interactive Multimedia Presentation X X X 1Banking and Finance X X 1**Virtual Enterprise International X X 1**Web Design Essentials (Approved 11/14/08) X X 1Web Design Applications (Approved 11/14/08) X X 1**Spreadsheet Applications X X X ½Desktop Publishing X X X 1Computer Programming I X X X X 1Computer Programming II X X X 1Game Programming X X 1Advanced Computer Applications X X 1**Administrative Management X X 1**Work Based Learning X X 1**Special Course-Business TechnologyNote: **Two credits -pursuing industry certification and/or Work Base Learning

Business/Computer TechnologyComputer Literacy X X X X X X X X XKeyboarding X X X XComputer Applications X X X X 1Computer Programming I X X X X 1Computer Programming II X X X 1Game Programming X X X X 1Interactive Multimedia Presentation X X X 1

8.


Courses Course Codes K-2 3-5 6 7 8 9 10 11 12 Credit

Business Technology Education (Non Career and Technical Education) Business Principles X X 1 Business Economics X X ½American Business Legal Systems X X ½Accounting I X X X 1Accounting II* X X 1Finance Planning X X ½Personal Finance (Approved 6/22/07) X X ½Special Course-Business Technology (Non CTE) X

Business Technology Education (Career and Technical Education) Document Formatting X X X ½Word Processing X X X ½-1Computer Applications X X 1Database Design/ Management X X X ½Accounting I X X X 1Accounting II X X 1**eBusiness Communication X X X 1Business Economics X X ½Business Principles X X 1Finance Planning X X X ½Personal Finance (Approved 6/22/07) X X ½American Business Legal Systems X X ½Business Management X X 1Interactive Multimedia Presentation X X X 1Banking and Finance X X 1**Virtual Enterprise International X X 1**Web Design Essentials (Approved 11/14/08) X X 1Web Design Applications (Approved 11/14/08) X X 1**Spreadsheet Applications X X X ½Desktop Publishing X X X 1Computer Programming I X X X X 1Computer Programming II X X X 1Game Programming X X 1Advanced Computer Applications X X 1**Administrative Management X X 1**Work Based Learning X X 1**Special Course-Business TechnologyNote: **Two credits -pursuing industry certification and/or Work Base Learning

Business Technology and Marketing (Career and Technical Education)Virtual Enterprise International X X 1-2Note: **Two credits - pursuing industry certification and/or Work Based Learning

9.


Keyboarding

The student will develop skills in operating a keyboard by touch with emphasis on entering the alphabet, numbers, and symbols with proper technique.

Recommended Prerequisite: NA

Grades: 4-8

Course Codes: 4-6 Grades Pending, 7th Grade 0710, 8th Grade 0810

10.


Standard: 1.0

The student will operate and maintain the workstation.

Standard 2.0

The student will operate the alphabetic, numeric, and symbol keyboard using the touch system.

Standard 3.0

The student will format simple documents (letters, reports, articles).

Standard 4.0

The student will apply standard rules of spelling, punctuation, grammar, and capitalization.

11.


Course Description

The student will develop skills in operating a keyboard by touch with emphasis on entering the alphabet, numbers, and symbols with proper technique. (A computerized workstation with dedicated software for each student is necessary. Examples: netbook, keyboarding training station, laptop, or desktop. If on-line instruction is the vehicle used for instruction, Internet connectivity is essential.)

Standard: 1.0

The student will operate and maintain the workstation.

Learning Expectations

The student will:1.1 Interpret computer and keyboarding terminology.1.2 Manage the computer system and related software.1.3 Demonstrate appropriate lab safety skills.

Student Performance Indicators: Evidence Standard is MetThe student:

Uses and applies computer and keyboarding terminology. Identifies the functions of computer components. Uses input devices, such as mouse, keyboard, and voice. Uses output devices such as a printer. Saves, retrieves, and deletes files. Assesses the potential safety hazards in a computer lab. Demonstrates lab safety knowledge with 100% score on lab safety quiz.

Sample Performance Task Use a check sheet to evaluate knowledge of computer and keyboarding

terminology. In a group project review and analyze possible safety hazards in a computer

lab.

12.


Standard 2.0

The student will operate the alphabetic, numeric, and symbol keyboard using the touch system.


The student will:2.1 Demonstrate correct body and hand position for keyboarding.2.2 Apply the touch system to develop keyboarding skills using the alphabetic,

numeric, and symbol keys.2.3 Observe a demonstration on voice input.

Student Performance Indicators: Evidence Standard is Met

The student: Exhibits proper posture and fingering techniques for the alphanumeric

keyboard. Applies the touch-keying system to develop basic skills on the alphanumeric

keyboard at a rate of 15 gross words a minute (GWAM) for a one-minute timed writing.

Practices proper response patterns to gain speed and accuracy. Uses the correct touch system to reach the numeric and symbol keys.

Sample Performance Task Using the touch system, key the alphabet and symbols keys. Use a technique check sheet to evaluate proper techniques at the keyboard. Use the touch system to perform daily drills on sentences and paragraphs from

straight copy. Perform drills on sentences and paragraphs utilizing the mouse, keyboard,

voice, and print completed assignments. Using the touch system, key the numbers on numeric keypad. Using any word processing or keyboard program, the students will take a

timed keyboarding test to determine their gross words per minute.

13.


Standard 3.0

The student will format simple documents (letters, reports, articles).


The students will:3.1 Key documents applying formatting functions for setting margins, tabs, and

paragraph spacing.3.2 Demonstrate proper keying and formatting technique for simple letters, reports,

and articles.3.3 The student will apply typography guidelines.3.4 Explore the gathering of information using a variety of electronic resources,

including but not limited to the Internet.


The student:

Uses the touch system and word processing software to key, edit, save, and print documents.

Keys a personal business letter meeting acceptable mailability standards. Keys a report and an article meeting acceptable mailability standards. Use a variety of technology resources to address a variety of tasks and

problems. Saves documents and prints hard copy.

Sample Performance Task Key and format. Key and format a cover sheet for a book report/assignment. Key and format lists. Key and format a simple announcement, personal letters, article, and report

memorandums applying formatting and typography guidelines. Perform drills applying formatting functions to set margins, tabs, and

paragraph spacing on a document. Use technology resources to research then create a report on a given topic.

14.


Standard 4.0

The student will apply standard rules of spelling, punctuation, grammar, and capitalization.


The student will:4.1 Demonstrate proper keying and formatting technique for written

communications.4.2 Compose and proofread documents for accuracy, content, grammar, spelling,

and punctuation.


Applies spelling, punctuation, grammar, and capitalization to documents. Uses correct sentence structure in composing and formatting text.

Sample Performance Task Compose and key sentences and paragraphs applying spelling, punctuation,

and capitalization. Compose and key sentences and paragraphs using correct grammar. Print a personal business letter and a one-page report. Correct errors and

print.

15.


Document Formatting

The student will apply basic skills in operating a computerized keyboard by using the touch system and other input technologies to produce mailable business and academic documents. Mailability standards relate to keying, formatting, grammar, punctuation, capitalization, spelling, content, typography and layout and design. Using special features of the software, the student will be able to format academic and business reports.

Recommended Prerequisite: Computer Literacy K-6, Keyboarding 4-6

Grades: 7-9

Recommended High School Credit: ½

Course Codes: 7th Grade (Pending), 8th Grade-0812/9th Grade 3775

16.


Standard 1.0

The student will develop and apply concepts related to human relations, safety, career development, communications, and leadership skills for a global workplace.

Standard: 2.0

The student will operate the keyboard using proper technique to apply the touch system.

Standard 3.0

The student will demonstrate speed and accuracy in keying.

Standard 4.0

The student will format text.

Standard 5.0

The student will create effective written communications applying language arts skills.

Standard 6.0

The student will exhibit proficiency in the use of technology.

17.


Course DescriptionThe student will apply basic skills in operating a computerized keyboard by using the touch system and other input technologies to produce mailable business and academic documents. Mailability standards relate to keying, formatting, grammar, punctuation, capitalization, spelling, content, typography and layout and design. Using special features of the software, the student will be able to format academic and business reports. (This course requires a computerized workstation for each student with operating system, word processing, database, spreadsheet, presentation, and networking resident software.)

Standard 1:0



The student will:1.1 Demonstrate sensitivity to personal, societal, corporate, and governmental

responsibility to community and global issues.1.2 Demonstrate the interpersonal, teamwork, and leadership skills needed to

function in diverse business settings, including the global marketplace.1.3 Communicate effectively as writers, listeners, and speakers in diverse social

and business settings.1.4 Apply the critical-thinking and soft skills needed to function in students’ multiple

roles as citizens, consumers, workers, managers, business owners, and directors of their own futures.

1.5 Analyze and follow policies for managing legal and ethical issues in organizations and in a technology-based society.

1.6 Investigate the life-long learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling.

1.7 Assess personal skills, abilities, aptitudes, and personal strengths and weaknesses as they relate to career exploration and apply knowledge gained from individual assessment to research and develop an individual career plan.

1.8 Examine the goals and principles of Future Business Leaders of America.1.9 Investigates online and office safety procedures and passes a written safety

examination with 100% accuracy.1.10 Demonstrates parliamentary procedure through office staff/chapter

organizational meetings.

18.


1.11 Apply appropriate typography concepts to industry documents.

19.


Student Performance Indicator: Evidence Standard Is Met

The student: Develops a presentation, applying typography guidelines, that illustrates

ethical and legal behavior in written and spoken portions of the presentation, and recognizes the implications of violating federal and state laws related to the use of technology and copyrighted materials.

Models and role-plays examples of behavioral expectations in the workplace, including soft skills and team building.

Demonstrates skills necessary for safety and environmental protection in the workplace and passes a written safety exam with 100% accuracy.

Develops a presentation, applying typography guidelines illustrating ethical behavior in what are written, spoken or presented and legal issues recognizing the implications of violating federal and state laws including the use of technology and copyrighted materials.

Illustrates modeling and role playing of examples of behavioral expectations in the workplace including soft skills and team building.

Demonstrates parliamentary procedure through office staff/chapter organizational meetings.

Participates in Future Business Leaders of America leadership activities. Creates a design and lays out a membership brochure to promote

membership. Creates a design and lays out a flyer to promote the local activities of the

March of Dimes Campaigns. Demonstrates progress toward developing skills and behaviors through

portfolios and reflection.

Sample Performance TaskDesign and produce a team project on legal and ethical issues that includes

issues and penalties for plagiarism, copied text that does not require permission, and copied data that requires permission and the process used in obtaining permission. Obtain formal permission for use of quotations, art form, design, music, and photographs. Develop and present a total team project utilizing various technology components and appropriate typography concepts.

Use the Internet to research health and safety issues in a computer work environment.

Compose and assemble a safety manual using appropriate typography concepts. Develop a presentation on right-to-know laws and any other laws required for safety.

20.


Standard: 2.0

The student will operate the keyboard using proper technique to apply the touch system.


The student will:2.1 Demonstrate correct body and hand position for keyboarding.2.2 Maintain eye contact with copy.2.3 Use the touch system to strike the keys.

Student Performance Indicators

The student: Applies correct body and hand position for correct keyboarding. Applies the touch system using keyboarding skills.

Sample Performance Task Perform drills on sentences and paragraphs. Students will be evaluated using a check sheet including hand and body

position.

21.


Standard 3.0

The student will demonstrate speed and accuracy in keying.


The student will:3.1 Exhibit proper response patterns for gaining speed.3.2 Demonstrate proficiency and speed in keying straight copy.3.3 Key a minimum of 30 GWAM on a 2-minute writing with a maximum of 5

errors.


The student: Keys straight copy material. Applies correct keyboarding technique during timed writings to meet

acceptable speed and accuracy standards.

Sample Performance Task Students key a 2-minute timed writing.

22.


Standard 4.0

The student will format text.


The student will:4.1 Apply typography, layout, and design rules.4.2 Plan and set margins, tabs, page numbering, and indents.4.3 Align text horizontally and vertically.

Student Performance Indicators:

The student: Keys a document, applying formatting functions for setting margins, tabs,

paragraph spacing, page-breaks, and headers/footers. Keys and centers text horizontally and vertically. Keys a document using appropriate font face, styles, and sizes.

Sample Performance Task Students key drills that apply setting margins, setting tabs, and paragraph

spacing.

23.


Standard 5.0

The student will create effective written communications applying language arts skills.


The student will:5.1 Demonstrate proper keying and formatting technique for written

communications.5.2 Proofread documents for accuracy, content, grammar, spelling, and

punctuation.5.3 Use productivity tools to prepare presentations and produce other creative

works.

Student Performance Indicators:

The student: Keys and formats personal business letters, memorandums, and reports. Edits rough draft documents using proofreader marks. Composes, organizes, edits, and revises documents at the keyboard. Uses multimedia software programs to create linear and non-linear

presentations incorporating text and graphics.

Sample Performance Task Students key a personal business letter to a friend.

24.


Standard 6.0

The student will exhibit proficiency in the use of technology.


The student will:6.1 Prepare basic software application functions.6.2 Organize files on a computer or storage device.6.3 Practice responsible use of technology information systems.


The student: Manipulates icons on the desktop, creates folders, and stores files within

folders. Maintains a current vocabulary of technology terminology. Practices ethical and legal behaviors when using technology.

Sample Performance Task Students will create a folder on the computer to save their files.

25.


Word Processing

The Word Processing course builds on the keyboarding skills learned in the elementary school Keyboarding course and the middle school Document Formatting course. The student will use a hands-on approach to develop proficiency in document creation and design. Formatting, typography, and layout and design concepts are applied in document preparation of business letters, forms, invoices, manuscripts, and tabulated and columnar information. Emphasis is on production of business applications and speed and accuracy. Proofreading and editing skills are applied. Students will use database software to create a simple database. Sorting, querying, reporting, and integrating or merging data into a word processing document will be applied to the database. Simulations will be utilized to represent integrated workplace situations.

Recommended Prerequisite: Keyboarding and Document Formatting

Recommended Grades: 9-10

Recommended Credit: 1/2 Credit (Standards 1-7)1 Credit (Standards 1-14)

Course Codes: Pending

26.


Standard 1.0


Standard 2.0

The student will utilize skill building drills to increase speed and accuracy.

Standard 3.0

The student will create business documents, applying the appropriate formatting knowledge and skills.

Standard 4.0

The student will research and apply typography, layout, design, and composition concepts to electronic presentations.

Standard 5.0

The student will perform beginning and advanced document formatting skills in creating reports and tables.

Standard 6.0

The student will apply language rules, proofreaders’ marks, and reference tools.

Standard 7.0

The student will research and apply knowledge of ethical and legal issues within the industry.

Standard 8.0

The student will design documents incorporating specialized features including integration of software applications.

Standard 9.0

The student will create multiple column layouts.

Standard 10.0

The student will create documents utilizing advanced word processing features.

27.


Standard 11.0

The student will create employment documents.

Standard 12.0

The student will develop database skills to organize and maintain information.

Standard 13.0

The student will investigate the Web design features of the word processing software.

Standard 14.0

The student will perform a culmination project by completing a simulation.

28.


Course Description

The Word Processing course builds on the keyboarding skills learned in the elementary school Keyboarding course and the middle school Document Formatting course. The student will use a hands-on approach to develop proficiency in document creation and design. Formatting, typography, and layout and design concepts are applied in document preparation of business letters, forms, invoices, manuscripts, and tabulated and columnar information. Emphasis is on production of business applications and speed and accuracy. Proofreading and editing skills are applied. Students will use database software to create a simple database. Sorting, querying, reporting, and integrating or merging data into a word processing document will be applied to the database. Simulations will be utilized to represent integrated workplace situations. (This course requires a computerized workstation for each student with operating system, word processing, database, spreadsheet, presentation, and networking resident software.)

Standard 1:0










29.





organizational meetings.1.11 Apply appropriate typography concepts to industry documents.













30.


Sample Performance Task

Design and produce a team project on legal and ethical issues that includes issues and penalties for plagiarism, copied text that does not require permission, and copied data that requires permission and the process used in obtaining permission. Obtain formal permission for use of quotations, art form, design, music, and photographs. Develop and present a total team project utilizing various technology components and appropriate typography concepts.



31.


Standard 2.0

The student will utilize skill building drills to increase speed and accuracy.


The student will:

2.1 Demonstrate correct body and hand position for keyboarding.2.2 Apply the touch system to develop keyboarding skills using the alphabetic,

numeric, and symbol keys.2.3 Exhibit proper response patterns for gaining speed.2.4 Demonstrate proficiency and speed in keying straight copy material.2.5 Produce mailable copy.2.6 Apply typography, layout, and design rules.2.5 Produce evidence of skill in sentence and paragraph writing.


The student: Applies correct body and hand position for keyboarding. Reviews the correct touch system to reach the alphabetic, numeric and symbol

keys. Keys a minimum of 35 NWAM on a 3-minute timed writing for one-half (1/2)

credit course and 45 NWAM on a 5-minute timed writing for a one(1)-credit course.

Keys mailable copy from rough-draft and script materials.

Sample Performance Task Use the touch system, keys the alphabet and symbols. Use the touch system, keys the numbers on numeric keypad. Use a technique check sheet, evaluates techniques using the keyboard and

keypad. Perform daily drills on sentences and paragraphs from straight copy, script,

and rough-draft.

32.


Standard 3.0

The student will create business documents, applying the appropriate formatting knowledge and skills.


The student will:3.1 Demonstrate proper keying formatting technique for business documents.3.2 Key business documents in a variety of styles and formats.


Uses the touch system and word processing software to create, modify, store, retrieve and print documents.

Keys and formats personal business letters, business letters, e-mails, and memorandums meeting acceptable mailability standards.

Submits required documents in mailable form. Saves documents and prints hardcopy.

Sample Performance Task Key and format a simple announcement. Key and format personal business letters, business letters, e-mails, and

memorandums.

33.


Standard 4.0

The student will research and apply typography, layout, design, and composition concepts and guidelines for preparation of a multimedia project.


The student will:4.1 Analyze composition processes.4.2 Analyze principles of typography.4.3 Set formatting styles and apply typographical commands to text.4.4 Evaluate the effectiveness of typography in publications.4.5 Contrast and compare the typography from at least two print sources:

a. composition techniqueb. different typestylesc. different types of justification

4.6 Analyze layout principles.4.7 Analyze principles of design, including the following:

a. special effects techniquesb. text alignment, elements positioningc. master page constructiond. spot color and process color to text and graphics

4.8 Illustrate gradiations in shapes and blend colors.


The student: Prepares a layout using typography specifications. Applies layout and design principles using original and/or imported graphics. Applies spot color to graphics and text. Applies typographical commands to text. Rotates text and graphics. Proofs, edits, resizes, crops/manipulates copy and graphics. Prints or publishes hard copy that meets publication and design standards.

Sample Performance Task Have students illustrate at least three font technologies, using different

backgrounds. Compare and contrast the typography of each. Design and create various projects, i.e., commercial, ad campaign, public

relations announcement for membership recruitment for Future Business Leaders of America.

Have students present to class an electronic presentation.

34.


Standard 5.0

The student will perform beginning and advanced document formatting skills in creating reports and tables.


The student will:5.1 Demonstrate proper technique for inputting reports and tables.5.2 Key multi-column tables.5.3 Key and format a multi-page report with headers and footers.5.4 Demonstrate correct techniques in using the tracking mode for edits and

revisions.

Student Performance Indicator: Evidence Standard is Met

The student: Prepare a multi-column table with column headings using the table feature

and the key-line method. Inputs a multi-page report that includes a table, reference citations, headers,

and footers in mailable form. Edits and retrieves copy, makes changes using the revision mode, proofs

revisions, accepts revisions, saves and prints hard copy. Designs documents such as a newsletter with columns, headers, and footers.

Sample Performance Task Choose a topic to research and prepare a two-to-three page report. The report

must have two-to-three references with a title page, a bibliography, and footnotes or endnotes. Input, edit, revise, and print hard copy of the report.

35.


Standard 6.0

The student will apply language rules, proofreaders’ marks, and reference tools.


The student will:6.1 Apply rules for spelling, grammar, punctuation, capitalization, word usage,

number expression, and abbreviations.6.2 Use reference materials.6.3 Apply language arts skills to all keyed documents.6.4 Apply proofreaders’ marks to rough-draft material.


The student: Applies spelling, punctuation, capitalization, and abbreviation rules to business

documents. Uses correct sentence structure in composing and formatting text. Applies proofreaders’ marks to indicate all errors in content, format, spelling,

and grammar on a document printout. Composes and inputs a minimum of ten sentences and one paragraph,

applying spelling, punctuation, capitalization, number expression, and grammar correctly.

Sample Performance Task Perform drills on sentences and paragraphs from straight copy, script, and

rough-draft material. Print a one-page report, edit, and use proofreaders’ marks to indicate all errors

in content, format, spelling, punctuation, and grammar. Correct errors and print.

Use proofreaders’ marks to correct a document which contains multiple errors including punctuation, capitalization, grammar, and number expression.

Compose and key a one-page report about a person who has influenced your life using acceptable standards for grammar, punctuation, capitalization, word usage, and number expression.

36.


Standard 7.0



The student will:7.1 Demonstrate work ethics that include integrity, honesty, loyalty, and

perseverance that meet industry standards.7.2 Comprehend copyright laws and their applications to text, visual art, design,

music, and photography.7.3 Research legal responsibilities associated with the use of the Internet as

required by federal and state government agencies.


The student: Applies ethical conduct providing the proper credit to those whose ideas and

content have been used in creating interactive multimedia projects. Demonstrates ethical behaviors in what is written, spoken, or presented in

designing and presenting a multimedia project. Applies knowledge of copyrights in seeking formal permission from copyright

sources before using materials. Recognizes the legal implications of violating federal and state laws in

multimedia/digital publishing. Demonstrates legal responsibilities using the Internet for interactive multimedia

projects. Demonstrates skills necessary for safety and environmental protection in

digital design and photography. Develops a virtual presentation on ethical and legal issues that could be

posted on the web.

Sample Performance Task Design and produce a business report on legal and ethical issues that includes

issues and penalties for plagiarism, copied data with permission, and the process used in obtaining permission. Obtain formal permission for use of a quotations, etc. as required by copyright laws.

37.


Standard 8.0

The student will design documents incorporating specialized features including integration of software applications.


The student will:8.1 Create a document using clip art, word art, and drawing and color tools.8.2 Create a document and a data source.8.3 Insert merge fields into the main document.8.4 Create multi-page-tabulated reports, financial statements, and business forms.8.5 Edit an existing data source and create mailing labels.8.6 Create business documents with merge variables.8.7 Create auto-text inserts and macros.


The student: Designs a document with wraparound text using a scanned picture, clip art,

word art, and drawing tools. Composes and keys a document using the mail merge features. Prints mailing labels from data source. Designs a multi-page document incorporating the formatting tools used to

produce industry-standard documents. Prepares a news release for electronic release.

Sample Performance Task Design a school newsletter and use graphics in the newsletter. Print a hard

copy. Complete a business document in a word processing project and insert a

graph created from a spreadsheet program.

38.


Standard 9.0

The student will create multiple column layouts.


The student will:9.1 Utilize the table feature to create tables and insert tables into documents.9.2 Create a document in multiple-column format.


The student: Composes text, changes text to a table, formats the table and performs

calculations in a table. Creates a multiple column document, adjusts column spacing, and balances

the column. Creates a multi-page tabulated report.

Sample Performance Task Research a topic and create a multiple column table with a bibliography and

print the product.

39.


Standard 10.0

The student will create documents utilizing advanced word processing features.


The student will:10.1 Compose, organize, key, and edit information applying typography and

advanced layout and design guidelines.10.2 Use the touch system keying technique and word processing software to

create, modify, store, retrieve, and print business documents.


The student: Keys and formats mailable documents setting styles, including center

command, underscore, page-end command, hyphenation, header/footers, subscripts/superscripts, justification, automatic pagination, decimal tab, page numbering.

Keys business letters with special features. Keys minutes. Keys appointment schedules. Keys agendas. Keys itineraries. Keys outlines. Keys financial statements. Keys multipage reports, table of contents, cover pages, footnotes or

endnotes, biography. Edits documents. Uses the revision feature to set paragraph formatting, indent setting, tab

settings, cut and paste and text enhancements to revise documents. Print copy with revisions for portfolio.

Accepts or rejects revisions and prints a hard copy for inclusion in a portfolio.

Sample Performance Task Key and format the minutes of your local chapter of Future Business Leaders

of America. Save and edit the minutes. Retrieve the file and revise it according to instructions. Print a hard copy.

40.


Standard 11.0

The student will create employment documents.


The student will:11.1 Perform a job search utilizing the Internet and the Occupational Outlook

Handbook.11.2 Prepare a letter of application, resume, job application, and follow-up letter.11.3 Research and analyze proper job interview skills.


The student: Using the Internet, researches local business products and services in

preparation for a job search. Keys a sample letter of application, designs a personal resume, composes an

original letter of application and prepares a follow-up letter. Completes a job application. Submits required documents in mailable form. Uses the proper technique to key correspondence. Inputs and formats a report on effective job interview techniques.

Sample Performance Task Select a company to which you wish to apply for a job. Input, format, edit and

print a letter of application, a resume, and a follow-up letter.

41.


Standard 12.0



The student will: 12.1 Examine an existing database for data types, field description characteristics.12.2 Design and create a database.12.3 Formulate simple queries. 12.4 Create a database report.

Student Performance Indicators: Evidence Standard Is Met

The student: Creates a blank database using appropriate inputting, formatting, and editing

skills. Searches and sorts database for specific information. Develops queries Creates and formats database reports. Inputs, sorts, searches, edits, and updates data.

Sample Performance Task Enter data into a table from preprinted material, such as a student organization

membership list, make corrections needed to view the page as intended, and print the results.

The student will design a database given specific contact demographic data for a fundraising activity.

42.


Standard 13.0

The student will investigate the Web design features of the word processing software.


The student will: 13.1 Examine Web page elements.13.2 Design a Web page using hyperlinks.13.3 Compare and contrast the development of Web pages using wording

processing software versus Web development software.


The student: Researches the components of a Web page. Save a document, using text and graphics, as a Web page. Develop a Web page, comprised of text and graphics that contains hyperlinks.

Sample Performance Task As a team create a simple Web page layout to be incorporated in the business

department web page, using at least two hyperlinks.

43.


Standard 14.0

The student will perform a culmination project by completing a simulation.


The student will:14.1 Apply advanced document design skills in completing a simulation.14.2 Proofread and edit documents for accuracy, content, grammar, spelling, and

punctuation.14.3 Use touch system keying techniques and word processing software to create,

modify, store, retrieve, and print documents.


The student: Keys and formats mailable correspondence. Composes, organizes, and edits a document at the keyboard. Evaluates the appearance and accuracy of documents. Revises a document. Stores documents on a disk and prints a hard copy.

Sample Performance Task Key, format, edit, revise, and print a simulation project representing real-life

business activities.

44.



This course is designed to develop computer technology skills. Students will use a variety of computer software and hardware tools and features of an electronic information network. Students will explore the social, business, and ethical issues of using computer technology. The students will develop skills that will assist them with efficient production of word processing documents, spreadsheets, databases, and presentations.

Recommended Prerequisite or concurrent: Keyboarding 4-8Suggested Prerequisite or concurrent with: Document FormattingGrades: 7-10Recommended Credit: 1 CreditCourse Codes: 3721/3718

45.


Standard 1.0


Standard 2.0

The student will examine new and emerging technologies and evaluate the impact and applications of computers in society.

Standard 3.0

The student will apply skills appropriate to the computer operating system and the keyboard.

Standard 4.0

Apply mailability standards to all software output.

Standard 5.0

The student will accurately create a variety of word processing documents.

Standard 6.0

The student will create and design spreadsheets to produce and manipulate alpha/numeric data.

Standard 7.0


Standard 8.0

The student will design a multimedia presentation.

Standard 9.0

The student will examine network, hardware, software, and programming applications.

46.


Course Description

This course is designed to develop computer technology skills. Students will use a variety of computer software and hardware tools and features of an electronic information network. Students will explore the social, business, and ethical issues of using computer technology. The students will develop skills that will assist them with efficient production of word processing documents, spreadsheets, databases, and presentations. (This course requires a computerized workstation for each student with operating system, word processing, database, spreadsheet, presentation, and networking resident software.)

Standard 1.0














47.


















48.


Standard 2.0

The student will examine new and emerging technologies and evaluate the impact and applications of computers in society.


The student will:2.1 Analyze and explore the use and impact of computer technology on individual

lives, employment opportunities, and various industries such as business, recreation, medical, education and entertainment.

2.2 Explore emerging computer technologies and forecast future trends. 2.3 Analyze different types of computer applications and the types of hardware

and software needed to complete each.


The student: Compares and contrasts the benefits and limitations of computer technology in

various industries. Researches and reports on current trends and emerging technologies through

the use of videos, Internet, magazines, newspapers, etc. Connects potential employment opportunities to emerging technologies.

Sample Performance Task In assigned work groups, research and identify ways technology affects each

team member.

Each student will research and analyze an emerging technology and present it to the class.

49.


Standard 3.0

The student will apply skills appropriate to the computer operating system and the keyboard.

The student will: 3.1 Operate the alphabetic, numeric, and special characters on the keyboard using

the touch system.3.2 Demonstrate speed and accuracy using the touch system of keying by

attaining a minimum of 35 NWAM on a two-minute timed writing.3.3 Apply operating system commands in the use of computer components and

functions.3.4 Demonstrate proficiency in the care and operation of computer technology.


The student: Applies correct body and hand position for keyboarding. Uses the touch system to reach the alphabetic, numeric and special characters

keys. Keys a minimum of 35 NWAM on a two-minute timed writing. Demonstrates the features of the operating system. Utilizes the operating system environment to:

Analyze the types of files shown in a directory. Create directories (folders) and sub directories. Rename existing files and directories (folders). Save or move files to a variety of storage media.

Sample Performance Task Students will complete a one-minute timed writing achieving a minimum of 35

NWAM. The student will use components and functions of the resident operating

system.

50.


Standard 4.0

Apply mailability standards to all software output.

Learning Expectations4.1 Apply appropriate capitalization, punctuation, number expression, and

grammar concepts to produce mailable documents. 4.2 Revise and critique documents using proofreading and editing marks.


The student: Applies language arts skills to all documents. Demonstrates document productivity by using appropriate proofreading and

editing skills. Inputs, edits, and formats documents for a specific communication project.

Sample Performance Task Students will key and revise a document containing grammatical, punctuation,

spelling, and number expression errors indicated by proofreader marks.

51.


Standard 5.0

The student will create a variety of word processing documents. Learning Expectations

The student will:5.1 Differentiate between the functions and terminology of word processing

software.5.2 Apply accurate formatting skills to create and revise a variety of academic and

business documents. (CLE 3101.1.2, CLE 3102.1.2, CLE 3102.4.2, CLE 3108.1.2, CLE 3108.4.7, CLE 3108.4.8)


The student: Creates a variety of business documents (such as)

Memo Letters Agenda News releases Minutes Tables (Tabs and Table Feature) Business Reports Academic Reports (MLA, APA or other accepted format)

Designs documents applying typography concepts. Inputs and formats documents for a specific communication project. Inserts and formats graphics. Demonstrates document productivity by using appropriate proofreading skills

and editing skills.


The student will input and format a variety of documents for a specific communications project.

52.


Standard 6.0

The student will create and design spreadsheets to produce and format data.


The student will: 6.1 Compare and contrast the uses of word processing and spreadsheet software. 6.2 Differentiate between the functions and terminology of spreadsheet software. 6.3 Analyze and construct functions and formulas. (CLE 3102.1.7, CLE 3102.2.1,

CLE 3102.3.6, CLE 3102.3.1, CLE 3102.3.5, CLE 3102.3.6, CLE 3102.3.9, CLE 3103.1.7, CLE 3103.2.3, CLE 3108.1.7,)

6.4 Create charts and graphs. (CLE 3102.1.2, CLE 3102.5.1, CLE 3102.5.2, CLE 3101.1.2, CLE 3103.2.4, CLE 3103.3.2, CLE 3103.3.5, CLE 3103.5.1, CLE 3103.5.2, CLE 3103.5.3, CLE 3103.5.4, CLE 3108.1.2, CLE 3108.2.3, CLE 3108.5.1)


The student:

Demonstrates the functions and terminology of spreadsheet software.

Creates spreadsheets using appropriate inputting, editing, and formatting skills. Develops and applies functions and formulas. Incorporates graphic and chart elements. Sets up print specifications and prints.


Divide the class into groups of two and have them create a spreadsheet with provided information concerning an organization’s fundraising activities.

53.


Standard 7.0The student will develop database skills to organize and maintain information.

Learning ExpectationsThe student will:

7.1 Compare and contrast the uses of spreadsheet and database software.7.2 Differentiate between the functions and terminology of spreadsheet software. 7.3 Design and create a database. (CLE 3103.5.2)7.4 Formulate simple queries. (CLE 3102.1.2, CLE 3101.1.2, CLE 3108.1.2)7.5 Create a database report.

Student Performance Indicators: Evidence Standard Is MetThe student:

Constructs databases using appropriate inputting, formatting, and editing skills. Searches and sorts a database for specific information. Creates and formats database reports. Inputs, sorts, searches, edits, and updates data.


The student will design a database given specific contact demographic data for a fundraising activity.

54.


Standard 8.0

The student will design a multimedia presentation.


The student will: 8.1 Differentiate between the functions and terminology of presentation software. 8.2 Analyze the basic concepts of multimedia presentation design.8.3 Design, create, and present a multimedia presentation to a specific audience.

(CLE 3103.5.2)


Creates a ten-slide multimedia presentation applying inputting, formatting, and editing skills.

Inserts and/or scans necessary graphics, digital clips, and/or video and audio clips within the framework of copyright laws.

Prints an outline and a copy of the audience handout with given number of frames to a page.

Delivers the presentation to a specific audience.


The student will design an interactive multimedia presentation for the recruitment of a co-curriculum student organization such as a computer science chapter or Future Business Leaders of America. The presentation is designed for and presented to the 7th and 8th grade assembly.

55.


Standard 9.0

The student will examine network, hardware, software, and applications.


The student will:9.1 Differentiate between the functions and terminology of networks, hardware,

and software.9.2 Distinguish between the Internet, intranet, and the World Wide Web.


The student:

Appraises the basic components of communications systems. Diagrams a communications system incorporating various hardware devices. Practices proper Internet etiquette, security, privacy, and copyright laws. Utilizes the Internet/intranet for electronic communication and research. Evaluates the validity of information received through the Internet. Complies with all security, privacy, and copyright laws and regulations.


Using the drawing feature of software, students will create a diagram representing a communication system, WAN or LAN network.

56.


Accounting I

Accounting I introduces concepts and principles based on a double-entry system of maintaining the electronic and manual financial records for a sole proprietorship, a partnership, and a corporation. It includes analyzing business transactions, journalizing, posting, and preparing worksheets and financial statements.

Recommended Prerequisites: Algebra I, Computer Applications

Grades: 10, 11, 12

Recommended Credit: 1 Credit

Course Codes: 3701 NV/3779 V

57.


Standard: 1.0


Standard: 2.0

The student will analyze various accounting career opportunities.

Standard: 3.0

The student will analyze and record financial information for a service and a merchandising business organized as a sole proprietorship, a partnership or a corporation manually and/or using computer/spreadsheet software.

Standard 4.0

The student will prepare end-of-fiscal period documents for a service and a merchandising business organized as a sole proprietorship, a partnership, or a corporation manually and/or electronically using appropriate financial software.

Standard 5.0

The student will demonstrate an understanding of cash control systems.

Standard 6.0

The student will prepare payroll records, taxes, and reports.

Standard 7.0

The student will prepare Federal Income Tax Returns.

Standard: 8.0

The student will analyze, calculate, and utilize accounting for special procedures that occur less frequently in the accounting cycle.

58.


Course Description:Accounting I introduces concepts and principles based on a double-entry system of maintaining the electronic and manual financial records for a sole proprietorship, a partnership, and a corporation. It includes analyzing business transactions, journalizing, posting and preparing worksheets and financial statements. (This course provides access to a computerized workstation for each student to complete financial applications using accounting and spreadsheet software.)

Standard 1:0














59.
















Use the Internet to research health and safety issues in a computer work environment. Compose and assemble a safety manual using appropriate typography concepts. Develop a presentation on right-to-know laws and any other laws required for safety.

60.


Standard: 2.0

The student will analyze various accounting career opportunities.


The student will:2.1 Examine career opportunities in accounting.2.2 Assess the employment outlook in the field of accounting.


Investigates the types of businesses and organizations that hire accountants. Compares the employment opportunities found in the library, local newspaper,

Internet or Occupational Outlook Handbook.

Sample Performance Task Prepare a report as a result of searching the library or Internet on the

employment opportunities available in the field of accounting.

61.


Standard: 3.0

The student will analyze and record all financial information for a service and a merchandising business organized as a sole proprietorship, a partnership or a corporation manually and/or using computer/spreadsheet software.


The student will:3.1 Collect and verify source documents.3.2 Analyze business transactions and determine their effect on the accounting

equation. (CLE 3102.3.1, CLE 3102.3.5)3.3 Apply transaction analyses to journalize financial information into general,

multicolumn, and special journals manually and/or using computer/spreadsheet software.

3.4 Post information from journals of all types into general and subsidiary ledger accounts manually and/or using appropriate financial software. (CLE 3102.2.1, CLE 3102.3.6)


The student: Analyzes, journalizes, and posts information collected from source documents

and proves the accuracy of journal totals.

Sample Performance Task The students will journalize and post transactions for a fiscal period as a part

of an accounting simulation.

62.


Standard: 4.0

The student will prepare end-of-fiscal period documents for a service and a merchandising business organized as a sole proprietorship, a partnership, or a corporation manually and/or electronically using appropriate financial software.


The student will:4.1 Prepare a trial balance and extended work sheet at the end of the fiscal period

manually and/or electronically using appropriate financial software. (CLE 3103.2.3)

4.2 Create end-of-fiscal period financial statements and supporting schedules manually and/or electronically using appropriate financial software. (CLE 3103.2.3, CLE 3103.5.3)

4.3 Calculate, journalize, and post adjusting and closing entries manually and/or using appropriate financial software. (CLE 3103.2.3, CLE 3102.3.1)

4.4 Prepare a post-closing trial balance manually and/or electronically using appropriate financial software. (CLE 3103.2.3)


The student: Prepares financial statements and supporting schedules from the balanced

work sheet manually and/or with computer software. Prepares the ledgers for the closing of one fiscal period and the beginning of

the new period by adjusting and closing all temporary accounts and proving the accuracy of the ledger through the balanced post-closing trial balance

Sample Performance Task The students will prepare financial statements and prepare ledgers for the

closing of a fiscal period as a part of an accounting simulation.

63.


Standard 5.0

The student will demonstrate an understanding of cash control systems.


The student will:5.1 Maintain a checking account. (CLE 3102.1.2, CLE 3103.1.2, CLE 3108.1.2)5.2 Reconcile a bank statement. (CLE 3102.1.2, CLE 3103.1.2, CLE 3108.12)5.3 Journalize dishonored checks, special fees, and electronic banking

transactions.5.4 Differentiate the types of endorsements.5.5 Establish and replenish petty cash funds. (CLE 3102.2.1)


The student: Writes checks, records deposits, and calculates balances on the check stub. Prepares bank reconciliation. Analyzes and journalizes debit card purchases, a dishonored check, a service

fee, a credit card fee, and an electronic funds transfer. Prepares blank, restrictive, and special endorsements. Records entries to indicate the establishment and replenishment of a petty

cash fund.

Sample Performance Task The students will complete a banking simulation that will accurately integrate

all cash control procedures.

64.


Standard: 6.0

The student will prepare payroll records, taxes, and reports.


The student will:6.1 Complete payroll time cards. (CLE 3102.3.1)6.2 Calculate, journalize and post payroll taxes. (CLE 3102.2.1)6.3 Complete a payroll register and employee earnings record. (CLE 3102.2.1)6.4 Prepare payroll checks. (CLE 3102.2.1)


The student: Calculates and records on a time card the regular, overtime and total hours

and wages to determine gross pay. Calculates deductions for income taxes, FICA tax, insurance and other

deductions to determine the net pay on a payroll register and transfer information to each employee’s earnings record.

Calculates and journalizes the payment of the payroll, the employer payroll taxes, and the payment of tax liabilities.

Prepares payroll checks and pay stubs for individual employees.

Sample Performance Task Divide students into groups to research the following: current payroll tax rates

for FICA, income taxes, federal and state unemployment taxes; forms to be submitted; responsibilities for the various taxes--employee or employer; and timing and method for the tax submission. Each group should make a presentation on their findings to the class.

65.


Standard 7.0

The student will prepare Federal Income Tax Returns.


The student will:7.1 Determine the function of the Internal Revenue Service.7.2 Calculate total earnings and deductions for the individual taxpayer. (CLE

3102.3.4, CLE 3102.3.5)7.3 Use the Tax tables to determine tax liability. (CLE 3102.3.1)7.4 Prepare the individual 1040 or 1040EZ tax forms. (CLE 3102.2.1)


The student: Researches and explains the function of the Federal Government Tax System. Gathers W-2 forms and all source documentation necessary to fill in the Tax

forms. Illustrates completion of the tax form by correctly using basic computational

skills to figure adjusted gross income, taxable income, and amount of tax owed and/or refund.

Employs the ability to use the tax table to find the correct tax liability. (GAI Assembles the individual tax return. Assesses the completion of the entire tax preparation process.

Sample Performance Task Order early in the school year the Federal Government’s (Understanding

Taxes) tax program for education by mail or Internet. The Federal Government will provide a complete package of resources to be used in preparing a Federal Income Tax Return.

66.


Standard: 8.0

The student will analyze, calculate, and utilize accounting for special procedures that occur less frequently in the accounting cycle.


The student will:8.1 Calculate the annual and partial-year depreciation of a plant asset and its

resulting book value. (CLE 3102.4.2, CLE 3102.5.1, CLE 3102.5.2)8.2 Calculate and record the uncollectible accounts' expense using the direct

write-off and allowance methods. (CLE 3102.3.9)8.3 Determine the quantity and cost of merchandise inventory. (CLE 3102.4.2,

CLE 3102.5.1)


The student: Prepares plant asset records, journalizes annual and partial-year depreciation

using straight-line and declining-balance methods and records the disposal of plant assets.

Differentiates between the allowance and direct write-off methods of accounting for uncollectible accounts, including writing off, collecting accounts that have been previously written off, and adjusting entries.

Differentiates between a periodic and a perpetual inventory system; calculates the cost of merchandise inventory using LIFO (last-in, first-out), FIFO (first-in, first-out), weighted average, and lower-of-cost-or-market methods; and prepares stock record cards.

Sample Performance Task Students will conduct a survey of local merchandising businesses to determine

whether a perpetual or a periodic inventory system is used, the frequency of taking inventory, and the method used to determine the cost of the inventory.

67.


Accounting II

Accounting II is an advanced study of concepts, principles and techniques that build on the competencies acquired in Accounting I used in keeping the electronic and manual financial records of a sole proprietorship, a partnership and a corporation. Departmental, management, cost, and not-for-profit accounting systems are explored.

Recommended Prerequisites: Accounting I and Computer Applications

Grades: 11, 12


Course Codes: 3702 NV/3780 V

68.


Standard 1.0


Standard: 2.0

The student will perform operations necessary to plan, control, and evaluate business operations for a departmentalized accounting system.

Standard: 3.0

The student will analyze general accounting adjustments for uncorrectable accounts, merchandise inventory, depreciation, notes payable and receivable, accrued expenses and revenue, prepaid expenses, and unearned revenue.

Standard: 4.0

The student will examine the process of organizing, paying dividends, acquiring additional capital, and reporting financial statements for a corporation.

Standard: 5.0

The student will plan budgets, organize accounting information for management decisions, analyze financial statements, and prepare cash flow analyses.

Standard: 6.0

The student will calculate and document cost accounting records for a merchandising and a manufacturing business.

Standard: 7.0

The student will perform special accounting procedures for not-for-profit organizations, voucher systems, and partnerships.

69.


Course Description

Accounting II is an advanced study of concepts, principles and techniques that build on the competencies acquired in Accounting I used in keeping the electronic and manual financial records of a sole proprietorship, a partnership and a corporation. Departmental, management, cost, and not-for-profit accounting systems are explored. This course will apply the theory and practices developed in Accounting I. (Activities in this course will be completed manually and electronically. This course requires a computerized workstation for each student with accounting and spreadsheet software and tools provided.)

Standard 1:0












examination with 100% accuracy.

70.


1.10 Demonstrates parliamentary procedure through office staff/chapter organizational meetings.

















71.


Standard: 2.0

The student will perform operations necessary to plan, control, and evaluate business operations for a departmentalized accounting system.


The student will:2.1 Record departmental sales, cash receipts and payments, purchases, and

payroll. 2.2 Prepare financial reports at end-of-fiscal period. (CLE 3103.2.3, CLE 3102.3.5)


The student: Analyzes and journalizes departmental purchases/cash payments and

sales/cash receipts in special journals and posts to ledgers. Prepares employee benefits, earnings records, payroll records, and journal

entries for payroll. Creates a departmental statement of gross profit, financial statements, and end-

of-period work.


Complete a simulation or a mini-project for a departmentalized merchandising business organized as a corporation.

72.


Standard: 3.0

The student will analyze general accounting adjustments for uncollectible accounts, merchandise inventory, depreciation, notes payable and receivable, accrued expenses and revenue, prepaid expenses, and unearned revenue.


The student will:3.1 Analyze and prepare adjustments for uncollectible accounts using the direct

write-off method and allowance methods and compute accounts receivable turnover ratios and average number of days to pay. (CLE 3102.5.2)

3.2 Analyze methods related to planning, counting, and assigning cost to inventory. (CLE 3103.5.3)

3.3 Analyze and journalize the acquisition, depreciation, and disposal of plant assets. (CLE 3103.5.1, CLE 3103.5.3)

3.4 Calculate depreciation on plant assets using straight-line, declining balance, sum-of the-years digits, modified accelerated cost recovery system (MACRS) and calculate depletion of plant assets due to removal of natural resources. (CLE 3103.3.5)

3.5 Calculate and journalize adjustments for notes payable and receivable, prepaid and accrued expenses and unearned and accrued revenue. (CLE 3103.3.5, CLE 3103.2.3)


The student: Differentiates between direct write-off and allowance methods of accounting for

uncollectible accounts. Prepares stock record cards, perpetual and periodic inventory records: values

inventory using LIFO, FIFO, lower of cost or market, weighted average, gross profit and retail methods of estimating inventory; and calculates merchandise inventory turnover ratio and number of days’ sales.

Prepares adjustments using aging accounts receivable, percentage of sales, and percentage of accounts receivable methods.

Calculates and journalizes annual and partial-year depreciation for plant assets using straight-line, sum-of-the year’s digits, declining balance, production unit, MACRS and depletion of natural resources.

73.


Records disposition of plant assets through buying, selling, or trading. Calculates and journalizes interest and payment of notes payable and receivable. Prepares adjusting and reversing entries for prepaid and accrued expenses and

unearned and accrued revenue.


Investigate current interest rates on promissory notes at a local bank. Compute interest and maturity dates and values of notes.

74.


Standard: 4.0

The student will examine the process of organizing, paying dividends, acquiring additional capital, and reporting financial statements for a corporation.


The student will:4.1 Analyze practices and journalize transactions related to the start-up of a

corporation, stock subscriptions, dividend declaration, and payment. (CLE 3102.4.2)

4.2 Analyze and journalize entries for acquiring additional capital, treasury stock, and bonds payable. (CLE 3102.5.1)

4.3 Prepare and analyze financial statements for a corporation at the end of a fiscal period. (CLE 3103.2.3, CLE 3102.3.5)

4.4 Calculate federal income tax for a corporation. (CLE 3102.2.1)


The student: Analyzes the articles of incorporation required to start a corporation. Differentiates between common and preferred stock and par- and no-par-value

stock. Records the issuance of preferred stock at par, more or less than par, or for

assets other than cash. Journalizes transactions: capital stock issuance, organization costs, stock

subscriptions and dividend declaration and payment to stockholders. Journalizes the purchase of treasury stock and the sale of it at original cost

and more or less than original cost. Journalizes the issuance of bonds as a means of acquiring additional capital,

paying interest on bonds, setting up a bond sinking fund, and retiring a bond issue.

Differentiates between the characteristics of stocks and bonds. Calculates federal income tax expense, records the adjustment, and

completes the corporate work sheet. Prepares income statement, statement of stockholders’ equity, and balance sheet

for a corporation. Calculates analysis figures for component percentages, earnings per share, price-

earnings ratio, accounts receivable turnover ratio and average number of days for payment, rate earned on average stockholders’ equity and rate earned on average total assets.

75.


Prepares adjusting, closing, and reversing entries at the end of the fiscal period and proves the accuracy of the ledger by preparing a post-closing trial balance.


Obtain the annual reports of several publicly held corporations and analyze, compare, and contrast them. Use the analyzed data to prepare U.S. Corporation Income Tax Returns provided by the Internal Revenue Service.

76.


Standard: 5.0

The student will plan budgets, organize accounting information for management decisions, analyze financial statements, and prepare cash flow analyses.


The student will:5.1 Analyze and prepare budgetary planning and controls for the financial

operations of a business.(CLE 3102.5.2, CLE 3103.5)5.2 Compare the projected amounts budgeted with the actual amounts received

and spent for a specific period of time. (CLE 3103.5.4)5.3 Calculate analysis figures for making wise management decisions. (CLE

3013.5.4)5.4 Distinguish between GAAP and tax law.


The student: Plans and prepares the following budgets: sales and purchases, selling and

administrative expenses, revenue and expense, cash receipts and payments, and cash budget.

Plans, prepares, and analyzes budgeted income statement. Compares the projected budgeted amounts with the actual amounts through

preparation of a performance report. Prepares accounting financial reports necessary for wise management

decisions including: the income statement reporting contribution margin which calculates the

contribution margin rate, the breakeven point, the sales dollars and units required to earn a planned amount of net

income, the effects of changes in sales volume, the unit costs and unit sales prices on net income; and the sales mix.

Calculates financial strength analysis by determining current ratio of assets to liabilities, acid-test ratio, debt ratio, working capital, equity ratio, and equity per share.

Prepares comparative financial statements with component percentages for horizontal and vertical trend analyses and determines acceptable levels of financial performance to be used as a basis for management decisions.

77.


Calculates and prepares cash flow statements. Compare and contrast Generally Accepted Accounting Principles with tax law.


Using the computer and an electronic spreadsheet, prepare a budget for a college student, a young married couple, or a fictitious business (using formulas in the spreadsheet for all calculations). If computer is not available, prepare budgets manually.

78.


Standard: 6.0

The student will calculate and document cost accounting records for a merchandising and a manufacturing business.


The student will:6.1 Analyze cost accounting records for a merchandising business using

responsibility accounting. (CLE 3103.5.3)6.2 Analyze cost accounting records for a manufacturing business. (CLE 3103.5.3)6.3 Prepare accounting transactions and financial statements for a manufacturing

business. (CLE 3103.2.3, CLE 3102.3.5)


The student: Analyzes and journalizes entries for direct and indirect expenses using

responsibility accounting as a means of assigning control to a specific manager.

Prepares departmental margin statement for a specific department. Prepares work sheet for merchandising business. Calculates manufacturing cost of finished goods by determining cost of direct

materials, labor and factory overhead; determines value of inventories of work in process, raw materials, and finished goods.

Journalizes manufacturing costs, including factory payroll, materials, factory overhead, finished goods and sales and cost of goods sold.

Prepares end-of-fiscal-period work sheet, income statement, and balance sheet for a manufacturing business.


Take a field trip to a local manufacturing plant to see how raw materials are converted to finished goods. Visit the accounting department for an overview of their cost accounting methods.

79.


Standard: 7.0

The student will perform special accounting procedures for not-for-profit organizations, voucher systems, and partnerships.


The student will:7.1 Plan and prepare budget information and record financial transactions for not-

for-profit and governmental organizations. (CLE 3102.5.2, CLE 3103.5)7.2 Prepare financial reports for not-for-profit and governmental organizations.

(CLE 3103.2.3, CLE 3102.3.5)7.3 Prepare forms and records for a voucher system as a method of cash control.7.4 Determine the steps necessary to form and expand a partnership. 7.5 Record journal entries for forming a partnership, admitting new partners, and

reporting financial transactions for a partnership.


The student: Differentiates between the types, purposes, and characteristics of not-for-profit and

governmental organizations. Prepares annual operating budget for not-for-profit and governmental

organizations. Journalizes property tax revenues, collection of property taxes, delinquent taxes,

expenditures and encumbrances, liabilities, and investments of governmental organizations.

Prepares work sheet; statement of revenues, expenditures, and changes in fund balance; and balance sheet for not-for-profit and governmental organizations.

Records adjusting and closing entries for not-for-profit and governmental organizations.

Prepares vouchers and records in voucher register; writes voucher checks using check register for payment of vouchers, and records transactions using the voucher system.

Analyzes a partnership agreement and the legal right of mutual agency. Journalizes entries to record partners’ investments; admits new partners with

equal, less, or greater equity; admits partner with goodwill; distributes earnings according to a fixed percentage, percentage of equity, interest on equity or salaries; records liquidation of a partnership.

80.


Prepares end-of-fiscal-period work sheet, income statement, distribution of net income statement, balance sheet, adjusting and closing entries and post-closing trial balance for a partnership.


Invite a local tax preparer to come to speak to the students concerning accounting principles.

81.


Business Principles

Business Principles is a core course in which students are introduced to all aspects of business: the domestic and international economies, financial principles, management strategies, administrative and information systems, ethics, and organizational and professional leadership. Students will analyze the elements of the business environment and focus on attitudinal and problem-solving skills inherent to success.

Recommended Prerequisite: Keyboarding

Suggested Prerequisite or/Concurrent Course: Computer Applications

Recommended Grades: 9, 10

Recommended Credit: ½ - 1 Credit

Course Codes: 3709/Pending

82.


Standard 1.0The student will develop and apply concepts related to human relations, safety, career development, communications, and leadership skills for a global workplace.

Standard 2.0The student will analyze the role of law and ethics on business operations.

Standard 3.0The student will analyze the role of economics on business operations and the business environment.

Standard 4.0The student will understand and examine the role of financial analysis in business.

Standard 5.0The student will examine the role of information management in business.

Standard 6.0The student will examine the role of marketing in business.

Standard 7.0 The student will examine and analyze the role of operations in business.

Standard 8.0

The student will examine the role of strategic management in business.

83.


Course Description

Business Principles is a core course in which students are introduced to all aspects of business: the domestic and international economies, financial principles, management strategies, administrative and information systems, ethics, and organizational and professional leadership. Students will analyze the elements of the business environment and focus on attitudinal and problem-solving skills inherent to success. (This course provides access to a computerized workstation for each student to complete computer applications using appropriate software.)

Standard 1.0

The student will develop and apply concepts related to human relations, safety, career development, communications and leadership skills for a global workplace.













84.



The student: Develops a presentation, applying typography guidelines, that illustrates ethical

and legal behavior in written and spoken portions of the presentation, and recognizes the implications of violating federal and state laws related to the use of technology and copyrighted materials.










Sample Performance Task Design and produce a team project on legal and ethical issues that includes


Use the Internet to research health and safety issues in a computer work environment. Compose and assemble a safety manual using appropriate typography concepts.

Develop a presentation on right-to-know laws and any other laws required for safety.

85.


Standard 2.0

The student will analyze the role of law and ethics on business operations.


The student will: 2.1 Demonstrate foundational knowledge of business laws and regulations to

understand their nature and scope.2.2 Relate knowledge of business ownership to the establishment and

continuation of business operations. 2.3 Analyze the need for business law for the business and the consumer. 2.4 Analyze the need for ethics in business.


The student: Applies ethical conduct by providing credit to those whose ideas and content

have been used in creating a business project. Demonstrates ethical behaviors in what is written, spoken, or presented in

developing a business plan. Develops an oral presentation on the differences between ethical and legal

issues, giving examples of each. Analyzes the benefits and consequences of ethical conduct in business, using

examples from research. Explains a contract. Applies knowledge of copyrights in seeking formal permission from copyright


multimedia/digital publishing. Examines duties of consumers and consequences of ignoring those duties. Researches and reports on governmental laws related to consumer protection

and ways of seeking protection under the law. Researches and reports on laws that relate to the operation of a business. Demonstrates skills necessary for safety and environmental protection, using

the Internet for research.

86.


Sample Performance Task Research and present an oral report on legal and ethical issues that includes

issues and penalties for plagiarism, copied data with permission and the process used in obtaining permission. Obtain formal permission for use of a business name, quotations, art form, design, and publications.

Develop and present a total team interactive multimedia project utilizing various technology components.

87.


Standard 3.0

The student will analyze the role of economics on business operations and the business environment.


The student will:3.1 Analyze the interrelation among economic climates, business operations, and

the business environment.3.2 Interpret fundamental economic concepts and their relationship to business

activities.3.3 Assess economic systems and their effect on the business environment.3.4 Analyze the role of business and its impact on society.3.5 Examine government activities and polices and the ways in which those

policies drive business and economic activities. 3.6 Evaluate the impact of global trade and interconnectivity on business decisions

and activities.


The student: Relates business and government economic services to the limited pool of

resources. Evaluates capitalism, socialism, and communism. Provides examples of economic wants and needs and explains ways

economic wants and needs are met. Interprets data needed to analyze the business cycle. Analyzes influences of individuals on the economy. Relates the impact of international trade on the standard of living. Analyzes the significance of interdependence in international trade.

Sample Performance Task:

Prepare a visual display showing features of the various economic systems. Perform a skit or write a fictitious story about a family’s experiences, illustrating

each phase of the business cycle.

88.


Standard 4.0

The student will understand and examine the role of financial analysis in business.


The student will:4.1 Demonstrate a foundational knowledge of accounting to understand its nature

and scope.4.2 Demonstrate a foundational knowledge of finance to understand its nature and

scope.4.3 Evaluate how credit can be used as a tool for financial well-being.4.4 Analyze information on budgeting and responsible consumerism.4.5 Examine banking services and analyze investment strategies.4.6 Interprets the cost and impact of legal issues as they relate to the profit margin4.7 Researches cost of obtaining a patent, copyright, and/or a trademark.4.8 Compares and contrasts the cost of operating a business and profit margin.


The student: Assesses the need for personal, family, and business budgets. Compares and contrasts sources of useful consumer information. Uses the decision-making process to determine effective uses of money. Compares consumer rights and responsibilities and relates these to

government protection policies. Evaluates the characteristics and costs of checking accounts and other

payment methods offered by banks and credit unions. Correctly prepares deposit slips, checks, and bank reconciliation statements. Evaluates bank investment opportunities, such as savings accounts, bonds,

CD’s, money market accounts, and trusts. Distinguishes between risk factors, rate of return, and liquidity for stocks and

bonds. Compares and contrasts foreign investment options using exchange rate

information. Evaluates the best type of payments, specifically, cash, mortgage, installment

loans, credit cards, and debit cards to use for different type purchases. Analyzes characteristics of someone who would be granted credit. Measures costs of different forms of credit. Evaluates legal rights in regard to credit transactions.

89.


Sample Performance Task Construct a personal budget using standard research percentages. Work with a partner using given marital and job roles to create a family budget. Prepare a visual and oral report using the decision-making process to compare

different brands of the same product. Write case studies illustrating consumer rights and responsibilities and present

these with the appropriate solutions. Write a report on the need and function of a specific government protection

agency. Prepare a visual presentation, based on research from banks and credit

unions, on assigned bank services and payment methods. Use a bank simulation to maintain a checking account correctly for a period of

time. Arrange for a bank representative to speak about investment and trust

department services; then have teams write case studies of situations where these services can be used.

Working in teams and using research and analysis, students simulate buying and tracking selected stocks over a set period of time.

Calculate exchange rates for various buying situations involving products from foreign countries.

Obtain various types of credit forms and complete them correctly. Role-play in teams whether to grant credit based on pretend applications and

defend your decisions. Calculate the cost of interest on a variety of products, including a house. Analyze case studies of people with credit problems to determine applicable

laws and consumer responsibilities.

90.


Standard 5.0

The student will examine the role of information management in business.

Learning Expectations:

The student will:5.1 Analyze the role and responsibilities of information management to show its

contribution to business. 5.2 Utilize information-technology tools to manage and perform work

responsibilities.5.3 Research and report information5.4 Analyzes ethical issues related to business responsibilities.


The student:

Analyzes influences of individuals on business and the economy.

Evaluates the various forms of business ownership—sole proprietorship, partnership, corporation and limited liability company.

Debates components of government tax policies, including use and sources of tax revenue.

Compares and contrasts other forms of business with a sole proprietorship. Illustrates, using visuals, the composition of small businesses as compared to

corporations. Categorizes the risk factors in owning a business Evaluates the U.S. Small Business Administration’s Checklist for Going into

Business personal characteristics recommended for a career in entrepreneurship.

Sample Performance Task Organize a team to plan and carry out a service project for school or

community to experience the role of citizenship. Organize with teams or partners to develop and key into a computer a

partnership agreement or a business plan. Complete a 1040EZ tax form. Design an export business and determine what products or services are to

operate that business. Go online and research the success and failure rate of small business

ownership as compared with the failure rate of corporations. Research and compare U. S. entrepreneurship with at least two other

countries. Analyze and report your suitability for a career in entrepreneurship.

91.


Standard 6.0

The student will examine the role of marketing in business.


The student will:6.1 Analyze marketing’s role and function in business to facilitate economic

exchanges with customers. 6.2 Analyze the seven functions of marketing and their roles in the business.6.3 Analyze the role of marketing in a global economy.


The student: Compares and contrasts the effects of marketing activities. Categorizes activities for each of the marketing functions. Distinguishes the characteristics of the target markets as it relates to industrial

and consumer markets. Distinguishes among geographic, demographic, psychographic, and

behavioral segmentation. Analyzes the components of the marketing mix.

Sample Performance Task: Develop a demographic profile of a class. Create a visual presentation of the marketing mix for a product. Develop a marketing plan Complete an environmental scan

92.


Standard 7.0

The student will examine and analyze the role of operations in business.


The student will:7.1 Investigate operations’ role and function in business to value its contributions

to a company.7.2 Implement purchasing activities to obtain business supplies, equipment, and

services.7.3 Investigate production’s role and function in business to recognize its need in

an organization.7.4 Interprets the elements of an effective business plan.


The student: Researches and illustrates the different functions within a company. Dramatizes ways functions within a company can be in conflict. Simulates the use of technology as it applies to the different functions of

business.

Sample Performance Task: In a corporate board meeting, department heads are in a debate on how to

resolve a conflict between production, finance, and sales departments. The issue is the cost of production versus the gross income from the product. Dramatize ways to resolve the conflict through fact finding and brainstorming.

93.


Standard 8.0

The student will examine the role of strategic management in business.


The student will:8.1 Recognize management’s role to understand its contribution to business

success.8.2 Creates a strategic plan for increasing an organization's community service

impact.8.3 Analyzes the goals involved in a business plan and sets parameters to

determine if the plan is being met.8.4 Differentiates between a line organization and a line-and-staff organization and

demonstrates when each will be used.8.5 Differentiates between the basic steps in setting controls and ways they can be

implemented.8.6 Compares and contrasts the different ways that diverse people examine

problems and resolve them.8.7 Demonstrates an understanding of ways a good manager can tap into the best

aspects of each employee.


The student: Creates a strategic plan for increasing an organization's community service

impact. Analyzes the goals involved and sets parameters to determine if the plan is

being met. Compare and contrast various risk management plans. Develop SMART Goals for the career and technical student organization

(CTSO) and fund-raising opportunities. Analyze various organizational structures.

Sample Performance Task: Student groups will set forth different strategic plans they believe could be

utilized by an organizations in their school. Interview the manager of three different businesses. Compare and contrast the

decision-making skills of each manager. Students will choose personal style preferences and justify their selection. Present this in a written format or as an oral presentation.

Complete an analysis of the organizational structure of the CTSO or a local business.

94.


Financial Planning

Financial Planning is a course designed to develop skills in the use of financial principles in making business decisions. Students will research job qualifications and employment opportunities in finance. The course includes a study of the allocation of financial resources, the effects of finance and credit institutions on the business community, and the impact of financial decisions on the consumer market. Ethical issues will be explored in this course.

Recommended Prerequisites: Personal Finance and Computer Applications

Suggested Prerequisites or Concurrent with: Accounting I

Grades: 11, 12

Recommended Credit: 1/2 Credit

Course Codes: 3713/3717

95.


Standard: 1.0


Standard: 2.0

The student will evaluate the diverse finance career opportunities.

Standard: 3.0

The student will investigate financial management business and client strategies.

Standard: 4.0

The student will examine various investment opportunities.

Standard: 5.0

The student will analyze various retirement plans.

Standard: 6.0

The student will design a plan for the administration and disposition of estate property.

Standard 7.0


96.


Course DescriptionFinancial Planning is a course designed to develop skills in the use of financial principles in making business decisions. Students will research job qualifications and employment opportunities in finance. The course includes a study of the allocation of financial resources, the effects of finance and credit institutions on the business community, and the impact of financial decisions on the consumer market. Ethical issues will be explored in this course. (Online computer access will be required for accessing the Internet financial markets and related software.)

Standard 1:0



The student will:1.1 Develop sensitivity to personal, societal, corporate, and governmental






1.6 Investigate the lifelong learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling.

1.7 Assess personal skills, abilities, aptitudes and personal strengths and weaknesses as they relate to career exploration and apply knowledge gained from individual assessment to research and develop an individual career plan.



97.





The student: Demonstrates skills necessary for safety and environmental protection in

workplace and passes a written safety exam with 100% accuracy. Develops a presentation, applying typography guidelines illustrating ethical

behavior in what are written, spoken or presented and legal issues recognizing the implications of violating federal and state laws including the use of technology and copyrighted materials.



Participates in Future Business Leaders of America leadership activities. Create a design and layout a membership brochure to promote

membership. Create a design and layout a flyer to promote the local activities of the

March of Dimes Campaigns. Examines progress toward developing skills and behaviors through portfolios

and reflection.


Design and produce a team project on legal and ethical issues that includes issues and penalties for plagiarism, copied data with permission and the process used in obtaining permission. Obtain formal permission for use of quotations, art form, design, music, and photographs. Develop and present a total team project utilizing various technology components and appropriate typography concepts.

Utilize Internet to research health and safety issues in a computer work environment. Compose and assemble safety manual using appropriate typography concepts.

Develop a presentation on right to know laws and any other laws required for safety.

98.


Standard: 2.0

The student will evaluate the diverse finance career opportunities.


The student will:2.1 Analyze finance career opportunities.2.2 Assess the employment outlook in financial careers.2.3 Compare the earning power of various careers.2.4 Assess the education and experience necessary for careers of interest.


The student: Investigates and prepares a report on the types of businesses and

organizations that employ workers trained in finance. Compares employment opportunities in finance found through research in the

library, local newspaper, Internet, Occupational Outlook Handbook and/or by interviewing finance professionals.

Sample Performance Task Prepare a report from library resources and/or Internet searches on the

available employment opportunities in finance. Interview a local financial planner and prepare a presentation on job

requirements and duties. Investigate local area bank training programs for entry-level employment.

99.


Standard: 3.0

The student will investigate financial management strategies.


The student will:3.1 Analyze the financial position of a business.3.2 Analyze money management strategies.3.3 Plan tax strategies.3.4 Examine purchasing strategies and alternatives for legal protection.

Students Performance Indicators: Evidence Standard is Met

The student: Determines the financial position of a business. Plans a budget based on the financial position and goals of a business. Prepares tax forms for a client or a business. Compares financial strategies for reducing tax liabilities. Develops a system for maintaining records for audit purposes. Determines what factors affect the overall financial position of a business. Interprets the legal rights of a consumer and the impact legal action has on the

finances of business. Analyzes strategies of risk management, including insurance.

Sample Performance Task Using the World Wide Web (such as Kiplinger’s Personal Finance magazine at

www.kiplinger.com or Money magazine at www.money.com) or library resources, obtain information about the tax implications of various financial planning decisions.

100.

http://www.kiplinger.com/

http://www.money.com/


Standard: 4.0

The student will examine various investment opportunities.

Learning Expectations4.1 Examine the importance of business and client financial stability.4.2 Distinguish between the different types of investments.4.3 Predict investment returns.4.4 Analyze methods of portfolio diversification.


The student:Analyzes elements of business and client financial stability.Compares the major types of investment alternatives. (Include stocks, bonds, and

mutual funds.)Calculates current yield and total return on investments.Assesses the effect of safety, risk, income, growth, and liquidity on investment

decisions.Utilizes three investment theories used by investors to determine a stock’s value.Evaluates bonds and mutual funds to determine sound investments.Analyzes the risks and rewards of investing in precious metals, gems, collectibles,

and real estate.Analyze major types of investment alternatives for the purposes of portfolio

diversification.

Sample Performance Task Assign students in teams of two. In a role-playing situation, have each serve in

the role of a financial planner working with the other team member as the client and then reverse roles. The financial planner develops an investments portfolio for the client.

Assign students in teams of four. Provide students with financial case studies. Students must develop a diversified portfolio for the client based on the information provided in the case study.

101.


Standard: 5.0

The student will analyze various retirement plans.

Learning Expectations5.1 Examine various retirement plans to include IRA, ROTH IRA, SEP IRA, and

annuities.5.2 Compare the different types of retirement plans.5.3 Predict investment returns.5.4 Investigate social security and its role in retirement planning.5.5 Analyze methods for portfolio diversification.


The student: Analyzes various retirement plans. Examines tax issues as they relate to retirement plans. Calculates current yield and total return on investments. Assesses the effect of safety, risk, income, growth, and liquidity upon

investment decisions. Analyze major types of investment alternatives for the purposes of portfolio

diversification.

Sample Performance Task Students will be provided with various case studies and will work within groups

to prepare a financial plan for their clients.

102.


Standard: 6.0

The student will design a plan for the administration and disposition of estate property.


The student will:6.1 Interpret vocabulary terms related to wills and intestacy. 6.2 Appraise various trusts and estates.6.3 Evaluate the effects of federal and state taxes on estate planning.6.4 Examine both federal and state laws governing the management and

disposition of an estate.


The student: Assesses the legal aspects of estate planning. Distinguishes between types of trusts. Creates an inventory of assets for tax purposes, such as liquid assets,

investments, insurance policies, annuities, retirement plans, and real estate. Prepares a will for a client. Evaluate federal and state taxes for liquidation and/or transfer of estate

property.


Calculate the gift tax. In 2000, John gave $10,000 worth of AT&T stock to his son. In 2010, the AT&T shares are worth $60,000.a. What was the gift tax in 2000?b. What is the total amount removed from John’s estate in 2010?c. What will be the gift tax in 2010?

103.


Standard 7.0



The student will: 7.1 Demonstrate work ethics, including integrity, honesty, loyalty, perseverance,

and security, of all financial information that meet industry standards.7.2 Research benefits and consequences resulting from the practice of business

ethics.7.3 Comprehend copyright laws and their applications to text, visual art, design,

music, and photography.7.4 Research legal responsibilities associated with the use of the Internet as



The student: Applies ethical conduct in the handling of all business and personal information

of a client. Applies ethical conduct providing the proper credit to those whose ideas and

content has been used in creating interactive multimedia projects. Demonstrates ethical behaviors in what is written, spoken, or presented in

designing and presenting a multimedia project. Applies knowledge of copyrights in seeking formal permission from copyright


multimedia\digital publishing. Demonstrates legal responsibilities using the Internet for interactive multimedia

projects. Demonstrate skills necessary for safety and environmental protection in digital

design and photography Develops a virtual presentation on ethical and legal issues that could be

posted on the web.


Design and produce an interactive multimedia project on legal and ethical issues relative to the handling of an individual’s personal and business financial and medical data, such as credit cards, bank accounts, investments, and insurance. Develop and present a total team interactive multimedia project utilizing various technologies.

104.


American Business Legal System

The American Business Legal Systems course provides students with an understanding of the legal framework in which American business functions. The students will evaluate the influence of the free enterprise system in a democratic society on daily decisions. Students will analyze the alliance between capitalism and democracy and be better prepared to influence the future decisions in the public and private sectors of the United States of America.

Recommended Prerequisites: Computer Applications

Grades: 10, 11, 12

Recommended Credit: ½ Credit

Course Codes: HQ3705, 3706/HQ3719, 3726

NOTE: (Highly Qualified Status) American Business Legal Systems substitutes for United States Government credit

(Highly Qualified Status) Business Economics Substitutes for Economic Credit

105.


Standard 1.0


Standard 2.0

The student will analyze the Constitution as it relates to American business.

Standard 3.0

The student will analyze ways the Bill of Rights protects the American citizen.

Standard 4.0

The student will investigate the organizational structure of the executive and legislative branches of federal, state, and local governments.

Standard 5.0

The student will connect ethics, law, the court system, and substantive and procedural law.

Standard 6.0

The student will apply the concepts of contract law.

Standard 7.0

The student will analyze laws for the protection of the consumer.

Standard 8.0

The student will examine domestic relations laws.

Standard 9.0

The student will analyze the functions of commercial paper, insurance, secured transactions, and bankruptcy.

Standard 10.0

The student will examine business organizations and government regulations.

Standard 11.0

106.


The student will analyze the role and importance of agency law and employment law as they relate to the conduct of business.

107.


Standard 12.0

The student will analyze the legalities that apply to personal property, real property, and estate planning.

Standard 13.0

Analyze the American business and legal systems compared to other global business and legal systems.

108.


Course DescriptionThe American Business Legal Systems course provides students with an understanding of the legal framework in which American business functions. The students will evaluate the influence of the free enterprise system in a democratic society on daily decisions. Students will analyze the alliance between capitalism and democracy and be better prepared to influence future decisions in the public and private sectors of the United States of America. (Access to the Internet for research should be provided.)

Standard 1:0



The student will:1.1 Develop sensitivity to personal, societal, corporate, and governmental






1.6 Investigate the lifelong learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling.

1.7 Assess personal skills, abilities, aptitudes and personal strengths and weaknesses as they relate to career exploration and apply knowledge gained from individual assessment to research and develop an individual career plan.




109.



The student: Demonstrates skills necessary for safety and environmental protection in

workplace and passes a written safety exam with 100% accuracy. Develops a presentation, applying typography guidelines illustrating ethical

behavior in what are written, spoken or presented and legal issues recognizing the implications of violating federal and state laws including the use of technology and copyrighted materials.



Participates in Future Business Leaders of America leadership activities. Create a design and layout a membership brochure to promote

membership. Create a design and layout a flyer to promote the local activities of the

March of Dimes Campaigns. Examines progress toward developing skills and behaviors through portfolios

and reflection.



Utilize Internet to research health and safety issues in a computer work environment. Compose and assemble safety manual using appropriate typography concepts. Develop a presentation on right to know laws and any other laws required for safety.

110.


Standard 2.0

The student will analyze the Constitution as it relates to American business.


The student will:2.1 Examine the historical background of the United States legal system.2.2 Analyze the basic principles upon which the Constitution of the United States

is based.2.3 Demonstrate the role of constitutions in preventing abuses of governmental

power.2.4 Analyze the impact of the Constitution, Constitutional Amendments, and

federal acts on American business practices.2.5 Critique the effect of rule of law as it applies to business and employees.


Compares and contrasts the basic need for the Constitution based upon historical events.

Evaluates the impact of the basic principles (popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism) on American business.

Interprets the powers and limitations of the federal government as stated in the Constitution as applied to American business.

Examine rule of law for impact on business decision making.

Sample Performance Task Using scenarios (i.e., skits, debates, role-play activities), students will work in

teams to perform the following: Demonstrate the purposes of law. Identify the sources of law and constitutional rights of U. S. citizens. Demonstrate ways laws affect individuals as well as American business. Compare and analyze the cause and effect of governmental regulation

and deregulation. Critique acts and proposed reformation of programs to evaluate

governmental interaction. Determine the effect of rule of law and on business and employees. Evaluation will be based on the accuracy of information gathered and reported.

This will be determined through written or verbal evaluation.

111.


Standard 3.0

The student will analyze ways the Bill of Rights protects the American citizen.


The student will:3.1 Examine the basic freedoms guaranteed by the Bill of Rights.3.2 Analyze the effect of laws on individual rights and freedoms.3.3 Investigate the balance between the protection of individual rights and the

general welfare of all citizens.


The student: Compares and contrasts individuals' rights and freedoms as provided in the

Constitution and Bill of Rights. Investigates and reports on the effects of specific laws on individual rights and

freedoms.

Sample Performance Task Research a legal case that demonstrates basic freedoms obtained by the Bill

of Rights. Design and create an oral presentation, citing evidence to prove understanding within small groups..

112.


Standard 4.0

The student will investigate the organizational structure of the executive, legislative, and judicial branches of federal, state, and local governments.


The student will:4.1 Compare and contrast requirements and duties for the executive and

legislative branches.4.2 Examine the process for proposing and passing legislation.4.3 Examine the function of the judicial system as it relates to the executive and

legislative branches. 4.4 Relate the duties and requirements for serving in state and local governments.4.5. Analyze the function of a system of checks and balances.


The student: Using the Internet, researches duties and requirements of the President,

Cabinet, Senate, and House of Representatives and distinguishes between the composition and roles of each.

Organizes the steps from introduction of a bill to its signing. Examines requirements, duties, and membership of state and local

government bodies. Researches and presents the function of a system of checks and balances. Reviews specific Supreme Court cases and debates the implications of the

outcome of the verdict.

Sample Performance Task Research and prepare a visual display showing requirements and current

members of the federal executive, and legislative branches and of state and local governing bodies.

Design an effective representation of steps necessary to have a student written bill passed.

Dramatize the process in a mock legislative session utilizing ethical practice and procedural law.

113.


Standard 5.0

The student will connect ethics, law, the court system, and substantive and procedural law.


The student will:5.1 Compare the relationship between ethics and the law.5.2 Analyze the structure of federal, state, and local courts in the American legal

system.5.3 Connect the role of the juvenile court with the role of other courts within a

state, territory, or province.5.4. Differentiate between substantive and procedural law.


Compares and contrasts various ethical approaches to problems with legal solutions to problems.

Differentiates among cases that belong within the jurisdiction of the federal, state, and local court systems.

Differentiates laws for juveniles and laws for adults, including the blurring of the lines between juveniles and adults, while analyzing the rights of individuals in various case studies.

Analyzes specific legal situations and differentiates between the substantive and procedural law.

Sample Performance Task Examine a newspaper or a magazine article involving a legal issue. Display

and present an explanation of the article. Differentiate between the ethical and legal points in the article. What were the legal points raised in the article? What were the ethical points in the article? Explain how a better understanding of the difference between ethics and the law would have been helpful. Would the article have been better presented if it were divided into two articles—one looking at the issue from a legal vantage point and another looking at the issue from an ethical vantage point. Evaluation will be based on the presentation and a short written report.

114.


Standard 6.0

The student will apply the concepts of contract law.


The student will:6.1 Analyze the essential parts of a contract.6.2 Analyze the different classifications of contracts.6.3 Compare requirements of an offer and an acceptance.6.4 Analyze requirements for valid consideration.


The student: Distinguishes each specific part of a contract. Differentiates between an express and an implied contract and between a

unilateral and a bilateral contract. Compares and contrasts the elements of an offer and those of an acceptance.

Elements of an offer: legal intent definite and complete offer communicated to offeree

Elements of acceptance: person or person(s) to whom the offer was made unconditional and match the offer communication to the offeror

Applies the concept of consideration (the promise or action that one person gives in exchange for the promise or action of another).

Sample Performance Task Each student will compose a list of contractual relationships entered into

during a previous time period (i.e., buying clothes, renting a video, ordering food in a restaurant, buying gas, agreeing to baby sit, etc.). The student will differentiate between the implied and expressed (contracts and those that are bilateral and unilateral. The class will be divided into student teams that will discuss and evaluate the accuracy of the classification of contracts.

115.


Standard 7.0

The student will analyze laws for the protection of the consumer.


The student will:7.1 Identify consumer laws that regulates consumer protection. (CLE 3102.3.5,

CLE 3102.2.1)

7.2 Investigate consumer laws that regulates consumer credit. (CLE 3102.3.5, CLE 3102.2.1)

7.3 Differentiate the law of sales from various transactions relating to sales. (CLE 3102.3.5, CLE 3102.2.1)


The student: Analyzes the provisions of legislative acts to determine how consumer's rights

are protected (i.e., Fair Credit Reporting Act, Fair Credit Billing Act, Equal Credit Opportunity Act, Fair Credit Collection Practices Act, and Consumer Credit Protection Act).

Analyzes the provisions of legislative acts to determine how the regulations provided therein relate to the consumer's credit protection (i.e., Federal Trade Commission Act, Consumer Product Safety Act, and Consumer Leasing Act).

Distinguishes between a sale of goods, services, real property, contracts, and other transactions through the analysis of case studies.

Sample Performance Task Student groups will create a brochure marketing new consumer protection .

Students will present findings via multimedia application within small groups. The student will research current vehicle advertisements and create a new ad

campaign for an eco friendly vehicle. The student will apply the following concepts: dealer financing dealer's annual percentage rate (APR) difference between dealer's APR to your state's maximum difference between cash price and financed price.

The student will demonstrate understanding of warranty and consumer rights relative to defective products through the following actions: writing letter of complaint to company contacting the Better Business Bureau investigating warranty limitations.

116.


Standard 8.0

The student will examine domestic relations laws.


The student will:8.1 Analyze legal considerations in marriage.8.2 Analyze legal considerations in divorce.8.3 Analyze legal considerations in child custody.8.4 Analyze legal considerations in domestic abuse, child abuse, neglect or other

related issues to domestic abuse.


The student: Describes the legal issues related to marriage. Describes the legal consequences involved in divorce. Describes the issues involved in child custody and support. Describe the issues involved to the protection of children or family members

related to domestic abuse, child abuse or neglect or other related issues to domestic abuse.

Sample Performance Task Contrast the age requirements for marriage with respect to different states. Pair students and instruct them to prepare a prenuptial agreement.

117.


Standard 9.0

The student will analyze the functions of commercial paper, insurance, secured transactions, and bankruptcy.


The student will:9.1 Apply correct procedures for borrowing money with secured transactions. (CLE

3102.3.5, CLE 3102.2.1)9.2 Evaluate criteria used in making wise decisions when purchasing on credit.

(CLE 3102.3.5, CLE 3102.2.1)9.3 Analyze types of negotiable instruments, including commercial paper. (Kara, I

think my rewording is correct. You probably should have a teacher review it. I think commercial paper is one type of negotiable instrument. (CLE 3102.3.5, CLE 3102.2.1)

9.4 Relate the purchase of insurance to specific individual needs. (CLE 3102.3.5, CLE 3102.2.1)

9.5 Examine bankruptcy laws. (CLE 3102.3.5, CLE 3102.2.1)


The student: Practices completing essential elements of a negotiable instrument. Analyzes and correctly prepares a promissory note. Analyzes case studies relating to commercial paper or other negotiable

instruments. Compares and contrasts types of insurance, including automobile, individual,

group, homeowners, life, health, etc., and determines how each meets the various needs of the consumer.

Analyzes bankruptcy laws to determine solutions to financial situations presented in scenarios.

Sample Performance Task Student groups brainstorm the advantages and disadvantages to the

consumer and business: borrowing money buying on credit.

Students will complete a simulation that employs the use of commercial paper or other negotiable instruments, i.e., certified checks, cashier's checks, bank drafts, money orders, and /or traveler's checks.

118.


Standard 10.0

The student will examine business organizations and government regulations.


The student will:10.1 Compare and contrast the four types of business organizations.10.2 Analyze ways legislation affects business organizations.


The student: Examines in teams sole proprietorships, partnerships, corporations, and

limited liability companies. Design a presentation on one of the four forms of business.

Examines legislation, such as, Sherman Antitrust Act, Uniform Partnership Act, Clayton Act, etc.

Sample Performance Task Students will create presentations (i.e., chart, poster, interactive multimedia,

and verbal/written), that lists legislative acts that affect businesses, the provisions of each act, and those organizations protected under the acts.

119.


Standard 11.0

The student will analyze the role and importance of agency law and employment law as they relate to the conduct of business.


The student will:11.1 Demonstrate an understanding of the nature of an agency relationship.11.2 Analyze the different types of agents.11.3 Analyze the duties of the employer.11.4 Analyze the duties of the employee.11.5 Interpret the impact of legislation on worker benefits, employment conditions,

and employee rights.


The student: Examines the ways agency relationships may be created. Distinguishes between an agent and individuals, such as, independent

contractors, real estate brokers, bailees, and trustees. Distinguishes the duties imposed by law on the employer. Illustrations will be

drawn from the scenarios that show employees duties as follows: ensure reasonable treatment of employees provide safe working conditions observe fair labor standards withhold payroll deductions observe child-labor laws reemploy discharged military personnel allow time off to vote.

Designs a chart classifying laws under worker benefits, employment conditions, and/or employee rights.

Teams will distinguish the duties imposed by law as they critique the scenarios. Illustrations will be drawn from the scenarios that show the following types of employee behaviors: obey reasonable rules and orders perform prescribed duties with reasonable skill exhibit loyalty and honesty perform responsibilities in an appropriate time and manner.


Clip and critique newspaper and/or magazine articles about incidents or court cases that deal with employment issues. Analyze the cases or issues. Students will then debate their findings in small groups showing understanding of the concepts demonstrated.

120.


Standard 12.0

The student will analyze the legalities that apply to personal property, real property, and estate planning.


The student will:12.1 Investigate items that are considered personal property.12.2 Determine the characteristics of items that would deem them real property.12.3 Analyze the various components of estate planning and determine when

estate planning is advisable.


The student: Compares and contrasts personal property and real property and explains why

a distinction of the two is important. Categorizes each item from a given list. Demonstrates an understanding of wills and trust.

Sample Performance Task Analyze case studies related to real and personal property. Research and prepare a will.

121.


Standard 13.0

Analyze the American business and legal systems compared to other global business and legal systems.


The student will:13.1 Investigate types of legal systems that are different from the U.S. system.13.2 Analyze business law and practices in other countries which are different than

the US practices.13.3 Examines laws and practices related to the import and export of goods and

services (trade agreements, protectionism, trade balance).13.4 Assesses the role of trade agreements and international legal and political

bodies in the resolution of trade disputes.


The student: Differentiates the various forms of governmental practices of various countries

(socialism, democracy, totalitarianism, mixed systems). Examines laws and practices of the global business community. (examples:

competitive situations, banking, finance laws, private versus public ownership). Compares and contrasts laws and practices related to the import and export of

goods and services (trade agreements, protectionism, trade balance) with different countries.

Debate the impact of trade disputes practices has on relationships with different countries.


Debate the advisability of imposing a tariff on a given product. Simulate one country taking a trade dispute to the International Court of Justice against the practices of another country.

122.


Business Economics

This course provides an in-depth study of fundamental concepts, free enterprise trading practices, and the various players in the economic system. Topics include the production, marketing, and distribution of goods and services, as well as the roles of financial institutions, the government, and the individual within the free enterprise system. Students will explore various careers related to the economy. International trade and economics have become an integral part of business economics.

Recommended Prerequisites: Keyboarding, Business Principles, Computer Applications, Document Formatting

Grades: 11, 12


Course Codes: HQ3749, 3751/HQ3755, 3765

(Highly Qualified Status) Business Economics Substitutes for Economic Credit

123.


Standard 1.0


Standard 2.0

Students will analyze the basic economic systems in relation to scarcity, choice, and opportunity costs.

Standard 3.0

Students will analyze the role of business in a free enterprise system.

Standard 4.0

Students will analyze the role of the individual in a free enterprise system.

Standard 5.0

Students will analyze the role of government in a free enterprise system.

Standard 6.0

Students will analyze economic concepts.

Standard 7.0

Students will analyze careers in business economics.

Standard 8.0

Students will identify market structures/forms of competition found in the U.S. economy.

124.


Course Description

This course provides an in-depth study of fundamental concepts, free enterprise trading practices, and the various players in the economic system. Topics include the production, marketing, and distribution of goods and services, as well as the roles of financial institutions, the government, and the individual within the free enterprise system. Students will explore various careers related to the economy. International trade and economics have become an integral part of Business Economics. (Specific activities will require use of Internet, word processing, and spreadsheet software.)

Standard 1:0














125.

















126.


Standard 2.0

Students will analyze the basic economic systems in relation to scarcity, choice, and opportunity costs.


The student will:2.1 Apply the concepts of basic economics.2.2 Differentiate between economic systems.2.3 Analyze economic problems and goals of society.2.4 Analyze the economic problem of scarcity.2.5 Assess the importance of natural resources and their relationship to economic

decision making.


Investigates terms and concepts related to business and economic systems. Differentiates among the basic economic systems; evaluates and illustrates each. Researches and analyzes the basic economic questions that every society must

answer to meet its goals. Explains the phenomena in terms of the concept of scarcity in relationship to

individual choices. Demonstrating comprehension of opportunity costs and trade offs.


The students will write a scenario of a group of people being stranded on a deserted island. The students must decide what type of economic system to create. In answering that question, they must answer the three basic economic questions—what to produce, how to produce, and for whom to produce. This activity will force the students to explore trade-offs and opportunity costs.

The assignment could be accomplished through a written paper, a skit, a multimedia presentation, etc.

127.


Standard 3.0Students will analyze the role of business in a free enterprise system.


3.1 Connect concepts as they apply to the role of business in a free enterprise system.

3.2 Analyze types of business organizations.3.3 Apply the concepts of buying and selling of stock.3.4 Analyze effects of competition and monopoly on a free enterprise system.3.5 Apply the concepts of production.3.6 Analyze characteristics of marketing.3.7 Differentiate between factors of production.3.8 Explain the phenomena in terms of the law of supply and demand.3.9 Formulate and analyze knowledge/understanding of elasticity of demand.3.10 Analyze the role of unions in the economy.


Connect concepts relating to the major features of business in the free enterprise system.

Analyzes, compares, and contrasts the differences between the types of business organizations.

Applies the concept of buying and selling stock. Differentiates the factors of competition in a free enterprise system and describes

how those factors affect the everyday function of a business. Appraise and construct the phases of the divisions of labor and productivity. Connects the basic characteristics of marketing a product in the free enterprise

system. Differentiates and assesses the five factors of production. Illustrates and evaluates the supply and demand curve and the effect on prices in

the free enterprise system. Investigates the elasticity or inelasticity of products. Appraises the effect of unions in different industries within the economy.

128.


Sample Performance Task The students will gather information about the forms of business—sole

proprietorship, partnership, corporation, and limited liability company. They should use several sources of information (primary and secondary). Once the information is gathered, the students will create an interactive multimedia presentation and a written paper exploring the details of each type of business. The details should include the following: Type of business Characteristics of the type of business Discussion of products/services within each business types Competition within business type Use of illustrations of supply and demand curves for elastic and inelastic

products in business

129.


Standard 4.0

Students will analyze the role of the individual in a free enterprise system.


The student will:4.1 Connect concepts as they apply to the individual’s role in a free enterprise

system.4.2 Apply concepts demonstrating the elements of personal and fiscal responsibility.4.3 Critique and analyze types of savings plans.4.4 Investigate and analyze the appropriate use of credit.4.5 Differentiate between the most common forms of insurance and formulate a

personal needs assessment.


The student: Illustrates terms and considerations related to decision making as a consumer. Formulates a budget for managing income. Evaluates and proposes methods of consumer saving. Compares different methods of consumer credit. Appraises the most common forms of consumer insurance.

Sample Performance Task Students will develop a personal consumer portfolio. The portfolio will include the

following: A budget Personal savings/retirement plan Insurance options and planning Home/car purchasing plan Credit assessment

The assignment will be written and given as an oral presentation. The student will include statements from credit plans, insurance brochures, notes from interviews with different people, Internet, etc., to support their research.

130.


Standard 5.0

Students will analyze the role of government in a free enterprise system.


The student will:5.1 Connect concepts related to government’s role in a free enterprise system.5.2 Formulate and analyze the components of gross national product (GNP), gross

domestic product (GDP) and national income.5.3 Investigate and differentiate the types of taxes.5.4 Analyze the concept of governmental distribution of wealth.5.5 Analyze cause/effect of inflation and recession.5.6 Investigate and analyze the impact of the American financial structure, including

banking and monetary policy.5.7 Investigate and analyze governmental policies and their economic consequences

at the national, state and local levels.


The student: Connects concepts relating the major roles of government in the free enterprise

system. Analyzes the relationship between the federal deficit and the national debt and

how they are affected by the sources of national income and international trade. Compares taxes in the free enterprise system. Analyzes the allocation of national income as part of the government’s role in the

free enterprise system. Illustrates and measures the impact of inflation and recession. Constructs and analyzes the different components of Federal Reserve System. Demonstrates the major functions of fiscal policy. Identifies three monetary policy tools used by the Federal Reserve Systems.

131.



Students should create an illustration of the circular flow of money, focusing on the government section of the circular flow. When doing so, they will create a table showing how the government collects money and distributes those tax dollars. They will also include the government’s responsibility to consumers and businesses as part of their role in the free enterprise system.

Students will both write and orally present this assignment.

132.


Standard 6.0

Students will analyze economic concepts.


The student will:6.1 Connect concepts as they apply to international economics.6.2 Investigate and analyze the effect of world trade on the United States economy.6.3 Utilize business economic concepts to determine advantages/disadvantages of

International trade, including the global impact.6.4 Develop a logical argument for/against protective trade barriers.6.5 Investigate the purpose of foreign aid.6.6 Analyze the cause and effect of reliance on foreign aid.


The student: Explains terms and concepts relating to international economics. Analyzes the impact of world trade and relates it to the U. S. free enterprise

system. Evaluates and debates the benefits of international trade compared to domestic

trade. Calculates the financial impact of tariffs on the United States economy. Analyzes and evaluates different forms of foreign aid and their rationale.

Sample Performance Task Students will research international trade and its effect on the free enterprise

system. Each student will select a product and trace its origination. Compare and contrast the benefits of foreign trade and domestic trade within the U.S. (include discussion of tariffs).

This assignment can be in the form of a class debate where half of the class represents domestic trade and the other half of the class represents international trade.

133.


Standard 7.0

Students will analyze careers in business economics.


The student will:7.1 Analyze and synthesize opportunities for careers related to business economics.7.2 Analyze current employment trends for careers related to business economics

across industries.


The student: Inspects and evaluates career opportunities for careers relate4 to business and

economics. Appraises the employment outlook for careers related to business and

economics.

Sample Performance Task Students should complete a career research portfolio and make an oral

presentation on the portfolio development process. The portfolio will include the following areas: Traditional research about various careers in business/economics A shadowing experience in one of the careers An interactive multimedia presentation

134.


Standard 8.0

Students will identify market structures/forms of competition found in the U.S. economy.


The student will:8.1 Analyze, compare and contrast perfect competition and monopolistic competition.8.2 Analyze, compare, and contrast oligopoly and monopoly.8.3 Connect government regulation to the creation of natural monopolies.


The Student: Cites markets that have many buyers and many sellers. Analyzes characteristics of monopolistic competition. Assesses U.S. industries that illustrate the oligopolistic market structure. Differentiates perfect monopolies, natural monopolies, and near or virtual

monopolies.


As a team students will research, develop, and present a visual presentation comparing and contrasting different types of market competition. The research will include the following: Perfect competition Monopolistic competition Oligopoly Monopoly

Researches, analyzes, composes, keys, formats, and prints the characteristics of a leader.

Applies effective image building and public relations techniques. Researches a well-know economist to determine the leadership qualities that

have contributed to the economist’s success. Writes a summary of findings to be published in the Future Business Leaders

of America newsletters. Makes a two-minute report on the research findings. Organizes and manages a team presentation on leadership. Practices proper parliamentary procedure skills through group activities. Participates in Future Business Leaders of America.

135.


Business Management

Students in Business Management will develop a foundation in the many activities, problems, and decisions that are intrinsic to the management of a successful business, as well as an appreciation for the importance of these responsibilities. Areas to be examined include business organization, ethical and legal responsibilities, communication, decision-making, personnel, safety, professional development and related careers. By gaining an understanding of these areas, students will be better prepared to enhance the business decisions of tomorrow.

Prerequisites: None

Recommended Prerequisite: Computer Applications

Grades: 10, 11, 12


Course Codes: 3707

136.


Standard 1.0


Standard 2.0

The student will analyze the basic role of business in our society.

Standard 3.0

The student will analyze ways the social and ethical environment of business has changed.

Standard 4.0

The student will examine the economic environment of business.

Standard 5.0

The student will examine the international environment of business.

Standard 6.0

The student will examine how effective decision-making skills are used in the management process.

Standard 7.0

The student will describe the business communication process and any barriers to communication, including ways to improve communication.

Standard 8.0

The student will analyze the steps in strategic planning and the implementation of the necessary goals.

137.


Standard 9.0

The student will examine the various types of organizational structures.

Standard 10.0

The student will analyze the role of human resources in a business organization.

Standard 11.0

The student will analyze the ways a manager can motivate through leadership.

Standard 12.0

The student will examine ways to manage conflict and stress in the workplace.

Standard 13.0

The student will analyze strategies for bringing together a diverse workforce.

Standard 14.0

The student will determine how to choose standards for both internal and external controls.

Standard 15.0

The student will examine the need for continued professional development.

Standard 16.0

The student will examine the legal and financial operations of a business.

138.


Course Description

Students in Business Management will develop a foundation in the many activities, problems, and decisions that are intrinsic to the management of a successful business, as well as an appreciation for the importance of these responsibilities. Areas to be examined include business organization, ethical and legal responsibilities, communication, decision-making, personnel, safety, professional development, and related careers. By gaining an understanding of these areas, students will be better prepared to enhance the business decisions of tomorrow. (Specific activities will require use of Internet, word processing, and spreadsheet software.)

Standard 1:0














139.








Illustrates modeling and role-playing of examples of behavioral expectations in the workplace including soft skills and team building.









Compose and assemble a safety manual using appropriate typography concepts.Develop a presentation on right-to-know laws and any other laws required for

safety.

140.


Standard 2.0

The student will analyze the basic role of business in our society.


The student will:2.1 Interpret the types and nature of business.2.2 Analyze opportunities, problems, and obligations of business.2.3 Evaluate the various careers available in business.


The student: Differentiates between business ownerships and the management

characteristics of each. Analyzes the different types of businesses. Analyzes the opportunities that arise with each and the problems and

obligations entailed. Compares and contrasts the types of management careers.

Sample Performance Task The students will set up their own simulated businesses and determine which

business ownership will best fit the needs of that entity. In doing this, they must explore reasons that a business would choose a particular method of ownership.

Evaluate the accuracy of information gathered and reported in a written report or an electronic presentation.

141.


Standard 3.0

The student will analyze ways the social and ethical environment of business has changed.


The student will: 3.1 Examine the changing nature of the population and adaptations to these

changes.3.2 Analyze relationships of ethics to a socially responsible business.3.3 Predict the impact of change on the future of business. CLE 3102.1.2, CLE

3103.1.2, CLE 3108.1.2


Assesses ways population changes must be addressed by business. Interprets what ethics includes and brainstorms ways a business incorporates

these in everyday standards. Assesses the impact change has on business.

Sample Performance Task In small groups, the students will discuss ethical situations and recommend

ways each student would resolve them. Oral presentations could be used to share the information with all students in the class.

142.


Standard 4.0

The student will examine the economic environment of business.


The student will:4.1 Relate the law of supply and demand to business success and failure. CLE

3102.5.24.2 Analyze the market economy as a system for meeting the needs of

consumers. CLE 3103.2.34.3 Relate the profitability of a business to pricing and costs. CLE 3102.1.7, CLE

3103.1.7, CLE 3108.1.7, CLE 3102.2.14.4 Relate business success to the business cycle and economic indicators. CLE

3103.5.2


Explains ways economic wants and needs are met. Gives examples of conditions of scarcity and ways these needs are met. Describes the characteristics of a market system. Describes the role of private ownership in the U.S. economy. Examines the relationship of profit to risk and uncertainty. Examines ways economic growth can be not only promoted but also

measured. Charts an economic indicator that demonstrates changes in growth of the

economy. Examines the impact of factors, such as interest rates, labor costs, market

opportunities, competition, on business.

Sample Performance Task Select one of the goods or services that consumers need and research ways

these goods or services are offered in a market economy. Are they provided the same way in other countries?

143.


Standard 5.0

The student will examine the international environment of business.


The student will:5.1 Debate issues related to the balance of trade between countries and their

significance to our economy.5.2 Interpret the role of government in establishing parameters to international

trade.5.3 Relate issues of international trade to the operation of a business.


The student: Evaluates how the balance of trade with other countries is important to the

economy of our country. Examines the effects of the government on international business. Examines the impact (interest rates, labor costs, market opportunities,

competition, etc.) of global trade on a business.

Sample Performance Tasks Research through the Internet or periodicals the trade balance with other

countries and prepare a visual display showing the changes over a specific period of time.

Prepare a skit between leaders of differing countries and have them develop the trade policies between the two nations.

Develop a spreadsheet and graph that plots the impact of cost of product (interest rates, labor costs, shipping costs, etc.) of a product from another country versus a similar product manufactured in the United States.

144.


Standard 6.0

The student will examine how effective decision-making skills are used in the management process.


The student will:6.1Classify the steps in an effective decision-making process.6.2Evaluate the procedures for making everyday managerial decisions.


The student: Demonstrates why each step in the decision-making process is vital to the

continuing operation of the business. Compares and contrasts the reasons for different procedures in making

decisions.

Sample Performance Task Interview the manager of three different businesses. Compare and contrast the

decision-making skills of each manager. Students will choose personal style preferences and justify their selection. Present results in a written format or an oral presentation.

145.


Standard 7.0

The student will describe the communication process and any barriers to communication, including ways to improve communication.


The student will:7.1 Illustrate terms needed for effective communication.7.2 Analyze the networks of communication.7.3 Interpret why communication is important.7.4 Examine the various barriers to communication.7.5 Analyze ways that businesses may improve their own communication.


The student: Uses terminology for appropriate communication. Differentiates between the various forms of communication used in a business

and when each one is to be used. Illustrates why effective communication is necessary for a business to exist. Demonstrates how communication can break down and how to correct this. Compares the differing ways that communication may be improved in a

business.

Sample Performance Task Offer a simulation such as “Mean Jeans” to teach how those businesses within

a community function and communicate.

146.


Standard 8.0

The student will analyze the steps in strategic business planning and the implementation of the necessary goals.


The student will:8.1 Illustrate the need for strategic business planning.8.2 Assess the goals to be included in strategic business planning.8.3 Analyze the steps in developing a strategic business plan.8.4 Create a business plan.


The student: Creates a strategic business plan. Analyzes the goals involved and sets parameters to determine if the plan is

being met.

Sample Performance Task Student groups will set forth different strategic plans they believe could be

utilized by an athletic team in their school to win the state championship. After the season, review the plan to determine if any of the goals were met.

147.


Standard 9.0

The student will examine various types of organizational structures.


The student will:9.1 Compare and contrast the types of organizational structures used in

businesses.


The student: Differentiates between a line organization and a line-and-staff organization and

demonstrates when each will be used.

Sample Performance Task Prepare the organizational structure for an employer in your community.

148.


Standard 10.0

The student will analyze the role of human resources in a business organization.


The student will:10.1 Examine the types of activities that occur in a human resources department.10.2 Analyze methods of selecting new personnel and promoting, transferring, and

releasing current personnel.10.3 Analyze how laws and regulations affect a human resource department.10.4 Compare employee benefits that may be available through an employer.


The student: Illustrates the differing activities that are performed by a member of a human

resource staff. Compares and contrasts the various methods that are used in hiring, firing,

promoting, and transferring employees in a business. Illustrates the effect of laws and regulations of the government on the human

resource department. Examines and analyzes available employee benefits.

Sample Performance Task Student groups attempt to define the type of questions that may and may not

be asked of a potential employee. Student groups discuss the type of benefits they believe should be required of

an employer.

149.


Standard 11.0

The student will consider the ways a manager can motivate through leadership.


The student will:11.1 Analyze the needs of employees.11.2 Discuss leadership skills integral to groups.11.3 Evaluate strong leadership skills.


The student: Illustrates each of the needs that all employees have. Examines ways a manager can analyze the needs of each individual employee

and lay out a plan to assist the employee in meeting those needs. Identifies and develops personal and interpersonal characteristics and critical

thinking skills needed in leadership situations.

Sample Performance Task Students will debate the issues relating to employees establishing programs to

meet the needs of the employee. Students will create a presentation showing how a manager could assist

employees in meeting their own personal needs.

150.


Standard 12.0

The student will examine ways to manage conflict and stress in the workplace.


The student will:12.1 Demonstrate an understanding of the nature of conflict and the difference

between beneficial and undesirable conflict.12.2 Compare and contrast the methods of resolving conflict.


The student: Dramatizes ways conflict could benefit and harm an organization. Evaluates the methods of conflict resolution and when each would be desired.

Sample Performance Task Present a conflict that occurred between two managers. Divide the class into

groups to debate and devise methods of resolving the conflict. Compare and contrast the different solutions between each group.

151.


Standard 13.0

The student will analyze how to bring together a diverse workforce.


The student will:13.1 Define diversity and the importance of having it in an organization.13.2 Determine the characteristics needed to bring together people from varying

backgrounds in order to use their talents toward a common goal.


The student: Compares and contrasts the different ways that diverse people examine

problems and resolve them. Demonstrates ways a good manager can tap into the best aspects of each

employee.

Sample Performance Task Analyze the diversity of the classroom and explore ways each student could

offer different talents to tackle a problem. Research a leader from a different race or country and analyze the issues the

leader believed were important.

152.


Standard 14.0

The student will determine how to choose standards for both internal and external controls.


The student will:14.1 Examine the basic steps in of the process of controlling.14.2 Analyze ways standards are used in a business.


The student: Differentiates between the basic steps in setting controls and ways they can be

implemented. Examines reasons standards are necessary in a business and the decision

process needed to set these standards.

Sample Performance Task Have a student-led discussion on reasons controls must always be evaluated

and updated. The students will write standards they believe must be implemented in a

classroom to assist the educational process. In-groups students can debate reasons some standards are more important than others.

153.


Standard 15.0

The student will examine the need for continued professional development.


The student will:15.1 Examine the necessity to continue the educational process after employment

is found.15.2 Assess the value of being a member of your professional organization.


The student: Analyzes the pitfalls that can occur if the educational process ends upon

graduation. Evaluates ways an organization of professionals who have similar goals can

assist with the student’s success.

Sample Performance Task Describe the condition of a business organization that refused to continue to

attempt to improve itself. Research to determine what professional organizations meet in the area that

relate to the student’s field of interest.

154.


Standard 16.0

The student will examine the legal and financial operations of a business.


The student will:16.1 Analyze a company's legal structure.16.2 Interpret the importance of copyrights, patents, and trademarks on a business.16.3 Analyze key aspects of operating a business.16.4 Analyze types of negotiable instruments.16.5 Classify financial statements:

a. budgets, revenue, profits, income and expense statements CLE 3102.1.2, CLE 3103.1.2, CLE 3108.1.2

b. cost of goods sold or manufactured, etc. CLE 3102.5.2c. cost of employees benefits CLE 3102.1.7, CLE 3103.1.7, CLE 3108.1.7d. cost of property and employees safety CLE 3102.2.1

15.6 Debate the importance of a business plan.


The student: Interprets the cost of and impact of legal issues as they relate to the profit

margin. Researches cost of obtaining a patent, copyright, and/or a trademark. Compares and contrast the cost of operating a business and profit margin. Interprets the elements of an effective business plan.

Sample Performance Task Research a small, medium, and/or large company business plan. Design a business plan for a virtual office.

155.


Banking and Finance

Banking and Finance is a course designed to challenge the student with real banking and financial situations through a partnership with a local financial institution that would bring resources of mentors, seminars, and hands-on experience with day-to-day operations. Completion of this course will provide students with a basis for continuing education in finance and business administration specializing in job skills in banking and financial institutions. Ethical issues will be presented in the course.

Recommended Prerequisites: Keyboarding, Personal Finance, Financial Planning, and Accounting I

Suggested Prerequisites: Computer Applications

Recommend Grades: 11-12

Recommend Credits: 1-2*

Course Codes: 3756

NOTE: *If this course is part of an Academy curriculum, it is recommended that an internship experience be provided.

156.


Standard 1.0


Standard: 2.0The student will evaluate the diverse careers in banking and finance.

Standard 3.0The student will investigate the origins and purpose of banking.

Standard 4.0The student will examine banking services and types of accounts.

Standard 5.0The student will assess credit options.

Standard 6.0*The student will inspect bank policies and procedures.

Standard 7.0The student will analyze the marketing strategies utilized by financial institutions.

Standard 8.0The student will analyze existing technology as it relates to financial services marketing.

157.


Course Description

Banking and Finance is a course designed to challenge the student with real banking and financial situations through a partnership with a local financial institution that would bring resources of mentors, seminars, and hands on experience with day-to-day operations. Completion of this course will provide students with a basis for continuing education in finance and business administration specializing in job skills in banking and financial institutions. Ethical issues will be presented in the course. (Online Computer access will be required for accessing the Internet financial markets and related software.)

Note: (If this course is part of an Academy curriculum, it is recommended that an internship experience be provided. Specific activities will require use of the of the Internet and application software.

Standard 1:0











158.

















159.





160.


Standard: 2.0

The student will evaluate the diverse careers in banking and finance.


The student will:2.1 Analyze banking career opportunities and the employment outlook in banking

and financial careers.2.2 Compare the earning power of various careers.


The student: Investigate employment opportunities and integrates the information into a

project on skills needed in the banking industry and available jobs.

Sample Performance Task Prepare and/or present a project from the library or Internet searches on the

available employment opportunities in banking. Compares employment opportunities in banking found in the library, local

newspaper, Internet, or Occupational Outlook Handbook.

161.


Standard 3.0

The student will investigate the origins and purpose of banking.


The student will:3.1 Analyze the function of banks and their impact on the economy and the

community. 3.2 Interpret historical and current trends and identify problems related to the

banking system. 3.3 Investigate the purpose, functions, and organization of the Federal Reserve

System.3.4 Evaluate bank regulations and compliance.3.5 Define money supply and explain how it is measured.


The student: Analyzes current and historic events for the impact on the economic well-being

of the society. Cites evidence of the role of the Federal Reserve and bank regulations. Assesses the way money supply affects individuals.


Build a portfolio of information supporting the economic well-being of our community, relating to local banks and including a project on The Federal Reserve System.

Analyze a case study of current events and develop a logical argument of how those events will impact the student. Use case studies to prepare Future Business Leaders of America members for the state and national leadership conferences.

162.


Standard 4.0

The student will examine banking services and types of accounts.


The student will:4.1 Compare types of bank accounts.4.2 Perform bank reconciliation.4.3 Investigate banking services.4.4 Calculate compound interest.


The student: Explain the available types of bank accounts and benefits of each account. Maintain a checking account and perform bank reconciliation. Analyze banking services and the benefits of various services. Perform and analyze the compound interest function.

Sample Performance Task Students will operate a bank (under the guidance of a partner bank) and offer

transaction options to other students and teachers. Students will job shadow in local banks to observe banking operations. Students will develop a spreadsheet to calculate compound interest.

163.


Standard 5.0The student will assess credit options.

Learning Expectations:The student will:

5.1 Describe the importance of the credit function to society.5.2 Understand the impact of credit scores and credit history. 5.3 Assess credit options.5.4 Demonstrate completing the entire loan process from customer inquiry through

funding.5.5 Identify the important laws associated with credit and consumer protection.


The student: Debate the advantages and disadvantages of credit. Analyze a credit report and understand the impact of credit scores. Design an electronic spreadsheet for calculating the cost of credit options. Complete a loan application. Cite evidence of the purpose of credit and consumer protection laws.

Sample Performance Task Students will operate a bank (under the guidance of a partner bank) and

provide lunch loans to their student and teacher clients. The bank will be expected to make a profit and students will be responsible for the planning thereof.

Students will participate in loan committees to evaluate credit reports and loan applications. Students will then prepare a report to senior management on which loans are approved and disapproved.

164.


Standard 6.0*

The student will inspect bank policies and procedures.


The student will:6.1 Examine job functions in banking.6.2 Analyze banking policies and procedures.6.3 Simulate or conduct banking procedures.


The student: Simulate or conduct job functions in banking. Write bank policies and procedures for opening a school-run bank. Simulate or operate bank functions.

Sample Performance Task Students will job shadow an adult mentor at a local bank. Business partners

will interview students for jobs in the school-based bank. Students will operate the bank in the job capacities as selected by business partners.

Operate a school bank providing savings and loan services. Establish banking policies and procedures for the student-operated bank. Prepare financial statements for student and teacher customers.

165.


Standard 7.0

The student will analyze the marketing strategies utilized by financial institutions.


The student will:7.1 Examine marketing concepts as they relate to financial institutions.7.2 Identify marketing segments.7.3 Examine the marketing mix as it relates to financial institutions.7.4 Appraise the impact of competition among financial institutions.


The student: Analyzes the relationship between profit and customer satisfaction. Compares mass and target marketing as used by financial institutions. Identifies the importance of price, place, products, and promotion in financial

services marketing. Investigate competitive advantages and disadvantages among local

institutions.

Sample Performance Task Develop a marketing plan for a service offered by the school bank (i.e.,

savings account targeted towards high school students). Analyze the marketing strategies being utilized by various financial institutions.

166.


Standard 8.0

The student will analyze existing technology as it relates to financial services marketing.


The student will:8.1 Examine technological applications in financial services.8.2 Explore computer technology and electronic equipment in offering financial

services.


The student: Determines the effect of technological advancements on specific financial

functions. Describes the role of technology in financial services.

Sample Performance Task Go to the bank and learn how the computers and electronic equipment are

used by tellers. Interview a local bank manager. Ask the manager to describe how the use of

computers has changed banking. Write a report on your findings. Select a financial institution and identify how specific target markets are served

through technology (i.e., Internet banking for “technology inclined”).

167.


eBusiness Communications

eBusiness Communication is the study of oral, written, and electronic communications in a global society. Components of communication include the sender, the message, the receiver, the feedback, and the channel. The purposes of communication are to build goodwill, persuade, obtain or share information, and build self-esteem.The course will address the use of Internet developing concepts, particularly those related to Web browsers, navigators, search engines, online communication methods, home and Web site design concepts, transfer of data, downloading files, security procedures, and Internet navigational tools. The student will choose and use appropriate tools when completing Internet applications using the Internet for research and validation of research data for written and oral business communications. Emphasis will be placed on electronic research, security issues, ethics, business report writing, business correspondence, enhancement of oral presentations with electronic media and communications applying current technology.

Recommended Prerequisite: Document Formatting

Suggested Prerequisites: Computer Applications, Word Processing

Grades: 10, 11, 12


Course Codes: 3704

168.


Standard 1.0


Standard 2.0

The student will examine basic communication components and the information processing cycle.

Standard 3.0

The student will examine and practice the grammar, mechanics, and process of composing business communications.

Standard 4.0

The student will demonstrate the ability to produce professional business correspondence.

Standard 5.0

The student will examine and apply the fundamentals of communications technology in the workplace.

Standard 6.0

The student will demonstrate the ability to utilize electronic research tools to gather, manipulate, and report data in accepted business formats.

Standard 7.0

Students will demonstrate the use of communication methods on the Internet/intranet.

Standard 8.0

The student will demonstrate proficiency in organizing, maintaining, and transferring data files.

Standard 9.0

The student will demonstrate the ability to communication orally using effective verbal and nonverbal skills as well as supportive presentation technology.

169.


Standard 10.0

The student will integrate multiple forms of communication in the successful pursuit of a career.

170.


Course DescriptioneBusiness Communications is the study of oral, written, and electronic communications in a global society. Components of communication include the sender, the message, the receiver, the feedback, and the channel. The purposes of communication are to build goodwill, persuade, obtain, or share information and build self-esteem.The course will address the use of Internet developing concepts, particularly those related to Web browsers, navigators, search engines, online communication methods, home and Web site design concepts, transferring data, downloading files, security procedures, and Internet navigational tools. The student will choose and use appropriate tools when completing Internet applications using the Internet for research and validation of research data for written and oral business communications. Emphasis will be placed on electronic research, business report writing, business correspondence, enhancement of oral presentations with electronic media and communications applying current technology. (This course requires access to a computerized workstation for each student with Internet connection and document processing and presentation management software.)

Standard 1:0










171.


















172.





173.


Standard 2.0

The student will examine basic communication components and the information processing cycle.

Learner Expectations

The student will:2.1 Analyze the various aspects of written, verbal, and nonverbal communication

used in business.2.2 Select and use modes of communication appropriate to specific situations.2.3 Examine and evaluate barriers to different methods of communication.


The student:

Analyzes communication and then illustrates the communication process. Demonstrates communication systems and use the systems to analyze and

direct the choice of communication strategies. Brainstorms strategies for addressing special concerns related to international

relationships and ethical issues in effective business communications. Dramatizes the major types of verbal and nonverbal communication..


Student evaluates a speaker’s verbal and nonverbal skills. Play videotape once with sound to judge for pitch, flow, volume, and grammar usage. Play the videotape a second time to judge for nonverbal communications, such as hand gestures and facial expressions.

Student watches a favorite television show and prepares a written and an oral report on the assessment of verbal and nonverbal communications, as well as, problems resulting from communications barriers. The written report will include a description of the scenes, the communications barriers, and suggested solutions to resolve the barriers.

Student groups compose and perform skits illustrating positive and negative verbal and nonverbal communications.

174.


Standard 3.0

The student will examine and practice the grammar, mechanics, and process of composing business communications.


The student will:

3.1 Correctly use parts of speech and components of sentence structure to compose business communications.

3.2 Correctly apply mechanics of punctuation, capitalization, and number expression when composing business communications.

3.3 Apply the writing process to plan, compose, and edit effective business communications.


The student:

Interprets the four basic activities in the pre-writing process (defining purpose, identifying audience, gathering information, and organizing information).

Establishes a process for preparing business documents that includes a planning stage, writing stage, revising stage, and proofreading stage.

Creates eBusiness Communications that are grammatically correct and professionally written.

Sample Performance Task Using a collaborative tool like Wikispaces, the teacher posts a document

containing a variety of errors in grammar, mechanics, and organization. Students will review and revise the document until the message is acceptable.

Students post their compositions on collaborative workspace, such as Wikispaces, and conduct peer reviews of the compositions.

175.


Standard 4.0

The student will demonstrate the ability to produce professional business correspondence.


The student will:4.1 Compose and format letters, memos, and other documents for formal business

correspondence.4.2 Differentiate among approaches used in composing different types of

messages (positive/neutral, negative, persuasive).4.3 Plan and construct effective neutral and positive messages to clients and

customers.4.4 Critique and revise negative messages to clients and customers.4.5 Develop persuasive messages to clients and customers.

Student Performance Indicators: Evidence the Standard is Met

The student:

Analyzes the four activities in the pre-writing step of the writing process. Completes documents following the steps in the writing process.

Creates business documents using proper business format and mailable standards. Creates flyers, request letters and memoranda/e-mails.

Sample Performance Task Create a press release expressing the opinions of peers regarding a current

event or an issue. Research examples of different business documents. Create an example of an

ecommerce design, a web page design, a new letter format, a letter style, a memo style, a technical, a business report styles, an agenda, an itinerary, an e-mail style and a set of minutes.

Given a customer service scenario, compose an appropriate response to the inquiry of an irate customer or client.

176.


Standard 5.0

The student will examine and apply the fundamentals of communications technology in the workplace.

Learner Expectations:

The student will:

5.1 Compare and contrast the evolving impact of electronic communications on business and the consumer in a global business community.

5.2 Evaluate the potential benefits and problems in the future of electronic communications (including but not limited to confidentiality, security, legal issues, professionalism).

5.3 Collaborate with peers and others through the use of emerging electronic communications tools.


The student:

Illustrates examples of equipment used in electronic communications. Distinguishes the advantages and disadvantages of electronic

communications. Interprets the impact of electronic communications on society. Analyzes and gives examples of telecommunication tools, such as voice

dictation, voice mail, and cellular technology. Researches and reports on the security issues involved with data

communications. Analyzes the characteristics of a local area network and a wide area network. Researches and reports on ethical, legal, and confidentiality issues and

applies ethical practices in electronic communications. Navigates through the Internet while using effective search techniques. Researches and reports on value of technology in providing alternative forms

of communication to individuals who experience difficulties in various modalities.

Applies research and business report writing techniques while using the Internet to locate appropriate sites.

Researches the trends, issues, and impact of electronic communications on education.


Student researches how businesses in their community use networks and the Internet.

Discuss the expression, “The world is getting smaller.” How have electronic communications technologies contributed to the “shrinking” world?

177.


Maintain a blog or Wikispace on a topic related to the course.

178.


Standard 6.0

The student will demonstrate the ability to utilize electronic research tools to gather, manipulate, and report data in accepted business formats.


The student will:

6.1 Assess the validity of sources available online.6.2 Compare the results of various Internet search engine resources and

methodologies.6.3 Construct a list of online reference information sources.6.4 Analyze collected data to produce a reader-friendly table or graphic

representation. (Math Learning Expectations CLE 3102.5.1; CLE 3102.5.2; CLE 3103.2.3)

6.5 Create a properly formatted report using accepted business practices.6.6 Examine proper Internet citations used for educational and business reporting.


The student:

Composes definitions for Web browsing and Internet/Intranet terms. Formulates a list of sources relating to an assigned topic while using a Web

browser. Assess the accuracy and validity of Web-based information. Compares and contrasts Web browser services. Prepares a bookmark list of URLs. Appraises the needs for stringent personal and business measures in Web site

security. Interprets the ethical and legal issues related to World Wide Web. Creates a concise report relating to a specific topic, including proper Internet

citations.

179.



Organize students in small work groups. Have each group brainstorm and debate the pros and cons of a specific assigned topic. Research, outline, and write a joint report on debated topic. Develop a storyboard on the topic outlines. Using the storyboard, each

group will then prepare an electronic presentation, with joint participation in the oral presentation and respond to questions regarding the findings in the presentation.

Write a one-page report that summarizes current job opportunities in the computer field.

Students will utilize search engine procedures to plan the Future Business Leaders of America CEO’s travel and agenda for one domestic and one international business trip. Information relating to airline schedule, hotel accommodations, auto rental and points of interest, as appropriate, for the itineraries should be provided in printed form. Provide information on currency exchange.

180.


Standard 7.0

Students will demonstrate the use of communication methods on the Internet/intranet.


The student will:

7.1 Maintain an e-mail account with an electronic address book for business communications.

7.2 Assess advantages and disadvantages of various electronic communication methods.

7.3 Examine proper use of e-mail and other appropriate Internet/intranet communication capabilities, including business-related terminology and language.

7.4 Design electronic greetings formats.7.5 Demonstrate the ability to send file attachments by e-mail.


The student: Constructs and transmits e-mail messages to a local, state and/or national

career and technical student organization or a company requesting information. Response and original message will be printed and evaluated for grammar and content.

Examines the safety and value of the information gained from Internet/intranet communication tools, such as newsgroups.

Evaluates a situation to determine an appropriate communication tool. Using different search engines, reads and evaluates a wide range of Internet

presentations.

Sample Performance Task Students prepare electronic messages, using correct grammar, sentence

structure, and punctuation, in an appropriate format for the Internet/intranet communication tool. After completion, students will provide printed topics of edited messages.

181.


Standard 8.0

The student will demonstrate proficiency in organizing, maintaining, and transferring data files.


The student will:

8.1 Organize computer storage (electronic media by using several file management functions, such as sharing, moving, saving, and deleting files.

8.2 Differentiate between downloading and uploading procedures.8.3 Compare and contrast shareware, freeware, and limited use products.8.4 Recognize the types of files such as compression, decompression, and self-

extracting.


The student: Transfer data from station-to-station while using prepared information

according to specific teacher guidelines/instructions. Assess and describe three shareware, freeware, and limited use sites. Download compressed files from the Internet and then unzip (decompress) the

file to an approved drive or electronic media. Upload a graphic to the Web site or to another station on the network. Evaluate resource files (text, music, and design software) or other information

as to copyright stipulations.

Sample Performance Task Students will locate an approved shareware program relevant to the class

activity. Students would then submit a listing of files to be downloaded and the cost for use of the shareware with payment procedures before downloading and installing a file on their computers.

182.


Standard 9.0

The student will demonstrate the ability to communication orally using effective verbal and nonverbal skills as well as supportive presentation technology.


The student will:

9.1 Evaluate nonverbal gestures and expressions for unintended messages.9.2 Apply techniques for improving listening skills.9.3 Develop and give an oral speech.9.4 Apply concepts of verbal/nonverbal communications and presentation

management to prepare an oral presentation using electronic visual aids.


The student:

Evaluates ways in which good speaking, listening, and nonverbal skills contribute to effective business communication.

Prepares an electronic presentation and delivers an oral report using research completed in the pre-writing and writing process.


Choose an approved topic or problem to be researched. Prepare a 3-to-5 minute speech to be given before the class.

Prepare an electronic presentation to accompany the speech already prepared.

183.


Standard 10.0

The student will integrate multiple forms of communication in the successful pursuit of a career.


The student will:

10.1 Analyze personal interests, strengths and weaknesses as the first step in choosing a career.

10.2 Research possible professions, demographic trends, industries and prospective employers.

10.3 Appraise the value of networking during job evaluation and research.10.4 Assemble an online career portfolio including but not limited to an application

letter and resume.10.5 Communicates in employment-related situations in a businesslike fashion by

electronic and traditional means.10.6 Determine the impact of electronic communications on education and career

preparation.


The student:

Completes systematic self, career, and job analyses. Uses available sources to determine employers in the local or regional area. Assesses the importance of a personal network in the job search situation. Writes a formal resume for a specific job. and constructs an effective letter of

application in electronic format. Communicates in employment-related situations in a businesslike fashion by

electronic and traditional means.


Students participate in and analyze mock interviews, emphasizing critical times at the beginning and ending of an interview.

Students invite an employment specialist to meet with their class and discuss alternative sources for job placement (career centers, employment agencies, etc). After discussion with the employment specialist, students research different careers via the Internet using The Source (Tennessee Department of Labor and Workforce Development) and other Web Sites. The student will write a report in appropriate format on a specific career.

184.


Analyze and demonstrate importance of appropriate dress and behavior in an interview situation.

Applies search engine procedures to locate or evaluate search sites relating to Dictionary of Occupational Titles, career information, labor regulations, labor laws, postsecondary schools, financial aid, resumes, applications, and online portfolios. The student then prepares a list containing two sites for each topic.

185.


Interactive Multimedia Presentations

The student will apply keying, typography, layout, and design skills in this course. The student will be proficient in using interactive multimedia tools to develop electronic presentations. Creative design, persuasive communications, and language arts skills are applied through research, evaluation, validation, written, and oral communication. Typography, layout, and design guidelines are applied. Copyright laws and ethical practices are reinforced in creating and formatting various presentations that require imported data/graphics, digital, audio, and video clips. Team development will also be stressed as students work on multimedia project(s). Laboratory facilities and experiences simulate those found in business and industry.

Recommended Prerequisites: Keyboarding, Computer Applications I

Grades: 11, 12


Course Codes: 3752/3746

186.


Standard 1.0


Standard 2.0

The student will demonstrate a comprehension of the terminology, materials, technologies, media, components and their working relationship utilized within the industry.

Standard 3.0

The student will research and apply knowledge of copyright within the industry.

Standard 4.0

The student will research and apply typography, layout, design, and composition concepts and guidelines for preparation of a multimedia project.

Standard 5.0

The student will organize information and communicate ideas by visualizing space configurations and movements.

Standard 6.0

The student will relate and apply artistic knowledge, skills, and techniques to the production of various projects.

Standard 7.0

The student will communicate ideas and information to a variety of audiences for a variety of purposes.

Standard: 8.0

The student will evaluate the purposes, functions, and features used in preparing digital communication.

Standard 9.0

The student will collaborate with peers, experts, and others to develop a finished interactive multimedia project.

187.


Course DescriptionThe student will be proficient in using interactive multimedia tools to develop digital communication presentations. Creative design, persuasive communications, and language arts skills are applied through research, evaluation, validation, written, and oral communication. Typography, layout and design guidelines are applied. Copyright laws and ethical practices are reinforced in creating and formatting various presentations that require imported data/graphics, digital, audio, and video clips. Team development will also be stressed as students work on multimedia project(s). Laboratory facilities and experiences simulate those found in business and industry. (This course requires a computerized workstation for each student with presentation management software and tools provided.)

Standard 1:0The student will develop and apply concepts related to human relations, safety, career development, communications, and leadership skills for a global workplace.













188.


















safety.

189.


Standard 2.0

The student will demonstrate a comprehension of the terminology materials, technologies, media, components and their working relationship utilized within the industry.


The student will2.1 Define and use interactive multimedia presentation terminology. 2.2 Examine components, use, and evaluation of a portfolio.2.3 Describe the basic components of an interactive multimedia presentation and

their working relationships.2.4 Analyze audio and video media.2.5 Describe examples of digital media such as:

a. graphicsb. digital photographyc. videod. sounde. musicf. animationg. motion

2.6 Recognize the various types of formats that can be found in a project.


The student: Starts a portfolio that includes examples of each of the components and

resources used in developing an interactive multimedia presentation.

Sample Performance Task The student will collect and identify the various types of digital media. Each

example should provide the file size, file type and source of the media. Assessment will be done through the portfolio.

190.


Standard 3.0

The student will research and apply knowledge of copyright within the industry.


The student will:

3.1 Apply copyright laws and their applications to text, visual art, design, music, and photography.

3.2 Prepares copyrighted text in a document that may be permissibly reproduced with attribution



content have been used in creating interactive multimedia projects. Applies knowledge of copyrights in seeking formal permission from copyright

sources before using materials.


Design and produce an interactive multimedia project on legal and copyright issues that includes issues and penalties for plagiarism, copied data with permission and the process used in obtaining permission. Obtain formal permission for use of a quotations, art form, design, music, and photographs. Develop and present a total team interactive multimedia project utilizing various technology components.

191.


Standard 4.0The student will research and apply typography, composition, and layout/design concepts and guidelines for preparation of various projects.


The student will:4.1 Analyze and synthesize composition processes in the production of various

projects.4.2 Analyze and apply principles of typography in the production of various

projects4.3 Illustrate how to apply typographical commands to text.4.4 Evaluate the effectiveness of typography in publications.4.5 Contrast and compare, using the following criteria, the typography from at least

two print sources: a. composition techniquesb. different type stylesc. different types of justification

4.6 Analyze and apply concepts of layout/design principles using various print sources: a. special affects techniquesb. thumbnail sketchesc. guides, rulers, scales, menus, palletsd. text alignment, elements positioning, rules of page design for printed texte. margins, gutters, tabs, letter spacing, tracking, leading, and headingsf. columnar grid setupg. style formulationh. master page constructioni. spot color and process color to text and graphicsj. continuity and form in publications

4.7 Illustrate gradations in shapes and blend colors.4.8 Illustrate methods of importing and exporting original text and graphics. 4.9 Draw and edit objects through incorporating fills, borders, graphic boxes,

illustrations, images, tables, charts (shapes and lines.4.10 Proofread and edit projects for format, mechanics, and clarity.


The student: Prepares a layout using typography specifications. Applies layout and design principles using original and/or imported graphics.

Applies spot color to graphics and text. Applies typographical commands to text. Rotates text and graphics. Proofs, edits, resizes, crops, and manipulates copy and graphics Prints or publishes hard copy that meets publication and design standards.

192.


Sample Performance Task Have students illustrate at least three font styles and appropriate application of

each. Using different backgrounds contrast and compare the typography of each.

Design and create various projects, i.e., commercial, ad campaign, public relations announcement, master slide for a legislative presentation.

193.


Standard 5.0

The student will organize information and communicate ideas by visualizing space.


The student will:5.1 Demonstrate design and layouts using storyboard techniques.5.2 Create simple illustrations.5.3 Demonstrate development of layouts applying elements of line, shape, texture,

and value to create form and space.5.4 Demonstrate the ability to use computer software to identify, create, and

manipulate surfaces, scale, rotation, zoom, shading, and layout.5.5 Identify elements styles of animation, art, sketching, and drawing to enhance

and express information and communicate ideas.5.6 Demonstrate the ability to operate camera, import digital media, and

manipulate the media.


The student: Applies basic design techniques to illustrate print and digital applications for

layout and scale. Applies elements of animation, art, sketching, and drawing in an interactive

multimedia presentation. Creates, edits, copies, and manipulates dimensional layout/spreads, geometric

entities, and drawings using drawing tools to comply with industry standards. Demonstrates how to use imaging technology to create a unique product. Applies proper photographic skills.

Sample Performance Tasks Assign teams to apply concepts of digital imaging to create a multimedia

product.

194.


Standard 6.0

The student will relate and apply artistic knowledge, skills, and techniques to the production of various projects.


The student will:6.1 Analyze a variety of different media resources.6.2 Develop continuity and form in multimedia.6.3 Connect the various techniques utilized in software applications, such as photo

editing, music sampling, graphic animation, etc.


The student: Differentiates and analyze styles, color, graphics, and formatting used in

various newsprint media. Apply concepts which emphasize continuity and form in multimedia. Apply concepts of image manipulation using digital tools. Digitally manipulates, enhances, and produces photographs or other art

elements utilizing photo editing software.

Sample Performance Task Create a multimedia product which complies with industry standards

195.


Standard 7.0

The student will communicate ideas and information using a multimedia presentation to target audiences for a variety of purposes.

The student will:7.1 Demonstrate the ability to communicate information to a target audience for a

specific purpose in print, art, and/or speech.7.2 Apply concepts of persuasive communication skills to target audiences using

various media. 7.3Compare and contrast the power of digital communication with a traditional

communication presentation.

Student Performance Indicators: Evidence standard is met

The student: Constructs a storyboard incorporating script, visuals, format, and sequence for

presentation. Creates targeted (audience ancillaries to accompany presentation (handouts,

outlines, etc). Designs, prepares, and delivers a persuasive interactive multimedia oral

presentation for a target audience.

Sample Performance Task Students select a target audience and a topic that relates that audience. They

will research information and present a multimedia presentation with accompanying oral commentary to fit the target audience. Presentation ancillaries to the commentary will be given to the audience.

Students will create a storyboard, design a layout, develop the presentation, and practice and edit the presentation before making the final delivery of the presentation.

Students will evaluate presentations using a rubric to evaluate planning, revisions, and presentations skills.

196.


Standard: 8.0

The student will evaluate the purposes, functions, and features used in preparing digital communication.


The student will:8.1 Compose, organize, and edit a presentation incorporating text, imaging, audio,

video, and graphic software.8.2 Investigate various products that can be designed and published using

multimedia software.8.3 Compose, organize, and edit information using keyboard, scanner, Internet,

audio input device, and a digital camera.


The student: Modifies a pre-designed presentation to demonstrate creativity. Extracts and places text, graphics, audio and/or video clips in a presentation

project.

Sample Performance Task Utilize keyboard, scanner, Internet, audio input device and digital camera to incorporate

text, imaging, audio, video, and graphics into a 30-second public service announcement.

197.


Standard 9.0

The student will collaborate with peers, experts, and others to develop a finished interactive project.


The student will:9.1 Define team roles.9.2 Define team norms.9.3 Identify the components of an interactive multimedia project.9.4 Select a project topic9.5 Design a map or storyboard for the topic/project.9.6 Create or acquire the necessary graphics, digital photography or video.9.7 Develop or acquire sound and/or music.9.8 Create an animation.9.9 Locate or create content.9.10 Develop a project9.11 Present the finished product to an audience.9.12 Assess the finished product and evaluate team process.9.13 Incorporate the use of copyright laws, including use of attribution.


The student: Collaborates with others to produce a finished multimedia project. Packages the final project for dissemination

Sample Performance Task Create a presentation for a school. The finished product should include all

aspects of the school environment (teachers, students, classes, sports, extra-curricular, etc.). Team building should include the creation of areas of specialty (graphics, sound, content, etc.) and a management structure. Specific timelines should be created, posted, and monitored.

Create a product that will introduce the planets in our solar system to a sixth grade audience. The finished product should include a review and test module and the necessary art for marketing the product. Evaluation will be determined by the successful presentation and utilization of the product.

Design an electronic interactive portfolio that showcases examples of both creative work (music, art, etc.) as well as examples of work created in other areas of study (English essays, social studies research, etc.).

198.


Spreadsheet Applications

Spreadsheet Applications involves the use of electronic worksheets used to perform business calculations. This course will apply keying, typography, layout, and design skills in designing worksheets, writing formulas, analyzing data, charting data, and managing data. Team development will also be stressed as students work on spreadsheet project(s). Student proficiency may lead to software certification.

Recommended Prerequisite: Keyboarding, Computer Applications

Grades: 10, 11, 12


Course Codes: 3729

199.


Standard 1.0


Standard: 2.0

The student will operate the electronic spreadsheet software and create and manipulate a basic worksheet.

Standard 3.0

The student will create and enter formulas and format a spreadsheet.

Standard: 4.0

The student will apply spreadsheet enhancement skills.

Standard: 5.0

The student will use special functions to perform special calculations.

Standard: 6.0

The student will produce spreadsheets while using print options for diverse output results.

Standard 7.0

The student will create and manipulate the charting tool in the spreadsheet software.

200.


Course DescriptionSpreadsheet Applications involves the use of electronic worksheets used to perform business calculations. This course will apply keying, typography, layout, and design skills in designing worksheets, writing formulas, analyzing data, charting data, and managing data. Team development will also be stressed as students work on spreadsheet project(s). Student proficiency may lead to software certification. (This course requires a computerized workstation for required for each student with spreadsheet software.)

Standard 1:0














201.


















202.


Standard: 2.0

The student will operate the electronic spreadsheet software and create and manipulate a basic worksheet.


The student will:2.1 Relate vocabulary terms specific to spreadsheet applications.2.2 Utilize different types of cell entries and editing features.2.3 Format cells, rows, and columns.2.4 Perform document maintenance functions.2.5 Plan and create a customized worksheet.


The student: Applies spreadsheet terminology and concepts while creating a basic

electronic worksheet. Navigates and enters values, labels, and dates within a worksheet. Edits entries by replacing text and creating or deleting rows and columns. Opens, saves, prints, and closes a spreadsheet. Plans and creates a spreadsheet from data designed for a specific purpose.

Sample Performance Task Prepare a spreadsheet illustrating the number of students participating in a

fundraiser. Include each student’s name, the number of items sold, cost of each item, and the total amount sold. Calculate the net profit and the percentage of sales for which each student is responsible.

203.


Standard: 3.0

The student will create and enter formulas and format a spreadsheet.


The student will:3.1 Create formulas to perform spreadsheet calculations.

3.2 Apply font attribute changes to text and values in a spreadsheet.3.3 Use the fill alignment function.3.4 Add a group of values in a range.3.5 Revise values formats in cells.


The student: Creates formulas while using math operators to add, subtract, multiply, and

divide values. Changes the font size and style to produce the desired output design. Changes alignment to left, right, center, and justify settings. Uses wrap text and fill alignment features to make cell entries. Uses the quick sum function to add values in a range. Changes the number format and appearance of values.

Sample Performance Task Prepare a spreadsheet with data. Revise the format of all applicable values to

include percentages and currency. Print the spreadsheet. Revise the number of decimal places and print again.

204.


Standard: 4.0

The student will apply spreadsheet enhancement skills.


The student will:4.1 Design and create spreadsheets using special functions to enhance the

worksheet.


The student: Changes the column width, aligns the data, and applies borders and/or

shading to a cell or a range of cells. Copies and moves formulas. Changes formulas from relative to absolute references as needed. Inserts and deletes columns and rows. Applies automatic formatting to ranges. Applies the fill feature to create a series.

Sample Performance Task Students will plan and create a spreadsheet by entering a hypothetical sample

class schedule and grades. Using imaginary student names, grades and test scores, calculate the average for each student and overall average for each class

205.


Standard: 5.0

The student will use special functions to perform special calculations.


The student will:5.1 Use special calculation functions to generate an electronic worksheet.


The student: Creates named ranges to be used in formulas and printing. Uses SUM, MIN, MAX, COUNT, PMT, IF and AVERAGE functions while

completing a spreadsheet template.

Sample Performance Task Plan and create a spreadsheet using one of your school's athletic team game

schedules and game scores. Using special functions, determine the following: total points scored for the season, lowest and highest scoring games, the number of games played, and the average points scored per game.

206.


Standard: 6.0The student will produce spreadsheets while using print options for diverse output results.


6.1 Preview, proofread, and edit the spreadsheet before printing.6.2 Print spreadsheets using various page setups.

Student Performance Indicators: Evidence Standard is MetThe students:

Adjusts page setup for landscape or portrait layout. Uses print preview to view, proofread, and edit the spreadsheet. Proof and edit the document. Prints designated areas of the spreadsheet with or without gridlines. Uses print scaling options (shrink to fit). Inserts headers and footers in a spreadsheet.

Sample Performance Task Plan and create a personal budget using the following data: income (allowance

or earnings), expenses (food, education, clothing, entertainment, personal items, transportation, savings, gifts and contributions, miscellaneous). Calculate the percentage of income that is spent on each item. Print a spreadsheet with gridlines and a header and footer in landscape mode. Print a graph or chart using the same data.

207.


Standard: 7.0

The student will create and manipulate the charting tool in the spreadsheet software.


The student will:7.1 Insert charts using table data7.2 Manipulate charts using design and layout tools7.3 Incorporate appropriate printing style for charts


The students: Creates bar, line, pie, multiple line, column, and other charts Utilizes the design feature to include titles, axis titles, legends, etc. Manipulates the layout of the chart to best demonstrate the data. Determines the placement of the chart for best printing.

Sample Performance Task Create a pie chart based on students’ eating habits. Move the chart to a new

sheet. Add a title to the chart as well as axis titles. Remove the legend from the chart. Explode the pie chart and change the color of the pieces of the pie.

208.


Database Design/Management

The student will analyze and apply database design techniques and management method for organizing and maintaining files. The student will apply keying, typography, layout, and design skills in creating, designing, entering data, importing and exporting data, and printing database objects and data. At the completion of the course, students will have database management skills enabling them to design and implement a relational database application. Student proficiency will lead to software certification.

Recommended Prerequisite: Keyboarding and Document Formatting

Suggested Prerequisite or Concurrent with: Word Processing

Grades: 10, 11, 12


Course Codes: 3735

209.


Standard 1.0


Standard 2.0

The student will explore an existing database to analyze database objects, navigation techniques, and database design.

Standard 3.0

The student will create, manipulate, and edit database table structures.

Standard 4.0

The student will be able to retrieve, organize, and present data from existing table objects.

Standard 5.0

The student will apply database normalization principles to relational databases.

Standard 6.0

The student will learn query functions and create queries as the basis for forms and reports. The student will also learn the uses of various types of queries.

Standard 7.0

The student will learn to develop forms for entering information, design reports for displaying information, and export data from the database into other usable formats.

Standard 8.0

The student will familiarize themselves with the tools necessary to create a user-friendly interface with the database application.

210.


Course DescriptionThe student will analyze and apply database design techniques and management method for organizing and maintaining files. The student will apply keying, typography, layout, and design skills in creating, designing, entering data, importing and exporting data, and printing database object and data. At the completion of the course, students will have database management skills enabling them to design and implement a relational database application. Student proficiency will lead to software certification. (A computerized workstation with relational database and word processing software is required for each student.)

Standard 1:0














211.


















212.


Standard: 2.0

The student will explore an existing database to learn about database objects, navigation techniques, and database design.


The student will:2.1 Use basic terminology related to database management systems in discussion

about database management systems..2.2 Examine database objects in an existing database and the role of each object

type in the database management system structure.2.3 Navigate to view and edit records in tables and forms.2.4 Insert, delete, and print records from datasheet view.


The student: Compares and contrasts the relationship between relational database

information management and manual and flat file data management. Evaluates structure of an existing relational database. Manipulates an existing database by opening, closing, and saving objects. Examines database objects and navigates the database. Utilizes database terminology and is familiar with the help menus.

Sample Performance Task Navigates, examines, and manipulates an existing database.

213.


Standard 3.0

The student will create, manipulate, and edit database table structures.

The student will:3.1 Identify and use appropriate data types for fields in table structures.3.2 Utilize relevant field descriptions, formatting, and other field specifications in

database tables.3.3 Incorporate the use of field properties like input masks, lookup lists, default

values, and validation rules to increase data validity and integrity.3.4 Define appropriate primary key and index fields.


The student: Creates a blank database. Creates tables in database and assigns field names, data types, and field

descriptions. Sets field properties for table values, including default values and validation

rules. Creates primary keys for tables. Experiments with editing table rows and columns. Inserts and deletes columns in tables; inserts lookup columns and hyperlink

columns.

Sample Performance Task: Enter data into a table from preprinted material, such as a student organization

membership list, make corrections needed to view the page as intended and print the results.

The Information Technology Database class will collaborate with Biology and English II in researching and developing a catalog of the trees and bushes on the school campus or in a local park. It will be necessary to develop a database that will include the tree location, identification, classification, soil requirements, water requirements and comments. To complete the database all course standards will be applied. The catalog will be merged in a word processing or desktop publishing document that includes a picture of each tree or bush which may require the assistance of the Desktop Publishing class. The Tree/Bush Catalog finished product should be bound.

214.


Standard 4.0

The student will be able to retrieve, organize, and present data from existing table objects.


The student will:4.1 Enhance the display and printing of a datasheet using fonts and special effects

to improve the legibility of the data displayed.4.2 Sort the contents of a datasheet using various fields and orders.

. 4.3 Use Find and Find/Replace function to find and update records by entering search criteria and using wildcard characters.

4.4 Filter records displayed in a datasheet.


The student: Assesses and provides an example of the effect of using filters. Applies and removes filters; prints results of each. Sorts data in a variety of ways to obtain different results; prints results.

Sample Performance Task Provide a variety of scenarios in which students will need to use find/replace,

sort, and filter functions to produce record sets that meet the criteria. Hard copies of the resulting datasheets should display all data in a legible font and layout.

215.


Standard 5.0

The student will apply database normalization principles to relational databases.


The student will:5.1 Demonstrate an understanding of the fundamentals of relational database

design, including normalization and referential integrity.5.2 Establish table relationships for the purpose of reducing data redundancy and

optimizing data storage.5.3 Set inner and outer join properties for table relationships.5.4 Describe how relationships are created and the effect different relationships

have on data results


The student: Creates relationships among tables with correctly identified and defined

primary and foreign key fields. Applies each of the three different relationship types (one-to-one, one-to-

many, and many-to-many) to two or more tables and describes the differing results.

Sets referential integrity for selected tables. Prints data resulting from relationships with differing join properties (inner join,

right outer join, and left outer join).

Sample Performance Task Have students create a normalized database to store data from typical sales

transactions with appropriate relationships among the various tables. Tables may include customers, products, transactions, and transaction details.

216.


Standard 6.0

The student will learn query functions and create queries as the basis for forms and reports. The student will also learn the uses of various types of queries.


The student will:6.1 Explore how basic queries can obtain information from data.6.2 Examine the difference in the information returned in a query by the addition of

criteria and/or sorting of fields.6.3 Utilize a variety of types of queries (i.e., parameter, update, delete, make-

table, and append queries).


The student: Creates queries in design view and views the results. Modifies queries to obtain differing information, by adding criteria and/or

changing sort order, or changing table source. Prints query results and explains information differences for each query. Creates parameter queries to accept user-entered criteria at run-time. Constructs action queries such as update, delete, make-table, and append

queries to automate mass changes in data.

Sample Performance Task Students will be required to construct a variety of queries to produce dynasets

or make mass changes to data in response to specific scenarios.

217.


Standard 7.0

The student will learn to develop forms for entering information, design reports for displaying information, and export data from the database into other useable formats.

Learning Expectation

The student will:7.1 Complete the process of planning a form.7.2 Enhance modify a form using other available controls.7.3 Discuss the differences between reports and forms based on tables or based

on queries and advantages/disadvantages of each.7.4 Explore options for exporting data into word processing, spreadsheet, or HTML

format.


The student: Creates a form for data input. Demonstrates the effective use of other controls and tools. Creates basic reports based on tables and queries. Prints the report. Demonstrates the ability to manipulate form and report controls to modify the

design of a form or report. Exports data to Word and Excel file formats. Makes reports available in HTML format. Completes a mail merge using a Word document.

Sample Performance Task Students will continue the development of forms for entering information about

students in the selected student organization. Students will provide a printed copy of accumulated data.

218.


Standard 8.0

The student will familiarize themselves with the tools necessary to create a user-friendly interface with the database application.


The student will:8.1 Evaluate the creation of a menu structure to serve as the user-interface of a

database application.8.2 Create a simple user-friendly menu structure to serve as a user interface for a

data-base application.


The student: Uses the Switchboard Manager to create a simple menu from which the user

can access forms and reports.

Sample Performance Task The student will create a user-friendly menu structure for an existing database.

219.


Desktop Publishing

The student will apply keying, formatting, typography, layout, and design skills in developing electronic publishing documents. The student will develop skills in electronic publishing design, layout, composition, and photo journalism. Content provides the opportunity to acquire marketable skills and to prepare for gainful employment and or entry into postsecondary education in the graphic communications industry. Laboratory facilities and experiences simulate those found in the graphic communications industry.

Recommended Prerequisite: Computer Applications I


Grade Level: 10, 11, 12

Course Codes: 3741

220.


Standards

Standard 1.0


Standard 2:0

The student will be able to evaluate the purposes, functions, and features of desktop publishing software.

Standard 3:0

The student will research and apply typography, composition, and layout/design concepts and guidelines for preparation of various projects.

Standard 4:0

The student will apply appropriate unit of measurement tools (mental mathematics, technology, manipulatives, and pencil-and-paper computations) in developing effective estimation and computation strategies for creating various documents.

Standard 5:0

The student will apply persuasive communication skills to construct meaning and/or communicate ideas through the visual arts and/or a variety of print materials.

221.


Course Description

The student will apply keying, formatting, typography, layout, and design skills in developing electronic publishing documents. The student will develop skills in electronic publishing design, layout, composition, and photo journalism. Content provides the opportunity to acquire marketable skills and to prepare for gainful employment and or entry into postsecondary education in the graphic communications industry. Laboratory facilities and experiences simulate those found in the graphic communications industry. (A computerized workstation with dedicated page layout software is required for each student.)

Standard 1:0














222.


















223.


Standard 2.0

The student will be able to evaluate the purposes, functions, and features of desktop publishing software.


The student will:2.1 Compare and contrast page layout, graphic, and word processing software.2.2 Interpret and relate desktop publishing terminology, features, and concepts.2.3 Apply desktop publishing and word-processing skills to produce professional

looking documents.2.4 Identify various items that can be designed using publishing software.2.5 Compose, organize, and edit information using keyboard, scanner, camera,

Internet, and digital imaging software. 2.6 Assess ways desktop publishing can be used in business and industry.


The student: Illustrates the application of desktop publishing terminology, features, and

concepts. Creates and modifies a variety of documents to demonstrate resourcefulness.

Sample Performance Task Create a design and lay out a specific project, which could be used in industry.

224.


Standard 3.0

The student will research and apply typography, composition, and layout/design concepts and guidelines for preparation of various projects.


The student will:3.1 Analyze and synthesize composition processes in the production of various

projects.3.2 Analyze and apply principles of typography in the production of various

projects3.3 Illustrate how to apply typographical commands to text.3.4 Evaluate the effectiveness of typography in publications.3.5 Contrast and compare, using the following criteria, the typography from at least

two print sources: a. composition techniquesb. different type stylesc. different types of justification

3.6 Analyze and apply layout and design principles using various print sources. a. special affects techniquesb. thumbnail sketchesc. guides, rulers, scales, menus, palletsd. text alignment, elements positioning, rules of page design for printed texte. margins, gutters, tabs, letter spacing, tracking, leading, and headingsf. columnar grid setupg. style formulationh. master page constructioni. spot color and process color to text and graphicsj. continuity and form in publications

3.7 Illustrate gradations in shapes and blend colors.3.8 Illustrate methods of importing and exporting original text and graphics. 3.9 Draw and edit objects through incorporating fills, borders, graphic boxes,

illustrations, images, tables, charts, shapes and lines.3.10 Proofread and edit projects for format, mechanics and clarity.

225.



The student: Prepares a layout using typography specifications. Applies spot color to graphics and text. Applies typographical commands to text. Rotates text and graphics. Proofs, edits, resizes, crops/manipulates copy and graphics Prints or publishes hard copy that meets typography standards.

Sample Performance Task Design and create various projects, i.e., commercial, ad campaign, public

relations announcement, master slide for a public relations campaign. Design and create various business documents, i.e., letterhead, business

cards, invitations, announcements, book covers, CD covers, commodity labels. Employs image manipulation using digital tools. Access the Internet and find

related uncopyrighted clip art for a masthead. Work in conjunction with other classes to produce multiple page newsletters or newspapers. Create a design and layout a specific product which could be used in industry. Maintain a portfolio.

226.


Standard 4.0

The student will apply appropriate unit of measurement tools (mental mathematics, technology, manipulatives, and pencil-and-paper computations) in developing effective estimation and computation strategies for creating various documents.


The student will:

4.1 Demonstrate the ability to use computer software to identify, create, and manipulate surfaces; scale; rotate; zoom; shade; and lay out.

4.2 Apply art elements to design for marketing purposes.4.3 Demonstrate the ability to operate cameras and other photographic

instruments used in industry.4.4 Manipulate, enhance, and produce digital photographs, graphics, or other art

elements utilizing photographic and/or graphic editing software. 4.5 Demonstrate development of layouts applying elements of line, shape, texture,

and value to create form and space.4.6 Organize information and communicate ideas by visualizing space

configurations.


The student:

Performs drawing setup using industry standards to create dimensional layouts/spreads, draws geometric entities, edits and copies drawings, and manipulates drawings to enhance properties.

Illustrates line, design, and artistic details in layouts. Applies basic design techniques to illustrate print and digital applications for layout

and scale. Demonstrates how to use imaging technology to create a unique and marketable

product. Applies proper photographic skills to obtain needed exposure exhibiting proper

shutter speed use, aperture, depth of field, and filtering.Reflects on how various publications differ visually, spatially, temporally, and

functionally.Creates a layout that successfully applies elements of line, shape, texture, and

value to create form and space.

227.


Sample Performance Tasks

Students will work in teams to demonstrate digital image preparation, reproduction, and finishing a multiple page document; including hand drawn or computer generated sketches for layouts, using computer publishing equipment and software, prepare dummy copy, use digital capture devices such as scanner and internet, crop and scale photographs and line art electronically.

Create a design and lay out a specific project which could be used in desktop publishing industry. Apply elements of design while solving compositional problems. Maintain a portfolio.

228.


Standard 5.0

The student will apply persuasive communication skills to construct meaning and/or communicate ideas through the visual arts and/or a variety of print materials.


The student will:

5.1 Apply desktop publishing techniques and processes with sufficient skill, confidence, and sensitivity to achieve identified goal.

5.2 Critique the power of desktop publishing to communicate concepts.5.3 Demonstrate the ability to communicate information to a specific audience for

a specific purpose in print, art, and/or speech.


The student:

Analyzes layouts to determine how they reflect and influence, communicate ideas, use persuasive forms of communication, and write for a variety of audiences.

Designs and lays out techniques to be used in displays, brochures, publications, storyboards, various packages, posters, advertising.

Determines appropriate preparation for an oral and/or written presentation to a specified audience.

Prepares script, visuals, and format for presentation. Presents an oral presentation with multimedia software directed to specific

audience.

Sample Performance Tasks Create works of art (layouts) that successfully convey a central thought based

on information, ideas, feelings, and memories. Research media and digital print to prepare a presentation or report which identifies the audiences, describes ideas and emotions portrayed by the author and communicates messages through the use of graphics and color or absences thereof.

Upon completion of unit of study, students select a related topic and gather information to present a multimedia presentation with accompanying oral commentary to fit a specific audience (civic organizations, student organization, parent meeting, etc.) Presentation handouts and outline of commentary will be given to audience. Students will work in peer groups to practice and edit presentations before final presentation. Students will evaluate presentations using a rubric. Teachers will evaluate planning, revisions, and presentations.

229.



This capstone course provides advanced training, including hands-on experiences, for students pursuing a career in business technology. Skills developed in previous courses will be incorporated and enhanced through a multi-tasking environment using a variety of input technologies. Procedures and concepts are related to information processing systems, administrative information management, problem solving, reasoning, team-building, time management, business standards, feasibility studies, cost/budgeting, professional leadership, ethical and legal issues, mathematics, and communications. Production and administrative skills are developed to meet industry’s standards.The student will play a variety of roles in completing tasks. Team activities will be evaluated as a group. Collaboration with other courses can enhance students’ learning and expand their experiences. This course may articulate to a post-secondary program.

Recommended Prerequisites: Keyboarding, Document Formatting, and Computer Applications

Recommended Prerequisites or Concurrent: Database Design/Management, eBusiness Communications, American Business Legal Systems, Business Economics, or Virtual Enterprise International

Grades: 11 or 12

Course Codes: 3737

Recommended Credit: 1 to 2** (Recommended two-credit hour block for students pursuing certification and/or advanced training)

230.


Standard 1.0


Standard 2.0

Students will examine the role of an administrative professional in the organization.

Standard 3.0

The student will effectively use resources that support work activities, time management, workstation components, and safety in the work environment.

Standard 4.0

The student will apply various input technologies to productively and effectively create and transmit professionally composed and formatted documents.

Standard 5.0

The student will apply various communication strategies and techniques to effectively interact with clients and customers.

Standard 6.0

The students will maintain various records management systems.

Standard 7.0

The student will examine concepts and procedures used in managing financial activities.

Standard 8.0

The student will apply procedures for planning meetings and travel.

Standard 9.0

The student will perform activities and demonstrate knowledge essential to planning career strategies and continuous self-improvement.

Standard 10.0**

The student will participate in a work-based learning program.

231.


Standard 11.0**

The student will complete a specialized program of study.

Standard 12**

The student will develop a comprehensive electronic employment portfolio.

Standard 13**

The student will advance toward expert level in the technological area of choice.

Standard 14**The student will develop the administrative management skills needed to assist the business executive in the efficient and successful operation of the business.

232.


Course DescriptionThis capstone course provides advanced training, including hands-on experiences, for students pursuing a career in business technology. Skills developed in previous courses will be incorporated and enhanced through a multi-tasking environment using a variety of input technologies. Procedures and concepts are related to information processing systems, administrative/information management, problem solving, reasoning, team-building, time management, business standards, feasibility studies, cost/budgeting, professional leadership, ethical and legal issues, ethical and legal issues, mathematics, and communications. Production and administrative skills are developed to meet industry standards. The student will play a variety of roles in completing tasks. Team activities will be evaluated as a group. Collaboration with other courses can enhance students’ learning and expand their experiences. This course may articulate to a post-secondary program. (A computerized workstation with dedicated office suite, voice technology, and page layout software and Internet connectivity is necessary for each student.)

Standard 1:0









233.



















234.






safety.

235.


Standard 2.0

Students will examine the role of an administrative professional in the organization.


The student will:2.1 Analyze the relationship of the administrative professional to the overall

corporation.2.2 Identify competencies required in the world of business.2.3 Interpret expectations of workplace standards.2.4 Analyze the role of international business and its importance on careers and doing

business at the local, state, national, and international levels.

Student Performance Standards: Evidence Standard Is Met

The student: Examines personal strategies for meeting workplace standards. Illustrates the interrelationships of business operations and the impact of one

component on another. Compares and contrasts various forms of business ownership. Explains workplace competencies and future prospects for employment. Distinguishes between a domestic and an international company.


Construct a list of major employers in the local area. Create a display illustrating various business tasks. Diagram an organizational chart for a sample business. Locate site(s) on the Internet for each type of business ownership. Use electronic resources to prepare an itinerary for international travel.

236.


Standard 3.0

The student will effectively use resources that support work activities, time management, workstation components, and safety in the work environment.


The student will:3.1 Analyze the importance of time management for personal and professional

applications.3.2 Evaluate personal and professional time management procedures to increase

productivity.3.3 Examine factors related to ergonomics and its importance to the office worker.3.4 Establish safety and security measures necessary in the work environment.


The student: Prepares an agenda of daily personal and professional tasks. Analyzes and identifies common techniques to promote productivity. Designs an illustration of an ergonomically efficient workstation. Creates a display illustrating effective safety and security measures.

Sample Performance Task Complete a daily time log. Determine the most and least productive time

periods. Design a tickler file to promote efficient time management. Maintain time log and tickler file for a portfolio sample.

237.


Standard 4.0

The student will apply various input technologies to productively and effectively create and transmit professionally composed and formatted documents.


The student will:4.1 Demonstrate the functions, applications, and common features of word

processing software.4.2 Apply the different stages of the document cycle.4.3 Create a variety of business forms and documents.4.4 Apply effective procedures for composing effective business communications.4.5 Utilize a variety of input technologies to include voice and handwriting

recognition tools.4.6 Apply information processing systems hardware and software appropriately to

accomplish tasks across the curriculum.4.7 Demonstrate the ability to access reference materials in a variety of locations.

Student Performance Standards: Evidence Standard Is MetThe student:

Composes, organizes, and edits business-related communications in a variety of professional formats.

Utilizes word processing software to input, edit, save, and output documents. Proofreads and edits documents for accuracy and content, grammar, spelling,

and punctuation. Completes interdisciplinary projects using word processing hardware and

software. Arranges and prepares a business document using reference materials.


Demonstrate information processing employability standards by completing a minimum of four multi-page-multi application simulated or real tasks such as a student handbook, etc.

238.


Standard 5.0

Students will apply various communication strategies and techniques to effectively interact with clients and customers.


The student will:5.1 Demonstrate techniques for handling interoffice, incoming, and outgoing mail.5.2 Identify the equipment, techniques, and procedures used for

telecommunication at the local, state, national, and international level.5.3 Practice appropriate telephone procedures for greeting callers, taking

messages, and responding to customer inquiries.5.4 Apply interpersonal techniques appropriate in relating to and working with

clients, customers, and co-workers in the workplace including diverse populations (cultural, ethnic, national…).

5.5 Plan, prepare, and deliver a multimedia presentation.


The student: Enhances the development of listening, reading, and speaking skills by

preparing and delivering a presentation. Opens, annotates, prioritizes, and routes interoffice and incoming mail. Plans and places outgoing telephone calls and responds to incoming calls. Accesses the Internet to send and receive information. Dramatizes situations, such as meeting and greeting visitors that include a

diverse client and employee simulation.


Role-play Incoming and outgoing calls. Preparing telephone messages. Composing and keying e-mail messages.

Simulate a role-playing situation involving an irate client or employee. Apply management and problem-solving skills in resolving the situation.

239.


Standard 6.0

Students will maintain various records management systems.


The student will:6.1 Manage paper and magnetic records and media.6.2 Examine alphabetic, numeric, chronological, geographic, and subject filing

systems.6.3 Relate the reprographic processes to records management.6.4 Use computer-assisted retrieval systems to manage magnetic and micro

imaging media.6.5 Use imaging systems to convert and store data in a digitized format.6.6 Examine procedures and methods for disposal of records.


The student: Analyzes the types of media on which information is kept and the benefits of

each. Applies the procedures and rules of alphabetic, numeric, chronological,

geographic, and subject records management systems. Assembles materials to be copied and stored. Uses electronic magnetic media to facilitate record retrieval. Converts and saves data using scanning equipment. Researches record retention and disposal requirements and environmental

issues relating to records disposal.


Perform record management procedures using a variety of media, including paper, magnetic and electronic media.

Complete simulated records management tasks.

240.


Standard 7.0

The student will examine concepts and procedures used in managing financial activities.


The student will:7.1 Analyze procedures for effective professional money management and

budgeting. (Math CLE 3102.5.2)7.2 Use financial records essential to daily operations of a business.7.3 Calculate mathematical computations related to financial management. (Math

CLE 3103.2.3; CLE 3102.5.1)


The student: Employs banking procedures for cash receipts and disbursements, including

credit and debit purchases. Uses manual and electronic methods to complete payroll documents and other

financial transactions. Calculates percentages, balances and completes reconciliation problems. Practices procedures for purchasing and petty cash management.

Sample Performance Task Create, follow and record protocol for financial management in simulated

projects.

241.


Standard 8.0

The student will apply procedures for planning meetings and travel.


The student will:8.1 Prepare documents related to planning and carrying out a meeting.8.2 Plan and prepare appropriate documents for a business trip.


The student: Prepares an agenda for a meeting. Takes minutes in a meeting. Plans a business trip and prepares all the necessary documents including an

expense report and agenda.

Sample Performance Task As an individual or a group plan a meeting agenda then carry out the meeting

according to Parliamentary Procedure. Research a location for a business meeting including facilities, travel, lodging,

and leisure activities and prepare an itinerary and cost analysis.

242.


Standard 9.0

The student will perform activities and demonstrate knowledge essential to planning career strategies and continuous self-improvement.


The student will:9.1 Develop skills necessary for initial employment.9.2 Demonstrate the ability to complete a job search.9.3 Compose employability documents.9.4 Practice job-interviewing techniques.9.5 Develop a strategy for improvement and advancement in the workforce.9.6 Develop a comprehensive portfolio.


The student: Demonstrates necessary attitudes, personal characteristics, skills, and work

ethics. Examines job opportunities through various sources, including newspapers,

employment agencies, personal inquiries, and the Internet. Prepares a letter of application, resume, employment application, and follow-

up letter. Demonstrates effective interviewing techniques through mock interviews, video

interviews, and evaluation/critique of performance. Interacts effectively with others in group situations and activities. Designs a strategy for continuous improvement in productivity that could lead

to promotional opportunities.

Sample Performance Task Locate an occupation in the Occupational Outlook Handbook (either printed or

on the Internet) and prepare a report of a related occupation. Prepare employment documents for use in mock interviews. Prepare sample written responses to interview questions and scenarios.

243.


Standard 10.0**

The student will participate in a work-based learning program.


The student will:10.1 Apply administrative office procedures to a work-based situation.10.2 Integrate time management principles in organizing an individualized schedule

that includes school, work, social and other activities.10.3 Evaluate and apply principles of ethics as they relate to the work-based

experience.10.4 Employ the principles of safety to the work-based experience.


The student: Scores average or above on the employer performance evaluation. Designs an individualized plan to include his/her schedule of activities. Records and assesses workplace events based on their ethical implications. Applies safety rules and regulations to the work site.

Sample Performance Tasks Compose and maintain a journal that includes general work site experiences,

time management planning, and evaluation of ethical behavior. Create a training manual for a new employee outlining the safety

considerations for the job. Keep a report of wages and hours on the job.

244.


Standard 11.0**

The student will complete a specialized program of study.


The student will:11.1 Create real-world documents and publications using software to demonstrate

formatting skills.11.2 Complete one or more comprehensive simulations or projects.11.3 Incorporate learning from the overall CTE program into one or more projects.


The student: Applies skills learned throughout the CTE program to complete a

comprehensive office simulation Integrates a variety of software and procedural skills to accomplish complex

tasks related to the business office

Sample Performance Tasks Completes a comprehensive simulation in general, legal, or medical office

procedures.

245.


Standard 12.0**The student will develop a comprehensive electronic employment portfolio.


12.1 Research and analyze individual career portfolios.12.2 Prepare a portfolio to include a repertoire of information, such as personal

career goals, resume, work experiences, achievements and awards, community service, samples of work, and picture gallery.


The student: Examines career portfolios from various sources, including personal inquiries

and the Internet. Creates a personal employment portfolio from a culmination of high school

activities.

Sample Performance Tasks Develop a comprehensive electronic employment portfolio using the applied

task developed in Standards 1 through 12, in addition to the work-base learning activity.

246.


Standard 13.0**The student will advance toward expert level in the technological area of choice.


13.1 Perform advanced functions using a software package.13.2 Work toward industry certification in one or more software applications.13.3 Demonstrate knowledge of articulation opportunities in post-secondary

training.13.4 Apply administrative skills to school-wide projects and activities as deemed by

the administrative staff,13.5 Discuss the need for life-long learning and retraining as a result of

technological changes in the work environment.


The student: Creates documents using the advanced functions on software applications. Exhibits proficiency and speed utilizing software packages. Prepares documents and projects for the administration and staff. Examines post-secondary articulation opportunities. Continually updates skills and demonstrates knowledge of emerging

technological changes in the workplace.

Sample Performance Tasks Study and sit for sample assessments exams for one or more industry

certifications.

247.


Standard 14.0**

The student will develop the administrative management skills needed to assist the business executive in the efficient and successful operation of the business.


The student will:14.1 Efficiently utilize time management.14.2 Demonstrate effective communication skills.14.3 Understand financial calculations used by the business professional.14.4 Demonstrate critical thinking and problem solving.


The student: Maintains a time use log and routinely analyzes the quality of his/her time

management. Composes, organizes, and edits business-related communications in a variety

of professional settings. Conducts self professionally when interacting with visitors, employers, and

administrators. Practices typical financial procedures like preparing financial statements,

invoices, cash flow reports, etc. Applies the steps in the decision making process and incorporates

technological skills to solve complex problems.

Sample Performance Tasks Develops a flowchart for a project that includes beginning and completion

dates for the project, the various steps involved and the different phases of the project.

248.


Advanced Computer Applications

This is a capstone course in which students will learn necessary skills in problem solving using current and emerging integrated technology to include a variety of input technologies in the production of professional quality business documents and presentations. The course focuses on student choice, accountability, and performance. Students increase their employability by working toward the attainment of high-level skills in the areas of integrated software applications, communication skills, ethical issues, human relations, leadership, self-management, and workplace management. Students may choose areas of specialization and achieve industry certification in areas such as word processing, spreadsheet applications, multimedia presentations, schedule and contact management, etc. This course may articulate to post–secondary education.

Recommended Prerequisite: Computer Applications I

Grades: 10 - 12

Recommended Credit: 1 to 2* Credits

Note: *Students must choose a minimum of two areas of specialization to prepare for industry certification.


249.


Standard 1.0


Standard 2.0The student will enter and manipulate information appropriately by using various input technologies.

Standard 3.0The student will identify, evaluate, select, use, and customize a variety of productivity software applications (e.g., word processing, spreadsheet, presentation, and personal information management applications) to diagnose and complete tasks, create professional quality products, and solve problems.

Standard 4.0The student will gather, analyze, evaluate, utilize, and cite information from information technology sources.

Standard 5.0The student will use multimedia software to create media rich projects.

Standard 6.0The student will efficiently use database resources.

Standard 7.0The student will individually advance toward expert level in the technological area of choice.

250.


Course Description

This is a capstone course in which students will learn necessary skills in problem solving using current and emerging integrated technology to include a variety of input technologies in the production of professional quality business documents and presentations. The course focuses on student choice, accountability and performance. Students increase their employability by working toward the attainment of high-level skills in the areas of integrated software applications, communication skills, ethical issues, human relations, leadership, self-management, and workplace management. Students may choose areas of specialization and achieve industry certification in areas such as word processing, spreadsheet applications, multimedia presentations, schedule and contact management, etc. This course may articulate to post–secondary education. (This course requires a computerized workstation and supportive software for required applications.)

Standard 1:0













251.



















Compose and assemble a safety manual using appropriate typography concepts. Develop a presentation on right-to-know laws and any other laws required for

safety.

252.


Standard 2.0: Input Technologies

The student will enter and manipulate information appropriately by using various input technologies.


The student will:2.1 Choose the appropriate input technology from the ones available to optimize

performance.2.2 Select and apply various forms of input technologies to maximize productivity

and optimize performance.

Performance Standards: Evidence Standard Is MetThe student

Evaluates appropriate situations for and demonstrates proper use of mouse and keyboard input.

Evaluates appropriate situations for and demonstrates proper use of a variety of multimedia input devices (e.g., microphone, scanner, digital camera).


Design and produce an automated presentation that showcases CTE programs of study or specific courses for the student’s school. The finished product should be Web-ready with voice-over information and should include both scanned and digital camera images.

253.


Standard 3.0: Productivity Software

The student will identify, evaluate, select, use, and customize a variety of productivity software applications (e.g., word processing, spreadsheet, presentation, and personal information management applications) to diagnose and complete tasks, create professional quality products, and solve problems.


The student will:3.1 Research, using a variety of tools (e.g., help menus, internet resources, and

tech support), and independently apply the information found to correctly use advanced software features business documents that integrate multiple software applications.

3.2 Utilize the collaborative features of productivity tools software to accomplish organizational tasks.

3.3 Select and use appropriate advanced features of productivity software.3.4 Evaluate the effectiveness of a variety of productivity software programs and

features to solve specific problems.3.5 Obtain industry certification(s) for productivity software applications as needed

for a chosen career path.3.6 Diagnose and solve problems encountered while using productivity software3.7 Identify, evaluate, and select productivity software specific to the needs of

organizations and/or industries.3.8 Demonstrate an understanding of the life cycle of software and analyze cost-

benefit as it relates to the selection and timing of software acquisition.3.9 Create professional quality reports and/or presentations that integrate

information and components produced in a variety of productivity software applications.

3.10 Key a minimum of 50 GWAM on a three-minute timed writing with a maximum of three errors.

254.



The student:

Word Processing Software

Creates and modifies content using

□ Text□ Symbols□ Hidden Text□ AutoText□ Pre-defined Text□ Spelling and Grammar Check□ Thesaurus□ Research Tools□ Select Browse Object

□ Graphics□ Text Boxes□ Charts□ Diagrams□ Go To□ Find and Replace□ Date and Time□ Cut, Copy, Delete, and Paste

Organize content using

□ Tables□ Text to Table Conversion□ Table Borders and Shading□ Table Revision

□ Bullets and Numbering□ Custom Bullets and Numbering□ Digital Outlines□ Hyperlinks

Format content using

□ Font Typeface and Size□ Font Color and Style□ Style Application□ Text Highlight□ Text Effects□ Character Spacing□ Paragraph Borders and

Shading□ Paragraph Indention

□ Paragraph Text Alignment□ Line and Paragraph Spacing□ Tab Stops (set and modify)□ Columns (create and format)□ Headers and Footers□ Page Numbers□ Page Breaks□ Page Margins□ Page Orientation

Collaborate with others using

□ Compare and Merge Documents

□ View and Edit Comments

□ Insert Comments□ Track Changes□ Accept/Reject Changes

255.


Format and manage documents using

□ New Document Templates□ Document Summary Review

and Modification□ Word, Paragraph, and

Character Count Review□ New folder creation and

renaming□ Document format conversion□ Document as a Web page□ Printing□ Envelopes and labels

□ Print Preview□ Web page preview□ Reveal formatting□ Reading layout□ Outline layout□ Full screen view□ Zoom views□ Show/hide white space□ Split windows□ Arrange Panes

Personal Information Management Software Input data information management using messaging

□ Addressing e-mail messages□ Forwarding e-mail messages□ Replying□ Inserting attachments□ Creating e-mail signatures□ Setting account signatures□ Flagging e-mail messages□ Formatting e-mail messages

□ Setting importance and sensitivity □ Setting delivery options□ Creating contacts□ Editing Contact information□ Forwarding contacts□ Accepting tasks□ Declining tasks□ Delegating tasks

Input data information management using scheduling

□ Create appointments□ Schedule meetings□ Schedule resources□ Create all-day events□ Accept meeting requests□ Decline meeting requests□ Propose new meeting times

□ Update meeting requests□ Cancel meeting requests□ Set calendar options□ Set workdays and times□ Create tasks□ Modify tasks

256.


Organize data information management using

□ Create distribution lists□ Modify distribution lists□ Link items to contacts□ Create notes□ Modify notes□ Add fields□ Delete fields□ Sort fields□ Filtering items□ Automatic formatting

□ Create new folders□ Delete folders□ Move items between folders□ Archive items□ Find items□ Use search folders□ Save items□ Assign categories□ Use print preview□ Print items

Spreadsheet Software Create Spreadsheet Data and Content by

□ Using the fill handling tool□ Finding and modifying cell

content□ Navigating to specific cell

content

□ Locating information with the Research tool.

□ Inserting, positioning, and size graphics

Analyze spreadsheet data

□ Filtering lists with AutoFilter□ Sorting lists□ Creating and editing formulas□ Entering a range in a formula

by dragging□ Using absolute and relative

references

□ Creating formulas using statistical functions; date and time functions; financial functions; and logical functions

□ Creating, modifying, and positioning charts and diagrams

Format spreadsheet data and content

□ Formatting cells□ Applying AutoFormat to cells

and ranges□ Applying styles□ Modifying height and width□ Insert and delete rows and

columns

□ Hide and unhide rows and columns

□ Modifying alignment□ Hiding and unhiding worksheets

257.


Manage spreadsheet workbooks

□ Creating workbook from a template

□ Inserting and deleting cells□ Cutting, copying, moving,

pasting, and pasting special cells

□ Inserting and editing hyperlinks□ Inserting, repositioning, and

deleting worksheets in a workbook

□ Using web page preview and preview page breaks

□ Splitting, arranging, freezing, unfreezing, hiding, and unhiding workbooks

□ Setting the print area□ Modifying worksheet

orientation□ Adding headers and footers.□ Viewing and modifying page

breaks.□ Setting printing options and

printing selections

Presentation Software

Create Presentation Content

□ Creating presentation with automated tools.

□ Adding and deleting text.□ Importing text.□ Adding clip art, Word Art, and

shapes to slides.

□ Creating presentation from templates.

□ Checking spelling, grammar, and usage.

□ Creating tables, charts, and diagrams.

□ Inserting objects.

Formatting Content

□ Changing font typeface, color, size, and style.

□ Change size and color of pictures and shapes.

□ Customize slide backgrounds.□ Modifying page setup.□ Applying transitions to

presentations and slides.□ Inserting headers and footers.□ Adding, modifying, and deleting

placeholders.

□ Changing text alignment□ Align, rotate, connect, and add

effects objects.□ Modify slide layouts.□ Applying design templates.□ Applying animation schemes

to presentations and slides.□ Customizing templates.□ Managing multiple slide

masters.

258.


Collaborating

□ Tracking, accepting, and rejecting changes.

□ Comparing and merging presentations.

□ Adding, editing, and deleting comments

Managing and Delivering Presentations

□ Adding, deleting, and rearranging slides.

□ Setting grids and guides.□ Adding and modifying action

buttons.□ Rehearsing and saving timings.□ Navigating in Slide Show view.□ Saving presentations as web

pages.□ Printing Slides, outlines,

handouts, and speaker notes.□ Exporting presentations.□ Using note pages.

□ Creating and editing custom shows.

□ Hide slides.□ Rehearsing and saving

timings.□ Using pens and pointers for

emphasis.□ Packaging presentations

for storage.□ Publishing slides and

presentations to the Web.□ Previewing slides for

printing and modifying printing options

Prepares a layout using typography specifications. Applies layout and design principles using original and/or imported graphics. Applies spot color to graphics and text. Rotates text and graphics. Proofs, edits, resizes, crops/manipulates copy and graphics. Prints or publishes hard copy that meets publication and design standards.

Sample Performance Task Compose a resume and letter of application for a specific position. Integration Project: Using typography specifications and layout and design

principles, the student will design original graphics for a letterhead, envelope, and newsletter masthead for an organization. Graphics must include spot color, text rotation, and cannot be copied from any other source.

Create a spreadsheet that reports payroll for employees in the above organization. Use functional formulas to calculate regular pay, overtime pay, gross pay, federal withholding tax, FICA, insurance and net pay. Create charts that will show the weekly net pay for each employee. Use design elements to enhance the appearance of the spreadsheet and chart.

Create a daily schedule of work for three employees at the front desk of an organization. The desk should be open from 7:00 a.m. to 6:00 p.m.. Print the schedule in weekly style.

259.


Standard 4.0: Information Retrieval, Analysis, and Synthesis

The student will gather, analyze, evaluate, utilize, and cite information from information technology sources.


The student will:4.1 Analyze and evaluate the effectiveness and reliability of online information

resources.4.2 Retrieve, organize, analyze, and synthesize information from a variety of data

sources to formulate decisions.4.3 Present analyzed and synthesized information in a variety of meaningful

formats that employ business-appropriate layout, design, and citation.

Performance Standards: Evidence Standard Is Met

The student Evaluates Web site content for reliability using current indicators, domains,

secure sites, citations, etc. Extracts useful information from a variety of data and information sources to

accomplish tasks or find solutions. Synthesizes useful information and data to indicate findings, conclusions,

and/or ideas effectively. Designs finished products that meet professional, business-quality standards.

Sample Performance Task Use the Internet to research ethics in the workplace and develop a code of

ethics. Role-play situations that require ethical decisions. Set up roundtable discussions on a business ethics dilemma.

260.


Standard 5.0: Interactive Multimedia

The student will use multimedia software to create media rich projects.


The student will: 5.1 Evaluate, select, and apply a variety of multimedia software appropriate for

specific tasks.5.2 Create projects rich in multimedia components.


The student: Evaluates appropriate situations for and demonstrates proper use of a variety

of multimedia software applications.

Create media-rich projects.

Sample Performance Task Design and produce an interactive multimedia project on legal and ethical

issues that includes issues and penalties for plagiarism, copied data acquired with permission and the process used in obtaining the permission. Obtain formal permission, art form, design, music, and photographs. Develop and present a total team interactive multimedia project utilizing various technology components.

261.


Standard 6.0: Database Management Systems

The student will efficiently use database resources.


The student will:6.1 Use productivity tools associated with database systems and/or functionalities

to create, analyze, retrieve, and format data and content to meet objectives and solve problems.


The student Creates databases. Opens database objects in multiple views. Moves among records. Formats datasheets. Creates and modifies tables. Adds a pre-defined input mask to a field. Creates lookup fields. Modifies field and form properties. Creates and modifies select queries; specifies multiples query criteria. Creates and displays forms. Enters, edits, and deletes records. Creates, formats, and modifies reports. Previews and prints reports. Imports/exports data to/from database software to other software applications.


Integrated Project: Design a database for the personnel department for all employees’ personnel data. Design and create this database based on information normally collected in a personnel office. Develop a minimum of 3 related tables. Utilize the information obtained and create 3 queries, 3 typical sorts, and 3 possible reports to utilize all the functions of the relational database.

262.


Standard 7.0*

The student will individually advance toward expert level in the technological area of choice. (*Students must choose two areas of specialization and achieve industry certification.)


The student will:7.1 Complete industry certification tests in at least two or more software

applications.7.2 Discuss the need for life-long learning and retraining as a result of

technological changes in the work environment.7.3 Demonstrate knowledge of articulation opportunities in post-secondary

training.


The student Designs a plan of action to achieve individual performance standards in at

least two areas of specialization, i.e., word processing, spreadsheet applications, database.

Takes a certification test in at least two areas of specialization.

Sample Performance Task: Develop a portfolio that demonstrates attainment of important knowledge and

skills to showcase professional growth and achievements in Information Systems Management (resume, samples of student’s work, certificates, leadership activities, and evaluations).

263.


Virtual Enterprise International

Virtual Enterprises International (VE) is a simulated business environment. The VE students will be involved in actual on-the-job work experiences, including accounting, personnel administration, management, and marketing. The only difference between the VE and an actual business is that no material goods are produced or legal tender exchanged. However, services will be provided. Working teams, students will develop and enhance oral and written communication skills through initiative, responsibility, and creativity. The VE experience will weave together several academic disciplines and occupational subjects, thereby overcoming fragmentation of subjects. The course will link learning to application and real life experiences. The goal is to create a learning environment that, through a series of activities, integrates school and workplace to enhance learning. Laboratory facilities and experiences simulate those found in business and industry.

Recommended Prerequisite: Business Management or Marketing I

Grades: 11, 12

Recommended Credit: 1 - 2*Course Codes: HQ3762, 3757

(Highly Qualified Status) Virtual Enterprise International 1 credit substitutes for Economics credit

Note: *Learning expectations to be completed for two credits are identified with an asterisk.

**A paid, credit-generating work-based learning component is recommended for students for up to 2 additional credits. These credits can be offered in either VEI or VEII during the senior year. This standard is identified by two asterisks.

264.


Standard 1.0


Standard 2.0

The student will demonstrate an understanding of business, marketing, and international economics concepts.

Standard 3.0

The student will select, apply, and troubleshoot technology used in processing business transactions.

Standard 4.0

The student will identify, organize, plan, and allocate resources for the virtual business.

Standard 5.0

The student will read, write, listen, and speak for information, understanding, expression, and critical analysis and evaluation.

Standard 6.0

The student will use mathematical analysis, scientific inquiry, and engineering design to pose questions, seek answers, and develop solutions.

Standard 7.0


**Standard 8.0

The student will demonstrate Virtual Enterprise International strategies in a work-based learning experience.

265.


Course Description

Virtual Enterprise International (VE) is a simulated business environment. The VE students will be involved in actual on-the-job work experiences, including accounting, personnel administration, management, and marketing. The only difference between the VE and an actual business is that no material goods are produced or legal tender exchanged. However, services will be provided. Working in teams, students will develop and enhance oral and written communication skills through initiative, creativity, and responsibility. The VE experience will weave together several academic disciplines and occupational subjects, thereby overcoming fragmentation of subjects. The course will link learning to application and real life experiences. The goal is to create a learning environment that, through a series of activities, integrates school and workplace to enhance learning. Laboratory facilities and experiences simulate those found in business and industry. (This course requires a computerized workstation for each student with use of Internet, word processing, Web design, and electronic publishing software.)

Standard 1:0











266.




















Compose and assemble a safety manual using appropriate typography concepts. Develop a presentation on right-to-know laws and any other laws required for

safety.

267.


Standard 2.0

The student will demonstrate an understanding of business, marketing, and international economics concepts.


The student will:

*2.1 Define and analyze a business plan and understand the economic roles and responsibilities of citizens at the national, state, and local levels.

*2.2 Define and analyze a marketing plan and understand the policies and processes used in making decisions about the use of land and other physical resources in communities, regions, nations, and the world. CLE 3102.1.2, CLE 3103.1.2, CLE 3108.1.2, CLE 3102.1.4, CLE 3103.1.4, CLE 3108.1.4

*2.3 Define and analyze an employee manual and understand the elements of personal and fiscal responsibility and how socioeconomic status contributes to the development of self-worth.

*2.4 Define and analyze an annual report. CLE 3102.1.7, CLE 3103.1.7, CLE 3108.1.7, CLE 3102.2.1. C;E 3102.3.1, CLE 3102.3.5, CLE 3102.5.1

2.5 Understand how values and beliefs influence economic decisions in different societies and affect business transactions with other VE firms.

*2.6 Research and develop slide presentations to defend business a plan and introduce a company.

Performance Standards: Evidence standard is met

The student: Creates a business plan. Creates a marketing plan. Creates an employee manual. Creates an annual report. Establishes trade with other companies. Creates slide presentations.


Develop departments and company workflow diagrams.

268.


Standard 3.0

The student will select, apply, and troubleshoot technology used in processing business transactions.


The student will:3.1 Analyze the values and standards necessary to function effectively in a

technologically expanding global economy.3.2 Analyze the use of software applications commonly used in international

business. CLE 3102.3.6, CLE 3102.4.23.3 Analyze the use of fax, copy, and cash register machines in business.3.4 Research how to generate sales and purchase items through the Internet.

Performance Standards: Evidence Standard is met

The student: Uses computers, fax machines, and copy machines in preparing

communications. Uses computer software applications in business transactions. Produces documents to communicate with others. Completes purchases and sales through the Internet.


Set up an accounting system and begin recording business transactions.

269.


Standard 4.0

The student will identify, organize, plan, and allocate resources for the virtual business.


The student will:4.1 Evaluate the concepts and impact of the American financial structure, system

including banking and monetary policy, and develop budgets. CLE 3102.3.9, 4.2 Evaluate data relevant to the field of economics and the different major

economic systems.4.3 Given an understanding of the respective economic systems, interact with

other businesses in the international network. CLE 3102.5.2, CLE 3102.4.24.4 Compute virtual salaries for employees. CLE 3103.2.34.5 Research and produce inventory records and control. CLE 3108.2.3, CLE

3102.2.1

Performance Standards: Evidence Standard is met

The student: Develops budget for each department and the firm. Interacts with other businesses in the international practice network. Makes sales and generates business opportunities. Pays each student a virtual salary. Makes purchases from other global virtual businesses with virtual salary. Prepares inventory of products for sale and updates inventory as needed.

Sample Performance Task Prepare employee payroll and pay employees.

270.


Standard 5.0

The student will read, write, listen, and speak for information, understanding, expression, and critical analysis and evaluation.


The student will:*5.1 Talk with teachers, peers, corporate mentors, and business publications.5.2 Research filing, personnel records, employee manuals, and clerical

responsibilities.5.3 Analyze and discuss activity logs, meeting minutes, presentations, sales,

financial reports, and group agendas.5.4 Create and discuss logo, web site, and sales materials.5.5 Critique business plan presentations.

*5.6 Discuss company policy.5.7 Discuss the roles of investors and consumers.5.8 Discuss and analyze sales presentations to prospective customers.

Performance Standards: Evidence Standard is Met

The student: Evaluates knowledge from teachers, peers, corporate mentors, and business

publications. Participates in department and large group meetings. Writes, revises, and presents activity logs, meeting minutes, presentations,

sales and financial reports. Develops company logo, Web site, sales materials. Creates and presents business plan to influence investors and consumers.

Sample Performance Task: Create and or update product brochures and catalogs.

271.


Standard 6.0

The student will use mathematical analysis, scientific inquiry, and engineering design to pose questions, seek answers, and develop solutions.


The student will:6.1 Use math skills to keep track of personnel finances, financial records and

inventory of company.6.2 Create financial documents and analyze financial data of VE firm.

*6.3 Create a financial foundation for a VE company and understand that scarcity of productive resources requires choices that generate opportunity costs. CLE 3102.3.1

*6.4 Discuss and analyze a budget for a VE business and understand the elements of personal and fiscal responsibility. CLE 3102.3.6, CLE 3102.4.2

6.5 Projects future sales based on post data6.6 Pay virtual expenses and employee salaries.6.7 Convert dollars to foreign currency.6.8 Compute shipping charges, sales and payroll taxes, and corporate and

personal income taxes.

Performance Standards: Evidence Standard is Met:

The student: Reviews math skills. CLE 3102.2.1, CLE 3102.1.4 Reviews financial equations. CLE 3102.1.2 List expenses and salaries. Compares dollars to foreign currency. CLE 3103.3.5 Discusses shipping charges, sales revenue, and tax.

Sample Performance Tasks Prepare Withholding Tax Form 941 and submit payment to VEC Tax Account.

272.


Standard 7.0

The student will research and apply knowledge of ethical and legal issues within the industry


The student will: 7.1 Demonstrate work ethics that include integrity, honesty, loyalty, and

perseverance that meet industry standards.7.2 Research benefits and consequences resulting from the practice of business

ethics.7.3 Assess copyright laws and their applications to text, visual art, design, music,

and photography.7.4 Research legal responsibilities associated with the use of the Internet as


Performance Standards: Evidence Standard is Met

The student: Demonstrates ethical business practices in the workplace that are written,

spoken, or presented. Applies knowledge of copyrights in seeking formal permission from copyright


multimedia/digital publishing. Demonstrates legal responsibilities using the Internet for interactive multimedia

projects. Demonstrates skills necessary for safety and environmental protection in

digital design and photography.

Sample Performance Task Design and produce an interactive multimedia project on legal and ethical

issues that include issues and penalties for plagiarism, copied data with permission, and the process used in obtaining permission. Determine circumstances requiring permission and obtain formal permission, where needed, for use of a quotations, art form, design, music, and photographs. Develop and present a total team interactive multimedia project utilizing various technology components.

273.


**Standard 8.0

The student will demonstrate Virtual Enterprise International strategies in a work-based learning experience.


The student will:8.1 Apply principles of Virtual Enterprise to a work-based situation.8.2 Integrate time management principles in organizing a personal schedule that

includes school, work, social, and other activities.8.3 Evaluate and apply principles of ethics as they relate to the work-based

experience.8.4 Employ the principles of safety to the work-based experience.

Performance Indicators: Evidence Standard Is Met

The student: Scores average or above on the employer performance evaluation. Designs a plan to include a personal schedule of activities. Records and assesses workplace events based on their ethical implications. Makes a passing score on a class-based or work-based safety evaluation and

applies rules to the work site.

Sample Performance Task Develop a schedule that includes school, home work, work, social, and other

activates.

274.


Game Programming

The Game Programming course is intended for students who have displayed a mastery of programming fundamentals such as HTML and Java. It is project-based where the student explores the entire game production process and gains experience working on a collaborative programming project. At the end of the course, each team of students should have participated in an entire game development cycle resulting in a complete, fully-functional game.

Recommended Prerequisites: Computer Programming II, Geometry

Concurrent: Physics

Grades: 12



275.


Standard 1.0

The student will develop and apply concepts related to human relations, safety, career development, and leadership skills.

Standard 2.0

The student will demonstrate an understanding of the history of electronic games and their effects on society (entertainment, education and disabilities).

Standard 3.0

The student will demonstrate an understanding of the overall process of game development.

Standard 4.0

The student will apply game design techniques.

Standard 5.0

The student will demonstrate the acquisition of programming skills essential to the development of games.

Standard 6.0

The student, based on an understanding of the importance of testing, will implement plans to test for both functionality and usability and develop strategies for performing both.

276.


Course Description:The Game Programming course is intended for students who have displayed a mastery of programming fundamentals such as HTML and Java. It is project-based where the student explores the entire game production process and gains experience working on a collaborative programming project. At the end of the course, each team of students should have participated in an entire game development cycle resulting in a complete, fully-functional game. (This course requires a computerized workstation for each student with appropriate program development tools and compiler software.)

Standard 1:0





function in diverse business settings, including the global marketplace.1.3 Communicate effectively as writers, listeners, and speakers in diverse social and

business settings.1.4 Apply the critical-thinking and soft skills needed to function in students’ multiple








277.





Models and role plays examples of behavioral expectations in the workplace, including soft skills and team building.


Develops a presentation, applying typography guidelines illustrating ethical behavior in what are written, spoken, or presented and legal issues recognizing the implications of violating federal and state laws including the use of technology and copyrighted materials.










278.


Standard 2.0

The student will demonstrate an understanding of the history of electronic games and their effects on society (entertainment, education and disabilities).


The student will:

2.1 Investigate notable milestones in the development of electronic games, including platforms, hardware and software changes, and advancements.

2.2 Analyze and critique how society has viewed games/animation in the past and present.


The student:

Research, describe, and report on notable games and devices relating to the historical significance of each of in the history of electronic games such as the history of Single Players, Multi-player, Real Time Strategy (RTS), First Person Shooter (FPS), Massive Multi-player Online Roll Playing Game Players Game (MMORPG), Simulation, and their differences.

Draw conclusions about the way a demographic group views electronic games and cite evidence related to the design, the financing, and the marketing of virtual properties to support your conclusions.

Sample Performance Tasks:

The student will identify a game that introduced an innovative game play concept and write a paragraph with specific examples of how that innovation influenced later games.

The student will research and write about the game preferences of a male or female teenager demographic.

279.


Standard 3.0

The student will demonstrate an understanding of the overall process of game development.


The student will:3.1 Differentiate between the varied production roles fulfilled by team members on

a game development project.3.2 Apply the concepts of hardware and software development methodologies to

game development.


The student: Researches and reports on the strengths and weaknesses of the different

game programming languages. Assesses which member or members of a game development team should

handle a given task. Analyzes the different phases of game development.

Sample Performance Task The student will research and report the duties of a programmer on a game

development team. The student will list the actions and desired outcomes of the testing phase.

280.


Standard 4.0

The student will apply game design techniques.


The student will:4.1 Design rules for complete, working game systems.4.2 Investigate the rules and dynamics of play in games across a variety of

genres.4.3 Design games using iterative practices, including game prototyping and

balancing.4.4 Analyze and critique design goals in accordance with the target audience and

desired response.4.5 Design interfaces that communicate appropriate game information using the

principles of human-computer interaction.4.6 Analyze and construct the flow of game events, including the cycle of

interaction between the player and the game.4.7 Synthesize the creative elements of a game, including characters, themes,

settings, and plots, with game systems.


The student: Creates a design document for a pre-existing game that has had one rule

added, removed, or changed. Creates a mock-up of an interface for a proposed game. Creates a diagram that conveys the flow of events and all user interaction for a

pre-existing game. Creates a story for a game and critiques how well the story could be adapted

to different game genres.

Sample Performance Task The student will create and document an original game design using only ten

cards numbered from one to ten. The student will add, remove, or change one rule from the aforementioned

card game and explain how that changed the game. Describe the flow of events and create an interface for a video game where the

player shoots basketball free throws. Create a story explaining why the game of checkers takes place, explaining

what each game piece, rule, and possible outcome represents and what audience would be most interested in this theme.

281.


Standard 5.0

The student will demonstrate the acquisition of programming skills essential to the development of games. (CLE 3102.1.7, CLE 3102.2.1, CLE 3102.3.6, CLE 3102.3.1, CLE 3102.3.5, CLE 3102.3.6, CLE 3102.3.9, CLE 3103.1.7, CLE 3103.2.3, CLE 3108.1.7,)


The student will:

5.1 Synthesize the talents of a multi-disciplinary team to complete the development of an electronic game. Design and create an interactive program that implements graphics and sound. (CLE 3102.1.2, CLE 3102.5.1, CLE 3102.5.2, CLE 3101.1.2, CLE 3103.2.4, CLE 3103.3.2, CLE 3103.3.5, CLE 3103.5.1, CLE 3103.5.2, CLE 3103.5.3, CLE 3103.5.4, CLE 3108.1.2, CLE 3108.2.3, CLE 3108.5.1

5.2 Investigate relevant external application programming interfaces and use them where appropriate.

5.3 Apply the concepts of probability and statistics to various aspects of game systems and environments. (CLE 3102.1.2, CLE 3102.5.1, CLE 3102.5.2, CLE 3101.1.2, CLE 3103.2.4, CLE 3103.3.2, CLE 3103.3.5, CLE 3103.5.1, CLE 3103.5.2, CLE 3103.5.3, CLE 3103.5.4, CLE 3108.1.2, CLE 3108.2.3, CLE 3108.5.1

5.4 Apply the concepts of coordinate systems, vectors, and Newtonian motion to objects in game environments.

5.5 Acquire mastery of advanced programming concepts as needed to complete projects.


The student:

Creates an electronic game decided by the team as a whole that includes user-friendly, interactive modes.

Sample Performance Task The student will communicate and collaborate with team members in

developing a game using graphical techniques, essential mathematics, collision detection, input device detection and response, sound playback, scene management, animation, and model/character loading and drawing.

282.


Standard 6.0:

The student, based on an understanding of the importance of testing, will implement plans to test for both functionality and usability and develop strategies for performing both.


The team will:

6.1 Design plans for testing software for errors and features not built-to-specification.

6.2 Design plans for and analyze the results of usability testing.6.3 Periodically run assessments on the functionality and usability of the product.


The student: Works as a member of team to test and problem-solve game programming

functionality and ease of user-friendliness.

Sample Performance Task Design and program a maze game that uses a stack in order to backtrack

moves. The student will expand upon and customize the team game and add unique

features. Assign class teams to complete a quality assessment on each of the team

product.

283.


Computer Programming I

This course is designed to develop object-oriented programming language skills using high level languages such as Java, C++, and BASIC. The student will utilize the commands, statements, and procedures of this language to write, run, debug, and edit computer programs. This first-level course leads to game programming.

Recommended Prerequisites: Keyboarding, Computer Applications

Suggested Prerequisites: Algebra I

Grades: 10, 11, 12


Course Codes: Pending, Pending

284.


Standard 1.0

The student will develop and apply concepts related to human relations, safety, career development, and leadership skills for a global workplace and society.

Standard 2.0

The student will demonstrate proficiency in the background knowledge of computers and programming.

Standard 3.0

The students will use Program Development Tools as they relate to the programming development cycle.

Standard 4.0

The student will write and document an executable program in high level languages such as Java, C++, and BASIC using best coding practices

Standard 5.0The student will work as a team member to develop integrated application using high level languages such as Java, C++, and BASIC.

285.


Course Description:

This course is designed to develop object-oriented programming language skills using high level languages such as Java, C++, BASIC. The student will utilize the commands, statements, and procedures of this language to develop computer programs. This first-level course leads to game programming. (This course requires a computerized workstation for each student with appropriate program development tools and compiler software.)

Standard 1:0



The student will:

1.1 Demonstrate sensitivity to personal, societal, corporate, and governmental responsibility to community and global issues.

1.2 Demonstrate the interpersonal, teamwork, and leadership skills needed to function in diverse business settings, including the global marketplace.

1.3 Communicate effectively as writers, listeners, and speakers in diverse social and business settings.

1.4 Apply the critical-thinking and soft skills needed to function in students’ multiple roles as citizens, consumers, workers, managers, business owners, and directors of their own futures.







286.



The student:

Develops a presentation, applying typography guidelines, that illustrates ethical and legal behavior in written and spoken portions of the presentation and recognizes the implications of violating federal and state laws related to the use of technology and copyrighted materials.



Develops a presentation, applying typography guidelines illustrating ethical behavior in what are written, spoken, or presented and legal issues recognizing the implications of violating federal and state laws including the use of technology and copyrighted materials. Illustrates modeling and role playing of examples of behavioral expectations in the workplace including soft skills and team building.









287.


Standard 2.0



The student will: 2.1 Discuss the history of computers and programming languages.2.2 Discuss the components of the computer.2.3 Summarize the distinguishable characteristics of the high level languages

such as Java, C++, and BASIC.2.4 Critique the role of computer programming in society.


The student: Summarizes the history of computers and programming languages. Explains the purposes of high level languages such as Java, C++, and BASIC.

Examines the role of computer programming in society.

Sample Performance Task The student will develop a timeline for the history of computers and

programming languages. Proficiency would be evaluated by the given dates and the content area covered on the timeline.

288.


Standard 3.0

The students will use Program Development Tools as they relate to the programming development cycle. (CLE 3102.1.7, CLE 3102.2.1, CLE 3102.3.6, CLE 3102.3.1, CLE 3102.3.5, CLE 3102.3.6, CLE 3102.3.9, CLE 3103.1.7, CLE 3103.2.3, CLE 3108.1.7)


The student will 3.1 Develop a detailed logic plan using a flowchart.3.2 Demonstrate the use of Pseudocode.


The student:

Diagrams a sequence of steps using program development tools.


The student will produce a detailed logic plan using the programming development tools.

289.


Standard 4.0

The student will write and document an executable program in high level languages such as Java, C++, and BASIC using best coding practices


The student will: 4.1 Identify names for variables and their data types.4.2 Recognize and apply the symbols for mathematical operations.4.3 Demonstrate the various methods of obtaining input/output and formatting

output.4.4 Analyze the task and implement a detailed logic plan. 4.5 Demonstrate the use of control statements.4.6 Identify, illustrate, and perform operations using arrays.4.7 Construct and analyze functions.4.8 Read and/or write data files for input/output purposes.4.9 Debug the program and verify the output of the program.4.10 Show proper documentation, formatting, and commenting of source code.


The student: Given a task, develop a detailed logic plan that uses appropriate input/output

methods, variables, symbols, and appropriate uses. Writes high level languages such as Java, C++, and BASIC executable

programs using control statements, arrays, and functions. Writes input/output data files. Troubleshoots high level languages such as Java, C++, and BASIC programs.

Sample Performance Task Each student will write a program that converts data from one unit of

measurement to another unit of measurement. Evaluation will be the successful operation of the program.

290.


Standard 5.0

The student will work as a team member to develop integrated application using high level languages such as Java, C++, and BASIC.


The student team will: 5.1 Define the roles of each team members.5.2 Solve a complex task using high level languages such as Java, C++, and

BASIC. 5.3 Compare and contrast the advantages of working as a group.


The student: Works as a member of team to solve a complex task using high level

languages such as Java, C++, and BASIC and presents the solution of the task.


Each team will write a program to solve a complex task using high level languages such as Java, C++, and BASIC. The problem to be solved by each team will be determined by the team members. Evaluation will be the successful operation of the program.

291.


Computer Programming II

This course is designed to enhance skills developed in Computer Programming I in object-oriented programming language skills using high level languages such as Java, C++, and BASIC. The student will utilize the commands, statements, and procedures of this language to write, run, debug, and edit computer programs. This second-level course leads to Game Programming.

Recommended Prerequisites: Computer Programming I

Suggested Prerequisites:

Grades: 11, 12


Course Codes: Pending, Pending

292.


Standard 1.0


Standard 2.0


Standard 3.0

The students will use Program Development Tools as they relate to the programming development cycle.

Standard 4.0

The student will write and document an executable program with high level languages such as Java, C++, and BASIC using best coding practices.

Standard 5.0


293.


Course Description:

This course is designed to enhance skills developed in Computer Programming I in object-oriented programming language skills using high level languages such as Java, C++, and BASIC. The student will utilize the commands, statements, and procedures of this language to write, run, debug, and edit computer programs. This second-level course leads to Game Programming. (This course requires a computerized workstation for each student with appropriate program development tools and compiler software.)

Standard 1:0



The student will:

1.1 Demonstrate sensitivity to personal, societal, corporate, and governmental responsibility to community and global issues.

1.2 Demonstrate the interpersonal, teamwork, and leadership skills needed to function in diverse business settings, including the global marketplace.

1.3 Communicate effectively as writers, listeners, and speakers in diverse social and business settings.

1.4 Apply the critical-thinking and soft skills needed to function in students’ multiple roles as citizens, consumers, workers, managers, business owners, and directors of their own futures.







294.



The student:

Develops a presentation, applying typography guidelines, that illustrates ethical and legal behavior in written and spoken portions of the presentation and recognizes the implications of violating federal and state laws related to the use of technology and copyrighted materials.

Models and role plays examples of behavioral expectations in the workplace, including soft skills and team building.


Develops a presentation, applying typography guidelines illustrating ethical behavior in what are written, spoken, or presented and legal issues recognizing the implications of violating federal and state laws including the use of technology and copyrighted materials.










295.


Standard 2.0



The student will: 2.1 Discuss the history of computers and programming languages.2.2 Discuss the components of the computer.2.3 Summarize the distinguishable characteristics of the high level Programming

languages such as Java, C++, and BASIC. 2.4 Critique the role of computer programming in society.


The student: Summarizes the history of computers and programming languages. Explains the purposes of the high level languages such as Java, C++, and

BASIC. Examines the role of computer programming in society.

Sample Performance Task The student will develop a timeline for the history of computers and

programming languages. Proficiency would be evaluated by the given dates and the content area covered on the timeline.

296.


Standard 3.0

The students will use Program Development Tools as they relate to the programming development cycle. (CLE 3102.1.7, CLE 3102.2.1, CLE 3102.3.6, CLE 3102.3.1, CLE 3102.3.5, CLE 3102.3.6, CLE 3102.3.9, CLE 3103.1.7, CLE 3103.2.3, CLE 3108.1.7,)


The student will 3.1 Develop a detailed logic plan using a flowchart.3.2 Demonstrate the use of Pseudocode. 3.3 Apply the concepts and principles of object-oriented programming.


The student:

Diagrams a sequence of steps using program development tools. Designs a series of classes to describe diverse systems.


The student will produce a detailed logic plan using the programming development tools.

297.


Standard 4.0

The student will write and document an executable program with high level languages such as Java, C++, and BASIC using best coding practices.


The student will: 4.1 Identify names for variables and their data types.4.2 Recognize and apply the symbols for mathematical operations.4.3 Demonstrate the various methods of obtaining input/output and formatting

output.4.4 Analyze the task and implement a detailed logic plan. 4.5 Demonstrate the use of control statements.4.6 Identify, illustrate, and perform operations using arrays.4.7 Identify and apply virtual functions and polymorphism.4.8 Read and/or write data files for input/output purposes.4.9 Debug the program and verify the output of the program.4.10 Show proper documentation, formatting, and commenting of source code.4.11 Design a program that makes extensive use of event driven, exception

handling.4.12 Create a program from an object-oriented design specification.


The student: Given a task, develop a detailed logic plan that uses appropriate input/output

methods, variables, symbols, and appropriate uses. Writes an executable program using control statements, arrays, and functions

from an object-oriented design specification Writes input/output data files. Troubleshoots high level languages such as Java, C++, and BASIC. Creates a program that handles exceptions.

Sample Performance Task Each student will write a program that converts data from one unit of

measurement to another unit of measurement. Evaluation will be the successful operation of the program.

298.


Standard 5.0



The students will: 5.1 Define the role of each team members.5.2 Solve a complex task using high level languages such as Java, C++, and

BASIC.5.3 Compare and contrast the advantages of working as a group.


The student: Works as a member of team to solve a complex task using high level

languages such as Java, C++, and BASIC and presents the solution of the task.

Sample Performance Task Each team will write a program to solve a complex task using high level

languages such as Java, C++, and BASIC. The problem to be solved by each team will be determined by the team members. Evaluation will be the successful operation of the program.

299.


Personal Finance Approved June 22, 2007

Course Description: Personal Finance is a course designed to help students understand the impact of individual choices on occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. Students will design personal and household budgets; simulate use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and evaluate and understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial decisions.The co-curricular student organization will provide students with opportunities for leadership development, personal growth, and school/community involvement.

Pre-Requisite(s): None

Recommended Credit(s): 1/2

Recommended Grade Level(s): 11-12

Course Codes: 3767/3766Credentials: Rule Change for Employment Standards: Personal Finance

Rule: 0520-1-2-.03 Employment Standards

11. Personal Finance a. A teacher of personal finance shall hold a valid secondary Tennessee teacher

license and b. Complete a minimum of fourteen clock hours training provided by the State

Department of Education on use of the state adopted Personal Finance curriculum or

c. Documentation of fourteen clock hours training on Personal Finance provided by Department approved organizations and/or institutions of higher education

d. Teachers licensed to teach Economics, Business, Marketing, and Family and Consumer Sciences meet the employment standards and may be exempted from sections b and c.

300.


Course Standards

Standard 1.0 Analyze factors affecting income throughout the life span.

Standard 2.0 Evaluate practices for successful money management.

Standard 3.0 Analyze the risks, costs and benefits of financial management decisions.

Standard 4.0 Investigate opportunities available for saving and investing.

Standard 5.0 Apply employability skills as an integral part of the personal finance curriculum.

301.


Course Standards and Expectations

Standard 1.0

Analyze factors affecting income throughout the life span.

1.1 Interpret factors affecting income.a. Career choices and potential incomeb. Educational requirements/training costsc. Educational level

1.2 Analyze employer benefits packages.a. Savings planb. Retirementc. Insuranced. Leave (vacation, sick, etc.)e. Stock purchasef. Educational reimbursementg. Incentive plansh. Cafeteria plan

1.3 Demonstrate an understanding of inflation and its effect on purchasing power.a. Cost and availability of goodsb. Effect of cost on availability of and demand for goodsc. Inflation’s effect on the value of money

1.4 Examine the components of paying taxes.a. Types of taxes (Federal, State, County, City)b. Personal and employer tax responsibilitiesc. Various documents for reporting taxes (W-2, W-4, 1040, 1040-EZ)

1.5 Analyze the costs and benefits of paying taxes.a. Cost of government services (Police and fire protection, schools, roads,

Social Security, AFDC, parks and recreation, etc.

302.


Standard 2.0

Evaluate practices for successful money management.2.1 Apply a decision making process to personal financial choices.2.2 Design a current personal financial plan.2.3 Create a realistic household budget that includes the following items.

a. Short-term components – saving and spending (housing, utilities, food, entertainment, clothing, transportation, personal items, insurance, etc.

b. Long-term components – saving and spending (estate planning, wills, insurance, long-term care)

2.4 Understand banking procedures and services.a. Checking and savings accounts (maintaining and reconciling)b. Bank service feesc. Payment methodsd. Debit, bank, and automatic teller machine (ATM) cardse. Loans

2.5 Analyze personal risk management (insurance).a. Healthb. Lifec. Homeownersd. Autoe. Rentersf. Disabilityg. Long-term care

303.


Standard 3.0

Analyze the risks, costs, and benefits of financial management decisions.3.1 Demonstrate knowledge of basic principles of consumer finance.

a. Credit worthinessb. Purchasesd. Goods/Servicese. Consumer loans/credit life insurancef. Opportunity costg. Consequences of purchasing choices

3.2 Demonstrate awareness of consumer protection and information.a. Personal responsibilityb. Laws and regulationsc. Legal documents, including contractsd. Consumer protectionse. Crimes against consumersf. Fraud/Scamsg. Loan Sharkingh. Identify theft/protectioni. Credit reporting services (Equifax, Trans Union, Experian)j. Rental/lease

3.3 Analyze consumer debt management.a. Credit card use and abuseb. Credit costs (interest- including APR, penalties, fees, credit score, etc.)c. Loan consolidation (benefits and disadvantages)d. Credit Counselinge. Credit problems including bankruptcy, foreclosure, repossession,

surrender of collateral (turn back), delinquency, garnishment, effect on employment and purchase of insurance, etc.

3.4 Examine various forms of credit payment.a. Installmentb. Bank draftc. Layawayd. Electronic (Internet, debit card, electronic transfer, credit card)

3.5 Compare and contrast various types of loans.a. Mortgageb Balloonc. Installmentd. Education/Training loanse. Check cashing businessesf. Personalg. Secured and unsecuredh. Line of crediti. Equityj. Title loansk. Pawn shops

304.


Standard 4.0

Investigate opportunities available for saving and investing.4.1 Identify reasons for saving and investing.

a. Educationb. Emergencies/rainy dayc. Short term goalsd. Long term goalse. Retirementf. Down payment

4.2 Evaluate methods of saving.a. Certificates of Depositb. Interest bearing savings account (Passbook savings)c. Individual Retirement Account (IRA) – Roth and traditionald. Pension plans (401K, 403B, annuities, etc.)e. Education savings plans

4.3 Evaluate methods of investing.a. Stocks and bondsb. Mutual fundsc. Real estated. Annuitiese. Business

4.4 Appraise other aspects of saving and investinga. Diversificationb. Time value of moneyc. Compound growth/Accrued interestd. Rule of 72 (divide interest rate into 72 to determine number of years in

which money will double)e. Risk and return

4.5 Identify regulatory agencies and their functionsa. Federal Deposit Insurance Corporation (FDIC)b. Federal Savings and Loan Insurance Corporation (FSLIC)c. Securities Exchange Commission (SEC)d. Federal Reservee. Internal Revenue Service (IRS)

305.


Standard 5.0

Apply employability skills as an integral part of the personal finance curriculum.5.1 Participate in co-curricular student organization activities that enhance

personal finance skills implementing collaborative projects

306.


Web Design Essentials Approved11/14/08

This course, which is designed as the first level of Web Design, will teach students workplace and leadership skills for advancement into the Web Design Application course. Keying and layout and design skills are essential. Students will develop Internet research techniques for business; acquire navigation mapping skills; effectively use a Web site; study fundamental concepts of digital commerce transaction security; examine related social, legal and ethical issues; study electronic financial management practices, and integrate the elements of Web Design.Web Design Essentials focuses on the language, structure, and essential concepts and principles of page layout and design and the ethics related to the production of Internet presentations. Typography layout, and design guidelines will be applied in the design of Web pages. Upon completion of the course, a student will be able to evaluate, implement and apply the use of technology in Digital Commerce and Web Page Design for business.

Recommended Prerequisites: Keyboarding, Computer Applications

Suggested Prerequisite or Concurrent with: Interactive Multimedia Presentation, eBusiness Communication Systems

Grades: 10, 11, 12Recommended Credit: 1 CreditCourse Codes: 3768

307.


Standard 1.0Demonstrate knowledge of the Internet and various terms, tools, and utilities associated with the World Wide Web.

Standard 2.0Evaluate the use and effectiveness of various types of Web technologies—as evolving media—from a business and communication perspective.

Standard 3.0Demonstrate an awareness of the social, legal, ethical, safety, and personal issues in conjunction with Web design, the Internet, and the World Wide Web.

Standard 4.0Demonstrate the ability to manipulate Web page markup language text, graphics, hyperlinks, tables, forms, and multimedia according to W3C (World Wide Web Consortium) standards.

Standard 5.0Develop a basic Web site using markup language, graphics, hyperlinks, tables, forms and multimedia.

Standard 6.0Incorporate the use of cascading style sheets within a Web site.

Standard 7.0Explore the changing dynamics of markup language.

Standard 8.0Examine characteristics, components and functions of basic networks.

Standard 9.0Demonstrate proficiency with the basic features and utilities available with commercial off-the-shelf (COTS) Web building software.

Standard: 10.0 Apply the appropriate process and technique to create a basic animation.

Standard: 11.0Demonstrate techniques used for graphic enhancement.

Standard: 12.0Evaluate commercial Web site publishing, compare various domain hosting services, and analyze the current market rates for hosting and maintenance of the site.

Standard 13.0

308.


Design and present a basic Web project incorporating all standards in the Web Design Essentials course.

Standard 14.0Demonstrate human relations, communication, organizational, time management, and professional leadership skills.

309.


Course Description:

This course, which is designed as the first level of Web Design, will teach students workplace and leadership skills for advancement into the Web Design Application course. Keying and layout and design skills are essential. Students will develop Internet research techniques for business; acquire navigation mapping skills; effectively use a Web site; study fundamental concepts of digital commerce transaction security; examine related social, legal and ethical issues; study electronic financial management practices and integrate the elements of Web Design.Web Design Essentials focuses on the language, structure, and essential concepts and principles of page layout and design and the ethics related to the production of Internet presentations. Typography, layout, and design guidelines will be applied in the design of Web pages. Upon completion of the course, a student will be able to evaluate, implement and apply the use of technology in Digital Commerce and Web Page Design for business. (This course requires a computerized workstation with Internet access for each student and any Commercial Off The Shelf (COTS) Web Design Software.)

Standard 1.0

Demonstrate knowledge of the Internet and various terms, tools, and utilities associated with the World Wide Web.


The student will:1.1 Illustrate the relationship of Web related terms to Web design and software

applications.1.2 Navigate successfully between uniform resource locator links.1.3 Evaluate and apply standard path/file name structure.1.4 Research new technologies.


The student: Analyzes vocabulary words and acronyms that are unique to the World Wide

Web. Applies terms during conversation associated with the World Wide Web and

markup languages. Sets up and uses common Web browsing software to navigate the Internet. Illustrates the use of search engines and search terms. Studies and evaluates current technologies used in Web site construction.

310.


Sample Performance Task Evaluate methods used or actions taken to design Web sites and assign the

appropriate term. Comprehend and discuss the difference between File Transfer Protocol and

HyperText Transfer Protocol. Identify new changes in technology. Provide descriptions of changes or

evolution.

Integration/LinkagesLanguage Arts Gateway English Standards I, II, III, IV, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, and Industry Standards

311.


Standard 2.0

Evaluate the use and effectiveness of various types of Web technologies—as evolving new media—from a business and communication perspective.


The student will:2.1 Identify and evaluate current uses of the Internet for business and

communication.2.2 Analyze the advantages and disadvantages of electronic commerce as a

business tool.2.3 Assess different approaches to electronic commerce. 2.4 Analyze the changing nature of business.


The student: Analyzes current uses of the Internet for business, communication, and

collaboration. Evaluates the benefits and risks of electronic commerce to businesses and

individuals. Accesses the Internet and determines the types of companies which use

electronic commerce. Explains the changing nature of business (inventory, buying, and selling).


Use the Internet to research and compare financial, educational, government, commercial, social, entertainment, agricultural, and technology Web sites.

Integration/Linkages

Language Arts, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, Industry Standards, Policies Commission for Business and Economic Education

312.


Standard 3.0

Demonstrate an awareness of the social, legal, ethical, safety, and personal issues in conjunction with Web design, the Internet, and the World Wide Web.


The student will:3.1 Evaluate the concepts of ethics and integrity as related to the business

environment.3.2 Balance employee privacy rights with employer obligations to provide a safe

working and professional environment.3.3 Demonstrate proper etiquette and knowledge of acceptable use policies when

using networks, the Internet, and an intranet.3.4 Model respect of electronic property when manipulating, morphing, or editing

graphics, video, text and sound.3.5 Examine copyright laws and issues.3.6 Model the ethical acquisition and use of digital information; practice

established methods to cite sources.3.7 Assess electronic commerce Web security, including secure sockets layer,

Hypertext Transfer Protocol Secure, encryption key, digital certificate, spoofing, firewall, digital cash, and smart cards.

3.8 Discuss threats to personal safety and welfare in use of the World Wide Web and related technologies.


Explains the importance of ethics/integrity as it relates to electronic commerce. Debates the issues related to Internet etiquette and their relationship to

business. Researches, compares, and contrasts the importance of privacy rights, laws,

and security protocols in electronic commerce. Investigates and reports on strategies for personal safety and protection in use

of the World Wide Web and related technologies.

Sample Performance Tasks Students will research a business that provides a free service, a business that

provides a fee service, and a business that provides both free and fee services. Determine if the business has a privacy statement and then record the information. If the business is accredited by an agency that evaluates online businesses, visit the accreditation sites, read and record the information on their services including any costs.

Participate in a class discussion about the importance of personal safety and welfare in electronic forums (Internet, intranets, e-mail, etc.).

313.


Integration/LinkagesLanguage Arts, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, Industry Standards, Policies Commission for Business and Economic Education

314.


Standard: 4.0

Demonstrate the ability to manipulate Web page markup language text, graphics, hyperlinks, tables, forms, and multimedia according to W3C (World Wide Web Consortium) standards.


The student will:4.1 Manipulate markup language tags, according to W3C standards, to produce

text, graphics, hyperlinks, tables, forms, and multimedia on a Web page.4.2 Format text, graphics, hyperlinks, tables, forms, and multimedia using the

appropriate markup language tags and Web design techniques to enhance the look of a Web page.

4.3 Analyze the use of graphic images in Web Design.4.4 Insert inline graphics, resize graphics, create graphic links, and set hot spots

using markup language tags.4.5 Insert multimedia files, including MIDI, MP3, and video streaming using

markup language tags.


The student: Uses markup language tags and proper design techniques to create, and

format, Web page features including the following:a. Paragraphsb. Ordered and unordered listsc. Tablesd. Special characterse. Hyperlinks to bookmarks within one page, hyperlinks to another Web

page within the same site, and hyperlinks to a Web page outside that site

f. Graphics, including attributes to align and resize graphics appropriately on the Web page.

g. Forms with text boxes, radio buttons, checkboxes, scroll boxes, and pull-down menus

h. Multimedia, including sound and video Validate markup code according to W3C standards. Assesses and provides an example of each of the types of Web friendly

graphic images. Configures the Web browser to work with plug-ins and add-ins to integrate

multimedia files into the Web page.

315.



Enter markup language tags into a text editor to create Web pages that include text, graphics, hyperlinks, tables, forms, and multimedia formatted according to proper Web design techniques. Include a questionnaire form that others can answer online, store the data, and then report on the results. Open the markup language file in a browser; make corrections needed to view the page as intended.



316.


Standard 5.0

Develop a basic Web site using markup language, graphics, hyperlinks, tables, forms, and multimedia.


The student will:5.1 Develop a story board and organize an appropriate file structure for a Web

site.5.2 Create a basic Web site using markup language, including graphics,

hyperlinks, tables, forms, and multimedia.5.3 Evaluate the elements of the Web site for design effectiveness.


The student: Designs a Web site using the components of design audience appeal, content,

accessibility and user convenience. Evaluates the components for developing a Web site.


Create a personal Web site using markup language. View the Web site in multiple browsers to compare how each one renders.


317.


Standard 6.0

Incorporate use of cascading style sheets within a Web site.


The student will:6.1 Understand and apply the structure of a Cascading Style Sheet (CSS) rule.6.2 Analyze the differences between inline, embedded, external, and imported

styles.6.3 Evaluate the benefits of using CSS to format Web pages.6.4 Apply basic CSS styles to a Web page.


The student: Creates inline styles and an embedded style sheet to format a Web page. Links a Web page to an external style sheet. Evaluates the benefits of using CSS to format Web pages.


Add new, unformatted pages to the previously created personal Website. Create and attach CSS to the new mark-up language documents.


318.


Standard 7.0

Explore the changing dynamics of markup languages.


The student will:7.1 Explore the history of changing aspects of markup languages, such as SGML,

HTML, XHTML, DHTML and Structuring Data with XML.7.2 Increase Web site traffic through the use of Internet browsers and search

engines.7.3 Incorporate the use of dynamic features.


The student: Browses the Internet to investigate the evolution of markup languages, such as

SGML, HTML, XHTML, DHTML, and Structuring Data with XML. Links/registers a site to other servers/sites. Experiments with the use of the new/dynamic tags by replacing the markup

language tags (example HTML) in a previously created Web document with DHTML/XML/other newly developed tags to further enhance or create new features on the page.

Sample Performance TaskStudents will use a dynamic feature and existing markup language file to make their pages accessible to additional people.


319.


Standard 8.0

Examine characteristics, components, and functions of basic network designs.


The student will: 8.1 Illustrate how computers are connected (both wireless and physical) to form a

local area network (LAN).8.2 Differentiate between peer-to-peer and server-based networks.8.3 Examine considerations involved in implementing servers in peer-to-peer and

server-based networks.


The student: Analyzes characteristics and components of a local area network (LAN). Peer to peer network Server-based network Analyzes server functions Design a schematic for a peer-to-peer network and a server-based network

system and illustrate the function for the server on each schematic.


Draw a schematic for a peer-to-peer network and a server-based network. Describe the differences between the two types of networks.



320.


Standard 9.0

Demonstrate proficiency with the basic features and utilities available with commercial off-the-shelf (COTS) Web building software.


The student will:9.1 Evaluate commercial off-the-shelf products.9.2 Demonstrate familiarity with features of Web publishing packages that use

graphical user interfaces (GUI editors).9.3 Use commercial off-the-shelf Web building software to create Web page.


The student: Develops Web pages using COTS products. Differentiates between COTS limitations and abilities. Analyzes the function of markup language skills in development of Web pages

with COTS software and utilizes the two skills collectively. Construct a Web page with a COTS product. Use HTML scripting abilities from previous lessons to modify the constructed

page in those areas that COTS would not perform.

Sample Performance TaskConstruct several Web pages with COTS products; assess the abilities and limitations of each product; use HTML scripting abilities from previous lessons to modify the constructed pages.


321.


Standard 10.0

Apply the appropriate process and technique to create animation.


The student will:10.1 Evaluate basic animation creation.10.2 Analyze the application of appropriate background color for use in animation creation.


The student: Constructs basic animations. Selects the appropriate color or transparency for use with animation on the

Web page.

Sample Performance TaskConstruct a basic animation sequence.Illustrate variations using background color and transparency.

Integration/Linkages:Language Arts, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, Industry Standards, Policies Commission for Business and Economic Education

322.


Standard 11.0

Demonstrate techniques used for graphic enhancement.


The student will:11.1 Demonstrate procedure to sharpen image quality.11.2 Evaluate techniques to replace photo background.11.3 Analyze blurring techniques to hide photo imperfections.11.4 Demonstrate cropping procedures of photo dead space.


The student: Given a photo image, uses techniques available to sharpen image quality. Changes out a photo’s background and blurs imperfections in the background. Masks imperfections in a photo. Crops photos to eliminate dead space.

Sample Performance Task Perform the procedures used to sharpen photo quality and enhance colors

using Web-safe color schemes. Illustrate the techniques used to swap out photo backgrounds. Demonstrate blurring techniques to mask photo imperfections. Identify photo dead space and crop photos. Present work to the class.


323.


Standard 12.0

Evaluate commercial Web site publishing, compare various domain hosting services, and analyze the current market rates for hosting and maintenance of the site.


The student will:12.1 Evaluate commercial domain hosting services.12.2 Distinguish between and evaluate different search engines.12.3 Evaluate the concepts of domain name hosting, transfer, parking, registration,

and sub hosting.12.4 Employ the use of Meta-tags to enhance and optimize commercial Web site

publishing.12.5 Analyze various services offered by Internet hosting services.12.6 Distinguish between services offered by commercial domain hosting services

and their costs.12.7 Analyze various services offered by Internet Web site design services.12.8 Distinguish between services offered and costs by a commercial Web site

design service.12.9 Analyze the cost of host Internet connection and equipment required for

hosting and maintenance.


The student: Analyzes commercial domain name hosting services, current market rates,

and report findings. Differentiates between hosting, sub hosting, and domain transfer, parking, and

registration. Distinguishes between user-input engines, and those that make use of Meta-

tag names. Researches and compares various Internet hosting services and contracts. Accesses and compares various Internet Web site design services. Evaluates hardware, operating system/platform and the software needed to set

up and maintain an Internet connection and Internet Web server.

324.


Sample Performance Task Perform a cost and service analysis of commercial hosting services. Compare market rates for hosting, sub hosting and domain transfer, parking,

and registration among different services. Access, compare, and contrast five commercial Internet Domain Hosting

services. Perform a cost analysis between services offered, and determine what the host provides with that service. Report the current market prices for services available. Chart findings from the research. Choose the best commercial service available based on cost-for-service. Develop a presentation to show findings and share with the group.

Assess and compare five commercial Internet hosting services. Research the type of hardware, operating systems/platforms used and their connection type. Perform a cost analysis between site equipment configurations.

Integration/Linkages:Language Arts, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, Industry Standards, Policies Commission for Business and Economic Education

325.


Standard 13.0

Design and present a basic Web project incorporating all standards in the Web Design Essentials course.


The student will:13.1 Demonstrate the ability to design a basic Web site13.2 Produce, test, and deploy a working Web site onto a live Web server.13.3 Manage files locally and on a Web server.


The student: Successfully completes and presents a working Web site in accordance with

the standards of Web Design Essentials.

Sample Performance TaskStudents present to local business community a fully-functioning online commercial site. Examples of sites can be developed for small businesses, community organizations, schools, electronic portfolio, and e-commerce Web site for a name brand item.

Integration/LinkagesLanguage Arts, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, Industry Standards, or Future Business Leaders Of America Chapter Handbook, Policies Commission for Business and Economic Education

326.


Standard 14.0

Demonstrate human relations, communication, organizational, time management, and professional leadership skills.


The student will:14.1 Demonstrate self-initiative through group projects.14.2 Examine the value of leadership skills.14.3 Illustrate image-building and public relations techniques.14.4 Assess decision-making skills.14.5 Demonstrate effective teamwork and critical analysis applying conflict

resolution techniques.14.6 Examine the value of leadership skills and confidence through personal

reflection.14.7 Demonstrate parliamentary procedure skills through team activities.14.8 Analyze the goals and apply the principles of Future Business Leaders of

America.


The student: Formulates project management guidelines for effectively communicating

information to members of a Web site development team, some of whom have no technical expertise.

Collaborates and illustrates team-building skills. Develops a timeline for meeting a project deadline. Demonstrates parliamentary procedure skills through team activities. Makes a two-minute report on an assigned Web design topic. Participates in Future Business Leaders of America related activities.


Design and prepare layout for a membership recruitment bulletin for the Future Business Leaders of America that is appropriate for the school Web page.

Develop (or add to an existing) Future Business Leaders of America Web page; incorporate the latest developments in HTML/XHTML/other markup language to make a dynamic site or page with multiple graphics, hot spots and links to other educationally related sites. The site should include links to meeting minutes, leadership sites, officers, e-mail and related leadership materials. The site should support links to resources such as the Tennessee Department of Education, Business and Information Technology Careers and the national organization(s) of Future Business Leaders of America.

Add product listings to your chapter Web page.

327.


Integration/LinkagesLanguage Arts, Mathematics, Computer Science, W3C Users Interface domain, SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Policy Commission for Business and Economic Education, Future Business Leaders of America, Delta Pi Epsilon, National Educational Technology Standards, Industry Standards, or Future Business Leaders Of America Chapter Handbook, Policies Commission for Business and Economic Education.

328.


Web Design Applications Approved 11/14/08

This course, which is a project-based continuation of Web Design Essentials, teaches students work-related skills for advancement into post-secondary education and/or the workplace. The course will provide the concepts and applications that may lead to business industry certification. Course content includes exposure to advanced Web design, graphics, animations, and the complex site design. The course content provides students the opportunity to acquire advanced skills in both theory and practical application of Web design and of leadership and interpersonal skill development.

Recommended Prerequisite: Web Design Essentials

Grades: 11, 12

Recommended Credit: 1- 2* creditCourse Codes: 3769

329.


Standard 1.0

Demonstrate an advanced knowledge of the Internet and various terms, tools, and utilities associated with the World Wide Web.

Standard 2.0

Apply knowledge of social, legal, ethical, safety, and personal issues in product development.

Standard 3.0

Identify career opportunities and industry certifications in Web Design.

Standard 4.0

Demonstrate advanced proficiency with the features and utilities available with commercial off-the-shelf (COTS) Web building software, such as templates, rollover images, and internal hyperlinks.

Standard 5.0

Use COTS tools to manage the development, maintenance, and evolution of a Web site.

Standard 6.0

Use CSS IDs and classes for layout and positioning on pages in a Web site.

Standard 7.0

Create, export, and embed a complex animation within a Web site.

Standard 8.0

Enhance a Web site with sound, graphics, and video.

Standard 9.0

Evaluate interactive forms within a Web site using Database Integration and CGI.

Standard 10.0

Analyze the use of JavaScript and applets in Web site development.

330.


Standard 11.0

Incorporate audience usability and accessibility in the development of a Web site.

Standard 12.0

Identify Web site security issues.

Standard 13.0*

The student will individually advance toward expert level in a related technological area of choice. (Optional for obtaining 1 extra credit)

331.


Standard 1.0

Demonstrate an advanced knowledge of the Internet and various terms, tools, and utilities associated with the World Wide Web.


The student will:1.1 Demonstrate the relationship of Web design terms to Web designs and

software applications.1.2 Compare and contrast the various types of tools used for file navigation,

organization, and movement.1.3 Analyze the process of selecting a site name.1.4 Research new and emerging technologies.


The student: Analyzes vocabulary words and acronyms that are unique to the World Wide

Web. Applies terms during conversation associated with the World Wide Web and

markup languages. Evaluates and compares file management programs and transfer utilities. Uses file compression software and techniques such as Zip/WinZip, Gzip,

Bzip2, or RAR to transfer documents. Examines the process of obtaining a Web site name. Studies and evaluates Web site technologies used in Web site construction.

Sample Performance Task Plan and propose a new Web site to a potential customer using the

appropriate terminology. Use a checklist to compare and contrast file management programs and file

transfer utilities. Identify new changes in technology. Provide descriptions of changes or

evolution.


332.


Standard 2.0

Apply knowledge of social, legal, ethical, safety, and personal issues in product development.


The student will: 2.1 Apply work ethics including integrity, honesty, loyalty, and perseverance that

meet industry standards.2.2 Research legal responsibilities associated with the use of the Internet as

required by federal and state governmental agencies.2.3 Apply copyright laws and their applications to text, visual art, design, music,

and photography in Web design and creation.2.4 Discuss threats to personal safety and welfare in use of the World Wide Web

and related technologies.



content has been used in creating interactive multimedia projects, photographs, and music.

Demonstrates legal and ethical behaviors in what is written, spoken, or presented in designing and presenting a multimedia project.

Applies knowledge of copyrights in seeking formal permission from copyright sources before using materials.

Recognizes the legal implications of violating federal and state laws in multimedia/digital publishing.

Investigates and reports on strategies for personal safety and protection in use of the World Wide Web and related technologies.

Sample Performance Task Design and produce a Web site that includes content where formal permission

for use of quotations, photographs, design, and music has been obtained. Participate in a class discussion about the importance of personal safety and

welfare in electronic forums (Internet, intranets, e-mail, etc.).


333.


Standard 3.0

Identify career opportunities and industry certifications in Web Design.


The student will:3.1 Research career opportunities in the Web Design field.3.2 Describe the benefits of obtaining industry certifications.3.3 Evaluate industry certifications in the Web Design field.


The student: Prepares a Web page discussing at least 10 jobs in the Web Design field,

including nature of the work, training, outlook, and earnings. Role-plays an applicant to three existing technical companies that desire

applicants with industry certifications and convey the value of this expertise to the potential employer.

Examines three different certifications available in the Web Design field.

Sample Performance Task Prepare a written report discussing at least five Web Design jobs including

nature of the work, training, outlook and earnings. Prepare a written report discussing the importance of industry certifications. Discuss the findings of both reports with the other members of the class.


334.


Standard 4.0

Demonstrate advanced proficiency with the features and utilities available with commercial off-the-shelf (COTS) Web-building software, such as templates, rollover images, and internal hyperlinks.


The student will:4.1 Review the basic features and utilities available with COTS software.4.2 Create and apply page and site templates using COTS software.4.3 Add interactivity to a Web page using buttons with rollover images.4.4 Improve Web page navigation by inserting internal hyperlinks.


The student: Designs and constructs a template with non-editable regions, including

areas for a banner/logo, navigation bar, and an editable region for the main content of the Web page.

Applies a template to a group of Web pages. Utilizes buttons with rollover images to enhance a Web page. Includes internal hyperlinks on a Web page to improve navigation.

Sample Performance Task Use the reports discussing Web Design jobs (previously created) to create an

outline of a six-page Web site. Create a template to apply to this group of Web pages. Use the template to create each page detailed in the outline. Edit a Web site to include rollover images and internal hyperlinks to improve

navigation.


335.


Standard 5.0

Use COTS tools to manage the development, maintenance, and evolution of Web site.


The student will:5.1 Analyze principles of typography.5.2 Analyze layout principles.5.3 Analyze principles of design.5.4 Analyze composition concepts.5.5 Apply typography, layout, design, and composition concepts in developing a

Web site.5.6 Demonstrate the use of COTS maintenance tools to check spelling, links, and

other reports to verify that a Web site is ready for upload to the Internet

Student Performance Indicators: Evidence Standard is Met The student:

Designs and assembles a Web site (five-page minimum) that incorporates the use of typography, layout, design, and composition techniques.

Prepares the Web site for uploading to the Internet by checking spelling, grammar, and links.

Prepares the Web site for uploading to the Internet by running site reports to check for validation, browser compatibility, and unnecessary markup.

Sample Performance Task Apply typography, layout, design, and composition techniques to a Web site

that has been previously created in this course. Verify that each Website created is ready for upload to the Internet by

checking spelling, grammar, links, validation and browser compatibility.


336.


Standard 6.0

Use CSS IDs and classes for layout and positioning on pages in a Web site.


The student will:6.1 Review the process and purpose of creating Cascading Style Sheets.6.2 Define and understand the function of an ID.6.3 Define and understand the function of a class.6.4 Designs the layout of a Web page using CSS sizing elements such as width

and height.6.5 Use CSS-positioning styles to modify the layout of a Web page.


The student: Recognizes the syntax used for basic inline and external style sheets. Experiments with the different uses of IDs and classes on a Webpage. Builds a Web page using CSS sizing elements. Applies an external style sheet with CSS-positioning to each page in a Web

site. Complete a Web page that incorporates the use of CSS IDs and classes.

Sample Performance Task Complete several practice Web pages that incorporate the use of CSS IDs and

classes. Modify the layout of several practice Web pages using CSS sizing elements

and positioning styles. Create a website (minimum four-pages) that includes advanced features of

CSS that are discussed in this standard.


337.


Standard 7.0

Create, export, and embed a complex animation within a Web site.


The student will:7.1 Review the process of creating components of a basic animation, including

drawing tools, frame-by-frame animations, and tweened animations.7.2 Apply a motion guide to a tweened animation to move an object along a

specific path.7.3 Create a mask to hide and reveal a selected area of the animation.7.4 Organize the timeline with scenes and add sound to the animation.7.5 Examine the benefits of using basic and advanced scripting with an animation. 7.6 Design rollover effects by editing each state of a button.7.7 Assemble an advanced animation and embed it within a Web site.


The student: Constructs a basic animation that includes objects animated with frame-by-

frame and tweened animations. Adds advanced features such as a motion guide, a mask, and an audio clip to

the basic animation. Organizes an animation with scenes and creates buttons with rollover effects. Inserts basic scripting functions, such as play, stop, and goto. Compares the use of animations that incorporate advanced scripting functions

on 3-5 Web pages. Creates an advanced animation and embeds it on a Web page.

Sample Performance Tasks Create several practice animations that include tweening, motion guides,

masks and audio. Create buttons with rollover effects for use on a previous Website created in

class. Create a frame-by-frame animation that includes a stick figure performing

various tasks such as running, jumping, or interacting with other objects. Find and reproduce an advertisement on the Internet that involves the use of

advanced scripting functions. Embed the advertisement on a Web page previously created.

338.



339.


Standard 8.0Enhance a Web site with sound, graphics, and video.


8.1 Embed sound files in a Web page.8.2 Embed graphic files in a Web page.8.3 Embed video files in a Web page.

Student Performance Indicators: Evidence Standard is met

The student: Selects and embeds the appropriate multimedia sound file format for different

types of Web design projects. Selects and embeds the appropriate graphic file format for different types of

Web design projects. Resizes graphical images in percentage of the page size. Selects and embeds the appropriate multimedia video file format for different

types of Web design projects. Designs a Web site that includes sound clips, animations, and/or video

produced by students.

Sample Performance Task Create a custom sound to include on a Web page. Use a digital camera to collect various pictures of the school and prepare

these pictures for embedding on a Web page.


340.


Standard 9.0

Evaluate interactive forms within a Web site using Database Integration and CGI.


The student will:9.1 Evaluate the usefulness of CGI.

9.2 Differentiate the different Common Gateway Interface (CGI) methods.

9.3 Evaluate the potential of database queries.

9.4 Identify database technologies applicable to Web sites.

9.5 Construct forms that accept and process user input using CGI.


The student: Researches the advantages of CGI use in Web servers. Define Common Gateway Interface (CGI) methods including, Net, JavaServer

Pages (JSP), Server-Side JavaScript (SSJS), Active Server pages (ASP), and PHP Hypertext Preprocessor (PHP).

Discuss common database queries and how they relate to Web forms. Define database connectivity technologies, including Open Database

Connectivity (ODBC) and Java Database Connectivity (JDBC). Create a form utilizing HTML/XHTML/other markup language or COTS.

Sample Performance TaskAssume you are hired by the local electronics shop to create an online form which captures warranty information. Construct a form that gathers the appropriate information. Identify an appropriate CGI method to use and associate form fields to corresponding database fields.


341.


Standard 10.0

Analyze the use of JavaScript and applets in Web site development.


The student will: 10.1 Embed ActiveX and Java into a Web page.10.2 Distinguish between a JAVA application and a JAVA applet.10.2 Use JavaScript to detect Web browser types.10.3 Evaluate the relevance of cookies to JavaScript and to a successful Web site.


The student: Performs procedures necessary to embed ActiveX and Java. Explains the difference between a JAVA applet and a JAVA application. Identifies the benefits of using JavaScript to detect Web browser type. Comprehends and explains the relationship of cookies to JavaScript. Embeds ActiveX and Java elements into existing Web documents.

Sample Performance Tasks Discuss the difference between JAVA applets and applications. Use JavaScript to detect current web browser type. Brainstorm how cookies interact with the functionality of JavaScript.


342.


Standard 11.0

Incorporate audience usability and accessibility in the development of a Web site.


The student will: 11.1 Incorporate basic levels of accessibility and sensitivity in created web pages.11.2 Incorporate various Web site design requirements, such as might be specified

by a customer or employer.


The student: Identifies the basic accessibility features expected of Web pages, as described

by W3C Web Accessibility Initiative (WAI), U.S. Government Section 508, Americans with Disabilities Act (ADA).

Demonstrates sensitivity to ethnic and cultural issues in page layout and design.

Examines the main disability categories which affect an individual’s ability to participate in the Web community.

Compares the adaptive technologies currently available to aid accessibility to the Web.

Verifies Web site usability, viewability, and browser compatibility. Develops a Web page that meets usability and accessibility requirements.

Sample Performance Task Lists the WAI guidelines for Web designers and explains the difference in

priority scores. Verifies compliance of web pages with government and industry accessibility

standards. Researches audience usability concerns. Maps a Web site to audience and employer expectations.


343.


Standard 12.0

Identify Web site security issues.


The student will: 12.1 Describe the purpose of encryption.12.2 Understand client and enterprise-level security issues.12.3 Contrast personal privacy issues versus employer’s rights to regulate

computing resources.


The student: Defines the three major types of encryption. Distinguishes between symmetric, asymmetric and hash encryption. Defines authentication principles such as passwords. Analyzes the operation of firewalls. Identifies and discusses the issues and concerns regarding the appropriate

use of employer computer systems and individual expectations of privacy on those systems.

Sample Performance Task Construct a table explaining the major types of encryption and the protocols

that accompany them. Evaluate the use of authentication principles and compare two or more

company policies dealing with authentication. Compare and contrast the various types of firewalls available.


344.


Standard 13.0*

The student will individually advance toward expert level in a related technological area of choice. (Optional for obtaining 1 extra credit)

(Students must master all of the competencies in Standards 1-12 and are expected to achieve at least one industry certification in order to achieve this optional credit.)


The student will: 13.1 Determine an area in the Web Design field in which to prepare for an industry

certification exam and develop a strategy for gaining that expertise.13.2 Demonstrate knowledge of secondary/post-secondary transition opportunities.13.3 Discuss the need for life-long learning and retraining as a result of

technological changes in the work environment.


The student: Designs a plan of action to achieve individual performance standards in at

least one area of specialization.

Sample Performance Task: Develop a digital portfolio that demonstrates attainment of important

knowledge and skills to showcase professional growth and achievements in Web Design.


345.