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COMPUTER SCIENCE AND INFORMATION SYSTEMS
TABLE OF CONTENTS
Integrated Performance Activities
ACKNOWLEDGMENTS
Recognition and appreciation are extended to those who served in various capacities to brainstorm, write, edit, validate, produce and field test the integrated performance activities and program sequences in this document. Valuable contributions were made by educators from the high schools and the community college in the Central Coast Articulation Group, friends of business education from business and industry, and members of the Instructional Leadership Branch of the California Department of Education. Special thanks are extended to Joyce McLean, Consultant, and Bernie Norton, Program Manager, who served as the grant monitors from the California Department of Education and to Carol Hirons, Arroyo Grande High School, who edited this document. In addition, thanks are extended to the following:
Central Coast Articulation Group Participants:
Central Coast Articulation Group Council Members:
Arroyo Grande High School Staff:
Cabrillo High School Staff:
Allan Hancock College Staff:
Lompoc High School Staff:
Maple Continuation High School:
Righetti High School Staff:
Saint Joseph High School Staff:
Santa Maria High School Staff:
Santa Ynez High School Staff:
Parents and Representatives of Business and Industry:
INTEGRATED PERFORMANCE ACTIVITIES
INTRODUCTION
The integrated performance activities (IPAs) are designed to assist teachers in transforming the traditional classroom into an action-based, interdisciplinary learning environment. Integrated performance activities assist students in developing a unified perspective of how a particular skill is used in a wide variety of settings. A basic principle of action-based curriculum is that students are able to demonstrate through authentic performances their understanding of the material presented. This demonstration must include the active involvement of the students.
Implementing integrated performance activities in the curriculum requires new ways of thinking regarding the division of subject matter. Problems that are solved in the workplace are not divided into distinct disciplinary areas. When integrated performance activities are used, distinct disciplinary lines become blurred. Teachers of two or more disciplines coordinate their instruction so that the same action-based activity is the focus of instruction in each class. As natural connections between subjects are made, students understanding increases; assignments that do not naturally fit together should not be forced into an interdisciplinary design as results are usually of little benefit to students. To be successful, the interdisciplinary strategy requires ongoing team planning to assure coordination of assignments, projects, and instruction between and among interdisciplinary areas.
In this document you will find examples of integrated performanceactivities developed to coordinate with the Computer Science and Information Systems Career Path in the Business Education Career Path and Model Curriculum Standards, 1995. Included with the integrated performance activity are the related Business Education performance standard and instructional content as well as a suggested time frame for completion of the activity.
There are two types of integrated performance activities identified in this document: business specific and interdisciplinary. Business specific activities are designed to be taught within business classrooms, and integrate business with other disciplines. Interdisciplinary activities are designed for teachers of various disciplines to use as activities in their classrooms. These activities are not an attempt to meet standards of other disciplines; the intent is to support and enhance academic learning as well as improve student outcomes. Following each IPA are references which relate the content of the academic frameworks to the IPA. Related career performance standards and SCANS competencies and foundations are also referenced. Reference codes are explained in the appendix of this document.
The integrated performance activities were developed through a team approach. Business and academic instructors, counselors, administrators, parents, and industry representatives met to brainstorm ways in which interdisciplinary instruction could be used to assist students in meeting standards. Tech Prep Resource Consortium staff then developed integrated performance activities based upon the brainstorming ideas. The Field Review Committee comprised of instructors and industry representatives validated each activity. During the 1994-95 school year teachers in the consortiumschools field tested the integrated performance activities for the Computer Science and Information Systems Career Path. Appropriate revisions have been made in accordance with the field test results.
The integrated performance activities in this document do not represent a complete course or program. Instead, they are samples of types of activities which a school team would develop. Sites may choose to utilize some activities, adapt some to their needs, or design their own integrated performance activities. Only the school personnel know their available resources, student population, and standards for excellence. Site-based activity development encourages both ownership and creativity. Administrators and teachers are encouraged to involve local business and industry representatives in developing activities and in ongoing partnerships. Input from business and industry is required to match instruction with new or changing employment needs in the community. As activities are developed, team members should incorporate the most up-to-date technology available to assist students in preparing for occupations of the 21st century.
As curriculum teams begin planning to work together in inter-disciplinary settings, careful consideration should be given to the makeup of each team. It is important to include the business and academic teachers who are interested, as well as counselors, administrators, parents, and industry representatives. Individual teachers will serve as content specialists for their disciplines. As teachers of various disciplines begin to talk together about curriculum, it is inevitable that there will be areas of overlapping concepts. The overlapping concepts can then be rearranged into an interdisciplinary design, and integrated performance activities can be developed.
As teams sort out what is important for students to know, coordinate instruction and develop integrated performance activities that include real-world skills and applications, they will create richer learning experiences and higher educational aims. Students will become more involved in their learning and, as a result, will be eager to learn at a higher level. Interdisciplinary teaching is more effective when:
"HOW TO USE" INTEGRATED PERFORMANCE ACTIVITIES
Each Integrated Performance Activity (IPA) is designated as either business specific or interdisciplinary. A business-specific activity is meant to be used in a business class to integrate skills taught in other disciplines. An interdisciplinary activity is intended to be used by several teachers in various disciplines who share the same students. Each teacher selects the part of the IPA that pertains to his/her discipline as an activity in his/her class.
The time frame suggested for each activity is approximate. Time spent on an activity depends on the teacher and how he/she implements the IPA. In some cases groups or teams of students will participate in a variety of activities simultaneously. In other situations one activity might follow another. A teacher might choose not to include all parts of the activity. It is important that each teacher modifies the activity to meet the needs of his/her students, classes, program, and school.
All IPAs refer to individual, team, group, or class completion of activities. The teacher determines how many participants are involved in each activity. In general, a team might include three to five students, while a group might include six or more.
An added feature of this document is an appendix that is divided into three sections. The first section is devoted to the academic framework references. References to the academic frameworks are given at the end of each integrated performance activity. The numbers or letters in these references are identified in full in the appendix. The second section is a bibliography toassist teachers in locating the literature used in the integrated performance activity. In many cases the selections can be found in more than one text. The third section is a glossary of terms used in the integrated performance activity. This was suggested to assist teachers from a variety disciplines in using the activities.
The selected IPAs are meant to be examples to be used to enhance curriculum. Each teacher or a team of teachers, in cooperation with business representatives, should develop their own site-specific activities to meet the needs of the students within their programs.
Career Path Cluster
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Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Business Protocol
Time Frame: Two weeks
Interdisciplinary: Business, English, and Social Studies
Individually, research proper business protocol of a foreign culture. Write an analysis of the differences between the protocol of this culture and American culture. Include issues of greetings, business discussions, socializing, dining, and departing.
As a class, read the short story "The Hack Driver" by Sinclair Lewis. In small groups, analyze how the village is a foreign culture for the city lawyer who visits it seeking information. How does his sense of teamwork with a local man prove to be an illusion? What local protocol does he fail to recognize among the townspeople? Individually, write a letter from the lawyer to his employer explaining why he has been unprepared for his job assignment outside of his own culture and how he would better prepare himself in the future.
In small groups, write a script for videotaping a mock American business meeting with an agenda and minutes. Establish the site and purpose of the meeting, including protocol (manners, gender roles, semantics, body language).
Individually, critique presentations in writing; raise questions that the class should discuss and clarify. Was rapport or bonding established? Was proper protocol followed? Would you like to meet or close a deal with parties involved? Invite a foreign exchange student to compare and contrast American procedures with what he/she knows of business procedures in the home culture.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
English Framework Standards: 1, 2, 3, 6, 8, 9, 20, 24, 25
Career Path Cluster
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Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Student Activity: Work Place Efficiency
Time Frame: Three to four weeks
Interdisciplinary: Business and English
In small groups, obtain permission to study the work flow of a business. Analyze the efficiency of the organization's work flow in service or production. Identify bottlenecks, rework, scrap, duplication, use of technology, and teaming. Develop an action plan to improve the work process to insure quality production and customer satisfaction. Include an analysis of how computer applications, information resources, and telecommunications can improve the efficiency of the organization. Present your analysis to the class using a fictional name for the business you observed.
As a class, read the nonfiction selection "The Boy and the Bank Officer" by Philip Ross. Individually, describe in writing how a business record is central to the drama that take place in a bank. In small groups, write a script in which the customer and bank officer use the evidence of the boy's savings-account book in their opposing arguments. As a class, discuss how records can document different kinds of truth.
Individually, become familiar with business records, including how forms are developed, how they are used, and how they flow through an office. Create a display of forms collected; identify and write a brief description of each.
In small groups, determine a need and create a computer form for a school, club, home, or non-profit organization to field test. Measure its effectiveness and modify as needed. Produce the form and distribute to selected groups that can use it.
Individually, select a company, school or non-profit organization to observe through a shadowing program. Analyze the computer software needs of a specific department. Write a proposal for adapting or revising a software program to best serve the organization. Make a presentation to the group and ask them evaluate the proposal and presentation.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
English Framework Standards: 3, 8, 9, 15, 18, 20, 24, 25
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Ethics
Time Frame: Two weeks
Interdisciplinary: Business and English
As a class, read the short story "Everybody Knows Toby" by Daniel Garza. Discuss the naive view that the boy has of his world and the barber's value system that impacts their relationship. Individually, write letters to Toby and the barber explaining how you believe each should confront the unethical behavior that affects their community.
In small groups, research an ethical issue related to computer science or elec tronic media from such topics as:
* copyrights
* credit information
* sharing of software
* security of files
* access of records
* copying of software
* the Privacy Act
* software pirating
* cultural and legal differences between countries
* Internet pornography
* TRW credit reports
Survey personnel offices of businesses to determine if they provide ethical guidelines for employees. Define the difference between shareware and public domain software. Present your findings to the class through role play or multimedia technology.
Individually, research an ethical issue in the business world, for example investment in junk bonds. How has this issue affected individuals and society? Was the outcome fair? Who was involved? Who lost? Explain how you think this issue should be treated by the business community and the government. Write and submit an opinion paper expressing your thoughts and why you feel this way.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: File Management
Time Frame: Two to three weeks
Interdisciplinary: Business and English
As a class, read the nonfiction selection "A Christmas Memory" by Truman Capote. Individually, rewrite this old-fashioned account of Christmas baking and gift giving by providing a computer file system for its fruitcake recipes and sources of ingredients, as well as a file system for the gift recipients and their addresses. Read individual versions to the class; discuss how the flavor andtone of the story are changed by references to technology in the new narratives.
Individually, devise an information storage system for a project of your choice, such as a Christmas card list, recipe file, fund raiser, baseball cards, or hobby. Research types of software available for your project to include: hardware, cost, user friendly, DOS or windows, and select your preference.
In small groups, select a non-profit organization to work with. Arrange an appointment to meet with personnel to determine the organization's information storage needs and options to back up information. Take field notes of the meeting.
Research programs that will satisfy the storage needs by directories and sub-directories on disk. Present several options and recommendations that will best meet the needs of the organization. If possible, arrange for a demonstration of one program; write an evaluation of the results.
If feasible for the organization, write a training manual for the office, and help with the installation of all hardware and software.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Job Market
Time Frame: Two weeks
Interdisciplinary: Business and English
In small groups, contact the local Chamber of Commerce, the Industry Educa tion Council, employment agencies, and personnel offices of local companies to assess the local job market, including full- and part-time employment and benefits. Collect and analyze the data using a spreadsheet for use in a report on the job outlook for the area.
As a class, read the short story "The Interview" by Ruth Prawler Jhabvala. Individually, respond to the young man's challenge in using his resources to transform himself from an unemployed to employed worker. In small groups, analyze his descriptions of his previous positions and the emotional reasons he gives for his inability to enjoy or keep them. Write a script based on his presentation of himself during his office interview. Through dialogue, show histhoughts about his inability to fit in the working world and of the impact his failure will have on his family. As a class, discuss personal responsibility in entering the job market. Individually, profile a job for this fictional individual that would offer him the most opportunity in today's local job market.
In small groups, collect job opportunity want ads for a specific career from local newspapers. Review and discuss the different ways jobs are advertised. Write at least five want ads and exchange with other groups for evaluation of good and weak points. Review, edit, and revise your group's top three want ads. Contact the local newspaper to obtain costs for these and various types of ads.
Collect and analyze job openings from businesses or institutions. Review and discuss the following information: position, employment period, salary and fringe benefits, qualifications, and application procedures.
Create and design an employment opportunity flyer for a specific position utilizing a computer software program. Submit each group's flyer to a panel for evaluation of best design.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Multimedia
Time Frame: Two to three weeks
Interdisciplinary: Business, Social Studies, and English
As a class, read from the nonfiction Narrative of the Life of Frederick Douglass, an American Slave. Discuss Douglass's personal experience and the societal changes that take place before he can move from slave to freeman. In small groups, write scripts based on the narrative that show both the dehuman ization of Douglass as a slave and the resilience and aspirations of Douglass's inner self.
Individually, research and describe an important societal change in your parents' lifetime that changing technology has brought about. Prepare interview ques tions, and write your parents' answers in narrative form.
In small groups, select a historical event and prepare a display of the following for presentation: a newspaper article describing an important event, a radio or TV news clip; a classified ad for that era; a poster conveying the standard cost of living, and a poster showing the way of life during the time.
In small groups, write, produce, and distribute a multimedia presentation on a topic chosen with a specific audience in mind. Prepare a budget, action plan, problem solving techniques, and your own personal experience in working with the team. Make the presentation to the class.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Networking Community
Time Frame: Two weeks
Interdisciplinary: Business and English
As a class, read the short story "A Delicate Balance" by Jose Armas. Discuss the community network that provides food and services for an old man who performs unpaid labor for business owners. Analyze the old man's response when this balance is upset by a well-meaning young man. Individually, recall any kind of network with which you are familiar. Identify its components and explain the benefits for those involved.
In small groups, research different types of network systems available. Identify a specific company and research its network system, hardware, operating systems, components, peripherals, and software capabilities. Compare cost, user-friendly level, and on-line assistance. Research ways to network the community or school with computers and other technology. Research linkages with offices, libraries, and classrooms. Estimate costs and present research information to the class for discussion.
As a class, invite a representative from Novell, or comparable company, to explain its network system. What type of training is available? What type of service is provided for down time? What are the advantages and disadvantages in networking an office? What type of document storage is recommended? What are the advantages and disadvantages for company E-mail? Individually, write a summary of the presentation and discussion.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Technological Development
Time Frame: Three weeks
Interdisciplinary: Business, Social Studies, and English
As a class, discuss ways that technological changes in the computer age are impacting society. Compare these changes to those brought about by the Industrial Revolution. Historically, how have people coped with rapid change? What happens to those who are not prepared or who can not change?
In small groups, select an area of technology that has brought about great change, such as the telephone, television, computers, and other office machines. How have they improved communication and productivity? How have they affected the labor market? How have they affected the disabled? What impact have they had on land use and natural resources? What is the forecast for the future uses of these technologies?
Individually, interview relatives, friends, or business people from different generations about how computers have impacted their lives or jobs. Write each interview as a narrative, such as Studs Terkel did in Working: People Talk about What They Do All Day and How They Feel about What They Do. Ask classmates to assume the personas of persons interviewed by reading their narratives aloud in front of the class. Write a thank you letter to those inter viewed.
In small groups, develop a chronological time line or collage to show technolog ical and historical changes in computers. How were they first used? Who used them? What were the specifications? Who were some of the pioneers in computers? What companies were leaders in computer development? How did the PC concept originate? How did the U.S. military influence the development of the Internet?
Individually, research an issue concerning ethics and technology. Write an informational report, and cite references from newspapers, magazines, news reports, and interviews.
As a class, read the play All My Sons by Arthur Miller. Discuss the tragedy that results from the unscrupulous sale of defective aircraft parts to the military during World War II. Individually, write a letter to the family of an airman who died and to those in the industry responsible for his death. Share letters with the class. Discuss other historical events and technological changes that have created ethical issues in society. Cite contemporary examples such as irresponsible behavior on the Internet.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Career Path Cluster
|
Information Processing Students will understand information processing concepts necessary to gather, create, and analyze data and to function in a rapidly changing technological, global society. They will demonstrate competency by performing the multiple tasks required to process data effectively and produce usable information. |
Instructional content covered by this activity includes:
Student Activity: Interested in Technology?
Time Frame: Two weeks
Interdisciplinary: Business, English, and Math
As a class, design an action plan for small groups to conduct an inventory of technology in use at sites around the school. Using a spreadsheets compile, sort, and compute each site's inventory investment. Print drafts for the class to review.
As a class, read the nonfiction selection "Shooting an Elephant" by George Orwell. Discuss how danger from a rogue elephant calls for an action plan that the narrator does not want. How does culture clash and lack of communication affect his decision? How does the narrator's information resources impact his action plan?
In small groups, develop an action plan to make a video showing the present use of technology and the potential for upgrading at different school sites. As a class, view each video to determine the best segments to combine into a final product. In small groups, prepare cost estimates for upgrades, edit footage,write a script, and produce sound background. Offer to present to students, school staff, parents, etc.
Individually, write a summary report of your group experience. What is your technological interest? How did you contribute to the production of the video? What are your recommendations?
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
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Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Communications
Time Frame: Two to three weeks
Interdisciplinary: Business, English, and Social Studies
Individually, write a brief definition of what communication means to you, and share with the class. As a class, chart in chronological order various means of communication used from prehistoric time to the present.
As a class, discuss strategies for dealing with loss of sight, loss of hearing, or loss of speech. In small groups, draft short exercises to perform a simple task that simulates the loss of sight, the loss of hearing, and the loss of speech. Individually, write a summary of your experiences. What did you find diffi cult? How did you compensate for each physical challenge? What is your experience with people who are physically challenged?
As a class, read the play The Miracle Worker by William Gibson or the biography Helen and Teacher by Joseph P. Lash.
Individually, keep a journal to respond to each scene or chapter: quote significant passages, respond personally, and ask important questions. Focus on how Helen and Annie face issues of communication, problem solving, and productivity. At the conclusion of your reading and responses, reread your journal entries and identify the themes that are important to you; select one to develop and expand in an essay.
In pairs, select and research one of the following types of communications technology: phone systems, FAX machines, E-mail, voice mail, modems, and CD-ROM. Make a presentation to the class.
In small groups, role play situations where machine communications are similar to, and different from, human communications, i.e. teleconferencing vs. face-to-face meetings, electronic mail vs. U.S. mail service, or telephone communication vs. electronic communication.
In small groups, compose a letter to a local business requesting information on its use of the FAX machine, how it compares to regular mail in cost and efficiency, and other related information. Design a cover sheet or layout sheet for use with a FAX machine, and send the letter by FAX. Prepare an outline to show the steps necessary in operating and sending the FAX.
Visit an office supplies store or browse through an office supplies catalog and research two different types of FAX machines. Using a spreadsheet, show the comparisons, capabilities, and cost.
Individually, utilize a public service bulletin board such as Info-Net, Prodigy, or CAVIX. Prepare an outline of the operational steps to get on line. Write a summary of your experience, and explain the difficulty or ease in using a modem.
In small groups, brainstorm futuristic technological innovations that could provide communication tools for business. What might an office work station look like? How will office workers need to function? What will be the global impact? Prepare visual aids for an oral presentation to the class.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Design A Business Office
Time Frame: Two to three weeks
Interdisciplinary: Business, English, and Industrial Technology
As a class, discuss the essential factors in the organization of a business office, including furniture, equipment, work flow, and personnel. Discuss the differ ences in design between a traditional office and an automated office.
In small groups, examine the work and traffic flow in a small office with the following: 1 Supervisor, 3 agents, 1 staff clerk, and files/reference materials. Design an office layout problem on an 8 * x 11" paper to chart an inefficient work and traffic flow. Design a layout with an efficient work and traffic flow. Designate a reporter to share findings with the class.
In small groups, design a floor plan for a business office to accommodate at least six employees. Research the following: cost per square foot for rent or lease, zoning regulations, ergonomics, CAD, layout to scale, OSHA, American Disabilities Act, work flow, facilities management, technology, and budget.
Conduct interviews with primary sources, such as contractors, building inspec tors, and OSHA personnel within the community. Prepare a report of groupfindings along with a bid for the design.
Visit two types of business offices--bank, insurance, accounting, doctor--and take an inventory of equipment and furnishings. Estimate and compare the cost of the office to replace. Individually, present an oral and visual presentation that explains or demonstrates the evolution of technology in an office. Include a list of obsolete office equipment that is being replaced by new technology. Summarize how you would explain your findings to a potential client or super visor.
As a class, read Carl Stephenson's short story "Leiningen Versus the Ants." Discuss how Leiningen uses communication skills to convince his employees to meet the challenge of a powerful adversary. Pinpoint the strategies that work best. In pairs or small groups, diagram the physical layout of the plantation; indicate how Leiningen and his workers use their working environment to design strategies for their survival. Relate this to an office experience.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: International Protocol
Time Frame: Two to three weeks
Interdisciplinary: Business, English, Math, and Social Studies
As a class, read the short story "Action Will Be Taken" by German writer Heinrich Boll. Discuss his satirization of bureaucratic office management. Individually, describe the mind set of office workers where the narrator is hired, the nature of his duties and how these relate to genuine productivity. Analyze the effects of the undefined purpose of the position, office equipment, and in-office communication on the new employee.
In small groups compare this story, which is purposely exaggerated, to bureau cratic agencies and offices in our society. In what ways does a bureaucracy continually feed itself in order to exist? Present a group skit that shows the effects of uncontrolled bureaucratic red tape on the well-being and job satisfac tion of employees.
As a class, identify factors that impact international business. In small groups, explore these issues, including: obvious and subtle cultural differences; cur rency rates; the roles of advertising, media, and telecommunications; regulatory agencies; differing ethical standards; non-verbal communication, such as bodylanguage; and other appropriate topics. Present findings to the class.
As a class, arrange for a panel discussion with guest speakers from a variety of ethnic backgrounds. Prepare questions for the panel concerning cultural differences between their home cultures and American culture. Individually, write a summary of the presentation, and explain what you learned from the experience.
Individually, interview a foreign exchange student either electronically or through the mail, and discuss differences in educational systems and business operations. Share the results with the class.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Office Mentoring
Time Frame: Three weeks
Interdisciplinary: Business, English, and Math
As a class, become involved in an office mentoring program to shadow persons in a variety of career choices for varying time periods.
Individually, focus on one area of interest in each visit, and write a report to share with your classmates. As a class, compare and contrast individual experiences.
As a class, learn different filing systems and methods of storing information. In small groups, compare and contrast the different systems, such as microfiche,imaging, tape, disk, and CD Rom, and how each works best for particular tasks. Research the pros and cons of each system including costs, benefits, volume, and complexity of operation. Present a written or oral analysis of how each system can be used most appropriately, including specific reasons or examples for support.
Individually, investigate automated and manual scheduling systems. Compare and contrast the pros and cons of different types of calendars. Explain why each might be used for specific types of businesses. Design a log that can contribute to staff time management. Log all personal activities for a month to analyze your own time management. After reviewing your log, what would you change for better results.
In small groups, design a matrix or chart showing a variety of customer contacts for a hypothetical employee; indicate how each involves office management, records management, or time management. Role play and video tape office employees reacting to customers in person, on the phone, with electronic media, and through written material. Discuss and critique the video.
In small groups, prepare a Job Procedures Manual that describes the positions shadowed by group members, including job descriptions, procedures, protocol, work flow charts, records management information, task analyses, computer applications, performance review forms, and other information.
As a class, read the short story "A Start in Life" by Ruth Suckow. Individu ally, identify and write about Daisy's hopes and expectations for her new job. How does she see herself in her new situation, and what coming-of-age changes does she experience for which she is unprepared? As a class, discuss the different job descriptions that Daisy and her employers have in mind as they enter the employment contract; what are the results of this poor communication?
Individually, write a thank you letter to your mentor, and share your Job Procedures Manual with him/her.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Plan Your Vacation
Time Frame: Two weeks
Interdisciplinary: Business, English, Math, and Social Studies
Individually, select a series of vacation options within California. Using a spreadsheet, prepare a plan to include: budget, points of interest, accommodations, and travel routes. Visit a local travel agency and the Ameri can Automobile Association to gather brochures and investigate airline, train, and rental car options. Write to the Chamber of Commerce requesting informa tion for lodging, restaurants, and points of interest. Create and input data into a data base.
Choose one option for your trip, and research the following: budget, season, points of interest, food and lodging, clothing, medical needs, and modes of transportation.
Create a travel folder by collecting background information from travel publica tions, brochures, and videos. Prepare an itinerary showing the routes you have chosen and the goals you plan to achieve in terms of leisure, education, enter tainment, etc.
As a class, discuss the analogy of life as a journey full of adventures, pitfalls, detours, and discoveries. Read the essay "Pablo Picasso: Living in His OwnShadow" by Ellen Goodman and the short story "Of Dry Goods and Black Bow Tie" by Yoshiko Uchida. Individually, compare and contrast the goals that Picasso and Mr. Shimada set for themselves and the routes that their journeys take. In terms of their personal goals and values, in what ways does each succeed and fail?
Without any type of restraints such as money, time, or destination, write a report of your "Dream Vacation". Where would you go? Who would you take? How long would it be? What would you like to see or experience? Why does this place fascinate you?
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Office Services
Time Frame: Two to three weeks
Interdisciplinary: Business, English, and Social Studies
As a class, brainstorm ideas of services that could be provided to school personnel or non-profit organizations in the community. Discuss and reach consensus on the top three ideas.
In small groups, research the procedures in starting a business, and create a an action plan for starting a fictitious company. Indicate who is accountable for each step, and when it is due. Obtain proper documents, prepare a logo,determine services to be rendered, select advertising, and figure costs.
Design a student office to include a manager and other management levels where students will need to apply and interview for positions. Formulate an organizational chart with duties and responsibilities for each position.
Design a plan to provide office services for teachers, a non-profit organization, or other community groups. It can include: forms, newsletter, graphs, account ing, handouts, test construction, fund raisers, advertising, data bases, mail merge and billings. Prepare an advertising flyer for distribution to solicit work assignments. Offer office work on a cost recovery basis.
Individually, prepare a job description manual for each position and a hypotheti cal annual business report for the company.
As a class, read the novel Animal Farm by George Orwell. Discuss the conditions that incite the animals to revolution. What qualities do leaders of the uprising possess, and how do these qualities dictate the management levels of the new order?
In small groups, analyze the leadership style of Napoleon, who heads the revolution. What are the consequences of using this style? Compare Napo leon's use of power to Snowflake's. Identify management principles, practices, and processes of the new order that promise improvement but prove misleading.
Individually, research a historical leader who rose to power during or after political upheaval. What was his management style? How was society im pacted? Who benefitted? Write a scenario and role play how you feel the problem would have been solved under this type of leadership. Present in a thesis paper.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Survey
Time Frame: Two to three weeks
Interdisciplinary: Business and English
As a class, read excerpts from Barrio Boy by Ernesto Galarza, and discuss his educational experiences. Individually, write a response to his descriptions of the intellectual and emotional support he received from individual teachers. As a class, share responses; list components for a successful educational experience that are relevant today. Discuss and examine different types of surveys, polls, and data collection methods used around the country.
In small groups, design a follow-up survey for a designated group of graduates from the school to study their educational and employment success. Consider factors such as: year of graduation, educational level, occupational field, income, and percent residing in the local area. Devise questions concerning graduates' perception of success in high school courses as preparation for college or an occupation. What would they have done different? What recom mendations do they have for current graduates?
As a class, review questions and reach consensus on which will be used in the survey. To test the reliability of the survey, consider polling a sample group at two different time periods. Evaluate and revise the survey as needed.
In small groups, administer the survey to the target population, and compile the results using computer graphics, if possible, to give a visual summary of findings. Categorize and analyze the responses to these questions to determine the top factors that prepare students for post-graduate success. Create a database of graduates for future use.
Individually, write a summary report assessing the process and results of the survey using a spreadsheet with charts and graphs. Share for class discussion.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Administrative Support Specialization
|
Administrative Support Students will understand support services necessary for the operation of an office in a global society. They will demonstrate com petency by utilizing multiple skills and performing tasks in support of management. |
Instructional content covered by this activity includes:
Student Activity: Training Program
Time Frame: Two to three weeks
Interdisciplinary: Business and English
Individually, respond in writing to the reality that in the rapidly changing business world, there is no guarantee that a job will be yours as long as you want, due to job elimination or cutbacks. Ask to visit a local business where the number of jobs is decreasing or employee lay-offs are rising. Interview the personnel director about career strategies for displaced employees and the business's outplacement services. Present your findings to the class.
As a class, read the short story "Forty-Five a Month" by R.K. Narayan. Individually, respond to the dilemma of Renkat Rao, a father who is unable to spend any time with his wife and child because his employer puts unjust demands on him. As a class, discuss what you know of the local job market. How does an employee's fear, such as Renkat Rao's impact employee produc tivity and behavior?
As a class, discuss the changing needs of businesses in the information age. Describe tasks related to a HELP DESK position, which could include the following: organize calls, prioritize work, log calls, contact vendors, handlemaintenance of equipment, read literature on new software, maintain inventory, and provide informal training on office equipment.
Working in groups, write ten situational tasks from minor to major that could occur in an office within the first hour of work. Individually, prioritize the tasks in how you would handle the situation. Compare your list with your group. Share with the class.
In small groups, survey local businesses to determine whether these tasks are incorporated into many positions or if one person is responsible. Take field notes, and compile, sort, and analyze information after your visit. Prepare a HELP DESK manual that outlines steps or procedures to follow that can be used during new employee orientation. Make a presentation of your findings to the class or company personnel.
Individually, write a training plan for a piece of software that could be used with a class, school group, or non-profit organization. Include an evaluation of how user friendly it is and how it performs.
In small groups, develop an action plan for retraining employees into the current local job market based on research on types of jobs available or projected and education and computer qualifications required of employees.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
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Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demon strate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered by this activity includes:
Student Activity: Comparing Languages
Time Frame: Two to three weeks
Interdisciplinary:Business, Math, and Social Studies
Individually or in small groups, compare and contrast in writing the various types of computer languages such as BASIC, C language, COBOL, FORTRAN, Pascal, Logo, machine language, assembly language, 4GL, and artificial intelligence. Compare and define different compilers, editors, debuggers, pseudocode, etc. Research and summarize business programming standards used.
Interview a friend or relative that works with computers in order to see whether he or she has ever written a program using one of the languages. Inquire what type of computer was used, what language(s) was used, and which language was preferred. Write a brief report about your findings and share it with the class.
Using word processing software, write a brief story outlining the history ofprogramming languages. Use the names, dates, and other pertinent facts to identify each programming language including its generation.
Write a short program in the language of your choice. Explain the process and the end result of your program.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demon strate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered in this activity includes:
Student Activity: Computer Program Design
Time Frame: Three weeks
Interdisciplinary:Business, Math, and English
As a class, discuss the purpose of programs and the role of the programmer. What are the differences between keywords, statements, commands, an opera tor, a constant, and an expression? Create a vocabulary log for spelling and definition of terms.
Individually, use pseudocode to write down the steps involved in a given task such as tying your shoes. Think of picking up a shoe string as input and the finished bow as output. Share and discuss your steps with a classmate, and revise if needed. Prepare a flowchart to diagram the steps.
Flowchart the steps involved in getting ready for school. Start with the action of getting out of bed. End with the action of walking out the door of your home. Compare with a classmate to see who takes the fewest and most steps to get ready for school.
As a class, read the nonfiction selection "My Lack of Gumption" by Russell Baker. In small groups, flowchart the steps that Russell's mother instructs him to take to make something of his life. How does she function as a programmer for his activities? What keywords, commands, and/or expressions does she use? Write a group analysis of the success or failure of these prompts for Russell. Share for class discussion.
Browse through newspaper classified ads for programming job openings. Select at least five companies and analyze the qualifications, education, salary, and training required. For each ad, evaluate and make a list to indicate the plus and minus factors in your selection. Assume that you are graduating with a college degree and write a letter of application for the company you prefer.
Individually, write a computer program to perform a task in at least two languages, such as spell checking, card shuffling, coding/ decoding, math problem solving, alphabet review, and computation of an average.
Research the job market for computer programmers, and write a report regarding education, training, salary, and future outlook.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demonstrate competency by applying these concepts to the development of computer systems and programs. |
Student Activity: Design a Database
Time Frame: Two weeks
Interdisciplinary:Business and English
In small groups, research different types of database management systems avail able. Develop a check list and survey local businesses that use databases to determine types of magnetic media, image processing, microfilm, and micro fiche; prepare a chart for comparison using a spreadsheet software program.
Individually, utilize a database plan in researching a topic of your choice. Input data and demonstrate alphabetic and numerical retrieving capabilities. Chart and graph results, print report, and make an oral presentation.
As a class, read the short story "Spring" by Italo Calvino. Discuss the entrepreneurial venture of neighborhood boys that cuts into the business strategies of big companies. As both groups try to make a profit from the same market, how might they have benefitted from a database for their potential clients and products? Individually, contrast the realistic and fantastic elements of the story. Explain how you agree or disagree with the assertion that in Calvino's writing "reality becomes more fabulous."
In small groups, decide on an area of interest to use in designing a database (i.e. baseball cards, music groups, movies, sports players, etc.). Organize an appropriate format for a database, research information, and input data. Demonstrate database search capabilities you have identified and print a hard copy.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demonstrate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered by this activity includes:
Student Activity: Form Design
Time Frame: One week
Business Specific
Individually, collect and examine various types of forms used by business and industry (i.e. job application, subscription, credit application, medical history, etc.). Compare and contrast different forms.
Compare and critique different computerized interfaces (i.e. ATM tellers or catalog orders). Outline the steps of operating, and determine the levels of difficulty and the availability.
Select an area of interest and determine the types of questions to be included on the form. Using a computer data base or a word processing program, design different types of business forms.
Have classmates and family members complete forms. Solicit their input and recommendations and revise if needed. Display forms for school and community review.
Research different types of business forms software packages available and write a summary report of their capabilities.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demonstrate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered by this activity includes:
Student Activity: Office Needs Analyzed
Time Frame: One week
Business Specific
Interview office personnel and analyze the needs for a particular office application (i.e. insurance company, bank, real estate, or school office). Take notes of technical requirements, computer applications, office configuration, and safety concerns.
Individually or in groups, generate possible solutions and create a "decision tree" for each area of concern. Outline the possible steps or alternative methods to solve each problem. Present your findings to those interviewed for an evaluation review. Write a report on your evaluation and experience in problem solving.
Create a simple program to illustrate a well-designed user interface. Create a flow chart to illustrate the end result. Explain the process and steps involved in writing the program.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demonstrate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered by this activity includes:
Student Activity: Operating Systems
Time Frame: One to two weeks
Interdisciplinary:Business and English
Individually, using a spreadsheet, list the pros and cons of different operating systems and specific applications (i.e. MAC, Windows, DOS, main frames). List some of the built-in commands that operating systems typically include.
In small groups, research and compare specifications for different types of computers: size, memory, speed, power, communications, network, emulation, ports, cost, modem, drives, cache, monitor, warranty, etc. Present your findings in a visual presentation using charts and graphs.
Using manuals for reference, investigate the types of input, auxiliary storage, and output devices available in your own or school computer.
As a class, read the poem "Choices" by Nikki Giovanni. Individually, reflect on how her feelings of dissatisfaction are paralleled by her motivation to make the best of her situation. Identify the personal and organizational benefits of making the right choices within the realistic parameters we all experience.
In small groups, arrange a debate or panel discussion on the comparative merits of IBM compatibles or Macs. Describe various applications that are suited to each type of system. What are the advantages and disadvantages of each system? Individually, in writing state the reasons for your choice. Include a fact sheet with costs.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demonstrate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered in this activity includes:
Student Activity: Robotics
Time Frame: One week
Interdisciplinary:Business, Social Studies, and English
As a class, read the short story "Quality" by John Galsworthy. Discuss the craftsman's sense of pride in his work that transcends a desire only for profit. Analyze how his attitude toward his work and customers makes him unable to compete with new manufacturing practices of his unscrupulous competition.
Individually, investigate a sole proprietorship business today that claims to offer both quality and service and competitive prices. Analyze in writing how the business is responding to change brought about by discount stores and mail order companies.
In small groups, research the historical impact robotics technology has had in the labor market and space exploration. What types of companies use it? Who designs the equipment? What tasks can robotics actually do that impact jobs? What is the maintenance factor? If possible, visit a local business or a military department that uses robotics, and arrange to interview personnel. Present your findings to the class, including video if possible.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Computer Science Specialization
|
Computer Science Students will understand systems and programming concepts related to the science of computer operations. They will demonstrate competency by applying these concepts to the development of computer systems and programs. |
Instructional content covered by this activity includes:
Student Activity: Smart House
Time Frame: Four to six weeks
Interdisciplinary:Business, Industrial Technology, Math, Science, and
English
Working in small groups, research and conduct panel discussions on the implications and conditions of the Biosphere complex established in Arizona.
Explore and analyze CAD/CAM software. Working in small groups, design and plan your own Smart House. Parameters should include: different environments, cultural settings, types of dwellings, food processing, shopping, security, money, heating, air/water, cleaning, and other pertinent factors. Write an informational report describing how artificial intelligence and robotics will be used in the operation of your Smart House. Construct a model or three-dimensional drawing of your Smart House and display for school and community review.
Imagine you are living in a Smart House. In small groups, discuss the social implications of living in a Smart House. Will you ever have to leave the complex? What will happen if something goes wrong? How will you handle population growth? How will you handle basic needs? What type of management will be proposed? What type of communication devices will be used? What technological capabilities will be utilized?
Individually, read selections which address futuristic visions, such as George Orwell's 1984, John Nesbit's MegaTrends 2000, or Buck Rogers' writings. Write a report, and explain how the concepts in the literary works relate to your own Smart House.
Individually, research what a robot is and how it compares to human workers. Examine the benefits and liabilities of using robots. Discuss the historical impact robotics have had on the labor market and space exploration. What types of companies use robotics? Who designs the equipment? What do the robots actually do? What is the maintenance factor? Write a report summar izing your findings.
In pairs, visit a local business or a military base which uses robotics. Observe robotic components performing various tasks within the operation parameters. Prepare a video tape or eyewitness report. Individually, research the criteria for choosing a robotic system and the cost of implementing the system in an actual or hypothetical organization.
Working in teams, design and configure a robotic device that controls a process or functions efficiently and accurately. Sketch a blueprint and prepare a journal illustrating your plans.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE
STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered by this activity includes:
Student Activity: Computer Setup
Time Frame: Two to three weeks
Interdisciplinary: Business, English, and Special Education
Individually, interview a special education instructor and student to see what types of adaptive equipment are being used in class. Explain the purpose, cost, and the difficulty/ease factor of each type. Present a three- to five-minute oral report to the class.
In small groups, design activities that will involve some type of disability (sight, hearing, hands, feet, etc.). Conduct the exercises for group participation. Individually, write a description of what you experienced during each exercise.
As a class, read the nonfiction selection "Darkness at Noon" by Harold Krents. Individually, respond to the way that others treat the blind writer because of his disability. In small groups, analyze why some people perceive individuals with disabilities negatively, despite demonstrable abilities. Identify ways that people can be educated to respond to Krents' statement: "I hope that in the near future when a...manager...comes upon a handicapped and non-handicapped person working together, his comment after watching them work will be 'Which one is disabled?'"
In small groups, develop a plan to set up a computer using adaptable alternative input/output devices (i.e. one-handed keyboards, switches, braille keyboards, head scanners, voice synthesizers, etc.). Design an activity where students will simulate one type of disability and produce a product.
Write a training manual with steps for enhancing computer input/output operations through adaptable alternatives. Present a copy to special education instructors for an evaluation review; revise with recommendations.
Select a book of your choice--with teacher approval--of a famous or historical person who overcame his/her handicap. Write and present an oral book report to the class.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered by this activity includes:
Student Activity: Internship
Time Frame: One to two weeks
Interdisciplinary: Business, English, and Social Studies
As a class, discuss careers in technological fields. In the last ten years, discuss changes that have occurred. Which careers are on the upswing, downswing, and which show relatively no change? Individually, research and report on a career in your interest area.
As a class, read the short story "Bargain" by A.B. Guthrie, Jr. Discuss the technological changes that have taken place since this story's historical setting. Slade's lack of training to understand necessary information costs him his life. In small groups, analyze how lack of appropriate training is costly to employees and employers. Present findings for class discussion.
As a class, invite guests to speak on technology. Prepare questions relating to education, training, salary, duties and responsibilities, and future outlook.
In small groups, draft letters to community groups asking for their response to the possibility of students serving as interns in computer labs within the business community. Describe possible student involvement for their consideration: daily operations, hardware devices set up, and hardware and software troubleshooting. Design for their review a hypothetical log format for interns to record daily experiences and an evaluation tool for them to use at the end of the internship.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered by this activity includes:
Student Activity: Management of Systems
Time Frame: One week
Interdisciplinary: Business and English
As a class, read the nonfiction selection "Insert Flap "A" and Throw Away." Discuss this humorous parody in which a father tries to follow instructions to assemble a toy for his children with disastrous results. Compare and contrast his feelings of frustration with trying to learn a new technological skill or procedure. In small groups, write a simple manual for installing a piece of computer software. Ask a novice to follow these steps, and rewrite directions if needed. Present results to the class for review.
Individually, create a glossary with definitions for computer terms such as log on/password systems, file management, DOS, drives, printers, virus protection, root directory, sub directory, debug, disk crash, bytes, sectors, recovery, etc.
Research the function and purpose of one of the following to present to the class: storage systems, FAX machines, modems, E-mail, telecommunications (video conference), laser disk, video camera, scanners, magnetic tape drives, or CD ROM.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered in this activity includes:
Student Activity: Payroll
Time Frame: Two to three weeks
Interdisciplinary: Business, English, Math, and Social Studies
As a class, read the short story "The Richer, the Poorer" by Dorothy West. Discuss the importance of being on a regular payroll for Bess, who has chosen financial security above love or adventure. Contrast her life with that of her sister Lottie who has had a rich life but faces an impoverished old age. Individually, explore the sisters' different priorities and how these have affected their lives. Which life would you have chosen? Explain why.
Research the history of Social Security. What year was it started? Compare the percentage rate and maximum income earned with today. Interview senior citizens concerning social security and write a report of your findings. Prepare a monthly budget for a person living on social security benefits.
In small groups, using a spreadsheet format, design a computerized payroll system for a fictitious account, such as a student store, or a nonprofit organization with at least twenty-four (24) employees.
Create a folder for each employee that includes: W-4 form, accumulated earnings form, deductions form (federal income tax, FICA, state income tax, insurance, and voluntary deductions), and pay (salary or hourly pay rate, position, department, vacation and sick leave data).
Compute and print records for payroll. Include an individual employee's earnings record and a payroll register for two pay periods.
Research types of payroll software available on the market. Compare costs, options available, and hardware configuration needed for operation. Select one that you prefer from your research. Write a memo to your department supervisor and explain why this software would benefit the company.
Create a job description for a payroll clerk. What type of education is required? What is the outlook for the future? What are the duties and responsibilities? Present to the class by a mock interview.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered by this activity includes:
Student Activity: Purchasing a Computer System
Time Frame: One to two weeks
Interdisciplinary: Business and English
In small groups, design a fictitious business (agriculture, travel, mortgage, etc.), and make plans to purchase a computer system. Research the options and advantages of networking or stand alone computers. Consider differences in cost and maintenance, training needed, setup, hardware specifications, appropriate software, and warranty.
As a class, read the nonfiction selection "The Indian Basket" by Native American writer Mickey Roberts. Discuss the change in purchase price for hand crafted Indian baskets during the narrator's girlhood and fifty years later. In small groups, write a futuristic scenario of the purchase price of an office computer system. Give reasons for the price, compared to prices today. Individually, reflect in writing on how the value society puts on a product impacts the personal and emotional life of both seller and buyer. How does the value put on a product impact the sense of personal value for the people involved?
Individually, prepare interview questions to ask a businessperson about the process of purchasing a computer system. Flow chart the process. Write a letter to a local computer store requesting computer purchase information. Share business response with the class. Send a thank you letter for the information.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered by this activity includes:
Student Activity: Scanners
Time Frame: One week
Interdisciplinary: Business and English
In small groups, define and identify input devices that convert characters, images, and printed code into a form the computer can process; explain the capabilities of hand-held and page scanners in reading typewritten, computer printed, or handwritten copy; demonstrate and explain an optical character recognition device.
Individually, write a report on the history of scanners.
In small groups, prepare a five- to ten-minute news release on a current event using desktop publishing, graphics, OCR, video, or audio technology. Make the presentation to the class.
As a class, discuss the role of training personnel in the use of technology for maximum effectiveness in the workplace. Read the nonfiction selection "Short hand Grad is Shortchanged" by Mike Royko. In this selection, how has the educational system failed prospective employees and employers? In small groups, create a scenario of the ideal relationship between education and industry in providing the best training for students entering the technology workplace.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Information Systems Management Specialization
|
Information Systems Management Students will understand computerized information systems. They will demonstrate competency by evaluating and using hardware and software solutions to improve productivity. |
Instructional content covered by this activity includes:
Student Activity: Software Application
Time Frame: Three to four weeks
Interdisciplinary: Business, English, Social Studies, and Math
In small groups, compile a list of common application software packages available to meet specific information processing needs. Describe and define the common forms of information used in accounting, administrative support, communications, database management, desktop publishing, electronic mail, graphics, inventory control, specialized needs, spreadsheet, and word processing.
As a class, read Francisco Jimenez's poem "The Circuit" and Gary Soto's poems "Field" and "Field Poem." Discuss the sense of self, dreams for the future, and recognition of present realities expressed by the workers who are not technology users. Individually, respond to the tone of each account and the age of the individuals portrayed. How might these poems be different if their work involved technology rather than manual labor?
In small groups, examine the roles of farmer and migrant farm worker in this business relationship; how does this relationship impact employer, employee, family, government, educational system, and society? What are the implications for other types of businesses and industries?
In small groups, survey the business community and sort into organizational types: sole proprietorship, partnership, corporation, non-profit organization, and governmental office. Interview each to create a data base identifying types of business, number of employees, type(s) of computer systems being used, and type(s) of software used.
Create a spreadsheet to indicate the various types of hardware and software used by these local businesses. Prepare charts and graphs to be used in a class presentation.
Individually, examine and review computer hardware and software catalogs for brands, prices, and other comparisons. Prepare a spreadsheet listing the pros and cons for each type of hardware and software and make a presentation to the class.
In small groups, use the newspaper to learn how to read the New York and American Stock Exchanges. Investigate and select computer stock companies from each exchange. Acting as small financial groups, invest in the stock market. Using game theory, invest a set amount of money and purchase stock. Chart and graph weekly stock prices to determine net profit or loss. Prepare a final report of the group investment with graphs to indicate profit or loss.
Individually, make an appointment to visit a stock broker. Prepare questions to ask; write responses in summary form. What are mutual funds? What's the difference between government and municipal bonds? What are blue chip stocks? What is over the counter stock? What is the Dow Jones?
Write a "How to Read the Stock Market" report. Identify each part and explain its meaning.
As a class, discuss the Stock Market Crash of 1929. What events led to the crash? How did the Great Depression affect the country, labor, employees, and morale? Interview your grandparents or a senior citizen who lived during this era. Place yourself as a reporter for a local newspaper and create a news story from your interview using a word processor.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Telecommunications Specialization Standard
|
Telecommunications Students will understand the telecommunications concepts and systems necessary to transmit information and to function in a technological, global society. They will demonstrate competency by performing a variety of tasks, using electronic media, to transmit information effectively. |
Instructional content covered by this activity includes:
Student Activity: Accessing and Using Bulletin Boards
Time Frame: Two to three weeks
Interdisciplinary: Business, English, Science, and Social Studies
As a class, read the short story "In Service" by Louisa May Alcott. Discuss the circumstances of Hepsey, the runaway slave, who is cut off from the voices and images of her family members who are still enslaved. Individually, imagine in writing a typical day in your life with no technology to connect you with family and friends you cannot see face to face.
As a class, describe and discuss methods used to transmit voice, data, text, or images over distances. Investigate two or more information utilities. Discuss and compare Prodigy, On-line America, CompuServe and the Internet. In small groups, use available word processing technology to write a comparison of the services available and the prices that are charged.
Individually, access a topic on a bulletin board for a report. Download and print information from a bulletin board. Examples of activities that can be accomplished through computer communication include keeping up with world events, weather forecasts, stock market reports, sporting events, airline reservations, purchasing merchandise, and researching information. Use word processing software to write and print a report of your findings.
In pairs, write messages to each other, using the ASCII code numbers to represent the letters in the words. Trade messages and decode the messages received by converting each code back to its normal character.
Develop a bulletin board and determine security measures, access methods, subject matter, information retrieval, system administration, and membership.
Research the development of technology from the telegraph to the present. Compare and contrast messages in Morse Code and S.O.S. What types has the armed services utilized? How does NASA communicate with its astronauts? Write a summary report of your findings.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Telecommunications Specialization Standard
|
Telecommunications Students will understand the telecommunications concepts and systems necessary to transmit information and to function in a technological, global society. They will demonstrate competency by performing a variety of tasks, using electronic media, to transmit information effectively. |
Instructional content covered by this activity includes:
Student Activity: Telecommunications
Time Frame: Two weeks
Interdisciplinary: Business, English, and Science
Individually, research one type of telecommunications: networking, modem, voice mail, E-mail, FAX, telephone, and teleconferencing. Identify a specific company and write a report explaining the history and development of its product.
As a class, read the short story "A Doctor's Visit" by Anton Chekhov that describes the isolation experienced by a young woman who is cut off in a society that holds no meaning for her. Individually, compare and contrast the inner isolation that Lizanka experiences with her physical isolation in the countryside of 19th century Russia. Would her situation have been improved by our forms of telecommunications? What kinds of human problems can not be solved simply by use of technology?
In small groups, identify and describe the different types of equipment available for use in telecommunications. Set up a bulletin board describing each type of telecommunication. Select a business in the community and explore the telecommunications they use. Make an oral presentation to the class.
Demonstrate group members' ability to use several types of telecommunication equipment. Provide an outline of the steps for use of each piece of equipment; test for clarity by observing persons from other groups as they follow the steps successfully.
Keep a log for one day listing and describing the various types of technology used for communication--i.e. television, radio, walkman, computer, telephone, FAX, etc. The following day explain how you would communicate without any type of technology. Write a summary report and explain your methods. Was it easy or difficult? Was it time consuming? What does this tell you about life today compared to 100 years ago?
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
Telecommunications Specialization Standard
|
Telecommunications Students will understand telecommunication concepts and systems necessary to transmit information and to function in a technological global society. They will demonstrate competency by performing a variety of tasks to effectively transmit information using electronic media. |
Instructional content covered by this activity includes:
Student Activity: Telecommunications Systems
Time Frame: Two to three weeks
Interdisciplinary: Business, Math, Science, and Industrial Technology
As a class, read Kurt Vonnegut, Jr.'s story "EPICAC". Fuzzy logic and computers that talk to each other are innovations and realities that were unheard of a decade ago. Generate a list of other items that are currently in existence that were not ten years ago. Discuss the ways in which our relationship with machines has changed during that time. As journal entries or quick write responses, summarize your feelings about the kinds of machines that you use and the ways in which you use them. Which would you keep as is and which would you change? Respond to the assertion that machines can (or can't) think, supporting your response with reasons and examples.
Individually, research and describe methods that businesses use today to transmit voice, data, text, or images over distances. Create a list of characteristics to classify and compare each type of system.
Individually, explain common features of telephone and voice message systems used to send information across the country or around the world (telephone lines, communication satellites, microwave towers, and radio signals).
Individually, write a report about electronic mail procedures, Local Area Networks (LAN), and Wide Area Networks (WAN). Why are modems needed to send data from one computer to another via telephone lines? How are companies using networks to enhance their communications capabilities? In small groups, survey local businesses and categorize systems being utilized. Compare costs and savings between different types of communication devices.
Individually, develop a personal electronic telephone application (E-Mail, teleconferencing). Create a users' manual that details all procedures to be followed.
Individually, describe and explain the importance and capabilities of a FAX machine in the business world. List types of procedures needed for using facsimile machines. Prepare an effective facsimile transmission cover sheet to meet selected criteria including current date and time, total pages sent, name and company of recipient, and FAX number. Complete the log of messages transmitted and received.
In small groups, design and configure an electronic telecommunications board. Demonstrate positive and negative currents, battery and light components, magnetic impulses, and transmittal devices.
ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:
PROGRAM SEQUENCE GUIDE
INTRODUCTION
A career path cluster is defined as a field of study related to a common group of occupations. Students choose a cluster through a carefully guided plan based upon their aptitudes, interests, and abilities. The choice of a particular cluster determines the sequence of academic and business standards students need to prepare them for a variety of occupations within their chosen career paths.
Within each of the career path clusters, students may further refine their career choices by selecting particular areas of specialization. In most instances, they begin to specialize in grades 11 and 12. Through strong articulation, district, and/or Regional Occupational Programs, they receive preparation which allows them to transition to the world of work or to pursue advanced education.
In developing a program sequence, several factors need to be considered: (1) graduation requirements for district, state, and universities; (2) preparation for entry, technical, and professional level; (3) content based on targeted jobs/careers within the community; (4) application-based academics; (5) competency-based curricula; (6) commitments in terms of articulation agreements; and (7) an environment or a setting which simulates the real world.
In this document you will find examples of individual student plans which outlines courses of study for entry, technical, or professional level. These are samples ONLY and will need to be modified for each local program. Course titles, requirements, sequences, and years to be completed may vary from school to school. In working with the new math and science frameworks, courses are now integrated and course titles may vary from school to school. Therefore, these samples are identified only as Math and Science in each year of study.
In developing program sequence, include input from administrators, counselors, secondary and community college teachers, business, other vocational and academic teachers, business and industry representatives, parents, and students.
When the Tech Prep curriculum is designed, students will be better prepared for employment after high school, for further schooling, and for a future that is likely to require technological skills. In accordance with their individual goals and the extensiveness of their preparation, students may enter these occupations at entry, technical, or professional levels. Students transition to entry level positions after graduating from high school, receive specialized training in grades 12 - 14 for technical levels, and pursue university study for professional level occupations identified in your local area.
A sequenced course of study provides a structured program for students, parents, and counselors. Everyone participates and everyone wins in Tech Prep!
|
Program Sequencing |
Step 1 -- Identify Business Career Clusters & Specializations
Step 2 -- Conduct a Program Assessment
Step 3 -- Establish Articulation and Integration Contacts
Step 4 -- Review Graduation Requirements
Step 5 -- Review the Business Education Standards
Step 6 -- Review Academic Frameworks
Step 7 -- Developing A Sequential Course of Study
|
Graduation Requirements |
State High School Graduation Requirements
3 years Social Science
3 years English
2 years Math
2 years Science
1 year Foreign Language or Fine Arts
2 years Physical Education
University of California Admission Requirements
2 years Social Science
4 years English
3 years Math
2 years Laboratory Science
2 years College Preparatory Electives - Selected from
history, social science, English, advanced math,
laboratory science, visual and performing arts,
and languages
California State University Admission Requirements
1 year Social Science
4 years English
3 years Math
1 year Laboratory Science
2 years Foreign Language
1 year Visual and Performing Arts
3 years College Preparatory Electives - Selected from
English, advanced math, social science, foreign
language, and agriculture
INDIVIDUAL STUDENT PLAN
NAME:___________________________________
CAREER PATH:___________________________
OCCUPATIONAL GOAL:____________________
|
T E C H P R E P |
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|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
|
MATH |
|||||||||||
|
ENGLISH |
|||||||||||
|
SCIENCE |
|||||||||||
|
HISTORY/ SOCIAL STUDIES |
|||||||||||
|
PHYSICAL EDUCATION |
|||||||||||
|
OTHER REQUIRED COURSES |
|||||||||||
|
SUGGESTED ELECTIVES |
|||||||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
|||||||||||
|
CLUSTER |
|||||||||||
|
CLUSTER |
|||||||||||
|
SPECIALTY |
|||||||||||
|
SPECIALTY |
|||||||||||
|
SPECIALTY |
|||||||||||
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
ADMINISTRATIVE SUPPORT SPECIALIZATION
Entry Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH | BUSINESS MATH | |||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | BUSINESS COMMUNICATIONS | ||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE AND TECHNOLOGY |
SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE | EXPLORING CAREERS | KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | |||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
KEYBOARDING/ INTRODUCTION TO BUSINESS |
BUSINESS SKILLS/ INTRODUCTION TO COMPUTERS |
|||||||||
|
CSIS CLUSTER |
OFFICE TECHNOLOGY | DESKTOP PUBLISHING | |||||||||
|
ADMINISTRATIVE SUPPORT SPECIALITY |
WORD PROCESSING WORKPLACE LEARNING |
COMPUTER ACCOUNTING WORK EXPERIENCE |
|||||||||
OCCUPATIONAL TITLES: Administrative Assistant Desktop Publishing Clerk Data Entry Clerk
Receptionist Word Processor
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
ADMINISTRATIVE SUPPORT SPECIALIZATION
Office Automation Certificate - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
|||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | BUSINESS COMMUNICATIONS | ||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE |
EXPLORING CAREERS |
KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | |||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
INTRODUCTION TO BUSINESS | BUSINESS SKILLS/ INTRODUCTION TO COMPUTER |
|||||||||
|
CSIS CLUSTER |
COMPUTER APPLICATIONS | BUSINESS LAW | |||||||||
|
CSIS CLUSTER |
WORD PROCESSING | COMPUTER ACCOUNTING | |||||||||
|
ADMINISTRATIVE SUPPORT SPECIALTY |
EXPLORATORY WORK EXPERIENCE | WORKPLACE EXPERIENCE | INTRODUCTION TO BUSINESS COMPUTING MACHINE TRANSCRIPTION | WORD PROCESSING APPLICATIONS RECORDS MANAGEMENT | HUMAN RELATIONS MICROCOMPUTER SPREADSHEET |
ADMINISTRATIVE OPERATIONS & OFFICE PROCEDURES | |||||
|
ADMINISTRATIVE SUPPORT SPECIALTY |
BUSINESS COMPUTING | MICROCOMPUTER DATABASE | DESKTOP PUBLISHING | INTRODUCTION TO TELECOMMUNICATIONS | |||||||
OCCUPATIONAL TITLES: Administrative Assistant Information Assistant Word/Information Processor
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Entry Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
|||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | BUSINESS ENGLISH | ||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE | EXPLORING CAREERS | KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | |||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
KEYBOARDING/ INTRODUCTION TO BUSINESS |
INTRODUCTION TO COMPUTERS/ BUSINESS SKILLS |
BUSINESS LAW | COMPUTER ACCOUNTING | |||||||
|
CSIS CLUSTER |
WORD PROCESSING | PROGRAMMING FUNDAMENTALS | |||||||||
|
COMPUTER SCIENCE SPECIALTY |
EXPLORATORY WORK EXPERIENCE | WORKPLACE LEARNING | |||||||||
OCCUPATIONAL TITLES: Production Technician Service Technician Technical Support Analyst
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Hardware Certificate - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
MATH | TECHNICAL MATH | |||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | BUSINESS ENGLISH | ||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FOREIGN LANGUAGE | FOREIGN LANGUAGE | |||||||||
| ELECTIVE | EXPLORING CAREERS | KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | BUSINESS LAW | ||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
INTRODUCTION TO COMPUTERS | BUSINESS SKILLS/ COMPUTER APPLICATIONS |
|||||||||
|
CSIS CLUSTER |
OFFICE TECHNOLOGY | ||||||||||
|
CSIS CLUSTER |
|||||||||||
|
COMPUTER SCIENCE SPECIALTY |
PROGRAMMING | OPERATING SYSTEMS | DATA COMMUNICATIONS | LOCAL AREA NETWORKS | |||||||
|
COMPUTER SCIENCE SPECIALTY |
SENIOR PROJECT | DIGITAL COMPUTER FUNDAMENTALS | FUNDAMENTALS OF CIRCUITS | DIGITAL DEVICES AND CIRCUITS | MICROCOMPUTER SOFTWARE DESIGN | ||||||
OCCUPATIONAL TITLES: Applications Systems Analyst Local Area Network Representative Management Information System Specialist
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Operations and Systems Management Certificate - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
TECHNICAL MATH | ||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | |||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE | ELECTIVE | EXPLORING CAREERS |
SUGGESTED ELECTIVES |
HEALTH | ELECTRONICS | ||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
KEYBOARDING/ INTRODUCTION TO COMPUTERS |
BUSINESS SKILLS/ COMPUTER APPLICATIONS |
|||||||||
|
CSIS CLUSTER |
BUSINESS LAW | PROGRAMMING/ PC FUNDAMENTALS | |||||||||
|
CSIS CLUSTER |
WORD PROCESSING | COMPUTER ACCOUNTING | |||||||||
|
COMPUTER SCIENCE SPECIALTY |
WORKPLACE LEARNING | OPERATING SYSTEMS | DATA COMMUNICATIONS | LOCAL AREA NETWORK | COMPUTER OPERATIONS | ||||||
|
COMPUTER SCIENCE SPECIALTY |
DIGITAL COMPUTER FUNDAMENTALS | MICRO SOFTWARE DESIGN | BASIC PROGRAMMING | DATA BASE MANAGEMENT SYSTEMS | |||||||
OCCUPATIONAL TITLES: Data Base Administrator Office Automation Specialist
Records Management Analyst Information Systems Specialist
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Systems Programmer Certificate - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
|||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | |||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE |
EXPLORING CAREERS |
KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | ELECTRONICS | ||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
KEYBOARDING/ INTRODUCTION TO COMPUTERS |
COMPUTER APPLICATIONS/ BUSINESS SKILLS |
|||||||||
|
CSIS CLUSTER |
BUSINESS LAW | COMPUTER ACCOUNTING | |||||||||
|
COMPUTER SCIENCE SPECIALTY |
WORD PROCESSING | PROGRAMMING/ PC FUNDAMENTALS |
OPERATING SYSTEMS | DATA STRUCTURE & FILE MANAGEMENT |
INTRODUCTION TO PROGRAMMING WITH PASCAL PROBLEM SOLVING WITH PASCAL |
ADVANCED PROGRAMMING PROGRAMMING IN "C" |
|||||
|
COMPUTER SCIENCE SPECIALTY |
WORKPLACE LEARNING | WORKPLACE LEARNING | INTRODUCTION TO COMPUTERS & DATA PROCESSING |
FUNDAMENTALS OF PROGRAMMING INTRODUCTION TO ASSEMBLY LANGUAGE |
INTERMEDIATE ASSEMBLY LANGUAGE | INTRODUCTION TO TELEPROCESSIONG NETWORKS/ DISTRIBUTION |
|||||
OCCUPATIONAL TITLES: Information Systems Specialist Local Area Network Manager Systems Programmer
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Software Certificate - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
FINITE MATH |
||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | |||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE | EXPLORING CAREERS | KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | ELECTRONICS | ||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
KEYBOARDING/ INTRODUCTION TO COMPUTERS |
BUSINESS SKILLS/ COMPUTER APPLICATIONS |
|||||||||
|
CSIS CLUSTER |
BUSINESS LAW | PROGRAMMING/ PC FUNDAMENTALS |
|||||||||
|
COMPUTER SCIENCE SPECIALTY |
WORD PROCESSING |
COMPUTER ACCOUNTING | OPERATING SYSTEMS | DATA COMMUNICATIONS | ADVANCED PROGRAMMING | SYSTEMS ANALYSIS OF DESIGN | |||||
|
COMPUTER SCIENCE SPECIALTY |
COMPUTER OPERATIONS | DIGITAL COMPUTER FUNDAMENTALS | FUNDAMENTALS OF PROGRAMMING | COBOL OR RPG PROGRAMMING | INTRODUCTION TO DBMS | ||||||
OCCUPATIONAL TITLES: Applications Specialist Computer Graphic Artist Applications Systems Analyst Sytesms Programmer
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Associate of Science Degree - Software Emphasis - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
FINITE MATH |
||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | BUSINESS ENGLISH | ENGLISH 101 | |||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | NATURAL SCIENCE | |||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | PHYSICAL EDUCATION | |||||
|
OTHER REQUIRED COURSES |
FINE ARTS OR FOREIGN LANGUAGE |
FINE ARTS OR FOREIGN LANGUAGE |
HUMANITIES | ||||||||
| ELECTIVE | EXPLORING CAREERS | KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | ELECTRONICS | PSYCHOLOGY | |||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
INTRODUCTION TO BUSINESS/ INTRODUCTION TO COMPUTERS |
BUSINESS SKILLS/ COMPUTER APPLICATIONS |
COMPUTERS & COMPUTING | BUSINESS ECONOMICS | PRINCIPLES OF ECONOMICS | ||||||
|
CSIS CLUSTER |
BUSINESS LAW | PROGRAMMING/ PC FUNDAMENTALS |
|||||||||
|
COMPUTER SCIENCE SPECIALTY |
WORD PROCESSING |
COMPUTER ACCOUNTING | OPERATING SYSTEMS | DATA COMMUNICATIONS | ADVANCED PROGRAMMING | SYSTEMS ANALYSIS OF DESIGN | |||||
|
COMPUTER SCIENCE SPECIALTY |
WORK EXPERIENCE | DIGITAL COMPUTER FUNDAMENTALS | FUNDAMENTALS OF PROGRAMMING | COBOL OR RPG PROGRAMMING | INTRODUCTION TO DBMS | ||||||
OCCUPATIONAL TITLES: Applications Specialist Computer Graphic Artist Applications Systems Analyst Sytesms Programmer
|
COURSE SEQUENCING ALTERNATIVES |
| CSU, UC, & CA State Graduation Requirements |
COMPUTER SCIENCE AND INFORMATION SYSTEMS
Associate of Arts Degree - Computer Science - CSU/UC Bound
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
MATH | CALCULUS | DISCRETE MATH |
||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | ENGLISH | ENGLISH 101 | ENGLISH 102 | SPEECH 11 | |
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
BIOLOGY | CHEMISTRY | PHYSICS | PHYSICAL SCIENCE | BIOLOGICAL SCIENCE |
|||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
SOCIAL/ BEHAVIORAL SCIENCE |
AMERICAN HISTORY |
AMERICAN HISTORY |
||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FOREIGN LANGUAGE | FOREIGN LANGUAGE | FINE ARTS | FINE ARTS | HUMANITIES | HUMANITIES OR FINE ARTS |
|||||
| ELECTIVE | ELECTIVE | EXPLORING CAREERS |
SUGGESTED ELECTIVES |
HEALTH | UNDERSTANDING SELF DEVELOPMENT | ||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
INTRODUCTION TO BUSINESS/ KEYBOARDING |
||||||||||
|
CSIS CLUSTER |
INTRODUCTION TO COMPUTERS | ||||||||||
|
COMPUTER SCIENCE SPECIALTY |
WORD PROCESSING | PROGRAMMING | DIGITAL COMPUTER FUNDAMENTALS | DOS NETWORKS | ADVANCED PROGRAMMING |
C OR OBJECT ORIENTED PROGRAMMING |
|||||
|
COMPUTER SCIENCE SPECIALTY |
FUNDAMENTALS OF PROGRAMMING | MICROCOMPUTER SOFTWARE |
COMPUTER SCIENCE ELECTIVE |
||||||||
OCCUPATIONAL TITLES: Applications Programmer Computer Programmer Associate Systems Engineer Softwore Programmer
|
COURSE SEQUENCING ALTERNATIVES |
| CSU and CA State Graduation Requirements |
COMPUTER SCIENCE SPECIALIZATION
Bachelor of Science - Professional Level
|
T E C H P R E P |
|||||||||
|
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
FOUR-YEAR COLLEGE OR UNIVERSITY |
|||||||
|
SUBJECT |
9 |
10 |
11 |
12 |
GEN. ED. REQ. |
FRESHMAN |
SOPHOMORE |
JUNIOR |
SENIOR |
|
MATH |
MATH | MATH | MATH | MATH |
A |
ENGLISH COMMUNICATIONS (2) | ENGLISH COMMUNICATIONS | ||
|
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | ENGLISH |
B |
CALCULUS BIOLOGICAL SCIENCE |
CALCULUS PHYSICAL SCIENCE |
||
|
SCIENCE |
BIOLOGY | CHEMISTRY | PHYSICS |
C |
FINE ARTS | HUMANITIES | FINE ARTS OR HUMANITIES |
||
|
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
D |
SOCIAL AND BEHAVIORAL SCIENCES |
SOCIAL AND BEHAVIORAL SCIENCES |
U.S. HISTORY POLITICAL SCIENCE SOCIAL AND BEHAVIORAL SCIENCES |
||
|
PHYSICAL EDUCATION |
P. E. | P. E. |
E |
UNDERSTANDING AND SELF-DEVELOPMENT | PSYCHOLOGY | ||||
|
OTHER REQUIRED COURSES |
FOREIGN LANGUAGE | FOREIGN LANGUAGE | FINE ARTS |
SUPPORT COURSES |
APPROVED ELECTIVES | APPROVED ELECTIVES | TECHNICAL ELECTIVES APPROVED ELECTIVES |
TECHNICAL ELECTIVES APPROVED ELECTIVES SENIOR PROJECT STATISTICAL ANALYSIS |
|
|
SUGGESTED ELECTIVES |
HEALTH | ||||||||
|
STANDARDS |
MAJOR OR SPECIALIZATION |
FUNDAMENTALS OF PROGRAMMING | DISCRETE STRUCTURES | COMPUTER ARCHITECTURE II | SOFTWARE ENGINEERING | ||||
|
BUSINESS TECHNOLOGY CORE |
KEYBOARDING/ INTRODUCTION TO BUSINESS | DIGITAL COMPUTER FUNDAMENTALS | ADVANCED PROGRAMMING | PROGRAMMING ENVIRONMENTS | THEORY OF COMPUTING | ||||
|
CSIS CLUSTER |
INTRODUCTION TO COMPUTERS | MICROCOMPUTER SOFTWARE DESIGN | PROGRAMMING IN "C" | DATA STRUCTURES | COMPUTER NETWORKS | ||||
|
CSIS CLUSTER |
WORD PROCESSING | DOS NETWORK | COMPUTER ARCHITECTURE I | FILE STRUCTURES | PROGRAMMING DESCRIPTION AND ANALYSIS | ||||
|
COMPUTER SCIENCE SPECIALTY |
PROGRAMMING | INTRO TO OPERATING SYSTEMS | INTRO TO DATABASE SYSTEMS | PROGRAMMING COMPILER IMPLEMENTATION | |||||
|
COMPUTER SCIENCE SPECIALTY |
PROGRAMMING LANGUAGES DESIGN | ||||||||
OCCUPATIONAL TITLES: Applications Programmer Computer Programmer Education Specialist
Associate Systems Engineer Consulting Systems Engineer Software Programmer
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
INFORMATION SYSTEMS SPECIALIZATION
Entry Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
|||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | |||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE | SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
|
OTHER REQUIRED COURSES |
FINE ARTS | ||||||||||
| ELECTIVE | EXPLORING CAREERS | KEYBOARDING |
SUGGESTED ELECTIVES |
HEALTH | ELECTRONICS | ||||||
|
STANDARDS |
|||||||||||
|
BUSINESS TECHNOLOGY CORE |
INTRODUCTION TO COMPUTERS | BUSINESS SKILLS | BUSINESS LAW | ||||||||
|
CSIS CLUSTER |
PC FUNDAMENTALS | PROGRAMMING | |||||||||
|
INFORMATION SYSTEMS SPECIALTY |
WORD PROCESSING | COMPUTER ASSCOUNTING | |||||||||
|
INFORMATION SYSTEMS SPECIALTY |
WORKPLACE EXPERIENCE | ||||||||||
OCCUPATIONAL TITLES: Assistant Analyst Service Technician Technical Support Analyst
|
COURSE SEQUENCING ALTERNATIVES |
| CA State Graduation Requirements |
INFORMATION SYSTEMS SPECIALIZATION
Microcomputer Mangement Certificate - Technical Level
|
T E C H P R E P |
|||||||||||
|
MIDDLE SCHOOL |
HIGH SCHOOL/ROP |
COMMUNITY COLLEGE |
|||||||||
|
6 |
7 |
8 |
SUBJECT |
9 |
10 |
11 |
12 |
FRESHMAN |
SOPHOMORE |
||
| MATH | MATH | MATH |
MATH |
MATH | MATH |
MATH |
|||||
| ENGLISH | ENGLISH | ENGLISH |
ENGLISH |
ENGLISH | ENGLISH | ENGLISH | |||||
| SCIENCE | SCIENCE | SCIENCE |
SCIENCE |
SCIENCE & TECHNOLOGY |
SCIENCE | ||||||
| SOCIAL STUDIES | SOCIAL STUDIES | SOCIAL STUDIES |
HISTORY/ SOCIAL STUDIES |
WORLD HISTORY/ GEOGRAPHY |
U. S. HISTORY | GOVERNMENT/ ECONOMICS |
|||||
| P. E. | P. E. | P. E. |
PHYSICAL EDUCATION |
P. E. | P. E. | ||||||
APPENDIX
ACADEMIC FRAMEWORKS
ENGLISH-LANGUAGE ARTS MODEL CURRICULUM STANDARDS
I. Students study the central works to develop ethical, aesthetic, and cultural values.
II. Students confront the major social and political issues, thus acquiring a common body of knowledge embedded in literature.
III. Students participate in an extensive reading program supported by a large library system, including classroom, school, and community libraries. Both core works, studied in depth by all students, and "good reads," selected by students from works included on the extended reading list, make up each student's reading program.
IV. Personnel in school districts select a core of literary works for all students to encounter. Together, students study some works in depth, and they read some works on their own.
V. To ensure thorough comprehension, students read the core works in depth.
VI. Students learn to comprehend in depth and with sophistication the nuances as well as the larger meaning of a variety of works.
VII. Students read and experience a variety of literary genres, including the novel, short story, poetry, drama, biography, and essay.
VIII. Students learn more about the perspectives of other disciplines, such as science, history, economics, mathematics, and art, and about how their acquisition of language skills in listening, speaking, reading, and writing develops their ability to learn across the entire school curriculum.
IX. Students respond actively to the core works through integrated listening, speaking, reading, and writing activities.
X. Districts and/or schools develop a systematic writing program.
XI. All students learn that writing is a process that includes stages called prewriting, drafting, revising, and editing.
XII. All students learn to write cogent, clear, and concise prose connected to the literary works they are studying.
XIII. Students write to develop their own voice and style.
XIV. Through direct teaching, students study conventions, such as grammar, punctuation, and spelling, when these conventions have not already been acquired through reading, writing, and using oral language.
XV. Students regularly participate in oral communication activities, such as class discussions, panel presentations, and debates on worthwhile topics.
XVI. Students strive for high-quality oral presentations through an awareness of standards, through class assessment, and through motivation inspired by good models.
XVII. Students are supported and reinforced by the adults in their environment who model and guide effective speaking and listening skills and who exemplify proper respect for the diversity of language.
XVIII. Students engage in many activities that enhance and improve their oral and aural language abilities.
XIX. Listening skills require direct teaching.
XX. Students apply higher-level thinking such as analysis, synthesis, and evaluation as they detect propaganda techniques.
XXI. Students study vocabulary words in context--drawn from literature or other disciplines studied.
XXII. Students study etymology, the roots and histories of words, as a means of acquiring a larger and more precise vocabulary.
XXIII. Teaching vocabulary should be part of teaching speech and writing as well as comprehensive activities.
XXIV. Students participate in specialized courses that integrate their skills and allow them to pursue their own interests.
XXV. Assessment methods and tools should be aligned with a new emphasis (1) on substance and actual students' performance; (2) on the integration of writing, comprehension, and speaking; and (3) on contextual acquisition of vocabulary and technical skills.
MATHEMATICS FRAMEWORK REFERENCES
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS STANDARDS
I. Mathematics as Problem Solving
II. Mathematics as Communication
III. Mathematics as Reasoning
IV. Mathematical Connections (Interdisciplinary)
V. Algebra
VI. Functions (Model "Real World" Phenomena)
VII. Geometry from a Synthetic Perspective
VIII. Geometry from an Algebraic Perspective (Art)
IX. Trigonometry ("Real World" Sin/Cos)
X. Statistics
XI. Probability
XII. Discrete Mathematics (Matrices, Sequences, Finite Graphs)
XIII. Conceptual Underpinnings of Calculus (Max/Min)
XIV. Mathematical Structure (Real/Complex)
HISTORY-SOCIAL SCIENCE CURRICULUM STRANDS
I. Historical Literacy
II. Ethical Literacy
III. Cultural Literacy
IV. Geographic Literacy
V. Economic Literacy
VI. Socio Political Literacy
VII. National Identity
VIII. Constitutional Heritage
IX. Civic Values, Rights, and Responsibilities
X. Participation Skills
XI. Critical Thinking Skills
XII. Basic Study Skills
HISTORY-SOCIAL SCIENCE
COURSE DESCRIPTIONS
GRADE NINE - ELECTIVE COURSES IN HISTORY-SOCIAL SCIENCE
A. Our State in the Twentieth Century
B. Physical Geography
C. World Regional Geography
D. The Humanities
E. Comparative World Religions
F. Area Studies: Cultures
G. Anthropology
H. Psychology
I. Sociology
J. Women in Our History
K. Ethnic Studies
L. Law-Related Education
GRADE TEN - WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
A. Unresolved Problems of the Modern World
B. Connecting with Past Learnings: The Rise of Democratic Ideas
C. The Industrial Revolution
D. The Rise of Imperialism and Colonialism: A Case Study of India
E. World War I and Its Consequences
F. Totalitarianism in the Modern World: Nazi Germany and Stalinist Russia
G. World War II: Its Causes and Consequences
H. Nationalism in the Contemporary World
The Soviet Union and China
The Middle East: Israel and Syria
Sub-Saharan Africa: Ghana and South Africa
Latin America: Mexico and Brazil
GRADE ELEVEN - UNITED STATES HISTORY AND GEOGRAPHY: CONTINUITY AND CHANGE IN THE TWENTIETH CENTURY
A. Connecting with Past Learnings: The Nation's Beginnings
B. Connecting with Past Learnings: The United States to 1900
C. The Progressive Era
D. The Jazz Age
E. The Great Depression
F. World War II
G. The Cold War
H. Hemispheric Relationships in the Postwar Era
I. The Civil Rights Movement in the Postwar Era
J. American Society in the Postwar Era
K. The United States in Recent Times
GRADE TWELVE - PRINCIPLES OF AMERICAN DEMOCRACY
A. The Constitution and the Bill of Rights
B. The Courts and the Governmental Process
C. Our Government Today: The Legislative and Executive Branches
D. Federalism: State and Local Government
E. Comparative Governments, with Emphasis on Communism in the World Today
F. Contemporary Issues in the World Today
GRADE TWELVE - ECONOMICS
A. Fundamental Economic Concepts
B. Comparative Economic Systems
C. Microeconomics
D. Macroeconomics
E. International Economic Concepts
SCIENCE FRAMEWORK
There are many major scientific themes prevalent in the Business Education's Selected Integrated Performance Activities. The themes of science are ideas, or unifying constructs, that integrate the concepts of different scientific disciplines and how they are logically parallel and cohesive. The new Science Framework places an emphasis on using these themes in the teaching of science. An integrative, thematic approach to learning helps students not only to develop a meaningful framework for understanding science but also to approach problems in other disciplines as well as in their daily lives as citizens, consumers, and workers.
The major themes as stated in the Science Framework along with a brief description are as follows:
1. Energy - a central concept of the physical sciences that pervades biological and geological sciences because it underlies any system of interactions. Energy is important to considerations of ethical behavior and the relationships of science and technology to society.
2. Evolution - in a general sense can be described as change through time, and virtually all natural entities and systems change through time.
3. Patterns of Change - rates and patterns of change are essential features of the natural world. Analyses of changes help us to describe and understand what is happening in a natural system and, to some extent, control changes.
4. Scale and Structure - the point here is to show how different kinds of structures are related, how they explain and illuminate each other, and how structure at different hierarchical levels (a phenomenon of scaling) shows unique properties at each level.
5. Stability - refers to constance; that is, the ways in which systems do not change and why. The ultimate fate of many systems is to settle into a balanced steady state or a state of equilibrium.
6. Systems and Interactions - by defining the boundaries of a system, a study of the system and its parts and interactions is possible. At any time, a single component of a system can be interacting in various ways.
These themes are not exclusive to scientific disciplines; they can help a student to anticipate concepts not only in science but in all disciplines.
Business Education Career Path and Model Curriculum Standards
CAREER PERFORMANCE STANDARDS
A. Communication Skills - Students will understand principles of effective communication. They will communicate both orally and in writing. They will listen attentively and follow instructions, requesting clarification or additional information as needed.
B. Employment Literacy - Students will understand career paths and strategies for obtaining employment within their chosen fields. They will assume responsibility for professional growth. They will understand and promote the role of their field within a productive society, including the purposes of professional organizations.
C. Interpersonal Skills - Students will understand key concepts in group dynamics, conflict resolution, and negotiation. They will work cooperatively, share responsibilities, accept supervision, and assume leadership roles. They will demonstrate cooperative working relationships across gender and cultural groups.
D. Occupational Safety - Students will understand occupational safety issues including the avoidance of physical hazards in the work environment. They will operate equipment safely so as not to endanger themselves or others. They will demonstrate proper handling of hazardous materials.
E. Personal Skills - Students will understand how personal skill development affects their employability. They will exhibit positive attitudes, self-confidence, honesty, perseverance, self-discipline, and personal hygiene. They will manage time and balance priorities as well as demonstrate a capacity for lifelong learning.
F. Technology Literacy - Students will understand and adapt to changing technology by identifying, learning, and applying new skills to improve job performance. They will effectively employ technologies relevant to their fields.
G. Thinking and Problem-Solving Skills - Students will exhibit critical and creative thinking skills, logical reasoning, and problem solving. They will apply numerical estimation, measurement, and calculation, as appropriate. They will recognize problem situations; identify, locate, and organize needed information or data; and propose, evaluate, and select from alternative solutions.
SECRETARY'S COMMISSION ON ACHIEVING
NECESSARY SKILLS (SCANS)
The know-how identified by SCANS is made up of five competencies and a three-part foundation of skills and personal qualities that are needed for solid job performance. These include:
COMPETENCIES:
Resources - allocating time, money, materials, space, and staff
Interpersonal Skills - working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds
Information - acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information
Systems - understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems
Technology - selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies
THE FOUNDATION:
Basic Skills - reading, writing, arithmetic and mathematics, speaking and listening
Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning
Personal Qualities - individual responsibility, self-esteem, sociability, self-management, and integrity
BIBLIOGRAPHY
Each source is numbered to reference the literature selections for the various integrated performance activities. (See page 139)
1) Adventures in American Literature. Orlando: Harcourt
Brace Jovanovich, 1985.
2) Adventures in Appreciation. Orlando: Harcourt Brace Jovanovich, 1985.
3) Adventures in English Literature. Orlando: Harcourt Brace
Jovanovich, 1985.
4) Adventures in Reading. Orlando: Harcourt Brace
Jovanovich,1985.
5) Appreciating Literature. New York: Scribner Laidlaw
Publishers, 1989.
6) Bain, Carl E., Jerome Beaty, and J. Paul Hunter. The Norton
Introduction to Literature. 4th ed. New York: W.W. Norton Company, 1986.
7) Barnet, Sylvan, Morton Berman, and William Burton. An
Introduction to Literature. Boston: Little, Brown and Company, 1977.
8) Barnet, Sylvan, ed. Literature for Composition. 3rd ed.
New York: Harper Collins Publishers, 1991.
9) Baym, Nina, ed. The Norton Anthology of American
Literature. 3rd ed. New York: W.W. Norton & Company, 1989.
10) Beatty, Jane N. Literature and Language Orange Level.
Evanston: McDougal, Littell & Company, 1992.
11) Boone, Robert S. Literature and Language Blue Level.
Evanston: McDougal, Littell & Company, 1992.
12) Elements of Literature Third Course. Austin: Holt,
Rinehart and Winston, Inc., 1993.
13) Emra, Bruce. Coming of Age. Lincolnwood: National
Textbook Company, 1994.
14) Foot, David W. Responding to Literature Blue Level.
Evanston: McDougal, Littell & Company, 1992.
15) Ford, Marjorie, Jon Ford, and Ann Watters. Coming from
Home. New York: McGraw-Hill, Inc., 1993.
16) Forst, Margaret Grauff, and Julie West Johnson.
Responding to Literature Orange Level. Evanston: McDougal,
Littell & Company, 1992.
17) Goodman, Burton. Conflicts. Providence: Jamestown
Publishers, 1993.
18) Goodman, Burton. More Conflicts. Providence: Jamestown
Publishers, 1993.
19) Hollenbeck, Donald T., and Julie West Johnson. Literature
Yellow Level. Evanston: McDougal, Littell & Company,1984.
20) Hynes-Berry, Mary, and Basia C. Miller. Responding to
Literature World Literature. Evanston: McDougal,
Littell & Company, 1992.
21) Jacobus, Lee A. A World of Ideas. Boston: Bedford Books
of St. Martin's Press, 1994.
22) Johnson, Julie West, and Margaret Grauff Forst.
Literature Orange Level. Evanston: McDougal, Littell & Company, 1989.
23) Johnson, Julie West. Responding to Literature: American
Literature. Evanston: McDougal, Littell & Company, 1992.
24) LaRocco, Christine, and Jim Coughlin. The Art of Work.
Cincinnati: South-Western Educational Publishing, 1996.
25) Meyer, Michael. The Bedford Introduction To Literature.
3rd ed. Boston: Bedford Books of St. Martin's Press, 1993.
26) Prentice-Hall Literature. Platinum Edition. New Jersey:
Prentice Hall, 1989
27) Shrodes, Caroline, Harry Finestone, and Michael Shugrue.
The Conscious Reader. 5th ed. New York: Macmillan Publishing Company, 1992.
28) Tatum, Charles, ed. Mexican American Literature. Orlando:
Harcourt Brace Jovanovich, 1990.
29) Worley, Demetrice A., and Jesse Perry, Jr. African
American Literature. Lincolnwood: National Textbook Company, 1994.
ALPHABETICAL LIST OF LITERATURE SELECTIONS
LITERATURE SELECTIONS AUTHOR (NUMBERS
FROM ACTIVITIES INDICATE SOURCE FROM THE BIBLIOGRAPHY)
"A & P" --John Updike (7, 8)
"Action Will Be Taken" --Heinrich Boll (14)
All My Sons --Arthur Miller
"All the Years of Her Life" --Morley Callaghan (4)
Animal Farm --George Orwell
Assistant, The --Bernard Malamud
Autobiography, The --Benjamin Franklin (26)
"Bargain" --A. B. Guthrie, Jr. (24)
Barrio Boy-- Ernesto Galarza
"Be Beautiful, Noble, like the Antique Ant" --Jose Garcia Villa (1)
"Bedquilt, The" --Dorothy Canfield Fisher (5)
"Beginning of Grief" --L. Woiwode (2)
"Bet, The" --Anton Chekov (2, 17, 27)
"Black Man Talks of Reaping, A" --Arna Bontemps (2)
"Blues Ain't No Mockin' Bird" --Toni Cada Bambara (2, 14)
Bounded Girl, The --Mary Wilkins Freeman
"Boy and the Bank Officer, The" --Philip Ross (24)
"Chambered Nautilus, The" --Oliver Wendell Holmes (1, 9, 19)
"Chee's Daughter" --Juanita Platero
Siyowin Miller (2, 5, 11)
Child of the Dark --Carolina Maria de Jesus
"Child's Christmas in Wales, A" --Dylan Thomas (2, 5)
"Choices" --Nikki Giovanni (19, 23)
"Christmas Memory, A" --Truman Capote
"Circuit, The" --Francisco Jimenez (28)
"Country of the Blind, The" --H.G. Wells (18)
"Crisis Number 1, The" --Thomas Paine (1, 9, 19)
"Darkness at Noon" --Harold Krents (24)
Death of a Salesman-- Arthur Miller (6)
"Declaration of Independence, The" --Thomas Jefferson (1, 8, 19, 21, 27)
"Delicate Balance, A" --Jose Armas (24)
"Displaced Person,"--A Good Man Is Hard to Find and Other Stories-- Flannery O'Connor
"Doctor's Visit, A" --Anton Chekhov (24)
"Doll's House, The" --Katharine Mansfield (5)
Dove-- Robin Lee Graham
"Dream Deferred, A" --Langston Hughes (4, 6)
"Eagle, The" --Alfred Lord Tennyson (3, 5)
"EPICAC" --Kurt Vonnegut, Jr. (18)
"Everybody Knows Tobie" --Daniel Garza (4, 10, 16, 22)
"Ex-basketball Player" --John Updike (2, 11, 14)
"Field" --Gary Soto (28)
"Field Poem" --Gary Soto (28)
"Fifteen" --William Stafford (2, 5, 14)
"Forty-Five a Month" --R. K. Narayan (24)
Giants in the Earth --O. E. Rolvaag
"Gift of Cochise, The" --Louie L'Amour (10)
"Gift of the Magi" --O'Henry (4)
Good Earth, The --Pearl Buck
Grapes of Wrath-- John Steinbeck
Great Gatsby, The-- F. Scott Fitzgerald
"Hack Driver, The" --Sinclair Lewis (24)
Helen and Teacher --Joseph P. Lash
"Hiltons' Holiday, The" --Sarah Orne Jewett (5)
"Hope Is the Thing With Feathers" --Emily Dickinson (1, 19, 25)
"How Much Land Does a Man Need?" --Leo Tolstoy (6, 20)
"I Go Along" --Richard Peck (13)
"I Have a Dream" --Martin Luther King, Jr. (8, 16, 27, 29)
"I Hear America Singing" Walt Whitman (1, 19, 22, 23)
"I Like to See It Lap the Miles" Emily Dickinson (5)
"Insert Flap "A" and Throw Away" A. J. Perelman (24)
I --Robot Isaac Asimov
"In Service" --Louisa May Alcott (24)
"Indian Basket, The" --Mickey Roberts (24)
"Interview, The" --Ruth Prawler Jhabvala (20)
Kaffir Boy --Mark Mathabane
"Laugher, The" --Heinrich Boll (5)
"Leiningen Versus the Ants" --Carl Stephenson (2, 18)
"Lie, The" --Kurt Vonnegut, Jr. (16, 22)
Living Up the Street --Gary Soto
Lord of the Flies --William Golding
"Luck" --Mark Twain (5)
"Maldive Shark, The" --Hermann Melville (1)
"Manhole Covers" --Karl Shapiro (4, 5, 19)
"Maria Tepache" --Amado Muro (2)
Miracle Worker, The --William Gibson
Moby Dick --Herman Melville
"Most Dangerous Game, The" --Richard Connell (4, 6, 11, 16, 22)
"Most Important Day, The" --Helen Keller (5)
"My Lack of Gumption" --Russell Baker (24, 27)
"Name, The" --Aharon Megged (20)
Narrative of the Life of Frederick Douglass, an American Slave --Frederick Douglass
"Necklace, The" Guy de Maupassant (4,10)
Nineteen Eighty-Four--George Orwell
"Of Dry Goods and Black Bow Tie" --Yoshiko Uchida (24)
Of Mice and Men-- John Steinbeck
"On the Late Bus" --Susan Engberg (13)
"Oranges" --Gary Soto (23)
"Osage Orange Tree, The" --William Stafford (13)
"Other Pioneers, The" --Roberto Felix Salazar (10)
"Pablo Picasso: Living in His Own Shadow" --Ellen Goodman (24)
"Paul's Case," Willa Cather's Selected Short Fiction--Willa Cather
"Piece of String, The" --Guy de Maupassant (20)
Poor Richard's Almanac--Benjamin Franklin (26)
"Private Talk With Holly, A" --Henry Gregor Felsen (13)
"Quality" --John Galsworthy (5)
"Raymond's Run" --Toni Cade Bambara (13, 15, 22)
"Red Wheelbarrow, The" --William Carlos Williams (1, 6, 19, 23, 25)
"Richard Cory" --Edwin Arlington Robinson (1, 6, 8, 9, 17, 19, 25)
"Richer, the Poorer, The" --Dorothy West (24)
"Rocking Horse Winner, The" --D.H. Lawrence (3, 6)
Roughing It--Mark Twain
"Runagate" --Robert Hayden (29)
"Sentimentality of William Tavener, The" --Willa Cather (2, 5)
"Shaving" --Leslie Norris (2, 13)
"Shorthand Grad is Shortchanged" --Mike Royko (24)
"Shepherd's Daughter, The" --William Saroyan (5)
"Shooting an Elephant" --George Orwell (24)
Silent Spring-- Rachel Carson
"Silver Mine, The" --Selma Lagerloff (20)
"Speech in the Virginia Convention" --Patrick Henry (1, 19)
Spirit of St. Louis, The-- Charles Lindbergh
"Split Cherry Tree" --Jesse Stuart (4, 17)
"Spring" --Italo Calvino (24)
"Start in Life, A" --Ruth Suckow (11)
"Steel Drivin' Man, The" --Philip Randolph (29)
Chandler Owen
"Stub Book, The" --Pedro Antonio de Alarcon (18)
Summer of My German Soldier--Bette Green
"Surprised" --Catherine Storr (13)
These Were the Sioux--Mari Sandoz
"Tiger's Heart, The" --Jim Kajelgaard (17)
"To Build a Fire" --Jack London (1, 18)
"Tuft of Flowers, The" --Robert Frost (5)
"Two Views of the River" --Mark Twain (5)
"Unknown Citizen, The" --W.H. Auden (1, 7, 8, 25, 27)
"Uphill" --Christina Rossetti (4, 8, 25)
Van, The --Roddy Doyle
"Visit of Charity, A" --Eudora Welty (13)
Walk Across America-- Peter Jenkins
"We Wear the Mask"-- Paul Laurence Dunbar (19, 25)
"When I Was One-and-Twenty" --A.E. Housman (3, 8, 25)
Working --Studs Terkel
"Worn Path, A" --Eudora Welty (1, 8, 19,)
23)
GLOSSARY
Action plan: A plan incorporating the why, what, who, when, and how required for implementing a solution
Aerial View: A diagram of a process as if viewed from above
Authority :The right to direct the actions of others
Benchmarking: A method of measuring one's processes against those of recognized leaders, helpful in establishing priorities and targets
Balance Sheet: A listing of the assets and liabilities of the organization at a particular point in time
Brainstorming: A way of gathering many ideas by quickly recording them as they occur without judging their usefulness
Breakeven Analysis: A procedure for identifying the point at which revenues start covering costs
Business Plan: A document prepared by an entrepreneur in preparation for opening a new business
Cause and Effect: An analysis of a subject by examining reasons for specific events or results of certain causes
Cause-and-Effect: A problem-solving tool which allows a diagram group to map out the factors which impact a problem or desired outcome, also referred to as a fishbone diagram or Ishikawa diagram
CEO: Chief Executive Officer
Centralization: The process of systematically retaining power and authority in the hands of higher-level managers
Charismatic Leadership: The attributes of the leader that inspire loyalty and enthusiasm
Compare and Contrast: A writing strategy to explain, define, or evaluate subjects by showing how they are alike or different
Continuous Improvement: An ongoing evaluation of performance in achieving quality objectives and the identification of new oppor-tunities to develop outstanding processes and systems
Control Chart: A chart which monitors a process on an on-going basis, indicating if a process is behaving normally, going out of control, or is out of control
Corporate Culture: The shared experiences, stories, beliefs, norms, and actions of an organization
Cost of Quality: A measurement of the dollar cost of unsatisfactory quality associated with waste in material, labor, equipment time, or other inefficiencies
Decentralization: The process of systematically delegating power and authority throughout the organization
Deming's 14 Points: Fourteen points for the improvement of management's productivity developed by W. Edwards Deming who is perhaps the best-known advocate of total quality management
Demographics: Statistical profiles of a population
Description: An account which emphasizes sensory detail in order to give an experiential impression of a person, scene, or object
Dialogue: The spoken conversation of literary characters or actual persons
Diorama: A scenic representation with realistic natural surroundings and a painted background
Downsizing: A planned reduction in organizational size
Effectiveness: Achievement of a stated organizational objective
Efficiency: Wise use of resources without unnecessary waste
Elastic: Describes a product for which a small change in price causes a significant change in the quantity demanded
Entrepreneur: A person who undertakes the organization and ownership of a business with the intent of making a profit
Equity Theory: Theory suggesting that people are motivated to seek social equity in the rewards they receive for performance
Ethnocentricism: A view that one's home country's personnel and ways of doing things are the best
Executive Summary: A brief summary of key points derived from a report or research study
External Environment: Everything outside of an organization that might affect it
Flat Organization: An organization that has relatively few levels of management
Flex-Time: A non-traditional work scheduling plan that allows employees to decide, within a certain range, their own arrival and departure times
Flowchart: A chart which graphically or visually displays the sequential, inner working of an operation
Force-Field Analysis: A management approach to overcoming resistance to change which involves systematically identifying and acting on the pluses and minuses associated with a change
Group Norms: General standards of conduct in a social setting
Inelastic: Describes a product for which a change in price has little or no effect on quantity demanded
Internal Environment: The conditions and forces within an organization
I-Search Paper: A paper exploring a topic because of the writer's need to know which includes research of the topic, personal narrative of the search, and conclusions about the writer's learning process
Intrapreneurs: Individuals who are similar to entrepreneurs, except that they develop a new business within their employer's organization
Hawthorne Studies: A series of early research studies of the human element in the workplace, conducted at the Hawthorne plant of Western Electric between 1927 and 1932
Jigsaw: A process for collaborative study and understanding of text materials in which each member is responsible for reading and explaining a particular section to the group
Job Enrichment: The process of giving a worker more activities to perform and more discretion in deciding how to perform various activities
Job Rotation: The process of systematically moving employees from one job to another
Journal: A personal record of thoughts and ideas
Just-in-Time: An inventory management technique in which materials are scheduled to arrive in small batches just as they are needed, eliminating excessive inventory costs
Key Indicators: The process characteristics that can and should be measured to most sensitively describe how a process is performing
Line Position: A position in the chain of command that is responsible for the achievement of an organization's goals
Line Up: A strategy for group members to show individual opinions by standing in lines representing differing points of view
Locus of Control: The degree to which a person believes that behavior has a direct impact on consequences (Kotter 1966)
Mapping: A brainstorming technique in which topic ideas are quickly connected or mapped on paper
Metaphor: A comparison between two unlike things which describes one thing as if it were something else to convey added meaning (Morning is a new sheet of paper.)
Mission Statement: A statement of an organization's fundamental purpose
Monologue: A speech by one person without interruption which reveals the personality and experience of the speaker
Nominal Group: A group decision-making technique technique where members individually respond to a problem by writing down alternatives and taking turns stating their ideas (recorded on a flip chart), limiting discussion to simple clarification until all alternatives have been listed
Opportunity Cost: Thing sacraficed in order to get another
Organization Chart: A visual display of an organization's positions and lines of authority
Organization Design: The overall pattern of structural components and arrangements used to manage an organization
Outplacement: The ethical practice of helping displaced employees find new jobs
Outsourcing: Transferring production to locations where labor is inexpensive
Pareto Chart: A bar chart arranged in descending order to illustrate the frequency or impact of a problem
Policy: A standing plan that specifies the organization's general response to a problem or solution
Positive: Encouraging a behavior with a reinforcement pleasing consequence
Process: A combination of people, procedures, machinery, materials, equipment facilities, and environmental conditions for specific work activities
Process Action: Semi-autonomous, result-oriented work teams teams focusing on prevention of defects, problem solving, and continuous process improvement
Quality: The totality of features and characteristics of a product or service that bear on the ability to satisfy needs
Ratio Analysis: Information from financial statements used to calculate several different ratios that provide information about the company's performance to managers, owners, and other interested parties
Reflection: The act of thinking and asking questions about an experience during which the germ of a writing idea can take place
Rightsizing: A planned reduction in organizational size
Run Chart: A chart which displays changes of a particular event or metric over a given period of time used to monitor processes and to determine whether the average is changing in the long run
Show-not-Tell: Writing which is based on sensory writing detail associated with touch, smells, tastes, sights, and sounds
Simile: A comparison made between two unlike things to show them in a fresh way using words such as like, as, than, or resembles (My love is like a red, red rose.)
Situational Analysis: Analyzing an organization's strengths, weaknesses, opportunities, and threats
Social Responsibility: The set of obligations an organization has to protect and enhance the society in which it functions
Staff Position: A position intended to provide advice and support for line positions
Stakeholders: All parties impacted by an organization including customers, employees, board of directors, taxpayers, parents, suppliers, and others affected by the organization
Statistical Process :The use of statistics to document, control control, correct, and improve process performance
SWOT: analysis A strategic planning tool used to assess an organization's strengths, weaknesses, opportunities, and threats.
Strategic Planning: Determination of how to pursue long-term goals with available resources
Summary: The presentation of a theme or central idea in brief form
System: An interrelated set of elements functioning as a whole
Tall Organization: An organization with many layers of management
Theme: An underlying idea or insight about life conveyed in a literary work
Tone: The writer's attitude toward a subject (anger, humorous, serious, sarcastic)
Transformational: Leadership at the forefront of leadership innovation with a vision for charting new courses for modern organizations
Transformational: The means of turning raw input (human process resources, equipment, supplies, facilities) into output
Trend Analysis: A hypothetical extension of a past series of events into the future
Venn Diagram: A way of representing the relationship between two items that are distinct but have common elements, consisting of two circles drawn with an overlapping section to represent the common elements
Victor Vroom's: A motivation model based on the expectancy theory assumption that motivational strength is determined by perceived probabilities of success
Last major update: November 23, 1999 (DN)
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