BUSINESSES
fair and effective?
Table of contents:
Teacher Background Information
Overview and Rationale
The title of this unit is “How Can We Make
Businesses Fair and Effective.” The
unit is designed especially for fourth graders, but could be modified and used
as an effective tool for learners of any age.
The Utah State Core Curriculum suggests that learners in fourth grade,
“analyze the role of the worker in a business: e.g., division of labor,
worker’s needs, wages, contribution to the business, work ethic” (Objective 2).
The National Society for the Social Studies advises that students identify
rights and responsibilities of citizens (10b).
In this unit, learners will understand many important functions of a
business, including, how to write resumes, how to interview for jobs, and how
to treat all employees fairly, without discriminating on race, gender, or type
of job. Students will study numerous occupations in order to get an idea of
things they enjoy. Learners will be
given the opportunity to find out about jobs that are interesting to them by
writing a letter to a professional in that field.
The National Council for the Social Studies believes
that learners should be able to “describe how people create places that reflect
ideas, personality, culture and wants and needs as they design homes,
playgrounds, classrooms, and the like” (People Places and Environments Early
Grade G). Students will meet this
standard by learning the importance of location for the success of a business. They will be introduced to the idea that some
places are more interested and able to support certain businesses, than are
other places. Included in this unit are numerous ideas for cross curriculum
learning. As a culminating project, learners will create their own business. In order to assess the things the learners
have learned, they need to demonstrate an understanding of fairness in the
workplace. Through creating their own business, learners will meet the Utah
State Core Curriculum standard 3, objective 2, bullet 1 and trace the
development of a business from its beginning. The most important thing that I
hope for learners to get out of this project is the knowledge that no matter
your background, your gender, your race, or any other factor, all people are
entitled to fairness in the workplace. There is no such thing as a man’s job, or a woman’s job.
The learners in our classrooms see how businesses
work everyday of their lives. Whether
they are in charge of the grocery shopping while their parents work, or if they
have been to the toy store, they have seen the different ways in which business
affects everyone’s lives. In order for
the learners in our classrooms to have a zest for learning, ideas must relate
to their personal lives. When students
understand that business surrounds them and that they are the future of
business, they will be more willing and excited to jump into a puddle of
knowledge.
I also believe that in order for Social Studies
instruction to be effective and meaningful for learners, they must be taught
that diversity surrounds them.
Diversity goes much farther than race; it includes religion, gender,
socio-economic status, physical, emotional and learning differences, and
occupations. There is nothing in this
world that is not surrounded with diversity.
When learners begin to understand this concept, they begin to see that
for the vast majority of people, our lives would be drastically changed without
the services of our plumber, our teacher, our computer technician, our doctor,
or our sports star.
When the learners in our classrooms begin to see the
wide spread effects of diversity, they begin to understand the world around
them and as a result are more likely to become active citizens. I hope that after students have learned the important
information in this unit, that as they go older and become a part of the
growing work force, they will be knowledgeable about their rights and willing
to take a stand for themselves, or others that are being treating
unfairly. I also hope that from this
unit, learners will have a head start on the rest of their lives. I hope it will enhance learner’s desire to
receive higher education and the confidence necessary to seek after their
career dreams and aspirations.
Teacher Background Information
In fourth grade, in the Utah
State Core Curriculum, it is suggested that learners are taught about
business. In order to do this, teacher
must first have a basic knowledge of business.
There are many resources that can guide a teacher to learning this
information. In the appendices of this
unit I have listed numerous children’s books on business. For teachers with very little knowledge of
how a business is run, this is a good place to start. These children’s books
provide a simple version of how to make money, how to start a business, and there
are numerous examples of what kinds of professions out in the world. For those
teachers with a good deal of business knowledge, I have cited an Operations
textbook in the appendices of the unit.
My husband, who is a business major, brought this text to my
attention. It provides a more in depth
idea of how businesses should operate.
It is particularly useful when teaching the lesson on location. The text has one whole section dedicated to
the location of a business.
Prior to teaching this unit, it is
important to review inequality in the workforce. Finding statistics to share with your learners about wage
discrepancies between male and female, different races, etc, can have a very
profound impact on your learners. When
they are visually able to see what inequality, and what equality is going on in
the world around them, they will have a deeper desire to take a stand regarding
the things they see as a problem. I
have cited a number of websites in the appendices that provide wonderful
information about what professions are in general the highest paying. They also
provide information about wage discrepancies.
Some of the information I found on these sites was mind-boggling. I would highly suggest researching this
before teaching this unit. One website I found particularly interesting was the
Bureau of Labor Statistics. This
website provides a wide variety of tables, and charts, as well as a place for
kids. This could be an excellent
resource for learners as an extension from the planned classroom activities.
One statistic that I found particularly interesting on this website was the
discrepancy in wage between people in similar professions. For example, a lawyer’s mean annual wage in
the state of
One
other important aspect of sharing examples of businesses with the learners is
that they are local businesses, or businesses that your students have knowledge
of. For example, I live in
Unit Planning Chart-Ways to expand this unit
Social Studies |
*Research what
kind of businesses and jobs the learner’s ancestors where involved in. *Teach the
learners about how a bank is run. |
Art |
*Design a
website or logo for your business. |
Science |
*Have students
study famous scientists and their inventions. In groups, have students invent something and then explain the
process of how to patent your invention and make it a business. |
Math |
*Learn about how
people get the money to start a business. *Hypothetically
determine how much money the learners need to start their business and how
much they will need to make in order to keep it going. |
Physical Education/Movement/Health |
*Sports are one
of the most gender bias topics in the *Have different
students share their movement talents with the class: dancing, basketball,
gymnastics, soccer, etc. Explain to
students that all people use movement, and many do it as a career. |
Music |
*Research the careers
of musicians. What types of musicians
are there? What is the average salary of musicians? Are men and women paid fairly?
|
|
Student Reading/Literature |
*See appendices
for numerous student readings |
Oral Language |
*Perform job
interviews with the learners. |
Written Language |
*Have the
learners write their own resume. *Have students
write letters to people in the field of work the learner is interested in. |
Read Alouds |
*A Basket of
Bangles: How a Business Begins By Ginger Howard |
Technology |
*Determine what
kind of technology will be needed for the learner’s business to run
successfully. *Use technology
to research occupations and wages to see if all people are paid equally. |
Culminating Activity/Unit Project |
*Have students
create their own businesses and present them at a business fair. Invite families, other students, and
faculty. |
Field Trips/Guest Speakers |
*Job shadowing *Have local
business owners come speak |
Assessment
|
*See assessment area
of the unit for many ideas on how to assess learners throughout the unit. |
Teacher Resources
|
*See appendices
for teacher resources |
Social Skills |
*Learners will
be able to respond to one another’s businesses. Can they find positive aspects of all learners’ ideas for
profession, the way each learner has presented their information, etc. *Learners will
be working in groups for some of the activities *Learners will
be taught how to write professional letters and how to act professionally. |
Accommodations for Learners |
*Allow learners
to work in pairs when creating their business. |
Organization and Goals
In
order to meet the overall goals of this unit, the unit is organized so that
students will first gain background knowledge and then create a final project
to demonstrate the things they have learned. Most days one half hour will be
spent on this unit; however, some lessons, such as the job interview and the
business fair will take more time. Much of the time in the classroom will be
spent having students research and learn through doing. This type of organization allows learners to
take ownership of the topic and find a way to make the business world relevant
and interesting to them. This will
allow students to come away from this project not only with a love of learning,
but also a passion for the future. The
following is a chart of how I would plan the lesson throughout the four-week
unit. Also, there is a map of the
classroom. The map is setup so learners
have many places to work and many varieties of learning. The majority of the group discussions and
presentations will take place on the rug.
This is a central location that provides learners with a chance to get
out their desks. The rug is also a
place where the teacher can be on the learner’s level and still be able to keep
an eye on everyone and other activities going on in the classroom. I feel this setup provides an environment
conducive to student learning.
|
|
Week 1 |
Week
2 |
Week
3 |
Week
4 |
|
Weeks focus |
Introduction |
Begin choosing a business. |
Begin creation of the business |
Complete creation and share. |
|
NCSS Standard |
10b-Identify examples of rights and
responsibilities of citizens 3g-Describe how people create places that
reflect ideas, personality, culture, and wants and needs as they design homes
playgrounds, classrooms and the like |
10b-Identify examples of rights and
responsibilities of citizens 3g-Describe how people create places that
reflect ideas, personality, culture, and wants and needs as they design homes
playgrounds, classrooms and the like |
10b-Identify examples of rights and
responsibilities of citizens 3g-Describe how people create places that
reflect ideas, personality, culture, and wants and needs as they design homes
playgrounds, classrooms and the like |
10b-Identify examples of rights and
responsibilities of citizens 3g-Describe how people create places that
reflect ideas, personality, culture, and wants and needs as they design homes
playgrounds, classrooms and the like |
|
State Core Standard |
S 3 O3- Analyze the role of the worker in a
business S3 O2 B1- Trace the development of a business
from its beginning |
S 3 O3-Analyze the role of the worker in a business S3 O2 B1- Trace the development of a business
from its beginning |
S 3 O3-Analyze the role of the worker in a
business S3 O2 B1- Trace the development of a business
from its beginning |
S3 O2 B1- Trace the development of a business
from its beginning |
Monday |
Introduction to the world of business- see
attached lesson plan |
Have students share their movement talents-
explain to learners that people use movement as a career. |
Learners will learn about how people get enough
money to start a business. Have a loan officer from the bank come. |
Learners will begin combining the key parts of
their business i.e. hiring, location, technology necessary, etc. |
|
Tuesday |
Have a local business owner come explain what
goes on at their business. |
Have learners review logos of different
businesses to see what makes a good logo. |
Have learners make a final decision what their
business is. Brainstorm key parts of their business. |
Learners will continue combining all the key
parts |
|
Wednesday |
Learners will research (through books provided
by the teacher) famous inventors. Learners will brainstorm inventions they
could make. |
Review, or if students have never been taught,
teach, how to write business letters. |
Teach learners how to write a resume. Have them write a resume that is about
their real life. Explain about the
upcoming job interviews |
Learners will begin the visual representation of
their business. i.e. posters, models |
|
Thursday |
Learners will research musicians (given info. provided)
and find out about their lifestyle, pay, and equality in the field. |
Have students write letters to owners, or
workers in a field the student is interested in-see attached lesson plan. |
Have learners begin the loan process. The teacher will provide fake loans to get
the businesses started. |
Learners will complete the visual representation
and prepare for the business fair. |
|
Friday |
Have a short review of the week and have
volunteers share what jobs they are interested in. |
In small groups have learners discuss their
business ideas and how they will make it fair and effective. |
Hold job interviews so learners can choose the
qualities they want in their employees-see attached lesson plan. |
Business Fair.
Invite families, other students and faculty to view the learners
businesses. |
Learning Activities Bank
Title of Lesson: Introduction into
the World of Business
Teacher: Diane Malmstrom
Date:
Time
Allotted:
30 minutes
Grade
Level: 4
Number
of Learners:
Whole class activity
Unit
Theme: How
can we make businesses fair and effective?
Standards
met: See
below
Goal: The learners will be able
to identify examples of rights and responsibilities of citizens (NCSS 10b), and
describe how people create places that reflect ideas, personality, culture, and
wants and needs as they design homes playgrounds, classrooms and the like (NCSS
3g).
Objectives: Given the materials listed
below and a basic knowledge and background of business, through a picture book,
learners will participate in a class discussion about the role people play in
business in order to analyze the role of the worker in a business (Utah S3O3).
Materials
Needed:
-A Basket of Bangles: How a
Business Begins By Ginger Howard
-Pictures of logos from Oprah, The New York
Knickerbockers, and Nike-large enough for the students to see.
-Pencils and paper for students to
use during their assessment
Motivation: The teacher, if female,
will come dressed in a business suit and a tie. If the teacher is male, come dressed in more feminine
professional attire. Have students come to the rug. Ask students what looks different about you today. After their comments, begin reading A
Basket of Bangles.
Procedures:
1.
While
reading A Basket of Bangles, pause at times to clarify with students
what exactly is going on, and answer any questions they may have about the
story.
-You may ask them a question such as: What do you
notice about the type of people who are starting new businesses?
2.
At
the end of the story explain to the learners that you are beginning a unit on
how to create a fair business world for everyone.
3.
Show
the business logos individually and discuss who the learners think are likely
to own these businesses-a male or a female. Ask for explanations about why they
believe what they do. (You may direct the conversation by asking if the
businesses owned by women cater to women and if the businesses owned by men
cater to men’s needs. Or ask the students if they think Oprah could own Nike.)
4.
Discuss
with students the importance of allowing everyone equal opportunity to create
whatever business, or work in whatever field is interesting to them. Emphasize that there are not “men jobs” and
“women jobs”. Have students share their
feelings and ideas throughout the discussion.
5.
After
the discussion, allow students a minute to think about what type of business
they would like to begin, or what type of job they would like to have.
6.
When
students have their ideas, dismiss them individually back to their seats to
write down what type of business they would create and why. When they are
finished, have them turn the papers into you.
Accommodations: Allow second language
learners to draw a picture or explain orally what business they would create.
Closure: Invite volunteers to tell
the class what business they would like to create and why.
Assessment/Evaluation: The teacher will review
the students writing to assess whether they understand the concept that there
are many jobs available to everyone and there are not male and female jobs.
Extension: Students who finish early
can draw a picture of what they will look like in their desired profession. They could also list people they know that
are involved in this profession.
Teacher
Reflection:
Title
of Lesson:
Finding out what people really do.
Teacher: Diane Malmstrom
Date:
Time
Allotted:
30 minutes
Grade
Level: 4
Number
of Learners:
Whole class activity
Unit
Theme: How
can we make businesses fair and effective?
Standard
Met: See
Below
Goal: The learners will be able
to identify examples of rights and responsibilities of citizens (NCSS 10b), and
describe how people create places that reflect ideas, personality, culture, and
wants and needs as they design homes playgrounds, classrooms and the like (NCSS
3g).
Objectives: Given the materials listed
below and a class generated list of numerous jobs, and the average wages of some
of those jobs, the learners will write a letter to a professional in their
desired field inquiring about the job, in order to analyze the role of the
worker in a business (Utah S3O3).
Materials:
-Chart paper and pens
-A list on chart paper, researched by the teacher,
of average wages categorized by different professions and male and female.
-Example of a business letter to refresh the
learner’s memories
-Enough paper, pens, envelopes and stamps for each
student. These should be separated prior to the lesson and put in a bin at each
table.
Motivation: The teacher will come
dressed as a fireperson. Have students come to the rug. Tell students that
today you decided you wanted to learn more about firefighters. Tell the
learners that we will be learning about jobs that they are interested in today.
Procedures:
1.
As
a class we will list jobs that learners are aware of. The teacher will make a
list of these on chart paper.
2.
After
creating the list, so the chart of wages you have researched. Ask students what they notice about this
chart. Some questions to ask may include: Do men seem to make more than women?
Why? What can we do to change that? Because on average a lawyer makes more than
a teacher, does that mean we should all be lawyers, even if we don’t want to?
Why? What things are important when
deciding what kind of job or business you would like?
3.
After
the discussion, explain to students that they will pick a job, or type of
business that interests them, it can be different than what they wrote about
the first day, and they will write a letter to someone in that field inquiring
about the position.
4.
Review
with students the example of a business letter.
5.
Ask
students if they know someone in their desired profession to write to. Dismiss students who do to go begin their
letter. For those students that do not,
provide a professional, and have them begin.
6.
To
stimulate the learner’s thought, suggest that students ask, what the hours are
like, if men and women get paid fairly, if they travel, and anything else they
are interested in knowing.
7.
When
students are finished have them bring their letters, and envelope and a stamp
to you. Provide them with the address, and allow them to address and stamp the
letter.
Accommodation: For learners with learning
disabilities and trouble writing, they can dictate their letter to another
learner or to the teacher.
Closure: Conclude by reemphasizing
the need for people to learn about and be apart of jobs that interest them, and
not to be persuaded into a job because it pays a lot or is a male or female
type job.
Assessment/Evaluation: When students bring their
letters to the teacher to be mailed, read over them, check for correct business
letter format, and evaluate the content of the letter. Are students unbiased in the way they ask
their questions? Do they ask questions relevant to the profession? Record your thoughts on a chart by the
student’s names.
Extension: For students who finish
early, they can have the learners with learning disabilities dictate their letters
to them. Students who have a lot of
knowledge about the job they are interested in can share their knowledge with
the people they are writing to, and perhaps when they finish, research on the
classroom computer more things about the profession.
Teacher
Reflection:
Title
of Lesson:
The job interview
Teacher: Diane Malmstrom
Date:
Time
Allotted: 1
hour
Grade
Level: 4
Number
of Learners:
Whole class activity-separated into groups
Unit
Theme: How
can we make businesses fair and effective?
Standard Met: See below
Goal:
The learners will be able to identify examples of rights and
responsibilities of citizens (NCSS 10b), and describe how people create places
that reflect ideas, personality, culture, and wants and needs as they design
homes playgrounds, classrooms and the like (NCSS 3g).
Objective: Given the materials listed
below, advanced notice and previous discussions on writing resumes and job
interviews, the learners will be a part of an individual job interview in order
to analyze the role of the worker in a business (Utah S303).
Materials
Needed:
-Many (ideally half the number of students in your
class) volunteers to help conduct interviews
-A list of generic questions to ask learners in the
interview (see attached)
-Chairs setup for the learner and the interviewer
(it may be necessary to use the library or another part of the school for some
of the interviews. Clear this with the
necessary people.)
-A rubric, designed by the class, for interviewers
to assess learner’s answers
Motivation: Learners will know that
they will be interviewed. Prior to the
interviews, remind them about the things the class has discussed and what
things you are looking for in the interview.
Procedure:
1.
Before
beginning, it is crucial that the teacher spend time talking to the
interviewers and explaining what is expected off them. The teacher must explain that all learners
need to be assessed equally.
Demonstrate what a * on the rubric would look like, what a – would look
like and what a 0 would look like. This
is something that must be determined by the teacher based upon what has been
previously taught and how well learners have grasped the concepts.
2.
The
class will be divided into two equal groups.
The first group will go with the volunteers and have their job
interview. The other group will begin
the creation of their business. They
will begin organizing the ideas they have.
They will brainstorm ideas about how to present their business at the
business fair and they will review the things the class has discussed about
fair and effective businesses so they make sure they include the key
components. If they have time, this
group of learners can begin the sketch of their final project.
3.
The
first group that goes with the volunteers for interviews will sit in their
assigned spot around the room or in another location in the school. The interviewer will begin by welcoming the
learner to the interview and then asking the generic questions they have been
given (see attached). As the learner is
talking, the interviewer will take notes and write down important things that
the learner said. After the interview,
the interviewer will refer to the rubric and assess the learner’s knowledge of
the things they were asked
4.
After
all if the first groups interviews are completed, the groups will switch
roles. If the class had to be divided
into three or four groups, continue switching when everyone in the previous
group is finished with their interview.
5.
During
this time, the teacher will walk around and listen to each of the students
being interviewed. He or she will make
note of any important things that they hear the learner saying.
Accommodations: For second language
learners, allow them to draw pictures to explain their ideas to the
interviewer. Also, if possible, have
the interviewer be someone that speaks the learner’s native language. Allow the interview to be done in the native
language.
Closure: After all learners have
completed their interview and everyone is back in the classroom, have all
learners come to the rug and have volunteers share their thoughts about the
interview.
Assessment/Evaluation: The whole lesson plan is
based on assessment. This is a way to
allow students to verbally explain the things they have learned in a creative
way. Interviewers will fill out a
rubric based upon the learner’s answers to questions. For example, the learner will receive a * if they show evidence
that they understand how a non-biased, smooth running business must run. The learner will receive a – if they show
partial understanding of how a non-biased, successful business is run, or if
they show mastery in just one of those areas, and the learner will receive a 0
if they have no understanding of how a non-biased, successful business is run. It would be most beneficial if the rubric
were designed based for each individual class.
Allow students to help you create the rubric and decide what points need
to be addressed in the interview.
Extension: Learners can research the different
things some profession require to be done when applying for a job i.e. write
papers, group interviews, individual interviews, drug tests, etc.
Teacher
Reflection:
Interview Questions
-What
job are you interested in with this company?
-What
made you interested in this job?
-What
qualities do you have that would be beneficial to a company?
-Do
you think I should pay you the same as someone of the opposite gender that does
the same type of work? Why or Why not?
-Do
you think I should pay you the same as someone of a different race that does
the same work as you? Why or Why not?
*This
is just a generic list of question. It can and should be added to based upon
what specific things the class has learned.
Title
of Lesson:
Where Should We Put the Business?
Teacher: Diane Malmstrom
Date:
Time
Allotted:
45 minutes
Grade
Level: 4
Number
of Learners:
Whole class activity
Unit
Theme: How
can we make businesses fair and effective?
Standard
Met: NCSS
People, Places & Environments Early Grades G: Describe how people create
places that reflect ideas, personality, culture, and wants and needs as they
design homes, playgrounds, classrooms, and the like.
Goal: The learners will be able to
identify examples of rights and responsibilities of citizens (NCSS 10b), and
describe how people create places that reflect ideas, personality, culture, and
wants and needs as they design homes playgrounds, classrooms and the like (NCSS
3g).
Objective: Given materials listed
below, learners will create a map of the area where they will form their
business in order to trace the development of a business from its beginning
(Utah S3O2B1).
Materials
Needed:
-Enough paper, pens, markers, and pencils for the
whole class. These should be divided up
and placed on the tables in bins prior to the lesson.
-Examples of maps for students to get ideas.
(country, state, city and county maps would all be beneficial.)
-Map of your classroom
Motivation: Before the lesson, provide
each learner with a map of the classroom.
Tell them you would like them to read the map and come to the place with
a star next to it. This could be anywhere the teacher would like the class to
meet. In my classroom it would be the
rug.
Procedures:
1. Begin by asking learners if they think location
matters when creating a business and why. If they struggle to come up with
answers ask them if they think a really expensive store would do well in a
middle to lower class area. Ask them if
an Italian restaurant would do well in a place where people eat mainly Chinese
food.
2. After discussing why location is important to the
success of a business, pull out the examples of maps to show the learners.
Explain to the learners that they will be creating a map of where they want
their business to be. When deciding
they need to take into consideration the needs of the people in the area. Would they want your business?
3. Review the parts of a map. Have students tell you what parts they think
are important to creating a map that is easy to read. If they do not mention it, the teacher should mention: a title, a
key, words describing the things around them.
4. Suggest to students that before they begin
drawing their map that they brainstorm some places that their business would be
the most beneficial.
5.
Check
to understand that students are clear on what they are doing.
6.
Dismiss
students to their seats to begin their maps.
7.
When
they have completed their maps, have them keep the finished product
at their desks.
Accommodations: For second language learners, allow them to
create a picture map where words are not necessary. Once they have the pictures, they could look through the picture
dictionary and find some words that go with their pictures.
Closure: Ask for volunteers to show and explain their
maps. When this is finished, have all
students turn in their maps so they can be hung up around the classroom.
Assessment/Evaluation: Before hanging student’s
maps up review them to see that they have the important characteristics of a
map, and that the location of their business is appropriate for the business
they have chosen. If some locations
seem questionable, privately ask students for an explanation of why they chose
to put their business where they did. Check to see if they can explain to you
that they have a good understanding of why location is important. Mark your comments on a chart with student’s
names.
Extension: For learners’ who finish early, invite them to
look through the maps and find specific things. (ie the state they live in, a
grocery store, the titles of all the maps, etc.)
Teacher Reflection:
Assessment
It is crucial when assessing learners to provide a variety of assessments. The following is a list of assessments that can be used to make certain that the learners in your classroom understand the concept.
*Review
learners writing to assess whether they understand the concept that there are
many jobs available to everyone and there are not male and female jobs.
*When
students bring their letters to the teacher to be mailed, read over them, look
for correct business letter format, and evaluate the content of the
letter.
*See
that the learners have the important characteristics of a map, and that the
location of their business is appropriate for the business they have
chosen. If some locations seem
questionable, privately ask students for an explanation of why they chose to
put their business where they did. Check to see if they can explain to you that
they have a good understanding of why location is important. Mark your comments on a chart with student’s
names.
*Have
learners think-pair-share one thing they learned from the loan officers
talk. Walk around the class and listen
to the pair’s discussions. Mark on your
clipboard if students are on task and sharing relevant information
*Have
volunteers share their inventions and explain what they learned about the
inventors they studied. For the
students that didn’t share, have them write a brief summary of what they
learned.
*Have
a short quiz on the structure of a business letter.
*Review
the learner’s brainstorm lists to see that they are on task and they understand
the objective.
*Learners
will make visual displays for their business-including logos, fair wage charts,
equal opportunity hiring charts, etc.
*Learners
will briefly describe their business to the people at the business fair.
*Learners
will answer questions given in the job interview that will show their
understanding of fair wage, equal opportunity hiring, and safe working
environments.
*Learners
will generate a number of lists, including what makes a good logo, jobs that
interest them, etc. Check to see that
these lists are well thought out, and are in conjunction with what you have been
teaching.
*Closely
observe to see if learners are interacting well with one another. Are they
helping each other and answering questions?
Are they giving positive feedback about other learner’s projects?
*The
learners will keep a journal of their feelings and the things they are working
on throughout the unit.
*Learners
will be involved in many class discussions where open-ended questions will be
asked and learners will be able to express their opinions and share their
feelings.
*On
the days when all students are working on the creation of the business, it is
important that the teacher observe that students are on task, but students will
also be given the opportunity to do a self assessment of how they think they
performed that day. A class made rubric
will be given to each learner.
After
the teacher has used all or some of these assessments, they will be placed in a
portfolio for each individual learner.
The portfolios will be returned to the learners before the business
fair, so they have the choice to use some of their work in their
presentation. After the presentation,
portfolios will again be returned to the teacher who will assess the final
presentation and creation of the business.
Appendices
Children’s Books
-
A Basket of Bangles: How a Business Begins By Ginger Howard
-
Mr. Blue Jeans: A story about Levi Strauss By Maryann N. Weidt
-
The Totally Awesome Money Book for Kids By Adriane G. Berg and
Arthur Berg Bochner
-
The Milk Mustache Book: A Behind the Scenes Look at
-
The Young Investor: Projects and Activities for Making Your Money Grow By Katherine Bateman
-
Neale S. Godfrey’s Ultimate Kids Money Book By Neal S. Godfrey
-
Heroes of the Sky: A Search and Rescue Pop Up By Chris Demarest and Gene
Vosough
-
Who Drives This? By Charles Reasoner (This book
is for less advanced readers)
-
Policeman Small By Lois Leski (This book is for less advanced readers)
-
Firefighter By Phillip Abraham
-
What Do You Want To Be? By Kate Davis (This book is for less advanced
reader)
-
Bomb Squad Specialist By Jill Fine
-
The Babysitter Business Kit By Harriet Brown
-
Bounty Hunter By Holly Cefrey
-
Stunt Double By Aileen Weintraub
-
Bodyguard By Heidi Zeigler
-
My Dad’s Job By Peter Glassman
-
Shanna’s Doctor Show By Jean Marzollo (This book is for less advanced
readers)
-
Mama’s Coming Home By Kate Banks
-
Better Than a Lemonade Stand: Small Business Ideas for Kids By Daryl Berstein
-
So you Want To Be A Star: A Teenagers Guide To Breaking Into Show
Business By
Randi Reisfield
-
Who’s Running the Nation? How Corporate Powers Threaten Democracy. By Kathlyn Gay (This book
is for more advanced readers)
-
Anna The Bookbinder By Andrea Cheng
-
The Kids Business Book Arlene Erlbach
-
Picture Me Grown Up By Catherine McCafferto
-
I Can Be an Oceanographer By Paul P. Sipiera and Robert L. Hillerichi
-
I Can Be an Architect By Susan Clinton
-
I Can Be a Computer Operator By Catherine Matthias
-
Little Critter Doctor By Mercer Mayer (This book is for less advanced
readers)
-
Little Critter Astronaut By Mercer Mayer (This book is for less advanced
readers)
-
I Can Be an Author By Ray Broekel
-
Money Games: The Business of Sports By Ann Weiss (This book is for more advanced
readers)
-
I Can Be a Pilot By June Behrens
-
I Can Be a Welder By Dee Lillegard
-
I Can Be a Nurse By June Behrens
-
The Success of the Navajo Arts and Crafts
-
Madam CJ Walker: Self Made Businesswoman By Della Yannuzzi
-
Careers For Music Lovers and Other Tuneful Types By Jeff Johnson (This book
is for more advanced readers)
-
Mommies at Work By Eve Merriam (This book is for less advance readers)
Teacher
Resources
-National Council for the Social
Studies curriculum book
-Principles of Operations
Management 4th edition By Jay Heizer and Barry Render
-http://doe.state.wy.us/lmi/0897/0897al.htm
-http://www.feminist.com/fairpay/