Business Education Curriculum

Business Education Curriculum South Central Consortium 2006 2007 Final July 2008 12:59 PM 07/16/2008 1

Table of Contents Curriculum Information... 3 South Central Consortium Mission Statement... 4 Business Education Mission Statement... 4 Infusion Areas... 5 Standards... 6 Strand: Business Dynamics. 7 Career Development... 7 Communications... 10 Economics... 12 Entrepreneurship... 14 Business Law 16 International Business... 19 Strand: Accounting and Finance 19 Strand: Information Systems... 23 Strand: Business Administration and Management.. 26 Strand: Marketing... 28 Strand: Computation. 29 12:59 PM 07/16/2008 2

Business Education Curriculum The business education curriculum has been created using researched based curriculum resources to develop the standards, benchmarks, and student level indicators that are directed toward developing individual high student achievement and behavioral objectives. The curriculum also contains performance indicators recommended by the Career and Technical Education Department of the Iowa Department of Education. Portions of the old curriculum have been retained and have been marked. Each district has different course offerings and flexibility is a necessary. The structure of this document allows each district to choose from the curriculum what fits into the program of the district. It is the intent of the committee for individual district business departments to determine the specific classes/courses in which the standards, benchmarks, and student level indicators will be taught. The number of infusions areas remains the same. Only global education, high order thinking skills, and multicultural gender fair is mandated by law and must be addressed. The remaining infusion areas are strongly recommended as best practice. In this curriculum document, the infusion areas aren t specifically identified since individual teachers usually develop activities of their own. The curriculum document will also be available on a CD, which will be in a PDF format. If you would like the Word document of the curriculum that you can navigate, please contact me. 12:59 PM 07/16/2008 3

Mission Statement South Central Consortium The South Central Consortium, in cooperation with the communities, develop and maintain curricula that will challenge and enable students to become lifelong learners who are productive, responsible members of a changing society. Our vision recognizes that significant systematic change will occur more rapidly if the school districts work interdependently rather than independently. Educational experiences will be developed and implemented that will ensure the maximum achievement of every student regardless of sex, race, economic status, handicapping conditions or geographic location. These experiences will be provided in a safe and orderly environment. We believe, by working together, rather than as separate school districts, we can be effective in achieving our purpose. Business Education Mission Statement South Central Consortium The discipline of business education prepares students to become contributing citizens who are capable of making astute personal economic decisions in our global marketplace. In preparing students for the continually changing work environment, business education provides opportunities to promote flexibility and adaptability in meeting new challenges. In addition, business education will continue to maintain an ethical human perspective in a technological environment. These lifelong learning skills will empower all students for the choices and challenges of the twenty-first century. 12:59 PM 07/16/2008 4

Business Education Curriculum Infusion Areas Definitions: A definition of the areas to be infused throughout the curriculum. Infusion areas marked with * are required to be infused either by law or administrative rule. Districts will be held accountable for infusing these areas during site visits by the Iowa Department of Education. The remaining four infusion areas are not mandated by law or administrative rule, but are strongly recommended as best practice. *CAR-----Career Education... is awareness of self in relation to others and the needs of society; exploration of employment opportunities and experience in personal decision-making; and experiences which will help students to integrate work values and work skills into their lives. *GLO-----Global Education... an approach to learning which promotes greater understanding of the world as an interconnected aggregate of human and natural systems. *MCGF--Multicultural Gender Fair... the planned curriculum and instruction which educates students about the cultural diversity of our society. COM-----Communication Skills... the primary medium of learning, the interaction of individual capacities, language functions, audiences, and communication modes of writing, reading, speaking, listening, and viewing..hots--higher Order Thinking Skills.. an interactive system; actual experiences of thinking consisting of dynamic and fluid combinations of many different mental operations aimed at varied purposes and based in knowledge and values. LS-----Learning Skills... the appropriate employment of specific skills and behaviors leading to the successful accomplishment of simple to complex academic tasks. TECH--Technology... hardware, system, and/or network used to manipulate and transfer information electronically. 12:59 PM 07/16/2008 5

Business Education Standards Strand: Business Dynamics Standard 1: The student will assess personal strengths and weaknesses as they relate to career exploration and development. Standard 2: The student will understand concepts, strategies, and systems needed to interact effectively with others. Standard 3: The student will understand global economies and their interactions. Standard 4: The student will understand fundamental entrepreneurial concepts that affect business decision-making. Standard 5: The student will demonstrate knowledge of the basics of the law and how law impacts business and society. Standard 6: The student will understand the role of international business and its impact on business activity in the United States. Strand: Accounting and Finance Standard 7: The student will understand the concepts and apply the principles of accounting, financial decision-making, and personal finance. Strand: Information Management and Systems Standard 8: The student will understand and apply the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information. Strand: Business Administration and Management Standard 9: The student will understand and apply the processes and concepts needed for effective business management. Strand: Marketing Standard 10: The student will understand the basic marketing principles of distribution, price, promotion, and sales. Strand: Computation Standard 11: The student will understand essential mathematical operations and statistical procedures. 12:59 PM 07/16/2008 6

Strand: Business Dynamics Business Dynamics Purpose: Allow students to explore the various aspects of the business world including career development, international business, entrepreneurship, business law, and economics. The student will develop an appreciation for the important role of business in the economy and recognize the array of skills and knowledge necessary to be successful in the world of business. Business dynamics incorporates the various functional areas of business as they apply to the consumer, business, and government. Sub-Strand 1: Career Development Standard 1: The student will understand career concepts as a basis for making appropriate career choices Benchmark 1: The student will assess personal strengths and weaknesses as they relate to career exploration and development SLI 1-1-a: determine attitudes needed for career success SLI 1-1-b: plan and prepare for current and future career options based on personal qualities and interest SLI 1-1-c: perform periodic self-assessment to evaluate and modify career plan as needed. Benchmark 2: The student will utilize career resources to develop an information base that includes global careers. SLI 1-2-a: identify, gather, interpret, evaluate, and process available career opportunities and trends SLI 1-2-b: apply knowledge gained from individual assessment to prepare a comprehensive set of goals and an individual career plan SLI 1-2-c: identify sources of financial assistance for career preparation 12:59 PM 07/16/2008 7

SLI 1-2-d: describe possible career positions and their respective career paths integrate all forms of communication in the successful pursuit of a career Benchmark 3: The student will integrate all forms of communication in the successful pursuit of a career. SLI 1-3-a: demonstrate the use of multiple means of communication format (e.g., faxing, emailing, Internet) SLI 1-3-b: demonstrate ability to research a particular company in order to apply for a position SLI 1-3-c: understand the importance of first impressions (verbal and nonverbal) SLI 1-3-d: compose application process documents for a job opportunity (i.e., application form, letter of application, resume, thank you note typed or hand written) SLI 1-3-e: demonstrate appropriate interviewing techniques and skills SLI 1-3-f: list tasks to be completed after an interview Benchmark 4: The student will relate work ethic, workplace relationships, and workplace diversity to career development. SLI 1-4-a: demonstrate personal qualities related to employability (e.g., promptness, collaboration, attendance, dependability) SLI 1-4-b: demonstrate a positive work ethic (e.g., honesty, integrity, punctuality, loyalty) SLI 1-4-c: understand the importance of a positive attitude SLI 1-4-d: illustrate how personal qualities transfer from school to the work place SLI 1-4-e: understand the need for confidentiality SLI 1-4-f: describe a safe and healthy work environment SLI 1-4-g: describe the importance of an organized and functional work area SLI 1-4-h: recognize relevant ethical issues in business 12:59 PM 07/16/2008 8

SLI 1-4-i: participate effectively in teams SLI 1-4-j: prioritize work using time management skills SLI 1-4-k: demonstrate workplace expectations (e.g., dress, hygiene, speech, self-expression, interpersonal skills) SLI 1-4-l: explain appropriate employer-employee interactions SLI 1-4-m: identify issues dealing with gender bias and stereotyping in a culturally diverse workforce SLI 1-4-n: recognize how business is conducted in other cultures SLI 1-4-o: refine stress and explain its impact on the workplace Benchmark 5: The student will utilize strategies to make a connection between school and work. SLI 1-5-a: understand the balance of career and personal time SLI 1-5-b: experience opportunities in one or more career clusters (e.g. shadowing, cooperative work experiences, community service, fostering relationships SLI 1-5-c: develop a career network (e.g. mentoring) SLI 1-5-d: create a portfolio (e.g., resume, sample cover letter, awards, extracurricular activities, community service, references, and work samples) SLI 1-5-e: identify ways substance abuse can impact the workplace SLI 1-5-f: list physical and mental health strategies and understand why fitness is integral to workplace production SLI 1-5-g: recognize the importance of accepting change SLI 1-5-h: relate the importance of lifelong learning to career development SLI 1-5-i: identify a possible timeline for career advancement SLI 1-5-j: discuss the need for flexible career planning Benchmark 6: The student will identify the need for lifelong learning SLI 1-6-a: identify trends and the effect of change on the workplace 12:59 PM 07/16/2008 9

SLI 1-6-b: explain the role of international business and analyze its impact on careers SLI 1-6-c: recognize the need to work in a culturally diverse workplace SLI 1-6-d: identify career options in an expanding global environment SLI 1-6-e: recognize ways global issues affect career choices Benchmark 7: The student will explain the role of international business and analyze its impact on careers. SLI 1-7-a: recognize the need to work in a culturally diverse workplace. SLI 1-7-b: identify career options in an expanding global environment. SLI 1-7-c: recognize ways global issues affect career choices. Sub-strand: Communications Standard 2: The student will understand concepts, strategies, and systems needed to interact effectively with others Benchmark 1: The student will communicate in a clear, courteous, concise, and correct manner SLI 2-1-a: select language appropriate to work situations SLI 2-1-b: use appropriate workplace etiquette SLI 2-1-c: demonstrate the ability to speak clearly and concisely SLI 2-1-d: use positive tone to communicate SLI 2-1-e: interpret business correspondence, professional articles, and supporting graphic materials SLI 2-1-f: select appropriate reading method for a particular situation (e.g., skimming, scanning, speed reading, in-depth reading) SLI 2-1-g: write logical, coherent phrases, sentences, and paragraphs incorporating correct spelling, grammar, and punctuation SLI 2-1-h: describe the importance of documentation in the workplace SLI 2-1-i: proofread documents and make needed changes to ensure correct content, grammar, spelling, and punctuation SLI 2-1-j: avoid use of language bias (e.g., gender, race, ethnicity) 12:59 PM 07/16/2008 10

SLI 2-1-k: use a variety of references and resources (both electronic and printed) SLI 2-1-J: Compose and produce a variety of business letters, memorandums, and reports using correct style, format, and content Benchmark 2: The student will recognize and develop communication skills used in the workplace SLI 2-2-a: express thoughts and ideas using various forms of communication (e.g., verbal, written, body language, etc.) SLI 2-2-b: listen effectively SLI 2-2-c: recognize cultural differences in the business environment SLI 2-2-d: use discretion in communication with others SLI 2-2-e: develop a sensitivity for and awareness of cultural diversity SLI 2-2-f: identify the chain of command, communication channels, and protocol within an organizational structure Benchmark 3: The student will use technology to enhance the effectiveness of communication SLI 2-3-a: project a positive impression when placing or receiving calls SLI 2-3-b: select and use the appropriate technology for the intended communication SLI 2-3-c: demonstrate touch keyboarding and use computer functions to create letters, forms, memoranda, numerical data, and other documents from rough draft, voice recognition system, or from oral or written instructions SLI 2-3-d: gather, interpret, and evaluate information using electronic technologies SLI 2-3-e: explain the use of electronic message technologies including facsimile machines, voicemail, conference calls, pagers, and e- mail 12:59 PM 07/16/2008 11

SLI 2-3-f: recognize need for increased security and confidentiality in the use of technology SLI 2-3-g: demonstrate an awareness of technological advances and available resources SLI 2-3-h: understand the need for flexibility and adaptability when updating technology Sub-strand: Economics Standard 3: The student will understand the economic principles and concepts fundamental to business Benchmark 1: The student will explain and interpret economic systems. # SLI 3-1-a: explain the relationship between tradeoffs and opportunity cost. # SLI 3-1-b: describe and give examples of economic models. # SLI 3-1-c: summarize the major types of economic systems and their differences. # SLI 3-1-d: explain the necessity of private property in a free market society. # SLI 3-1-e: identify the role of the profit motive#. SLI 3-1-f: apply the definitions and laws of supply and demand to price determination. # SLI 3-1-g: list and summarize the four types of resources. # Benchmark 2: The student will understand global economies and their interactions SLI 3-2-a: explain why societies develop economic systems SLI 3-2-b: identify the basic features of different economic systems SLI 3-2-c: discuss the major features of the U.S. economy SLI 3-2-d: discuss the role of government in an economic system SLI 3-2-e: explain the role of exchange and money in an economic system 12:59 PM 07/16/2008 12

Benchmark 3: The student will understand the U.S. government s role in a free enterprise system. SLI 3-3-a: discuss basic features of a market economy (e.g., private ownership of property, profit, competition) SLI 3-3-b: describe the role of markets and prices in the economy SLI 3-3-c: analyze the role of the law of supply and demand in the economy SLI 3-3-d: identify and discuss examples of laws and government regulations designed to maintain competition SLI 3-3-e: define terms relating to the status of an economy. # SLI 3-3-f: explain the purpose of government and the guidelines for government provided services. # SLI 3-3-g: compare and contrast monetary policy and fiscal policy for inflation and unemployment (recession). # SLI 3-3-h: analyze government s obligation to protect via laws. # Benchmark 4: The student will understand how economic principles affect the workplace. Student will SLI 3-4-a: understand the concept of opportunity cost analysis SLI 3-4-b: explain the importance of productivity as it relates to profit SLI 3-4-c: explain how the economy encourages entrepreneurship SLI 3-4-d: explain how the economy functions by describing typical economic activities (e.g., gross domestic product, unemployment, inflation) SLI 3-4-e: describe different types of competitive structures and illustrate the role of competitive markets Benchmark 5: The student will describe the role of business in the U. S. economy. # SLI 3-5-a: describe the advantages and disadvantages of the three basic forms of business. # 12:59 PM 07/16/2008 13

SLI 3-5-b: list the methods, characteristics and laws affecting competition.# SLI 3-5-c: explain the characteristics of the various types of businesses (producer, manufacturer, retailer, service, etc.) and their relationship to each other and consumers. # Benchmark 6: The student will understand how the individual fits into the economic scheme SLI 3-6-a: describe the rights and responsibilities of citizens in an economy (e.g., taxation, right to own property, purchasing decisions) SLI 3-6-b: describe how consumers and the marketplace are interdependent SLI 3-6-c: recognize the economic impact of employee actions on employer profitability SLI 3-6-d: explain why scarcity faces all people at all times SLI 3-6-e: distinguish between wants and needs. # SLI 3-6-f: list ways in which people can balance economic rights with economic responsibilities. # SLI 3-6-g: evaluate ways to save, spend, and invest resources.# SLI 3-6-h: analyze the advantages and disadvantages of debt.# Sub-Strand: Entrepreneurship Standard 4: The student will understand fundamental entrepreneurial concepts that affect business decision-making Benchmark 1: The student will identify unique characteristics of an entrepreneur and evaluate the degree to which one possesses those characteristics SLI 4-1-a: explore entrepreneurship as a personal goal, assessing risks and identifying opportunities SLI 4-1-b: plan and prepare for current and future entrepreneurial career options based on personal qualities and interests 12:59 PM 07/16/2008 14

SLI 4-1-c: identify the importance of entrepreneurship SLI 4-1-d: demonstrate ability to generate innovative and practical solutions to business problems SLI 4-1-e: identify the types of risks faced by entrepreneurs SLI 4-1-f: identify and describe the characteristics of a successful entrepreneur.# SLI 4-1-g: analyze the degree to which one possesses the characteristics of an entrepreneur. # SLI 4-1-h: demonstrate the positive work ethic - honesty, integrity, punctuality, and loyalty.# SLI 4-1-i: analyze the costs and benefits of choosing to become an entrepreneur.# Benchmark 2: The student will identify characteristics of a successful entrepreneurial endeavor. # SLI 4-2-a: differentiate between an employee, manager and entrepreneur.# SLI 4-2-b: identify the importance of small business.# SLI 4-2-c: students will appraise marketable ideas, opportunity/plans, and competitive advantage. # Benchmark 3: The student will describe how ethics, government, and different forms of business ownership affect the entrepreneurial venture SLI 4-3-a: understand and describe the different types of business ownership SLI 4-3-b: identify legal issues affecting entrepreneurs SLI 4-3-c: identify assistance available for entrepreneurs (e.g., SBA) Benchmark 4: The student will develop a business plan SLI 4-4-a: identify business plan components SLI 4-4-b: write a business plan 12:59 PM 07/16/2008 15

Benchmark 5: The student will identify, establish, maintain, and analyze appropriate records to make business decisions. SLI 4-5-a: explain the importance of financial analysis and the role of good recordkeeping (i.e., allocate time, money, materials, personnel, space, analyze financial documents) SLI 4-5-b: recognize the importance of various resources and assistance available to the entrepreneurs SLI 4-5-c: discuss the advantages and disadvantages of offering or obtaining credit Benchmark 6: The student will describe how cultural differences, export/import opportunities, and current trends in a global marketplace can affect an entrepreneurial venture SLI 4-6-a: identify the role of international trade SLI 4-6-b: discuss the impact of international trade on the business plan Benchmark 7: The student will explain the legal rules that impact society Strand: Business Law Standard 5: The student will demonstrate knowledge of the basics of the law and how the law impacts business and society. Benchmark 1: The student will be able to identify the concepts of a contract as it pertains to a minor. # SLI 5-1-a: identify terms related to contracts.# SLI 5-1-b: explain the rights and duties of minors.# SLI 5-1-c: explain the importance of contracts.# SLI 5-1-d: identify contracts for necessities.# Benchmark 2: The student will be able to identify the concepts of a contract as it pertains to an adult. # SLI 5-2-a: identify terms related to contracts.# 12:59 PM 07/16/2008 16

SLI 5-2-b: list and describe types of illegal agreements.# SLI 5-2-c: list the elements of a binding contract.# SLI 5-2-d: identify types of contracts that must be in writing. # SLI 5-2-e: understand the different stages of a contract. (void, voidable, valid, executory, executed)# Benchmark 3: The student will understand the nature of the laws affecting business. SLI 5-3-a: analyze the relationship between ethic and the law and describe the sources of the law, the structure of the court system, the different classifications of procedural law, and the different classifications of substantive law. SLI 5-3-b: analyze the relationships among contract law, law of sales, and consumer law. SLI 5-3-c: analyze the role and importance of agency law and employment law as they relate to the conduct of business in the national and international marketplaces. SLI 5-3-d: Describe the major types of business organizations operating within the socio-economic arena of the national and international marketplace today and in the future. SLI 5-3-e: explain the legal rules that apply to personal property and real property. SLI 5-3-f: analyze the functions of commercial paper, insurance, secured transactions, and bankruptcy. SLI 5-3-g: explain how the advances in computer technology impact upon such areas as property law, contract law, criminal law, and international law. SLI 5-3-h: determine appropriateness of wills and trusts in estate planning. SLI 5-3-i: explain the legal rules that apply to marriage, divorce, and child custody. SLI 5-3-j: explain the legal rules that apply to environmental law and energy regulation. 12:59 PM 07/16/2008 17

Benchmark 4: The student will understand the legal process. SLI 5-4-a: Describe the sources of the law and the structure of the court system SLI 5-4-b: Describe the different classifications of procedural and substantive law SLI 5-4-c: Identify resources to gain knowledge of the legal system SLI 5-4-d: Describe the changing environment for legal issues Benchmark 5: The student will analyze the relationship between business ethics and the legal processes SLI 5-5-a: Recognize relevant laws and ethical issues in business and their importance SLI 5-5-b: Identify ethical character traits (e.g., honesty, integrity, compassion, justice) Benchmark 6: The student will describe the major governmental regulations of business organizations SLI 5-6-a: Describe legislation that affects businesses SLI 5-6-b: Demonstrate a familiarity with common governmental regulations affecting business SLI 5-6-c: Identify legislation that regulates employee rights within a business Benchmark 7: The student will explain the legal rules that impact society 12:59 PM 07/16/2008 18

Strand: International Business Standard 6: The student will understand the role of international business and its impact on business activity in the United States. Benchmark 1. The student will explain the role of international business and analyze its impact on careers and business activity at the local, state, national, and international levels. # SLI 6-1-a: identify the impact international business has on consumers, business, and government.# SLI 6-1-b: identify careers that are influenced by international business.# Benchmark 2: The student will address special challenges in operations and management. # SLI 6-2-a: evaluate communications methods which are most appropriate for given situations.# SLI 6-2-b: discuss the impact of cultural differences on business activity. # Strand: Accounting and Finance Accounting and Finance Purpose: Students will apply the basic principles of accounting as related to a proprietorship, partnership, and corporation. These skills will enable students to obtain entry-level positions, make personal finance decisions, and/or continue studies at higher levels of education. Standard 7: The student will understand the concepts and apply the principles of accounting, financial decision-making, and personal finance Benchmark 1: The student will recognize and understand basic terminology, principles, and concepts in the accounting process 12:59 PM 07/16/2008 19

SLI 7-1-a: identify accounting terminology (e.g., assets, liabilities, owner s equity) SLI 7-1-b: demonstrate an understanding of accounting principles (e.g., historical cost, ongoing concern, matching revenue and expenses) SLI 7-1-c: demonstrate an awareness of basic accounting concepts by completing related activities Benchmark 2: The student will complete the various steps of the accounting cycle and explain the purpose of each step using manual and/or computerized systems SLI 7-2-a: describe the functions of a basic accounting system SLI 7-2-b: describe the need for the concept of documentation (e.g., checks & balances, dual entry system, etc.) SLI 7-2-c: analyze source documents SLI 7-2-d: journalize business transactions SLI 7-2-e: compute money transactions (i.e., making change, handling petty cash, preparing bank deposits, electronic funds transfer, reconciling bank statements) SLI 7-2-f: total and prove journal(s) SLI 7-2-g: post transactions and maintain ledger(s) (e.g., general, subsidiary, payroll) SLI 7-2-h: prepare worksheet and related financial statements SLI 7-2-i: journalize and post-adjusting and closing entries SLI 7-2-j: prepare a post closing trial balance Benchmark 3: The student will apply appropriate accounting principles to satisfy the legal requirements of a business SLI 7-3-a: describe the payroll process and calculate payroll and related taxes SLI 7-3-b: demonstrate a familiarity with common government regulations affecting business (e.g., FICA, Medicare, FUTA, SUTA) SLI 7-3-c: identify various types of depreciation methods 12:59 PM 07/16/2008 20

SLI 7-3-d: calculate plant asset depreciation Benchmark 4: The student will complete the various steps of the accounting cycle for a service business organized as a proprietorship. SLI 7-4-a: define accounting terms related to the accounting cycle SLI 7-4-b: identify accounting concepts and practices related to the accounting cycle. # SLI 7-4-c: classify accounts as assets, liabilities, or owner s equity. # SLI 7-4-d: analyze how transactions affect accounts in the accounting equation. # SLI 7-4-e: prepare financial statements (balance sheet, income statements, and post closing trial balance.)# SLI 7-4-f: journalize transactions and post. # SLI 7-4-g: complete a worksheet. # SLI 7-4-h: record adjusting and closing entries. # Benchmark 5: The student will manage the functions of a checking account. # SLI 7-5-a: prepare bank deposits. # SLI 7-5-b: write checks. # SLI 7-5-c: maintain a checkbook register. # SLI 7-5-d: reconcile a bank statement. # SLI 7-5-e: establish and replenish a petty cash fund. # Benchmark 6: The student will complete the accounting cycle for a merchandising business organized as a partnership. # SLI 7-6-a: define accounting terms related to the accounting cycle. # SLI 7-6-b: identify accounting concepts and practices relating to the accounting cycle. # 12:59 PM 07/16/2008 21

SLI 7-6-c: analyze and record journal transactions (cash receipts, purchases, cash payments, sales, general journal)# SLI 7-6-d: post to general ledger and subsidiary ledgers. # SLI 7-6-e: prepare financial statements related to the merchandising partnership (balance sheet, income statement, subsidiary schedules, owner s equity, distribution of net income, post closing trial balance.)# SLI 7-6-f: complete a worksheet. # SLI 7-6-g: record adjusting and closing entries. # Benchmark 7: The student will apply appropriate accounting principles to payroll. # SLI 7-7-a: define accounting terms related to payroll records. # SLI 7-7-b: identify accounting practices related to payroll records. # SLI 7-7-c: calculate employee earnings and deductions. # SLI 7-7-d: complete payroll records. # SLI 7-7-e: prepare payroll checks. # SLI 7-7-f: journalize and post payroll transactions. # SLI 7-7-g: prepare selected payroll reports. # Benchmark 8: The student will complete the various steps of an accounting cycle for a merchandising business organized as a corporation. # SLI 7-8-a: define accounting terms related to the accounting cycle. # SLI 7-8-b: identify accounting concepts and practices relating to the accounting cycle.# SLI 7-8-c: analyze, record, and post transactions for a corporation. (discounts, returns and allowances, uncollectible accounts, notes payable and receivable, revenue and expenses, dividends)# SLI 7-8-d: complete a worksheet. # SLI 7-8-e: prepare financial statements (income statement, statement of stock holder s equity, balance sheet)# 12:59 PM 07/16/2008 22

Benchmark 9: The student will complete the various steps of plant asset record systems. # SLI 7-9-a: define and identify terms and concepts relating to plant asset records. # SLI 7-9-b: calculate depreciation and book value. # SLI 7-9-c: maintain plant asset records. # SLI 7-9-d: journalize transactions. Strand 3: Information Management and Systems Information Management and Systems Purpose: All students shall demonstrate technological skills necessary to function in the twenty-first century. The student will apply skills needed for both systems, because our society is in transition from paper-based to computer-based systems. Technology should be viewed and taught as a tool for problem solving and decision-making. Standard 8: The student will understand and apply the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information Benchmark 1: The student will identify available operating systems SLI 8-1-a: compare and contrast system software and hardware used to satisfy a business need Benchmark 2: The student will select and use appropriate software applications SLI 8-2-a: use appropriate database, spreadsheet, word processing, desktop publishing and presentation applications to solve problems SLI 8-2-b: demonstrate ability to integrate software applications SLI 8-2-c: use word processing software to create, modify, store, retrieve, and print documents SLI 8-2-d: key materials from rough draft, voice recognition, and oral or written instruction 12:59 PM 07/16/2008 23

SLI 8-2-e: maintain a records management system (i.e., alphabetic, numeric, geographic, subject) SLI 8-2-f: use spreadsheet software to manipulate data Benchmark 3: The student will apply decision-making skills in the business environment. SLI 8-3-a: gather, interpret, and evaluate information SLI 8-3-b: recognize the importance and availability of resources (e.g., technical support, help menus, reference manuals) SLI 8-3-c: demonstrate an understanding of file management SLI 8-3-d: recognize availability of electronically generated basic business forms and records (e.g., purchase orders, expense vouchers, and time cards) SLI 8-3-e: interpret and apply numerical information found in tables, graphs, and charts SLI 8-3-f: process incoming mail and email SLI 8-3-g: demonstrate problem-solving skills (e.g., mathematical, situational, interpersonal). Benchmark 4: The student will understand and follow a code of ethics for information systems use and management. SLI 8-4-a: identify the need for and importance of confidentiality SLI 8-4-b: explain advances in computer technology and their legal impact Benchmark 5: The student will apply the functions of the word-processing software to appropriate tasks. # SLI 8-5-a: develop touch-keyboarding techniques for speed and accuracy.# SLI 8-5-b: format letters, forms, memoranda, tables, and other materials.# 12:59 PM 07/16/2008 24

SLI 8-5-c: the student will proofread for correct grammar, format, spelling, and punctuation. # Benchmark 6: The student will apply the functions of database software to appropriate tasks. SLI 8-6-a: enter data using database software. SLI 8-6-b: manipulate data using database software. SLI 8-6-c: the student will report information using database software. Benchmark 7: The student will apply the functions of spreadsheet software to appropriate tasks. SLI 8-7-a: enter data using spreadsheet software. SLI 8-7-b: create, manipulate, and design formulas. SLI 8-7-c: produce charts. Benchmark 8: The student will apply the functions of multimedia software to appropriate tasks. SLI 8-8-a: produce a multimedia presentation SLI 8-8-b: produce a desktop publishing product. Benchmark 9: The student will demonstrate use of basic office equipment. SLI 8-9-a: enter and manipulate numerical data using the touch method of a 10-key calculator. SLI 8-9-b: maintain records management system SLI 8-9-c: develop intra and internet communications skills (aka e-mail) Strand: Business Administration and Management Standard 9: The student will understand and apply the processes and concepts needed for effective business management Benchmark 1. The student will understand the principles of management 12:59 PM 07/16/2008 25

SLI 9-1-a: identify major motivation theories and how they apply to management SLI 9-1-b: demonstrate an awareness of basic business principles (e.g., profit, competition, supply and demand, business cycles) SLI 9-1-c: list the functions of management and explain why they are important SLI 9-1-d: describe the role of management in successful businesses SLI 9-1-e: recognize relevant ethical issues affecting management decisionmaking SLI 9-1-f: identify, describe, and analyze the impact and relationship of community involvement on business management decisions Benchmark 2. The student will understand the manager s role SLI 9-2-a: describe a professional attitude necessary to promote a productive, positive, and healthy work environment SLI 9-2-b: explain the importance of a manager s ability to adapt, cope, and change SLI 9-2-c: explain the importance of maintaining physical and mental health and fitness necessary to produce in the workplace SLI 9-2-d: identify the need for lifelong learning SLI 9-2-e: demonstrate effective time management skills SLI 9-2-f: recognize the importance of promoting quality standards and meeting production goals Benchmark 3: The student will describe the activities of managers of human resource departments and their importance to the operation of the organization SLI 9-3-a: define human resources management SLI 9-3-b: develop stress management skills SLI 9-3-c: manage personal behavior appropriate to the workplace SLI 9-3-d: recognize the importance and availability of assistance for employees 12:59 PM 07/16/2008 26

SLI 9-3-e: identify factors for employee selection, development, review, recognition, and discipline SLI 9-3-f: demonstrate change management skills SLI 9-3-g: demonstrate steps involved in conflict resolution SLI 9-3-h: describe situations where decisions must be made regarding the confidentiality of personnel information SLI 9-3-i: demonstrate a knowledge of labor rights SLI 9-3-j: describe the need for an organized and functional work environment SLI 9-3-k: model professionalism in the workplace Benchmark 4: The student will identify various organizational structures SLI 9-4-a: identify the chain of command and protocol within an organizational structure SLI 9-4-b: discuss the advantages and disadvantages of common organizational structures Benchmark 5: The student will identify the use of teams in business SLI 9-5-a: identify various forms of business teams SLI 9-5-b: identify the role of the manager as a team facilitator SLI 9-5-c: describe the team-building process SLI 9-5-d: explain the various decision-making processes a team uses Strand: Marketing Standard 10: The student will understand the basic marketing principles of distribution, price, promotion, and sales Benchmark 1: The student will identify the roles of marketing Benchmark 2: The student will identify ways marketing contributes to company s image SLI 10-2-a: define the role of marketing SLI 10-2-b: explain the difference between target markets SLI 10-2-c: explain the importance of value-added service 12:59 PM 07/16/2008 27

SLI 10-2-d: identify the four parts of the SWOT system Benchmark 3: The student will communicate effectively with various business constituencies SLI 10-3-a: discuss the importance of communication skills when working with customers SLI 10-3-b: understand the importance of developing positive customer/client relationships SLI 10-3-c: understand strategies necessary for dealing with customers/clients in a variety of situations SLI 10-3-d: understand the need to go above and beyond minimum requirements to be competitive SLI 10-3-e: demonstrate professional behavior required when working with customers/clients SLI 10-3-e: understand importance of turn-around time SLI 10-3-f: understand communication strategies necessary and appropriate for international business relations Benchmark 4: The student will develop a marketing plan SLI 10-4-A: List the steps in developing a marketing plan SLI 10-4-b: identify available resources for implementing the marketing plan SLI 10-4-c: explain the difference between target markets Benchmark 5: The student will apply economic concepts when making marketing decisions. SLI 10-5-a: identify factors affecting pricing SLI 10-5-b: explain possible consequences of price increases/decreases Strand: Computation Standard 11: The student will understand essential mathematical operations and statistical procedures 12:59 PM 07/16/2008 28

Benchmark 1: Apply appropriate mathematical operations to solve problem SLI 11-1-a: determine the correct mathematical process for various problems using formulas when appropriate SLI 11-1-b: select and use appropriate tools for solving problems (e.g., paper, pencil, calculator, computer) SLI 11-1-c: use estimation to verify a calculated result SLI 11-1-d: communicate understanding of strategies needed to solve mathematical problems SLI 11-1-e: solve problems containing whole numbers, decimals, fractions, percentages, ratios, and proportions SLI 11-1-f: use algebraic operations to solve problems SLI 11-1-g: use domestic and international standards of measurement in solving problems Benchmark 2: The students will analyze and interpret data Student will SLI 11-2-a: construct, read, and interpret tables, charts, and graphs SLI 11-2-b: make inferences about data found in tables, charts, and graphs 12:59 PM 07/16/2008 29

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