To Be Completed
21st Century Instructional Guide for Career Technical Education
Business Law
Business and Marketing Cluster
Human Resource Management Concentration
Management Applications Concentration
Small Business Management Concentration
Title:
Standard
Number:
BE.S.BLW.1
Essential
Questions:
Objective:
BE.O.BLW.1.1
BE.O.BLW.1.2
BE.O.BLW.1.3
Standard
Number:
BE.S.BLW.2
Essential
Questions:
Objective:
BE.O.BLW.2.1
BE.O.BLW.2.2
Business Law (WVEIS 1417)
Ethics
Students will examine ethics and the legal system.
What is law?
What does ethics mean?
Students will
define and illustrate stages of the legal
system
identify sources of law
compare and contrast the relationship
between law and ethics
Learning Plan & Notes to Instructor:
Resources –, Internet, teachers resource kit
Invite a guest speaker (lawyer, judge)
Resources - Essentials of Business Ethics, .
Students create a powerpoint presentation showing
the relationship.
Constitutional Rights
Students will explore constitutional rights.
Why are the founding documents important?
Why are checks and balances necessary?
Who controls the internet?
Students will
Learning Plan & Notes to Instructor:
explain the relationship between the founding Resources – Teacher’s resource kit, Internet, U.S.
documents
Constitution
discuss how the power to govern is divided
Divide the class into groups and have them
1
BE.O.BLW.2.3
Standard
Number:
BE.S.BLW.3
Essential
Questions:
Objective:
BE.O.BLW.3.1
BE.O.BLW.3.2
BE.O.BLW.3.3
BE.O.BLW.3.4
BE.O.BLW.3.5
Standard
Number:
BE.S.BLW.4
Essential
Questions:
research the history of one of the branches of
government.
research internet related constitutional issues Use the internet to research and have students
create an oral presentation on their findings.
Court Systems, Criminal, Civic and Business Law
Students will examine the court systems, criminal, civil, and business law.
What is the primary difference between the federal court system and a state court system?
What is a crime?
What is a tort?
What remedies are available in a civil suit?
Students will
Learning Plan & Notes to Instructor:
describe the different levels of courts and
Have students create a chart that shows WV state
their power
court system. Compare them and research
differences for accuracy.
compare and contrast criminal and civil law
Have students create a graphic organizer comparing
and contrasting criminal and civil law.
identify the types of crimes that affect
Invite a guest speaker from your local communities
business
business leaders to speak about business crimes
and how they deal with them.
distinguish a crime from a tort
Have students write the four common elements of a
tort on the board, write the definitions for each
element. Have students orally match the definitions.
recognize the procedures used to try a civil
Have students’ role play a civil case.
case
Contracts
Students will explore contracts.
What distinquishes a contract from other agreements?
Who has contractual capacity in organizations?
Why have a statute of frauds?
Why is marriage a legal contractual relationship?
What is the sole remedy for a minor breach of contract?
What is meant by non-assignable rights?
How are contracts interpreted?
2
Objective:
BE.O.BLW.4.1
Students will
identify the elements of a contract
BE.O.BLW.4.2
discuss the requirements of an offer and
acceptance
BE.O.BLW.4.3
identify parties who lack contractual capacity
BE.O.BLW.4.4
explain why the statute of frauds is
necessary
identify the requirements and recognize the
forms of consideration
BE.O.BLW.4.5
BE.O.BLW.4.6
identify the transfer of contract rights and
duties
BE.O.BLW.4.7
describe remedies possible for breach of
contract
recognize the contractual elements of
premarital and marital relationships
BE.O.BLW.4.8
BE.O.BLW.4.9
Standard
Number:
BE.S.BLW.5
Essential
describe the various ways in which a
marriage contract is ended
Consumer Law
Students will explore consumer law.
Learning Plan & Notes to Instructor:
Write on the board the six basic elements of a
contract. Ask students why each element is so
necessary to legally enforce a document. Discuss
each one before moving on to the next.
Have students summarize in writing, using a
computer if possible, the three requirements of a
valid offer.
On index cards write scenarios that depict
enforceable and unenforceable contracts involving
minors or others lacking contractual capacity. Divide
the class in groups and have each group choose a
card. Have them perform a skit based on the
situation on their card.
Have students list the types of executory contracts
that are within the Statute of Frauds.
Have students draw up a written contract and then
create a scenario with a conflict that involves an
exception to the parole evidence rule. Have the
other students act as judges to determine which
exception will allow the oral statements into
evidence.
List non-assignable rights and have students point
out the difference between assignment and
delegation.
Books – Basic Contract Law, by Fuller and
Eisenberg.
Have students write a marriage contract that lists
spousal obligations and duties and responsibilities of
parenthood.
Invite a marriage counselor to speak to the class
about typical problems a marriage faces.
What makes a sale unique?
3
Questions:
Objective:
BE.O.BLW.5.1
BE.O.BLW.5.2
BE.O.BLW.5.3
Standard
Number:
BE.S.BLW.6
Essential
Questions:
Objective:
BE.O.BLW.6.1
BE.O.BLW.6.2
BE.O.BLW.6.3
BE.O.BLW.6.4
Who has the authority to transfer ownership of goods?
Who is a consumer?
What is the Consumer Product Safety Commision?
Students will
Learning Plan & Notes to Instructor:
identify special rules for sales contracts
Request each student to bring in a bill of sale.
Identify what features of the transaction are identified
on the bill.
research what is required for transfer of
Create a class chart of the exceptions to the general
ownership of goods.
rule that only the true owner has the authority to
transfer title to goods.
discuss consumer protection legislation
Have students write a journal entry about how their
lives are affected by the Consumer Product Safety
Commission, the Food and Drug Administration, and
the National Institute of Standards and Technology.
Personal and Real Property Law
Students will demonstrate legal rules that apply to real and personal property.
What is the difference between real and personal property?
What is a bailment?
What are the rights and limitations associated with the forms of ownership of real property?
What protection does a lease offer to the tenant and the landlord?
Why have insurance?
Why should a person have a will?
Students will
Learning Plan & Notes to Instructor:
distinguish between real and personal
Have students work in groups to create a collage
property
that displays different forms of real and personal
property. Students may use any media including
pieces of personal property.
investigate the ways in which bailments are
Define bailments on the board and then have
created and ended
students brainstorm all of the times they have been
in a bailment.
evaluate the rights and limitations associated Break students into groups. Have each group
with the forms of ownership of real property
contact a local real estate agency. Have them find
and how they are transferred
the costs involved in closing a residential real estate
transaction and obtaining a loan.
show the kinds of rental relationships that
Create two charts on the board. Label one Tenant
4
landlords and tenants may create.
BE.O.BLW.6.5
recognize the common types of insurance
and when an insurable interest is present
BE.O.BLW.6.6
differentiate between dying testate and dying
intestate
Standard
Number:
BE.S.BLW.7
Essential
Questions:
Agency and Employment Law
Students will analyze agency employment law.
Objective:
BE.O.BLW.7.1
BE.O.BLW.7.2
BE.O.BLW.7.3
BE.O.BLW.7.4
and the other Landlord. Under both titles, write
rights and duties. Have students copy this chart in
their notebooks and augment it as class proceeds.
Have students draw a two column chart including the
headings Property and Life. Ask students to list the
types of property and people in which a person may
have insurable interest.
Have students collect samples of living wills.
Discuss these documents in class and have students
draft their own.
What is an agency?
What are an agency and principal’s duties?
How are employment contracts made and terminated?
What are the duties of the employer and the employee?
How is a union established?
Students will
Learning Plan & Notes to Instructor:
distinguish the scope of agency authority
Draw a four column chart on the board to explain the
ways agency authority may be created. 1. express
authority 2. implied authority 3. apparent authority 4.
ratification Have students copy the chart into their
notes to augment as discuss progresses.
discover the duties of an agent and principal Have student research state or federal statutes that
specifically hold a principal liable for violations of
public safety or health statutes.
research how employment contracts are
Have students draft two paragraphs for an employee
made and terminated
handbook. In one paragraph, create a contract that
is terminable at the will of either the employer or
employee. In the other paragraph, indicate that the
employer cannot fire an employee without good
reason.
establish the employer and employees duties Have the students compose a list of duties they feel
they would owe their employer and their empoyer
would owe them. Compare the students’ lists with
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the law’s expectations.
Have students research the origin of the label yellowdog contracts. Have the students find out when this
term was first used and during what period in history
these contracts were common.
BE.O.BLW.7.5
relate the development of labor law to how a
union is formed
Standard
Number:
BE.S.BLW.8
Essential
Questions:
Legal Forms of Business Organization
Students will analyze legal forms of business organization.
Objective:
BE.O.BLW.8.1
BE.O.BLW.8.2
BE.O.BLW.8.3
Standard
Number:
BE.O.BLW.9
Essential
Questions:
Objective:
What are the roles of general partners and limited partners?
What are the three basic business forms?
What is a corporation?
What are the powers of a corporation?
How does a limited partnership or S corporation benefit small business?
Students will
Learning Plan & Notes to Instructor:
recognize the three basic business forms
Have students list advantages and disadvantages of
and the powers of a partner
each form of business.
Create a large graphic organizer on the board. Label
the organizer Kinds of Partnerships and Partners.
Have students come up to the board one at a time to
help fill it in. Have students copy the organizer into
their notes.
determine the powers of a corporation
Have students research the history of the corporate
form of business.
demonstrate the roles of general partners
Have students contact WV government for
and limited partners
information on setting up a limited partnership. Then
have students work in groups to write an agreement
for two general partners and one limited partner.
Borrowing Money and Paying Bills
Students will explore negotiable instruments.
What is commercial paper?
Can we cut down the risks of taking commercial paper?
What are the advantages and disadvantages of using electronic funds transfer?
What is a secured credit transaction?
What five laws prohibit abuses in the credit system?
Students will
Learning Plan & Notes to Instructor:
6
BE.O.BLW.9.1
recognize the need for commercial paper
BE.O.BLW.9.2
distinguish negotiable from non-negotiable
instruments
BE.O.BLW.9.3
distinguish financial transactions that are
electronic funds transfers
BE.O.BLW.9.4
assess the importance of secured credit
transactions
BE.O.BLW.9.5
discuss debtor protection available under the
law
Standard
Number:
BE.S.BLW.10
Essential
Questions:
Participating in the Student Organization
Students will participate in a student organization.
Objective:
BE.O.BLW.10.1
BE.O.BLW.10.2
Make a list on the board of advantages and
disadvantages of using commercial paper.
Have the students approach various institutions and
ask them what types of commercial paper they
normally deal with. Have the students form
conclusions as to the utility of the various types to
different entities.
Have students give examples of EFTs. Remind
students of the trend of ATM cards replacing the
need for traveler’s checks.
Recount for the students the history of secured
transactions and the unity in procedure achieved by
the acceptance of provisions in WV. This process
did not occur until the 1950’s and 1960’s.
Have students research the Consumer Credit
Protection Act and the Truth in Lending Act. Each
student should find five facts about each set and
share their facts with the class.
Definition of EQ: Questions that probe for deeper meaning and set the stage for further questioning
foster the development of critical thinking skills and higher order capabilities such as problem-solving
and understanding complex systems. A good essential question is the principle component of
designing inquiry-based learning.
Examples:
Considering microorganisms and disease transmission, is clinical facilities safer for patients than
home care?
Is the output of a system, greater than the sum of its inputs?
Is patient care the same for those without insurance as it is for those with insurance?
Students will
Learning Plan & Notes to Instructor:
identify the purposes and goals of the
student/professional organization.
explain the benefits and responsibilities of
participation in student/professional/civic
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BE.O.BLW.10.3
21st Century
Skills
Information and
Communication
Skills:
organization as an adult
demonstrate leadership skills through
participation in student/professional/civic
organization activities such as meetings,
programs, and projects.
Learning Skills & Technology Tools
21C.O.912.1.LS1
Student recognizes information
needed for problem solving,
can efficiently browse, search
and navigate online to access
relevant information, evaluates
information based on credibility,
social, economic, political
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media.
21C.O.912.1.LS3
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
21C.O.58.1.TT2
Student increases keyboarding
facility and uses mouse and
keyboard shortcut techniques
and identified assistive
technology to improve speed
and accuracy.
Teaching Strategies
Culminating Activity
Evidence of
Success
8
21C.O.58.1.TT4
21C.O.58.1.TT7
21C.O.58.1.TT9
21C.O.58.1.TT10
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic documents,
and other files to create and
publish electronic products to
communicate with various
audiences inside and outside
the classroom.
Student uses advanced
features and utilities of
presentation software (e.g.,
design templates, design
layouts (fonts/ colors/
backgrounds) animation and
graphics, inserting pictures,
objects, movies, sound, charts,
hyperlinks, and graphs) to
create an original product.
Student uses
telecommunications tools (e.g.,
email, web pages, blogs,
discussion groups, list-servs,
etc.) to learn academic content
and to gather, share and
publish information to various
audiences.
Student uses Internet
browsers, various search
engines, book marking
features, and advanced search
techniques to gather
information; student evaluates
the information for validity, bias,
appropriateness, content and
usefulness.
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Thinking and
Reasoning Skills:
21C.O.58.2.LS1
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluations by applying
comprehensive criteria.
21C.O.58.2.LS2
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
Student engages in a problem
solving process that divides
complex problems into simple
parts in order to devise
solutions.
21C.O.58.2.LS3
21C.O.912.2.TT2
21C.O.912.2.TT3
Student collaborates with
peers, experts and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resources
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld devices,
other emerging technologies,
simulations, models, browsers,
word processing, authoring
tools, spreadsheets,
10
21C.O.912.2.TT4
21C.S.9-12.3
Personal, and
Workplace,
Skills:
21C.O.912.3.TT5
databases) to collaborate with
others, to formulate a
hypothesis, to solve problems,
make decisions, and present
and justify the solutions.
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.
The student will exhibit
leadership, ethical behavior,
respect for others; accept
responsibility for personal
actions considering the impact
on others; take the initiative to
plan and execute tasks; and
interact productively as a
member of a group.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
11
and information.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
Culminating
Assessment:
H.04-06,
.18
Teaching Strategies
Culminating Activity
Evidence of
Success
.14- Understands concepts and
strategies needed for career
exploration, entrepreneurial
and opportunities, development
and growth.
Culminating Assessment:
Students will participate in a mock trial based on a case that they have researched. Each student
will be assigned a specific task related to the trial. The trial will be conducted in an assembly for the
high school students to observe.
End-Of-Course Technical Skill Test
Links and Other Resources
Links and Other
Resources
Related Websites:
U.S. Congress on the Internet
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
12
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
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:
13
Contacts:
CTE Teachers: See CTE Directory
Cluster Coordinator: Name and email
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
14