21st Century Instructional Guide for Career Technical Education
Accounting Principles I
Business and Marketing Cluster
Accounting Concentration
Administrative and Information Support Concentration
Business Financial Management and Accounting Concentration
Business Concentration
Management Applications Concentration
Office Administrative Support Concentration
Personal Financial Management Concentration
Small Business Management Concentration
Title:
Accounting Principles I (WVEIS 1401)
Standard
Number:
BE.S.ACP1.1
Essential
Question:
Objective:
BE.O.ACP1.1
Accounting Careers
Students will explore accounting as a career
What is accounting?
Students will
establish the purpose of accounting and the
role it plays in our economy.
Learning Plan & Notes to Instructor:
Using the Internet, students will conduct a search on
the purpose of accounting. Sources of information
for the purpose and the role it plays in our economy
include: IRS, SBA (Small Business Administration),
State Treasurer’s Office, AICPA, CPA’s, Small
Business Owners, Business Managers, Local Bank
Managers and Accountants.
Accounting Careers website to use as a resource is
http://educationportal.com/videos/accountant_careers.
Contact the WV Society of CPA’s for a guest
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BE.O.ACP1.2
use appropriate accounting terminology
related to careers.
speaker.
Access the web site www.scsite.com (version used
in classroom) for crossword puzzle and interactive
activities of accounting terminology.
Create a bingo game of frequently used terms in
accounting.
BE.O.ACP1.3
research accounting positions and the
education requirements for various levels.
Using www.spellingcity.com, students will create
games utilizing accounting vocabulary.
Access the Occupational Handbook on the Internet
to explore accounting positions. Create a
spreadsheet of accounting positions and list the
requirements and education required.
Contact guest speakers such as CPA’s, WV Society
of CPA’s, school secretaries, business owners, and
bank representatives.
BE.O.ACP1.4
examine confidentiality concepts and
policies.
Students will interview people in accounting
positions and related fields to learn the requirements
for their particular accounting field. The interviews
can be used in class presentations or through blogs.
Research current events related to business ethics
found in magazines, newspapers, and on-line to use
in class discussions and debates.
Students will debate the issues of ethics,
confidentiality, and private information as related to
finance.
BE.O.ACP1.5
model characteristics of professional and
ethical conduct.
Invite guest speakers such as local law enforcement
and attorneys to discuss the laws in relationship to
confidentiality.
Students will create lists of what they understand to
be professional and unprofessional conduct and
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discuss the lists and compare them to standard
business conduct.
Utilize multimedia to emphasize professional and
ethical conduct.
Invite a guest speaker from the community who is
considered to be a model business person.
Standard
Number:
BE.S.ACP1.2
Essential
Question:
Objective
BE.O.ACP1.2.1
BE.O.ACP1.2.2
BE.O.ACP1.2.3
BE.O.ACP1.2.4
Accounting Cycle
Students will analyze accounting procedures as applied to the accounting cycle.
What is the accounting cycle?
Students will
use appropriate terminology as it relates to
the accounting cycle.
Learning Plan & Notes to Instructor:
Students will create a word wall of accounting
terminology.
analyze the effects of transactions on the
accounting equation.
identify and use source documents
Students will use interactive media to present
completed chapter application problem(s) and
analyze the application using appropriate
terminology.
Students will analyze the effect of transactions on
the accounting equation using T-Accounts followed
by journal entries from textbook problems.
prepare a chart of accounts using proper
numerical sequencing.
Teachers will use a document cam for students to
identify checks, invoices, receipts, and other source
documents. Students can use responders to answer
questions related to the source documents.
Students will develop a flow chart showing steps for
completing a simple transaction and how it affects
the general ledger.
Develop a chart of accounts for a fictitious business.
Write a description of the company and the rationale
for the numbering system developed.
3
BE.O.ACP1.2.5
identify the purpose of a general journal.
BE.O.ACP1.2.6
post general journal entries to the general
ledger.
BE.O.ACP1.2.7
prepare a trial balance.
BE.O.ACP1.2.8
prepare financial statements.
Students will develop a flow chart illustrating steps
for completing a simple transaction and how it
affects the general ledger. Students will present
their flow charts to the class.
Students will develop a flow chart showing steps for
completing a simple transaction and how it affects
the general ledger.
Students will demonstrate using interactive media
the six steps using a sample general ledger, to
create a trial balance.
Students will develop a flow chart showing steps for
completing a simple transaction and how it affects
the general ledger.
Students will use Excel or another spreadsheet
program to complete financial statements.
Collect and use annual reports from local companies
to view financial statements and compare with
textbook examples.
BE.O.ACP1.2.9
BE.O.ACP1.2.10
calculate and record end-of-period
adjustments.
prepare post-closing trial balance.
Students will choose a company and research their
online financial statements for a class discussion.
Teacher will demonstrate the process for calculating
and recording the end-of-period adjustments utilizing
interactive media.
Students will use the textbook problem relating to
calculating and recording end-of-period adjustments.
BE.O.ACP1.2.11
utilize specialized accounting software or
spreadsheets to maintain accounting
Teacher will demonstrate the process for preparing a
post-closing trial balance utilizing interactive media.
Students will use interactive media to explain the
process to their class members.
Teachers will demonstrate accounting software
provided by the textbook publishing company or
4
BE.O.ACP1.2.12
records.
recognize the differences between
computerized and manual accounting
procedures.
other specialized software.
Students will create a post-closing trail balance and
income statement using spreadsheet software.
Students will differentiate between manual and
computerized accounting procedures.
Invite guest speakers from the community to discuss
the accounting procedures used in their business.
Standard
Number:
BE.S.ACP1.3
Essential
Question:
Objective:
BE.O.ACP1.3.1
Students will research accounting software, online,
and blog their research.
The Accounting Cycle for Specialized Procedures
The student will implement specialized accounting procedures as applied to the accounting cycle.
What is specialized accounting procedures?
Students will
Learning Plan & Notes to Instructor:
use appropriate terminology as it relates to
specialized procedures.
Students will create a word wall of accounting
terminology.
Access the web site www.scsite.com (version used
in classroom) for crossword puzzle and interactive
activities of accounting terminology.
BE.O.ACP1.3.2
differentiate between the various types of
business ownership.
Students will use interactive media to present
completed chapter application problem(s) and
analyze the application using appropriate
terminology.
Students will research the Internet to create a
spreadsheet of the types of business ownership.
Students will compare and contrast the different
types of business ownerships
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BE.O.ACP1.3.3
differentiate between a service business and
a merchandising business.
BE.O.ACP1.3.4
analyze transactions relating to the purchase
of merchandise and record in special
journals.
analyze transactions relating to sale of
merchandise and record in special journals.
analyze financial statements.
BE.O.ACP1.3.5
BE.O.ACP1.3.6
Teachers will generate a list of businesses in the
community for students to determine the type of
ownership using responders.
Teachers will use interactive media to differentiate
between service and merchandising businesses
within the community. The student will use the
information presented by the Teacher to research
the Internet for the type of business representing the
largest growth.
Students will work in groups to complete an
accounting simulation. In the groups, the teachers
will assign job titles to the students. Teacher
generated rubric will be used to evaluate the
completed simulation for each group.
Students will use Excel or other spreadsheet
program to complete financial statements.
Students will procure annual reports from local
companies to compare and evaluate financial
statements.
Standard
Number:
BE.S.ACP1.4
Essential
Question:
Objective:
BE.O.ACP1.4.1
Payroll and Banking Procedures
Student will analyze payroll and banking procedures.
Where are my tax dollars going?
Students will
use appropriate terminology as it relates to
payroll and banking procedures.
Learning Plan & Notes to Instructor:
Students will create a word wall of accounting
terminology.
Access the web site www.scsite.com (version used
in classroom) for crossword puzzle and interactive
activities of accounting terminology.
Students will use interactive media to present
completed chapter application problem(s) and
6
BE.O.ACP1.4.2
BE.O.ACP1.4.3
BE.O.ACP1.4.4
BE.O.ACP1.4.5
BE.O.ACP1.4.6
examine methods used to calculate gross
earnings.
explain the purpose of deductions and
withholdings.
compute gross earnings, deductions, and net
pay for employees.
journalize payroll transactions.
create and maintain employee earnings
records.
BE.O.ACP1.4.7
generate payroll checks.
BE.O.ACP1.4.8
prepare business checks and complete
check stubs and check registers.
prepare bank deposit slips and complete
check stubs and check registers.
recognize and use electronic banking
procedures.
compare the three types of check
endorsements.
reconcile a bank statement, prepare journal
BE.O.ACP1.4.9
BE.O.ACP1.4.10
BE.O.ACP1.4.11
BE.O.ACP1.4.12
analyze the application using appropriate
terminology.
Students will use the Internet to research the
different methods of pay and prepare a short
presentation to share with the class.
Invite a payroll clerk or accountant to discuss payroll
procedures.
Students will investigate the IRS and Federal
Reserve websites for payroll information.
Students will complete an office simulation for
payroll. Payroll records should include:
 tax identification numbers
 employee payroll information sheets
 employees’ earnings (gross and net)
 prepare paychecks
 employees’ earnings records
 payroll register
 calculate and file taxes
Students will journalize payroll transactions for the
office simulation.
Students will use automated accounting software to
generate payroll checks for the activities in Objective
4.6.
The teacher will obtain a banking simulation from the
local bank or the State Treasurer’s office.
Teacher will prepare a list of business transactions
for students to practice writing checks and
maintaining a check register.
Teacher will prepare a list of bank deposit slips, bank
reconciliation and check registers to demonstrate to
students using interactive media.
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entries, and post.
Students will practice recording bank deposit slips
and check registers.
Invite a bank representative to be a guest speaker to
discuss electronic/online banking.
BE.O.ACP1.4.13
develop and maintain a petty cash fund.
Teacher will prepare a bank statement for students
to reconcile. Teacher will prepare a bank statement
that has been reconciled, with errors, and have the
students to review and correct the statement.
Students will role play a petty cashier by using a
money box with petty cash slips.
Students will discuss ethical and unethical uses of
petty cash.
Standard
Number:
BE.S.ACP1.5
Essential
Question:
Objective
Number:
BE.O.ACP1.5.1
Participating in the student organization
Students will participate in the local chapter of a student organization.
BE.O.ACP1.5.2
discover the benefits and responsibilities of
participation in student organization as an adult.
What are the benefits of a career, technical student organization?
Students will
Learning Plan & Notes to Instructor:
assess the purposes and goals of the local
student organization.
Invite students to participate in an FBLA chapter
event. Invite State FBLA Officer to present at a
chapter meeting or to a class on the activities,
purpose and benefits of membership. Show the
FBLA promotional video located on www.FBLAPBL.org web site. Have students to locate and
discuss the FBLA-PBL goals, mission statement,
and pledge.
Invite FBLA-PBL alumni members to be guest
speakers in the classroom and during chapter
events. Coordinate a chapter event with another
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary,
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BE.O.ACP1.5.3
21st Century
Skills
Information and
Communication
Skills:
Thinking and
Reasoning Skills:
etc.).
demonstrate leadership skills through
Have the local FBLA officer team to develop a
participation in student organization activities
program of work for the school year and form
such as meetings, programs, and projects.
various committees to complete the task using
chapter members. Encourage students to
actively participate in State, regional, and
national conferences and vie for leadership
positions.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognizes information The following scenario will Students will
12.1.LS1
needed for problem solving,
be given to students.
prepare and present
can efficiently browse, search
Students will be divided
a multimedia
and navigate online to access
into working groups. Each presentation of their
relevant information, evaluates group will represent an
accounting system
information based on credibility, accounting firm within their to the class.
social, economic, political
community. Students
and/or ethical issues, and
within each group will be
Students will be
presents findings clearly and
given job titles and
evaluated based on
persuasively using a range of
responsibilities. The
a teacher generated
technology tools and media.
scenario is as follows.
rubric.
A hair stylist in your
community has purchased
21C.O.9Student creates information
a business that did not
12.1.LS3
using advanced skills of
use a formal approved
analysis, synthesis and
accounting system. Your
evaluation and shares this
information through a variety of accounting firm has been
approached to develop an
oral, written and multimedia
accounting system based
communications that target
on sole proprietorship that
academic, professional and
would be easy to use and
technical audiences and
understand by the owner.
purposes.
Students will prepare a
presentation on the
21C.O.9Student draws conclusions
accounting system for the
12.2.LS2
from a variety of data sources
hair stylist.
to analyze and interpret
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systems.
Personal, and
Workplace,
Skills:
21C.O.912.2.LS3
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
21C.O.912.2.TT4
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
21C.O.912.3.LS4
Student demonstrates ethical
behavior and works responsibly
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
21C.O.912.3.LS5
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
Students, with the
Adviser’s guidance, will
use the appropriate
spreadsheet and database
software to develop
accounting procedures for
the local FBLA Chapter.
Advisers will encourage
participation in FBLA
competitive events.
Students will
maintain accurate
records of monies
received, issue
appropriate receipts
as needed, and
create financial
statements.
FBLA Accounting
competitive event
participation.
10
distributes tasks and
responsibilities effectively, and
monitors group progress
toward the goal without
undermining the efforts of
others.
21C.O.912.3.LS6
Student maintains a strong
focus on the larger project goal
and frames appropriate
questions and planning
processes around goal. Prior to
beginning work, student reflects
upon possible courses of action
and their likely consequences;
sets objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on the
project, student adjusts time
and resources to allow for
completion of a quality product.
Learning Skills & Technology Tools
C
Entrepreneurship
Skills:
F
G
I
Understands fundamental
business concepts that affect
business decision making
Understands the economic
principles and concepts
fundamental to
entrepreneurship/smallbusiness ownership
Understands personal moneymanagement concepts,
procedures, and strategies
Understands the financial
Teaching Strategies
Culminating Activity
The following scenario will
be given to students.
Students will be divided
into working groups. Each
group will represent an
accounting firm within their
community. Students
within each group will be
given job titles and
responsibilities. The
scenario is as follows.
A hair stylist in your
Evidence of
Success
Students will
prepare and present
a multimedia
presentation of their
accounting system
to the class.
Students will be
evaluated based on
a teacher generated
rubric.
11
community has purchased
a business that did not
use a formal approved
accounting system. Your
accounting firm has been
approached to develop an
accounting system based
on sole proprietorship that
would be easy to use and
understand by the owner.
Students will prepare a
presentation on the
accounting system for the
hair stylist.
Culminating Assessment:
You are employed by the Community Accountants Group. Your supervisor has asked you to
prepare a report along with a multimedia presentation to present to the local high school FBLA
Chapter. The report and presentation should teach the FBLA members about ways to prevent
identity theft. Include information on what you can do to prevent identity theft, what you can do to
lessen the impact if you are a victim and what you can do once you discover you’re a victim. Include
statistics in your report and presentation, as well as a list indicating ways that an individual’s identity
can be stolen.
concepts and tools used in
making business decisions.
Culminating
Assessment:
FBLA Competitive Events
End of Concentration Performance Assessment
Links and Other Resources
Related Websites:
Links and Other
Resources
WV Society of CPA’s
www.wvscpa.org
Federal Reserve
www.federalreserve.gov
IRS
www.irs.gov
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WV State Auditor’s Office
www.wvso.gov
WV State Treasurer’s Office
www.wvsto.com
WV Junior Achievement
www.jaadvantage.com
Stock Market Game
www.smgww.org
WeSeed, A Stock Market Game
www.weseed.com
Careers in Accounting
http://www.careers-in-accounting.com/
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
www.dol.gov
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
13
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
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
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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