Instructional Unit Overview

Name: Basic Business and Management

Email: jimmy.gilbreath@drae.edu
Unit !ocus: Business "aw#$ourt %ystems& "aws& $ontracts and Ethics
'rade level()ro*essional +evelo)ment ,artici)ants: 'rades -. # -/
+uration o* Unit: 0-1 +ays2
"earners and $onte3ts
Entry Behaviors: 'eneral basic accounting and economic conce)ts.
,rior 4nowledge: 5he students have a )rior nowledge o* general accounting and
business com)utations& and how they are a))lied in basic business settings.
6ttitudes towards $ontent: 5he learners wish to understand why ethics is im)ortant
in the business setting and how to recogni7e ethical dilemmas. 5he students will be
able to understand the relationshi) o* laws with ethics& while being able to describe
court systems.
6cademic Motivation: 5he learners will need to )ass assessments in order to
advance to the ne3t module. 6ll business units are 8inter#lined9 in that
com)rehension o* each unit is essential to move to the ne3t unit o* learning.
Education and 6bility: 6chievement levels and ability are standards to 'rade -. :
-/
"earning ,re*erences: Interactive and grou) thin e3ercises.
'rou) $haracteristics: 1.;(1.; male(*emale& with less than -.; ethnic diversity.
< %tudents on IE,=s 0)eer t) )eer instruction(assistance2
- %tudent is visually im)aired 0)eer to )eer instruction(assistance2
- 56' student

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$onte3t 6nalysis : 6nalysis o* ,er*ormance %etting
%ocial 6s)ects: 5here will be interaction with simulation and case studies. 5hese
assignments will be within grou) metrics& in which each team member will be
re>uired to do research& contribute to core ?ubric assessment re>uirements& and
)resent the in*ormation in an o)en *orum.
,hysical 6s)ects: 6udio(visual usage and com)etencies will be a))lied.
,resentations as it relates to gra)hics and ma))ing will be a))lied. $haracteristics
include the classroom& overhead )rojector& maring boards& "$+(+@+ use& and
)rojectors.
?elevance: %ills and nowledge gained within this unit can be a))lied to the
community& job sites& home& and with )ersonal()ro*essional develo)ment.
6da)tability and 6ccessibility: 5he most critical issues are in maing the
content(simulations current time 0in which students can relate2 and in having
interactive assignments lined to real world a))lications.

'oals and %tandards
Essential Auestions: 5he overall )ur)ose o* this unit is to gain com)rehension o*
business law& and the court system. 5he students should also be able to answer such
things as when are contracts are needed& what constitutes a binding contract& what
are service agreements& how does consumer education bene*it both the consumer
and the )roducer o* goods and services& and a))lying the 8>uic ethics9 test to the
ethical decision maing )rocess.
'oals: %tudents will be able to understand and now how business law
a))lications& consumer behavior and education& and ethics )lay an integral role in
the global economy. +iagram o* court systems and what constitutes develo)ing a
contract. IE, students and visually im)aired students will wor with )eer mentors
in grou)s on this )roject.
6lignment with %tandards(!ramewors 0%EE 'ENE?6" UNI5 %E$5ION2:
%tandard B 0C+M2 5he student will understand the laws a**ecting businesses&
*amilies& and individual consumers& as well as the im)ortance o* ethical and societal
res)onsible behavior. /-
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$entury %ills#!inancial "iteracy#the student will
understand human& cultural and societal issues related to *inancial literacy& and
)ractice legal and ethical behavior.
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,E?!O?M6N$E OBDE$5I@E%
Business "aw: %ill sets e3)ected are *or the students to gain an understanding o*
business law conce)ts& contract conce)ts& and negotiations.
E3am)le: Using case studies 0condition2 students will demonstrate their
understanding o* what constitutes a binding transaction& breach o* contract
situations 0sill2 within the con*ines o* an actual agreement 0criteria2. Eow can the
court system(ethics )lay into this )rocessF
Ethics: %ill sets e3)ected are *or the students to gain an understanding o* testing
and maing decisions in ethical dilemmas 0scenarios2.
E3am)le: Using simulations and case studies 0condition2 students will be able to
a))ly the correct test 0sill2 as to which decision to mae in order to )reserve
character and honesty 0criteria2.
6ll assessments will be made during instructional activities and during end )roduct
activities.
Instructional 6ctivities and 6ssessment Methods
Introduction(,re#Instruction: 5he unit will be introduced as the basic lin to
business )rocess and the im)ortance o* a))lying business law conce)ts to contracts&
ethics and consumer education. 6lso& gaining the *inancial literacy o* actively
understanding the monetary(budgetary )rocess.
Instructional 6ctivities:
Business law a))lications: Mi3 o* lecture& case studies& and interactive grou)
activities
$ourt %ystems: +escribing the structure o* a court )rocess and legal )ro*essionals
within the court system )rocess.
Ethics: Mi3 o* lecture& case studies& research& simulations& and )resentations.
6ssessable End ,roduct: ,roducts will include M($ >uestioning& essay& simulation
com)letion& )resentations& and research.
5he @alue o* 5echnology
$om)uter simulations& +@+=s& research& com)uter generated )resentations 0,ower#
)oint(Cord2& and video ta)ing will all )lay a )art in this unit. 5he integration o*
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technology is tremendously valuable because it allows us to re*lect and im)rove
u)on sill sets. 5echnology also allows us to 8s)eed u)9 the research )rocess and
sim)li*y the )re)aration *or our )resentation o* in*ormation.
Im)lementing My Unit
!ortunately *or me& I have ac>uired over /1 years o* )ro*essional(business
e3)erience in dealing with ethics& business law& and in the understanding o* how
courts(laws im)act our business. My issue is in delivering this nowledge to high
school students& and ee)ing it interested *or them. I will sim)li*y the )rocess& and
use as many 8interactive9 )rocesses that I can during my lessons. I will use
attorneys(judges to deliver 8real world9 discussions and will tae a *ield tri) to an
actual court in session. My unit& in essence& is com)lete and ready to go.
Im)lementation ?e*lection 5ool
I certainly met the objectives given in my summary. I *elt that I have e3ceeded my
e3)ectations on ee)ing the in*ormation interesting and *un *or my ids. 5he
interaction(simulation(research all hel)ed bring this unit into a real world
a))lication e3ercise. I )robably would have taen more time to discuss the court
system and how laws a**ect business )rocess. I would have been clearer on looing
at the consumer role within the court(business )rocess.
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