Industry Certification Standard I - 10 2014

Standard I :
Curriculum and I nstruction

Hiram High School
Introduction to Business & Technology
2014-2015 Course Syllabus

Teacher
Angela Johnson
Room #
500
Email Address
ajohnson@paulding.k12.ga.us

Teacher phone
770-443-1182

Teacher Support
Edmodo.com

COURSE DESCRIPTION

Introduction to Business & Technology is the foundational course for the
Administrative Support, Small Business Development, and Human Resources
Management pathways. The course is designed for high school students as a
gateway to the career pathways above, and provides an overview of business
and technology skills required for today's business environment. Knowledge of
business principles, the impact of financial decisions, and technology
proficiencies demanded by business combine to establish the elements of this
course. Emphasis is placed on developing proficient fundamental computer
skills required for all career pathways. Students will learn essentials for working in
a business environment, managing a business, and owning a business. The
intention of this course is to prepare students to be successful both personally
and professionally in an information-based society. Students will not only
understand the concepts, but apply their knowledge to situations and defend
their actions/decisions/choices through the knowledge and skills acquired in this
course. Employability skills are integrated into activities, tasks, and projects
throughout the course standards to demonstrate the skills required by business
and industry. Competencies in the co-curricular student organization, Future
Business Leaders of America (FBLA), are integral components of both the
employability skills standards and content standards for this course.

Various forms of technologies will be highlighted to expose students to the
emerging technologies impacting the business world. Professional
communication skills and practices, problem-solving, ethical and legal issues,
and the impact of effective presentation skills are taught in this course as a
foundational knowledge to prepare students to be college and career ready.
Introduction to Business & Technology is a course that is appropriate for all high
school students. After mastery of the standards in this course, students should be
prepared to
earn an industry recognized credential: Microsoft Office Specialist for Word Core
Certification. The pre-requisite for this course is advisor approval.
FUTURE BUSINESS LEADERS OF AMERICA (FBLA)

FBLA is a co-curricular student organization that plays an integral part in the
components of the Business & Technology course standards. FBLA activities are
incorporated throughout this course and the rest of the Business and Computer
Science courses. Students are strongly urged to join FBLA ($15) to benefit from
the wealth of opportunities the organization has to offer.

COURSE CURRICULUM CONTENT

COURSE STANDARDS

IBT-1 Demonstrate employability skills required by business and industry.

IBT-2 Apply technology as a tool to increase productivity by creating, editing, and
publishing industry-appropriate documents.

IBT-3 Master word processing software to create, edit, and publish professional-appearing
business documents.

IBT-4 Analyze and integrate leadership skills and management functions within the business
environment.

IBT-5 Demonstrate understanding of the concept of marketing and its importance to
business ownership.

IBT-6 Use professional oral, written, and digital communication skills to create, express, and
interpret information and ideas.

IBT-7 Demonstrate an understanding of entrepreneurship through recognizing a business
opportunity, how to start a business based on the recognized opportunity, and basics of
how to operate and maintain that business

IBT-8 Understand, interpret and use accounting principles to make financial decisions.

IBT-9 Develop effective money management strategies and understand the role and
functions of financial institutions.

IBT-10 Research and interpret the various risks involved in operating a business while
determining the role of insurance for a business.

IBT-11 Examine basic human resources and the legal aspects of a business while
incorporating the methods into business practices.

IBT-12 Explore how related student organizations are integral parts of career and
technology education courses through leadership development, school and community
service projects, entrepreneurship development, and competitive events.

UNITS/TOPICS
Semester 1:

1. Introduction to Technology
2. Word Processing Applications
3. Effective Communication Skills
4. Introduction to the World of Marketing
Semester 2:

1. Leadership and Management
2. Accounting 101
3. Money Management Basics
4. Managing Risks
5. Introduction to Human Resources
5. Entrepreneurship and Business
Ownership

INSTRUCTIONAL MATERIALS AND SUPPLIES

Published Materials Instructional Supplies

3-ring binder
flash drive poster
Paper
Pen or Pencil
Headphones

EVALUATION AND GRADING

Assignment Categories Grade Weights Grading Scale
Classwork
Final Exam
Homework
Midterm Exam
Projects
Quizzes
Unit Tests
Formative Assessments 20 %
Daily Work
Quizzes
Homework
Summative Assessments 60 %
Projects
Unit Tests
Midterm Exam 20%
Performance
Objective
Final Exam 20 %
Performance
Objective

A: 90 -100
B: 80 - 89
C: 70 - 79
F: 69 & below

OTHER INFORMATION

Expectations for Academic Success Additional Requirements/ Resources
1) Complete daily classwork assignments
2) Participate in discussions and ask questions
3) Participate constructively as a team member
4) Problem solve and accept challenges
5) Challenge yourself to continuously improve

This syllabus may be updated as needed throughout the semester.

BUSINESS MANAGEMENT AND ADMINISTRATION CAREER CLUSTER

INTRODUCTION TO BUSINESS & TECHNOLOGY - PACING GUIDE

Course Pacing
Overview Duration
(Weeks)
Semester 1 - Unit/Topic Standard
3 Introduction to Technology IBT-1, IBT-2
4 Word Processing
Applications
IBT-1, IBT-2, IBT-3
3 Effective Communication
Skills
IBT-1, IBT-2, IBT-3, IBT-6, IBT-12
4 Introduction to the World of
Marketing
4 Entrepreneurship and
Business Ownership
Duration (Weeks) Semester 2 - Unit/Topic Standard

2 Leadership and
Management
4 Accounting 101 IBT-1, IBT-2, IBT-3, IBT-8, IBT-12
4 Money Management
Basics
4 Managing Risk IBT-1, IBT-2, IBT-3, IBT-10, IBT12
4 Introduction to Human
Resources
IBT-1, IBT-2, IBT-3, IBT-11, IBT12

Hiram High School
Legal Environment of Business
Course Number: 06.41500

Teacher: Angela Johnson
Room # 500
Email Address: ajohnson@paulding.k12.ga.us
Teacher phone number: (770)443-1182
Teacher Support: edmodo.com

COURSE DESCRIPTION

Legal Environment of Business addresses statutes and regulations affecting businesses, families,
and individuals. All students will benefit with the knowledge of business law as they will
eventually assume roles as citizens, workers, and consumers in their communities and in society
at large.

Students will get an overview of business law while concentrating on the legal aspects of
business ownership and management. Legal issues addressed include court procedures, contracts,
torts, consumer law, employment law, environmental law, international law, ethics, and the role
of the government in business. Students will not only understand the concepts, but will also
apply their knowledge to situations and defend their actions, decisions, and choices.

Various forms of technologies will be highlighted to expose students to the emerging
technologies impacting the business world. Professional communication skills and practices,
problem-solving, ethical and legal issues, and the impact of effective presentation skills are
expanded in this course to prepare students to be college and career ready. Employability skills
are integrated into activities, tasks, and projects throughout this course to demonstrate skills
required by business and industry. Competencies in the co-curricular student organization,
Future Business Leaders of America (FBLA), are integral components of both the employability
skills and content standards of this course.

Legal Environment of Business is the second course in the Entrepreneurship and Human
Resources
Management pathway in the Business Management & Administration Cluster. Students enrolled
in this course should have successfully completed the first course in the pathway Introduction to
Business & Technology

FUTURE BUSINESS LEADERS OF AMERICA (FBLA)
FBLA is a co-curricular student organization that plays an integral part in the components of the
Business &
Technology course standards. FBLA activities are incorporated throughout this course and the
rest of the Business and Computer Science courses. Students are strongly urged to join FBLA
($15) to benefit from the wealth of opportunities the organization has to offer.


COURSE STANDARDS
BMA-LEB-1: Demonstrate employability skills required by business and industry.

BMA-LEB-2: Compare and contrast the relationship between ethics and law for a business.

BMA-LEB-3: Explain and illustrate through simulation the process by which a legal dispute is resolved
for a business and personal issue.

BMA-LEB-4: Investigate major crimes affecting business and the impact on a business.

BMA-LEB-5: Evaluate the use of tort law in a business setting.

BMA-LEB-6: Demonstrate an understanding of contractual relationships.
BMA-LEB-7: Categorize, evaluate, and assess specific statutory/regulatory schemes impact on a
business.
BMA-LEB-8: Illustrate and defend the challenges of applying existing law to e-commerce.
BMA-LEB-9: Research and summarize the influence of diverse cultures and customs on business
practices while detailing awareness in business operations.
BMA-ENT-10: Explore how related student organizations are integral parts of career and technology
education courses through leadership development, school and community service projects,
entrepreneurship development, and competitive events.

UNITS/TOPICS AND DURATION FOR INSTRUCTION
Duration
(Weeks)
Unit/Topic Standard
2 Employability BMA-ENT-1
9 Ethics and The Law BMA-LEB-2
BMA-LEB-3
BMA-LEB-4
BMA-LEB-5
5 Operation Laws for Business BMA-LEB-6
BMA-LEB-7
BMA-LEB-8
1 International Law BMA-LEB-9
18 FBLA Integration (Every Week) BMA-ENT-10


3-ring binder
Paper
Pen or Pencil
Headphones


Assignment Categories

Grade Weights

Grade Scale
Classwork
Final Exam
Homework
Midterm Exam
Projects
Quizzes
Unit Tests
Daily Work
Quizzes
Homework

Projects
Unit Tests

Midterm Exam 20 %
Performance
Objective

Final Exam 20 %
Performance
Objective
100-90 A
89-80 B
79-70 C
69 and Below F

OTHER INFORMATION

1) Participate in discussions and ask
questions
2) Participate constructively as a team
member
3) Complete daily classwork assignments
4) Problem solve and accept challenges
5) Challenge yourself to continuously
improve

Hiram High School Entrepreneurship
Course Number: 06.41610

Teacher Angela Johnson Room # 500
Email Address ajohnson@paulding.k12.ga.us
Teacher Phone: 770-443-1182
Edmodo.com

COURSE DESCRIPTION

How do you turn an idea into a business? Experience just that in this course! Entrepreneurship
focuses on recognizing a business opportunity, starting a business, operating and maintaining a
business. Students will be exposed to the development of critical thinking, problem solving, and
innovation in this course as they will either be the business owner or individuals working in a
competitive job market in the future. Integration of accounting, finance, marketing, business
management, legal and economic environments will be developed throughout projects in this
course. Working to develop a business plan that includes structuring the organization, financing
the organization, and managing information, operations, marketing, and human resources will be
a focus in the course. Engaging students in the creation and management of a business and the
challenges of being a small business owner will be fulfilled in this course.

Various forms of technologies will be used to expose students to resources and application of
business principles for starting, operating and maintaining a business. Professional
communication skills and practices, problem-solving, ethical and legal issues, and the impact of
effective presentation skills are enhanced in this course to prepare students to be college and
career ready. Employability skills are integrated into activities, tasks, and projects throughout the
course standards to demonstrate the skills required by business and industry. Competencies in the
co-curricular student organization, Future Business Leaders of America (FBLA), are integral
components of the employability skills standard for this course.

Entrepreneurship is the third course in the pathway in the Business Management &
Administration Cluster. Students enrolled in this course should have successfully completed
Introduction to Business & Technology and Legal Environment of Business. After mastery of the
standards in this course, students should be prepared to take the end of pathway assessment in
this career area.
dent organization that plays an integral part in the components of the Business & Technology
course standards. FBLA activities are incorporated throughout this course and the rest of the
Business and Computer Science courses. Students are strongly urged to join FBLA $15 to
benefit from the wealth of opportunities the organization has to offer.


COURSE STANDARDS
BMA-ENT-1: Demonstrate employability skills required by business and industry.

BMA-ENT-2: Relate concepts and processes associated with entrepreneurial success and the
personal traits and behaviors associated with successful entrepreneurial performance.
BMA-ENT-3: Use and model concepts, strategies, and systems needed to interact and present
effectively to others.
BMA-ENT-4: Apply fundamental business concepts that affect business decision making.
BMA-ENT-5: Explain and detail legal form of business ownership and the impact of
governments role on business.
BMA-ENT-6: Understand and apply the basic economic principles and concepts fundamental
to entrepreneurship.
BMA-ENT-7: Develop a marketing plan to identify, reach, and retain customers in a specific
target market.
BMA-ENT-8: Analyze financial issues relating to successful business ownership.

BMA-ENT-9: Manage and operate a business (or simulate the management and operation)
through daily tasks and activities of a small business.
BMA-ENT-10: Research, develop, and present a business plan.
BMA--ENT-11: Understand the concepts, systems, and strategies needed to acquire, motivate,
develop, and terminate employees.

BMA-ENT-12: Explore how related student organizations are integral parts of career and
technology education courses through leadership development, school and community service
projects, entrepreneurship development, and competitive events.

UNITS/TOPICS AND DURATION FOR INSTRUCTION

UNITS/TOPICS DURATION
Employability 2 weeks
Introduction to Entrepreneurship 1 week
Communication 2 weeks
Entrepreneurship and Economy 3 weeks
Market 1 week
Finances 1 week
Management 1 week
Business Plan 5 weeks


3-ring binder
Paper
Pen or Pencil
Headphones


Assignment Categories

Grade Weights

Grade Scale
Classwork
Final Exam
Homework
Midterm Exam
Projects
Quizzes
Unit Tests
Daily Work
Quizzes
Homework

Projects
Unit Tests

Final Exam 20 %
Performance
Objective
100-90 A
89-80 B
79-70 C
69 and Below F

OTHER INFORMATION

1) Participate in discussions and ask questions
2) Participate constructively as a team member
3) Complete daily classwork assignments 4)
Problem solve and accept challenges
5) Challenge yourself to continuously improve

BUSINESS MANAGEMENT AND ADMINISTRATION CAREER CLUSTER
ENTREPRENEURHSIP PACING
GUIDE
Duration
(Weeks)
Unit/Topic Standard
2 Employability BMA-ENT-1
1 Introduction to Entrepreneurship BMA-ENT-2
2 Communication BMA-ENT-3
3 Entrepreneurship and the Economy BMA-ENT-4
BMA-ENT-5
BMA-ENT-6
1 Marketing BMA-ENT-7
1 Finances BMA-ENT-8
1 Management BMA-ENT-9
5 Business Plan BMA-ENT-10
BMA-ENT-11
18 FBLA Integration (Every Week) BMA-ENT-12

Title/Topic Duration
Employability 2 Weeks
Standard Common Core Integration
BMA-ENT-1: Demonstrate employability skills required by
business and industry.

1.1: Communicate effectively through writing, speaking,
listening, reading and interpersonal abilities.

1.2: Demonstrate creativity with multiple approaches to
ask challenging questions resulting in innovative
procedures, methods, and products.

1.3: Exhibit critical thinking and problem-solving skills to
locate, analyze, and apply information in career planning
and employment situations.
1.4: Model work readiness traits required for success in
the workplace including integrity, honesty, accountability,
punctuality, time management, and respect for diversity.

1.5: Apply the appropriate skill sets to be productive in
changing, technological, and diverse workplace to be able
to work independently, interpret data, and apply team
work skills.

1.6: Present a professional image through appearance,
behavior and language.

ELACC9-10SL1: Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups,
and teacher-led) with diverse partners
on grade 9-10 topics, texts, and issues,
building on others ideas and
expressing their own clearly and
persuasively.

ELACC9-10SL2: Integrate multiple
sources of information presented in
diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each source.

Activities/Projects Career Project
Create Resume
Soft skills http://www.dol.gov/odep/topics/youth/softskills/softskills.pdf
Dress for Success
FBLA Integration
FBLA Competition If a student Excels in this unit, suggest they consider competing in:

Notes The Purpose of this unit is increase student awareness in careers related to
business and industry.

Introduction to Entrepreneurship 1
BMA-ENT-2: Relate the concepts and processes
associated with entrepreneurial success and the
personal traits and behaviors associated with
successful entrepreneurial performance

2.1: Explain the role of entrepreneur in their own
business, the local community, and the economic
development of the global market.

2.2: Categorize the characteristics of a successful
entrepreneur, including the skills and ethical
responsibilities

2.3: Differentiate the unique traits, behaviors, and
processes that distinguish an entrepreneur from
an employee or manager.

2.4: Connect the entrepreneurial success with
personal traits and behaviors through analyzing
successful entrepreneurs by identifying
leadership style.

discussions (one-on-one, in groups, and
teacher-led) with diverse partners on
grade 9-10 topics, texts, and issues,
building on others ideas and expressing
their own clearly and persuasively.

ELACC9-10SL2: Integrate multiple
sources of information presented in
diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each source.

Activities/Projects
1. Virtual Community Walk About (NFTE Activity): Using websites such
as Google Maps and Walk Score, students will be able to investigate the
number of different business types found in their town or neighborhood,
and quickly compare to the number of businesses found in other towns
or neighborhoods. (2.1) http://nfteconnect.org/virtual-
community-walk
2. Thinking Map (Tree-Map) on the characteristics of a successful
entrepreneur including the skills and ethical responsibilities (2.2)
3. Thinking Map (Double Bubble) students compare an Entrepreneur to an
Employee and an Entrepreneur to a manager. (2.3)
4. Create a brochure on How to be a Successful Entrepreneur. Students
must include personal traits and behaviors, various leadership styles, a
brief description of an entrepreneur and self-assessment.

FBLA Integration

Notes The Purpose of this unit is expose students to the concepts of
Entrepreneurship. Students will also explore the characteristics and traits
needed to be a successful entrepreneur.

Communication 2 Weeks
BMA-ENT-3: Use and model concepts, strategies, and systems needed ELACC9-10SL1: Initiate and participate to
interact and present effectively to others. effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with
3.1: Define and model importance of effective communication- oral, diverse partners on grade 9-10 topics, texts,
and
written and non-verbal- with staff and customers. issues, building on others ideas and expressing their own
clearly and persuasively.
3.2: Demonstrate effective listening and speaking skills using proper
grammar and appropriate vocabulary for target audience. ELACC9- 10SL2: Integrate multiple sources of
information presented in diverse media or formats
3.3: Explore the impact of how to network with other business contacts (e.g., visually, quantitatively, orally)
evaluating through work and social environments. the credibility and accuracy of each source.

3.5 Exhibit effective introduction of self and business to target
market.

3.6 Demonstrate appropriate and effective questioning techniques
(open-ended) to identify needs of prospective clients.

3.7 Present benefits to satisfy and exceed customer needs and model
closing a deal.

3.8 Explore team dynamics, managing conflict, and handling difficult
situations with customers, business contacts, and staff.

Activities/Projects
1. Use Communications unit on Soft Skills from the Department of Labor.
http://www.dol.gov/odep/topics/youth/softskills/softskills.pdf
2. Choose any activity from Essortment website.
http://www.essortment.com/teaching-good-communication-skills-
classroom36140.html
3. Elevator Pitch activity (3.5)

FBLA Integration BAA Level: Business 6, 8, 10, 23, 30
Business Communications Help Desk
Impromptu Speaking Job Interview
Public Speaking I or II Client Services

Notes The Purpose of this unit is to explore communication through verbal, written and nonverbal
avenues and how it is effectively used in business. Students will explore why communication is
essential in a business.

Entrepreneurship and The Economy 3 Weeks
BMA-ENT-4
Apply fundamental business concepts that affect business decision
making.

4.1 Explain how the Law of Demand, the Law of Supply, prices, and
profits work to determine production and distribution in a market
economy.

4.2 Explain how markets, prices, and competition influence economic
behavior.

4.3 Give examples of how rational decision-making entails comparing
the marginal benefits and the marginal costs of an action.

4.4 Model how business decisions are made while operating a
successful business.

4.5 Assess opportunities for venture creation, global trends and
opportunities, and feasibility of ideas for business venture.

4.6 Compare and contrast business activities with the impact on
financial, human resources, risk, and strategic management.

4.7 Explore management styles and apply styles to personal traits of
entrepreneur.

BMA-ENT-5
Explain and detail legal form of business ownership and the impact of
governments role on business.

5.1 Compare and contrast legal forms of business ownership (sole
proprietorship, partnership, corporation, S-corporation, LLC).

5.2 Analyze the four types of market structures in the United States
economy: monopoly, oligopoly, monopolistic competition, and pure
competition.

5.3 Describe the roles of government in a market economy and explain
why government provides

BMA-ENT-6
Understand and apply the basic economic principles and concepts
fundamental to entrepreneurship.

6.1 Explain economic concepts of scarcity, price, opportunity costs,
supply and demand, forms of economic utility created by business
activities, distinguishing between economic goods and services, and
explain the factors of production.
effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with
diverse partners on grade 9-10 topics, texts, and
issues, building on others ideas and expressing
their own clearly and persuasively.

ELACC9-10SL2: Integrate multiple sources of
information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.

6.2 Defend why limited productive resources and unlimited wants
result in scarcity, opportunity costs, and tradeoffs for individuals,
businesses, and governments.

6.3 Explain how specialization and voluntary exchange between buyers
and sellers increase the satisfaction of both parties.

6.4 Compare and contrast current economic stability to determine what
to produce, how to produce, and for whom to produce.

6.5 Predict the risk on future investing of the company based on new
technology, health, education, and training of workforce.

6.6 Research and determine the impact of small businesses/
entrepreneurship has on market economieslocally, regionally, and
globally.

6.7 Compare and contrast business to business transactions and
business to consumer transactions.

Activities/Projects 1. Invention project
2. Thinking Map Double Bubble of multi-flow map (4.6)
3. Management style survey http://psychology.about.com/library/quiz/bl-leadershipquiz.htm
4. Its about Supply and Demand (see link)
5. Thinking Map (Tree map) on legal business forms
6. Group PowerPoint on Market Structures in the US economy
7. Create a brochure for a new business on the different types of Licenses, inspections, zoning
laws, covenants, codes, and government regulations needed for type and location of
business.
FBLA Integration BAA Level:
FBLA Competition If a student Excels in this unit, suggest they consider competing in: Economics
Entrepreneurship
Notes The Purpose of this unit is to bridge the gap between understanding the role that Entrepreneurs play
in the Economy. Students will learn that business make up the economy and how these concepts are
interconnected.

Marketing 1 Week
BMA-ENT-7
Develop a marketing plan to identify, reach, and retain customers in a
specific target market.

7.1 Use market segmentation (behavioral, demographic, psychographic, and
geographic differences) to define the target market.

7.2 Conduct market research to determine target market using primary and
secondary data sources to locate information.

7.3 Establish a customer profile for specific business venture.

7.4 Compare advantages and disadvantages of different types of advertising
mediums (social media, print, television, radio, free publicity, etc.).

7.5 Explain how to build community relations and provide examples of
types of activities a business can explore to increase community
involvement.

7.6 Create an advertising campaign to promote a business product or
service.

7.7 Detail the importance of technology to business operations and
performance.

7.8 Create a plan to increase market share considering the impact of
competition, customer feedback, networking, selling on credit, etc.

7.9 Formulate a plan to maintain customer loyalty, response to customer
concerns and ideas, and ability to track customers.

teacher-led) with diverse partners on grade
910 topics, texts, and issues, building on
others ideas and expressing their own clearly
and persuasively.

ELACC9-10SL2: Integrate multiple sources
of information presented in diverse media or
formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of
each source.

Activities/Projects
1. Shrek Project (co-curricular project with ELA department)
2. Cereal Project
3. Begin Marketing Plan for Business Plan
4. Evas Edibles

FBLA Competition If a student Excels in this unit, suggest they consider competing in: Marketing
Notes The Purpose of this unit is expose students to the different Marketing mediums and how they are
used in Business.

Finances 1 Week
BMA-ENT-8
Analyze financial issues relating to successful business ownership.

8.1 Define seed money, profit, fixed assets, variable assets, short and long term
assets, short and long term liabilities, depreciation, cost vs. revenue and pro forma.

8.2 Analyze financial statements (Income Statement and Balance Sheet) and
interpret the meaning of the statement for the business.

8.3 Evaluate the financial condition of a firm based on business records.

8.4 Research inventory tracking methods to ensure accurate inventory to maximize
business profit

8.5 Compare and contrast common sources for funding a business.

8.6 Determine the best practice for keeping business records, technology influence
of record keeping.

8.7 Identify taxes imposed on businesses (sales tax, unemployment tax, income tax,
payroll tax, self-employment tax) and the impact on the business of expenses.

8.8 Identify insurance needed by businesses (workers compensation, liability,
life/key person, health, and automobile).

8.9 Explain how the state of economy can affect the success of a business.

and persuasively.

each source.

Activities/Projects 1. Begin Financial plan for Business Plan
2. Vocabulary flash cards for terms
3. Analyze local chapters FBLA Income statement and Balance sheet
4. Ask accounting teacher to swap classes or help to create a project
5. Use school based enterprise to teach income statement, balance sheet, inventory control.
6. In groups create PPT on the different Taxes that impact businesses
Financial Plan
Accounting I or II
Notes The Purpose of this unit is expose students to the financial responsibilities, documents and tracking
methods for business. Students will understand the purposes of documents and how taxes are
imposed on businesses based on their Finances.

Management 1 Week
BMA-ENT-9: Manage and operate a business (or simulate the management
and operation) through daily tasks and activities of a small business.

9.1 Use technology to implement computer skills and applications to
maximize business operations.

9.2 Create business goals, a vision, and a mission statement that will guide
the operations of the business decisions.

9.3 Manage the image of the business by critiquing the logo, slogan, online,
and social presence of the business.

9.4 Research safe business practices and overview of OSHA regulations for
a particular career area and state the importance and legal rational for
maintaining a safe business environment.
9.5 Explain product liability and the impact on the business.

9.6 Develop policies to ensure a productive work environment and
strategies to motivate employees.

9.7 Explain importance of having documented policies and practices to
operate a business.

9.8 Model the practice of operating a business based on plan of financial
success.

9.9 Develop and document expectations for operating a business including
but not limited to financial records, purchasing records, inventory controls,
and technology use.

9.10 Simulate or operate small business daily operations.

others ideas and expressing their own
clearly and persuasively.

each source.

Activities/Projects 1. Run a School Based Enterprise
2. Operate a fundraiser for FBLA in a Business manner
3. Host a Market Day
4. Field Trip to a company
5. Business Plan for Student Business of Choice
6. EVERFI Venture online Program
FBLA Competition If a student Excels in this unit, suggest they consider competing in: Entrepreneurship
Management Decision Making
Notes The Purpose of this unit is to introduce students to the concepts of how to operate and management
a business through simulations. Students can run a school based enterprise, host a market day or
have an FBLA fundraiser that operates in a business-like manner.

Business Plan 5 Weeks
BMA-ENT-10: Research, develop, and present a business plan.

10.1 Complete a needs analysis.

10.2 Plan the product or service for a business by identifying the resources
and costs needed to produce a specific product or service.

10.3 Prepare a marketing strategy.

10.4 Describe the business venture in a company overview.

10.5 Describe the business environment and competition.

10.6 Identify financial considerations and project the total cost needed to
start a business (i.e. start-up costs, ongoing operational expenses, and cash
reserves).

10.7 Develop a financial plan for a business, including start-up costs and pro
forma financial statements (Profit & Loss and Income Statement).

10.8 Develop an operations plan for a business.

10.9 Write an executive summary.

10.10 Present the business plan.

10.11 Critique the effectiveness of a business plan for a specific business.

BMA-ENT-11: Understand the concepts, systems, and strategies needed to
acquire, motivate, develop, and terminate employees.

11.1 Define the culture and demographics of a specific business and outline
the type of employee needed for successful business operation.

11.2 Create a hiring plan for accepting applications, interviewing, and hiring
employees.

11.3 Develop a work schedule for employees.

11.4 Identify valid reasons for an employee to be fired.

11.5 Demonstrate appropriate ways to fire/dismiss an employee.

11.6 Develop a plan for training and evaluating employees.

11.7 Complete a needs assessment for job types for a particular business.

and persuasively.

each source.

FBLA Friday Activity
Future Awards Activity #6

1. Using the internet define service organization: _____________________________

____________________________________________________________________.

2. Locate the website of a service organization in our community: (Salvation Army, Goodwill,
Red Cross, Optimist Club, Lions Club, Meals on Wheels, Hospice).

www.___________________________________.

3. When and where was the organization founded? ______________________________

_____________________________________________________________________.

4. What is the mission of the organization? ____________________________________

____________________________________________________________________.

5. List activities the organization has done or is doing for the community:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

6. Would you be interested in joining this organization? Why or why not?

____________________________________________________________________

____________________________________________________________________

Open a Word document and write a double spaced one-page report about this organization.
Save the document as Future Award Activity #6. Be sure to include your name and use the
spelling/grammar checker. Prepare to share key points with the class.

FBLA Friday Activity
Future Awards Activity #12

1. Student will list 4 strengths they possess.
2. Students will review and write one weakness that they think, with help, they
could improve.
3. Students will open a Word document and type a 100 word report about their
Weakness and give ways to improve that weakness. Students will save it as Future Business
Award Activity #12. FBLA students will print a copy out for their FBLA file.

Long Term Project

ENTREPRENEURSHIP
Students will develop a business plan for a retail or service business that will be part of a new mall.
Every student in the class (or teams of 2 to 3) will be responsible for all portions of the comprehensive
plan that covers everything including setting goals and writing a mission statement, developing the
marketing plan, defining operating procedures and researching start-up costs and other financial
information. Students will use a variety of internet resources to develop their plan. When complete,
students should have a plan that can be presented for FBLA competition or even presented to potential
investors. The plans should be professionally written and include a variety of graphic elements to make
the plans informative, interesting and eye-catching.

Time: This project is a long-term project that can be completed in consecutive class periods or broken
up and each section of the project completed as parts of other units. This project can be complete in 20
25 50 minute class periods.

Notes to the Teacher A good way to get students to take ownership of this project is to create a model
mall in the classroom. This can be done using shoe boxes or mailing boxes as each students store.
Students can decorate their boxes, create logos and design floor layouts for their business.

STANDARDS: All standards will be covered for Entrepreneurship.

UNDERSTANDING AND GOALS

Unit Understandings, Themes, and Concepts:
Students will learn all of the different aspects of operating a small business.
Students will understand the importance of professional writing for a particular audience such a
business plan for potential investors.
Students will understand the importance of planning.
Students will understand the significance of situation analysis and how to apply this analysis to their
plan

Primary Learning Goals: Essential Questions:
What does it take to be an entrepreneur?
What type of goods and services do consumers in our community need/ want?
How do consumers in our community obtain the goods and services they need/want?
What type of business will you open?
How will you organize the ownership of your business?
What are the legal/financial ramifications of your choice of business ownership?
What are the functions of management?
Who will operate your business and what are their specific duties and responsibilities?
What is a chain of command?
What procedures must you have in place in order for your business to succeed?
Who is your customer?
How might your customer spend their money elsewhere?
Who are your direct and indirect competitors?
How is your business different from your competitors?
What is a SWOT analysis?
What do you want consumers to know the most about your business? How will you tell them?
How can advertising be used effectively to reach your customer?
How much does it cost to start your business?
When will you make your first $1,000,000?
What does the saying you must first spend money, to make money mean? Is it true?
What does the executive summary tell a potential investor?
How can you make your business plan and presentation informative and exciting for the audience?

BALANCED ASSESSMENT
Assessment Method/Type:
Constructed Response
Peer Assessment
Combined Methods
Selected Response
Informal Checks
Self- Assessment

Assessment Title: Business Plan rubric & Business Plan Presentation Rubric (included in attachment)

Description/Directions: This project is a long-term project that requires the students to write a
professional business plan. The plan has been broken down into smaller chunks so students do not get
overwhelmed. Students need to be introduced to a topic via class discussion, lecture, text or sba.gov
tutorial and then complete each worksheet portion by hand to create a draft of their plan. The
teacher must keep the students conscious of the fact that they are writing a comprehensive plan, so
students do contradict themselves in different sections of the plan. Students may start assembling the
parts of their plan at any time during the project to help maintain consistency. A rubric has been
included for both the written plan and a presentation of the plan this will help both the students and
the teacher stay on track and know what is expected. To give the project the importance such a large
and comprehensive project requires, students should be given the opportunity to display their final
products, either through having the plans bound, participating in a special presentation day of even
entering the plans into FBLA competition. Due to the variety of class times and scheduling from school
to school, this project has been developed for wide interpretation of duration and scope. The project
uses a mall that is placed in Dallas, GA - a small hamlet in NW Georgia please alter this detail to fit
the needs of your community.

Web Resources: www.sba.gov excellent resource for both student research and free multimedia
tutorials that can be used to teach the standards

Industry Certification Standard I - 10 2014

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