21st Century Instructional Guide for Career Technical Education
Business Law
Business and Marketing Cluster
Human Resource Management Concentration
Management Applications Concentration
Small Business Management Concentration
Title:
Business Law (WVEIS 1417)
Standard
Number:
BE.S.BLW.1
Essential
Question:
Objective:
BE.O.BLW.1.1
Ethics
Students will examine ethics and the legal system.
BE.O.BLW.1.2
BE.O.BLW.1.3
What is ethics?
Students will
define and illustrate stages of the legal
system
identify sources of law
compare and contrast the relationship
between law and ethics
Learning Plan & Notes to Instructor:
Students will research the Internet for recent
changes in ethics as related to the legal system.
Create a media presentation comparing and
contrasting the changes in ethics.
Invite a guest speaker to discuss the relationship of
ethics to law. Suggested speakers would be local
attorneys, judge’s, school resource officer or the
State Attorney.
Standard
Number:
BE.S.BLW.2
Essential
Question:
Objective:
BE.O.BLW.2.1
Constitutional Rights
Students will explore constitutional rights.
What the constitutional rights?
Students will
Learning Plan & Notes to Instructor:
explain the relationship between the founding Divide the class into groups; have student groups
documents
research the history of each branches of
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BE.O.BLW.2.2
BE.O.BLW.2.3
Standard
Number:
BE.S.BLW.3
Essential
Question:
Objective:
BE.O.BLW.3.1
BE.O.BLW.3.2
BE.O.BLW.3.3
discuss how the power to govern is divided
research internet related constitutional issues
government and report the findings to the class.
Develop a virtual field trip to Washington, DC to
learn about The Constitution.
Court Systems, Criminal, Civic and Business Law
Students will examine the court systems, criminal, civil, and business law.
What is the primary difference between the court systems?
Students will
describe the different levels of courts and
their power
compare and contrast criminal and civil law
identify the types of crimes that affect
business
Learning Plan & Notes to Instructor:
Use interactive media to create a chart that shows
West Virginia state court system. Students will
compare the court systems and research differences
for accuracy.
Invite judge’s from various levels of the court as
speakers.
Students will create a graphic organizer comparing
and contrasting criminal and civil law about business
crimes.
Invite a guest speaker from your local community’s
business leaders to speak concerning business
crimes and how they deal with them.
Review the National White Collar Crime website at
www.nw3c.org. Blog your findings through a teacher
generated discussion board.
BE.O.BLW.3.4
distinguish a crime from a tort
Contact the West Virginia State Auditor’s Security
Commission Office for information regarding crimes
that affect businesses. Request a speaker from the
Securities Commission Office for the classroom.
Use interactive media to list and define the common
elements of a tort. Use responders to answer
questions about the torts.
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BE.O.BLW.3.5
recognize the procedures used to try a civil
case
Students, in groups, will role play a civil case
generated by the instructor.
Research a recent civil case in your area or at the
State level. Discuss the pros and cons of the case
and if students agree with the ruling.
Find and view video clips of civil cases for classroom
discussions.
Standard
Number:
BE.S.BLW.4
Essential
Questions:
Objective:
BE.O.BLW.4.1
Contracts
Students will explore contracts.
BE.O.BLW.4.2
discuss the requirements of an offer and
acceptance
identify parties who lack contractual capacity
BE.O.BLW.4.3
What are contracts?
Students will
identify the elements of a contract
BE.O.BLW.4.4
explain why the statute of frauds is
necessary
BE.O.BLW.4.5
identify the requirements and recognize the
forms of consideration
Learning Plan & Notes to Instructor:
Use interactive media to discuss the six basic
elements of a contract. Students will discuss why
each element is necessary to legally enforce a
document.
Research and print contracts to compare.
Students will summarize the requirements of a valid
offer.
On index cards write scenarios that depict
enforceable and unenforceable contracts involving
minors or others lacking contractual capacity. Divide
the class in groups and have each group choose a
card. Have students perform a skit based on the
situation on their card.
Students will research the Statue of Frauds and
correlate the finding with executory contracts.
Information on the findings will be submitted on a
teacher generated blog.
A group of students will draw up a written contract
and create a scenario with a conflict that involves an
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BE.O.BLW.4.6
identify the transfer of contract rights and
duties
BE.O.BLW.4.7
describe remedies possible for breach of
contract
recognize the contractual elements of
premarital and marital relationships
describe the various ways in which a
marriage contract is ended
BE.O.BLW.4.8
BE.O.BLW.4.9
exception to the parole evidence rule. The second
group of students will act as judges to determine
which exception will allow the oral statements into
evidence. Using a digital recording device, record
the role play to use in other classes.
Use interactive media to list non-assignable rights
and have students debate the difference between
assignment and delegation.
Use interactive media to list possible remedies for
breach of contract. Students will use responders to
rank the remedies.
Students will write a marriage contract that lists
spousal obligations and duties and responsibilities of
parenthood.
Invite a marriage counselor to speak to the class
about typical problems a marriage faces.
Contact an attorney specializing in family law to
discuss divorce, marriage settlements, child custody,
and divorce intervention.
Standard
Number:
BE.S.BLW.5
Essential
Question:
Objective:
BE.O.BLW.5.1
BE.O.BLW.5.2
BE.O.BLW.5.3
Consumer Law
Students will explore consumer law.
What is consumer law?
Students will
identify special rules for sales contracts
research what is required for transfer of
ownership of goods.
discuss consumer protection legislation
Learning Plan & Notes to Instructor:
Request each student to bring in a bill of sale.
Identify what features of the transaction are identified
on the bill.
Create a class chart of the exceptions to the general
rule that only the true owner has the authority to
transfer title to goods.
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Students will research and keep a journal entry
about how their lives are affected by the Consumer
Product Safety Commission, the Food and Drug
Administration, and the National Institute of
Standards and Technology.
Standard
Number:
BE.S.BLW.6
Essential
Question:
Objective:
BE.O.BLW.6.1
Personal and Real Property Law
Students will demonstrate legal rules that apply to real and personal property.
What is the difference between real and personal property?
Students will
distinguish between real and personal
property
BE.O.BLW.6.2
investigate the ways in which bailments are
created and ended
BE.O.BLW.6.3
evaluate the rights and limitations associated
with the forms of ownership of real property
and how they are transferred
Learning Plan & Notes to Instructor:
Students will work in groups to create a collage that
displays different forms of real and personal
property. Students may use any media for the
collage.
Using a teacher generated list, students use
responders to distinguish between real and personal
property.
Use the Internet to research bailments. Students will
brainstorm and list the times they have been in a
bailment with other students, family or friends.
In groups of two, students will contact a local real
estate agency to determine the cost involved in
closing a residential real estate transaction and
obtaining a loan.
Invite a real estate agent or broker as a guest
speaker.
BE.O.BLW.6.4
show the kinds of rental relationships that
Use a local newspaper, or real estate guide, select a
piece of real estate for purchase. Research the cost
involved in the purchase. Prepare a presentation on
the real estate selected. The student assumes the
role of the real estate agent in the presentation.
Create a spreadsheet with two columns; label one
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landlords and tenants may create.
BE.O.BLW.6.5
recognize the common types of insurance
and when an insurable interest is present
Tenant and the other Landlord. Under both titles,
record the rights and duties of each.
Obtain rental contracts from a local real estate agent
or property owner to compare and contrast.
Create a spreadsheet with two columns; labeled
Property and Life. Students will list the types of
property and people in which a person may have
insurable interest.
Invite an insurance agent to speak on the different
types of insurance.
BE.O.BLW.6.6
differentiate between dying testate and dying
intestate
Students will compare the different types of
insurance and determine the type which is more
profitable.
Students will research the Internet for different types
of last wills and testaments.
Students will draft their will.
Invite an attorney who specializes in wills and/or a
probate judge to discuss the fees involved to probate
a will.
Research West Virginia laws for testate and
intestate.
Standard
Number:
BE.S.BLW.7
Essential
Question:
Objective:
BE.O.BLW.7.1
Agency and Employment Law
Students will analyze agency employment law.
What is an agency?
Students will
distinguish the scope of agency authority
Learning Plan & Notes to Instructor:
Students will create a four column spreadsheet to
explain the ways agency authority may be created.
Students will list the procedures in each column. Use
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the following columnar headings:
1. express authority
2. implied authority
3. apparent authority
4. ratification
BE.O.BLW.7.2
BE.O.BLW.7.3
discover the duties of an agent and principal
research how employment contracts are
made and terminated
Student will research state or federal statutes that
specifically hold a principal liable for violations of
public safety or health statutes.
Students will use the teacher generated blog to
report their research findings.
Students will draft paragraphs for an employee
handbook. In one paragraph, create a contract that
is terminable at the will of either the employer or
employee. In another paragraph, indicate that the
employer cannot fire an employee without good
reason.
Students will present their draft paragraphs to the
class for discussion and critiquing.
BE.O.BLW.7.4
BE.O.BLW.7.5
Review employment contracts from business and
industry within the community.
establish the employer and employees duties Students will compose a list of duties they believe
they would owe their employer and their employer
would owe them. Compare the students’ lists with
the law’s expectations.
relate the development of labor law to how a Students will research the origin of the label yellowunion is formed
dog contracts and prepare a multimedia presentation
on labor unions in the 20th Century as compared to
the 21st Century. Students will present their
presentation to the class for discussion.
Students will write a brief essay on the pros and
cons of labor unions in today’s society. Students will
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download the essay to the teacher.
Standard
Number:
BE.S.BLW.8
Essential
Question:
Objective:
BE.O.BLW.8.1
BE.O.BLW.8.2
BE.O.BLW.8.3
Legal Forms of Business Organization
Students will analyze legal forms of business organization.
What are legal forms?
Students will
recognize the three basic business forms
and the powers of a partner
determine the powers of a corporation
demonstrate the roles of general partners
and limited partners
Learning Plan & Notes to Instructor:
Students will list advantages and disadvantages of
each form of business organization.
Create a large graphic organizer using interactive
media. Label the organizer with Kinds of
Partnerships and Partners. Students will come enter
in the information into the graphic organizer.
Students can research the history of the corporate
form of business.
Contact a representative from a local corporation to
discuss mergers, acquisitions, and dissolving
processes.
Students will contact West Virginia government for
information on setting up a limited partnership.
Students will work in groups to write an agreement
for two general partners and one limited partner.
Standard
Number:
BE.O.BLW.9
Essential
Question:
Objective:
BE.O.BLW.9.1
BE.O.BLW.9.2
BE.O.BLW.9.3
Borrowing Money and Paying Bills
Students will explore negotiable instruments.
What are negotiable instruments?
Students will
recognize the need for commercial paper
distinguish negotiable from non-negotiable
instruments
distinguish financial transactions that are
electronic funds transfers
Learning Plan & Notes to Instructor:
Students will contact business institutions in their
community and ask them about commercial paper
used in their daily operations. Students will form
conclusions based on the contacts.
Students will give examples of EFTs.
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BE.O.BLW.9.4
BE.O.BLW.9.5
assess the importance of secured credit
transactions
discuss debtor protection available under the
law
Research the trend towards ATMs/Debit Cards
replacing the need for traveler’s checks and hand
written checks.
Use interactive media to review with the students the
history of secured transactions and the unity in
procedure achieved by the acceptance of provisions
in West Virginia.
Students can research the Consumer Credit
Protection Act and the Truth in Lending Act. Each
student should find five facts about each set and
share their facts with the class using their choice of
presentation media.
Standard
Number:
BE.S.BLW.10
Essential
Question:
Objective:
BE.O.BLW.10.1
BE.O.BLW.10.2
BE.O.BLW.10.3
21st Century
Skills
Information and
Communication
Skills:
Participating in the Student Organization
Students will participate in a student organization.
What are the benefits of a career, technical student organization?
Students will
assess the purposes and goals of the local
student organization.
discover the benefits and responsibilities of
participation in student organization as an
adult.
demonstrate leadership skills through
participation in student organization activities
such as meetings, programs, and projects.
Learning Skills & Technology Tools
21C.O.912.1.LS1
Students will
assess the purposes and goals of the local student
organization.
discover the benefits and responsibilities of
participation in student organization as an adult.
demonstrate leadership skills through participation in
student organization activities such as meetings,
programs, and projects.
Teaching Strategies
Evidence of
Culminating Activity
Success
Student recognizes information Students will create a role Arguments
needed for problem solving,
play based on a court
presented in the role
can efficiently browse, search
case on a current event.
play along with the
and navigate online to access
Students will develop a
decision of the role
relevant information, evaluates rubric to evaluate the case play as rated by
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information based on credibility, evidence presented by
social, economic, political
prosecution and defense.
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media.
Thinking and
Reasoning Skills:
21C.O.912.1.LS3
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
21C.O.58.1.TT9
Student uses
telecommunications tools (e.g.,
email, web pages, blogs,
discussion groups, list-servs,
etc.) to learn academic content
and to gather, share and
publish information to various
audiences.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluations by applying
comprehensive criteria.
21C.O.58.2.LS1
21C.O.58.2.LS2
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
rubrics.
Teacher created blog to
include students research
with guidelines for posting
responses to peers.
Student will blog
research information
and respond to at
least two additional
postings by peers.
Teacher created scenarios
for role playing to involve
a dispute between a
landlord and a tenant.
Students will
research rights and
responsibilities of
landlords and
tenants to debate a
solution the
scenario.
Teacher will create two
blogs; one for the
landlords and one for the
tenants.
Students will blog
within their group on
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21C.O.58.2.LS3
Student engages in a problem
solving process that divides
complex problems into simple
parts in order to devise
solutions.
21C.O.912.2.TT2
Student collaborates with
peers, experts and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
The student will exhibit
leadership, ethical behavior,
respect for others; accept
responsibility for personal
actions considering the impact
on others; take the initiative to
plan and execute tasks; and
interact productively as a
member of a group.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
21C.S.9-12.3
Personal, and
Workplace,
Skills:
21C.O.912.3.TT5
research involved
with the scenario.
Teacher will create a wiki
for the course to use to
disseminate and receive
student assignments.
Students will use the
course wiki to
communicate with
the teacher for daily
activities and post
their completed
assignments and/or
progress.
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regarding the use of technology
and information.
Learning Skills & Technology Tools
B
Entrepreneurship
Skills:
D
E
H
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Student understands concepts,
strategies, and systems
needed to interact effectively
with others.
Student understands concepts
and procedures needed for
basic computer operations.
Student understands concepts
and strategies needed for
career exploration,
development, and growth.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
interpersonal skills as they
engage in collaborative
work, decision-making
processes, operate
multimedia equipment,
and draw career
conclusions.
Evidence of
Success
Students will display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
personal
applications and
collaboration with
others. Students will
use basic computer
operations to
complete tasks and
projects. Students
will draw
conclusions
regarding
educational
requirements, job
duties, and salary
expectations in their
area of interest.
Culminating Assessment:
Students will participate in a mock trial based on a case that they have researched. Each student
will be assigned a specific task related to the trial. The trial will be conducted in an assembly for the
high school students to observe and digitally recorded for classroom instruction.
FBLA Competitive Events
End-Of-Concentration Performance Assessment
Links and Other Resources
Related Websites:
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Links and Other
Resources
www.ethics.org
www.legalethics.com
www.wv.gov
www.courttv.com
www.cpsc.gov
www.fairhousing.com
www.virtual-law.com/will2htm
www.lawxtra.swlearning.com
www.wvsao.gov
www.thomas.loc.gov
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
Employment & Training Administration
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www.doleta.gov
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Workforce West Virginia
https://www.workforcewv.org/
Books
Basic Contract Law, Fuller and Eisenberg
Civic Disobedience, Henry David Thoreau
Origin of the Common Law, Arthur R. Hogue
The Complete Book of Small Business Legal Forms, Daniel Sitarz
Business Law and the Regulations of Business, Mann & Roberts
Contacts:
Contacts:
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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