Career and Technical Education
Model Curriculum Framework
Preparatory
X Exploratory
Course Title: Business Law
Program: Business Education
CIP Code: 520703 (60 hours)
Standards and competencies used in this curriculum framework are from the National Standards for Business Education.
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Basics of the Law
Analyze the
relationship
between ethics and
the law and describe
sources of the law,
the structure of the
court system,
different
classifications of
procedural law, and
different
classifications of
substantive law.
A. Ethics and Law
Level 1 Performance Expectations
 Explain a person’s responsibility to obey the
law
 Identify ethical character traits and values
(e.g., honesty, integrity, compassion, and
justice)
Level 2 Performance Expectations
 Explain the relationship between law and
ethics
 Describe the role of values in constructing an
ethical code and a legal system
 Explain a person’s responsibility under the law
Level 3 Performance expectations
 Identify consequences of unethical and illegal
conduct
 Describe how to develop an ethical and legal
lifestyle
 List the most common sources of the law
 Explain the way social forces may sometimes
conflict
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Classify
Compare/Contrast
Cause/Effect
Fact/Opinion
Summary
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
Information
 Acquires and
Evaluates
Information
Estimat
ed
hours of
student
learning
time
10 hours
Relevance to
Work
Washington
State Goal 4
Understanding
that a strong
work ethic will
contribute to
higher
productivity in
organizations
1
B. Sources of the Law
Level 2 Performance Expectations
 Explain the Constitution and describe the
braches of government, as presented therein
 Define statutory law, identify the purposes of
statutory law, and describe how a bill becomes
a statute
 Define regulations and explain how
administrative agencies create regulations
Level 3 Performance Expectations
 Describe the powers and limitations of the
federal government as stated in the
Constitution
 Identify the basic Freedoms guaranteed by the
Bill of Rights and describe several key
constitutional amendments beyond the Bill of
Rights
 Compare and contrast the national constitution
with state, territory, and province constitutions
 Determine how courts make law and explain
the role of precedent in the legal system
C. Structure of the Courts
Level 1 Performance Expectation
 Explain the function of the court
Level 2 Performance Expectations
 Describe the basic structure of the national and
state, territory, and province court systems
 Distinguish between the roles of legal
professionals (e.g., judges, lawyers, and
paralegals)
Level 3 Performance Expectations
 Differentiate between cases that belong within
the jurisdiction of the federal and state,
territory, and province court systems
 Compare the role of the juvenile court with the
D:\219545698.doc
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information

Writing
2.3 Write in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres

Social Studies—Civics
1.1 Understand and
interpret the major
ideas set forth in the
Declaration of
Independence, the
Constitution, and
other foundational
documents
1.2 Examine key ideals of
United States
democracy such as
individual human
dignity, liberty,
justice, equality, and
the rule of law
2.1 Understand and
explain the
organization of
government at the
federal, state, and
local level including
the executive,
legislative, and
judicial branches
2.3 Understand the
function and effect of
law
4.1 Understand individual

Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
address
diverse
learning
styles,
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
2



role of other courts within a state, territory, or
province
Explain the role of the national and state,
territory, and province appellate courts
Differentiate between the roles of the U.S.
Supreme Court and state, territory, and
province supreme courts
Differentiate between the rules of the
International Law Commission, the U.N.
commission on International Trade Law, and
the World Trade Organization
rights and their
accompanying
responsibilities
including problemsolving and decisionmaking at the local,
state, national, and
international level
D. Classification of Procedural Law
Level 2 Performance Expectation
 Distinguish Between procedural law and
substantive law
Level 3 Performance Expectations
 Define litigation
 Define alternate dispute resolution (ADR)
 Explain the advantages and disadvantages of
arbitration, mediation, and conciliation
 Compare and contrast the steps in a civil law
suit with the steps in a criminal prosecution
 List and explain the steps in criminal and civil
trials
 Describe the appellate process in criminal and
civil cases
 Define the statute of limitations
E. Classification of Substantive Law
Level 2 Performance Expectations
 Distinguish between civil and criminal law
 Differentiate between categories of crime (e.g.,
treason, felony, and misdemeanor)
 Identify different areas of civil law that impact
businesses (e.g., tort, contract, and property
law)
D:\219545698.doc
3
Level 3 Performance Expectations
 Define different types of business crime (e.g.,
arson, forgery, and embezzlement)
 Determine several defenses to criminal acts
(e.g., insanity defense and self-defense)
 Distinguish between a tort and a crime
 Differentiate between and give examples of
negligence and intentional torts
 Explain the concepts of strict liability and
describe circumstances under which it is
imposed
 Describe the penalties available in criminal
law and the remedies available in tort law
D:\219545698.doc
4
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Analyze the
relationships
between contract
law, law of sales,
and consumer law.
Contract Law, Law of Sales, and Consumer
Law
A. Contract Law
Level 1 Performance Expectation
 Demonstrate an understanding of the nature of
a contractual relationship
Level 2 Performance Expectation
 List the elements required to create a contract
Level 3 Performance Expectations
 Differentiate between classes of contracts (e.g.,
bilateral and unilateral, express and implied,
and oral and written)
 Explain how offer and acceptance can create
contractual rights and duties
 Determine whether or not an agreement is
definite enough to be enforced as a contract
 Differentiate between the ways that assent can
be undermined (e.g., fraud, nondisclosure,
misrepresentation, mistake, duress, and undue
influence)
 Define and distinguish between different types
of consideration and list the exceptions to the
requirements of consideration
 Explain a minor’s right to avoid a contract
 Identify categories of people who lack
contractual capacity
 Describe the concept of unconscionability and
compare it to illegality
 List the essential information that should be
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention.
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Classify
Analysis
Elaboration
Inference
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
10 hours
Relevance to
Work
Washington
State Goal 4
Investigate,
research, and
analyze.
Prepare reports
and
presentations
5






included in writing under the statute of frauds
Explain the parole evidence rule
Describe the various rules applied to the
interpretation of contracts
Explain the various rules applied to contracts
involving third parties
List the ways a contract can be discharged
Describe breach of contract and the remedies
available when a contract is breached
Discuss the impact of the laws of different
countries on contractual transactions
A. Law of Sales
Level 2 Performance Expectation
 Differentiate between goods, service, and real
property contracts
Level 3 Performance Expectations
 Distinguish between a sale of goods and other
transactions relating to goods
 Describe the Uniform Commercial Code
(UCC)
 Explain why the UCC has been adopted by
individual states
 Describe the Uniform Computer Information
Transactions Act (UCITA), the Uniform
Electronic Transactions Act, the Electronic
Signatures in Global and National Commerce
Act, and the Millennium Digital Commerce
Act
 Discuss the issue of taxation and e-commerce
B. Consumer Law
Level 3 Performance Expectations
 Identify legislation that regulates consumer
credit and electronic credit transactions (e.g.,
Fair Credit Reporting Act, Fair Credit Billing
Act, Equal Credit Opportunity Act, Fair Credit
Collection Practices Act, and (Consumer
D:\219545698.doc
Writing
2.2 Write in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
2.3 Writes for career
applications
2.4.1 Produces
documents used in a
career setting
Social Studies--Civics
4.1 Understand
individual rights and
their accompanying
responsibilities
including problemsolving and decisionmaking at the local,
state, national, and
international level
2.2 Understand the
function and effect of
law

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
6

D:\219545698.doc
Credit Protection Act)
Discuss consumer protection legislation (e.g.,
Federal Trade Commission Act, Consumer
Product Safety Act, and Consumer Leasing
Act)
7
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Agency and Employment
Analyze the role and
importance of
agency law and
employment law as
they relate to the
conduct of business
in the national and
international
marketplaces.
A. Agency
Level 2 Performance Expectation
 Demonstrate an understanding of the nature of
an agency relationship and list the way agency
relationship may be created
Level 3 Performance Expectations
 Distinguish between and agent and individuals
such as independent contractors, real estate
brokers, bailees, and trustees
 Distinguish between a general power of
attorney, a durable power of attorney, and a limited
power of attorney
 Explain the different types of agents
 Define ratification and its elements
 Explain the concept of vicarious liability
B. Employment
Level 1 Performance Expectation
 Demonstrate an understanding of the nature of
the employer-employee relationship
Level 2 Performance Expectations
 Explain the doctrine of employment-at-will
 Describe the wrongful discharge exceptions to
employment-at-will, including implied contract,
promissory estoppel, and public policy tort
 Explain the employment doctrine of implied
covenant
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Detect Bias
Problem Solving
Decision Making
Flexibility
Cause/Effect
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Demonstrate
effective Human
relationship
interaction
through
leadership and
proper conflict
resolution
8
Level 3 Performance Expectations
 Explain the relationship of Title VII of the
Civil Rights Act of employment
 Explain the difference between disparate
treatment and disparate impact in discrimination
cases
 Explain the Civil rights Act of 1991
 Determine what questions can and cannot be
asked during an employment interview
 Demonstrate an understanding of the basis on
which employees or applicants may be asked to
take tests (e.g., aptitude, psychological, polygraph,
and drug tests)
 Identify legislation that regulates employee
rights (e.g., Americans with Disabilities Act, Age
discrimination in Employment Act, Family and
Medical Leave Act, and Older Workers Benefit
Protection Act)
 Identify legislation that regulates employment
conditions (e.g., Fair Labor Standards Act,
Immigration Reform and control Act, and
Occupational Safety and Health Act)
 Identify legislation that guarantees worker
benefits (e.g., unemployment insurance, pension
protection, workers’ compensation, and Social
Security legislation)
 Describe the collective-bargaining process
 Identify legislation that regulates union
activities (e.g., National Labor Relations Act, TaftHartley Act, and Landrum-Griffin Act)
D:\219545698.doc
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
2.4 Write for career
applications
2.4.1 Produces
documents used in a
career setting
Social Studies--Civics
2.1 Understand
individual rights and
their accompanying
responsibilities
including problemsolving and decisionmaking at the local,
state, national, and
international level
2.2 Understand the
function and effect of
law

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
9
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Business Organizations
Describe the major
types of business
organizations
operating within the
socioeconomic arena
of the national and
international
marketplace.
A. Sole Proprietorships and Partnerships
Level 2 Performance Expectations
 Describe the powers and duties of partners
 Distinguish between the different types of
partners (e.g., silent, dormant, and secret)
Level 3 Performance Expectations
 Outline the legal procedures for forming and
running a sole proprietorship
 Describe legislation that affects partnerships
(e.g., Uniform Partnership Act and Revised
Uniform Partnership Act)
 Explain the property rights involved in
partnerships (e.g., tenancy in partnership and
sharing of profits)
 Discuss other partnership rights (e.g., right to
manage, right to reimbursement, right to inspect
the books, and right to an account)
 Identify how a partnership may be dissolved
by the acts of the partners, operation of the law,
and order of the court
 Determine, after a dissolution, whether a
partnership would continue or terminate through a
winding up
 Explain the winding up of partnership affairs
and distribution of partnership assets after
dissolution
 Distinguish between a limited partnership and
a general partnership
 Describe how the Revised Uniform Limited
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Sequence
Classify
Decision Making
Inquisitiveness
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Knowledge of
Business
Structures and
law
10
Partnership Act affects limited partnerships
 Explain the rights and duties of limited
partners and general partners in a limited
partnership
 Explain the distribution of assets after the
dissolution of a limited partnership
 Differentiate between other partnership-type
business organizations (e.g., joint ventures, limited
partnership associations, and registered
partnerships having limited liability)
B. Corporations
Level 2 Performance Expectation
 Define corporations and explain why a
corporation is a legal entity
Level 3 Performance Expectations
 Differentiate between types of corporations
(e.g., profit, nonprofit, domestic, foreign, and alien
corporations)
 Explain the steps involved in forming a
corporation
 Explain the circumstances under which the
courts may disregard the corporate entity and
“pierce the corporate veil”
 Describe the functions of the board of directors
and officers of a corporation with regard to control
of corporate affairs
 Differentiate between common and preferred
stock
 Identify shareholder rights (e.g., right to
receive dividends, right to vote, right, to inspect
the books) and preemptive rights
 Explain the nature of the shareholders’ liability
 Describe when promoters, directors, and
officers are liable to the corporation, shareholders,
and third persons
 Differentiate between types of corporate
expansion (e.g., mergers, consolidations, and
conglomerates)
D:\219545698.doc
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
11
 Identify federal, state, territory, and province
statutes that regulate corporations
 Describe the ways corporate existence may be
terminated
C. Limited Liability Companies
Level 3 Performance Expectations
 Define a limited liability company
 Explain the steps in forming a limited liability
company
 Explain the advantages and disadvantages of
doing business as a limited liability company
 Explain the nature of management
responsibilities in a limited liability company
 Describe the effects of the tax code on limited
liability companies
D:\219545698.doc
12
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Property Law
Explain the legal
rules that apply to
personal property
and real property.
A. Personal Property
Level 2 Performance Expectation
 Define real property, personal property, and
fixtures and explain why property distinctions a re
important
Level 3 Performance Expectations
 List different methods by which property is
acquired
 Identify the forms of co-ownership of personal
property
 Explain how a bailment is created and describe
the standard of care different bailees are required
to exercise over bailed property
 Distinguish between an ordinary bailment and
a special bailment
 Define intellectual property and list types of
intellectual property
 Identify a common carrier’s liability for loss or
damage to goods
B. Real Property
Level 3 Performance Expectations
 Distinguish among liens, licenses, and
easements and explain the differences
 List the major estates in land and describe the
major features of each
 List and describe the forms of co-ownership of
real property
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Decision Making
Observation
Analysis
Evaluation
Conclusion
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
Risking
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Knowledge of
copyright,
trademark,
patent, and real
estate law
13
 Illustrate the method of transferring title
(deeding) to real property
 Describe the kinds of rental relationships that
landlords and tenants may create
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
Social Studies—
Economics
3.1 Analyze the role of
government as
participant in an
economy through
taxation, spending,
and policy setting

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
D:\219545698.doc
14
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Analyze the
functions of
commercial paper,
insurance, secured
transactions, and
bankruptcy.
Commercial Paper, Insurance, Secured
Transactions, Bankruptcy
A. Commercial Paper
Level 3 Performance Expectations
 Explain the importance and function of
commercial paper
 Demonstrate an understanding of the concept
of negotiability and distinguish it from
assignability
 Identify and explain the essential elements of a
negotiable instrument
 Describe the different types of negotiable
instruments and different types of endorsements
 Explain the contractual relationship between a
bank and its customers
 Describe stop-payment orders
 Describe the legal effect of forgeries and
material alterations
B. Insurance
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Level 3 Performance Expectations
 Define insurance and differentiate between
requirements for an insurable interest for property
insurance and those needed for life insurance
Communication
 Compare and contrast the different types of life
1.1 Focus attention
insurance (e.g., ordinary, limited payment,
1.2 Listen and observe to
endowment, and term)
gain and interpret
 Compare and contrast the different types of
information
property insurance (e.g., automobile,
homeowner’s, and marine)
D:\219545698.doc
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Compare/Contrast
Classify
Decision Making
Evaluation
Reasoning
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
8 hours
Relevance to
Work
Washington
State Goal 4
Apply
knowledge of
credit use,
insurance need
and use in
Business Setting
15
 Explain some of the differences in health
insurance coverages
C. Secured Transactions
Level 3 Performance Expectations
 Describe a secured transaction and explain the
requirements for creating a valid security interest
 Define the major types of collateral
D. Bankruptcy
Level 3 Performance Expectations
 Describe and discuss the various aspects of
bankruptcy (e.g., Chapter 7—Liquidation, Chapter
11—Reorganization, and Chapter 13—
Reorganization of Debts)
 Compare the differences between voluntary
bankruptcy and involuntary bankruptcy cases
 Explain the procedure for the administration of
the debtor’s estate
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
Social Studies—
Economics
3.1 Analyze the role of
government as
participant in an
economy through
taxation, spending,
and policy setting
Social Studies—Civics
2.2 Understand the
function and effect of
law

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
D:\219545698.doc
16
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Computer Law
Explain how
advances in
computer
technology impact
such areas as
property law,
contract law,
criminal law, and
international law.
A. Basics of Computer Law
Level 3 Performance Expectation
 Define the key terms involved in computer law
Essential
Integrating
Academic
Analytical,
Learning
Logical, &
Requirements
Creative Thinking
Benchmark 3
Washington State
Washington State
Goal 3
Goals 1 & 2
Cause/Effect
Reading
1.2 Build vocabulary
through reading
Point of View
2.1 Comprehend
important ideas and
Finding Evidence
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
D:\219545698.doc
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
2 hours
Relevance to
Work
Washington
State Goal 4
Apply
intellectual
property rights
and internet use
17
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
Social Studies—Civics
2.2 Understand the
function and effect of
law

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
D:\219545698.doc
18
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Environmental Law and Energy Regulation
Explain the legal
rules that apply to
the environmental
and energy
regulation.
A. Environmental Law
Level 1 Performance Expectation
 Define environmental law
Level 2 Performance Expectation
 Discuss the historical development of
environmental law
Level 3 Performance Expectations
 Describe the various federal statutes (e.g.,
National Environmental Policy Act, Clean Air Act,
Clean Water Act, and Toxic Substance Control
Act) that impact the environment
 Describe the various state statutes that impact
the environment
 Describe the various international initiatives
that influence environmental regulations
B. Energy Regulation
Level 1 Performance Expectation
 Explain the need for energy regulation and
conservation
Level 2 Performance Expectation
 Discuss the historical development of energy
regulation
Level 3 Performance Expectations
 Describe the various federal agencies (e.g.,
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Observe
Cause/Effect
Problem Solving
Risking
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Knowledge and
Compliance
with
government
regulations
Knowledge of
environmental
rules and
regulations
19
Department of Energy, Energy Regulatory
Commission, and Nuclear Regulatory
Commission) that impact energy regulation and
conservation
 Describe the various state statues that impact
energy regulation and conservation
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
Social Studies—Civics
2.2 Understand the
function and effect of
law
1.3 Examine
representative
government and
citizen participation

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
D:\219545698.doc
20
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Domestic Relations Law
Explain the legal
rules that apply to
marriage, divorce,
and child custody.
A. Marriage and Its Legal Consequences
Level 1 Performance Expectation
 Define marriage and explain the rights and
obligations that are involved in marriage
Level 2 Performance Expectations
 Contrast the age requirements for marriage
under the laws of different states and other
countries
Level 3 Performance Expectations
 Identify the issues and concerns that might be
included in a prenuptial agreement
 Distinguish between common law and
ceremonial marriages
 Identify the types of marriages that are
prohibited by law
B. Divorce and Its Legal Consequences
Level 2 Performance Expectations
 Contrast annulment, divorce, and dissolution
proceedings
 Explain some of the typical grounds for
divorce
Level 3 Performance Expectations
 Describe the law as it relates to the distribution
of property in a divorce
 Explain the law of domestic relations as it
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Decision Making
Problem Solving
Reasoning
Cause/Effect
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Demonstrate
participating as
a member of a
team
Apply
communication
skills
21
relates to child custody
 Outline the law of domestic relations as it
relates to child support
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
Social Studies—Civics
2.2 Understand the
function and effect of
law

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
D:\219545698.doc
22
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Performance Task/
Assessments
Students will:
Wills and Trusts
Determine the
appropriateness of
wills and trusts in
estate planning.
A. Wills
Level 3 Performance Expectations
 Define testamentary capacity and testamentary
intent
 Identify the requirements necessary for a valid
will
 Distinguish between signing, attesting, and
publishing a will
 Explain how a will may be modified or
revoked
 Distinguish between the protection given to
spouses and to children under the law of wills
 Explain what happens to a decedent’s estate
when a person dies without a will
B. Trusts
Level 3 Performance Expectations
 Identify the key characteristics of trusts
 Explain the advantages and disadvantages of
establishing a trust
 Differentiate between the various types of
trusts (e.g., charitable, private, spend-thrift,
revocable, and irrevocable trusts)
D:\219545698.doc
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.2 Build vocabulary
through reading
2.1 Comprehend
important ideas and
details
1.3 Build vocabulary
through wide
reading
1.3.2Understand and
apply
content/academic
vocabulary critical to
the meaning of the
text, including
vocabularies
relevant to different
contexts, cultures,
and communities
3.2 Read to perform task
3.2.2Apply understanding
of complex
information,
including functional
documents, to
perform a task
Communication
1.1 Focus attention
1.2 Listen and observe to
gain and interpret
information
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Decision Making
Goal Setting
Compare/Contrast
Conclusions
Leadership Skills
and
Corresponding
Activity
Students will
improve their
leadership skills as
demonstrated in the
classroom, on the
job, or through
FBLA/DECA
Business Law
events and
activities
 Dependability
(e.g. attendance,
punctuality,
deadlines,
following
instructions)
 Self-discipline
(e.g., meeting
deadlines, paying
attention, working
with distractions,
problem solving)
Employability Skills
Local
District
Goals
Resources
 Time—Selects goalrelevant activities,
ranks them,
allocates time, and
prepares and
follows schedules
High
Standard
s and
Expectati
ons for
all
students
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
develop
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
Information
 Interprets and
Communicates
Information
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Organizing and
maintaining
information
Acquire and
evaluate
information
23
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
Social Studies—Civics
2.2 Understand the
function and effect of
law

Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
D:\219545698.doc
24