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Other Class Info

Business Principles Course Standards  

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

Recommended Prerequisite: Keyboarding

Recommended Prerequisite or/concurrently with: Computer Application

Recommended Grades: 9, 10

Recommended Credit: 1 Credit


Standard 1.0

            The student will evaluate the economic basis of domestic and global trade.

Standard 2.0

            The student will examine basic business concepts.

Standard 3.0

            The student will evaluate entrepreneurship concepts.

Standard 4.0

            The student will analyze the various functions of business operations.

Standard 5.0

            The student will examine a domestic or international career of interest.

Standard 6.0

            The student will analyze information on budgeting and responsible consumerism.

Standard 7.0

            The student will examine banking services and analyze investment strategies.

Standard 8.0

            The student will evaluate how credit can be used as a tool for financial well-being.

Standard 9.0

            The student will analyze various forms of risk management.

Standard 10.0

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

Standard 11.0

            The student will demonstrate human relations, self-management, organizational, and professional leadership skills.

Course Description

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

 

Standard 1.0

            The student will evaluate the economic basis of domestic and global trade.

Learning Expectations

The student will:

          1.1      Analyze economic problems and goals of society.

          1.2      Compare the United States economic system with other economic systems.

          1.3      Relate demand (wants and needs) to supply.

          1.4      Describe the phases of the business cycle.

          1.5      Differentiate the interests of businesses and consumers.

          1.6      Examine factors influencing the condition of the U.S. economic system.

          1.7      Assess ways government trade policies impact personal, business, and world economics climates.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Relates business and government economic services to the limited pool of resources.

             Evaluates capitalism, socialism and communism.

             Provides examples of economic wants and needs and explains ways economic wants and needs are met.

             Interprets data needed to analyze the business cycle.

             Analyzes influences of individuals on the economy.

             Relates the impact of world trade on the standard of living.

             Analyzes the significance of interdependence in world trade.


Sample Performance Task:

             Prepare a visual display showing features of the various economic systems.

             Perform a skit or write a fictitious story about a family’s experiences, illustrating each phase of the business cycle.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic and Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Language Arts and Fine Arts


Standard 2.0

            The student will examine basic business concepts.

Learning Expectations

The student will:

          2.1      Examine the various roles of individuals.

          2.2      Identify various forms of business organization.

          2.3      Compare and contrast the various forms of business organizations.

          2.4      Examine the responsibilities of a business.

`         2.5      Distinguish ways taxes impact decisions made by individuals, businesses, and government.

           

Student Performance Indicators: Evidence Standard Is Met

The student:

             Analyzes influences of individuals on business and the economy.

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

             Analyzes ethical issues related to business responsibilities.

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

Sample Performance Task:

             Organize a team to plan and carry out a service project for school or community to experience the role of citizenship.

             Organize with teams or partners to develop and key a partnership agreement or a business plan.

             Complete a 1040EZ tax form.

             Design an export business and determine what products or services are to operate that business.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic and Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Language Arts and Fine Arts


Standard 3.0

            The student will evaluate entrepreneurship concepts.

Learning Expectations

The student will:

          3.1      Analyze the differences between entrepreneurships with other forms of management.

          3.2      Analyze the pros and cons of small business ownership.

          3.3      Evaluate the impact of small businesses in the U. S. and global economies.

          3.4      Examine the traits and skills required for a successful career as an entrepreneur.

          3.5      Analyze a business plan for organizing a small business.

Student Performance Indicators: Evidence Standard Is Met

The student:

            Compares and contrasts other forms of business with a sole proprietorship.

            Illustrates, using visuals, the composition of small businesses as compared to corporations.

            Categorizes the risk factors in owning a business.

            Evaluates the U.S. Small Business Administration’s Checklist for Going into Business personal characteristics recommended for a career in entrepreneurship.

Sample Performance Task:

            Go online and research the success and failure rate of small business ownership versus corporations.

            Research and compare U. S. entrepreneurship with at least two other countries.

            Analyze and report your suitability for a career in entrepreneurship.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Social Studies, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Foreign Language, Language Arts and Fine Arts


Standard 4.0

            The student will analyze the various functions of business operations.

Learning Expectations:

The student will:

          4.1      Differentiate between marketing, production, finance, human resource, management and sales functions within a company.

          4.2      Examine the ways in which the functions can be in conflict and related.

          4.3      Demonstrate use of technology that is used by different functional areas.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Researches and illustrates the different functions within a company.

             Dramatizes ways functions within a company can be in conflict.

             Simulates the use of technology as it applies to the different functions of business.

Sample Performance Task:

In a corporate board meeting, department heads are in a debate on how to resolve a conflict between production, finance, and sales departments. The issue is the cost of production versus the gross income from the product. Dramatize ways to resolve the conflict through fact finding and brainstorming.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic and Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Language Arts and Fine Arts


Standard 5.0

            The student will examine a domestic or international career of interest.

Learning Expectations

The student will:

          5.1      Evaluate aptitudes relating to career opportunities.

          5.2      Assess skills and education needed for various domestic and international careers.

          5.3      Analyze skills and traits necessary to gain employment and advance within a career.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Distinguishes between personal strengths and weaknesses that relate to career decision-making.

             Examines various cultures in international job opportunities.

             Compares and contrasts job requirements within different career fields.

             Demonstrates how ethical behavior, teamwork, and personal traits contribute to successful employment.

Sample Performance Task

             Use personal interest/aptitude tests to determine student interest areas.

             Prepare and present a report on the culture of a foreign country and relate this to job opportunities.

             Prepare a visual display on job requirements for a chosen career field.

             Create skits illustrating important attributes required by employers.

             Role-play ethical behavior in various business climates.

Integration/Linkages:

SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Foreign Language, Language Arts and Fine Arts
Standard 6.0

            The student will analyze information on budgeting and responsible consumerism.

Learning Expectations

The student will:

          6.1      Design a plan for money management.

          6.2      Evaluate information available to make wise buying decisions.

          6.3      Distinguish between the rights and responsibilities needed to be an informed consumer.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Assesses the need for personal, family and business budgets.

             Compares and contrasts sources of useful consumer information.

             Uses the decision-making process to determine effective uses of money.

             Compares consumer rights and responsibilities and relates these to government protection policies.

Sample Performance Task

             Construct a personal budget using standard research percentages.

             Work with a partner using given marital and job roles to create a family budget.

             Prepare a visual and oral report using the decision-making process to compare different brands of the same product.

             Write case studies illustrating consumer rights and responsibilities and present these with the appropriate solutions.

             Write a report on the need and function of a specific government protection agency.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Foreign Language, Language Arts and Fine Arts


Standard 7.0

            The student will examine banking services and analyze investment strategies.

Learning Expectations

The student will:

          7.1      Compare and contrast types of banking services.

          7.2      Utilize the correct steps to maintain an accurate checking account.

          7.3      Compare and contrast various investment opportunities, both insured and uninsured.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Evaluates the characteristics and costs of checking accounts and other payment methods offered by banks and credit unions.

             Correctly prepares deposit slips, checks, and bank reconciliation statements.

             Evaluates bank investment opportunities, such as savings accounts, bonds, CD’s, money market accounts, and trusts.

             Distinguishes between risk factors, rate of return, and liquidity for stocks and bonds.

             Compares and contrasts foreign investment options using exchange rate information.

Sample Performance Task

             Prepare a visual presentation, based on research from banks and credit unions, on assigned bank services and payment methods.

             Use a bank simulation to maintain a checking account correctly for a period of time.

             Arrange for a bank representative to speak about investment and trust department services; then have teams write case studies of situations where these services can be used.

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

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


Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Foreign Language, Language Arts and Fine Arts


Standard 8.0

            The student will evaluate how credit can be used as a tool for financial well-being.

Learning Expectations

The student will:

          8.1      Compare and contrast the various forms of credit available to individuals, families, and businesses.

          8.2      Analyze the requirements and costs of obtaining credit.

          8.3      Examine laws and agencies that monitor and protect consumers’ use of credit.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Evaluates the best type of payments specifically cash, mortgage, installment loans, credit cards and debit cards to use for different type purchases.

             Analyzes characteristics of someone who would be granted credit.

             Measures costs of different forms of credit.

             Evaluates legal rights in regard to credit transactions.

Sample Performance Task

             Obtain various types of credit forms and complete them correctly.

             Role-play in teams whether to grant credit based on pretend applications and defend your decisions.

             Calculate the cost of interest on a variety of products, including a house.

             Analyze case studies of people with credit problems to determine applicable laws and consumer responsibilities.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Foreign Language, Language Arts and Fine Arts


Standard 9.0

            The student will analyze various forms of risk management.

Learning Expectations

The student will:

          9.1      Differentiate the various forms of risk.

          9.2      Examine the need for risk protection.

          9.3      Distinguish between the different forms of insurance.

Student Performance Indicators: Evidence Standard Is Met

The student:

             Compares and contrasts insurance policies.

             Calculates the monetary consequences of being uninsured.

             Differentiates between coverage available on vehicle, property, life, and health insurance.

Sample Performance Task:

             Contact an insurance company for rates and calculate the costs paid by the company and the individual for given situations.

             Write and perform a skit dramatizing coverage of different types of policies.

Integration/Linkages:

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Social Studies, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Financial Planning, Government, Economics, Management, Business Economics, International Business/Marketing, Social Studies, Mathematics, Foreign Language, Language Arts and Fine Arts


Standard 10.0

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

Learning Expectations

The student will:

        10.1      Demonstrate work ethics that include integrity, honesty, and perseverance that meet industry standards.

        10.2     Differentiate between law and ethics.

        10.3      Research benefits and consequences resulting from the practice of business ethics.

        10.4      Comprehend laws related to ownership (i.e., copyrights, patents, and trademarks) and their applications to business.

        10.5      Research consumers’ legal responsibilities associated with credit, consumerism, and insurance.

        10.6      Examine functions of government that relate to business activities.

        10.7      Research various legal responsibilities of businesses.     

Student Performance Indicators: Evidence Standard is Met

The student:

            Applies ethical conduct by providing credit to those whose ideas and content have been used in creating a business project.

            Demonstrates ethical behaviors in what is written, spoken, or presented in developing a business plan.

            Develops an oral presentation on the differences between ethical and legal issues, giving examples of each.

            Analyzes the benefits and consequences of ethical conduct in business, using examples from research.

            Explains a contract.

            Applies knowledge of copyrights in seeking formal permission from copyright sources before using materials.

            Recognizes the legal implications of violating federal and state laws in multimedia\digital publishing.

            Examines duties of consumers and consequences of ignoring those duties.

            Researches and reports on governmental laws related to consumer protection and ways of seeking protection under the law.

            Researches and reports on laws that relate to the operation of a business.

            Demonstrates skills necessary for safety and environmental protection, using the Internet for research.

Sample Performance Task

         Research and present an oral report on legal and ethical issues that includes issues and penalties for plagiarism, copied data with permission and the process used in obtaining permission. Obtain formal permission for use of a business name, quotations, art form, design, and publications. Develop and present a total team interactive multimedia project utilizing various technology components.

Integration/Linkages

All subject areas, SCANS, National Standards for Business Education, Policy Commission for Business and Economic Education, National Science Education Standards, National Math Standards, National Language Arts Skills Standards, National Educational Technology Standards (NETS), Data Processing Management Association (DPMA), and International Association of Administrative Professionals (IAAP), Gateway Algebra I and Gateway English II


Standard 11.0

            The student will demonstrate human relations, self-management, organizational, and professional leadership skills.

Learning Expectations

The student will:

        11.1      Demonstrate self-initiative through group projects.

        11.2      Examine the value of leadership skills and business success.

        11.3      Illustrate image building and public relations techniques.

        11.4      Assess image building and decision making skills.

        11.5      Demonstrate effective teamwork and critical analysis applying conflict resolution techniques.

        11.6      Demonstrate parliamentary procedure skills through group activities.

        11.7      Analyze the goals and apply the principles of Business Professionals of America and/or Future Business Leaders of America and their relationship to the success of business.

Student Performance Indicators: Evidence Standard Is Met

The student:

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

            Applies effective image-building and public relations techniques.

            Composes, keys, and formats informative articles for publication in local and/or state publications.

            Organizes and manages a team presentation on leadership.

            Practices proper parliamentary procedure skills through group activities.

            Makes a two-minute oral report on an outstanding business leader.

            Participates in Business Professionals of America and/or Future Business Leaders of America.

Sample Performance Task

            Research a business topic.

            Write a report on findings, applying business writing, spelling, punctuation, capitalization, number expression and grammar skills.

            Prepare a presentation on researched information on an outstanding business leader.

             Display Business Professionals of America and/or Future Business Leaders of America promotional materials.

             In a simulated boardroom department-head meeting, use parliamentary procedure while dramatizing the resolution of a conflict between different functional areas.

Integration/Linkages

            SCANS (The Secretary's Commission on Achieving Necessary Skills), National Standards for Business Education, Social Studies, Chamber of Commerce, Department of Economic Community Development, Business Professionals of America, Future Business Leaders of America, Delta Pi Epsilon, Industry Standards, Government, Economics, Management, Business Economics, International Business/Marketing, Language Arts and Fine Arts


Business Principles Syllabus  

SYLLABUS

Business Technology

(Section 903775-05/17)

Business Principles

 

Instructor: Mr. Walter Rudd, Room 390

Room Phone: 423-581-1600 x 1075

Home Phone: 423-587-0839

Email: wrudd@hcboe.net

 

Purpose:

The purpose of this course is to introduce business concepts, along with real world current issues, to enable you to communicate in a business environment. It will facilitate your ability to continue on with additional business technology courses withinWestHigh School’s business technology career path. This course will followTennesseestate standards for "Business Principles”, course code (attached).

 

Class Expectations:

1.      You will need to be in their assigned seat and ready to work after the 2nd bell.

2.      You will need to arrive with a notebook/folder, paper, and pen/pencil (notes).

3.      You may not have open food or drink containers/wrappers in the classroom.

4.      You will not sleep/lay down; sit on tables or horseplay in the classroom.

5.      No side bar conversations during lectures or during announcements from the PA.

6.      At the end of class you must log off the computer (if necessary, put your text books

     away, and push in your chairs prior to leaving (remember I release you; not the bell).

7.   You will follow all rules as outlined in the student handbook.

 

Grading

The grading scale used for this course will be the same scale as outlined in the student handbook. Your grades will consist of exams, student work sheets, and class work. There will be a total of 175 points for each chapter, the exam being 100 points, the work sheets 50 points, and homework being 25 points.

 

Computer Use:

You will be provided access to the internet and will maintain a personal documents folder. Your internet sites are restricted by Hamblen County Schools but you are still responsible for proper use of the internet sites, you will only view sites as directed. Your personal documents folder must be maintained as directed; no documents will be filed outside of your personal folder.

 

Club Affiliation:

You are invited/encouraged to join Future Business Leaders of America (FBLA). FBLA provides an opportunity to meet with others who share an interest in improving their business and communication skills, or seeking college scholarship money. Several trips are scheduled for this school year and continued involvement can be a highlight on college applications or resumes.   Membership is $12 annually.


Computer Applications Course Standards  

Business Technology                                                      School Year_

Computer Applications

Course Code # _____3721, _____3718, _____3638                                                                                                                Term:____Fall____Spring

1 Credit

Recommended Prerequisites or Concurrent with: Keyboarding

Suggested Prerequisite or concurrent with: Keyboarding/Document Formatting

Student:                                                                                     Grade:

Teacher:                                    School:

Number of Competencies in Course: 47

Number of Competencies Mastered:

Percent of Competencies Mastered:

Standard 1.0     The student will evaluate the impact and applications of computers in society.



Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

1

                     

Compares and contrasts the benefits and limitations of computer technology in business, education, recreation, and entertainment.

 

 

2

                     

Examines and reports on current trends through the use of videos, Internet, magazines, newspapers, etc.

 

 

Standard 2.0     The student will apply skills appropriate to the resident operating system.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

3

                     

Applies correct body and hand position for keyboarding.

 

 

4

                     

Uses the proper technique system to reach the alphabetic, numeric and special characters keys.

 

 

5

                     

Demonstrates the features of the operating system

 

 

6

                     

Utilizes the operating system environment to:

        Analyzes the types of files shown in a directory.

        Creates directories (folders) and sub directories.

        Renames existing files and directories (folders).

        Saves or moves files to a variety of storage media.

 

 

Standard 3.0     The student will research and apply knowledge of ethical and legal issues within the industry.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

7

                     

Applies ethical conduct providing the proper credit to those whose ideas and content has been used in creating interactive multimedia projects.

 

 

8

                     

Demonstrates ethical behaviors in what is written, spoken, or presented in designing and presenting a multimedia project.

 

 

9

                     

Applies knowledge of copyrights in seeking formal permission from copyright sources before using materials.

 

 

10

                     

Recognizes the legal implications of violating federal and state laws in multimedia/digital publishing.

 

 

11

                     

Demonstrates legal responsibilities using the Internet for interactive multimedia projects.

 

 

12

                     

Demonstrates skills necessary for safety and environmental protection in digital design and photography.

 

 

13

                     

Develops a virtual presentation on ethical and legal issues that could be posted on the Web.

 

 

Standard 4.0     The student will research and apply typography, layout, design, and composition concepts and guidelines for preparation of documents.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

14

                     

Prepares a layout using typography specifications.

 

 

15

                     

Applies layout and design principles using original and/or imported graphics. (Gateway Algebra 5.0)

 

 

16

                     

Applies spot color to graphics and text.

 

 

17

                     

Applies typographical commands to text.

 

 

18

                     

Rotates text and graphics. (Gateway Algebra 5.0)

 

 

19

                     

Proofs, edits, resizes, crops/manipulates copy and graphics. (Gateway Algebra 2.0)

 

 

20

                     

Prints or publishes hard copy that meets publication and design standards.

 

 

 


Standard 5.0     The student will accurately create a variety of word processing documents.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

21

                     

Inputs and formats documents for a specific communication project.

 

 

22

                     

Demonstrates document productivity by using appropriate proofreading skills and editing skills.

 

 

Standard 6.0     The student will create and design spreadsheets to produce and manipulate alpha/numeric data.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

23

                     

Demonstrates the functions and terminology of spreadsheet software.

 

 

24

                     

Creates spreadsheets using appropriate inputting, editing, and formatting skills.

        Develops and applies formulas.

        Incorporates graphic elements.

        Sets up print specifications and prints.

 

 

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

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

25

                     

Constructs databases using appropriate inputting, formatting, and editing skills.

 

 

26

                     

Searches and sorts database for specific information.

 

 

27

                     

Creates and formats database reports.

 

 

Standard 8.0     The student will design a multimedia presentation.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

28

                     

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

 

 

29

                     

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

 

 

30

                     

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

 

 

31

                     

Delivers the presentation to a specific audience.

 

 

Standard 9.0     The student will examine the new and emerging technologies.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

32

                     

Researches emerging trends in the field of computer technology, related applications, and potential employment opportunities.

 

 

33

                     

Predicts and assess emerging trends in computers, communication, and business.

 

 

Standard 10.0   The student will examine network, hardware, software, and programming applications.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

34

                     

Diagrams a communications system incorporating various hardware devices.

 

 

35

                     

Distinguishes between the Internet, intranet, and the World Wide Web.

 

 

36

                     

Practices proper Internet etiquette, security, privacy, and copyright laws.

 

 

37

                     

Utilizes the Internet/intranet for electronic communication and research.

 

 

38

                     

Evaluates the validity of information received through the Internet.

 

 

39

                     

Complies with all security, privacy, and copyright laws and regulations.

 

 

 


Standard 11.0   The student will develop and demonstrate human relations, self-management, organizational and professional leadership skills.

Student Performance Indicators: Evidence Standard is Met                 Check the appropriate Mastery or Non-Mastery column

Mastery

Non-Mastery

40

                     

Researches, analyzes, composes, keys, formats, and prints a report on the attributes of a leader.

 

 

41

                     

Applies effective image-building and public relations techniques.

 

 

42

                     

Designs, writes formulas, keys and formats financial data for the local chapter in a spreadsheet.

 

 

43

                     

Organizes and manages a team presentation on leadership.

 

 

44

                     

Demonstrates parliamentary procedure skills through group activities.

 

 

45

                     

Participates in a mock Business Professionals of America, Computer Science Club, and/or Future Business Leaders of America, meeting.

 

 

46

                     

Makes a two-minute oral report on attributes of a leader.

 

 

47

                     

Participates in a mock Computer Science, Business Professionals of America and/or Future Business Leaders of America organization meeting.

 

 

 

Additional comments: ___________________________________________________________________________________________________________________


Computer Applications Syllabus  

SYLLABUS

Business Technology

(Course Code 3721)

Computer Applications

 

Instructor: Mr. Walter Rudd, Room 390

Room Phone: 423-581-1600 x 1075

Home Phone: 423-587-0839

Email: wrudd@hcboe.net

 

Purpose:

The purpose of this course is to develop keyboarding skills, along with professional document creation, to enable you to communicate in a business environment. It will facilitate your ability to continue on with additional business technology courses withinWestHigh School’s business technology career path. This course will followTennesseestate standards for “Keyboarding/Document Formatting”, course code 3721 (attached).

 

Class Expectations:

1.      You will need to be in their assigned seat and ready to work after the 2nd bell.

2.      You will need to arrive with a notebook/folder, paper, and pen/pencil (notes).

3.      No food or drinks are allowed in the classroom.

4.      You will not sleep/lay down; sit on tables or horseplay in the classroom.

5.      No side bar chats during lectures or during announcements from the PA.

6.      At the end of class you must log off the computer, put your text books away, and

       push in your chairs prior to leaving (remember I release you; not the bell).

7.   Your keyboard cover will remain on at all times unless removed by me.

8.   You will follow all rules as outlined in the student handbook.

 

Grading

Students will be graded according to the grading structure as outlined in the student hand book. For the first 6 weeks your grade will be determined by the net number of words per minute you type (NWPM) during a weekly timed test; grades will be based on the following scale, >45 NWPM = 100, 45-40 NWPM = 90, 39-30 NWPM = 80, and <30 NWPM = 70. Grades for the last 3 weeks of the first quarter, and the second quarter, will be based on assigned projects which will allow for rework to improve your final product. Assignments not turned in will be given a grade of zero. Your final exam will account for 20% of your semester grade.

 

Computer Use:

You will be provided access to the internet, will maintain a personal documents folder, and will be provided an e-mail account to use during this course. Your internet sites are restricted by Hamblen County Schools but you are still responsible for proper use of the internet sites, you will only view sites as directed. Your personal documents folder must be maintained as directed; no documents will be filed outside of your personal folder. You will develop a new e-mail account free of charge. I will maintain, on file, your e-mail user ID and password. Maintaining user ID and passwords will allow me to check your accounts for proper use and provide you with your user ID and password in case your forget it. Your email account will only be used for classroom communication and submission of class work.

 

Club Affiliation:

You are invited/encouraged to join Future Business Leaders of America (FBLA). FBLA provides an opportunity to meet with others who share an interest in improving their business and communication skills, or seeking college scholarship money. Several trips are scheduled for this school year and continued involvement can be a highlight on college applications or resumes.   Membership is $12 annually.