Kris Kelly
ESE 6939 Summer 2009
Design Report Project 2
Project Title
Task Analysis
Introduction to Entrepreneurship for High School Students
I.
Topic Analysis
II.
III.
General Information about Entrepreneurs
a. Definitions
i. Entrepreneur: an individual who undertakes the
creation, organization, and ownership of a business
ii. Entrepreneurship: the process of getting into and
operating one’s own business
b. Characteristics
i. Persistent
ii. Creative
iii. Responsible
iv. Inquisitive
v. Goal-oriented
vi. Independent
vii. Self-demanding
viii. Self-confident
ix. Risk-taking
x. Restless
xi. Action-oriented
xii. Enthusiastic
c. Skills
i. Communication
ii. Human relations
iii. Math
iv. Problem-solving/decision-making
v. Technical
vi. Basic business
Business Ethics
Types of Business Ownership
a. Sole Proprietorship
i. Advantages
1. Government exercises little control
2. May be any size (large or small)
3. Get to keep 100% of profits (no sharing)
ii. Disadvantages
1. Hard to raise money and funding
2. Higher risk (even for personal assets)
b. Partnership
i. Advantages
1. Shared decisions
2. Shared investment
3. Shared risk
4. Little government control
IV.
ii. Disadvantages
1. Share responsibility and profits
2. Both parties are liable (even for personal assets)
3. Disagreements
c. Corporation
i. Advantages
1. Liability for shareholders, not owners
2. Raise money by selling stock
3. Easier to borrow from lenders
4. Shareholders do not directly affect the
management of the corporation
ii. Disadvantages
1. More complicated and more governance (more
paperwork)
2. Must pay incorporation costs
3. Articles of incorporation may be limiting
4. Income is taxed twice
Methods of Acquiring a Business
a. Purchase existing business
i. Advantages
1. The existing business already has customers,
suppliers, and procedures
2. The seller may train the new owner and may
have experienced employees (some resources
are already in place)
3. There are prior records of revenues, expenses,
and profits
4. Financial arrangements may be easier
ii. Disadvantages
1. Many businesses are for sale because they are
not making a profit (the business is failing)
2. Serious problems may be inherited
3. More capital (money) is required to buy the
business
b. Enter a family business
i. Advantages
1. Enjoy pride and sense of mission that comes
with being part of a family enterprise
2. The business may remain in the family for
multiple generations
3. Some people enjoy working with and for
relatives and people they care about
ii. Disadvantages
1. Senior management positions are often held by
family members, regardless of ability (may lead
to poor business decisions)
2. It is difficult to retain good employees that are
not family members
V.
VI.
3. Family politics are part of decisions
4. The line between business and family life can
affect family life
c. Purchase a franchise
i. Advantages
1. An entrepreneur is provided with an established
product or service
2. Franchisors offer management, technical, and
other assistance
3. Equipment and supplies can be less expensive
4. A guarantee of consistency attracts customers
ii. Disadvantages
1. Franchises can cost a lot of money and cut down
on profits
2. Owners of a franchise have less freedom to
make decisions than other entrepreneurs
3. Franchisees are dependent on the performance
of other franchisees in the chain
4. The franchisor can terminate the franchise
agreement
d. Start a new business
i. Advantages
1. Personal satisfaction
2. Ability to make all/most decisions (location,
prices, products, employees, etc…)
3. Ability to be independent and keep 100% of
profits
4. Enjoy the challenge of creating something
entirely new
ii. Disadvantages
1. Must estimate demand for the product or
service offered
2. Ability to make all/most decisions (location,
prices, products, employees, etc…)
3. A lot of time and effort is required
4. Risk of failure
Entrepreneurial Self-Analysis
a. Analyze skills, attitudes, and characteristics
b. Share findings with other class members
Lemonade Stand
a. Form a small business with a team and choose product, logo,
location, price, etc…
b. Execute business one day during lunch
c. Discuss results with team and class
d. Individually write about experiences with businesses
e. Transition to future topics
Instructional
Objectives
**The guiding
instructional
objectives for the
course will be the
Combined Standards
and Objectives; the
other standards are
listed to show the
process by which
the final objectives
were derived.
South Carolina State Standards:
C.
ENTREPRENEURIAL CHARACTERISTICS
The student will be able to:
1.
Identify characteristics of entrepreneurs.
2.
List the advantages and disadvantages of different types of business
ownership.
3.
Distinguish between four ways in which a business may be acquired
(purchase an existing business, enter the family business, purchase
a franchise, or start a new business).
4.
Complete a self-analysis to identify potential entrepreneurial
interests.
5.
Identify and analyze the technical skills needed by entrepreneurs.
(from the Business Management and Administration Course Standards posted on the South
Carolina Department of Education website *see references)
National Business Education Association Standards:
I. Entrepreneurs and Entrepreneurial Opportunities
Achievement Standard: Recognize that entrepreneurs possess unique
characteristics and evaluate the degree to which one possesses those
characteristics.
(from the National Business Education Association Standards posted in the curriculum area of the
website *see references)
SCANS Standards
The U.S. Departments of Labor and Education formed the Secretary’s Commission
on Achieving Necessary Skills (SCANS):
Interpersonal: participates as a member of a team, teaches others new skills,
services clients/customers, exercises leadership, negotiates, works with diversity
Information: acquires and evaluates information, organizes and maintains
information, interprets and communicates information, uses computers to
process information
Technology: selects technology, applies technology to a task
Basic Skills: reading, writing, arithmetic/mathematics, listening, speaking
Thinking Skills: creative thinking, decision making, problem solving, visualizing,
knowing how to learn, reasoning
Personal Qualities: responsibility, self-esteem, sociability, self-management,
integrity/honesty
(from the U.S. Department of Labor website *see references)
Combined Standards and Objectives:
Students will be able to:
1. Identify, describe, analyze, define, and share the characteristics of
entrepreneurs learned through direct instruction (including using notes),
reading articles and watching brief video segments about successful
entrepreneurs, and working in small groups to evaluate characteristics of
local entrepreneurs.
2. Identify and analyze the technical skills needed by entrepreneurs.
3. Describe and discuss the need for and importance of business ethics through
evaluating case studies of real-world business situations including
circumstances, key players, final decisions, and results or consequences.
4. Apply characteristics, skills, and ethics learned about entrepreneurs through
5.
6.
7.
8.
9.
creating and conducting an interview with a local entrepreneur.
Evaluate and classify characteristics of varying types of business ownership
as an advantage, disadvantage, or both using discovery methods in small
groups (types of business including sole proprietorship, partnership,
corporation, s-corporation).
Evaluate and classify the conditions of acquiring a business as an advantage,
disadvantage, or both using discovery methods in small groups (methods of
acquisition include purchase an existing business, enter a family business,
purchase a franchise, or start a new business).
Use the internet to select, research, and evaluate an existing franchise
opportunity.
Use internet resources to conduct and analyze an entrepreneurial selfanalysis to identify potential entrepreneurial interests.
Form small Lemonade Stand Business (no more than 5) to be set up during
lunch for the purpose of exploring fundamental concepts in setting-up a
business and serving to help transition to future units.
Instructional
Sequence
The instructional sequence of this unit will be a combination of learning-related
and concept-related sequencing.
Learner-Related

Will begin with information that the learner has familiarity with and then
build in difficulty. The instructor will also try to arrange activities within
objectives that will generate interest first as well as ensure that the
learner has the appropriate developmental level before teaching the
topic.
Concept-Related

The primary principle used related to concept-related is class relations.
Many of the topics are grouped by objective because they share central
tendencies and characteristics. Sophistication is also a principle used as
students develop knowledge in concrete ideas before moving to more
abstract business concepts.
Sequence/Pace

Strategies for
Objectives
Practice,
Details,
Assessment
and Feedback
for Objectives
The unit will follow the order of the objectives listed below and the
projected amount of time is listed with each objective.
Objective #1
 Group work, direct instruction, read aloud, discussion, internet research,
reading, writing, video, note taking
Objective #2
 Group work, direct instruction, discussion, internet research, reading,
writing, note taking
Objective #3
 Group work, discussion, internet research, reading, writing
Objective #4
 Application, interviewing, questioning, writing
Objective #5
 Group work, discussion, note taking, direct instruction, questioning
Objective #6
 Group work, discussion, note taking, direct instruction, questioning
Objective #7
 Internet research, reading, writing, discussion
Objective #8
 Internet research, reading, writing, discussion, self-evaluation
Objective #9
 Group work, technology integration with blog, discussion, application
Objective #1: 3 50 minute class periods
Identify, describe, analyze, define, and share the characteristics of entrepreneurs
learned through direct instruction (including using notes), reading articles and
watching brief video segments about successful entrepreneurs, and working in
small groups to evaluate characteristics of local entrepreneurs.
Pre-instructional Strategy: Advance Organizer
I.
Define entrepreneur and entrepreneurship
a. With a partner students will brainstorm and write their
definitions of entrepreneur and entrepreneurship on index cards
Motivation: The 2 best definitions will be given a “lemon”
(lemons will be collected in lemonade stand groups – see final
objective – and groups with the greatest number of lemons will
have first choice of location and available resources).
b. Students will combine definitions (with tape) on the white board
and group definitions with similarities
c. After reviewing the class definitions original partners will rewrite
their definitions on the back of index cards
*This will help students to organize and compare what they
already know with new relevant information
d. Expert definitions of entrepreneurship will be presented to
students and will be recorded in notes
Informal Assessment: Instructor will review student definitions
and monitor discussion to determine understanding
II.
Characteristics of Entrepreneurs
a. The instructor will read an article about Chris Gardner to
students and students will individually list the entrepreneurial
characteristics that they believe this example of a real
entrepreneur exhibits
b. Class will share list of characteristics and will discuss/brainstorm
additional characteristics that entrepreneurs possess
c. A list of 10 characteristics will be presented to students and
students will record them in notes
d. A table of entrepreneurial characteristics will be distributed to
students with a list of approved entrepreneurs and they will
research and find an article about their entrepreneur and list
examples they find of each characteristic of the entrepreneur
Motivation: Students will receive a grade for the assignment and
the best submission will receive a “lemon” (see objective #1 for
details)
Assessment: Students will submit tables when completed and
instructor will review for student understanding. If necessary,
the instructor will distribute new tables and have students
choose another entrepreneur the reiterate concepts.
e. Students will be given another copy of the table of
entrepreneurial characteristics. Students will watch a short 20
minute video on Noble Peace Prize winner Mohammad Yunus
(Pennies a Day) for an example of a social entrepreneur and
write about examples of characteristics that this entrepreneur
possesses.
Assessment: Instructor will review student responses written in
the table.
Feedback: Students will receive informal feedback from group discussions and
formal feedback in the form of a grade with comments and notations for the
tables that they have submitted.
Objective #2: 1 50 minute class period
Identify and analyze the technical skills needed by entrepreneurs.
Pre-instructional Strategy: Advance Organizer
I.
In groups of no more than 5, students will brainstorm a list of skills that
they believe an entrepreneur possesses
Motivation: Each student in the group with the best list of skills (most in
number and most legitimate) will be given a “lemon” (see objective #1
for details)
II.
A group of skills that students will be responsible for knowing will be
presented and students will record them in their notes
III.
Students will research a different entrepreneur from the approved list
and list the relevant skills that each demonstrates
Motivation: Students will receive a grade for the assignment and the
best submission will receive a “lemon”
Assessment: Instructor will review student submissions and will review
skills and give another class example if necessary
Feedback: Students will receive informal feedback from group discussions and
formal feedback in the form of a grade with comments and notations for the skill
analysis that they have submitted.
Objective #3: 1 50 minute class period
Describe and discuss the need for and importance of business ethics through
evaluating case studies of real-world business situations including circumstances,
key players, final decisions, and results or consequences.
Pre-instructional Strategy: Objectives (present student with objective of business
ethics study)
I.
With partners students will use the internet to research definitions and
components/aspects of business ethics students will be given a handout
for each pair to complete answering the following questions:
a. Define business ethics
b. What are the components/aspects of business ethics?
c. Why are business ethics important?
d. Why do people/businesses choose to ignore ethics?
e. What are benefits/consequences related to ignoring ethics?
Assessment: Handouts will be collected and evaluated for
student understanding of ethics
II.
The teacher will conduct a class discussion on student findings and share
significant findings from student handouts (information shared with the
class will earn a “lemon” for each student associated)
III.
The teacher will share a case study of an ethical situation with the
students and students will write a short paper in response to the case
study. The paper will include: defining ethics, summarize the ethical
situation, summarize the outcome of the case study, write any decisions
and why that would have/should have been made differently
Motivation: A “lemon” will be awarded to the 2 best papers submitted
Assessment: Papers will be collected for a grade and will be given a
formal grade with comments and notes from the instructor.
Feedback: Students will receive informal feedback through class discussions and
formal feedback in the form of a grade and comments on handouts submitted
and case studies reviewed. Students will also receive a formal grade with
comments on their paper.
Objective #4: Completed outside of class
Apply characteristics, skills, and ethics learned about entrepreneurs through
creating and conducting an interview with a local entrepreneur.
I.
Select a local entrepreneur to interview
II.
Students will be given list of questions to ask a local entrepreneur to
review and will create 5 questions of their own
III.
Students will conduct interviews and will write biographies to submit in
class
Motivation: A “lemon” will be awarded to the 2 best biographies
submitted
Feedback and Assessment: Formal grades will be given for biographies
submitted with comments and feedback.
Objective #5: 2 50 minute class periods
Evaluate and classify characteristics of varying types of business ownership as an
advantage, disadvantage, or both using discovery methods in small groups (types
of business including sole proprietorship, partnership, corporation, scorporation).
Pre-instructional Strategy: Overview (instructor will pose several “problems” in
the form of questions and students will answer questions as a part of a group
discussion)
I.
The teacher will group students in groups of 4 and will give students
directions for a game to identify the advantages and disadvantages of:
sole proprietorship, partnership, and corporations. The group will be
given a game board (1 of the 3 listed above) and cards. The students will
have to place the cards in the advantages or disadvantages column (they
may use their books) and then copy down their results in their notes.
Once they have completed one game board they will trade with another
pair for a different game board and repeat.
II.
The teacher will discuss and review correct answers once all groups have
completed and copied all 3 game boards.
Assessment: Informal assessment will be instructor observation of
students and note taking, giving guidance and feedback where
necessary.
III.
Students will be given a handout where they will review the advantages
and disadvantages of business ownership methods by listing (uses the
repetition strategy)
Assessment: A grade will be given to students who complete the
handout.
Feedback: Verbal/informal feedback will be given to the students as they
complete the activity as well as the grade for the handout.
Objective #6: 2 50 minute class periods
Evaluate and classify the conditions of acquiring a business as an advantage,
disadvantage, or both using discovery methods in small groups (methods of
acquisition include purchase an existing business, enter a family business,
purchase a franchise, or start a new business).
Pre-instructional Strategy: Overview (instructor will pose several “problems” in
the form of questions and students will answer questions as a part of a group
discussion)
I.
The teacher will group students in groups of 4 and will give students
directions for a game to identify the advantages and disadvantages of:
purchasing an existing business, entering a family business, buying a
franchise, or creating a new business. The group will be given a game
board (1 of the 4 listed above) and cards. The students will have to place
the cards in the advantages or disadvantages column (they may use their
books) and then copy down their results in their notes. Once they have
completed one game board they will trade with another pair for a
different game board and repeat.
II.
The teacher will discuss and review correct answers once all groups have
completed and copied all 4 game boards.
Assessment: Informal assessment will be instructor observation of
students and note taking, giving guidance and feedback where
necessary.
III.
Students will be given a handout where they will review the advantages
and disadvantages of business ownership methods by listing (uses the
repetition strategy)
Assessment: A grade will be given to students who complete the
handout.
Feedback: Verbal/informal feedback will be given to the students as they
complete the activity as well as the grade for the handout.
Objective #7: 1 50 minute class period
Use the internet to select, research, and evaluate an existing franchise
opportunity.
No pre-instructional strategy has been selected for this objective because it
presents no new information. Pre-instructional strategies related to this
objective can be found under objective #6.
I.
Students will be given a handout to guide their franchise research with
specific questions to answer
II.
Students will use the internet to select a franchise to research
III.
Students will research the franchise and answer the related questions
about the franchise
IV.
Instructor will lead a class discussion about findings on different
franchises
Motivation: Best franchise papers will receive “lemons”
Assessment: Students will submit franchise research results to be graded.
Feedback: Students will receive a formal grade for franchise projects and will
receive comments and feedback with assignment.
Objective #8: 1 50 minute class period
Use internet resources to conduct and analyze an entrepreneurial self-analysis to
identify potential entrepreneurial interests.
No pre-instructional strategy has been selected for this objective because if
presents no new information. Pre-instructional strategies related to this
objective can be found under objectives 1-3.
I.
Students will be given a URL for an entrepreneurship self-test of
aptitudes, interests, characteristics, and skills. Students will complete
the self-test and review results.
II.
Students will write a brief summary of results explaining the significance
in areas of strengths, weaknesses, and general observations.
Assessment: Student self-test analyses will be graded and the instructor
will provide the students will comments and written suggestions.
Feedback: The students will be given a grade and will receive comments and
suggestions.
Objective #9: 3 50 minute class periods
Form small Lemonade Stand Business (no more than 5) to be set up during lunch
for the purpose of exploring fundamental concepts in setting-up a business and
serving to help transition to future units.
I.
Students will be placed in groups of 5 to form their business
II.
Students will be given a handout detailing the instructions for the
business and answer related questions
III.
Students will work in groups to prepare for sales
IV.
Students will sell lemonade during lunch for 1 day
V.
Students will complete questions for a quiz grade to reflect on
experiences related to sales of lemonade and working in
business/groups
VI.
Instructor will lead students in a class discussion of the experiences
Assessment: Students will answer questions related to assignment and
will be given grades based on observed effort, group evaluations, group
sales/results, and overall efforts of lemonade sales.
Feedback: Instructor will be available to give suggestions/support to students as
they set-up businesses and execute sales. Also, teacher will give students
individual grades (see assessment section for details) based on performance.
Review/Wrap-up/Final Test: 3 50 minute class periods
I.
Students will create one wiki page per lemonade group to review major
concepts. They will create a page for:
a. Characteristics and skills of entrepreneurs
b. Advantages and disadvantages of types of ownership
c. Advantages and disadvantages of types of acquisition
d. Business ethics (brief)
e. Lemonade Sales (to be set-up in this unit and used more in
future units)
II.
Students will be given a review sheet/study guide for the test
III.
Students will be given a formal test of multiple choice, true/false, and
short answer questions to demonstrate learning from unit (test key is
also attached)
Assessments: Students will receive grades on wikis, extra credit on the
test for completed study guides, and a formal grade for the test.
Feedback: Students will receive feedback on wikis and information posted and
will also receive feedback on correct or incorrect answers from the test.
Preinstructional
Activities
Sample
Assessments
Relevant
Current
References
Associated pre-instructional strategies are listed with each objective above
Examples of assessments are located with each objective above and may be
viewed by clicking on the associated link.
Martin, L. (1993). Teaching the SCANS competencies. Retrieved June 12, 2009
from, http://wdr.doleta.gov/SCANS/teaching/.
National Business Education Association. (2007). Business Education Standards:
Entrepreneurship. In National Standards for Business Education.
Retrieved June 12, 2009 from, http://nbea.org/curfbes.html.
Rader, M. (Ed.). (2003). Effective methods of teaching business education in the
21st century: National Business Education Association yearbook, no. 41.
Reston, VA: National Business Education Association.
Rader, M. (Ed.). (2008). Effective methods of teaching business education:
National Business Education Association yearbook, no. 46. Reston, VA:
National Business Education Association.
Smith, P. L. & Ragan, T.J. ( ). Introduction to instructional design, Instructional
Design (pp. 1-12). New York: John Wiley & Sons, Inc.
South Carolina Department of Education. (May 2002). Entrepreneurship.
Retrieved June 12, 2009 from, http://ed.sc.gov/agency/Standards-andLearning/Career-and-TechnologyEducation/old/cate/standards/BusinessManagementandAdministration
CourseStandards2.html.
Linked Handouts/Samples/Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Entrepreneurial Characteristics Table
Interview of Entrepreneur
Types of businesses game cards (sole proprietorship, partnership, corporation)
Methods of acquiring business game cards (start a new business, purchase existing
business, enter a family business, buy a franchise)
Rubric for Types of Ownership Activities
Entrepreneurial Self-Analysis
Lemonade Stand Business Set-Up Directions for Students
Lemonade Stand Business Questions
Lemonade Stand Quiz
Review for Test #1
Test #1
Test#1 Key
Characteristics of Entrepreneurs
Persistent
Creative
Responsible
Inquisitive
Goal-Oriented
Independent
Self-Demanding/Confident
Risk-taking
Restless
Action Oriented
Interview an Entrepreneur
Write a brief biography of the entrepreneur you are interviewing
1. When, under what circumstances, and from whom did you become interested in
entrepreneurship and learn some of the critical lessons?
2. How did you spot the opportunity? How did it surface?
3. How did you evaluate the opportunity in terms of the crucial elements for success? The
competition? The market? Did you have specific criteria you wanted to meet?
4. What outside help did you get? Did you have experienced advisors? Lawyers?
Accountants? Tax experts? Patent experts? How did you develop these networks and
how long did it take?
5. What did you learn from both success and failure?
6. What do you consider your most valuable asset (the thing that enabled you to make it)?
7. If you had it to do over again, would you do it again, in the same way?
8. What things do you find personally rewarding and satisfying as an entrepreneur? What
have been the rewards, risks, and trade-offs?
9. What advice would you give an aspiring entrepreneur? Could you suggest the most
important lessons you have learned?
10. Create five questions of your own to ask the entrepreneur you are interviewing.
Sole Proprietorship
Advantages
Government
exercises very
little control
May be any
size (large or
small)
Hard to raise
money and
funding
Higher risk
(even of
personal
assets)
Disadvantages
Get to keep
100% of profits
(don’t have to
split profits)
Partnership
Advantages
Disadvantages
Shared
decisions
Share
responsibility
and profits
Shared
investment
Shared risk and
little
government
control
Both parties are
liable (even for
Disagreements
personal
assets)
Corporation
Advantages
Shareholders
do not
Liability for
Raise
Easier to directly affect
share
money by borrow from
the
holders, not
selling stock
lenders
management
owners
of the
corporation
More
complicated
Articles of
Must pay
and more
incorporation Income is
Disadvantages
incorporation
governance
may be
taxed twice
costs
(more
limiting
paperwork)
Develop a New Enterprise
Advantages
Personal satisfaction.
Disadvantages
Must estimate demand
for the product or
service offered.
Ability to make
all/most decisions Ability to make all/most
(location, prices,
decisions (location,
products, employees,
prices, products,
…)
employees, …)
Ability to be
independent and keep A lot of time and effort
is required.
100% of profits.
Enjoy the challenge
of creating something
entirely new.
Risk of failure.
Buying an Existing Business
Advantages
Disadvantages
The existing business
Many businesses are for
already has
customers, suppliers, sale because they are not
making profit (the
and procedures.
business is failing).
The seller may train
the new owner and
may have experienced Serious problems may
employees. (some
be inherited.
resources are already
in place)
There are prior
records of revenues, More capital (money) is
expenses, and profits.
required to buy the
business.
Financial
arrangements may be
easier.
Taking over a Family Business
Advantages
Enjoy pride and sense
of mission that comes
with being part of a
family enterprise.
The business may
remain in the family for
multiple generations.
Some people enjoy
working with and for
relatives and people
they care about.
Disadvantages
Senior management
positions are often held by
family members,
regardless of ability. (May
lead to poor business
decisions)
It is difficult to retain
good employees that are
not family members.
Family politics are a part
of decisions.
The line is blurred
between business and
family life can affect family
life.
Purchasing a Franchise
Advantages
An entrepreneur is
provided with an
established product or
service.
Disadvantages
Franchises can cost a lot
of money and cut down
on profits.
Owners of a franchise
Franchisors offer
have less freedom to make
management, technical,
decisions than other
and other assistance.
entrepreneurs.
Equipment and supplies
can be less expensive.
A guarantee of
consistency attracts
customers.
Franchisees are dependent
on the performance of
other franchisees in the
chain.
The franchisor can
terminate the franchise
agreement.
Types of Ownership Unit Rubric
Objective:
Activities
1. SWBAT list and
A. Completed game
discuss the
boards, made and
advantages and
checked appropriate
disadvantages of
notes
buying an existing
business, entering a
family business, and
owning a franchise
(as well as evaluating
a franchise).
B. Handout “New or
Existing Business”
10 points
-Worked
cooperatively with a
partner
-followed directions
for the game
-made class notes
from completed
game boards
-checked notes for
accuracy
-completed all 4
game boards
-completed handout
fully and accurately
-turned-in on time
5 points
-did not work well
with a partner
-did not follow
directions
-notes were made
incompletely
-notes were not
checked for accuracy
-completed less than
4 game boards
-completed handout
incompletely
-was not turned-in on
time
2. SWBAT define key
terms associated with
Chapter 4 about
business ownership
(franchise, franchisee,
franchisor, initial
franchise fee, start-up
costs, royalty fee,
advertising fees).
A. Completed
appropriate notes
and participated in
class discussions
-completed notes
about key terms
-participated in class
discussions
concerning content
from notes
-notes were
incomplete
-did not participate in
class discussions
B. Handout “Forms
of Ownership”
-completed handout
fully and accurately
-turned-in on time
-completed handout
incompletely
-was not turned-in on
time
3. SWBAT identify,
classify, and define
types of businesses
including sole
proprietorship,
partnership,
corporation, s
corporation (as well
as be able to list and
discuss the
advantages and
disadvantages).
A. Completed game
boards, made and
checked appropriate
notes
-Worked
cooperatively with a
partner
-followed directions
for the game
-made class notes
from completed
game boards
-checked notes for
accuracy
-completed all 3
game boards
-completed handout
fully and accurately
-turned-in on time
-did not work well
with a partner
-did not follow
directions
-notes were made
incompletely
-notes were not
checked for accuracy
-completed less than
3 game boards
B. Handout “Types of
Businesses”
Total Points
/60
0 points
Did not complete
game, make notes, or
turn-in a completed
handout
-completed handout
incompletely
-was not turned-in on
time
Did not take notes
concerning content or
turn-in a completed
handout
Did not complete
game, make notes, or
turn-in a completed
handout
Self-Assessment of Entrepreneurial Skills
Before taking on a new business, it is important to evaluate your skills
and interests. One of the ways to do this is to take a self-evaluation.
There are many, many tests you can take (we'll look at doing a
personality test one day when I get back which should be fun). Today,
you will take a self-assessment - remember that the results of this do not
indicate whether you should start your own business or not or whether
you will be successful or not - it just points out some characteristics that
typical entrepreneurs have and compares your results to theirs.
Follow each step in these directions:
1. Go to the following website, click the "Continue" button and a screen
should pop up with the first questions. Take the entire evaluation (there
are only about 50 questions).
http://www.bdc.ca/en/business_tools/entrepreneurial_selfAssessment/Entrepreneurial_self_assessment.htm?cookie_test=2
2. The last window will contain your results. Carefully review your results
and copy and paste them into a Word document.
3. Write at least 2 paragraphs explaining what you think your results
mean (there are no right answers - you must really think to do a good job
here). Remember a paragraph is 4-5 sentences.
4. List each characteristic of an entrepreneur and give at least 1-2
examples of how you exemplify each characteristic (all of us have
something that would qualify for each one).
5. Make sure your name is in your document - print.
class today.
This is due at the end of
D
Lemonade Sales will be September 3 during 1st lunch!
Lemonade Sales will be September 3 during 1st lunch!
Lemonade Business Questions
1.
Choose a group leader (C.E.O.) and give everyone in the group a title (ex. VP Finance, VP
Marketing, VP Human Resources, VP Information Technology, VP Sales …) and list names and
titles below.
2. Choose a team name and explain how and why the name was choose below.
3. What type of marketing research will you do? Write your plan for marketing research below.
4. Develop a marketing strategy (signs, layout, …) and write it below.
5. Develop a price strategy (this will also include the type/size of cup).
6. Write a fiscal management plan below.
7. What is your plan to make sure everyone is involved? What will you do if a group member is not
participating?
8. Write your sales strategy below. How will you deal with the competition in your market?
9. Develop a backup plan and write it below.
10. List other basic business principles that you should use in your lemonade business below (you
must have at least 2).
Name __________________________________________
Entrepreneurship Quiz #1
Lemonade Sales
1.
Date _______________
What were the main strategies that your team used?
2. Did your strategies work? Why or why not?
3. Did your team change strategies when you saw what the other teams were doing? Did your strategy
change as the lunch period progressed? How?
4. What were some problems that your team encountered? How did your team problem solve to get around
those problems?
5. What preparation did your team have to do to get ready to sell?
6. What was it like to depend on your team members to do what they were supposed to do? Did all of your
team members do what they were supposed to do?
7. What would you do differently next time?
8. What basic business principles do you think you learned from setting up a lemonade business?
1. How are entrepreneurs different from employees?
2. Name all the different kinds of entrepreneurial businesses and describe what each produces.
3. Give an example of all the different entrepreneurial businesses.
4. What are all the characteristics of a successful entrepreneur?
5. List the 4 advantages of entrepreneurship
6. List the 4 disadvantages of entrepreneurship
7. Define business ethics.
8. List some sources of business ethics (How do people determine what is ethical? What are some factors?)
9. What are the 3 steps in the model for determining if an action is ethical or not
10. List 2 things that writing skills are important for
11. List 2 things that speaking skills are important for
12. What are some strategies that you should use to make the most of personal contacts?
13. What are some good strategies to use for listening skills?
14. Describe the problem solving process
15. Define brainstorming
16. What is the purpose of brainstorming?
17. Define consensus
Test #1 Intro to Entrepreneurship
Multiple Choice (3 points)
Identify the letter of the choice that best completes the statement or answers the question.
____
____
____
____
____
1. An evaluation of your strengths and weaknesses is a(n)
a. self-assessment
c. self-discipline
b. aptitude
d. advantage of entrepreneurship
2. Problems in business often occur because people
a. take incomplete notes
c. ask too many questions
b. fail to listen to each other
d. do not speak loud enough
3. A problem-solving method of generating fresh ideas is called
a. idea evaluating
c. consensus building
b. brainstorming
d. defining the problem
4. Characteristics of successful entrepreneurs include:
a. optimism
c. independence
b. self-control
d. indiscretion
5. To help them make decisions and solve problems, entrepreneurs often use
a. decision building
c. none of these
b. an organizational chart
d. a formal problem-solving model
Short Answer (5 points)
6. List 2 of the disadvantages of entrepreneurship.
7. What are 2 strategies that you should use to make the most of personal contacts?
8. Define brainstorming and explain why it is important to use in a business application.
9. List 2 of the 4 advantages of entrepreneurship.
Essay (10 points)
10. Read the following ethical case and using the 3 point model we discussed in class, write your analysis of the
situation.
Your favorite uncle, who owns a restaurant, has asked you to help with his bookkeeping. He
desperately needs a bank loan and wants you to prepare the financial statements. After going over his
accounting records, you don’t believe a bank will give him a loan; but you notice that by leaving out an
expense or two, your uncle’s business could look more promising. After all, he doe have some good
ideas for improving the business.
11. Listen to the Entrepreneur of the Day and:
-List 5 of the characteristics of successful entrepreneurs that you think that entrepreneur exhibits
- Explain how that entrepreneur meets each characteristic you listed
True/False (3 points)
Indicate whether the sentence or statement is true or false.
____ 12. Performing a self-assessment can help you determine if entrepreneurship is right for you.
____ 13. Entrepreneurs may set up a brainstorming session with their employees when faced with a new opportunity or
a difficult problem.
____ 14. A grocery store is an example of a retailing business.
____ 15. Consensus building consists of trying to get everyone involved to agree on a solution to a problem.
____ 16. The specific risks associated with a business are important in determining if a business opporutnty is realistic.
____ 17. Successful entrepreneurs are confident and able to make quick decisions when necessary.
____ 18. Successful entrepreneurs use logical problem-solving methods to make effective decisions.
____ 19. Running your own business is difficult, and many companies started by entrepreneurs go out of business.
____ 20. An entrepreneur can expect to earn large profits immediately after starting a business.
____ 21. An entrepreneur owns, operates, and takes the risk of a business venture.
____ 22. The creativity of enterepreneurs has led to technological change and increased productivity.
____ 23. Running your own business is not difficult, and most companies started by entrepreneurs are successful.
____ 24. Retailing businesses sell services directly to the people who use them.
____ 25. An employee owns, operates, and takes the risk of a business venture.
____ 26. Brainstorming consists of trying to get everyone involved to agree on a solution to a problem.
Intro to Entrepreneurship
Answer Section
MULTIPLE CHOICE
1.
2.
3.
4.
5.
ANS:
ANS:
ANS:
ANS:
ANS:
A
B
B
C
D
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
SHORT ANSWER
6. ANS:
1. Entrepreneurship is risky.
2. Entrepreneurs face uncertain and irregular incomes.
3. Entrepreneurs work long hours.
4. Entrepreneurs must make all decisions by themselves.
PTS: 1
7. ANS:
Shake hands, look the person in the eye, speak clearly, thank them for the meeting
PTS: 1
8. ANS:
Group think for ideas
PTS: 1
9. ANS:
1. Entrepreneurs are their own bosses.
2. Entrepreneurs can choose a business that interests them.
3. Entrepreneurs can be creative.
4. Entrepreneurs can make lots of money.
PTS: 1
ESSAY
10. ANS:
1. Is it illegal?
2. What are the company and business proceedures/norms?
3. Who is affected and how?
PTS: 1
11. ANS:
-independent
-self confident
-self demanding
-creative
-inquisitive
-risk taker
-persistent
-goal oriented
-action oriented
-responsible
PTS: 1
TRUE/FALSE
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
T
T
T
T
T
T
T
T
F
T
T
F
F
F
F
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
-restless
-enthusiastic