How can we make

BUSINESSES

fair and effective?

 

Table of contents:

†††††† Overview and Rationale

††††††† Teacher Background Information

††††††† Unit Planning Chart

††††††† Organization and Goals

††††††† Learning Activities Bank

††††††† Assessment

††††††††† Appendices

 

 

 

Overview and Rationale

 

The title of this unit is ďHow Can We Make Businesses Fair and Effective.ĒThe 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, ďanalyze the role of the worker in a business: e.g., division of labor, workerís needs, wages, contribution to the business, work ethicĒ (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 ďdescribe how people create places that reflect ideas, personality, culture and wants and needs as they design homes, playgrounds, classrooms, and the likeĒ (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 manís job, or a womanís 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 everyoneís 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 learnerís 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 childrenís books on business.For teachers with very little knowledge of how a business is run, this is a good place to start. These childrenís 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 lawyerís mean annual wage in the state of Utah is $102,340 vs. a law clerk whose mean annual wage is $29,150.†† On the feminist.com/fairpay/ website there is a wonderful map of the United States that shows a visual representation of how much on average women make for every manís dollar.The worst example of this is Wyoming.Women earn $.63 for every $1.00 a man earns.To help make this information personal to the learners in your classroom, go to this site and find information on your own state.

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 Logan, Utah.In order to show the learners in my classroom, that women do own businesses, I would use the example of A Little Something-a local store owned by a woman named Laura Wolford.I have also made mention of sports teams in the unit.If teaching in Utah I would mention the Utah Jazz, the University of Utah Utes, or the Utah State Aggies.By doing a little research and finding out about the businesses and other professionals in your area, students will have an increased desire to learn.If you have any questions regarding this unit, please feel free to email me at nannybellc@yahoo.com.I hope you enjoy the information and are able to help learners gain greater knowledge about the world around them.

 

Unit Planning Chart-Ways to expand this unit

 

Social Studies

*Research what kind of businesses and jobs the learnerís 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 United States.Have students debate why there are not female coaches in the NBA, but there are male coaches in the WNBA.Have them research the topic before the debate.

*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 learnerís 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 anotherís businesses.Can they find positive aspects of all learnersí 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 learnerís 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

Utah

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.

 

View map of the classroom

 

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 menís 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 ďmen jobsĒ and ďwomen jobsĒ.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 learnerís 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 donít 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 learnerís 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 studentís 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 learnerís 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 Ė 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 learnerís 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 learnerís 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 learnerís 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 Ė 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 studentís 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 studentís names.

 

Extension: For learnersí 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 studentís names.

 

*Have learners think-pair-share one thing they learned from the loan officers talk.Walk around the class and listen to the pairís 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 didnít share, have them write a brief summary of what they learned.

 

*Have a short quiz on the structure of a business letter.

 

*Review the learnerís 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 learnerís 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

 

Childrenís 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 Americaís Favorite Advertising Campaign By Jay Schulberg

-         The Young Investor: Projects and Activities for Making Your Money Grow By Katherine Bateman

-         Neale S. Godfreyís 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 Dadís Job By Peter Glassman

-         Shannaís Doctor Show By Jean Marzollo (This book is for less advanced readers)

-         Mamaís 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

-         Whoís 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 Enterprise: A Retail Success Story By Lenora Begay Trahant

-         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://www.bls.gov

††††††††††† -http://doe.state.wy.us/lmi/0897/0897al.htm

††††††††††† -http://www.feminist.com/fairpay/

††††††††††† -http://themint.org