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ENTREPRENEURSHIP

The Entrepreneurship course will provide the high school student with the opportunity to analyze and evaluate the various aspects of business ownership in todays marketplace. The student will also be involved in the actual process of developing a business plan and then determining its opportunities for success. Throughout this course the student will relate the foundations of marketing and business management to real-life entrepreneurial endeavors.

Recommended Pre-requisite: Recommended Credits: Recommended Grade Levels: Course Substitution: *Note 1: Core courses:

One marketing credit in a core course* 1/2 3* 11 , 12

Economics Marketing and Management I Principles; Services Marketing; Retail Operations; Wholesale-Logistics Operations; Financial Services Marketing

Entrepreneurship is also available to students, who are twelfth graders, have completed at least one year of related study in another Vocational and Technical Education area, and have an interest in owning their own business. *Note 2: Standards to be completed for credit are identified with one asterisk (*). Additional standards to be completed for 1 credit are identified with two asterisks (**).

A paid, credit-generating work-based learning component is recommended for advanced students for up to 2 additional credits. This standard is identified by three asterisks (***).

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Entrepreneurship
*STANDARD 1.0 The student will evaluate the role of entrepreneurs in a free enterprise system. **STANDARD 2.0 The student will demonstrate an understanding of economic concepts in a global economy. *STANDARD 3.0 The student will examine entrepreneurial trends and opportunities. *STANDARD 4.0 The student will analyze the components of a business plan. *STANDARD 5.0 The student will formulate a marketing plan. *STANDARD 6.0 The student will select a site and design a layout for a business. **STANDARD 7.0 The student will evaluate the purchasing process. **STANDARD 8.0 The student will evaluate the management function. **STANDARD 9.0 The student will evaluate plans for financial management of a business. **STANDARD 10.0 The student will examine the legal and ethical issues relevant to business ownership. **STANDARD 11.0 The student will identify and evaluate technology used by entrepreneurs. **STANDARD 12.0 The student will develop a business plan. *STANDARD 13.0 The student will demonstrate organizational and leadership skills.

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*STANDARD 14.0 The student will understand the importance of academic integration in the area of entrepreneurship. ***STANDARD 15.0 The student will demonstrate entrepreneurship principles in a work-based learning experience.

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Entrepreneurship COURSE DESCRIPTION: The course will include enhanced marketing information as it relates to entrepreneurial activities. Subject matter will include introductory entrepreneurial concepts, business plan development, management responsibilities, and legal and ethical issues of business ownership. STANDARD 1.0 The student will evaluate the role of entrepreneurs in a free enterprise system. LEARNING EXPECTATIONS The student will: 1.1 Evaluate the role of entrepreneurship in the U.S. economy. 1.2 Distinguish the types of entrepreneurial ventures. 1.3 Examine the entrepreneurial start-up process. 1.4 Assess the characteristics of successful entrepreneurs. 1.5 Compare the rewards and risks of entrepreneurship. 1.6 Assess individual characteristics suitable for entrepreneurship. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 1.1 Illustrates the role of entrepreneurship in the U.S. 1.2 Categorizes businesses into types of entrepreneurial opportunities. 1.3 Applies the entrepreneurial start-up process to a planned business. 1.4 Develops a profile of a successful entrepreneur. 1.5 Debates the rewards and risks of entrepreneurship. 1.6 Evaluates self to determine individual suitability for entrepreneurship. INTEGRATION/LINKAGES Language Arts, Economics, Government, Social Science, Marketing Education Standards, Art, Marketing I, SCANS SAMPLE PERFORMANCE TASKS Design a visual presentation of the history of entrepreneurship in the U.S. Complete self-inventory to determine entrepreneurial (EQ) Compose a visual profile of a successful entrepreneur.

STANDARD 2.0 The student will demonstrate an understanding of economic concepts in a global economy.

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LEARNING EXPECTATIONS The student will: 2.1 Differentiate between the types of economic systems including the interrelationship of business, government and individuals. 2.2 Assess economic concepts globally. 2.3 Analyze the circular flow of economics. 2.4 Examine economic indicators and business cycles. 2.5 Demonstrate a knowledge of international trade. 2.6 Evaluate the relationship of cost/profit to supply and demand. 2.7 Evaluate the effects of monetary and fiscal policies on economic decisions. 2.8 Examine the relationship of values/beliefs to economic goals. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 2.1 Compares and contrasts the ways economic systems answer the basic economic questions utilizing resources available. 2.2 Categorizes the economic concepts of the various economic systems. 2.3 Compares the interrelationship of business, government and individuals. delete this line 2.4 Compares and contrasts the impact of economic indicators impact on the business cycle including employment, growth, and inflation factors. 2.5 Evaluates the balance of trade among nations. 2.6 Distinguishes the impact of productivity in relation to cost/profit, supply, demand, and national income. 2.7 Debates the effects of monetary policies on international trade agreements. 2.8 Evaluates the effect of cultural beliefs on economic decisions in a country. INTEGRATION/LINKAGES Mathematics, Social Studies, Language Arts, Science, Technology, DECA SAMPLE PERFORMANCE TASKS Role-play a voluntary free-trade scenario. Prepare a supply and demand curve for a product in the school store, identifying equilibrium, and price. Give a rationale for the curve. Choose a country and compare its economy to that of the United States.

STANDARD 3.0 The student will examine entrepreneurial trends and opportunities. LEARNING EXPECTATIONS The student will: 3.1 Analyze sources for entrepreneurial opportunities.

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3.2 3.3 3.4 Examine current trends that provide both domestic and global opportunities for entrepreneurs. Compare and contrast starting a new business versus buying an existing business. Investigate advantages and disadvantages of various forms of ownership.

PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 3.1 Composes a list of new entrepreneurial opportunities locally, nationally or internationally. 3.2 Researches, using technology, current domestic and global opportunities for entrepreneurial ventures. 3.3 Debates advantages and disadvantages of starting a new business versus buying an existing business. 3.4 Categorizes advantages and disadvantages of various forms of ownership. INTEGRATION/LINKAGES Language Arts, Economics, Government, Business Law, Computer Technology, Mathematics, International Business/Marketing, Marketing I, Geography, SCANS SAMPLE PERFORMANCE TASKS Use the International Trade Statistics Yearbook of the United States to research and locate the best global markets for a product. Using telephone or fax, survey local businesses to determine the types of ownership most common in the area. Graph the results. Create a bulletin board showing the advantages and disadvantages of forms of business ownership. Identify and locate local, state, and federal sources of assistance for entrepreneurs.

STANDARD 4.0 The student will analyze the components of a business plan. LEARNING EXPECTATIONS The student will: 4.1 Analyze various sources of information for a business plan. 4.2 Identify sources of start-up capital. 4.3 Examine and analyze industry trends. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 4.1 Reviews and critiques business plans for effectiveness. 4.2 Composes a list of resources useful in the development of a business plan. 4.3 Compares and contrasts potential sources of investment capital. 4.4 Creates a list of trends applicable to the new venture.

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INTEGRATION/LINKAGES Economics, Business Law, Language Arts, Marketing I, SCANS

SAMPLE PERFORMANCE TASKS Prepare questions to ask guest speakers from SBA (Small Business Administration) or SCORE (Service Corps of Retired Executives) that are relevant to the development of a business plan.

STANDARD 5.0 The student will formulate a marketing plan. LEARNING EXPECTATIONS The student will: 5.1 Assess the need for conducting market research. 5.2 Identify and analyze a target market. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 5.1 Evaluates the components of a marketing plan 5.2 Develops a customer profile for a proposed venture. 5.3 Analyzes the competition for a proposed business. INTEGRATION/LINKAGES Language Arts, Mathematics, Psychology, Sociology, Economics, Art, SCANS SAMPLE PERFORMANCE TASKS Conduct a marketing research project which would include a market and customer analysis. Construct a customer profile for a proposed business. Invite a guest speaker to discuss how students can conduct market research.

STANDARD 6.0 The student will select a site and design a layout for a business. LEARNING EXPECTATIONS The student will: 6.1 Analyze the factors considered in the selection of a business location. 6.2 Analyze the components used to design a physical layout for a business.

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PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 6.1 Examines factors to consider when selecting a community/business site in which to locate a business. 6.2 Creates a physical layout for a selected business. INTEGRATION/LINKAGES Art and Design Technology, Drafting, Agriscience, Language Arts, Mathematics, Physical Science, Economics, Geography, SCANS SAMPLE PERFORMANCE TASKS Using community profiles obtained from area chambers of commerce or the Internet, create a visual community profile. Prepare questions to ask a government official about community planning and recruitment of small businesses. Create a map of the local area identifying the locations of key businesses and potential locations for a proposed business. Justify the choice of location. Compare and contrast the advantages and disadvantages of retail business locations. Evaluate site leases and site purchase agreements. Compare the cost of leasing with the cost of purchasing a business site.

STANDARD 7.0 The student will evaluate the purchasing process. LEARNING EXPECTATIONS The student will: 7.1 Determine the types of equipment and supplies needed to open and operate a business. 7.2 Analyze the inventory needed to open and operate a business. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 7.1 Categorizes the types of equipment and supplies needed to open and operate a specific business. 7.2 Develops a list of suppliers for equipment, supplies, and inventory for a specific business. INTEGRATION/LINKAGES Language Arts, Mathematics, SCANS

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SAMPLE PERFORMANCE TASKS Create a list of supplies and equipment needed to open and operate a specific business. Using the Internet, office and furniture supply catalogues, or other resources, create a cost estimate. Analyze cost versus quality of supplies and equipment.

STANDARD 8.0 The student will evaluate the management function. LEARNING EXPECTATIONS The student will: 8.1 Examine the functions of management. 8.2 Evaluate management styles of entrepreneurs. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 8.1 Categorizes business activities used in planning, organizing, and controlling. 8.2 Analyzes effective management techniques involving personnel, facilities, and inventory. INTEGRATION/LINKAGES Language Arts, Math, Accounting, Computer Technology, Psychology, Marketing I, Business Law, Marketing Standards, SCANS SAMPLE PERFORMANCE TASKS Using technology, create an organizational chart for a specific business. Conduct a committee meeting using a selected management style.

STANDARD 9.0 The student will evaluate plans for financial management of a business. LEARNING EXPECTATIONS The student will: 9.1 Examine types of records and procedures necessary for daily operations. 9.2 Identify and assess financial management tools used to determine profitability. 9.3 Categorize costs of operation. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET

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The student: 9.1 Establishes the recordkeeping systems necessary for a school-based operation. 9.2 Completes calculations on various financial statements. 9.3 Examines start-up costs, operating costs, and personal expenses by developing a financial statement.

INTEGRATION/LINKAGES Mathematics, Accounting, Computer Technology, Language Arts, Business Law, Economics, SCANS SAMPLE PERFORMANCE TASKS Contact local lending institutions for requirements for business loans. Prepare financial statements for a business.

STANDARD 10.0 The student will examine the legal and ethical issues relevant to business ownership. LEARNING EXPECTATIONS The student will: 10.1 Analyze legal requirements necessary for business ownership. 10.2 Examine the importance of ethical business decisions. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 10.1 Identifies legal requirements for establishing business ownership. The student should include partnership agreement, corporate charter, etc. 10.2 Analyzes ethical dilemmas an entrepreneur may encounter. INTEGRATION/LINKAGES Language Arts, Business Law, Social Sciences, Government, Marketing I, Marketing Standards, SCANS SAMPLE PERFORMANCE TASKS Brainstorm solutions to ethical dilemmas. Utilizing the Internet, compile a list of legal resources for the small business ownership.

STANDARD 11.0 The student will identify and evaluate technology used by entrepreneurs.

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LEARNING EXPECTATIONS The student will: 11.1 Categorize the technology available to entrepreneurs. 11.2 Identify types of data available to the entrepreneur through technology. 11.3 Examines the effect of technology as it relates to customer service. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 11.1 Creates a visual illustration of technology available to a specific business. 11.2 Collects data for a business plan through a technological means. 11.3 Prepares a presentation examining the effect of technology on customer service. INTEGRATION/LINKAGES Art, Computer Technology, Language Arts, SCANS SAMPLE PERFORMANCE TASKS Using the Internet, locate websites useful to the entrepreneur. Using trade magazines, create a collage showing technology available.

STANDARD 12.0 The student will develop a business plan. LEARNING EXPECTATIONS The student will: 12.1 Create a business plan. 12.2 Write an executive summary. 12.3 Prepare a presentation for the business plan. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 12.1 Creates a business plan incorporating all of the major components. 12. 2 Writes, edits and finalizes an executive summary. 12.3 Presents the business plan to a school or industry group. INTEGRATION LINKAGES Language Arts, Technology, Mathematics, SCANS SAMPLE PERFORMANCE TASKS Prepare a plan. Present the plan.

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STANDARD 13.0 The student will demonstrate organizational and leadership skills.

LEARNING EXPECTATIONS The student will: 13.1 Demonstrate a knowledge of DECA. 13.2 Utilize critical thinking in decision-making situations. 13.3 Identify and develop personal characteristics needed in leadership situations. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 13.1 Relates his/her knowledge of DECA through a written or oral evaluation. 13.2 Solves problems utilizing role-play, team decision-making, and DECA projects. 13.3 Accepts task/project responsibilities in the class or DECA activities. INTEGRATION/LINKAGES SCANS, National Marketing Education Standards, Marketing Education Advisory Committee, Chamber Partnerships, Language Arts, Speech, Mathematics, Business Communications SAMPLE PERFORMANCE TASKS Join and participate in DECA. Make a passing score on an oral or written evaluation on DECA and leadership. Compete in regional, state, and national DECA competitive events. Run for state or national DECA officer. Participate in group projects. Organize a DECA project.

STANDARD 14.0 The student will understand the importance of academic integration in the area of entrepreneurship. LEARNING EXPECTATIONS The student will: Language and Fine Arts 14.1 14.2 14.3 Utilize proper grammar and writing skills through business interactions. Utilize effective verbal communication skills. Utilize the principles of art in preparing visual presentations.

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Mathematics 14.4 14.5 14.6 14.7 Utilize math formulas in business calculations. Assess how mathematical/accounting principles are utilized in entrepreneurship. Examine components of a financial plan. Utilize graphs to illustrate quantitative data.

Science 14.8 Evaluate environmental laws related to business.

Social Studies 14.9 Assess economic principles that influence entrepreneurship. 14.10 Analyze vital statistics of a population (demographic, geographic, and psychographic) 14.11 Examine government regulations imposed on business. 14.12 Analyze entrepreneurship from a historical perspective. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: Language and Fine Arts 14.1 14.2 14.3 Prepares a written report. Prepares and presents an oral presentation. Prepares a visual presentation.

Mathematics 14.4 14.5 14.6 14.7 Completes mathematical calculations necessary to a business plan. Evaluates a balance sheet and income statement. Evaluates a financial plan. Graphs projected sales.

Science 14.8 Researches environmental requirements of a particular business.

Social Studies 14.9 14.10 14.11 14.12 Evaluates an economic decision that impacts business ownership. Compares demographic, psychographic and geographic factors. Measure impact of governmental regulations. Interpret the significance of historical events on entrepreneurship.

INTEGRATION/LINKAGES

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Language Arts, Science, Sociology, Psychology, Economics, Government, Business Law, Computer Technology, Drafting, Marketing, Marketing Education Standards, SCANS, Mathematics

SAMPLE PERFORMANCE TASKS Prepare written and oral reports. Complete mathematical calculations necessary to a business plan. Analyze the demographic characteristics of a population.

STANDARD 15.0 The student will demonstrate Entrepreneurship principles in a work-based learning experience. LEARNING EXPECTATIONS The student will: 15.1 Apply principles of entrepreneurship to a work-based situation. 15.2 Integrate time management principles in organizing his/her schedule to include school, work, social, and other activities. 15.3 Evaluate and apply principles of ethics as they relate to the work-based experience. 15.4 Employ the principles of safety to the work-based experience. PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET The student: 15.1 Scores average or above on the employer performance evaluation. 15.2 Designs a plan to include his/her schedule of activities. 15.3 Records and assesses workplace events based on their ethical implications. 15.4a Makes a passing score on a class-based or work-based safety evaluation. 15.4b Applies safety rules and regulations to the work site. INTEGRATION/LINKAGES SCANS, National Marketing Education Standards, Community Employers, Language Arts, Mathematics, Science SAMPLE PERFORMANCE TASKS Compose and maintain a journal that includes general work site experiences, time management planning, and evaluation of ethical behavior. Create a training manual for a new employee outlining the safety considerations for the job. Keep a report of wages and hours on the job.

SUGGESTED RESOURCES Entrepreneurship: Ideas In Action; Southwestern

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Marketing Essentials; Glencoe Marketing Principles and Practices; Glencoe Entrepreneurship: Starting Your Own Business; Southwestern Marketing Foundations and Functions; Southwestern MarkEd Marketing Resource Center MarkEd Laps SCANS SCORE National Marketing Education Standards Chamber of Commerce Area Chamber Partnerships Small Business Administration Secondary Social Studies Framework Business and Industry Professionals and Consultants Trade Catalogs Trade Publications Professional Trade Associations Internet Local Suppliers National Alliance of Business Employment Agencies Local Businesses American Marketing Association Department of Labor Banks Government Agencies National DECA DECA Guide Tennessee Marketing and DECA Operations Guide Vocational Advisory Committees

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