Business and Marketing Education

Instructional Guide 2025-2026

Exploring Business, Finance & Marketing

Year at a Glance Exploring Business, Finance & Marketing

Exploring Business, Finance & Marketing -A/B Day Schedule 1 st Quarter 2 nd Quarter 3 rd Quarter

4 th Quarter

Hospitality & Tourism Strand 5 Standards 1-4

Overarching Unit

Unit 1: Marketing, Entrepreneurship, and Sales

Unit 2: Business

Unit 3: Human Resources & Employment Skills​ Strand 3 Standards 1-3

Unit 4: Money Management, Finance, and Accounting Strand 4 Standards 1-4

Unit

Management & Leadership Stand 2 Standards 1-3

Strand 1 Standards 1-3

Standards

Exploring Business, Finance & Marketing - Semester Schedule 1 st Quarter/3 rd Quarter

2 nd Quarter/4 th Quarter

Hospitality & Tourism Strand 5 Standards 1-4

Overarching Unit

Unit 1: Marketing, Entrepreneurship, and Sales Unit 2: Business Management & Leadership Unit 1 : Strand 1, Standards 1-3 Unit 2 : Strand 2, Standards 1-3

Unit 3 : Human Resources & Employment Skills Unit 4 : Money Management, Finance, and Accounting Unit 3 : Strand 3, Standards 1-3 Unit 4 : Strand 4, Standards 1-4

Units

Standards

Overarching Unit

Hospitality & Tourism

PACING

KEY LANGUAGE USE(S)

●​ Throughout the course

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Strand 5 : Hospitality & Tourism Students will explore the Hospitality and Tourism industry and the skills needed to be successful in this important aspect of Utah’s economy. Standard 1 : Define each of the four segments and provide examples of each type of business ●​ Lodging: sleeping accommodations for one or more nights ●​ Examples - hotels, motels, campgrounds, resorts, rental properties ●​ Transportation: moving people from one place to another ●​ Examples - buses, taxis, trams, subways, planes, car rentals, ferries ●​ Food and Beverage: preparing meals, snacks, and beverages ●​ Examples - fast food, bars, lounges, food trucks, catering ●​ Recreation and Entertainment: ●​ Examples - zoos, museums, theaters, gyms, sports venues Standard 2 : Describe the fundamental skill of customer service in relation to the hospitality and tourism industry. ●​ Atmosphere ●​ Amenities: defined as convenient and desirable features that contribute to the comfort and enjoyment of a hospitality and tourism business ●​ Define elements of atmosphere (lighting, music, space management) ●​ Explore how a positive atmosphere can enhance the customer experience. ●​ Customer service ●​ Introduce the fundamentals of customer service in hospitality ●​ Communication skills - eye contact, body language ●​ Represent professionalism- use appropriate language. Keep emotions in check. ●​ Interpersonal skills - friendly, open, listening skills, approachable ●​ Demonstrate active listening to understand customer concerns. ●​ Punctuality ●​ Guest expectations ●​ Analyze the expectations that customers or guests may have in various settings. ●​ Discuss how marketing efforts influence and shape customer expectations.

●​ Strategies to encourage guest returns and recommendations ●​ Explore strategies to meet and exceed guest expectations. ●​ Attention to detail ●​ Quality of cleanliness, correctness of order ●​ Consistent branding on all social media and owned media ●​ Easy-to-use navigation and visually appealing websites

●​ Adaptability ●​ Adapting to guests' needs and preferences ●​ Providing fast and accurate service

●​ Fulfilling guest requests, providing alternatives ●​ Strategies for dealing with upset customers Standard 3 : Explore the review economy for travel destinations and entertainment choices. ●​ Common Review sites (Google, Yelp!, Trip Advisor, etc.) ●​ Explain the effect of a poor review on a hospitality and tourism business. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Standard 1 : I can identify the four main segments of the hospitality and tourism industry.​ I can explain what lodging means and give examples like hotels, resorts, or campgrounds.​ I can describe transportation services and name examples such as taxis, planes, or rental cars.​ I can list types of food and beverage businesses like restaurants, food trucks, and catering services.​ I can give examples of recreation and entertainment options such as theaters, gyms, or museums. Standard 2 : Atmosphere & Amenities I can define amenities and explain how they add value to guests' experience.​ I can describe the elements that create a positive atmosphere, like lighting, music, and space layout.​ I can explain how a great atmosphere can improve a customer’s visit. Customer Service Skills I can explain why good customer service is essential in hospitality and tourism.​ I can use positive body language and make eye contact when communicating.​ I can show professionalism by using appropriate language and managing emotions.​ I can demonstrate friendly and active listening skills when interacting with guests. Punctuality & Guest Expectations

I can explain how being on time affects customer satisfaction.​ I can recognize what guests expect in different hospitality settings.​ I can explain how marketing influences what customers expect.

Exceeding Expectations & Attention to Detail I can describe ways to go above and beyond for guests.​

I can identify examples of attention to detail, like cleanliness and correct orders.​ I can recognize the importance of consistent branding and easy-to-navigate websites. Adaptability I can adapt to the needs and preferences of different guests.​ I can provide fast, accurate, and thoughtful service.​ I can handle guest complaints with professionalism and offer helpful solutions. Standard 3: I can name popular review sites like Google, Yelp!, and TripAdvisor.​ I can explain how online reviews can impact a hospitality or tourism business.​ I can describe why maintaining a good reputation online is important for success. Performance Skill : Customer Service Skills (Choose one) ●​ Explore case studies of hospitality and tourism campaigns through FBLA or DECA case studies that require adaptability and problem-solving skills. OR ●​ Research a destination, entertainment, or recreation business within the state of Utah using reviews, websites, and advertisements. ○​ Create an advertisement for the location OR ○​ Create and present to the class about the location ○​ Write and post a customer review of the location if you have visited it ○​ Create a gallery walk about each location to share with others

SCAFFOLDING IN ACTION Skill Building

Standard 1 : Define the Four Segments and Give Examples ●​ Hospitality Industry Match Game : Create cards with logos (e.g., McDonald's, Marriott, UTA, Topgolf). In teams, students race to match each business to its correct segment. ●​ Tour Utah! Travel Brochure Project : Students create a travel brochure featuring a day or weekend trip in Utah. They must include: ○​ A place to stay (lodging)

○​ A way to get there (transportation) ○​ A place to eat (food & beverage) ○​ A fun activity (recreation/entertainment)

●​ “A Day in the Life” Skits ○​ In small groups, students act out a customer’s day involving all four segments: staying at a hotel, taking transportation, eating out, and going to a fun attraction. ●​ Hospitality Hunt (Digital or Classroom)

○​ Create a scavenger hunt using QR codes, Google Slides, or posters placed around the room. Each location gives a clue about one of the four segments. Standard 2 : Customer Service Skills in Hospitality ●​ Customer Role-Play Theater : Students take turns being the guest and the employee in made-up scenarios (lost luggage, wrong food order, messy room). Focus on eye contact, tone, and kindness. ●​ Design a Dream Restaurant or Hotel : Students design a mini business with a focus on: ○​ Atmosphere (lights, music, layout) ○​ Amenities (Wi-Fi, pool, free breakfast) ○​ Customer service features (friendly staff, easy check-in) ●​ “Now Hiring!” Commercial Challenge : In small groups, students create a short video ad or radio script for a job opening in a hospitality business. Include desired customer service traits. Standard 3 : Understanding Reviews and Online Reputation ●​ Review Reading Relay : Post real (school-appropriate) reviews from places students may know (local trampoline parks, fast food places). In teams, students rotate, read, and summarize key points. ●​ Write a Review! : Students write a review of their favorite (or least favorite) place to visit. Use sentence starters like: ○​ “I liked it because…” ○​ “It could be better if…” ○​ “Next time, I hope…” ●​ Respond Like a Pro : Give students a negative review and challenge them to write a kind and helpful response as if they were the manager. Discuss how tone and professionalism matter. ●​ Website Makeover for a Local Business : Show students real websites of small local businesses and discuss what makes them easy or hard to use. Then, have students sketch or digitally design a homepage that includes clear branding, contact info, customer reviews, and booking info. ​ ●​ Customer Service Badge Program : Create a “badge” system where students earn points or badges for demonstrating key soft skills:​ ○​ Listening ○​ Patience ○​ Clear communication ○​ Teamwork It could be done through role plays, peer reviews, or teacher observation.

Extension

RESOURCES

General Resources:

●​ Utah Office of Tourism​ Great for local examples and current tourism data: https://travel.utah.gov​ ●​ Junior Achievement (JA BizTown or JA Career Speaker Series)​ Offers guest speakers, videos, and activities tied to careers in service and tourism.​ ●​ CareerOneStop – Hospitality Cluster​ Career exploration with real job descriptions, videos, and required skills: www.careeronestop.org Standard 1: Segments of Hospitality & Tourism ●​ Nearpod or Curipod​ Use interactive templates to create "Sort the Segment" games or virtual field trips.​ You can also embed videos from places like Marriott, Delta Airlines, or National Parks.​ ●​ YouTube Career Spotlights​ Search: “Day in the Life of a Hotel Manager,” “Working at a Resort,” or “Behind the Scenes of an Amusement Park.”​ ●​ Google Earth/Maps Activity​ Have students map out local lodging, transportation hubs, restaurants, and attractions around Utah.​ ●​ Local Chamber of Commerce Websites​ Often have business directories and local hospitality highlights—perfect for student scavenger hunts.​ Standard 2: Customer Service Skills ●​ Soft Skills Video Series (PBS Learning Media or YouTube)​ Look for videos on communication, professionalism, and customer interactions.​ Example: “Skills to Pay the Bills” series by the U.S. Department of Labor.​ ●​ Role-Playing Cards or Customer Service Scenarios​ Create quick scenario cards or use free sets online from Teachers Pay Teachers or CTE curriculum banks.​ ●​ Flipgrid (Now Flip)​ Students record themselves practicing greetings, problem-solving with upset guests, or giving directions.​

●​ Checklists & Self-Reflection Rubrics​ Help students track their growth in soft skills like punctuality, friendliness, and professionalism. Standard 3: Review Economy & Online Presence ●​ TripAdvisor, Yelp, and Google Reviews​ Use real reviews (screened for appropriateness) for reading comprehension, analysis, and writing responses.​ ●​ Review Response Templates​ Create sentence frames for students to practice writing professional replies to both positive and negative reviews.​ ●​ Common Sense Media – Digital Citizenship Lessons​ Great for helping students understand how online feedback affects reputation and trust.​ ●​ Canva for Education​ Have students create mock-up social media posts or review sites for a fictional hospitality business.

VOCABULARY Hospitality

Tourism Lodging Transportation Food and Beverage Recreation and Entertainment Amenities ADDITIONS USBE CTE Career Pathway Charts 2025-2026

Marketing, Entrepreneurship, and Sales

Unit 1

PACING

KEY LANGUAGE USE(S)

●​ A/B Day Schedule- 1 Quarter ●​ Semester Schedule- Half of a Quarter

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Strand 1: Marketing, Entrepreneurship, and Sales Students will be able to demonstrate the marketing mix (product, price, place, promotion, people). Standard 1 : Explore five components of the Marketing Mix. Traditionally based on the 4Ps, with the expansion of People (customers) in recent years. Define the fundamental purpose of marketing as creating or adding value to a good, service, or idea. ●​ Product : Goods, services, or ideas that satisfy a need or a want. ○​ Differentiating between goods (tangible), services (provided by others), and ideas (what to think, believe, or follow) ○​ How packaging can affect the overall effectiveness of the product ●​ Place : Getting a product or service to the end user, including shipping, ordering, processing, inventory storage, and stocking of goods. ●​ Supply chain is the business that knows where to get its needed supplies/materials/ingredients it will use in the manufacturing process ●​ A distribution channe l is the strategy a company uses to get its products to the consumer

○​ Shipping ○​ Delivery ○​ Wholesale/Retail ●​ Manufacturing Process

○​ Home-based manufacturing ○​ Global vs Domestic manufacturing ●​ Point of Sale - Location where the product is physically purchased ○​ Brick & Mortar : Physical location for a retail store ■​ Product visibility

■​ Power Isle ■​ End caps ■​ Impulse Sales ○​ E-Commerce : Online business ■​ Social Media ■​ Mobile responsive ○​ Face to Face : In-person sales ■​ Mobile businesses

■​ Trade shows and Exhibitions ■​ Door-to-Door Sales ■​ Multi-Level Marketing

●​ Price : The Amount of money requested or exchanged for a product should cover expenses and allow for a profit ○​ Selling Price - Production Cost = Profit (percentage of profit from sales after subtracting costs, indicating business efficiency) ○​ Calculate Profits (the positive financial gains achieved when the total revenue generated by a business exceeds its total expenses) and Losses (Losses occur when the total expenses of a business exceed its total revenue) ●​ Promotion : The process of communication with customers and potential customers to inform, persuade, and remind about products, their price, and where they can be purchased ○​ Branding : Establishing a recognizable brand for your business ■​ Slogans - Phrases used to identify a company or product ■​ Logos - Images or graphics used to identify a company or product ■​ Jingles - Short, catchy musical compositions that are used in advertising and marketing ○​ Introduce Digital Marketing Concepts ■​ Pros & Cons of Digital Marketing ●​ Inexpensive, no to low barriers to entry ●​ Very competitive, Difficult to stand out amongst competitors ■​ Social Media Marketing ●​ Organic: Ads that get your customers to come to you naturally over time, rather than artificially via paid links ●​ Paid: Promoted ads placed on digital media platforms ●​ Customer reviews ■​ Emergence of Influencers in marketing and word of mouth (the act of recommending a business product or service to another person) ■​ Use of Data analytics to recognize trends and set goals ●​ People (Target Markets) - students will understand that “target market” in marketing is defined as a group of potential customers to whom a company wants to sell its products and services. Students will define different examples of: ○​ Market segmentation: ■​ Demographics : Who? (gender, age, race, income level, education) ■​ Psychographics : What? (lifestyles, attitudes, personality, interests) ■​ Geographic : Where? (location, population, customs, climate, language, urban city) ■​ Behavioral : When or How? (occasions, benefits, loyalty, usage rate) Standard 2: Entrepreneurship Define entrepreneurship : Activity of setting up a business, taking on financial risks by providing a product that is needed or wanted, while attempting to make a profit. ●​ Describe the characteristics of an entrepreneur ○​ Hard Worker ○​ Risk Taker: Willing to Fail ○​ Problem Solver: See a need, fill a need ○​ Innovative ●​ Potential risks and rewards of entrepreneurship ○​ Financial ○​ Career ○​ Family/Social ○​ Liability ○​ Satisfaction ●​ Describe the importance of a business plan in an attempt to receive funding from an

investor. ●​ Identify potential ways to start a business: ○​ Start-up : A new business that has a fresh idea and aims to grow quickly. ○​ Buy an existing business ○​ Buy a franchise : A Business arrangement allowing individuals to operate under an established brand, using its systems. Standard 3: Sales Explain the following steps of the selling process, including: 1.​ Identify potential customer messages a.​ Determine possible consumer motivations of potential customers (e.g., rational, emotional, patronage, prestige, convenience, impulse) 2.​ Approach and engage the customer a.​ Dress, speech, conversation, and connecting with the customer 3.​ Determine customer needs by asking helpful questions a.​ Open-ended questions, listening & communication skills, body language & facial expressions 4.​ Present the product (both features and benefits) a.​ Demonstrate a clear understanding of the product or service, show graphics, or create helpful sales materials to compare features. 5.​ Overcome the customer’s objections by going back through the benefits to the customer. a.​ Display empathy while communicating, also restating the value of the product or service. 6.​ Close the sale by converting the potential customer into a customer sale a.​ Ask for the sale directly

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Standard 1 : Marketing Mix Product ●​ I can explain the difference between goods, services, and ideas. ●​ I can identify how packaging affects the effectiveness of a product. ●​ I can give examples of products that meet needs versus wants. ​

Place ●​ I can describe how products get from a business to the customer (distribution channels). ●​ I can explain the difference between retail and wholesale, and between domestic and global manufacturing. ●​ I can identify the advantages and disadvantages of physical stores (brick-and-mortar) and online stores (e-commerce). ●​ I can recognize strategies businesses use to display products and encourage impulse buys (end caps, power aisles, etc.). Price ●​ I can explain how businesses determine the selling price of a product.

●​ I can calculate profit and loss using the selling price and production cost. ●​ I can understand why the price needs to cover expenses and still make a profit. ​

Promotion ●​ I can explain how businesses promote their products to attract customers. ●​ I can identify examples of slogans, logos, and jingles. ●​ I can compare the pros and cons of digital marketing (social media, influencers, paid vs. organic advertising). ●​ I can describe how customer reviews and data analytics influence promotions. ​ People (Target Markets) ●​ I can define and describe the concept of a target market. ●​ I can identify the four types of market segmentation: demographics, psychographics, geographic, and behavioral. ●​ I can give examples of how businesses use segmentation to better reach customers . Standard 2: Entrepreneurship ●​ I can define entrepreneurship and explain the risks and rewards of starting a business. ●​ I can describe key characteristics of successful entrepreneurs (hard-working, innovative, risk-taker, problem-solver). ●​ I can identify ways to start a business (start-up, franchise, or buy an existing business). ●​ I can explain why a business plan is important, especially when seeking investors. Standard 3: Sales ●​ I can identify potential customers and understand what motivates them to buy. ●​ I can engage with customers using appropriate dress, speech, and conversation. ●​ I can ask open-ended questions to understand customer needs. ●​ I can present a product by explaining both its features and benefits. ●​ I can respond to customer objections respectfully while reinforcing the value of the product. ●​ I can ask for the sale and help turn interest into a purchase. Performance Skill Entrepreneurship Simulation Create a sales campaign for a new or existing product ●​ Determine the marketing mix for a new or existing product ●​ Identify the supply chain and distribution channels ●​ Create a brand identity by creating a logo and or a slogan ●​ Identify the target market ●​ Present a sales pitch for the product or service

SCAFFOLDING IN ACTION Skill Building

Marketing Mix: Product

●​ "Shark Tank Jr." Product Design Challenge​ Students brainstorm, design, and pitch a new product (good, service, or idea). Include packaging design and explanation of how it satisfies a want or need.​ ●​ Sorting Activity​ Create a card sort for goods, services, and ideas. Students work in small groups to classify examples and justify their choices.​ ●​ Packaging Experiment​ Give students identical products but different packaging materials. They test and present how design influences perception or desirability. Place ●​ Supply Chain Simulation Game​ Use a classroom simulation (with printed product cards and stations) to model inventory movement through manufacturing, shipping, and retail.​ ●​ Retail Store Layout Design​ Students design a floor plan for a brick-and-mortar store, identifying product visibility strategies (e.g., power aisle, impulse shelves).​ ●​ Compare & Contrast Activity: E-Commerce vs. In-Person​ Students research and present on different selling environments (e.g., trade shows vs. social media shops). Price ●​ Cost, Price, Profit Math Practice​ Use real-world examples to calculate profits and losses. Include scenarios with fixed and variable costs.​ ●​ “Build a Business Budget” Simulation​ Students start with a fictional amount of capital and must make decisions on production costs, pricing, and marketing expenses. Students create logos, slogans, and jingles for a fictional product. They present how their branding communicates value.​ ●​ Ad Campaign Contest​ In teams, students create and present a promotional plan using both traditional and digital marketing channels.​ ●​ Social Media Scavenger Hunt​ Students analyze real ads on platforms like Instagram or TikTok and Promotion ●​ Create a Brand Identity Project​

identify types of digital marketing (paid, organic, influencer).

People (Target Markets) ●​ Target Market Persona Project​

Students create “customer avatars” based on demographics, psychographics, geographic, and behavioral data.​ ●​ Market Match Game​ Match fictional products with the correct target market segments using a card sorting or online game format. Entrepreneurship: Entrepreneur Profile Research Business Plan Gallery Walk ●​ Students create mini business plans (product, market, startup cost, branding) and share them in a gallery walk format. Peers leave sticky-note feedback.​ Risk vs. Reward Game ●​ Use scenarios where students decide whether to take a business risk or play it safe. Discuss potential outcomes (financial, social, personal).​ Choose Your Path: Business Startup Simulation ●​ Students role-play choosing between a start-up, franchise, or buying a business, and explore pros and cons through decision trees or storyboards. Sales: Role-Play the Sales Process ●​ In pairs or groups, students take turns being the seller and the customer. Practice everything from greeting to closing the sale.​ Objection Handling Relay ●​ Students rotate to stations with different customer objections. They practice responding using empathy and restating benefits.​ ●​ Students choose or are assigned a real-life entrepreneur to research and present: What problem did they solve? What risks did they take?​

Create a Sales Pitch Video ●​ Students record or perform a sales pitch for their fictional product, incorporating everything they've learned—target audience, features/benefits, customer motivations.​ Motivation Sorting Activity ●​ Provide customer scenarios and ask students to sort or match them to buying motivations (impulse, prestige, emotional, rational, etc.). Community Business Partnership Project : Students partner with a local business or entrepreneur to explore how real businesses apply the 5 Ps of marketing. This might include guest speakers, virtual Q&A sessions, or a site visit. Personal Business Portfolio or Side Hussle Plan : Students apply everything they’ve learned by designing a personal micro-business or “side hustle” they could start as a teen (e.g., custom stickers, lawn care, tutoring, digital content creation).

Extension

RESOURCES

Marketing Mix:

●​ CTE Online​

○​ www.cteonline.org ○​ Marketing lesson plans and editable student activities ○​ Includes templates, rubrics, and media integration​

●​ BizKid$ – Marketing & Branding​ ○​ www.bizkids.com/educators ○​ Free episodes with lesson plans on pricing, branding, and customer communication​ ●​ Canva for Education​ ○​ www.canva.com/education ○​ Create product packaging, ads, logos, and social media graphics ○​ Useful for teaching Promotion and Product visually​ ●​ Marketing Mix Station Activity​ ○​ Create five classroom stations (one for each "P")

○​ Students rotate and apply decisions to a product (e.g., smoothie shop, T-shirt line) ○​ Use sticky notes, poster boards, or digital tools (Padlet/Jamboard) Entrepreneurship : ​ NFTE – Network for Teaching Entrepreneurship ●​ www.nfte.com ●​ Entrepreneurial mindset lessons, pitch activities, and simplified business plan tools Teen Business Plan Template (Google Docs/Slides/Canva) ●​ Prompts for business idea, target market, revenue, expenses, risks, and pitch ●​ Scaffolded for middle school readiness​

TED-Ed / YouTube: Kid Entrepreneurs​

●​ Use short clips on young business owners to spark discussion ●​ Topics: innovation, creativity, taking risks, and perseverance Sales : YouTube – Sales Skills for Students​

●​ Search: "How to sell a product – middle school," "Teen sales roleplay” ●​ Use for modeling customer interaction and sales steps​

Sales Simulation Cards​

●​ Create roleplay scenarios using fictional customers with traits and objections ●​ Practice: approach, engage, pitch, handle objections, close the sale​

Guest Speaker or Interview Video​

●​ Invite a local entrepreneur or watch student pitch clips from BizKid$ or YEA! ●​ Analyze real-world sales techniques and customer handling

VOCABULARY ●​ Product ●​ Place

●​ Supply Chain ●​ Distribution Channel

●​ Brick & Mortar ●​ E-Commerce ●​ Face to Face

●​ Price ●​ Profit ●​ Promotion ●​ Branding ●​ Slogans

●​ Logos ●​ Jingles ●​ Organic ●​ Paid ●​ People ●​ Target Market ●​ Market Segmentation ●​ Demographics ●​ Psychographics ●​ Geographic ●​ Behavioral ●​ Entrepreneurship ●​ Start-up ●​ Franchise ●​ Sales

Additions USBE CTE Career Pathway Charts 2025-2026

Business Management & Leadership

Unit 2

PACING

KEY LANGUAGE USE(S)

●​ A/B Day Schedule- One Quarter ●​ Semester Schedule- 5 Weeks

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Strand 2 : Students will explore the Business and Management career path and the skills and knowledge needed to successfully manage and lead others in business. Standard 1 : Identify, compare, and contrast different leadership styles: ●​ Autocratic: relating to a ruler who has absolute power. ●​ Democratic: relating to or supporting democracy or its principles. ●​ Laissez-faire: attitude of letting things take their course, without interfering. Identify the functions of management: ●​ Planning - Determining a course of action ●​ Organizing - Coordinating and delegating activities and resources ●​ Leading - managing, motivating, and directing ●​ Controlling, Monitoring, and evaluating Standard 2 : Explain how prosperity in business allows for choice around opportunities that give back to families and communities. ●​ Charitable giving ●​ Employee care and treatment ●​ Stewardship and care for the community and environment Standard 3 : Evaluate ethics and laws impacting business behavior, including: misusing company time/resources, insider trading, child labor, safety, employee theft, environmental impact, and whistleblowers. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Standard 1: Leadership Styles & Functions of Management ●​ I can identify and describe different leadership styles (autocratic, democratic, laissez-faire). ●​ I can compare and contrast leadership styles to see how they affect people in the workplace. ●​ I can evaluate which leadership style might be most effective in different business situations. ●​ I can explain the four functions of management: planning, organizing, leading, and controlling. ●​ I can give real-world examples of how each function of management is used in a business.

●​ I can analyze how managers use these functions to help a business succeed. Standard 2: Prosperity & Community Impact ●​ I can explain how business success allows companies to support families and communities. ●​ I can identify examples of businesses giving back through charitable donations or volunteering. ●​ I can discuss ways businesses take care of their employees, such as through benefits and a healthy work environment. ●​ I can recognize how businesses show stewardship by protecting the environment and supporting their local communities. Standard 3: Ethics and Laws in Business ●​ I can explain the difference between ethical and unethical business behavior. ●​ I can identify laws that protect workers and consumers (like those against insider trading, child labor, and employee theft). ●​ I can give examples of ethical dilemmas businesses may face. ●​ I can analyze how whistleblowers can impact business decisions and public trust. ●​ I can evaluate how unethical behavior (like misusing time or resources) can hurt a business. Performance Skill: (Choose one) ●​ Research examples of both ethical and unethical practices in business. ●​ Explore case studies of an ethical dilemma that a business may face.

SCAFFOLDING IN ACTION Skill Building

●​ Leadership Style Simulation : In this activity, students will work in groups to complete a fun challenge, like building a paper tower. Each group will follow a different leadership style—one where the leader makes all the decisions (autocratic), one where everyone votes on what to do (democratic), and one where no one gives direction (laissez-faire). After the activity, students will talk about how each style felt and which was most effective. ●​ Management Functions Case Study Challenge : Students will pretend they’re starting a small business, like a school snack cart. Working in teams, they’ll take on the four main parts of managing: planning what to do, organizing who does what, leading the team, and checking to see if things are working (controlling). Each team will present how they used these skills to make their business a success. ●​ Social Good Shark Tank : Students will design their own small business idea, but there’s a twist—they must also come up with a way their business will help the community. It could be donating money, helping the environment, or treating workers well. They’ll pitch their ideas to a panel and try to “sell” how their business makes money and makes a difference. ●​ Business and Community Roleplay : In this roleplay, students will act as business owners, workers, or community members. They’ll be given a real-life business situation, like deciding whether to donate to a local cause or offer better benefits to workers. Together, they’ll talk it

through and make a decision that balances making money with helping others. ●​ Ethics Debate Circles : Students will read short stories about things that might happen at work, like someone wasting company time or ignoring safety rules. In small groups, they’ll decide if the actions are wrong or illegal and explain what should happen next. They’ll share their opinions and learn how good ethics keep businesses fair and safe. ●​ You be the Whistleblower : In this activity, students will hear about a company doing something wrong, like using child labor or dumping waste into a river. They’ll decide what they would do if they worked there—would they speak up, or stay silent? By acting out different roles, they’ll see how speaking up can be hard but important for doing the right thing. ●​ Leadership Interview Project : Students interview a business leader (local store owner, school principal, club president, etc.) about their leadership style, how they manage a team, and how their organization gives back to the community. Then, they create a short report or slideshow sharing what they learned and which leadership qualities stood out. ●​ Create a Business Ethics PSA : Students work in pairs or small groups to write and film a short public service announcement (PSA) about an ethical issue in business, like protecting the environment, preventing employee theft, or the importance of whistleblowers. Their video should teach others why ethical behavior in business matters and how it affects people and communities. ●​ Business Plan with a Purpose : As an extended project, students design a full mini-business plan that includes: ○​ A leadership structure and management plan ○​ A plan for giving back to the community ○​ A code of ethics that their business will follow ○​ They can present this to the class as a pitch, complete with visuals or posters.

Extension

RESOURCES Standard 1: Leadership Styles & Functions of Management Junior Achievement (JA BizTown / JA It’s My Business!) ●​ What it offers: Interactive lessons and simulations on leadership, teamwork, and management.​ ●​ How to use: Use role-play activities and mini-lessons to explore leadership styles and business decision-making.​ ●​ Link: https://www.juniorachievement.org MindTools – Leadership Styles Quiz ●​ What it offers: A free self-assessment tool for students to discover their own

leadership style.​ ●​ How to use: After learning the styles, students take the quiz and reflect on which style they naturally lean toward.​ ●​ Link: https://www.mindtools.com/pages/article/newLDR_84.htm YouTube – “Leadership Styles Explained” by Sprouts or TED-Ed ●​ What it offers: Short, animated videos explaining autocratic, democratic, and laissez-faire leadership in simple terms.​ ●​ How to use: Great for visual learners—play and then discuss examples from school, home, or sports teams.​ ●​ Search: “Sprouts leadership styles” or “TED-Ed leadership styles” PBS LearningMedia – Manager for a Day Activity ●​ What it offers: Interactive simulation for students to make business decisions based on management roles.​ ●​ How to use: Let students take on the role of a manager and walk through realistic business tasks.​ ●​ Link: https://www.pbslearningmedia.org → Search “manager” or “business simulation” Standard 2: Prosperity & Community Impact BizKid$ – Community Giving Episode ●​ What it offers: Kid-friendly TV episodes and lesson plans on business topics.​ ●​ How to use: Show the episode “Good Deeds and Giving Back” and follow up with the included teacher guide.​ ●​ Link: https://bizkids.com → Search “Good Deeds and Giving Back” Google’s “Your Plan, Your Planet” (Sustainability Tool) ●​ What it offers: An Interactive tool that shows the environmental impact of everyday choices.​ ●​ How to use: Help students understand stewardship by exploring how small business choices affect the planet.​ ●​ Link: https://yourplanyourplanet.sustainability.google Standard 3: Ethics and Laws in Business EverFi (Ignition or Character Playbook)

●​ What it offers : Free digital courses that cover ethical decision-making, digital responsibility, and workplace ethics.​ ●​ How to use : Register your class and assign self-paced modules. Students explore real-world ethical dilemmas.​ ●​ Link : https://everfi.com Teaching Tolerance (Now Learning for Justice) ●​ What it offers: Case studies and lesson plans on justice, ethics, and whistleblowing.​ ●​ How to use: Use short readings or group discussions to analyze business scenarios involving right and wrong.​ ●​ Link: https://www.learningforjustice.org The Ethics Unwrapped Series (University of Texas) ●​ What it offers: Free animated videos and discussion guides on business ethics topics.​ ●​ How to use: Watch videos like “Ethical Fading” or “Whistleblowing” to prompt class discussion.​ ●​ Link: https://ethicsunwrapped.utexas.edu

VOCABULARY

●​ Autocratic ●​ Democratic ●​ Laissez-faire ●​ Planning ●​ Organizing ●​ Leading ●​ Controlling

ADDITIONS USBE CTE Career Pathway Charts 2025-2026

Human Resources & Employment Skills

Unit 3

PACING

KEY LANGUAGE USE(S)

●​ A/B Day Schedule- 1 Quarter ●​ Semester Schedule- Half of a Quarter

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Strand 3 : Human Resources and Employment Skills Students will understand the skills needed to be employed in various businesses.

Standard 1 : Explore the roles of Human Resources, including: ●​ Finding, recruiting, screening, and training employees ●​ Managing and leading employees ●​ Ensuring company policies are followed Standard 2 : Employment Skills ●​ Interview skills ○​ Common interview questions ■​ Tell me about yourself ■​ Why do you want to work here? ■​ Strengths and weaknesses

■​ Availability and total hours wanted ■​ Transportation to and from work ○​ Inappropriate or illegal interview questions

■​ Age (unless related to the position), political affiliation, religion, marital status, sexual orientation, medical history, disabilities, family situation ○​ How to dress and act during an interview ○​ STAR method to answer questions (situation, task, action, results) ○​ Creating a resume: A document summarizing a person’s education, work experience, skills, and achievements that prospective employers given to prospective employers. It also contains references from people who are not related to the employee. Standard 3 : Labor Laws & Safety Regulations ●​ Minimum wage, age restrictions, city, state, and federal laws on child labor ●​ Breaks, total hours, and lunch mandatory minimums END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Standard 1: Human Resources Roles ●​ I can explain how businesses find and hire new employees. ●​ I can describe how Human Resources helps train and manage workers. ●​ I can give examples of how companies make sure employees follow rules and policies. ●​ I can understand how leaders in a business support and guide their teams. Standard 2: Employment Skills Interview Skills

●​ I can prepare and practice answering common interview questions. ●​ I can introduce myself in a confident and professional way. ●​ I can explain why I want a specific job and share my strengths and areas I’m working to improve. ●​ I can talk about my work availability and how I will get to and from work. ●​ I can recognize and avoid answering inappropriate or illegal interview questions. Professionalism & Interview Etiquette ●​ I can dress appropriately and act professionally in an interview. ●​ I can use the STAR method to answer interview questions clearly and confidently. Resume Writing ●​ I can create a resume that lists my education, experience, and skills. ●​ I can include references from people who know my work but aren’t family members. Standard 3: Labor Laws & Safety Regulations ●​ I can explain what minimum wage is and who it applies to. ●​ I can identify the legal working age and rules for teen workers. ●​ I can understand the rules about work hours, breaks, and lunch times for youth employment. ●​ I can explain why workplace safety rules and labor laws are important for workers and employers. Performance Skills: (Choose One) ●​ Students will participate in a job interview where they can express both strengths and weaknesses and articulate why they want the position. ●​ Students will create a resume that shows previous work history, volunteer experience, educational background, and personal interests ●​ Create a job description for a small business, including pay scale, job description, education, and experience required for the position.

SCAFFOLDING IN ACTION Skill Building Standard 1: Human Resources Roles

You’re the Hiring Manager : In this simulation, students take on the role of an HR team responsible for hiring a new employee. They write a simple job posting, come up with screening questions, and “interview” classmates for the role. Afterward, they reflect on what made certain candidates stand out and how companies choose the best fit. Workplace Scenario Problem Solving : Students read short HR-related scenarios (like an employee breaking the dress code or being late often) and work in teams to decide how Human Resources should handle the situation. This helps them understand how HR enforces company policies fairly. Standard 2: Employment Skills Speed Interview Carousel : Students rotate through quick mock interviews where they practice answering common questions like “Tell me about

yourself” or “What are your strengths?” Partners or adult volunteers give feedback to help them improve eye contact, tone, and content. Resume Workshop & Peer Review : Students build a basic resume using a template that includes education, skills, and references. They then trade resumes with a partner to provide constructive feedback on spelling, layout, and professionalism. Dress for Success& Roleplay : Students research and design an appropriate interview outfit (using drawings, magazine cutouts, or slides) and role-play proper and improper interview behavior. They practice greetings, body language, and what not to do (like using a phone or slouching). STAR Method Interview Practice : Students are introduced to the STAR method (Situation, Task, Action, Result) and use real or fictional job examples (like helping with a school event or tutoring) to practice answering behavioral interview questions. Interview Questions Sorting Game : Students sort a set of cards into “legal” and “illegal” interview questions (e.g., “Do you plan to have kids?” vs. “What is your availability?”). They then discuss why certain topics are inappropriate Teen Worker Game Show : Using a fun quiz game format like Kahoot or Jeopardy, students answer questions about youth labor laws, such as allowed work hours, required breaks, and minimum wage. This reinforces their knowledge of rights and rules for young workers. Teen Worker Bill of Rights Poster : After learning about child labor laws and workplace safety, students create posters highlighting key rights for teen workers. These posters can be displayed in class to help students remember their legal protections as future employees. Job Shadow Interview or Guest Speaker Reflection : Students extend their learning by interviewing a working adult or listening to a guest speaker who works in Human Resources or management. They ask questions about the hiring process, job responsibilities, and workplace expectations. Afterward, students reflect on what they learned and how it connects to the skills and concepts studied in class. This activity helps students see how classroom topics apply in real-world settings. Create a Teen Employment Guide : In small groups, students create a brochure, zine, or digital guide for other teens entering the workforce. The guide includes sections on how to prepare for interviews, tips for writing a resume, what to wear, legal rights for young workers, and how HR supports employees. This project reinforces understanding while encouraging creativity and peer-to-peer communication. and how to respond if asked one in real life. Standard 3: Labor Laws & Safety Regulations

Extension

RESOURCES Standard 1: Human Resources Roles ●​ CareerOneStop – Business & HR Career Profiles ○​ www.careeronestop.org

○​ This site has easy-to-read job profiles and videos that explain what HR professionals do. You can project videos or assign short readings so students understand recruiting, training, and policy enforcement roles. ●​ Junior Achievement (JA) Curriculum ○​ www.juniorachievement.org

○​ JA offers free or low-cost middle school programs that include real-world business concepts like leadership, HR responsibilities, and hiring decisions.

Standard 2: Employment Skills ●​ Indeed Career Guide – Interview Basics ○​ www.indeed.com/career-advice

○​ A great source for sample interview questions, STAR method guidance, and tips on how to dress and act during interviews. Content can be simplified and printed for middle school use. ●​ You Science ○​ https://www.youscience.com/ ○​ This Utah-based career platform helps students explore careers, build resumes, and practice job skills in an interactive and student-centered way. ●​ Canva Resume Templates for Students ○​ www.canva.com ○​ Free and visually appealing templates that allow students to create their own resumes online using drag-and-drop tools. A great way to combine tech and employability skills. ○​ This student-friendly site explains federal labor laws for minors, including hours they can work, types of jobs allowed, and required breaks. Use it for research or poster projects. ●​ OSHA for Young Workers ○​ www.osha.gov/young-workers ○​ Offers age-appropriate safety tips and real stories of teen injuries on the job. Great for group discussion or to launch a project on workplace rights and safety. VOCABULARY ●​ STAR Method ●​ Resume Additions USBE CTE Career Pathway Charts 2025-2026 Standard 3: Labor Laws & Safety Regulations ●​ YouthRules! (U.S. Department of Labor) ○​ www.youthrules.gov

Money Management, Finance, and Accounting

Unit 4

PACING

KEY LANGUAGE USE(S)

●​ A/B Day Schedule- 1 Quarter ●​ Semester Schedule- Half of a Quarter

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Strand 4: Money Management, Finance, and Accounting Students will explore the finance and accounting professions and understand basic skills and principles needed to succeed in these industries. Standard 1 : Money Management for a Business or Individual ●​ Explore the sources of funding for a business ○​ Owner’s equity ○​ Debt financing (business loans) ○​ Selling stock ○​ Crowdfunding ●​ Interest rates that you pay for borrowing money ●​ Types of personal debt: personal loans, mortgage loans, payday lenders, credit cards, and student loans ●​ Compound interest: Earning interest on both the initial amount and previously earned interest over time. ○​ The Rule of 72: Using the current rate of return to determine how long it will take your investment to double, by dividing the rate of return by 72 (Time = RoR/72) ○​ Time Value of Money: The idea that the value of money changes over time due to factors like interest and inflation. PV= FV/(1+r) Explore the importance of checks and balances in money handling for both cashiering and ●​ Liability: creditors’ financial claim to assets (debt) ●​ Owner’s Equity: an owner’s financial claim to assets Understand the terms on an Income Statement by calculating: ●​ Revenue: The total income generated by a business from its primary operations, such as sales of goods or services. ●​ Expenses: The costs incurred by a business in its regular operations, including purchases, salaries, rent, and other expenditures. ●​ Net Income: The total profit or loss of a business calculated by subtracting total expenses from total revenue. Define liquidity: How quickly an asset can be converted into cash or used to settle obligations. making daily deposits. Standard 2 : Accounting Explore the basics of accounting by illustrating the following concepts. Understand the terms on a Balance Sheet by calculating: ●​ Asset: property owned by the business

Standard 3 : Explore the basics of Economics and understand how economics influences decisions made by consumers and businesses ●​ Describe the difference between wants and needs ●​ Define the terms and label a supply and demand graph/curve ○​ Surpluses and shortages ○​ Demonstrate equilibrium price and quantity on a graph

●​ Provide examples of Opportunity Cost in decision making ○​ Trade-offs: Make decisions based on what you will gain and what you will give up ●​ Define scarcity as unlimited human wants and limited resources ●​ Understand Incentives as a motivator in decision making Standard 4: Investing Basics ●​ Provide an overview of stocks and the essential components of the stock quote ○​ Current stock price, 52-week high/low ○​ Ticker Symbol ○​ Market capitalization - Used to compare the size of the company ○​ P/E ratio - used to compare stocks of two similar industries ○​ Dividend Yield - Identify companies that offer dividends to shareholders and the advantages of doing so ○​ Potential risks and rewards of investing

●​ Define shareholder , stocks, shares ●​ Identify and distinguish between the different indices: ○​ Dow Jones (30 companies), Standard and Poor’s (S&P) 500, NASDAQ 100 ●​ Identify and distinguish between the two American stock exchanges: ○​ New York Stock Exchange (NYSE) National Association of Securities Dealers Automated Quotations (NASDAQ)

●​ Explain why investors reduce risk by diversifying their portfolios : investors spread financial risks across various types of industries and investments ●​ Other types of investments, i.e., Commodities or precious metals, foreign currency, real estate, bonds, and mutual funds. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Standard 1 Money Management for Business or Individual ●​ I can identify different ways a business can get money, like loans, selling stock, or crowdfunding. ●​ I can explain what owner’s equity is and how it helps fund a business. ●​ I can describe different types of personal debt, such as student loans and credit cards. ●​ I can explain how interest works when borrowing money. ●​ I can calculate compound interest and understand how it helps savings grow over time. ●​ I can use the Rule of 72 to estimate how long it takes for an investment to double. ●​ I can explain the time value of money and why money today is worth more than the same amount in the future. ●​ I can describe the importance of checks and balances in handling money for businesses, like daily deposits and cashiering. Standard 2: Accounting ●​ I can describe what assets, liabilities, and owner’s equity are. ●​ I can calculate the owner’s equity using a balance sheet. ●​ I can explain what revenue and expenses are on an income statement. ●​ I can calculate net income by subtracting expenses from revenue. ●​ I can define liquidity and explain why it's important in business. Standard 3: Economics ●​ I can explain the difference between wants and needs. ●​ I can define and label a supply and demand graph. ●​ I can show where the equilibrium price and quantity are on a graph. ●​ I can describe what happens when there is a surplus or shortage. ●​ I can give examples of opportunity cost and explain how it impacts decision-making. ●​ I can identify trade-offs and explain what I gain and give up when making choices. ●​ I can define scarcity and understand that resources are limited. ●​ I can explain how incentives influence the choices people and businesses make. Standard 4: Investing Basics ●​ I can describe what stocks are and define shareholder, stock, and share. ●​ I can read a stock quote and explain terms like stock price, ticker symbol, and market cap. ●​ I can explain what the P/E ratio and dividend yield tell investors. ●​ I can identify the risks and rewards of investing in the stock market. ●​ I can explain why diversification helps reduce investment risk. ●​ I can compare different stock indices like the Dow Jones, S&P 500, and NASDAQ 100. ●​ I can name the two main American stock exchanges and describe how they differ. ●​ I can list different types of investments like real estate, bonds, mutual funds, or commodities.