BUSINESS MANAGEMENT AND ADMINISTRATION CAREER CLUSTER

ENTREPRENEURHSIP Focus Calendar

Duration Unit/Topic Standard

4 Employability BMA-ENT-1

2 Introduction to Entrepreneurship BMA-ENT-2

4 Communication BMA-ENT-3

10 Business Plan BMA-ENT-10

BMA-ENT-11
2* Management BMA-ENT-9*

2 Marketing BMA-ENT-7

2 Finances BMA-ENT-8

6 Entrepreneurship and the Economy BMA-ENT-4

BMA-ENT-5
BMA-ENT-6

36 FBLA Integration (Every Week) BMA-ENT-12

*BMA-ENT-9 will be integrate into 28 weeks of the curriculum starting in week

Title/Topic Duration

Employability 4 Weeks

Standard Common Core Integration

BMA-ENT-1: Demonstrate employability skills required by ELACC9-10SL1: Initiate and
business and industry. participate effectively in a
range of collaborative
1.1: Communicate effectively through writing, speaking, discussions (one-on-one, in
listening, reading and interpersonal abilities. groups, and teacher-led) with
diverse partners on grade 9-10
1.2: Demonstrate creativity with multiple approaches to ask topics, texts, and issues,
challenging questions resulting in innovative procedures, building on others’ ideas and
methods, and products. expressing their own clearly
and persuasively.
1.3: Exhibit critical thinking and problem-solving skills to
locate, analyze, and apply information in career planning ELACC9-10SL2: Integrate
and employment situations. multiple sources of information
presented in diverse media or
1.4: Model work readiness traits required for success in the formats (e.g., visually,
workplace including integrity, honesty, accountability, quantitatively, orally)
punctuality, time management, and respect for diversity. evaluating the credibility and
accuracy of each source.
1.5: Apply the appropriate skill sets to be productive in
changing, technological, and diverse workplace to be able
to work independently, interpret data, and apply team
work skills

1.6: Present a professional image through appearance,

behavior and language.
Activities/Projects Career Project
Target Entrepreneur
Create Resume
Soft skills
http://www.dol.gov/odep/topics/youth/softskills/softskills.pdf
Dress for Success
FBLA Integration Presentation Skills
Communication
Employability Skills
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Business Communication
Job Interviewing
Notes The Purpose of this unit is increase student awareness in careers related
to business and industry.
Title/Topic Duration
Introduction to Entrepreneurship 2 Weeks

Standard Common Core Integration

BMA-ENT-2: Relate the concepts and processes associated ELACC9-10SL1: Initiate and
with entrepreneurial success and the personal traits and participate effectively in a
behaviors associated with successful entrepreneurial range of collaborative
performance. discussions (one-on-one, in
groups, and teacher-led) with
2.1: Explain the role of entrepreneur in their own business,
diverse partners on grade 9-10
the local community, and the economic development of the
topics, texts, and issues,
global market.
building on others’ ideas and
2.2: Categorize the characteristics of a successful sources of expressing their own clearly
information presented in entrepreneur, including the skills and persuasively.
and ethical diverse media or formats (e.g., visually,
responsibilities quantitatively, orally) evaluating the ELACC9-10SL2: Integrate
credibility and accuracy of each source. multiple sources of information
presented in diverse media or
2.3: Differentiate the unique traits, behaviors, and processes
formats (e.g., visually,
that distinguish an entrepreneur from an employee or
quantitatively, orally)
manager.
evaluating the credibility and
2.4: Connect the entrepreneurial success with personal traits accuracy of each source.
and behaviors through analyzing successful entrepreneurs by
identifying leadership style.
Activities/Projects 1. Virtual Community Walk About (NFTE Activity): Using websites
such as Google Maps and Walk Score, students will be able to
investigate the number of different business types found in their town
or neighborhood, and quickly compare to the number of businesses
found in other towns. (2.1) http://nfteconnect.org/virtual-community-
walk
2. Thinking Map (Tree-Map) on the characteristics of a successful
entrepreneur including the skills and ethical responsibilities (2.2)
3. Thinking Map (Double Bubble) students compare an Entrepreneur to
an Employee and an Entrepreneur to a manager. (2.3)
4. Create a brochure on “How to be a Successful Entrepreneur.”
Students
must include personal traits and behaviors, various leadership styles,
brief description of an entrepreneur and self-assessment.
FBLA Integration Presentation Skills
Employability Skills
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Business Communication
Job Interviewing
Notes The Purpose of this unit is expose students to the concepts of
entrepreneurship. Students will also explore the characteristics and
traits needed to be a successful entrepreneur.
Title/Topic Duration

Communication 4 Weeks

Standard Common Core Integration

BMA-ENT-3: Use and model concepts, strategies, and ELACC9-10SL1: Initiate and
systems needed to interact and present effectively to others. participate effectively in a
range of collaborative
3.1: Define and model importance of effective
discussions (one-on-one, in
communication- oral, written and non-verbal- with staff and
groups, and teacher-led) with
customers.
diverse partners on grade 9-10
3.2: Demonstrate effective listening and speaking skills topics, texts, and issues,
using proper grammar and appropriate vocabulary for target building on others’ ideas and
audience. expressing their own clearly
and persuasively.
3.3: Explore the impact of how to network with other
business contacts through work and social environments.
ELACC9-10SL2: Integrate
3.5 Exhibit effective introduction of self and business to multiple sources of information
target market. presented in diverse media or
formats (e.g., visually,
3.6 Demonstrate appropriate and effective questioning
quantitatively, orally)
techniques (open-ended) to identify needs of prospective
evaluating the credibility and
clients.
accuracy of each source.
3.7 Present benefits to satisfy and exceed customer needs
and model closing a deal.
3.8 Explore team dynamics, managing conflict, and handling
difficult situations with customers, business contacts, and
staff.
Activities/Projects 1. Use Communications unit on Soft Skills from the Department of
Labor. http://www.dol.gov/odep/topics/youth/softskills/softskills.pdf
2. Choose any activity from Essortment website.
http://www.essortment.com/teaching-good-communication-skills-
classroom-36140.html
3. Elevator Pitch activity (3.5)
FBLA Integration BAA Level: Business 6, 8, 10, 23, 30
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Business Communications Help Desk
Impromptu Speaking Job Interview
Public Speaking I or II Client Services
Notes The Purpose of this unit is to explore communication through verbal,
written and nonverbal avenues and how it is effectively used in
business. Students will explore why communication is essential in a
business.

Title/Topic Duration
Business Plan 10-12 Weeks
Standard Common Core Integration
BMA-ENT-10: Research, develop, and present a business ELACC9-10SL1: Initiate and
plan. participate effectively in a
10.1 Complete a needs analysis. range of collaborative
discussions (one-on-one, in
10.2 Plan the product or service for a business by identifying the groups, and teacher-led) with
resources and costs needed to produce a specific product or diverse partners on grade 9-10
service.
topics, texts, and issues,
10.3 Prepare a marketing strategy. building on others’ ideas and
10.4 Describe the business venture in a company overview. expressing their own clearly
and persuasively.
10.5 Describe the business environment and competition.
10.6 Identify financial considerations and project the total cost ELACC9-10SL2: Integrate
needed to start a business (i.e. start-up costs, ongoing operational multiple sources of information
expenses, and cash reserves). presented in diverse media or
formats (e.g., visually,
10.7 Develop a financial plan for a business, including start-up
costs and pro forma financial statements (Profit & Loss and quantitatively, orally)
Income Statement). evaluating the credibility and
accuracy of each source.
10.8 Develop an operations plan for a business.
10.9 Write an executive summary.
10.10 Present the business plan.
10.11 Critique the effectiveness of a business plan for a specific
business.
BMA-ENT-11: Understand the concepts, systems, and
strategies needed to acquire, motivate, develop, and terminate
employees.
11.1 Define the culture and demographics of a specific business
and outline the type of employee needed for successful business
operation.
11.2 Create a hiring plan for accepting applications, interviewing,
and hiring employees.
11.3 Develop a work schedule for employees.
11.4 Identify valid reasons for an employee to be fired.
11.5 Demonstrate appropriate ways to fire/dismiss an employee.
11.6 Develop a plan for training and evaluating employees.
11.7 Complete a needs assessment for job types for a particular
business.
Activities/Projects Business Plan Project
FBLA Integration BAA Level:
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Business Plan
Financial Plan
Entrepreneurship
Notes The Purpose of this unit is to have students develop a functioning
business plan. Students will create all elements of a business plan in a
written format and then present it.
Title/Topic Duration
Management 2-28 Weeks*

Standard Common Core Integration

BMA-ENT-9: Manage and operate a business (or simulate the ELACC9-10SL1: Initiate and
management and operation) through daily tasks and activities of a participate effectively in a
small business. range of collaborative
9.1 Use technology to implement computer skills and applications discussions (one-on-one, in
to maximize business operations. groups, and teacher-led) with
diverse partners on grade 9-10
9.2 Create business goals, a vision, and a mission statement that
topics, texts, and issues,
will guide the operations of the business decisions.
building on others’ ideas and
9.3 Manage the image of the business by critiquing the logo, expressing their own clearly
slogan, online, and social presence of the business. and persuasively.
9.4 Research safe business practices and overview of OSHA
regulations for a particular career area and state the importance ELACC9-10SL2: Integrate
and legal rational for maintaining a safe business environment. multiple sources of information
presented in diverse media or
9.5 Explain product liability and the impact on the business.
formats (e.g., visually,
9.6 Develop policies to ensure a productive work environment quantitatively, orally)
and strategies to motivate employees. evaluating the credibility and
9.7 Explain importance of having documented policies and accuracy of each source.
practices to operate a business.
9.8 Model the practice of operating a business based on plan of
financial success.
9.9 Develop and document expectations for operating a business
including but not limited to financial records, purchasing records,
inventory controls, and technology use.
9.10 Simulate or operate small business daily operations.
Activities/Projects 1. Lemon Challenge
2. Run a School Based Enterprise
3. Operate a fundraiser for FBLA in a Business manner
4. Host a Market Day
5. Business Plan for Student Business of Choice
6. EVERFI Venture online Program
7. Field Trip to a company
FBLA Integration BAA Level:
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Entrepreneurship
Management Decision Making
Notes The Purpose of this unit is to introduce students to the concepts of how
to operate and management a business through simulations. Students
can run a school based enterprise, host a market day or have an FBLA
fundraiser that operates in a business-like manner.
Title/Topic Duration
Marketing 2 Weeks

Standard Common Core Integration

BMA-ENT-7: Develop a marketing plan to identify, reach, and ELACC9-10SL1: Initiate and
retain customers in a specific target market. participate effectively in a
7.1 Use market segmentation (behavioral, demographic, range of collaborative
psychographic, and geographic differences) to define the target discussions (one-on-one, in
market. groups, and teacher-led) with
diverse partners on grade 9-10
7.2 Conduct market research to determine target market using
topics, texts, and issues,
primary and secondary data sources to locate information.
building on others’ ideas and
7.3 Establish a customer profile for specific business venture. expressing their own clearly
7.4 Compare advantages and disadvantages of different types of and persuasively.
advertising mediums (social media, print, television, radio, free
publicity, etc.). ELACC9-10SL2: Integrate
multiple sources of information
7.5 Explain how to build community relations and provide
presented in diverse media or
examples of types of activities a business can explore to increase
community involvement. formats (e.g., visually,
quantitatively, orally)
7.6 Create an advertising campaign to promote a business product evaluating the credibility and
or service. accuracy of each source.
7.7 Detail the importance of technology to business operations
and performance.
7.8 Create a plan to increase market share considering the impact
of competition, customer feedback, networking, selling on credit,
etc.
7.9 Formulate a plan to maintain customer loyalty, response to
customer concerns and ideas, and ability to track customers.
Activities/Projects 1. Shrek Project (co-curricular project with ELA department)
2. Cereal Project
3. Begin Marketing Plan for Business Plan
4. Eva’s Edibles
FBLA Integration BAA Level:
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Marketing

Notes The purpose of this unit is expose students to the different Marketing
mediums and how they are used in Business.
Title/Topic Duration
Finance 2 Weeks
Standard Common Core Integration
BMA-ENT-8: Analyze financial issues relating to successful ELACC9-10SL1: Initiate and
business ownership. participate effectively in a
8.1 Define seed money, profit, fixed assets, variable assets, short range of collaborative
and long term assets, short and long term liabilities, depreciation, discussions (one-on-one, in
cost vs. revenue and pro forma. groups, and teacher-led) with
diverse partners on grade 9-10
8.2 Analyze financial statements (Income Statement and Balance
topics, texts, and issues,
Sheet) and interpret the meaning of the statement for the business.
building on others’ ideas and
8.3 Evaluate the financial condition of a firm based on business expressing their own clearly
records. and persuasively.
8.4 Research inventory tracking methods to ensure accurate
inventory to maximize business profit. ELACC9-10SL2: Integrate
multiple sources of information
8.5 Compare and contrast common sources for funding a
presented in diverse media or
business.
formats (e.g., visually,
8.6 Determine the best practice for keeping business records, quantitatively, orally)
technology influence of record keeping. evaluating the credibility and
8.7 Identify taxes imposed on businesses (sales tax, accuracy of each source.
unemployment tax, income tax, payroll tax, self-employment tax)
and the impact on the business of expenses.
8.8 Identify insurance needed by businesses (worker’s
compensation, liability, life/key person, health, and automobile).
8.9 Explain how the state of economy can affect the success of a
business.
Activities/Projects 1.
Begin Financial plan for Business Plan
2.
Vocabulary flash cards for terms
3.
Analyze chapter’s FBLA Income statement and Balance sheet
4.
Ask accounting teacher to swap classes or help to create a
project
5. Use school based enterprise to teach income statement, balance
sheet, inventory control.
6. In groups create PPT on the different Taxes that impact
businesses
FBLA Integration BAA Level:
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Financial Plan
Accounting I or II
Notes The Purpose of this unit is expose students to the financial
responsibilities, documents and tracking methods for business.
Students will understand the purposes of documents and how taxes are
 imposed on businesses based on their Finances.

Title/Topic Duration
Entrepreneurship and The Economy 6 Weeks
Standard Common Core Integration
BMA-ENT-4: Apply fundamental business concepts that ELACC9-10SL1: Initiate and
affect business decision-making. participate effectively in a
4.1 Explain how the Law of Demand, the Law of Supply, prices, range of collaborative
and profits work to determine production and distribution in a discussions (one-on-one, in
market economy. groups, and teacher-led) with
diverse partners on grade 9-10
4.2 Explain how markets, prices, and competition influence
topics, texts, and issues,
economic behavior.
building on others’ ideas and
4.3 Give examples of how rational decision-making entails expressing their own clearly
comparing the marginal benefits and the marginal costs of an and persuasively.
action.
4.4 Model how business decisions are made while operating a ELACC9-10SL2: Integrate
successful business. multiple sources of information
presented in diverse media or
4.5 Assess opportunities for venture creation, global trends and
opportunities, and feasibility of ideas for business venture. formats (e.g., visually,
quantitatively, orally)
4.6 Compare and contrast business activities with the impact on evaluating the credibility and
financial, human resources, risk, and strategic management. accuracy of each source.
4.7 Explore management styles and apply styles to personal traits
of entrepreneur.
BMA-ENT-5 Explain and detail legal form of business
ownership and the impact of government’s role on business.
5.1 Compare and contrast legal forms of business ownership (sole
proprietorship, partnership, corporation, S-corporation, LLC).
5.2 Analyze the four types of market structures in the United
States
economy: monopoly, oligopoly, monopolistic competition, and
pure competition.
5.3 Describe the roles of government in a market economy and
explain
why government provides
BMA-ENT-6: Understand and apply the basic economic
principles and concepts fundamental to entrepreneurship.
6.1 Explain economic concepts of scarcity, price, opportunity
costs, supply and demand, forms of economic utility created by
business activities, distinguishing between economic goods and
services, and explain the factors of production.
6.2 Defend why limited productive resources and unlimited wants
result in scarcity, opportunity costs, and tradeoffs for individuals,
businesses, and governments.
6.3 Explain how specialization and voluntary exchange between
buyers and sellers increase the satisfaction of both parties.
6.4 Compare and contrast current economic stability to determine
what to produce, how to produce, and for whom to produce.
6.5 Predict the risk on future investing of the company based on
new technology, health, education, and training of workforce.
6.6 Research and determine the impact of small
businesses/entrepreneurship has on market economies—locally,
regionally, and globally.
6.7 Compare and contrast business-to-business transactions and
business to consumer transactions.
Activities/Projects 1. Invention project
2. Thinking Map Double Bubble of multi-flow map (4.6)
3. Management style survey
http://psychology.about.com/library/quiz/bl-leadershipquiz.htm
4. It’s about Supply and Demand (see link)
5. Thinking Map (Tree map) on legal business forms
6. Group PowerPoint on Market Structures in the US economy
7. Create a brochure for a new business on the different types of
Licenses, inspections, zoning laws, covenants, codes, and
government regulations needed for type and location of business.
FBLA Integration BAA Level:
FBLA Competition If a student Excels in this unit, suggest they consider competing in:
Economics
Entrepreneurship
Notes The Purpose of this unit is to bridge the gap between understanding the
role that Entrepreneurs play in the Economy. Students will learn that
business make up the economy and how these concepts are
interconnected.