Mississippi Business and Technology Frameworks, 2014

Mississippi Administrative Code

Section: 7-115

Jurisdiction: MS

Bluebook Citation: 7 Miss. Admin. Code Pt. 115

Title 7: Education K-12 Part 115

Mississippi Business and Technology Framework 2014

Lynn J. House, Ph.D., Interim State Superintendent of Education Kim Benton, Ed.D., Interim Deputy State Superintendent Office of Instructional Enhancement and Internal Operations Trecina Green, Associate Superintendent Office of Instructional Enhancement Jean Massey, Associate Superintendent Office of Career and Technical Education Nathan Oakley, Bureau Director Office of Curriculum and Instruction Mike Mulvihill, Bureau Director Office of Career and Technical Education

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 359 Jackson, Mississippi 39201 (601) 359-3511

Introduction The Mississippi Business and Technology Framework was last revised in 2004. In 2012, a new Business and Technology Framework was adopted for use in Career and Technical Education (CTE) centers across the state, with input from content experts and aligned to business industry standards. In an effort to closely align instruction for students who are progressing toward college- and career-readiness, the 2014 Mississippi Business and Technology Framework includes identical content of eighteen (18) selected courses from the 2012 Career Technical Education framework.

Mission The Mississippi Department of Education is dedicated to student success including the improvement of student achievement in business and technology in order to produce citizens who are capable of making complex decisions, solving complex problems, and communicating fluently in a technological society. Through the utilization of the 2014 Mississippi Business and Technology Framework, teachers will challenge their students to think more deeply about the content, thus improving student understanding. This document is based on premises that all children can learn, and that high expectations produce high achievement.

Purpose The primary purpose of the 2014 Mississippi Business and Technology Framework is to provide a basis for curriculum development for secondary teachers. The framework provides an outline of what students should learn. The 2014 Mississippi Business and Technology Framework replaces the 2004 Mississippi Business and Technology Framework. The content of the framework is focused on the concepts that students will utilize as they pursue a career or continue their education.

Mississippi Business and Technology Framework Revision Committee The Mississippi Department of Education gratefully acknowledges the hard work and dedication of the following educators for developing a quality document to improve business and technology education for our students.

Jeremy Bangre Dennis Bock

BancorpSouth

Amy Brown

Madison Career & Technical Center, Madison County School District

Margaret Blue

Biloxi High School, Biloxi School District

Joy Davis

Oak Grove High School, Lamar County School District

Brent Hales

University of Southern Mississippi

Amanda Harris

Rankin County School District

Angela Hawthorne

Picayune High School, Picayune School District

Mike Highfield

Mississippi State University

Sharon Hudson

Hinds Community College

Michelle KearneyJones

Moss Point Career & Technical Center, Moss Point School District

Brookes Mayes

Tupelo High School, Tupelo School District

Scott Maynard

Greater Starkville Development Partnership

Judy Stevenson

Cleveland Career Development & Technology Center, Cleveland School District

Bethany Walker Lucas

Philadelphia / Neshoba County Career Technical Center, East Central Community College

Mississippi Business and Technology Courses Course Title

Carnegie Credit

Business Law

Personal Finance

Information and Communication Technology I

Information and Communication Technology II

Graphic Design I

Graphic Design II

Entrepreneurship

Business Finance

Accounting Fundamentals

Business Fundamentals I

Management Fundamentals

Management Essentials

International Business

Marketing Essentials

Sales and Distribution

Web Design and Media Rich Content

Introduction to Information Technology

Technology Foundations

NETS-S Profiles for Technology (ICT) Literate Students The National Educational Technology Standards for Students (NETS-S) include learning activities and outcomes for students who are considered technology literate. Profiles for students are broken into grade bands – Grades PreK-2, Grades 3-5, Grades 6-8, and Grades 9-12. Technology is a tool for learning and increasing productivity. The profile benchmarks included in the appendix to this framework are designed to enhance learning within and across all curricula. Although most students are required to take business and technology courses in grades 7-12, the activities for students in grades K12 are intended to be integrated across all subject areas.

1. Creativity and Innovation

3. Research and Information Fluency

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

4. Critical Thinking, Problem Solving, and Decision Making

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship

6. Technology Operations and Concepts

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies

a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

iste.org/nets

for Technology (ICT) Literate Students A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. These profiles are based on ISTE’s core belief that all students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life. Coupled with the standards, the profiles provide a set of examples for preparing students to be lifelong learners and contributing members of a global society. The profiles highlight a few important types of learning activities in which students might engage as the new NETSoS are implemented. These examples are provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples in this document, and consequently, students and teachers should not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally adequate one, for achieving mastery of the rich revised National Educational Technology Standards for Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute their best examples to expand this resource. The profiles are divided into the following four grade ranges. Because grade-level designations vary in different countries, age ranges are also provided. 

Grades PK--2 (ages 4--8)



Grades 3--5 (ages 8--11)



Grades 6--8 (ages 11--14)



Grades 9--12 (ages 14--18)

It’s important to remember that the profiles are indicators of achievement at certain stages in primary, elementary, and secondary education, and that success in meeting the indicators is predicated on students having regular access to a variety of technology tools. Skills are introduced and reinforced over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need to be adapted to fit local needs. The standards and profiles are based on input and feedback provided by instructional technology experts and educators from around the world, including classroom teachers, administrators, teacher educators, and curriculum specialists. Students were also given opportunities to provide input and feedback. In addition, these refreshed documents ref lect information collected from professional literature.

for Technology (ICT) Literate Students Grades PK-- 2 (Ages 4-- 8) The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK--Grade 2 (ages 4--8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) 2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) 3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6) 4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2, 6) 5. Find and evaluate information related to a current or historical person or event using digital resources. (3) 6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) 7. Demonstrate the safe and cooperative use of technology. (5) 8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) 9. Communicate about technology using developmentally appropriate and accurate terminology. (6) 10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

The numbers in parentheses after each item identify the standards (1-- 6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are:

1. 2. 3. 4. 5. 6.

Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts

for Technology (ICT) Literate Students Grades 3-- 5 (Ages 8---11) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3--5 (ages 8--11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)

1. 2. 3. 4. 5. 6.

for Technology (ICT) Literate Students Grades 6-- 8 (Ages 11---14) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6--8 (ages 11--14): 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

1. 2. 3. 4. 5. 6.

for Technology (ICT) Literate Students Grades 9---12 (Ages 14---18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9--12 (ages 14--18): 1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a Web site that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6)

1. 2. 3. 4. 5. 6.

Mississippi Department of Education Office of Curriculum and Instruction Course Title:

Business Law

Grade Level:

9, 10, 11, 12

Carnegie Unit:

Contact:

MDE Office of Curriculum and Instruction Central High School Building 359 North West Street Post Office Box 771 Jackson, MS 39205‐0771 Phone: 601‐359‐2586

Business Law Competency 1: Discuss business laws and regulations. Suggested Enduring Understandings

Suggested Essential Questions

Name various types of tort and their legal implications. 2. There are agencies to protect the employee as well as the employers. Safety procedures are put in place to protect both people and equipment. 3. Computer equipment can potentially pose health hazards. 4. Laws are in place for workplace safety. 5. There are laws in place for noncompliance to safety guidelines. Suggested Performance Indicators a.

1. 2. 3. 4. 5. 6. 7.

What is a tort? What are some legal guidelines for businesses? Does the employee have any rights? What are some worker’s rights in regard to workplace safety? What are the potential health hazards when working with computer equipment? What are some safety rules that are implemented at your school? What are some consequences to federal guidelines?

Describe legal and ethical considerations for businesses including patents, copyrights, and trademarks.

Discuss the difference between ethics and law and how ethics determine how law is made. Present scenarios that represent the legal aspect of patents, copyrights, and trademarks. Lead students in a discussion.

b. Discuss human resource and workplace regulations including Occupational Health and Safety (OSHA) Standards Act, Equal Employment Opportunity (EEO) Act, Americans with Disabilities Act, Family Medical Leave Act, and Fair Labor Standards Act. c. Describe basic torts.

Create a scavenger hunt for the government Web sites for OSHA, EEOC, and Americans with Disabilities Act. Assign groups to work on different “hunts.” Have students complete the scavenger hunt and present their findings to the class.

d. Discuss business tax regulations including reasons for taxes, uses of tax monies, income

Suggested Assessment Strategies

Suggested Teaching Strategies

Define torts. Have the students to search the Internet for news articles that they think involve torts. Have students to report to the class and create an in‐depth discussion regarding torts. d. Have students to complete tax documents such as W‐2 or review pay stub and calculate income tax, Medicare withholding, and FICA using a table. Have students to write down at least 10

Use a matching game/quiz where students match a scenario/situation with the appropriate term, patents, copyright, or trademark to check for student understanding. b. Use a fill‐in‐the‐blank test based on the scavenger hunt, and include a word bank.

Assess student knowledge by observation.

After discussion, create a test based on student‐created questions.

tax, Social Security (FICA) withholdings, sales tax, property tax, and payroll tax. Identify health concerns.

Review safety procedures for a given career field.

facts that they have learned about taxes in the lesson. e. Have students work in teams and use the Internet to locate information related to health and safety in the workplace. Have each team locate the following: a. The roles and responsibilities of the Health and Safety Authority in a specific state b. Workers’ rights and responsibilities in regard to health and safety in the workplace c. Ways to avoid workplace hazards

Have students use the Internet to identify health concerns (carpal tunnel syndrome, eye strain, falls, spills, burns, muscle strain, and unsafe equipment operation) in the workplace and then create a brochure that discusses health concerns, its cause, and solutions to the problem. Have students use the Internet to locate information related to a given career field and review safety procedures for that field. Have them present their findings using an electronic slide presentation and explain why those procedures are needed.

e. Assess student understanding by observing contributions to class discussions and participation in activities. Assess student understanding by checking brochures for accuracy.

Have students demonstrate safety precautions used when using equipment such as a photocopier, scissors, a stapler, a hot glue gun, and extension cords in the workplace.

Evaluate student understanding by using a Role‐Play or Skit Assessment Rubric.

Invite a local business representative to discuss procedures for emergency situations in the workplace.

Assess student understanding by reviewing a Guest Speaker Evaluation Form completed by students.

Invite a human resource specialist to discuss his or her safety training plan. Have students take notes. Have students work in teams to create a safe work environment portfolio/policy/procedures manual for a local business to include safety rules, potential safety hazards, and solutions or preventions g.

Investigate federal safety regulations and procedures for reporting noncompliance.

Have students tour the career–technical center to discover various health and safety regulations related to each occupational area. Have them work in teams to create a booklet for each program’s health and safety rules and procedures.

Assess student understanding by observing contributions to class discussions and participation in activities.

Evaluate student understanding using a Group Work Assessment Rubric. Evaluate research for content and appearance.

Competency 2: Determine the various aspects of contract law. Suggested Enduring Understandings 1. 2.

There are different types of legally binding contracts. Legal contracts are binding.

Suggested Performance Indicators a.

Suggested Essential Questions 1. Why should I be concerned about signing a contract? 2. What are my options when dealing with a legal contract? Suggested Assessment Strategies

Suggested Teaching Strategies

Describe the four types of contracts including expressed, implied, unilateral, and bilateral.

Create index cards that have the words, “expressed, implied, unilateral, and bilateral” written on them. After defining these terms, present students with case studies that involve various types of contracts. Have them to hold up the card with the type of contract that they think the situation involves.

b. Discuss contractual concept of mistake, misrepresentation, and fraud.

Identify the difference in mistakes, misrepresentations, and fraud in contracts. Have students draw random slips of paper that have “mistake,” “misrepresentation,” or “fraud” written on individual slips. Students will draw a slip and tell a fact about that type of contract.

Use a teacher‐created Jeopardy game with headings and answers for expressed, implied, unilateral, and bilateral to assess student understanding. b. Evaluate student understanding by observation.

Competency 3: Determine legalities of borrowing money and paying bills. Suggested Enduring Understandings 1. 2. 3.

Name some types of negotiable instruments. Name some different types of bankruptcy. Define secured and unsecured credit.

Suggested Performance Indicators a. Define various types of negotiable instruments, such as checks, contracts, bill of sale, types of stock, bonds, and documents of title. b. Explain the difference in a secured and an unsecured credit transaction. c.

Suggested Essential Questions

Discuss the laws prohibiting abuses in credit.

1. 2.

What are negotiable instruments? What is the difference in secured and unsecured credit?

Suggested Teaching Strategies

Suggested Assessment Strategies

Discuss the types and the legalities of negotiable instruments. Play the game, “What Am I” (20 questions). Students will describe a negotiable instrument, and another classmate will give the name of the instrument.

Assess student understanding by observation.

Discuss collateral, cosigning, lien, guarantor, principal, and debtor. Students will complete a teacher‐created crossword puzzle using terms regarding terms about secured and unsecured credit. Create a jigsaw assignment for different students to research Federal Equal Credit Opportunity Act, Federal Fair Debt Collection Practices, and Federal Fair Credit Billing Act, Federal Fair Credit Report Act, and Credit Repair Organizations Act. Students will research one particular topic and either

Check the crossword for correctness.

Assess presentation by using a Presentation Assessment Rubric.

d. Discuss various types and aspects of bankruptcy.

create a PowerPoint presentation or a poster and present their research information. d. Create a PowerPoint presentation on the various types and aspects of bankruptcy and their implications toward business.

Assign debate teams, and present a scenario of a business bankruptcy. Debate the reasons for the bankruptcy and a better method of financial recovery.

Use a Presentation Assessment Rubric to check presentations for student understanding and accuracy. Check for student understanding by observation.

Competency 4: Define and discuss sales and property law. Suggested Enduring Understandings

Suggested Essential Questions

1. It is important to carefully deal with a bill of sale. Suggested Performance Indicators

Why should I have a bill of sale for the purchase or resale of a vehicle? Suggested Assessment Strategies

Suggested Teaching Strategies

a. Define the legal aspects of a bill of sale.

b. Determine the rights of the seller and buyer in a contractual agreement.

Discuss the purchase or resale of an automobile. What were the steps in creating a bill of sale including calculating the price of the car, taxes, and title fee? Discuss the legally binding aspects of a sales contract. Review a court citation regarding a court case involving a sales contract, and discuss the buyer and the seller. Hold a classroom debate regarding the differing opinions.

Write the steps in completing the sale of a personal vehicle.

Create a “plus, minus, interesting” chart. Using a Debate Rubric, assess the completion of the activity.

References About.com. (n.d.). Legal issues and small business law. In Small business information. Retrieved December 1, 2007, from About.com: http://sbinformation.about.com/od/businesslaw/Legal_Issues_Small_Business_Law.htm Adamson, J. E. (2006). Law for business and personal use 17E. Mason, OH: South‐Western. Administrative Office of the U.S. Courts. (n.d.). U.S. courts. Retrieved December 1, 2007, from http://www.uscourts.gov Burrow, J. L. (2009). Marketing 3E. Mason, OH: South‐Western. Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management 12E. Mason, OH: South‐Western. Council of Better Business Bureaus. (n.d.). U.S. National Better Business Bureau. Retrieved November 28, 2007, from http://www.us.bbb.org/ Discovery Education Streaming. (n.d.). Retrieved December 1, 2007, from http://streaming.discoveryeducation.com/index.cfm Hopkins, G. (2008). It’s up for debate! In Education world. Retrieved December 1, 2007, from http://www.educationworld.com/a_lesson/lesson/lesson304.shtml ProCon.Org. (n.d.). Pros and cons of controversial issues. Retrieved January 3, 2008, from http://www.ProCon.org

U.S. Small Business Administration. (n.d.). Retrieved November 28, 2007, from http://www.sba.gov/ For additional references, activities, and Web resources, please refer to the Business and Management P.A.C.E. Web site at http://rcu.blackboard.com (available only to registered users).

Appendix A: Suggested Rubrics and Checklist

Career Multimedia Presentation Assessment Rubric NAME:

DATE:

PERIOD:

Exemplary

Accomplished

Developing

Beginning

4 points

3 points

2 points

1 point

Content

Included all components: Research on three careers, job titles, educational requirements, skill requirements, expected job growth, and entry‐level salaries

Included four to five components

Included two to three components

Included one component

Clarity

Logical, orderly sequence

Logical sequence

Unclear sequence

No sequence

Presentation

Clear voice and correct pronunciation of all words

Clear voice and pronounced no more than one word incorrectly

Low voice and pronounced two to three words incorrectly

Mumbling and pronounced more than three words incorrectly

Design

Used appropriate design principles; no typos; grammatically correct

Presentation contained one design error and/or one grammatical error.

Presentation contained two to three design and/or grammatical errors.

Presentation contained more than three design and/or grammatical errors.

Length

Included 10 slides and lasted 10 minutes

Included seven to nine slides and lasted 7 to 9 minutes

Included five to six slides and lasted 5 to 6 minutes

Included less than five slides and lasted less than 5 minutes

Eye Contact

Maintained eye contact with audience members at various locations in the room

Maintained eye contact most of time; looked only at one section of the audience

Read from notes; occasionally glanced at the audience

Made no eye contact because information was being read from notes

Score

Electronic Slide Presentation Rubric NAME:

DATE:

PERIOD:

Exemplary

Accomplished

Developing

Beginning

4 points

3 points

2 points

1 point

Content

Clear, appropriate, and correct

Mostly clear, appropriate, and correct

Somewhat confusing, incorrect, or flawed

Confusing, incorrect, or flawed

Clarity

Logical, interesting sequence

Logical sequence

Unclear sequence

No sequence

Presentation

Clear voice and precise pronunciation

Clear voice and mostly correct pronunciation

Low voice and incorrect pronunciation

Mumbling and incorrect pronunciation

Visual Aids

Attractive, accurate, and grammatically correct

Adequate, mostly accurate, and few grammatical errors

Poorly planned, somewhat accurate, and some grammatical errors

Weak, inaccurate, and many grammatical errors

Length

Appropriate length

Slightly too long or short

Moderately too long or short

Extremely too long or short

Maintains eye contact, seldom looking at notes

Maintains eye contact most of time but frequently returns to notes

Occasionally uses eye contact but reads most of information

No eye contact because reading information

Eye Contact

TOTAL Comments:

Score

Group Work Assessment Rubric NAME:

DATE:

PERIOD:

Highly Successful

Meeting Success

Experiencing Difficulty

3 points

2 points

1 point

Sharing

Shared ideas with others

Occasionally shared ideas with others

Seldom shared ideas with others

Listening

Always listened to peers

Occasionally listened to peers

Ignored ideas of peers

Respecting

Interacted with, encouraged, and supported ideas of others

Occasionally encouraged and supported others

Seldom encouraged and supported others

Participating

Shared task equally with group members

Did most of the task

Did very little of the task

TOTAL

Comments:

Score

Guest Speaker Evaluation Form Student’s Name: Date: Name of Speaker:

1. List five main ideas expressed in the presentation. 1. 2. 3. 4. 5.

2. Write a brief summary relating the topics of the presentation to your life.

Guest Speaker Evaluation Form Student’s Name: Guest Speaker’s Name: Date: 1. Please evaluate the following statements with a check mark in the appropriate space: Key: SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD, Strongly Disagree SA

The presentation stimulated my interest.

( )

Content was clearly presented.

( )

Content was challenging.

( )

Handouts and materials were helpful.

( )

2. Please rate the guest speaker: Extraordinary

Excellent

Good

Additional Comments:

3. What was your favorite element of the presentation? 4. What career or lifestyle knowledge did you take from the presentation? 5. What was your favorite part of the presentation? 6. How would you improve or change it? 7. What do you still need or want to know?

Fair

Poor

Listening Skills Questionnaire Student’s Name

Date

Title of Story 1.

Who were the main characters in the story?

Describe one of the characters in the story.

What happened in the story?

What was the conflict?

Listening Skills Questionnaire (Cont.) 5.

How was the conflict resolved?

What was your favorite part of the story?

Poster Assessment Rubric NAME:

DATE:

PERIOD:

Exemplary

Accomplished

Developing

Beginning

4 Points

3 Points

2 Points

1 Point

Required Content

The poster includes all required content elements as well as additional information.

All required content elements are included on the poster.

All but one of the required content elements are included on the poster.

Several required content elements were missing.

Labels

All items of importance on the poster are clearly labeled with labels that are easy to read.

Almost all items of importance on the poster are clearly labeled with labels that are easy to read.

Many items of importance on the poster are clearly labeled with labels that are easy to read.

Labels are too small to read, or no important items were labeled.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout, and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed.

Grammar

There are no grammatical or mechanical mistakes on the poster.

There are one to two grammatical or mechanical mistakes on the poster.

There are three to four grammatical or mechanical mistakes on the poster.

There are more than four grammatical or mechanical mistakes on the poster. TOTAL

Comments:

Score

Presentation Assessment Rubric NAME:

DATE:

PERIOD:

Exemplary

Accomplished

Developing

Beginning

4 points

3 points

2 points

1 point

Content

Clear, appropriate, and correct

Mostly clear, appropriate, and correct

Somewhat confusing, incorrect, or flawed

Confusing, incorrect, or flawed

Clarity

Logical, interesting sequence

Logical sequence

Unclear sequence

No sequence

Presentation

Clear voice and precise pronunciation

Clear voice and mostly correct pronunciation

Low voice and incorrect pronunciation

Mumbling and incorrect pronunciation

Visual Aids

Attractive, accurate, and grammatically correct

Adequate, mostly accurate, and few grammatical errors

Poorly planned, somewhat accurate, and some grammatical errors

Weak, inaccurate, and many grammatical errors

Length

Appropriate length

Slightly too long or short

Moderately too long or short

Extremely too long or short

Maintains eye contact, seldom looking at notes

Maintains eye contact most of time but frequently returns to notes

Occasionally uses eye contact but reads most of information

No eye contact because reading information

Eye Contact

TOTAL Comments:

Score

Reflection NAME:

DATE:

PERIOD:

Something I learned that SQUARED with my beliefs:

A question going AROUND in my mind:

STOP! How do I plan to implement what I have learned?

Three important POINTS to remember are:

Role‐Play or Skit Assessment Rubric NAME:

DATE: Excellent

Good

Average

4 Points

3 Points

2 Points

PERIOD:

Needs Improvement 1 Point

Accuracy

All information was accurate.

Almost all information was accurate.

Most information was accurate.

Very little information was accurate.

Role

Excellent character development; student contributed in a significant manner

Good character development; student contributed in a cooperative manner

Fair character development; student may have contributed

Little or no character development; student did not contribute much at all

Knowledge

Can clearly explain several ways in which his or her character “saw” things differently than other characters and can explain why

Can clearly explain several ways in which his or her character “saw” things differently than other characters

Can clearly explain one way in which his or her character “saw” things differently than other characters

Cannot explain any way in which his or her character “saw” things differently than other characters

Props

Used several props and showed considerable creativity

Used one or two appropriate props that made the presentation better

Used one or two props that made the presentation better

Used no props to make the presentation better

Required

Included more information than required

Included all required information

Included most required information

Included less information than required

Gained

Elements

TOTAL Comments:

Score

CTESO Presentation Assessment Rubric Exemplary

Accomplished

Developing

Beginning

4 points

3 points

2 points

1 point

Content

Included all components: motto, creed, emblem, colors, theme, and history; included famous or successful CTESO members

Included four to five components

Included two to three components

Included one component

Clarity

Logical, orderly sequence

Logical sequence

Unclear sequence

No sequence

Design

Used appropriate design principles; included appropriate graphics or illustrations; no typos; grammatically correct

Presentation contained one design error and/or one grammatical error. Included appropriate graphics or illustrations

Presentation contained two to three design and/or grammatical errors. Included non‐related graphics or illustrations

Presentation contained more than three design and/or grammatical errors. No graphics or illustrations included

Score

Written Report Assessment Rubric NAME:

DATE:

PERIOD:

Exemplary

Accomplished

Developing

Beginning

4 Points

3 Points

2 Points

1 Point

Content

Clear thesis and focus that remain apparent

Thesis and focus that remain apparent

Addresses subject matter with minimal support

Does not focus on topic

Grammar

Correct and effective use of grammar and mechanics

Occasional errors in use of grammar and mechanics

Problems in use of grammar and mechanics

Repeated errors in use of grammar and mechanics

Organization

Ideas flow smoothly and logically with clarity and coherence.

Logical order and appropriate sequencing of ideas with adequate transition

Some evidence of an organizational plan or strategy

Lacks organization

TOTAL

Comments:

Score

Mississippi Department of Education Office of Curriculum and Instruction Course Title:

Personal Finance

Grade Level:

9, 10, 11, 12

Carnegie Unit:

Contact:

MDE Office of Curriculum and Instruction Central High School Building 359 North West Street Post Office Box 771 Jackson, MS 39205‐0771 Phone: 601‐359‐2586

Personal Finance Competency 1: Explain the fundamental principles of financial exchanges. Suggested Enduring Understandings 1. 2.

Students will learn the exchanges of money and finances in the economy. There are legal responsibilities associated with financial exchanges.

Suggested Performance Indicators a. Explain forms of financial exchange.

b. Identify types of currency.

Suggested Essential Questions

Describe functions of money.

What role does money play in our economy?

What are the legalities when dealing with money and finances?

Suggested Teaching Strategies a. Define money to include that it consists of currency, checkable deposits, traveler’s checks, savings accounts, time deposits, money market mutual fund accounts, debit cards, and electronic money. Have students compare, contrast, and determine relationships between the various types of currency to include legal tender notes and coinage. Describe the three functions of money to include store of value, unit of account, and medium of exchange. Describe the methods of obtaining capital to include equity, capital, retained earnings, and debt capital. Explain the time value of money to include the role of time in demand. b. Have a guest speaker from the Federal Reserve System in New Orleans speak to students about the process of making and distributing money. c.

Hold a classroom discussion on the benefits of credit to include convenience, protection, emergencies, opportunity to build credit, quicker gratification, special offers, and bonuses. Be sure to include the potential risks of credit to include interest, overspending, debt, and identity theft.

d. Describe sources of income.

d. View a video on personal finance. Have each student complete a fill‐in‐the‐blank quiz while they watch the video.

e. Explain the time value of money.

e. Hold a classroom discussion on opportunity costs and the part that it plays in marketing.

Suggested Assessment Strategies a. Monitor class activity to ensure that all students participate.

b. Evaluate students’ understanding by writing five new facts that they learned from the presentation. c. Assess students’ knowledge through a summative assessment using a classroom response system and/or Blackboard. d. Assess student understanding by reviewing the fill‐inthe‐blank quiz. e. Assess student understanding based on participation in class discussion.

Explain the purposes and importance of credit.

Explain legal responsibilities associated with financial exchanges.

Hold a classroom discussion about the four (or six) Cs of credit that include character, capacity, capital, and conditions/circumstances and sometimes include collateral, coverage, and capability. List why each is important and why banks would need to know the four (or six) Cs of credit. g. View the “The American Currency Exhibit,” “Mutual Funds,” and “The Money Connection” that can be ordered from the Federal Reserve System with no cost. From the teacher’s guide from “Savers and Borrowers,” have students complete practical examples and realistic scenarios that will assist students in making crucial financial decisions.

Use a checklist to evaluate the list created by students.

Evaluate student examples and scenarios based on a rubric.

Competency 2: Manage personal finances to achieve financial goals. Suggested Enduring Understandings

Suggested Essential Questions

1. It is imperative to manage your personal finances in today’s economy. 2. Protecting your credit is vital to a healthy financial profile. Suggested Performance Indicators a. Discuss financial needs.

b. Set financial goals.

Develop personal budgets.

d. Discuss tax liabilities.

Why should I keep up with my spending?

What difference does it make if my credit rating is good or bad?

Suggested Assessment Strategies

Suggested Teaching Strategies a. View the video “Needs and Wants” provided by United Streaming. Upon completion, have students list all of the items they can think of that they purchased over the past month. Divide students into groups of three to four in order to determine which items were wants and which items were needs. The group must come to a consensus. The group will present to the class its findings via an electronic slide presentation. Have each of the other groups use a presentation rubric to determine grading for the presenting group. b. Have students use the NEFE High School Planning Program that can be ordered from the National Endowment for Financial Education (http://www.nefe.org) free of charge and complete the exercises in the book. c. Use budgeting software to create a personal budget. d. Discuss the information that is on the W‐2 and the Form 1040EZ and the legal reason to save documentation for 10 years. Discuss Social

a. Evaluate the Needs and Wants presentation for content and appearance using the Presentation Rubric.

b. Evaluate the completed exercises for accuracy and completion. c.

Evaluate the completed personal budget by using a checklist. d. Monitor class activity to ensure that all students participate.

e. Interpret a pay stub.

Read and reconcile bank statements.

Maintain financial records.

Discuss strategies for the wise use of credit.

Explain the importance of maintaining a positive credit history.

Protect against identity theft.

Prepare personal income tax forms.

Security taxes, Medicare taxes, and Mississippi taxes. e. Review a pay stub, and discuss the various benefits that are not included on that pay stub that add value to pay to include paid leave, health insurance, retirement plans, life insurance, disability insurance, and education assistance. f. Use the Banking on Your Future books from the Young Banker’s at http://www.msbankers.com (free resource) or http://www.nefe.org (another free resource) to allow students to go through the process of personal banking. g. View the video “What is Financial Future” at http://www.unitedstreaming.com. Use the Blackline master posted at the same Web site as student‐guided notes.

Have students participate in a mock automobile purchase where they research the car of their dreams and calculate the total cost of purchasing that car with the features wanted. They are then to research various loans to determine the total cost of paying for the car including interest rates over a 36‐, 48, and 60‐month period. After the total cost is determined, students are to research the cost of insurance, tag, tax, and title of the vehicle and present the total costs to the class using an Excel spreadsheet and graph of those costs. Introduce Equifax, Experian, and TransUnion as the three main credit‐reporting agencies, and describe how the credit score is used by lenders and potential employers.

Hold a classroom debate on the ethical uses of credit‐reporting agencies in determining employment. Use a teacher‐created debate rubric in determining proper procedures. j. Have students view a video and/or a movie about identity theft and hold a classroom discussion on how to prevent identity theft. k. Download the 1040EZ from http://www.irs.gov, and have students complete a tax form with teacher‐created mock information and W‐2. Also, have students prepare a Mississippi tax form using the same mock documentation.

e. Monitor class activity to ensure that all students participate. f.

Monitor class activity to ensure that all students participate.

Using the Blackline master of “What is Financial Future,” create a quiz using Blackboard on the need for financial planning. The original quiz is located at http://www.unitedstr eaming.com. h. Evaluate the Venn diagram and presentation for content and appearance.

Assess students’ knowledge through a summative assessment using a classroom response system and/or Blackboard.

Monitor class activity to ensure that all students participate. k. Evaluate the tax forms for correctness.

Competency 3: Recognize the role of financial services providers in achieving financial goals. Suggested Enduring Understandings

Suggested Essential Questions

1. Many types of financial service providers exist for our use. 2. When selecting a financial service provider, you should consider the attributes of each. Suggested Performance Indicators a.

Describe types of financial services providers.

b. Discuss considerations for selecting a financial services provider.

1. 2.

What are some of the different types of financial service providers? When selecting a financial services provider, what attributes are important for consideration? Suggested Assessment Strategies

Suggested Teaching Strategies a. Have students use the Internet to research types of financial services providers. Define for them a financial services provider as a retailer that provides personal services that relate to money or other financial matters. Explain the types of financial services providers to include banks, credit unions, accounting firms, tax‐preparation firms, insurance companies, and stock‐brokerage firms. Have students present findings to the class. b. Have students discuss considerations in selecting a financial services provider to include the original cost of obtaining the financial service, the interest rate, and the power that the financial services providers will have to influence business operations. Have students post comments and ideas on a Wiki/discussion board in Blackboard.

Monitor class activity to ensure that all students participate.

b. Evaluate students’ Wiki/discussion board postings for correctness.

Competency 4: Apply investment strategies to ensure financial well‐being. Suggested Enduring Understandings

Suggested Essential Questions

1. Many types of investments exist for our financial well‐being. 2. Businesses need financial resources.

1. 2. 3. 4.

Suggested Performance Indicators a. Explain types of investments.

b. Explain the nature of capital investment.

What are some of the different types of investments? What is the nature of capital investments? Why do businesses need financial resources to meet the needs of the business? What are some of your investment goals for the future? Suggested Assessment Strategies

Suggested Teaching Strategies a. Have students use the Internet to research types of investments to include the most common financial investments such as interest‐bearing checking accounts, savings accounts, savings bonds, certificates of deposit, money market accounts, mutual funds, and treasury instruments. Have students present findings to the class. b. Discuss the nature of capital investment to include the fact that businesses need financial resources in order to meet needs of the business. Capital investment allows the business to be provided

Monitor class activity to ensure that all students participate.

b. Evaluate students’ Wiki/discussion board postings for correctness.

Establish investment goals and objectives.

with the money needed to grow the business. Have students post comments and ideas on a Wiki/discussion board in Blackboard. Have students use the Internet to research investment goals and objectives to include the importance of investors setting investment goals based on the amount of liquidity, safety, and growth. Have students present findings to the class.

Evaluate research for content and appearance.

Competency 5: Apply payroll concepts. Suggested Enduring Understandings

Suggested Essential Questions

1. Different types of pay schedules are used when calculating employee payroll. 2. When calculating hourly wages, employee’s overtime pay, piece rate pay, salary, straight, and variable commission must all be used. 3. Time worked can be calculated per day, week, or pay period. 4. Tax tables are used to determine federal income tax withheld. 5. The percentage method is used to determine federal income tax withheld. 6. Each state uses a certain percentage to calculate state income tax. 7. Some states use a variable tax base to calculate state income tax. 8. Social Security taxes are calculated and withheld from employee earnings. 9. Medicare taxes are calculated and withheld from employee earnings. 10. The legislative has a history of its role in the creation of the federal income tax, Social Security tax, and Medicare tax. 11. Health insurances are deducted from employees’ earnings. 12. An employee’s net earnings are determined after all deductions have been calculated. 13. An earnings statement must be completed when computing payroll. 14. Completing a W‐4 form demonstrates the practices of citizenship for participation in a democratic society. 15. A 1040EZ is used when preparing an income tax return. Suggested Performance Indicators a. Compare and calculate the various types of pay schedules.

How are schedules used when calculating employee payroll? 2. What must be used to calculate employee hourly wages? 3. How can time worked be calculated? 4. What is used to determine federal income tax withheld? 5. How are percentages used to determine federal income tax withheld? 6. How does each state calculate state income tax? 7. How are variable tax bases used to calculate state income tax? 8. How are Social Security taxes calculated? 9. How are Medicare taxes calculated? 10. What role has the legislative played in the creation of federal income tax, Social Security tax, and Medicare tax? 11. How are health insurances deducted from employees’ earnings? 12. How is an employee’s net earnings calculated? 13. What is the purpose of an earnings statement? 14. What is the purpose of completing a W‐4 form? 15. When is a 1040EZ form used?

Suggested Teaching Strategies

Suggested Assessment Strategies

a. Ask students the following questions: How many of you are currently working to earn a paycheck? Have you actually looked closely at your pay stub? Do you know for sure that you are being paid

a. Assess student understanding by observing contributions to class discussions and

b. Calculate pay for hourly wage employees including overtime pay, piece rate pay, salary, straight and variable (graduated) commission, and salary plus commission. c. Calculate time worked per day, week, and pay period (including overtime). d. Use tax tables to determine federal income tax withheld. e. Use the percentage method to determine federal income tax withheld. f. Use a given percent to calculate state income tax. g.

Use a variable tax base (graduated income basis) to calculate state income tax.

properly? Do you get to keep all the money you earn? b. Have students calculate hourly wages according to a given scenario.

c. Have students calculate time worked according to a given scenario.

participation in activities. b. Evaluate completed forms for accuracy and completeness.

Evaluate completed forms for accuracy and completeness.

d. Have students review a tax table and determine the federal income tax withheld.

d. Evaluate completed forms for accuracy and completeness. e. Provide students with a federal tax schedule. Have e. Evaluate completed students calculate the federal income tax withheld forms for accuracy and from an employee’s earning. completeness. f. Have students use the Internet to research their state’s income tax rate. Instruct the students to calculate the state income tax withheld according to a given scenario. g. Have students use a tax base to calculate a state income tax.

h. Calculate Social Security taxes to be withheld.

h. Have students calculate Social Security taxes according to a given scenario.

Calculate Medicare taxes to be withheld.

Have students calculate Medicare taxes to be withheld according to a given scenario.

Analyze legislative history and the presidential role in the creation of the federal income tax, Social Security, and Medicare.

Have students use the Internet to research the legislative history and presidential role in the creation of the federal income tax, Social Security, and Medicare. What were the reasons behind the creation of the federal income tax, Social Security, and Medicare? What is the current status of these systems? (History of the U.S. tax system: http://www.treasury.gov/education/factsheets/taxes/ustax.shtml; Social Security history: http://www.ssa.gov/history/history.html; and

Have students selfassess research using the Web Page Evaluation Checklist. g. Assess student understanding by observing contributions to class discussions and participation in activities. h. Assess student understanding by observing contributions to class discussions and participation in activities. i. Assess student understanding by observing contributions to class discussions and participation in activities. j. Evaluate the brochure using the Sources of Government Funding Brochure Checklist.

history of Medicare: http://www.cms.hhs.gov/History/) Have students use their historical knowledge to assess the current status of the federal income tax, Social Security, and Medicare. Have students debate each topic. Classroom debate how‐to’s may be found at the following Web sites: http://712educators.about.com/library/howto/ht debate.htm http://web.archive.org/web/20060503194518/htt p://w3.tvi.edu/~cgulick/roles.htm http://web.archive.org/web/20060502021955/htt p://www.occdsb.on.ca/~proj1615/debate.htm Access the IRS Web site at http://www.irs.gov/ , and lead the class in a discussion in which students evaluate the United States taxation system. Have students use Internet resources to define the characteristics of capitalism and evaluate the role of the U.S. taxation system in a capitalistic society. Have students use Internet resources to compare and contrast the sources of government funding of the United States (i.e., taxation) to France, Germany, Russia, and China. Provide information related to design principles. http://desktoppub.about.com/cs/basics/f/dtp_rul es.htm http://desktoppub.about.com/od/designprinciple s/Principles_of_Design.htm

Calculate employee’s share of health insurance deductions.

Calculate net pay.

m. Complete an earnings

Have students create a brochure that lists and describes sources of government funding for France, Germany, Russia, and China. Include an analytical section under each country describing the pros and cons of the funding sources. Have students present their findings to the class. k. Have students research the Internet to find cost of different types of health insurance. l.

Demonstrate how to calculate employee net earnings.

m. Demonstrate the steps to complete an earnings

Have students selfassess research using the Web Page Evaluation Checklist. l. Evaluate completed forms for accuracy and completeness. m. Evaluate completed

statement. n. Complete a payroll register. o. Prepare Form W‐4 to demonstrate the practices of citizenship for participation in a democratic society. p. Prepare a 1040EZ income tax return.

statement.

forms for accuracy and completeness. n. Evaluate the payroll spreadsheet for accuracy and completeness.

n. Demonstrate payroll procedures using a data projector and spreadsheet software. Have students develop a spreadsheet with formulas and then input payroll information for 10 employees. o. Demonstrate how to prepare Form W‐4 and a o. Evaluate completed 1040EZ income tax return. Have students complete forms for accuracy and the forms completeness. (http://taxes.about.com/od/preparingyourtaxes/h t/W4.htm and http://www.irs.gov/). p. Obtain copies of a 1040EZ form from the Internet p. Evaluate completed or local post office. Have students complete the forms for accuracy and 1040EZ. completeness.

References Behind the news: Money. Discovery Education. (2005). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ Burrow, J. L. (2008). Marketing 3E. Mason, OH: South‐Western. Burrow, J. L., Kleindl, B., & Everard, K. E. (2008). Business principles and management 12E. Mason, OH: South‐Western. The difference between wants and needs. 100% Educational Videos (2003). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ Discovery Communications, LLC. (n.d.). United streaming. Retrieved December 1, 2007, from http://streaming.discoveryeducation.com/index.cfm Eating for less: Lily gets her money’s worth. United Learning. (1997). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ Farese, L. S., Kimbrell, G., Woloszyk, C. A. (2006). Marketing essentials. New York, NY: Glencoe‐McGraw Hill. Federal reserve publications. (n.d.). Retrieved January 3, 2008, from http://www.newyorkfed.org/publications/frame1.cfm Feeding your toddler: Lily gets her money’s worth. United Learning (1997). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ Internal Revenue Service. (n.d.). Retrieved January 3, 2008, from http://www.irs.org Mississippi bankers. (n.d.). Retrieved January 3, 2008, from www.msbankers.com National endowment for financial education. (n.d.). Retrieved January 3, 2008, from http://www.nefe.org/ Stolen identity: Crime of the millennium. AIMS Multimedia. (1999). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ Tools for financial success. United Learning. (2004). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ What is financial success. United Learning. (2004). Retrieved January 17, 2008, from http://streaming.discoveryeducation.com/ Winkler, R. (Director), Brancato, J., & Ferris, M. (Writers). (1995). The Net [Motion picture]. United States: Colombia Pictures Corporation. For additional references, activities, and Web resources, please refer to Business P.A.C.E. Web site: http://rcu.blackboard.com (available only to registered users).

Mississippi Department of Education Office of Curriculum and Instruction Course Title:

Information and Communication Technology I

Grade Level:

6, 7

Carnegie Unit:

Contact:

MDE Office of Curriculum & Instruction Central High School Building 359 North West Street Post Office Box 771 Jackson, MS 39205‐0771 Phone: 601‐359‐2586

Course Outline

Information and Communication Technology I 1 2 3 4 5 6 7

Orientation and Ethics Basic Operations and Technology Concepts Technology Communication and Research Tools Keyboarding Word Processing and Publishing Multimedia Applications Career Exploration

10 15 10 35 35 25 10

Information and Communication Technology I Unit 1: Orientation and Ethics

(10 hours)

Competency 1: Identify course expectations, school policies, program policies, and safety procedures related to Information and Communication Technology (ICT). Suggested Objectives: a. Give a brief overview of the course. Explain to students what ICT is, why it is important, and how it will be delivered. b. Preview the school handbook, the technology acceptable use policy, and all other safety procedures for classroom level and building level. c. Preview course objectives and program policies. d. Discuss IC3 Certification expectations. e. Provide an overview of career pathways and careers related to each pathway. Suggested Teaching Strategies: •

• •

• • •

•

• •

Using guided prompts, have students write a reflection describing their history, experience, and feelings about using the computer. Sample prompts can include: o When was the first time you used a computer? o Do you use the Internet? If so, how do you use it? o What is the one kind of technology you could not live without? Using presentation equipment, provide the course goals, objectives, and student expectations. Using a multimedia presentation, discuss the school handbook, the technology acceptable use policy, classroom procedures, and all safety procedures for the classroom level and building level. Read and discuss with students the school acceptable use policy. Have students and parents sign a district approved Technology Acceptable Use Policy. Discuss the course objectives, program policies, etc. Create a separate directory for student assignment and a resource notebook at each computer station. Teachers will share this information with students and make sure they know how to use the directories and notebooks. Have students complete a pretest on computer literacy skills, 21st Century Skills and Information and Communication Technologies, and Career Pathways to determine what current knowledge they have in these areas. Have students interview 10 family members to determine to which career pathway their career goals are aligned. Using bulletin board paper, construction paper, and tape, have students work in collaborative groups to create a classroom bar chart of area career pathways. Allow students to discuss what the most popular careers are and why they think they are the most popular.

Suggested Assessment Strategies: • • •

Teacher assessment according to local policy such as written safety test, signed policies, etc. Checklist for interviews and group project. Peer evaluation of group activities.

Competency 2: Explore personality development and the classroom environment in relation to interpersonal skills, others, and the world of work. Suggested Objectives: a. Identify forces that shape personality development including personality traits, heredity, and environment. b. Complete a learning styles inventory. c. Develop a report on how personality traits affect teamwork and leadership skills. d. Write an autobiography. Suggested Teaching Strategies: • • • •

Use a multimedia presentation with questions from the book 7 Habits of Highly Effective Teens to help students identify their personality traits. Have students complete a learning styles inventory. Have students discuss the importance of understanding different personality and role play learning styles to effectively work in a team setting. Have students use the writing process to write a summary report about their previous knowledge, personality skills, and learning styles. Require students to include a section in the summary report that gives the teacher tips on how to individualize instruction to fit their personality and learning style. Have students identify the purpose and audience for this activity. Also, have students include their understanding of how to effectively work with different personalities and learning styles in a team environment

Suggested Assessment Strategies: •

Use a rubric to grade the written summary report for organization, audience, and voice.

Competency 3: Develop leadership skills. Suggested Objectives: a. Describe the qualities of an effective leader including positive attitude, image, decision making, communication skills, and knowledge. b. Identify opportunities in the local community that develop leadership skills. c. Dramatize effective leadership skills. d. Practice effective leadership skills. Suggested Teaching Strategies: •

Find two or three journal or internet articles that have information related to different leadership styles, the importance of positive attitudes, decision making skills, communication skills, etc. Divide students into home‐base groups of three to five members depending on the number of texts to be read. Assign each student to a base group and a section of the article(s) to read (10 to 15 minutes of independent reading). Have students who have read the same section form small expert groups to discuss key aspects from their portion of the article (15–20 minutes). Have student experts return to

•

their base groups and invite each person to share the key points from their reading and discussion with others of the group (20–30 minutes). Then, facilitate a large group discussion identifying key concepts from the information that was read. Have students brainstorm to identify local community activities that provide leadership opportunities. Also, have students research and join different student organizations, such as Mississippi Technology Teens and Junior FBLA. Have students work in groups to research, write, and present a dramatization about world leaders that they will study in their social studies classes. Their script and dramatization should highlight their world leaders’ leadership qualities including positive attitude, image, decision making, communication skills, and knowledge.

Suggested Assessment Strategies: • • • •

Participation in class discussion. Written test that incorporates personality skills, learning style, and leadership skills. Dramatization evaluation teacher rubric. Dramatization evaluation peer evaluation rubric.

Competency 4: Compare and contrast career pathways at the state level, national level, and global level. Suggested Objectives: a. Research interests using an interest checklist. b. Evaluate personal interests and aptitudes as related to career pathways. c. Research career pathways at the state, national, and global levels. d. Create a chart or other graphic organizer that compares and contrasts career pathways at each level. Suggested Teaching Strategies: •

• •

Have students complete and evaluate a career interest inventory. After finding their interest, have students research and develop a job information sheet that includes the amount of education and experience that is needed, and salary related to careers that interest them. Have students work independently to research and investigate the economy at state, national, and global levels. Have students use the information from their research to create a chart or other type of graphic organizer and a summary that compares and contrasts the economy at a state, national, and global level.

Suggested Assessment Strategies: • •

Complete career interest inventory. Teacher evaluation rubric for the compare and contrast summary; chart.

Competency 5: Exercise sound reasoning in understanding and making complex choices about working in teams. Suggested Objectives: a. Demonstrate an appreciation and respect for diversity.

b. Apply the components of good teamwork including team dynamics, status of team growth, and working through team problems. Suggested Teaching Strategies: • • • •

Divide students into groups with a set of index cards. Have students use the index cards to create the tallest tower without using verbal communications. Lead students in listing and evaluating effective and ineffective teamwork skills. Have students return to their groups to read the “Three’s a Crowd” case study. Have students discuss and come to a solution for each of the questions listed below the case study. Have teams use the writing process to report their solutions by writing a newspaper article. The article will retell the story and explain the solutions to the projected audience.

Suggested Assessment Strategies: • • •

Classroom participation. Self‐evaluation rubric to evaluate newspaper article. Teacher evaluation rubric to evaluate the newspaper article for grammar and content.

Competency 6: Understand the ethical, cultural, and societal issues related to technology. Suggested Objectives: a. Discuss ethics in relation to computer use. b. Discuss ethics in the educational environment. c. Discuss ethics in the occupational environment. Suggested Teaching Strategies: • •

• •

Discuss computer applications relating to ethics such as copyright laws, piracy, privacy, public domain, unauthorized access, etc. Have students read and discuss case study titled “Plagiarism.” As an individual project, have students create a cartoon script about the case study. If time permits, partner with an English teacher and have students research, create, and key reports on topics such as plagiarism, cheating, stealing, time management, punctuality, leadership, etc Discuss ethics in the occupational environment such as having a guest speaker discuss workplace confidentiality, integrity, honesty, punctuality, and cooperation. T2 Have students create a handmade brochure that educates others on piracy, etc. When skills permit in future units, allow students to transfer the handmade brochure into electronic format.

Suggested Assessment Strategies: • •

Written test where students must read and respond to ethical scenarios and/or problems. Students could key their responses to practice keyboarding skills. Use a rubric to assess the brochure.

Competency 7: Practice the responsible use of technology systems, information, and software.

Suggested Objectives: a. Identify ways to safeguard against computer viruses, worms, Trojan Horses, and spoofing. b. Discuss techniques to prevent unauthorized computer access and use. c. Identify safeguards against hardware theft and vandalism. d. Explain the ways software manufacturers protect against software piracy. e. Define encryption and explain why it is necessary. f. Recognize issues related to information accuracy, rights, and conduct. g. Research issues surrounding information privacy. Suggested Teaching Strategies: •

•

• •

Have students use the word processing program found in the keyboarding software program to define and illustrate terminology such as cybercrime, hacker, cyberextortionist, cyberterrorist, virus, worm, Trojan Horse, antivirus program, virus signature, quarantine, denial of service attack, back door, spoofing, firewall, unauthorized access, user name, password, hardware theft, hardware vandalism, software threat, piracy, license agreement, information threat, encryption, digital signature, power surge, surge protector, backup, restore, computer ethics, intellectual property rights, copyright, code of conduct, acceptable use policy, information privacy, cookies, spyware, adware, spam, computer forensics, identity theft, web filtering software, ergonomics, computer addiction, phishing, etc. Have students complete a web quest to research the following privacy laws: CN‐SPAM Act of 2003, Sarbanes‐Oxley Act of 2002, Provide Appropriate Tools Required to Intercept and Obstruct Terrorism (PATRIOT) Act of 2001, Financial Modernization Act of 1999, Children’s Online Privacy Protection Act of 1998, Digital Millennium Copyright Act of 1998, No Electronic Theft Act of 1997, Health Insurance Portability Accountability Act of 1996, National Information Infrastructure Protection Act of 1996, Computer Abuse Amendments Act of 1994, Cable Act of 1992, Telephone Consumer Protection Act of 1991, Computer Matching and Privacy Protection Act of 1988, Video Privacy Protection Act of 1988, Electronic Communications Privacy Act of 1986, Cable Communications Policy Act of 1984, Right to Financial Privacy Act of 1978, Privacy Act of 1974, Family Educational Rights and Privacy Act of 1974, and the Fair Credit Reporting Act of 1970. Divide students into two groups. Allow groups to debate ethical and security issues related to file sharing web sites. Have students create a chart that compares and contrasts the different security products (e.g., antivirus vs. firewalls).

Suggested Assessment Strategies: • • • •

Completed vocabulary definitions and illustrations. Completed web quest. Written test to evaluate knowledge of definitions and privacy legislation. Use the debate rubric found at http://www.learnnc.org/articles/persuade‐debate‐0702 to evaluate the student debates.

Competency 8: Research social, ethical, and human issues related to technology and careers.

Suggested Objectives: a. Identify how computers are used in different areas of work, school, and home. b. Identify the risk of using computer hardware and software. c. Identify how to use the Internet safely, legally, and responsibly. Suggested Teaching Strategies: •

•

• •

Have students research and compile information identifying typical tasks, working conditions, education and training, types of technology used in the job, and wages for careers in government, public administration, law, and public safety. Have students choose between writing a report, creating a collage, role playing, creating a poster, or making a multimedia presentation. Have students present their report for each career that was covered. Written reports will follow the steps in the writing process and rubrics that the language arts teacher uses. Have students simulate a career such as a census clerk by collecting and compiling demographic information (age, gender, family size, zip code, previous school, etc.) on classmates and chart the results on a bar graph using paper. For enrichment, have students create the bar chart using a spreadsheet application. Have a guest speaker visit the class to discuss different careers in law enforcement, public safety, basic laws, and court proceedings. Have students prepare for and participate in a mock trial by becoming familiar with legal terms and the legal process and procedures, and by using the information from the guest speaker and by watching a video reinforcing courtroom procedures (trial segment of “Miracle on 34th Street” or similar video).

Suggested Assessment Strategies: •

• •

Collaborate with the language arts teacher to develop information to evaluate the completion and presentation of the assignment or use the writing rubric from Unit 1 to evaluate the report for ideas, organization, and voice. Written test on information provided from the guest speaker. Student self‐evaluation of participation in the mock trial.

Suggested Rubrics and Checklists

Written Report Writing Rubric NAME:

DATE:

PERIOD:

Ideas: The heart of the message, the content of the piece, the main theme, with details that enrich and develop that theme. This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. A. The topic is narrow and manageable. B. Relevant, telling, quality details go beyond the obvious. C. Reasonably accurate details. D. Writing from knowledge or experience; ideas are fresh and original. E. Reader’s questions are anticipated and answered. F. Insight.

The writer is beginning to define the topic, even though development is still basic or general. A. The topic is fairly broad. B. Support is attempted. C. Ideas are reasonably clear. D. Writer has difficulty going from general observations to specifics. E. The reader is left with questions. F. The writer generally stays on topic.

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details. A. The writer is still in search of a topic. B. Information is limited or unclear or the length is not adequate for development. C. The idea is a simple restatement or a simple answer to the question. D. The writer has begun to define the topic. E. Everything seems as important as everything else. F. The text may be repetitious and disconnected, containing too many random thoughts.

Organization: The internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of ideas. The organizational structure of this paper enhances and showcases the central idea or theme of the paper; it includes a satisfying introduction and conclusion. A. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. B. Thoughtful transitions. C. Sequencing is logical and effective. D. Pacing is well controlled. E. The title, if desired, is original. F. Flows so smoothly, the reader hardly thinks about it.

The organizational structure is strong enough to move the reader through the text without too much confusion. A. The paper has a recognizable introduction and conclusion. B. Transitions often work well. C. Sequencing shows some logic, yet structure takes attention away from the content. D. Pacing is fairly well controlled. E. Organization sometimes supports the main point or story line. A title, if desired, is present.

The writing lacks a clear sense of direction. A. No real lead. B. Connections between ideas are confusing. C. Sequencing needs work. D. Pacing feels awkward. E. No title is present (if requested). F. Problems with organization make it hard for the reader to get a grip on the main point or story line.

Voice: The heart and soul, magic, wit, feeling, and conviction of the writer coming out. The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and has personality. The reader feels a strong interaction with the writer. A. The writer takes a risk. B. The tone and voice give flavor and texture to the message and are appropriate for the purpose and audience. C. Narrative writing seems honest, personal. Expository or persuasive writing reflects a strong commitment to this topic.

The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling. A. The writing communicates in an earnest, pleasing manner. B. Only one or two moments here or there surprise, delight, or move the reader. C. Writer weighs ideas carefully and discards personal insights in favor of safe generalities. D. Narrative writing seems sincere; expository or persuasive writing lacks consistent engagement. E. Emerges strongly at some places, but is often obscured behind vague generalities.

The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience. Writer speaks in a kind of monotone. A. Writing is humdrum and “riskfree.” B. Writing is not concerned with the audience; writer’s style is a complete mismatch for the intended reader. C. Writing is lifeless or mechanical. D. No point of view is reflected.

Reprinted with permission from http://doe.sd.gov/curriculum/6plus1/Educators/9-12/word/6+1OnePager.doc

Dramatization Teacher Evaluation Rubric NAME:

Excellent 4 Research of Events

The student uses a word processing program to produce a script and biography (MLA style). A script with a biography is submitted to the teacher. The script is free of errors.

DATE:

PERIOD:

Good 3

Satisfactory 2

Needs Improvement 1

The student uses a word processing program to produce a script and biography (MLA style). A script with a biography is submitted to the teacher.

The student submits a handwritten script and biography (MLA style) to the teacher.

The student submits a handwritten script and biography (MLA style) to the teacher. A script is submitted to the teacher. No biography is included.

The student submits a handwritten summary and historical account of each character in the script. A narrator gives a brief description to audience members before the dramatization begins.

The student submits a handwritten summary and historical account of each character in the script.

A summary or historical account of each character is not submitted.

Most events are dramatized. The story is easy to follow. A problem and a solution are included in the content.

The story events are not in sequence and are hard to follow. A problem is included in the content.

The story events are not in sequence and are hard to follow.

All actors and actresses act out the script. Props and costumes are used.

All actors and actresses act out the script. Props and costumes are lacking.

All actors and actresses read the script to the audience. There are no props or costumes.

Most participants are actively involved in the dramatization.

Many participants are not actively involved in the dramatization.

Some people in the group do not involve themselves in the dramatization.

Characters The student uses a word processing program to produce a summary and historical account of each character in the script. A narrator gives a brief description to audience members before the dramatization begins.

Content The story is retold completely with all major events included. A problem and a solution are included in the content.

Dramatizations All actors and actresses act out the script with proper volume and expression. Relevant props and costumes are used.

Participation All participants are actively involved in the dramatization.

Reprinted with permission from Robin Parker, [email protected].

Dramatization Peer Evaluation Rubric NAME:

DATE:

PERIOD:

Directions: Write Yes or No in the blank before each statement.

A narrator gives a brief description of each character to audience members before the dramatization begins. I can follow the story’s events. I can identify the story’s problem. I can identify the story’s solution. The actors spoke loud enough. The actors spoke with expression. The props and costumes fit the play. All students were actively involved in the play. Group Member Names:

Evaluator(s):

Reprinted with permission from Robin Parker, [email protected]

Compare and Contrast Summary Rubric NAME:

DATE:

PERIOD:

The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison.

The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that is not relevant to the comparison.

The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete.

The paper breaks the information into whole‐towhole, similarities‐todifferences, or point‐bypoint structure but does not follow a consistent order when discussing the comparison.

The paper breaks the information into whole‐towhole, similarities‐todifferences, or point‐bypoint structure, but some information is in the wrong section. Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

The paper moves from one idea to the next, but there is little variety. The paper uses comparison and contrast transition words to show relationships between ideas.

Some transitions work well; but connections between other ideas are fuzzy.

The transitions between ideas are unclear or nonexistent.

Writer makes 1–2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3–4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than four errors in grammar or spelling that distract the reader from the content.

Purpose & Supporting Details The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.

Organization and Structure The paper breaks the information into whole‐towhole, similarities‐to differences, or point‐bypoint structure. It follows a consistent order when discussing the comparison.

Transitions The paper moves smoothly from one idea to the next. The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.

Grammar and Spelling Writer makes no errors in grammar or spelling that distract the reader from the content.

Reprinted with permission from Robin Parker, [email protected].

Three’s A Crowd Case Study NAME:

DATE:

PERIOD:

By Doug Carter The lab instructor divided the class into pairs of students and assigned each pair a workbench where they were to perform the lab exercises. In the opinion of the lab instructor, working in pairs was not only more efficient but was also more enlightening than working alone. Three students working together, however, did not give each student the opportunity to gain the skills portended by the lab objectives. Bill and Jim were assigned as lab partners, but after the first week Jim dropped the class. Bill had become well acquainted with Jon and Sallie who had been assigned to the adjacent bench. All three felt comfortable working together and they soon became a threesome. Typically, one partner would connect and operate the equipment, the second would record the data, and Bill would watch. Jon and Sallie tried to get Bill to take turns running the equipment, recording the data, and observing. But Bill insisted on just observing. When an assignment was completed, the team would call the instructor who asked a few questions, had them perform some of the targeted skills, and initialed their reports. Bill would always offer his report to be initialed as though he had participated fully in the work. Questions: 1. Was Bill taking advantage of Jon and Sallie's expertise? 2. Is that the same as cheating? 3. Should Bill receive the same grade as Jon and Sallie? 4. Is Bill as fully prepared for the workplace as Jon and Sallie?

Suggested References

Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and communication technologies. Pennington, NJ: Lawrenceville Press. Carter, D. (2006). A case study: Three’s a crowd. Retrieved September 15, 2005, from http://www.uvsc.edu/ethics/curriculum/education/case05.html Covey, S. (1998). The seven habits of highly effective teens. New York: Franklin Covey. DiSC. (2005). Home of the original DiSC profile test. Retrieved September 15, 2005, from http://www.discprofile.com/ Fleming, N. (2001). Vark: A guide to learning styles. Retrieved September 15, 2005, from http://www.vark‐learn.com/english/index.asp Future Business Leaders of America‐Phi Beta Lambda, Inc. (2005). Future Business Leaders of America ‐ Phi Beta Lambda. Retrieved September 2, 2005 from http://www.fbla‐pbl.org/ Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and supervision. Thousand Oaks, CA: Corwin Press Inc. Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston: Thomson South‐Western. Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer applications. Mason, OH: Thomson South‐Western. International Society for Technology in Education. (2000). National educational technology standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/ Jones, A. (1998). 104 activities that build: Self‐esteem, teamwork, communication, anger management, self‐discovery, coping skills. Richland, WA: Rec Room. Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5 Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from http://www.mde.k12.ms.us/acad/osa/gltp.html Mississippi Educational Computing Association. (2005). Mississippi technology teens. Retrieved September 2, 2005, from http://www.ms‐meca.org

Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH: Thomson South‐Western. Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH: Thomson South‐Western. Northwest Regional Educational Library. (n.d). 6+1 trait writing scoring continuum. Retrieved September 15, 2005, from http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for 21st century skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century skills. Retrieved August 18, 2005, from http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston: Thomson Course Technology. Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to information, web enhanced complete. Boston: Thomson Course Technology. U.S. Department of Labor, Bureau of Labor Statistics. (2005). Occupational outlook handbook (OOH). Washington, DC: U.S. Government Printing Office. What do employers expect from me? [Poster]. (Available from Tech Prep Office, Mississippi Department of Education, P.O. Box 771, Jackson, MS 39205) For additional references, activities, and web resources, please refer to: Information and Computer Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).

Information and Communication Technology I Unit 2: Basic Operations, Network, and Technology Concepts

(15 hours)

Competency 1: Demonstrate a sound understanding of the nature and operation of technology systems. Suggested Objectives: a. Identify emerging, current, and obsolete technologies. b. Define and illustrate current terminology associated with computers. c. Identify types of computers, how they process information, and how individual computers interact with other computing systems and devices. d. Identify the function of computer hardware components. e. Identify what an operating system is and how it works (Input, processing, storage, output cycle), and solve common problems related to operating systems. f. Research accessibility issues related to information technology. g. Identify factors that go into an individual or organizational decision on how to purchase computer equipment. h. Identify how to maintain computer equipment and solve common problems relating to computer hardware. Suggested Teaching Strategies: • • •

•

Have students complete a web quest, such as: http://www.berksiu.k12.pa.us/web quest/BarnettR/index.htm to learn about the basic components of a computer system. Have students complete the online tutorial titled History of Computers located at http://www97.intel.com/discover/JourneyInside/TJI_Intro_lesson1/default.aspx. If applicable, have students use the Internet to define and illustrate terminology related to the computer system such as input, monitor, CPU, mouse, keyboard, disk drive, printer, hardware, software, RAM, ROM, GUI, file, byte, bit, folder, files, etc. Students should have a definition and a clipart or photograph of each term. Divide students into groups and have each student create a handwritten imaginary budget. Students will use the budget to redesign and update a school computer lab in order to make it accessible for students/people with disabilities.

Suggested Assessment Strategies: • • •

Completed web quest or online testing (see resources). Term definitions and illustration project as a grade. Information Technology in Education Accessibility Checklilst.

Competency 2: Demonstrate proficiency in the setup of a computer system. Suggested Objectives: a. Demonstrate precautions and care when working with computers, printers, storage devices, and other accessories. b. Discuss and demonstrate setting up and adjusting a simple computer system.

Identify how to change system settings, install, and remove software. Suggested Teaching Strategies: •

• • • •

Allow students to work in teams to solve the following case study: • A family member has asked for advice on whether to buy an Apple notebook or a PC notebook. Each group has been asked to provide the family member with the specifications of the computer, the similarities and differences of each, and a summary of what is available from each computer. Find an advertisement for an iBook and a PC notebook; then create a report listing the hardware specifications provided for either, and then the “extras” that either notebook provides. Assume the family member is using this notebook for college and will require a word processing program, budgeting software, database software, and Internet access. If possible, include the advertised price of the notebook plus the cost of software that may need to be purchased for the notebook in order to meet these requirements. Have groups present their reports and discuss their recommendations. Describe and employ precautions and care of computer systems. Model the setup of a computer system. Have students create and summarize a diagram or demonstration of setting up a computer.

Suggested Assessment Strategies: • •

Use the writing rubric to evaluate reports. Have students create a file folder game or a puzzle that will teach elementary students how to set up a computer. If possible, students will go to a local elementary school and teach young students about the different parts of a computer and how to assemble a computer system.

Competency 3: Operate basic computer applications. Suggested Objectives: a. Demonstrate a mastery of terminology related to computer applications. b. Manipulate and control the Windows desktop, files, and disk. c. Manipulate a window by using menus, icons, and keyboard shortcut. d. Create a file management system. e. Distinguish between system software and application software. f. Identify how software and hardware work together to perform computing tasks. g. Identify different types of software, general concepts related to software categories, and the tasks to which each type of software is most suited or not suited. Suggested Teaching Strategies: •

Use a multimedia presentation to give a detailed overview of the computer operating system. Have students use the Internet and a word processing application to create a “Computer Information Fact Sheet” that defines and illustrates terms associated with computer applications and the Graphical User Interface (GUI), e.g., file extensions, click, right click/control click, double click, click and drag, pull‐down (drop‐down), window, minimize and maximize, restore, icon, file, file name, folder, menu, menu bar, operating system, application software,

•

overwrite, scroll bar, scroll wheel, shortcut, toolbars, and status bar. Invite a guest speaker (e.g., from a doctor’s office, school central office, bank, etc.) to discuss with students the importance of traditional file management. Next, the teacher will discuss the importance of managing electronic files. Have students determine and create the most efficient file management system for their work in ICT I. Have students generate a graphic organizer that compares and contrasts a traditional filing system and an electronic filing system. Have students compile a price list of operating systems and application software that could be used in their ICT I lab. Once they decide on the best operating and application software for their lab, have them update accessibility budget from Unit 2, Competency 1. As an integrated project with the English and history teacher and as a final project, have students research and compose a biographical report on a leader in technology (i.e., Bill Gates, Carly Fiorina, Steve Wozniak, Steve Jobs, Tim Berners‐Lee, and Meg Whitman). If appropriate, allow students to use word processing or multimedia presentation applications to publish and present their report.

Suggested Assessment Strategies: • • • •

Written vocabulary and windows test. Graphic organizer checklist. Updated budget from Unit 2, Competency 1. Evaluate each student’s report for ideas, organization, and voice using the writing rubric from Unit 1.

Competency 4: Exercise sound reasoning in understanding and making complex choices about working with information technology and people with disabilities. Suggested Objectives: a. Demonstrate an appreciation and respect for diversity. Apply the components of good teamwork including team dynamics, states of team growth, and working through team problems. Suggested Teaching Strategies: •

•

Have students return to their groups to read the “The New Technology Teacher” case study. Have students discuss and come to a solution to each of the questions listed below the case study. Have teams report their solutions by composing and presenting a haiku, poem, rhyme, or rap song, which will summarize the case study and explain the solutions to class members.

Suggested Assessment Strategies: •

Classroom participation and teacher observation.

Suggested Rubrics and Checklists

Information Technology in Education Accessibility Checklist NAME:

DATE:

PERIOD:

Physical Environment Computer labs and technology‐equipped classrooms are physically accessible to wheelchair users. Computer labs and technology‐equipped classrooms are physically accessible to users with visual impairments. There are quiet work and/or meeting areas where noise and other distractions are minimized, or facility rules are in place (e.g., no cell phone use) to minimize noise. Computer Hardware and Software When we purchase computer hardware, we take steps to assure it is accessible. When we purchase computer software, we take steps to assure it is accessible. Operating systems built‐in accessibility features are available by default. Users can customize their desktop settings in our public computing environment. Web Sites Our official (centrally supported) web sites are accessible (i.e., compliant with established web accessibility guidelines or standards). We have a system in place for monitoring and improving the accessibility of our web content. Multimedia When we purchase multimedia products, we take steps to ensure they include captions and audio descriptions. We have a system in place for captioning any multimedia products that we create internally. We have a system in place for adding audio description to any multimedia products that we create internally.

Our televisions are capable of displaying closed captions. Our video projectors are capable of transmitting closed captions. Our instructors and staff are trained on how to turn on captions, or clear instructions accompany the multimedia viewing equipment. Telecommunications Products If one or more public telephones are available, at least one is mounted at an accessible height. Self‐Contained, Closed Products People using wheelchairs can reach the controls on our printers, scanners, copiers, and other similar devices. Whenever we purchase standalone IT products, our purchasing policies or procedures require that we consider the accessibility of available products. Information Resources In our publications, we include a statement about our commitment to access and procedures for requesting disability‐related accommodations. All printed publications are available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text. Our publicly available printed materials are within easy reach from a variety of heights and without furniture blocking access. Assistive Technology and Individual Accommodations A variety of hardware and software based assistive technologies are readily available for students with disabilities. We have a procedure to assure a quick response to requests for disability‐related accommodations. We have a designated staff member and/or committee who assures that services are accessible to students with disabilities and responds to requests for accommodations. Computer support and help desk staff are trained in the maintenance and use of assistive technology. Instructors and staff receive training on how to respond to requests for disability‐related accommodations. Information Technology in Education Accessibility Checklist (http://www.washington.edu/accessit/it-checklist/) Copyright © 2004 by University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged. This product was funded by the National Institute on Disability and

Rehabilitation Research of the U.S. Department of Education (grant #H133D010306). However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume their endorsement.

Class Newsle er Rubric NAME:

DATE:

PERIOD:

Awesome

Clever

Satisfactory

Acceptable

Completed article on time.

Wrote newsworthy article on a topic of interest.

Added digital photograph that complemented article well.

Formatted article using desktop publishing software.

Organized presentation of article and photograph in a unified whole.

Wrote well‐developed descriptive paragraph for written assessment.

Total Points

Copyright Information: http://imet.csus.edu/imet2/nicher/toohotweb quest/Easley_CD1_Set4_Class_Newsletter_Rubric.doc Jan Easley, CD 1, Set 4 Creating a Class Newsletter C·R·E·A·T·E for Mississippi Copyright ©2001. All rights reserved. This document may be copied and distributed for nonprofit educational purposes only provided that credit is given to C·R·E·A·T·E for Mississippi.

The New Technology Teacher Case Study NAME:

DATE:

PERIOD:

By Robin Parker

Ms. Green has just accepted a position teaching a 7th grade computer class at Sunnytown Middle School. Ms. Green will teach 7th graders basic computer knowledge, keyboarding, word processing applications, spreadsheet applications, and telecommunications. This is her first teaching position and she is excited to implement all of the teaching methods she learned in college. She arrives to her classroom one week before class starts to get her lab in order for the upcoming school year. As she is rearranging the student work stations, her principal, Mr. Cloudy, knocks on her door. He informs her that she will be teaching a student who is paralyzed and does not have the use of his hands. Mr. Cloudy reminds Ms. Green that this student has an exceptional academic record and his parents are expecting their child to be treated no differently than other children. Questions: 1.

Should the student be treated differently from other students because of his disability?

Are the parents expecting too much from the new teacher?

3. How is the student who does not have use of his hands going to learn to keyboard?

Why is it important for this student to learn the content of this 7th grade course?

What assistive technologies can this teacher use to help this student meet the same expectations as his classmates?

Reprinted with permission from http://www.uvsc.edu/ethics/curriculum/education/case05.html.

Checklist for Evaluation of Presentation NAME:

DATE:

PERIOD:

Appropriate number of slides was included.

Proper design elements were used.

Presentation included the motto, creed, emblem, colors, theme, and history of the organization.

Information was accurate and complete.

Student worked well with team members.

Student contributed to the finished product.

TOTAL SCORE

100

Suggested References

Barnett, R. (2004). Internal parts of a personal computer. Retrieved September 15, 2005, from http://www.berksiu.k12.pa.us/web quest/BarnettR/index.htm Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and communication technologies. Pennington, NJ: Lawrenceville Press. County demographic data [Brochure]. (2005). (Available from school vocational directors/administrators) Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and supervision. Thousand Oaks, CA: Corwin Press Inc. Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston: Thomson South‐Western. Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer applications. Mason, OH: Thomson South‐Western. Intel innovation in education. (2005). The journey inside. Retrieved September 15, 2005, from http://www97.intel.com/discover/JourneyInside/TJI_Intro_lesson1/default.aspx International Society for Technology in Education. (2000). National educational technology standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/ Janvrin, A. (n.d.). Time to type: A keyboarding web quest. Retrieved September 15, 2005, from http://www.berksiu.k12.pa.us/web quest/Campell/default.htm Johnson, D. (2000). Exploring careers: A web quest. Retrieved September 15, 2005, from http://coe.west.asu.edu/students/djohnson/web_ques.html Maran Graphics Books and More. (n.d.). 3‐D dictionary. Retrieved September 15, 2005, from www.maran.com/dictionary Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5 Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from http://www.mde.k12.ms.us/acad/osa/gltp.html

Partnership for 21 Century Skills. (2002). The road to 21 century learning: A policymaker’s guide to st 21 century skills. Retrieved August 18, 2005, from http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston: Thomson Course Technology. Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to information, web enhanced complete. Boston: Thomson Course Technology. U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved September 2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html

For additional references, activities, and web resources, please refer to: Information and Computer Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).

Information and Communication Technology I Unit 3: Technology Communication and Research Tools (10 hours)

Competency 1: Explain telecommunication applications. Suggested Objectives: a. Define terminology associated with telecommunications. b. Describe the different services available on the Internet. c. Review "appropriate use" policies related to telecommunications. d. Identify different types of information sources on the Internet. e. Use a web browsing application. f. Search the Internet for information. Introduce students to that Blackboard ® website (if you have not done so already) Suggested Teaching Strategies: • • •

• • •

Revisit the school and/or classroom Acceptable Use Policy. Have students use the Internet to research netiquette. Have students create a “Netiquette Fact Sheet” to use while interacting with peers, experts, and other audiences. Use presentation equipment to introduce terminology such as telecommunications, Internet, electronic mail, World Wide Web, facsimile, browser, bookmarks, search engine, netiquette, download and upload, modem, LAN, WAN, router, URL (uniform resource locator), HTTP (hypertext transfer protocol), address bar (extensions), FTP (file transfer protocol), discussion boards, weblog/blogs, wiki, IM (instant message), etc. Prepare for vocabulary test using written activity or game. Utilize a multimedia presentation to identify the services of the Internet (World Wide Web, email, newsgroups, listservs, Internet meetings, distance learning, etc.). Refer to lesson in Unit 3 concerning ethics and Internet usage. Review the material and apply an appropriate teacher‐made activity. Show students how to add a web page to the favorites list. Also show students how to use the history list to access web pages.

Suggested Assessment Strategies: • •

Written test. Student participation.

Competency 2: Utilize applications of telecommunications. Suggested Objectives: a. Identify how electronic mail works. b. Identify and follow how to use an electronic mail application. c. Identify the appropriate use of electronic mail and netiquette. d. Send and receive electronic mail messages. e. Use an address book.

f. Organize and search for electronic mail messages. Suggested Teaching Strategies: •

• • • • • •

•

• •

•

Allow students to complete a teacher‐created web quest activity to gain a solid foundation email. Make sure that students know the difference between SMTP, POP3, IMAP, and HTTP email protocols. Make sure students have a strong understanding of the proper way to compose emails using email etiquette. Have students create an e‐mail account. Discuss e‐mail security issues such as junk mail, spam, and viruses. Have students evaluate a list of guidelines that distinguish between safe and potentially harmful e‐mails. Revisit social and ethical issues introduced in Unit 3. Have students practice or observe blocking e‐mails from unsafe senders. Show students a personal information manager application, such as Microsoft Outlook® or the Blackboard® Messages feature. Have students take notes as the teacher discusses the different components of the personal information manager application screen. Have students send and receive e‐mail messages using a personal information manager application. Have students send e‐mail attachments and create an electronic signature using a personal information manager application. Have students add their classmates to their personal information manager applications address book. Explain folders such as inbox, sent items, deleted items, drafts, and outbox. Students will create folders for their friends, family, and teachers. Have students organize e‐mail messages into folders. If appropriate, communicate with students throughout the year using e‐mail. Require the students to submit multiple assignments to teacher using e‐mail. If students do not have access to e‐mail, have them communicate throughout the year using a course management website, such as the Blackboard® Learning System.

Suggested Assessment Strategies: • •

Written test. Student participation using e‐mail.

Competency 3: Publish and interact with peers, experts, and other audiences using telecommunications. Suggested Objectives: a. Post information to a discussion board. b. Join and participate in the ICT student listserv. c. Use an appropriate, supervised chat room to communicate with peers, experts, and other approved audiences. d. Use electronic collaborative learning. Suggested Teaching Strategies: •

If accessible, the teacher will create a Blackboard® web site for students to access. Students will start posting journal entries to the Blackboard® discussion board. When students have extra

•

time throughout the school year, they can enter the Blackboard® virtual classroom and practice keyboarding skills. This activity should be carried out throughout the school year. Invite guest speakers from a local news or television station to participate in a classroom chat session using the Blackboard® chat room. Have students write a journal entry about their experience.

Suggested Assessment Strategies: • •

Evaluate journal entries that are posted on the Blackboard® discussion board. Rubric or checklist for each audiovisual technology activity found at http://www.uwstout.edu/soe/profdev/videorubric.html

Competency 4: Understand technology used to locate, evaluate, and collect information from a variety of sources. Suggested Objectives: a. Understand basic terminology related to locating, evaluating, and collecting information from a variety of sources. b. Create a Web Page evaluation tool. Suggested Teaching Strategies: • • • • •

Provide instruction in accessing and searching the Internet properly. Show students different types of search engines such as Yahoo, Google, MSN, Excite, Ask Jeeves, etc. Show students how to use online databases such as MAGNOLIA and Ebsco Host. Demonstrate how to add a web page to the favorites list and how to utilize the history list to access web pages. Model how to print a web page by using the print preview button. Show students how to cite a personal web page, an article in an online magazine, an electronic article from a database such as MAGNOLIA, and a posting from a discussion list using the Modern Language Association (MLA) guidelines. Have students search the Internet to find samples of web site evaluation tools. Have students create their own web site evaluation tool to use when they evaluate web sites.

Suggested Assessment Strategies: • •

Teacher observation. The teacher will assess the web site evaluation tool for accuracy. This tool will be used to evaluate future web sites.

Competency 5: Utilize technology to locate, evaluate, and collect information from a variety of sources. Suggested Objectives: a. Use technology tools to process data and report results. b. Use technology to submit information.

Suggested Teaching Strategies: •

• • •

Perform integrated academic searches to locate information (reports, online tutorials, reference materials, maps, weather information, etc.). Have students select a topic to research and find and correctly cite 10 electronic sources to support that topic. These sources could be used in a later unit. Have students develop an outline or a graphic organizer of the information. Students will submit their electronic sources to the ICT I teacher and the academic teacher via the Blackboard® web site or e‐mail. As an enrichment activity, allow students to compose a song, rhyme, or jingle to teach others about how they found their sources and about the information they found.

Suggested Assessment Strategies: • •

Teacher observation. Evaluate the student work using a rubric or checklist created with the integrated academic teacher or the rubric from Unit 1.

Suggested References

Mississippi Economic Development Council, Inc. (n.d.). Resources links for economic development in Mississippi. Retrieved September 15, 2005, from http://www.medc.ms/resources_links_for_economic_dev.htm Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH: Thomson South‐Western. Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH: Thomson South‐Western. Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for 21st century skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century skills. Retrieved August 18, 2005, from http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston: Thomson Course Technology. Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to information, web enhanced complete. Boston: Thomson Course Technology. U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved September 2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html For additional references, activities, and web resources, please refer to: Information and Computer Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).

Information and Communication Technology I Unit 4: Keyboarding

(35 hours)

Competency 1: Perform keyboarding applications. Suggested Objectives: a. Demonstrate proper hand, finger, and body position when using a keyboard (ongoing). b. Use correct finger reaches from home row to top/bottom row keys (ongoing). *Refer to the fingers as such: index (L1/R1), middle (L2/R2), ring (L3/R3), pinky (L4/R4) and thumb (RT). c. Perform touch typing by keying words, sentences, and paragraphs (ongoing). d. Demonstrate proper use of special keys such as the spacebar, enter/return, shift, tab, delete, backspace, arrow keys, ctrl, alt, home, insert, etc. (ongoing). e. Use the top row of the keyboard for numeric keying (ongoing). f. Use the numeric keypad to key numbers (ongoing). Suggested Teaching Strategies: •

•

Have students identify the alphabetic and numeric keys and reaches. Correctly key by touch dictation exercises, conditioning practices, software exercises, and three‐minute timed writings and a minimum of 30 NWAM by the end of the year. During the first nine weeks employ intensive keyboarding instruction with ongoing maintenance for the remainder of the school year, i.e., three‐minute timed writings, and skill builder exercises. Have students record and graph (electronically or by using graphing paper) their progress using their ICT I notebook. To motivate students to reach their highest potential, create the Wall of Speed and Hall of Fame. Consider the following: • Take pictures of students at the beginning of year and use the pictures to graph the typing speed of students. • Net words on a three‐minute timed writing determine student’s picture placement on the Wall of Speed. • Pictures of students who achieve 70 net and above will be placed in a permanent Hall of Fame. Use drill practice (typing from copy) to provide many subject area testing/Mississippi Curriculum Test (MCT) connections such as: • Presidential facts • Electoral college • Science facts • States, state abbreviations, and county seats L1 • Spacing and punctuation rules such as capitalization and editing guidelines. • Alphabet assignment. • Have students identify the numeric keypad and reaches. • Have students correctly key by touch the conditioning practices and software exercises. As an enrichment activity, have students complete a keyboarding web quest, such as: http://www.rcsd.ms/~arainwater/index_keyboardingWebquest.htm to learn more about the importance of keyboarding.

Suggested Assessment Strategies: • • • •

Print and evaluate lesson reports and timed writings for speed and accuracy. Print and evaluate lesson reports for speed and accuracy. Keyboarding student self‐assessment rubric. Keyboarding teacher assessment rubric.

Suggested Rubrics and Checklists

Keyboarding Self Assessment Rubric NAME:

DATE:

PERIOD:

Upper Body Posture Body is centered and straight in front of the keyboard. Body is within hand span of the keyboard. Lower Body Posture Hips touch the back of the chair. Feet are flat on the floor. Hand/Finger Position Demonstrates correct hand position over home row. Strikes keys with tips of fingers. Palm Position Keeps palms off of the desk and/or keyboard. Typing Rhythm Maintains a steady timing rhythm. Accuracy Finished work is at an accurate rate of 95% of better. Speed Student maintains the average class typing pace of 30 net words per minute. Effort Students in on‐task and focused. Add Up Your Overall Score

Your Score:

Your Possible Score:

Grade: How did you determine your grade?

Copyright Information: Title: Keyboarding Basics, Unit 2 Web site: http://www.glencoe.com/sec/officetech/keyboarding/content/pdfs/Unit2Rubrics.pdf

Keyboarding Teacher Assessment Rubric/Checklist NAME:

DATE:

PERIOD:

Demonstrates correct techniques for numeric and symbol keys (NETS 1b). Demonstrates proper keyboarding techniques (NETS 1b). Keys 30 net words a minute (NETS 1b). Demonstrates the ability to compose at the keyboard (NETS 3a). Learns capitalization rules (NETS 1b). Uses correct spacing before and after punctuation (NETS 1b). Demonstrates the correct touchsystem techniques (NETS 1b). Fingers rest on the “Home Row” (A, S, D, F, J, K, L, ;), Space Bar, and Enter keys (NETS 1b). Copyright Information: Title: Keyboarding Basics, Unit 2 Web site: http://www.glencoe.com/sec/officetech/keyboarding/content/pdfs/Unit2Rubrics.pdf

Key Mastery Checklist NAME:

DATE:

PERIOD:

Write the date that the student masters the following keys. Letters

Numbers & Symbols

Keypad

‐

Enter

(

)

Suggested References

Information and Communication Technology I Unit 5: Word Processing and Publishing

(35 hours)

Competency 1: Perform basic word processing applications. Suggested Objectives: a. Use basic word processing commands to create, format, and edit documents. b. Start and exit a word processing application and utilize sources of online help. c. Identify common on‐screen elements of a word processing application. d. Change application settings and manage files within a word processing application. e. Perform common editing and formatting functions. f. Perform common printing functions. Suggested Teaching Strategies: • • • •

•

• • •

Administer a pretest to determine student’s word processing skills. Demonstrate and explain the word processing opening screen (window), to include menu bar and toolbars. Provide students with guided practice activities. Demonstrate and explain how to use online help in a word processing application. Use web sites such as http://webster.commnet.edu/writing/symbols.htm to review editing and proofreading skills with students. Show students the editing and proofreading marks that will be used in ICT and share with them the editing evaluation tool that will be used throughout the ICT course. Have students work in teams to develop a classroom editing and proofreading checklist that will be used to evaluate future word processing projects. Provide students with integrated activities to compose, format, and edit documents to include, but not be limited to, the following: • Commands to include: delete, insert, cursor movement, bold, italics, underline, cut, copy, paste, drag and drop, etc. • Text and document formatting such as setting line margins, page orientation, justification, headers and footers, line spacing, tabs, page breaks, section breaks, creating and formatting tables, text styles, diagrams and organizational charts, etc. • Editing and proofreading procedures such as find and replace, grammar check, spell check, etc. Show students how to create a folder, save a document, and print a document using a word processing application. Have students store files and retrieve them using various storage media (i.e., floppy disk, jump drive, hard drive, server drive, and/or CD‐ROM). Have students develop and key job application packets that include a personal resume, a portfolio including computer‐generated writing samples (e.g., cover/title page; table of contents; multi‐page document to include headers, footers, section breaks, etc.).

Suggested Assessment Strategies: • • • •

Evaluate pretest and re‐teach as needed. Monitor performance on student practice. Evaluate performance projects based on the editing checklist that the students created. Evaluate the job application packet using a peer evaluation rubric and a teacher evaluation

rubric. Competency 2: Utilize basic word processing skills to create business correspondence. Suggested Objectives: a. Generate a hard copy of block‐style business correspondence to include, but not limited to, a memo, personal/business letter, and letterhead. b. Apply word processing applications to related academic skills in math, science, or communications. c. Use advanced word processing skills to format and print a multi‐page report in an integrated activity, following accepted referencing format using Modern Language Association (MLA) guidelines, including Works Cited page with hanging indents. Suggested Teaching Strategies: • •

•

Have students examine different styles of standard professional documents. The samples should represent a range of writing quality. Divide students into groups and have each group use the Internet and other writing style guides to research the following types of business documents: Response letter, complaint letter, employment reference letter, employee verification letter, bid solicitation letter, sales letter, customer service letter, procedures memo, request memo, summary memo, proposal memo, technical memo, status report memo, recommendation memo, office meeting agenda, office meeting minutes, job description, executive summary, marketing fact sheet, etc. Require students to communicate using the Blackboard® discussion board or e‐mail to share their research. Have each group use an accepted format (e.g., Franklin Covey, MLA, etc.) to compose a report that includes the purpose of each document in a business environment, the steps on how to create the document, a description of when the document should be used, and a sample of the document. Have each group present their report to the class.

Suggested Assessment Strategies: •

Use the writing rubric from ICT I, Unit 1 to evaluate the multi‐page report for ideas, organization, and voice.

Competency 3: Explain desktop publishing applications.

Suggested Objectives: a. Identify terminology and techniques associated with desktop publishing. b. Evaluate desktop publishing documents. Identify how desktop publishing is used in career pathways. Suggested Teaching Strategies: •

Use presentation equipment to introduce desktop publishing terminology and techniques (i.e.,

• • •

columns, inserting graphics, resize and position graphics, inserting and formatting text boxes, etc.). Have students key in, illustrate, and print terminology. Have students critique the various examples and make notes on what should be done to turn the low quality desktop publishing designs into high quality desktop publishing designs. Have students compile a list of different types of desktop publishing documents that are used in each career pathway.

Suggested Assessment Strategies: •

Written test.

Competency 4: Perform desktop publishing applications. Suggested Objectives: a. Use drawing tools to create lines, circles, ovals, and rectangles. b. Use text tools to create, insert, delete, replace, and move text. c. Manipulate graphics and objects by moving, sizing, deleting, grouping, and changing order or color (lines or shapes). Suggested Teaching Strategies: • •

Demonstrate drawing tools, text tools, graphics, grouping, and changing order, text wrapping, washout, recolor, watermark, etc. Provide students with guided practice activities (geometric shapes, original valentine or greeting card, etc.).

Suggested Assessment Strategies: •

Monitor guided practice.

Competency 5: Create a desktop publishing document. Suggested Objectives: a. Apply desktop publishing applications to real‐world activities. Suggested Teaching Strategies: •

• •

Have students take on the role of a restaurant owner opening a new business. The student will use desktop publishing skills (i.e. design themes, drawing tools, text tools, manipulation and inserting of graphics and text) to create a flyer, a tri‐fold menu (brochure), business cards, and letterhead for the restaurant. All publications must have the same theme. Have students use the Internet to research career opportunities, educational requirements, pay scales, certifications, working conditions, etc. from their selected career. Using the drawing tools, text tools, manipulation and inserting of graphics and text, have students research, develop, and compose a desktop publishing document related to that career. (e.g., non‐profit organization brochure, disaster brochure, newsletter, blood drive flyers, etc.).

• •

Have students develop a creative piece of work that will be used to recruit individuals to the career that was researched. Have students compose and design greeting cards as a community service project (nursing home, children’s home, military group, etc.).

Suggested Assessment Strategies: • • •

Work with the academic teacher to develop a rubric to grade student’s completed assignment. Use peer evaluations to evaluate the quality of work and teamwork throughout the project. Ask members of the community who work in the field of arts, information, and communication technology to judge student creations.

Parts of a Personal – Business Letter Key

BLOCK LETTER STYLE

10. 2" top margin or center vertically 1. Return address 2. Date

3. Letter address 4. Salutation

11. Default or 1" side margins DS 12. 1 blank line

5. Body

6. Complimentary close QS 13. 3 blank lines

7. Writer’s name 8. Reference initials

14. At least 1" bottom margin

Write the information below on your handout: UNDERSTANDING SPACING Quadruple Spacing – (QS) Strike enter 4 times, there will be 3 blanks lines between items that are quadruple spaced. Double Spacing – (DS) Strike enter 2 times. There will be 1 blank line

Suggested References

Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and communication technologies. Pennington, NJ: Lawrenceville Press. County demographic data [Brochure]. (2005). (Available from school Vocational Directors/Administrators) Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and supervision. Thousand Oaks, CA: Corwin Press Inc. Guhlin, M. (2002). The copyright web quest. Retrieved September 15, 2005, from http://www.edsupport.cc/mguhlin/artifacts/consulting/copyright/ Harper, L. (2006). A case study: Plagiarism. Retrieved September 15, 2005, from http://www.uvsc.edu/ethics/curriculum/education/case15.html Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston: Thomson South‐Western. Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer applications. Mason, OH: Thomson South‐Western. International Society for Technology in Education. (2000). National educational technology standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/ Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5 Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from http://www.mde.k12.ms.us/acad/osa/gltp.html Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH: Thomson South‐Western. Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH: Thomson South‐Western. Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for 21st century skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf

Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century skills. Retrieved August 18, 2005, from http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston, MA: Thomson Course Technology. Poole, B., Randall, B., & Snyder, T. (2003). Weaving the web into your K‐12 classroom. Retrieved September 2, 2005, from http://www.pitt.edu/~edindex/Web quests/IntegratingtheWeb.htm Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to information, web enhanced complete. Boston: Thomson Course Technology. U.S. Census Bureau. (n.d.). Mississippi quick facts from the U.S. Census Bureau. Retrieved September 2, 2005, from http://quickfacts.census.gov/qfd/states/28000.html U.S. Department of Justice. (n.d.). Cybercrime. Retrieved September 15, 2005, from http://www.cybercrime.gov/ U.S. Department of Labor, Bureau of Labor Statistics. (2005). Occupational outlook handbook (OOH). Washington, DC: U.S. Government Printing Office. For additional references, activities, and web resources, please refer to: Information and Computer Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).

Information and Communication Technology I Unit 6: Multimedia Applications

(25 hours)

Competency 1: Explain multimedia presentation applications. Suggested Objectives: a. Identify terminology related to presentation applications. b. Display, describe, and print the components of a presentation window. Suggested Teaching Strategies: • •

•

Give students a pretest to determine the amount of experience and understanding they have in multimedia presentations. Use presentation equipment to introduce terminology such as multimedia presentation, slides, views, transition, animations, color scheme, background, etc. Prepare for vocabulary test using written activity or game. Have students use a word processing application, the print screen feature, and drawing tools to label the components of the presentation window.

Suggested Assessment Strategies: • •

Written test. Teacher observation.

Competency 2: Create a multimedia presentation. Suggested Objectives: a. Identify steps for creating presentations. b. Determine strategies for success in multimedia projects. c. Create a multimedia presentation. d. Format a multimedia presentation. e. Print a multimedia presentation. f. Integrate word processing and multimedia presentation applications to create, edit, and print speaker notes. Present a multimedia presentation. Suggested Teaching Strategies: • •

Have students use a word processing application or Inspiration© to create a “quick start” guide on presentation development (story map). Have students work in groups to research one of the following topics: • Why you must have high quality presentation skills. • The most common mistakes a speaker makes. • Conquering nervousness while speaking publicly. • Different types of listening skills.

The importance of researching and analyzing your audience. How to research materials for a presentation. How to use visual aids effectively (tips for using color, graphics, and text). How to handle difficult people in your audience. Students will edit fonts, alignments, clipart, colors, added effects, transitions, etc. Have students: key and edit their speaker notes; send the speaker notes to a word processing software program; and format, edit, and print for handouts from the word processing document. Have students deliver their presentation. • • • •

• •

•

Suggested Assessment Strategies: • • •

Teacher evaluation using assessment instrument. Teacher evaluation of printed and/or oral presentation. Use the Group Presentation Evaluation Rubric to evaluate student presentations.

Competency 3: Identify the appropriate uses of a digital camera. Suggested Teaching Strategies: •

• •

Have students work in groups to research web sites such as http://www.kodak.com/ to learn tips on how to take great pictures. Using the tips from their research, have students take 15–20 pictures that will illustrate a story that they are reading in their language arts class. Create tutorial on how to use the classroom digital camera and transfer the pictures to their computer. If you don’t have the funding for a classroom digital camera, try using the Pics4Learning collection of images. This online collection consists of thousands of images that have been donated by students, teachers, and amateur photographers and is copyright‐friendly and free for use in education. http://www.pics4learning.com/

Suggested Assessment Strategies: • •

Self and peer evaluation rubric for digital camera tips. Teacher observation.

Competency 4: Describe the basic operation principles of multimedia presentation accessories. Suggested Objectives: a. Identify the appropriate use of presentation hardware tools such as an LCD projector and interactive white board. b. Incorporate sound/voice in multimedia presentation. Suggested Teaching Strategies: • • •

Demonstrate the use and operation of the classroom LCD projector. Allow students to use the pictures they have taken and a multimedia presentation application, such as PhotoStory®, to retell and illustrate the story. Have students deliver presentations.

• •

Use software such as Audacity or built‐in presentation features to add sound or voice to multimedia presentations. As an enrichment activity, have students work in teams to compose a short‐story presentation that includes a script, text, sound, images, and video clips. Create it around the question, “What would it be like to stand beside Martin Luther King, Jr. as he looks over thousands of Americans, their faces full of hope, and begins his famous speech, ‘I Have a Dream’?”

Suggested Assessment Strategies: • •

Self and peer evaluation rubric. Teacher evaluation rubric.

Suggested Rubrics and Checklists

Group Presentation Assessment Rubric NAME:

DATE:

PERIOD:

Content

Clear, appropriate, and correct

Mostly clear, appropriate, and correct

Somewhat confusing, incorrect, or flawed

Confusing, incorrect, or flawed

Clarity

Logical, interesting sequence

Logical sequence

Unclear sequence

No sequence

Presentation

Clear voice and precise pronunciation

Clear voice and mostly correct pronunciation

Low voice and incorrect pronunciation

Mumbling and incorrect pronunciation

Visual Aids

Attractive, accurate, grammatically correct

Adequate, mostly accurate, few grammatical errors

Poorly planned, somewhat accurate, some grammatical errors

Weak, inaccurate, many grammatical errors

Length

Appropriate length

Slightly too long or short

Moderately too long or short

Extremely too long or short

Participation

Well‐balanced participation by all group members

All group members have significant participation

Most group members participate

One main speaker with little participation from other group members

Eye Contact

Maintains eye contact, seldom looking at notes

Maintains eye contact most of time but frequently returns to notes

Occasionally uses eye contact but reads most of information

No eye contact because reading information

Suggested References

Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office® 2003 for information and communication technologies. Pennington, NJ: Lawrenceville Press. Epson Presenters Online. (2005). Tutorials PowerPoint. Retrieved September 15, 2005, from http://presentersonline.com/tutorials/powerpoint/ Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and supervision. Thousand Oaks, CA: Corwin Press Inc. Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston: Thomson South‐Western. Hoggatt, J. P., Shank, J. A., & Barksdale, K. (2006). Century 21 Jr. input technologies and computer applications. Mason, OH: Thomson South‐Western. Hollingsworth, C. (2004). PowerPoint 2000 basic tutorials. Retrieved September 15, 2005, from http://www.iupui.edu/~webtrain/tutorials/powerpoint2000_basics.html International Society for Technology in Education. (2000). National educational technology standards for students (NETS). Retrieved August 18, 2005, from http://www.iste.org/ Microsoft Certification. (2005). Certiport. Retrieved August 18, 2005, from http://www.certiport.com/portal/desktopdefault.aspx?TZ=‐5 Microsoft Corporation. (2005). Preparing effective handouts for presentations. Retrieved September 9, 2005, from http://office.microsoft.com/en‐us/FX012110421033.aspx Mighty Coach.com Online Video Training. (n.d.). Free PowerPoint tutorial articles. Retrieved September 15, 2005, from http://www.mightycoach.com/articles/powerpoint/index.html Mississippi curriculum test blueprints. (2001). Retrieved August 18, 2005, from http://www.mde.k12.ms.us/acad/osa/gltp.html Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 6). Mason, OH: Thomson South‐Western. Napier, H. A., Judd, P. J., & Hoggatt, J. P. (2006). Learning with computers (Level 7). Mason, OH: Thomson South‐Western.

Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide for 21st century skills. Retrieved September 2, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf Partnership for 21st Century Skills. (2002). The road to 21st century learning: A policymaker’s guide to 21st century skills. Retrieved August 18, 2005, from http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston: Thomson Course Technology. Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to information, web enhanced complete. Boston: Thomson Course Technology. For additional references, activities, and web resources, please refer to: Information and Computer Technology B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).

Information and Communication Technology I Unit 7: Career Exploration (incorporate this unit throughout the school year) (10 hours)

Competency 1: Explore foundation skills and knowledge of academic and technical literacy and the Mississippi Career Pathways Model. Suggested Objectives: a. Explore the 7 Mississippi Career Pathways Model. b. Explore Academic Foundations. c. Explore Employability and Career Development. d. Discuss colleges and university programs based on the Career Pathways Model. Suggested Teaching Strategies: •

•

Have students visit http://redesign.rcu.msstate to learn about the Mississippi Career Pathways Model. Have students complete a career interest and aptitude inventory. Have students use Career software/Internet to search colleges and universities for programs related to their career of interest and aptitude. Resources could include http://www.bls.gov.k12. Invite a guest speaker from local employment agency, local junior colleges, or four‐year universities. Have students post comments and questions from the guest speaker on the Blackboard® discussion board for students to discuss information learned from research or from guest speakers. Have student create a Wiki for students to add colleges or universities with programs that support the Career Pathways Model.

Suggested Assessment Strategies: • • • •

Participation of presenters and class discussions. Grade students’ participation in discussion board. Grade students’ participation in Wiki.

Competency 2: Explore careers in each of the seven Mississippi Career Pathways. Suggested Objectives: • Use Choices Explorer ® to complete the 7th Grade Guideway. Suggested Teaching Strategies: • • •

Guide students through the Choices Explorer ® 7th Grade Guideway to help them better define their role in career and technical education. Use software/Internet to complete a career research in the seven Mississippi Career Clusters. Invite the secondary pathway teacher to the class to present information about secondary pathway course opportunities. Have students create a table using word processing software, to be used as a running record of career researches, to organize important information about the each pathway.

100

•

Have students develop a Blog or Discussion Board to encourage students to share career information researched in this pathway.

Suggested Assessment Strategies: • •

Use a teacher created checklist to grade table. Grade students’ participation in blog or discussion board.

101

Suggested References

102

103

Recommended Tools and Equipment CAPITALIZED ITEMS 1.

2. 3. 4. 5. 6. 7. 8.

Computer work centers (desk and chair) (One per student, one for handicapped) Personal computer – to follow minimum specifications as published by MDE and to include access to the following: a. CD ROM b. Printer (1 per 2 workstations, if not networked) c. Internet access Laser printer Color inkjet printer Presentation binding machine 10 Electronic writing pads Digital camera USB memory card Video camera with tripod

NON‐CAPITALIZED ITEMS 1. 2. 3. 4. 5.

Copy holder CD writer Electric 3‐hole punch Electric pencil sharpeners (2) Electric stapler

RECOMMENDED INSTRUCTIONAL AIDS It is recommended that instructors have access to the following items: Telephone line with cordless telephone (separate telephone line for modem/fax hookup) TV VCR/DVD player Television PDA 6. Tablet PC 7. White board (minimum) 8. Trash cans 9. CD ROM storage cases 10. NetOp school software 11. Heavy duty hole punch 12. Filing cabinet 13. Electronic white board 14. Paper cutter 15. Data projector 16. Scanner with support software installed 1. 2. 3. 4. 5.

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Appendix A: 21st Century Skills Standards1 CLS1

CLS3 CLS4 CLS5

Flexibility and Adaptability CLS2 Initiative and Self‐Direction Social and Cross‐Cultural Skills Productivity and Accountability Leadership and Responsibility

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. CS 1  

Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities

CS 2  

Initiative and Self‐Direction Monitoring one’s own understanding and learning needs Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrating initiative to advance skill levels toward a professional level Defining, prioritizing, and completing tasks without direct oversight Utilizing time efficiently and managing workload Demonstrating commitment to learning as a lifelong process

    CS 3   

Social and Cross‐Cultural Skills Working appropriately and productively with others Leveraging the collective intelligence of groups when appropriate Bridging cultural differences and using differing perspectives to increase innovation and the quality of work

CS 4  

Productivity and Accountability Setting and meeting high standards and goals for delivering quality work on time Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

CS 5    

Leadership and Responsibility Using interpersonal and problem‐solving skills to influence and guide others toward a goal Leveraging strengths of others to accomplish a common goal Demonstrating integrity and ethical behavior Acting responsibly with the interests of the larger community in mind

21st Century Skills. (n.d.). Washington, D.C.: Partnership for 21st Century Skills.

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Recommended Tools and Equipment CAPITALIZED ITEMS 1.

2. 3. 4. 5. 6. 7. 8.

NON‐CAPITALIZED ITEMS 1. 2. 3. 4. 5.

Copy holder CD writer Electric 3‐hole punch Electric pencil sharpeners (2) Electric stapler

RECOMMENDED INSTRUCTIONAL AIDS It is recommended that instructors have access to the following items: Telephone line with cordless telephone (separate telephone line for modem/fax hookup) TV VCR/DVD player Television 5. PDA 6. Tablet PC 7. White board (minimum) 8. Trash cans 9. CD ROM storage cases 10. NetOp school software 11. Heavy duty hole punch 12. Filing cabinet 13. Electronic white board 1. 2. 3. 4.

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14. Paper cutter 15. Data projector 16. Scanner with support software installed

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Mississippi Department of Education Office of Curriculum and Instruction Course Title:

Information and Communication Technology II

Grade Level:

7, 8

Carnegie Unit:

Contact:

MDE Office of Curriculum & Instruction Central High School Building 359 North West Street Post Office Box 771 Jackson, MS 39205‐0771 Phone: 601‐359‐2586

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Course Outline

Information and Communication Technology II

1 2 3 4 5 6 7 8 9

Safety and Orientation (Review and Reinforcement) Input Applications Spreadsheets Database Applications Technology Lab Management and Networking Design Applications Graphic Design Applications Web Design Applications Technology Problem‐solving and Decision Making Tools

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5 20 20 20 10 15 15 20 30

Information and Communication Technology II Unit 1: Safety and Orientation (Review and Reinforcement)

(5 hours)

Competency 1: Identify course expectations, school policies, program policies, and safety procedures related to Information and Communication Technology II. Suggested Objectives: a. Give a brief overview of the course. Explain to students what ICT II is, why it is important, and how it will be delivered. a. Preview the school handbook, the technology acceptable use policy, and all other safety procedures for classroom level and building level. Preview course objectives and program policies. c. Use Choices Explorer ® to complete the 8th Grade Guideway. Suggested Teaching Strategies: •

•

• • • •

Reintroduce career and technical education with a brief explanation of the difference between academic and vocational education. Once students gain a basic understanding of vocational education, discuss the importance of computer literacy education. Explain to students that they will work in groups to interview five adults in different work areas or five students who are in high school and/or college. From the interviews, they will dramatize the importance of a strong technology foundation in education or the world of work. Once students fully understand the expectations of the project, have them work as a class to develop a rubric to evaluate this project. Explain to students the importance of safety and workplace skills. Share with students the classroom expectations (i.e., come to class every day, be on time, dress appropriately, have your supplies, work cooperatively with your classmates, clean your workstation before you leave, etc.). Using a multimedia presentation, discuss the school handbook, the technology acceptable use policy, classroom procedures, and all safety procedures for classroom level and building level. Discuss the course objectives, program policies, etc. Guide students through the Choices Explorer ® 8th Grade Guideway to help them better define their role in career and technical education. Create a separate directory for student assignments and a resource notebook at each computer station. Share this information with students and make sure they know how to use the directories and notebooks.

Suggested Assessment Strategies: • • •

Use the student‐created rubric to evaluate the dramatizations. Use a rubric or checklist to evaluate students understanding of workplace skills and safety (ongoing on a weekly basis). Teacher assessment according to local policy such as written safety test, signed policies, etc.

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Competency 2: Identify student learning styles, previous knowledge, and self‐awareness. Suggested Objectives: a. Complete a pretest from Information and Communication Technology I to determine what skills students already have. b. Research and discuss learning styles and their importance. c. Understand the importance of self‐awareness. Suggested Teaching Strategies: • •

•

• •

Have the students recognize previous knowledge by completing a pretest to determine their computer skills, knowledge level, and keyboarding skills. Have students use the Internet web sites such as http://www.vark‐learn.com and http://focusonyourchild.com/ to research learning styles and multiple intelligences. Have students determine student learning styles. If possible, have students compare the results from this year’s learning style inventory and personality skill assessment to last year’s results. Find articles related to goal setting and time management. Using a text‐based seminar, have students discuss the importance and process of setting goals and time management. Students will then set goals for the class (i.e., keyboarding GWAM goals, course grade goals, IC3 certification goal, etc.). Have students complete “A Personal Agenda” each week to help them keep track of their overall course goals and course reflections. Have students summarize their previous knowledge, learning styles, and goals in an autobiography and share their autobiography with classmates. Have students compose a “How I Can Help Others” report for the teacher. Students will include strategies that they can use when peer teaching to meet their classmates’ learning styles.

Suggested Assessment Strategies: • • •

Each week, have students update “A Personal Agenda” and send it to parents to improve classroom communication. Use a rubric to evaluate the student autobiography and “How I Can Help Others” guide. Require students to keep a journal of observations and investigations, and periodically evaluate their personal entries to assess progress toward achieving goals and key understandings of course work.

Competency 3: Participate in educational, occupational, and leadership opportunities. Suggested Objectives: a. Identify and describe leadership opportunities available from student youth organizations (FBLA, Student MECA, Jr. Beta, local community organizations, etc.). Suggested Teaching Strategies: •

Discuss leadership and opportunities for demonstrating leadership through school and community youth organizations, including competitive events, award and degree programs, and committee work. Allow students to practice leadership in class and laboratory activities.

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•

Allow students to design, create, and present a project that demonstrates qualities of their favorite state, national, or global leader (i.e., poster, book report, multimedia presentation, flyer, etc.). Have students present their project to classmates. In order to improve parental involvement, have students present their projects to parents and other community leaders at an open house.

Suggested Assessment Strategies: •

Use a rubric to evaluate participation in class.

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Suggested Rubrics and Checklists

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Text‐Based Seminar NAME:

DATE:

PERIOD:

Purpose: Explore how the author conveys his or her message to the intended audience.

•

Refer to a particular place in the text before making your comment to the class (let everyone find it first).

•

Use the rule of three (three people must speak before you can speak again).

•

Respect everybody else's contributions by listening actively.

•

Listen to what your peers SAY; then respond to what they said; follow up on it; build on it.

Reprinted with permission from Diana Heineck.

114

A Weekly Learning Agenda NAME:

DATE:

PERIOD:

Reprinted with permission from Robin Parker, [email protected].

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NAME:

Autobiography Rubric

DATE:

PERIOD:

STRONG 100‐94

• •

des c ribes int erac t ions bet ween t he writ er and s ignif ic ant people in his or her lif e

rev eals writ er's f eelings , reac t ions , v alues , and goals aut obiography

rec ount s k ey inc ident s in t he writ er's lif e

m ain c harac t er is writ er

des c ribes m ajor inf luenc es (people, ev ent s , plac es ) on writ er

• • •

Paper clear and focused; holds reader's attention Paper contains relevant and meaningful personal life details and descriptions about the writer Sequencing is logical Strong beginning, middle, and end Thoughtful transitions connect ideas

For most part, strengths outweigh weaknesses; revision is needed.

• • • • •

Paper fairly clear; focus is occasionally inconsistent but readable Some personal life details and descriptions present from writer's life Sequencing shows logic for most part Good beginning, middle, and end Most transitions work well; some vague

DEVELOPING 84‐76

•

Strengths and need for revision about equal; about halfway there!

•

Writer beginning to develop topic but development is basic or too broad; reader has difficulty following the story Personal life details and descriptions loosely connected; ineffective transitions; seems random Sequencing shows limited control—not enough that it consistently supports ideas Weak beginning, middle, or end

EMERGING 75‐70

•

Need for revision outweighs strengths; isolated instances hint at what writer has in mind.

• • •

NOT YET! 69‐60

•

A bare beginning; writer not yet showing clear control in this trait.

•

Shows control and strength in this trait; many strengths present. COMPETENT 93‐85

NO ATTEMPT – 0

• •

• • • •

Paper has limited sense of purpose or focus; some portions of text most confusing to the reader Some personal life details and descriptions are related but not well detailed Sequencing loose and hard to follow Weak or nonexistent beginning, middle, or end

Paper has no clear sense of purpose or focus; the text is very difficult for reader to understand Personal life details and descriptions are limited or unclear, or the length is not adequate for development Sequencing is nonexistent; no clear beginning, middle, or end Ideas not connected; awkward; seem strung together in random fashion Text seems to have no real point No attempt

Feedback/Comments:

Reprinted with permission from Diana Heineck.

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Dramatization Teacher Evaluation Rubric NAME:

Excellent 4 Research of Events

The student uses a word processing program to produce a script and biography (APA style). A script with a biography is submitted to the teacher. The script is free of errors.

DATE:

PERIOD:

Good 3

Satisfactory 2

Needs Improvement 1

The student uses a word processing program to produce a script and biography (APA style). A script with a biography is submitted to the teacher.

The student submits a handwritten script and biography (APA style) to the teacher.

The student submits a handwritten script and biography (APA style) to the teacher. A script is submitted to the teacher. No biography is included.