HEMPFIELD AREA SCHOOL DISTRICT...2 . ACKNOWLEDGEMENTS . The Hempfield Area School District would like to acknowledge and express appreciation for the development of the Business, Computer

HEMPFIELD AREA SCHOOL DISTRICT Planned Course of Study

BCIT Sports & Entertainment Mktg.

2014

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ACKNOWLEDGEMENTS

The Hempfield Area School District would like to acknowledge and express appreciation for the development of the Business, Computer & Information Technology Curriculum to the following staff members

BCIT CURRICULUM COMMITTEE ACKNOWLEDGEMENTS

Administration

Dr. Barbara J. Marin Assistant Superintendent Elementary Education

Dr. Mark Gross Assistant Superintendent Secondary Education

Elementary Members Middle School Members High School Members Monica Methven – Ft. Allen Elementary Jed Kalp – Stanwood Elementary

Jayme Smith – West Hempfield Middle School Cheryl Goughneour – Harrold & Wendover Middle Schools

Cheryl Bengel – High School Dora Morelli – High School

Parents

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SUBJECT: BUSINESS EDUCATION – GRADES K-2

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY.

BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER.

PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES.

SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS. STANDARDS BENCHMARK OBJECTIVES PERFORMANCE

INDICATORS SKILLS

I. DEMONSTRATE

KNOWLEDGE OF CONCEPTS REQUIRED FOR COMPUTER AND INFORMATION TECHNOLOGY

1. Identify various

technologies used in the classroom and at home

1A. Identify basic computer components and various technology devices as well as their uses. 1B. Use and understand

basic technology terms

1C. Use technology skills to

operate equipment

1A1. Demonstrate correct use of

simple input technologies (e.g., mouse, touch screen, microphone, etc.) (K-2)

1A2. Use special function keys including enter key, space bar, shift key, tab key, caps lock, and backspace (K-2)

1A3. Identify the monitor, keyboard, mouse, printer, CPU, desktop, icons, cursor, headphones (K-1)

1B1 Correctly use related technology terms for software and hardware (K-2) 1B2. Identify the desktop, icons, ribbon, tab, save button, undo, redo, insertion point, minimize, maximize, close, drop down arrow, H: Drive, S: Drive, flash drive, files and folders (2) 1C1. Turn computer on/off and log on and off (K-2) 1C2. Adjust sound (K-2) 1C3. Demonstrate proper hand, finger, and body position (K-2) 1C4. Keyboard alphabetic characters with some keystroking proficiency (1-2)

II. EFFECTIVELY USE

TECHNOLOGY TO RESEARCH, PROBLEM SOLVE, AND COMMUNICATE

1. Select and use various

software/applications for an intended purpose

1A. Demonstrate ability to access software and websites 1B. Use technological skills

and devices to create and use information

1A1. Locate, open, and close software and websites (K-2) 1B1. Use applicable materials to support curriculum learning (K- 2) 1B2. Print a document (K-2)

III. UTILIZE

COMMUNICATION, SAFETY, EQUIPMENT CARE, AND DIGITAL CITIZENSHIP AS THEY RELATE TO LIFE SITUATIONS

1. Demonstrate basic equipment care and safety practices

1A. Follow proper care procedures

1A1. Obey rules concerning multimedia equipment (K-2) 1A2. Keep equipment clean (K-2)

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STANDARDS BENCHMARK OBJECTIVES PERFORMANCE INDICATORS SKILLS

1B. Follow proper safety procedures

1C. Follow Internet safety guidelines

1A3. Store equipment properly (K-2)

1B1. Understand computer lab policies and procedures (K-2) 1B2. Understand the importance of password security (K-2) 1C1. Identify private information and rules regarding its use (K-2)

IV. PLAN AND ESTABLISH CAREER GOALS WHILE MAINTAINING AND GROWING PERSONAL FINANCES

V. DEVELOP SKILLS TO ESTABLISH, MAINTAIN, AND EXPAND A BUSINESS IN A GLOBAL ECONOMY.

VI. DEMONSTRATE DIVERGENT THINKING AND CREATIVE PROBLEM SOLVING SKILLS

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SUBJECT: BUSINESS EDUCATION – GRADES 3-5




SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

I. DEMONSTRATE

KNOWLEDGE OF CONCEPTS REQUIRED FOR COMPUTER AND INFORMATION TECHNOLOGY

1. Identify emerging technologies used for educational and personal success

1A. Identify and properly use peripheral devices of computer systems including input, processing, storage, and output devices 1B. Troubleshoot problems 1C. Manage and organize files 1D. Use technology skills to operate equipment

1A1. Identify the desktop, icons, ribbon, tab, save button, undo, redo, insertion point, minimize, maximize, close, drop down arrow, H: Drive, S: Drive, flash drive, files and folders (3-5) 1A2. Identify and use appropriate software (3-5)

1B1. Determine why computer hardware is not functioning (3-5)

1C1. Create new files (3-5) 1C2. Locate existing files (3-5) 1C3. Save files to various directories (3-5) 1C4. Organize files in folders (4- 5) 1D1. Utilize proper typing techniques (3-5) 1D2. Keyboard alphabetic characters with keystroking proficiency (3-5) 1D3. Keyboard numeric characters with some keystroking proficiency (3-5)

II. EFFECTIVELY USE

TECHNOLOGY TO RESEARCH, PROBLEM SOLVE, AND COMMUNICATE

2. Use and apply technology to access and communicate information

1A. Create and edit basic files 1B. Access web sites 1C. Create and present a multimedia project.

1A1. Use standard formatting features (3-5)

1A2. Insert graphics (3-5)

1B1. Use basic web browser features (4-5)

1B2. Copy and paste (4-5) 1C1. Use color and animation in a multimedia presentation. (3- 5)

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STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

III. UTILIZE COMMUNICATION, SAFETY, EQUIPMENT CARE, AND DIGITAL CITIZENSHIP AS THEY RELATE TO LIFE SITUATIONS

1. Demonstrate basic equipment care, safety practices, and etiquette

1A. Follow proper care procedures 1B. Follow proper safety procedures 1C. Follow Internet safety guidelines

1A1. Demonstrate responsibility with equipment use (3-5)

1B1. Practice computer lab policies and procedures (3- 5) 1B2. Practice password security (3-5) 1B3. Create safe user names and passwords (4-5) 1C1. Identify and demonstrate understanding of ethical, safe, and social online behavior and potential consequences of unethical, unsafe, and inappropriate behavior. (3-5)

1C2. Identify the grooming process used by a cyber predator.

IV. PLAN AND ESTABLISH

CAREER GOALS WHILE MAINTAINING AND GROWING PERSONAL FINANCES

1. Career Planning and Development

1A. Discuss career pathways and describe businesspeople in those pathways within the community.

1A1. List and explore various careers and what technologies they utilize.

V. DEVELOP SKILLS TO

ESTABLISH, MAINTAIN, AND EXPAND A BUSINESS IN A GLOBAL ECONOMY.

VI. DEMONSTRATE

DIVERGENT THINKING AND CREATIVE PROBLEM SOLVING SKILLS

1. Create a digital project using appropriate software / application for an authentic task.

1A. Use digital media to enhance a content- specific work product.

1A1. Create projects using emerging input technologies

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SUBJECT: BUSINESS EDUCATION – GRADES 6-8




SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS. STANDARDS BENCHMARK OBJECTIVES PERFORMANCE

INDICATORS SKILLS

I. DEMONSTRATE

KNOWLEDGE OF CONCEPTS REQUIRED FOR COMPUTER AND INFORMATION TECHNOLOGY (15.4)

1. Expand the concepts of computer information technology, skill development and the influence of emerging technologies.

1A. Analyze the influence of emerging technologies on daily life. (15.4.8.A) 1B. Compare and contrast peripheral devices of computing systems for specific needs.(15.4.8.C) 1C. Explain the different computing environments.

1A.1. Identify emerging technologies and explain their impact on daily life. 1B.1. Identify current input, output, process and storage devices. 1C.1. Identify and explain the different operating systems. (15.4.8.E) 1C2 Identify network communication technologies. (15.4.8.F) 1C3 Create an advanced digital project using appropriate software/application for an authentic task. (15.4.8.G)

II. EFFECTIVELY USE TECHNOLOGY TO RESEARCH, PROBLEM SOLVE, AND COMMUNICATE. (15.3)

1. Increase productivity and skills, using software tools for research, problem solving and communication.

2. Etiquette (15.3.8)

1A. Produce a variety of business documents and reports; focus on content, style and format. (15.3.8.B)

2A. Describe the characteristics of positive role models for development of work ethic and leadership skills.(15.3.8.L)

1A1. Use intermediate word processing features to create and format a document, 1A2. Use intermediate spreadsheet features for creating, formatting, and performing data transformations. Formatting rows, columns, and cells. 1A3. Use presentation programs to create multimedia presentations. 1A4. Use web based tools to create communication products. e.g. word clouds, photo editing, pictures 1A5. Insert and format graphics (6-8) 2A1. List characteristics and skills of positive role models.

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3. Electronic Communication (15.8..3)

3A. Use electronic communication with peers and/or educators to produce a work product. (15.8.3.W)

3A1. Create and share an electronic document.

III. UTILIZE

COMMUNICATION, SAFETY, EQUIPMENT CARE, AND DIGITAL CITIZENSHIP AS THEY RELATE TO LIFE SITUATIONS

1. Digital Citizenship

1A. Interpret and apply social, legal, ethical and safe behaviors of digital citizenship. (15.4.8.B)

1A1. Weigh the impact of your digital footprint 1A2. Evaluate how digital technology impacts your life 1A3. Assess Internet communications to determine their reliability 1A4. Understand and follow the district acceptable computer use policy


CAREER GOALS WHILE MAINTAINING AND GROWING PERSONAL FINANCES

1. Career Planning and

Development

1A. Compare and contrast

occupations in a virtual versus a traditional work environment. (15.2.8.D)

1B. Explain the importance of

networking and its impact on achieving a career goal. (15.2.8.K)

1A1. Research then list various

occupations in the “virtual” work environment as well as a traditional work environment

1B1. Describe different types of networking as it relates to career goals

V. DEVELOP SKILLS TO

ESTABLISH, MAINTAIN, AND EXPAND A BUSINESS IN A GLOBAL ECONOMY.

1. Accounting

1A. Describe ethical and unethical practices related to accounting (15.1.8.B) 1B. Accounting Fundamentals

1A1. List ethical and unethical practices related to accounting 1B1. Identify the parts of the accounting equation (15.1.8.C)

1B2. Describe the components of the accounting cycle(15.1.8.D) 1B3. Explore various technologies used in accounting (15.1.8.E) 1B4. Identify, recognize and classify-short and long term assets. (15.1.8.F) 1B5. Identify, recognize and classify short and long term liabilities. (15.4.8.G) 1B6. Explain the concept of inventory and its role in business. (15.1.8.J) 1B7. Identify and classify revenue. (15.1.8.K)

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2. Entrepreneurship

1C. Financial Reporting and Analysis

1D. Compliance

2A. Understand the fundamentals of entrepreneurship

1B8. Identify and classify expenses. (15.1.8.L) 1B9. Identify and list five examples of net pay and gross pay. (15.1.8.M) 1C1. Discuss the advantages and disadvantages of the different forms of business ownership (proprietorship, partnership, and corporation etc.) (15.1.8.N) 1C2. Identify and describe bank statements (15.1.8.P) 1C3. Identify and recognize financial reports and their purpose. (15.1.8.Q) 1C4. Identify and give examples of problems associated with a business not having enough cash on hand (15.1.8.W) 1C5. Identify and list examples of fixed and variable costs (15.1.8.X) 1D1. Identify and list examples of taxes (15.1.8.Y) 1D2. Identify the importance of good record keeping for business (15.1.8.Z) 2A1. Define and describe the different types of entrepreneur 2A2. Explore pathways to become an entrepreneur (15.5.8.A) 2A3. Identify management and organizational skills needed for entrepreneurship (15.5.8.B) 2A4. Compare and contrast entrepreneurship in emerging fields (social media, online business, alternative energy sources and uses, agriculture and industrial) with traditional entrepreneurs (15.5.8.D) 2A5. Identify the interconnectivity of global and local businesses operating in the state/local economy. (15.5.8.F)

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3. Personal

4. Business 5. Management (15.8)

3A. Personal Finance 3B. Money Management 3C. Risk Management 3D. Savings and Investment 4A. Organization and Characteristics of Business 5A. Management Functions & Skills

2A6. Define the impact of emerging technologies on business management(15.5.8.J) 3A1. Discuss the importance of developing short, medium, and long term personal financial goals. (15.6.8.B) 3B1. Discuss the need for money management. (15.6.8.G) 3B2. Explain the difference between simple and compound interest. (15.6.8.J) 3B3. Examine steps to minimize exposure to identity theft. (15.6.8.M) 3C1. Examine the purpose and importance of various types of insurances. (15.6.8.N) 3D1. Calculate investment growth using various rates of return. (15.6.8.Q) 4A1. Explain how economic growth and decline impact business (15.8.8A) 4A2. Explain the characteristics of different forms of business ownership, such as sole proprietorship, partnership, and corporation.(15.8.8.B) 4A3. Discuss ethical and unethical behaviors and their impact on business and organizations. (15.8.8.C) 5A1. Discuss the function of mission, vision, goals, and objectives within a business. (15.8.8.D) 5A2. Identify business management styles (eg. Autocratic, democratic, laissez-faire) are used in a business or organization. (15.8.8.E) 5A3. Discuss strategies to motivate and compensate employees. (15.8.8.F) 5A4. Compare and contrast leadership styles. (15.8.8.G)

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6. Marketing

6A. Marketing Fundamentals 6B. Communications in Marketing 6C. Marketing Mix 6D. Research 6E. Marketing Plan 6F. Marketing Technology

5A5. Compare and contrast motivational theories used in a business or organization. (15.7.8.H) 5A6. Demonstrate communication skills necessary for success within an organization. (15.8.8.I) 5A7 Explain how technology tools are used in business management. (15.8.8.J) 6A1. Describe how businesses influence purchasing decisions. (15.9.8.B) 6A2. Distinguish among members of a marketing channel, including company, intermediaries, retailer, and consumer. (15.9.8.C) 6B1. Differentiate types of consumer behavior and characteristics including but not limited to spending habits, emotional buying, rational buying and buying power.(15.9.8.E) 6C1. Compare and contrast processes used to obtain, develop, maintain, and improve products or services including product development, packaging, branding, product mix, and product life cycle. (15.9.8.F) 6C2. Compare and contrast different processes of distribution. (15.9.8.G) 6C3. Analyze pricing strategies and practices used by local, domestic, and global industries. (15.9.8.H) 6D1. Summarize data collection methods when entering into or expanding a market. (15.9.8.I) 6E1. Explain the components of a marketing plan.(15.9.8.K) 6F1. Explain how technologies are used in marketing to gain a competitive advantage. (15.9.8.K)

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7. Global Business

7A. Global Economics

7A1. Compare and contrast the efficient use of natural and human resources and the impact on participation in the global economy. (15.7.8.H)

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SUBJECT: BUSINESS EDUCATION – GRADES 9-12 STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY.


PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.


PERFORMANCE INDICATORS SKILLS

I. DEMONSTRATE KNOWLEDGE OF CONCEPTS REQUIRED FOR COMPUTER AND INFORMATION TECHNOLOGY (15.4)

1. Demonstrate competencies in concepts of computer terminology, usage, and skill development as they apply to current technology

1A. Apply the correct usage of emerging technologies for educational and personal success.

1A1. Select and utilize necessary hardware and software for given tasks. 1A2. Utilizing network systems, CPUs, Monitors, web cams, digital cameras, smartboards, and additional emerging peripheral devices. 1A3. Create a computer program using a variety of programming languages.

II. EFFECTIVELY USE

TECHNOLOGY TO RESEARCH, PROBLEM SOLVE, AND COMMUNICATE. (15.3, 15.4)

1. Use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information

1A. Create a document using

advanced word processing features

1B. Create a spreadsheet using

advanced spreadsheet tools

1C. Create a presentation using

advanced presentation tools

1A1. Mail merge (9-12)

1A2. Formatting pages/text (9-12)

1A3. Tables/outlines/tabs (9-12)

1A4. Formatting illustrations(9-12) 1A5. Header/Footers, Page

Numbers (9-12)

1A6. Insert & format citations, bibliographies, & footnotes(9- 12)

1A7. Insert text boxes, Quick parts,

Objects, Date & Time, & Drop Caps (9-12)

1A8. Document collaboration/Sharing (9-12)

1B1. Enter & edit formulas &

functions (9-12)

1B2. Sorting/querying (9-12)

1B3. Utilize Fill Handle capabilities (9-12)

1B4. Formatting data/cells

1B5. Create & format charts(9-12)

1B6. Multiple worksheet workbooks (9-12)

1B7. Formula/page layout views

1C1. Hyperlinks (9-12)

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1D. Create a database

1E. Work with templates

1F. Create a web site

1C2. Work with information

graphics (9-12)

1C4. Action buttons (9-12) 1C5. Insert, Edit, Control Audio and

Video Clips

1C6. Online presentation tools 1C5. Creating notes pages (9-12)

1D1. Open, navigate, print a table

(9-12)

1D2. Add and edit data (9-12)

1D3. Find data, sort records, use filters/query (9-12)

1D4. Add tables, forms, reports, and queries (9-12)

1E1. Create, open, navigate, edit and print a template (9-12)

1F1. Use HTML 1F2. Utilize current web

development applications

III. UTILIZE COMMUNICATION, SAFETY, EQUIPMENT CARE, AND DIGITAL CITIZENSHIP AS THEY RELATE TO LIFE SITUATIONS (15.4)

1. Distinguish among and utilize appropriate ethical and legal choices in the use of technology 2. Exhibit appropriate communication methods and job professionalism

1A. Understand legal issues,

ethical behaviors, and district policy

2A. Utilize effective communication methods

2B. Act in a professional manner

1A1. Follow copyright laws (9-12) 1A2. Continue to exhibit appropriate computer behavior (9-12) 1A3. Understand and follow the district acceptable computer use policy (9-12) IA4. Continue to follow Internet safety guidelines (9-12) 2A1. Convey a message using the most effective communication medium and tone (9-12) 2A2. Continue to display respectful attitudes and body language (9-12) 2B1. Evaluate the impact of social, legal, ethical, and safe behaviors on digital citizenship. 2B2. Use proper business etiquette (9-12)

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CAREER GOALS WHILE MAINTAINING AND GROWING PERSONAL FINANCES (15.2, 15.6)

1. Discover and analyze

career options in various fields

2. Develop skills related to personal financial responsibility

1A. Identify various occupations

within a career cluster.

2A. Identify strategies for personal financial management

1A1. Identify personal traits, talents, and Interest as related to various career. 1A2. Analyze and compare global employment opportunities. 1A3. Develop a business cover letter and personal resume. 2A1. Analyze the impact of a positive or negative credit history. 2A2. Analyze the total cost of a major purchase using various finance options. 2A3. Assess the purpose, source, and impact of various taxes. 2A4. Identify the risks and impact of Identity theft. 2A5. Compare and contrast various insurance products. 2A6. Identify factors to consider when developing a personal budget.

V. DEVELOP SKILLS TO ESTABLISH, MAINTAIN, AND EXPAND A BUSINESS IN DOMESTIC AND GLOBAL ECONOMIES. (15.1, 15.5, 15.7, 15.8, 15.9)

1. Demonstrate proficiency in

utilizing business principles and operations

1A. Apply generally accepted accounting principles

1B. Effectively apply basic marketing concepts

1C. Analyze the various components of contract and consumer law

1D. Identify and adapt to various cultural, social, and economical differences

1A1. Analyze the components of the accounting cycle (9-12) 1A2. Read, represent, interpret and perform accounting operations (9-12) 1A3. Perform accounting functions using technology as a tool 1B1. Develop skills revolving around product production, placement, pricing, and promotion (9-12) 1C1. Identify the essentials elements of a valid contract (9-12) 1C2. Classify laws and their impact on business (9-12) 1D1. Explore and appreciate diverse social and cultural differences (9-12)

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1E. Incorporate sound business economic principles

1D2. Identify common and uncommon business practices between countries (9-12) 1D3. Understand and acknowledge world changes leading towards global dependency (9-12) 1D4. Define the processes involved with foreign trade (9-12) 1E1. Identify forms and different organizations for business (9- 12) 1E4. Develop a feasible working business plan (9-12) 1E5. Incorporate management strategies into a variety of business-related scenarios (9- 12)

VI. DEMONSTRATE DIVERGENT THINKING AND CREATIVE PROBLEM SOLVING SKILLS (15.4)

1. Demonstrate competencies in programming, incorporating technology, productivity, and research tools

1A. Basic programming operations and concepts

1B. Incorporate technology productivity tools

1C. Use technology research tools

1A1. Use programming languages to develop logical thinking and problem solving skills 1A2. Create a computer program to solve a problem 1B1. Create an advanced digital project using sophisticated design and appropriate software/applications 1B2. Use productivity tools to collaborate 1B3. Demonstrate ability to produce creative and professional publications (9-12) 1C1. Use technology to locate, evaluate, and collect information from a variety of resources (9-12) 1C2. Apply technology tools to process data and report results (9-12) 1C3. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks (9-12) 2A1. Use technology resources for solving problems and making informal decisions (9-12)

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2. Incorporate multidisciplinary standards in the decision making process

2A. Develop problem-solving and decision-making tools

2A2. Employ technology in the development of strategies for solving problems (9-12) 2A3. Think critically and logically to make the relationships and comparisons for potential resolution (9-12) 2A4. Incorporate STEM initiatives to all aspects of technology.

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GOAL STATEMENT

The Sports and Entertainment Marketing course is designed to give students an opportunity to explore the various facets of sports, entertainment, and recreational marketing and the dynamic impact they have on society. It will show the strategies used to market these industries and the tremendous profit potential for all. The field of sports and entertainment marketing is rapidly growing with many colleges, universities, and high schools offering it as an area of specialization. This high school level course is designed to introduce students to the basic concepts as well as the wealth of opportunities in this new, exciting career option. During this course, the students will:

• Describe marketing, its seven functions, and how it impacts everyone. • Describe sports and entertainment marketing and its rising role in our society. • Identify marketing strategies for the enormous market for sports. • Recognize the power of television and the Internet as marketing tools. • Discuss the various target markets of amateur, college, and professional sports. • Identify the marketing strategies for the entertainment and recreation industry.

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BCIT Curriculum Map

Grade/Course Sports and Entertainment Marketing Time-Frame Semester

Standards & Benchmarks Key Content Performance Indicators Processes & Skills Essential Learning Targets

DEVELOP SKILLS TO ESTABLISH, MAINTAIN, AND EXPAND A BUSINESS IN A GLOBAL ECONOMY • Demonstrate efficiency in applying

marketing strategies in the sports, entertainment, and recreation fields

• Apply sound business and

marketing theories to various sports and entertainment scenarios

USE TECHNOLOGY TO APPLY RESEARCH, PROBLEM-SOLVING, AND COMMUNICATION SKILLS. • Demonstrate computer

competencies for application on particular sports and entertainment projects

• Sports Categories

and Levels • Entertainment

Industries • Recreation

Industries

• Marketing Plan Development

• General Marketing Skills

• Microsoft Office Computer Skills (Word, Excel, PowerPoint and Publisher)

• Describe basic marketing functions and

strategies • Identify the role that sports and

entertainment marketing plays in our society • Identify levels of sports and strategies for

marketing them • Identify entertainment and recreational

activities and strategies for marketing them

• Identify steps in marketing plan development

• Conduct research in developing and effective marketing plan

• Discuss marketing elements needed for developing a marketing plan

• Develop basic marketing skills focused on the

4 Ps of marketing: product planning, placement, pricing, and promotion

• Describe sports categories and methods for effectively marketing them at all levels

• Describe the variety of entertainment in the world and develop ways to effectively market them

• Describe the variety of recreation fields in the world and develop ways to effectively market them

• Apply competencies learned to successfully market a sporting event or entertainment recreation event

• Develop a specific marketing plan for that chosen sport or entertainment event

♦ Define sports and entertainment

marketing and basic strategies and techniques used in a global economy

♦ Apply sports and entertainment

marketing competencies to develop an effective marketing plan

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Standards & Benchmarks Key Content Performance Indicators Processes & Skills Essential Learning Targets

EXPLAIN THE SKILLS REQUIRED FOR OBTAINING A JOB IN THE SPORTS AND ENTERTAINMENT MARKETING FIELD • Define the qualities needed to be

efficient in a sports and entertainment marketing career

• Sports and Entertainment Career and Job Planning

• Basic Internet research techniques

• Identify some specific career opportunities in the sports and entertainment marketing field

• Describe the steps in the career planning process

• Describe the steps in career planning • Research sources of career planning

information • Apply the steps in career planning to select a

sports and entertainment career that is appropriate

♦ Identify potentially profitable careers

in the sports and entertainment marketing industry

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CURRICULUM UNITS I. What is Sports and Entertainment Marketing? (1 week)

• Marketing Basics • Sports Marketing • Entertainment Marketing • Recreation Marketing • History of Sports and Entertainment Marketing

II. College, Amateur, and Professional Sports (3 weeks)

• Marketing College Athletics • Economic Impact of College Athletics • Amateur Sports • Big League Sports • Attracting a Professional Team • Agents, Managers, and Ethics

III. Marketing Products and Services through Sports (3 weeks)

• Using Sports to Market Products • Sponsoring, Promotion, Endorsements • Public Relations, Fans, Publishing, Speaking Engagements • Community Service, Sports Camps, Workshops • Global Sports Marketing • Sports Marketing Careers

IV. Entertainment Industry (2 weeks)

• Entertainment Profits • Distribution of Entertainment • Marketing and Music Theater • Awards and Annual Events • Entertainment and Marketing Careers

V. Recreation Marketing (3 weeks)

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• Recreational Sports • Travel and Tourism • Resorts and Theme Parks • Recreation Marketing Careers

VI. Marketing Plans (2 weeks)

• Advertising • Marketing Research • Developing a Marketing Plan

VII. Legal Issues for Sports and Entertainment (2 weeks)

• Laws and Contracts • Unions • Licensing

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: SPORTS & ENTERTAINMENT MARKETING

STANDARDS LINK Standard(s) V Benchmark Objective(s) V:1 Performance Indicator(s) V:1, 1B

Unit: What is Sports and Entertainment Marketing? (1 Week)

INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Describe basic concepts of marketing. • Define the seven key marketing functions. • Define sports marketing and understand the importance of target markets. • Identify sports marketing strategies and risks. • Discuss the history of sports and entertainment. • Explain how sports and entertainment marketers use tools to sell their products.

NOTE: Bold print indicates objective critical to Essential Learning Targets

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Unit: College, Amateur, and Professional Sports (3 Weeks)

INSTRUCTIONAL OBJECTIVE(S): Date Completed

The students will:

• Identify the different categories of sports.

• Differentiate between amateur and professional sports.

• Discuss the significance of international sports.

• Explain the significance of women’s sports.

• Define the sports consumer and market segmentation.

• Identify sports products.

• Explain the difference between sports goods and services

• Explain the economic impact of sports marketing.

• Apply basic marketing strategies to sports.

• Identify perks associated with big league sports, the distribution process, and financing with a professional sports team.

• Understand the role of agents in marketing. NOTE: Bold print indicates objective critical to Essential Learning Targets

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STANDARDS LINK Standard(s) V Benchmark Objective(s) V:1 Performance Indicator(s) V:1, 1B, 1C, 1E

Unit: Marketing Products and Services through Sports (5 Weeks)


The students will:

• Understand the enormous sports market and emotional ties that people have to sports.

• Discuss the marketing cycle and its correlation with sports.

• Understand sponsors and their investments and types.

• Define endorsements, restrictions, and qualifications for endorsers.

• Discuss the importance of positive public relations for sports.

• Explain how athletes can affect public perceptions.

• List the advantages of fan clubs to both fans and athletes.

• Discuss the importance of marketing research before undertaking a license agreement.

• Explain how a sports figure can be successful in the lecture and publishing circuit.

• Describe the importance of charities and tournaments as a form of community service.

• Explain why sports camps, workshops, and seminars have become increasingly successful.

• Describe the role of international sports in the world.


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STANDARDS LINK Standard(s) V Benchmark Objective(s) V:1 Performance Indicator(s) V:1, 1B, 1D, 1E

Unit: Entertainment Industry (2 Weeks)


The students will:

• Identify different types of entertainment media.

• Explain financial strategies in the motion picture industry.

• Calculate film revenue and discuss the importance of foreign markets for movies.

• Understand the different kinds of entertainment products and distribution.

• Discuss promotional strategies for motion pictures.

• Understand the distribution and legalities of music distribution.

• Explain two kinds of theater promotion.

• Explain the promotional value of entertainment awards.

• Discuss ways in which entertainment is distributed.

• Explain customizing entertainment products for a market segment.

• Discuss the impact of technology on entertainment.

• Discuss the economics of global marketing entertainment. NOTE: Bold print indicates objective critical to Essential Learning Targets

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STANDARDS LINK Standard(s) V, VI Benchmark Objective(s) V:1 ; VI:1, 2 Performance Indicator(s) V:1, 1B; VI:1. 1C, VI:2. 2A

Unit: Recreation Marketing (3 Weeks)


• Apply market information to recreational events.

• Explain the importance of the travel and tourism industry to sports and entertainment marketing.

• Describe how technology has changed travel marketing.

• Understand the importance of partnerships between airlines and recreational destinations.

• Discuss the popularity of halls of fame as destinations.

• Explain the marketing strategies of theme parks and resorts.

• Describe careers in recreation marketing.


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Unit: Marketing Plans (2 Weeks)


• Explain the steps in the advertising process.

• Define the purposes of marketing research.

• Understand the human element in marketing research.

• Explain the purpose of a marketing plan.

• Describe the components of a strategic marketing plan.

• Discuss the profit motive behinds sports and entertainment marketing.

• Describe the types of financing related to sports and entertainment marketing.

• Develop a marketing plan for a sports or entertainment event applying competencies learned.


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STANDARDS LINK Standard(s) V Benchmark Objective(s) V:1 Performance Indicator(s) V:1, 1B, 1C, 1E

Unit: Legal Issues for Sports and Entertainment (2 Weeks)


• Explain risk management in the distribution of sports and entertainment marketing. • Describe the importance of copyright law to pricing.

• Discuss the need for contracts.

• Analyze the public relations impact of labor laws on sports.

• Assess the financial harm that strikes may cause for a sport.

• Analyze the impact of labor unions on sports and entertainment pricing.

• Explain licensing and its financial value.


Documents

HEMPFIELD AREA SCHOOL DISTRICT...2 . ACKNOWLEDGEMENTS . The Hempfield Area School District would like to acknowledge and express appreciation for the development of the Business, Computer