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					Executive Summary




                           Frameworks for
                    Vocational-Technical Programs
                        Revised in 2003-2004




                           Secondary
                      EXECUTIVE SUMMARY




                                2004
Executive Summary




                                Direct inquiries to:

            Director of Bureau of Vocational Instructional Development
                   Office of Vocational and Technical Education
                        Mississippi Department of Education
                                    P.O. Box 771
                                Jackson, MS 39205
                              Phone: (601) 359-3940




                                Published by the:


Office of Vocational and Technical           Research and Curriculum Unit
  Education                                   for Workforce Development
Mississippi Department of Education          Vocational and Technical Education
Jackson, Mississippi                         Mississippi State University
                                             Mississippi State, Mississippi




                                       2004


The Mississippi Department of Education, Office of Vocational Education and
Workforce Development does not discriminate on the basis of race, color,
religion, national origin, sex, age, or disability in the provision of educational
programs and services or employment opportunities and benefits. The following
office has been designated to handle inquiries and complaints regarding the non-
discrimination policies of the Mississippi Department of Education: Director,
Office of Human Resources, Mississippi Department of Education, 359 North
West Street, Suite 359, Jackson, Mississippi, 39201, (601) 359-3511.


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                                              FOREWORD


The courses in this document reflect the following statutory requirements as found in
Section 37-3-49, Mississippi Code of 1972, as amended:

§ 37-3-49. Adoption by school district of instructional program and management system; paperwork
reduction.
(1)The State Department of Education shall provide an instructional program and establish guidelines and
procedures for managing such program in the public schools as part of the State Program of Educational
Accountability and Assessment of Performance as prescribed in Section 37-3-46. Public school districts
may (a) elect to adopt the instructional program and management system provided by the State
Department of Education, or (b) elect to adopt an instructional program and management system which
meets or exceeds criteria established by the State Department of Education for such. This provision shall
begin with the courses taught in Grades K-8 which contain skills tested through the Mississippi Basic
Skills Assessment Program and shall proceed through all secondary school courses mandated for
graduation and all secondary school courses in the Mississippi end-of-course testing program. Other
state core objectives must be included in the district's instructional program as they are provided by the
State Department of Education along with instructional practices, resources, evaluation items and
management procedures. Districts are encouraged to adapt this program and accompanying procedures
to all other instructional areas. The department shall provide that such program and guidelines, or a
program and guidelines developed by a local school district which incorporates the core objectives from
the curriculum structure are enforced through the performance-based accreditation system. It is the
intent of the Legislature that every effort be made to protect the instructional time in the classroom and
reduce the amount of paperwork which must be completed by teachers. The State Department of
Education shall take steps to insure that school districts properly use staff development time to work on
the districts' instructional management plans.

(2)The State Department of Education shall provide such instructional program and management
guidelines which shall require for every public school district that:
         (a) All courses taught in Grades K-8 which contain skills which are tested through the Mississippi
Basic Skills Assessment Program, all secondary school courses mandated for graduation, and all courses
in the end-of-course testing program shall include the State Department of Education's written list of
learning objectives.
         (b) The local school board must adopt the objectives that will form the core curriculum which will
be systematically delivered throughout the district.
         (c) The set of objectives provided by the State Department of Education must be accompanied
by suggested instructional practices and resources that would help teachers organize instruction so as to
promote student learning of the objectives. Objectives added by the school district must also be
accompanied by suggested instructional practices and resources that would help teachers organize
instruction. The instructional practices and resources that are identified are to be used as suggestions
and not as requirements that teachers must follow. The goal of the program is to have students to
achieve the desired objective and not to limit teachers in the way they teach.
         (d) Standards for student performance must be established for each core objective in the local
program and those standards establish the district's definition of mastery for each objective.
         (e) There shall be an annual review of student performance in the instructional program against
locally established standards. When weaknesses exist in the local instructional program, the district shall
take action to improve student performance.

(3) The State Board of Education and the board of trustees of each school district shall adopt policies to
limit and reduce the number and length of written reports that classroom teachers are required to prepare.

(4) This section shall not be construed to limit teachers from using their own professional skills to help
students master instructional objectives, nor shall it be construed as a call for more detailed or complex
lesson plans or any increase in testing at the local school district level.


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(5) In the event any school district meets Level 4 or 5 accreditation requirements, the State Board of
Education may, in its discretion, exempt such school district from the provisions of this section.

SOURCES: Laws,1988, ch.487, §14; Laws, 1991, ch.423, §1; Laws, 1992, ch.519, §4
eff. from and after July 1, 1992.

Each secondary vocational-technical course consists of a series of instructional units
which focus on a common theme. All units have been written using a common format
which includes the following components:

        N    Unit Number and Title
        N    Suggested Time on Task - An estimated number of clock hours of instruction
             that should be required to teach the competencies and objectives of the unit.
             A minimum of 140 hours of instruction is required for each Carnegie unit
             credit. The curriculum framework should account for approximately 75-80
             percent of the time in the course.
        N    Competencies and Suggested Objectives
             - A Competency represents a general concept or performance that
                students are expected to master as a requirement for satisfactorily
                completing a unit. Students will be expected to receive instruction on all
                competencies.
              - The Suggested Objectives represent the enabling and supporting
                knowledge and performances that will indicate mastery of the competency
                at the course level.
        N    Suggested Teaching Strategies - This section of each unit indicates
             strategies that can be used to enable students to master each suggested
             objective. Teachers should feel free to modify or enhance these suggestions
             based on needs of their students and resources available in order to provide
             optimum learning experiences for their students.
        N    Suggested Assessment Strategies - This section indicates strategies that
             can be used to measure student mastery. Examples of suggested strategies
             could include classroom discussions, laboratory exercises, and student
             assignments. Again, teachers should feel free to modify or enhance these
             suggested assessment strategies based on local needs and resources.
        N    Integrated Academic Topics, Workplace Skills, and Occupational Standards -
             This section identifies related academic topics in mathematics, science, and
             communications which are integrated into the content of the unit. It also
             identifies the general workplace skills as identified in the Secretary’s
             Commission on Achieving Necessary Skills (SCANS) report as being critical
             for all workers in the 21st Century. Finally where applicable, occupational
             skills standards associated with the competencies and suggested objectives
             for the unit are also identified.




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       N       Suggested References - This section indicates some of the primary
               instructional resources that may be used to teach the competencies
               and suggested objectives. Again, these resources are suggested
               and the list may be modified or enhanced based on needs and
               abilities of students and on available resources.

The following guidelines were used in developing the curriculum framework in
this document and should be considered in developing local instructional
management plans and daily lesson plans:

       N  The content of the courses in this document reflects approximately
          75-80 percent of the time allocated to each course. The remaining
          20-25 percent of each course should be developed at the local district
          level and may reflect:
          - Additional units of instruction within the course related to topics
             not found in the state framework.
         - Activities which develop a higher level of mastery on the existing
             competencies and suggested objectives.
         - Activities and instruction related to new technologies and
             concepts that were not prevalent at the time the current
             framework was developed/ revised.
         - Activities which implement components of the Mississippi Tech
             Prep initiative, including integration of academic and vocational-
             technical skills and coursework, school-to-work transition
             activities, and articulation of secondary and postsecondary
             vocational-technical programs.
         - Individualized learning activities to better prepare individuals in
             the courses for their chosen occupational area.
       N Sequencing of the units of instruction within a course is left to the
         discretion of the local district. Naturally, foundation units related to
         topics such as safety, tool and equipment usage, and other basic skills
         should be taught first. Other units related to specific skill areas in the
         course, however, may be sequenced to take advantage of seasonal
         and climatic conditions, resources located outside of the school, and
         other factors.




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                                          TABLE OF CONTENTS

Foreword ..........................................................................................................................3

Business and Computer Technology ...............................................................................9
      Business and Computer Technology .................................................................. 11

Family and Consumer Sciences .................................................................................... 19
      Early Childhood Services and Education ............................................................ 21

Health Science Technology ........................................................................................... 27
      Allied Health ........................................................................................................ 29

Marketing and Related Education .................................................................................. 41
      Marketing Management Technology ................................................................... 43

Trade, Technical, and Industrial Education .................................................................... 55
      Audio and Television Broadcasting ..................................................................... 57
      Basic Electronics ................................................................................................. 67
      Graphics and Print Communications ................................................................... 73
      Furniture Manufacturing & Upholstering .............................................................. 82
      Electrician............................................................................................................ 90

Appendix A: Related Academic Topics ........................................................................ 103

Appendix B: Workplace Skills ...................................................................................... 115




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                    BUSINESS AND COMPUTER TECHNOLOGY




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                              PROGRAM DESCRIPTION

                     BUSINESS AND COMPUTER TECHNOLOGY

           (Program CIP: 52.0408 – General Office/Clerical & Typing Services)

Business and Computer Technology is designed to educate, train, and provide
guidance for secondary vocational students who seek to develop the knowledge, skills,
and behavioral characteristics necessary for successful entry level employment in office
occupations for the twenty-first century.

This document was developed according to national standards for business education,
as prepared by the National Business Education Association (NBEA), 2001; the
National Educational Technology Standards for Students (NETS), 2000-02, developed
by the International Society for Technology in Education (ISTE); and the SCANS
Competencies published by the U.S. Department of Labor, 1992.

The curriculum was also correlated with related competencies in the Mississippi core
academic subject areas: Algebra I, Biology I, English II, and U.S. History, published by
the Mississippi Department of Education.

Academic innovations: The SCANS skills and competencies: An Overview. (n.d.).
     Retrieved September 10, 2003, from
     http://www.academicinnovations.com/report.html

ISTE NETS: Curriculum and content area standards for students: 2000-02. Retrieved
      September 10, 2003, from http://cnets.iste.org/currstands/cstands-netss.html

Mississippi language arts framework—English II. (2003). Retrieved September 10, 2003
      from http://marcopolo.mde.k12.ms.us/frameworks/language_arts/la_10.html

Mississippi mathematics framework—Algebra I. (2003). Retrieved September 10, 2003
      from http://marcopolo.mde.k12.ms.us/frameworks/mathematics/ma_algebra_i.html

Mississippi science framework—Biology I. (2003). Retrieved September 10, 2003 from
      http://marcopolo.mde.k12.ms.us/frameworks/science/sci_biology_I.html

Mississippi social studies framework—U.S. History from 1877. (2003). Retrieved
      September 10, 2003 from
      http://marcopolo.mde.k12.ms.us/frameworks/social_studies/ss_us_history.html

National Business Education Association. (2001). National standards for business
      education. Reston, VA: National Business Education Association.




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                                  COURSE OUTLINE

                       BUSINESS AND COMPUTER TECHNOLOGY I

Unit No.       Title                                             No. of Hours

Unit 1         Orientation                                                 3
Unit 2         Work Environment                                           12
Unit 3         Office Systems                                             10
Unit 4         Document Processing                                        42
Unit 5         Business Communications and Presentation Skills            38
Unit 6         Telecommunications                                         30
Unit 7         Business Data Management                                   30
Unit 8         Business Finance and Spreadsheet Applications              40
Unit 9         Employability Skills                                       15

                       BUSINESS AND COMPUTER TECHNOLOGY II

Unit No.       Title                                             No. of Hours


Unit 1         Orientation                                                 3
Unit 2         Application Management                                     70
Unit 3         Networking and Support Systems                             10
Unit 4         Web Page Design and Introductory Programming               20
Unit 5         Effective Communication and Management Skills              15
Unit 6         Exploring Business Careers                                 17
Unit 7         Desktop Publishing                                         15
Unit 8         Personal Financial Skills                                  10
Unit 9         Business Accounting                                        40
Unit 10        School to Careers Transition                               20




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                            CURRICULUM FRAMEWORK

Course Name: Business and Computer Technology I

Course CIP Code: 07.0701

Course Description: Business and Computer Technology I is the entry level course of
the secondary Business and Computer Technology program. Students in Business and
Computer Technology I will gain foundation competencies related to work environment,
document processing and desktop publishing, office systems, employability skills, file
and records management, communications, financial applications, and
telecommunications. (2-2½ Carnegie Units, depending upon time spent in the course.)

Competencies and Suggested Objectives

1.     Identify school and program policies and procedures related to Business and
       Computer Technology.
       a.      Preview the school handbook and all safety procedures for
               classroom level and building level.
       b.      Preview course objectives and program policies.
2.     Discuss educational, occupational, and leadership opportunities.
       a.      Identify and describe leadership opportunities available from
               student youth organizations (FBLA).
3.     Explore safety policies and procedures related to the work environment.
       a.      Identify OSHA standards for computer workstations.
       b.      Research office safety policies for the workplace.
4.     Examine ergonomic factors related to the work environment.
       a.      Define terms related to ergonomics.
       b.      Explore and identify factors creating an ergonomically sound
               environment, including the Americans with Disabilities Act (ADA).
5.     Discuss ethics in the workplace.
       a.      Discuss and analyze ethics and their effects in the workplace.
       b.      Conduct research on ethics in business.
6.     Use communications and time management principles to manage personal
       productivity.
       a.      Apply strategies for decision-making and problem-solving activities.
       b.      Conduct small group activities aimed at problem solving and
               decision making.
7.     Use human relations skills in the office to work effectively as a team
       member.
       a.      Cultivate personal qualities for the workplace.
       b.      Demonstrate ability to cooperate and work with others.




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8.     Identify components related to a computer.
       a.      Identify internal components.
       b.      Identify external components.
9.     Demonstrate a basic understanding of a computer system. (ongoing)
       a.      Define terminology related to computer systems.
       b.      Define and use Windows functions.
       c.      Demonstrate the ability to perform operating systems commands.
10.    Discuss and demonstrate software installation and maintenance. (ongoing)
       a.      Describe software installation.
       b.      Describe basic driver installation.
       c.      Examine basic troubleshooting techniques.
11.    Perform basic keyboarding techniques. (ongoing)
       a.      Perform proper keyboarding techniques.
       b.      Build touch-typing skill.
       c.      Develop speed and accuracy.
12.    Utilize word processing applications.
       a.      Create and format documents.
       b.      Proofread and edit documents using proofreaders’ marks.
       c       Utilize formatting techniques in creating documents.
       d.      Preview and print documents.
       e.      Save documents.
       f.      Format letters, memos, and reports in various styles.
       g.      Create envelopes and labels.
       h.      Insert and format graphics in a document.
       i.      Use document templates.
       j.      Use mail merge.
13.    Develop reading, writing, listening, and speaking skills.
       a.      Identify and describe the terms related to communication skills.
       b.      Complete activities for reading and locating information.
       c.      Develop proper listening techniques.
       d.      Develop effective speaking skills.
14.    Demonstrate effective oral communications.
       a.      Compare and contrast acceptable and unacceptable telephone
               techniques.
15.    Plan and create a professional-quality presentation using multimedia equipment.
       a.      Plan and create a presentation.
       b.      Edit and format a presentation.
       c.      Present a project and provide a hard copy.
16.    Demonstrate telecommunications.
       a.      Identify emerging technologies in telecommunications.
       b.      Demonstrate the proper use of telecommunications components.
17.    Utilize on-line resources.
       a.      Identify acceptable rules and procedures for Internet use.
       b.      Discuss copyright laws for on-line resources.
       c.      Conduct on-line research.
       d.      Access and explore an electronic mail account.



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18.    Design a website using HTML programming.
       a.      Develop HTML skills using a text editor.
       b.      Discuss the components of a quality website.
       c.      Complete a comprehensive website project.
       d.      Discuss and/or demonstrate uploading a website.
19.    Manually prepare personal and business names for alphabetic filing.
       a.      Index, sort, code, and file personal and business names.
       b.      Discuss subject, geographic, and numeric filing.
       c.      Define and demonstrate methods of document duplication and file
               retention.
20.    Utilize database applications.
       a.      Identify database terminology and concepts.
       b.      Create a database.
       c.      Generate reports and labels.
       d.      Perform mail merge.
21.    Manage a checking account.
       a.      Complete a deposit slip.
       b.      Prepare checks.
       c.      Record information in a check register.
       d.      Reconcile a bank statement.
       e.      Explore on-line banking options.
22.    Develop business financial skills.
       a.      Demonstrate the 10-key touch method.
       b.      Use the 10-key touch method to perform basic financial
               applications.
23.    Develop proficiency in spreadsheet applications.
       a.      Solve problems using basic mathematical concepts.
       b.      Use spreadsheet templates provided within the software package.
       c.      Create graphs and charts.
24.    Develop personal skills necessary for securing and maintaining employment.
       a.      Perform a self-assessment to determine a career.
       b.      Research careers.
       c.      Investigate training and/or educational requirements for careers.
25.    Develop professional skills necessary for securing and maintaining employment.
       a.      Discuss the job search process.
       b.      Discuss employment options.
       c.      Prepare job search documents.
       d.      Perform interview techniques.




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                            CURRICULUM FRAMEWORK

Course Name: Business and Computer Technology II

Course CIP Code: 07.0301

Course Description: Business and Computer Technology II is the advanced level
course of the Business and Computer Technology program. Students enrolled in
Business and Computer Technology II will gain advanced competencies related to
application management, including keyboarding, speech and handwriting recognition,
office systems, multimedia and web page design, communication and management
skills, and careers. ( 2-2½ Carnegie units depending upon time spent in course.)

Competencies and Suggested Objectives

1.     Review school and program policies and procedures related to Business and
       Computer Technology.
       a.      Discuss the school handbook and all safety procedures for
               classroom level and building level.
       b.      Discuss course objectives and program policies.
2.     Discuss educational, occupational, and leadership opportunities.
       a.      Identify and describe leadership opportunities available from
               student youth organizations (FBLA).
3.     Perform basic keyboarding techniques. (ongoing)
       a.      Perform proper keyboarding techniques.
       b.      Develop speed and accuracy.
4.     Utilize a word processing software package.
       a.      Produce documents using word processing software package
               formatting features.
       b.      Utilize merge features.
5.     Construct a database project and manipulate data.
       a.      Plan and design a database with multiple tables.
       b.      Generate reports using statistical database functions.
6.     Work efficiently with spreadsheet files.
       a.      Produce documents using built-in functions and formulas to include
               if then, else, lookup, payment, etc.
       b.      Create and enhance graphs using spreadsheet data by adding data
               labels, exploding pies, elevating, rotating, etc.
7.     Complete an integration activity using a software suite.
       a.      Integrate a database file into a word processing file.
       b.      Integrate spreadsheet file into word processing and presentation
               files.
8.     Utilize speech recognition software. (ongoing)
       a.      Complete initial training.
       b.      Create business documents by dictating voice commands and text.




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       c.      Format/edit text and navigate in documents utilizing voice
               commands.
9.     Utilize handwriting recognition software. (ongoing)
       a.      Start and adjust the writing pad.
       b.      Input data and create documents with handwriting recognition tools.
       c.      Utilize handwriting recognition tools to correct, edit and format text.
10.    Discuss and demonstrate key networking terms and components.
       a.      Discuss important networking terms.
       b.      Demonstrate the use of networking components.
11.    Discuss network administration and support.
       a.      Discuss the responsibilities of network administrators.
12.    Discuss network and web security.
       a.      Discuss and research issues related to network and Internet
               security.
       b.      Discuss and research preventive measures to secure networks and
               data.
13.    Explore and utilize advanced web page design applications.
       a.      Investigate computer programs for developing websites.
       b.      Construct a website using a computer program.
       c.      Explore advanced web page design applications.
14.    Discuss and utilize computer programming languages.
       a.      Discuss and research current computer programming languages.
       b.      Introduce computer programming applications and techniques
               using Microsoft Visual Basic®.
15.    Examine office support procedures.
       a.      Demonstrate making travel arrangements.
       b.      Identify the responsiblities of organizing meetings and/or
               conferences.
       c.      Discuss and/or demonstrate teleconferencing and video
               conferencing.
16.    Examine effective management techniques.
       a.      Utilize an electronic device such as a PDA to emphasize the
               importance of time management.
       b.      Develop ways to reduce stress.
       c.      Recognize the importance of ethical behavior within the business
               environment.
17.    Develop personal and professional skills.
       a.      Demonstrate proper business etiquette.
       b.      Compare and contrast international business etiquette.
18.    Enhance writing skills.
       a.      Demonstrate personal writing skills.
       b.      Demonstrate penmanship.
       c.      Demonstrate technical writing skills.
19.    Enhance reading and speaking skills.
       a.      Demonstrate reading and speaking skills.




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20.    Research employment opportunities in business-related fields.
       a.     Explore employment opportunities.
21.    Compile and organize a personal portfolio for employment purposes.
       a.     Create or update a title page, letter of application, resume, and two
              letters of recommendation.
       b.     Organize the portfolio in an acceptable format that could be used in
              a multimedia presentation.
       c.     Construct an electronic portfolio.
22.    Participate in simulated job activities.
       a.     Participate in a simulated job interview.
       b.     Participate in a simulated performance review.
       c.     Participate in a simulated exit interview.
23.    Research desktop publishing software and design guidelines.
       a.     Discuss desktop publishing concepts and terminology.
       b.     Discuss the difference between desktop publishing and word
              processing.
       c.     Investigate design guidelines for desktop published documents.
       d.     Research the Internet for tutorials of DTP programs.
24.    Create professional-quality desktop publishing documents.
       a.     Discuss different publishing formats.
       b.     Publish information using desktop publishing software.
       c.     Conduct research and summarize information to design and create
              DTP projects utilizing appropriate teamwork skills.
25.    Develop consumer awareness with regard to personal financial skills.
       a.     Demonstrate an understanding of tax forms.
              (1)     Complete a W-4 form.
              (2)     Complete tax forms.
       b.     Complete a loan application.
       c.     Discuss credit cards.
       d.     Discuss types of insurance.
26.    Demonstrate accounting procedures.
       a.     Define terminology related to accounting principles.
       b.     Prepare journals and general ledgers.
       c.     Complete a payroll problem.
27.    Demonstrate accounting procedures using a computer.
       a.     Complete an accounting cycle using a computer.
       b.     Complete a payroll problem using a computer.
28.    Analyze and interpret financial reports.
       a.     Explain a balance sheet.
       b.     Explain an income statement.
       c.     Explain a statement of owner’s equity.
29.    Demonstrate job-specific skills introduced during the year by completing a
       teacher-approved project requiring integration of learned skills. (ongoing)
       a.     Participate in a simulation or project which demonstrates
              proficiency of Business and Computer Technology skills.




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                    FAMILY AND CONSUMER SCIENCES




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                               PROGRAM DESCRIPTION

                    EARLY CHILDHOOD SERVICES AND EDUCATION

         (Program CIP: 20.0201 – Childcare & Guidance Workers and Managers)

Early Childhood Services and Education is an instructional program designed to provide
training in the area of childcare and development. The first year of the program is
designed as an introduction to the childcare profession focusing on child development,
guidance and behavior, health and safety, and age-appropriate activities. A field
experience is included in this course. Upon completion of this first year, the student
should be competent as an assistant caregiver. This course is taught for one year, and
it earns 2.0 to 2.5 Carnegie Units.

The emphasis of the second year is primarily to provide advanced skills in the field of
childcare and development. Students will gain advanced competencies related to
professional childcare skills, safe and healthy learning environments, program planning,
and management. An enhanced field experience is included in this course. This course
is taught for one year, and it earns 2.0 to 2.5 Carnegie Units.

The Child Development Associate teaching strategies are integrated in this curriculum
and the National Association for the Education of Young Children Standards are
introduced.

                                   COURSE OUTLINE

                    EARLY CHILDHOOD SERVICES AND EDUCATION I

Unit No.       Title                                                       No. of Hours

Unit 1         Orientation and Safety                                                16
Unit 2         Protecting Children’s Health and Safety                               56
Unit 3         Guidance and Behavior Management                                      32
Unit 4         Stages of Child Development                                           56
Unit 5         Practicing Age-Appropriate Activities                                 56


                    EARLY CHILDHOOD SERVICES AND EDUCATION II

Unit No.       Title                                                       No. of Hours

Unit 1         The Childcare Professional                                            32
Unit 2         Planning the Learning Environment                                    104
Unit 3         Program Management                                                    40
Unit 4         Creating a Safe Childcare Facility                                    40




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                          CURRICULUM FRAMEWORK

Course Name: Early Childhood Services and Education I

Course CIP Code: 20.0201

Course Description: Early Childhood Services and Education I is the entry
level course of the secondary Early Childhood Services and Education program.
Students in Early Childhood Services and Education I will gain foundation
competencies related to health and safety, child development, guidance and
behavior management, and age-appropriate activities. (2-2.5 Carnegie Units
depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Identify occupational, educational, and leadership opportunities in Early
       Childhood Services and Education.
       a.      Investigate and compare educational, career, and leadership
               opportunities related to children to include postsecondary
               educational options, entry level jobs, paraprofessionals, and
               professionals.
       b.      Examine the need for studying children to include the benefits and
               characteristics of child development.
2.     Explain the responsibilities of caregivers for protecting children’s health
       and safety.
       a.      Identify emergency, evacuation, equipment, and materials safety
               procedures according to school and classroom policies.
       b.      Identify emergency evacuation, equipment, and materials safety
               procedures related to childcare centers as required by the
               Mississippi State Department of Health Childcare Licensure
               Handbook.
       c.      Demonstrate the procedures for proper cleaning and sanitizing of
               equipment and facilities.
       d.      Demonstrate proper sanitation practices of caregivers.
3.     Discuss factors contributing to children’s physical and emotional health.
       a.      Explain ways to protect children from communicable diseases.
       b.      Describe the role immunization plays in the prevention of illness.
       c.      Discuss the importance of nutrition in physical and intellectual
               development.
       d.      Explain the food guide pyramid and daily requirements.
       e.      Discuss nutritious meal and snack planning.
       f.      Discuss the impact of crisis on the emotional well-being of children
               to include divorce, separation, remarriage, blended families, illness,
               and death.
4.     Discuss safety for infants and children.
       a.      Discuss responsibilities of caregivers for safety.



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       b.      Practice appropriate responses to emergency situations, including
               first aid and CPR.
       c.      Discuss types of child abuse, prevention, and reporting processes.
5.     Identify guidance techniques for behavioral management.
       a.      Identify goals of effective guidance.
       b.      Define the guidance styles to include authoritarian, democratic, and
               permissive.
       c.      Describe direct and indirect guidance.
       d.      Identify appropriate verbal and nonverbal guidance techniques.
       e.      Identify ways to promote a positive self-concept in children.
       f.      Describe positive/negative reinforcement.
       g.      Explain the use of time out.
6.     Explain child observations.
       a.      Discuss the purpose of observing children.
       b.      Identify the role of the teacher/caregiver when observing children.
       c.      Identify types of observation charts.
7.     Record the behavior and interaction of children.
       a.      Observe children in a childcare setting.
       b.      Complete assessments records based on the observation.
8.     Describe the stages of prenatal development and birth defects as related
       to each stage of development.
       a.      Discuss the stage of the zygote.
       b.      Discuss the stage of the embryo.
       c.      Discuss the stage of the fetus.
       d.      Discuss the birth defects as related to each stage.
9.     Explain the different areas of development of children.
       a.      Discuss early childhood education and childcare movements to
               include history, theories, and practice.
       b.      Identify the intellectual, physical, emotional, and social
               developmental characteristics of the child from birth to school-age.
       c.      Explore inclusion and how to meet the developmental needs of
               special needs children and culturally diverse children.
10.    Relate the value of play to children's development.
       a.      Discuss physical, emotional, social, and intellectual development
               that occurs during play.
       b.      Identify the different types of play.
       c.      Discuss the role and benefits of creativity in play.
11.    Explain an age-appropriate activity related to each of the following areas:
       art, music, language/social studies, science, and math.
       a.      Using computer skills create an age-appropriate activity related to
               the following areas: art, music, language/social studies, science,
               and math.
       b.      Create an age-appropriate activity to address the culturally diverse
               child.
       c.      Demonstrate ability to interact with children by presenting an age-
               appropriate activity.



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                          CURRICULUM FRAMEWORK

Course Name: Early Childhood Services and Education II

Course CIP Code: 20.0290

Course Description: Early Childhood Services and Education II is the advanced
level course of the Early Childhood Services and Education Program. Students
who enroll in Early Childhood Services and Education II will gain foundation
competencies related to professional childcare, safe and healthy environments,
program planning, and program management. (2-2.5 Carnegie Units depending
upon the time spent in the course)

Competencies and Suggested Objectives:

1.     Review occupational and leadership opportunities in Early Childhood
       Services and Education.
       a.      Re-investigate educational and career opportunities in childcare.
       b.      Re-examine leadership opportunities available from student youth
               organizations (FCCLA, Beta, etc.).
2.     Examine characteristics of a competent childcare provider.
       a.      Identify characteristics of a competent childcare worker to include
               attitude, appearance, and work ethics.
       b.      Employ appropriate verbal and written communication skills to
               include the parent-teacher, teacher-child, and co-worker
               relationships.
3.     Explore skills and procedures necessary for seeking employment in the
       childcare field.
       a.      Research and compare childcare occupations.
       b.      Prepare a professional portfolio to include philosophy of childcare,
               resume, job application, and work samples.
       c.      Explain the basic interviewing process.
       d.      Research early childhood education associations.
4.     Identify quality childcare.
       a.      Research the types of childcare programs and their characteristics.
       b.      Describe quality childcare and the NAEYC accreditation of a
               childcare center.
5.     Describe how to plan the daily routine for a childcare program.
       a.      Explain the importance of a daily schedule.
       b.      Develop a daily time schedule for infants, toddlers, preschoolers,
               and school-age children.
       c.      Demonstrate how to use transitions.
6.     Plan a childcare curriculum.
       a.      Describe program goals and their relationship to development of
               the curriculum.
       b.      Describe factors to consider in curriculum planning.



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Executive Summary



       c.     Explain developmentally appropriate practices.
       d.     Explain assessment of curriculum.
7.     Develop lesson plans and a block plan for a childcare program.
       a.     Develop a list of appropriate themes for infants, toddlers, and
              preschoolers
       b.     Develop a theme-based lesson plan beginning with a flowchart and
              add learning activities to carry out the plan.
       c.     Develop a block lesson plan.
8.     Explore parent involvement in the childcare program.
       a.     Explain how to involve parents using a parent letter.
       b.     Develop a theme-based bulletin board.
       c.     Discuss what should be included on a parent’s information bulletin
              board.
9.     Explore the Mississippi Department of Health licensing guidelines.
       a.     Outline the standards and policy operations of the Mississippi
              Department of Health for childcare centers.
       b.     Investigate inspection report forms necessary for policy operation of
              childcare centers.
10.    Discuss the operation of a quality Mississippi childcare center.
       a.     Discuss the components of a quality childcare center.
       b.     Discuss how good management skills are necessary for the
              operation of a quality childcare center.
       c.     Discuss personnel requirements and the essential personnel
              policies of a quality childcare center.
       d.     Identify appropriate management practices necessary for the
              operation of a quality childcare center.
11.    Discuss marketing and basic financial management.
       a.     Create an advertisement for a childcare center.
       b.     Design a budget associated with the operation of a childcare
              center.
       c.     Study examples of profit and loss for a childcare business.
12.    Discuss the Mississippi Department of Health licensure guidelines as
       related to planning the physical environment of a childcare facility.
       a.     Identify the requirements for building, grounds, and equipment.
       b.     Examine the purpose of the requirements.
13.    Design a childcare facility using the Mississippi Department of Health
       licensure guidelines.
       a.     Design an appropriate indoor and outdoor environment.
       b.     Select age-appropriate indoor and outdoor play equipment and
              materials for physical, intellectual, social, and creative play.




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                    26
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                    HEALTH SCIENCE TECHNOLOGY




                               27
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                    28
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                               PROGRAM DESCRIPTION

                                    ALLIED HEALTH

               Program CIP: 51.0000 – Health Services/Allied Health, Gen.

The first year of the secondary allied health program introduces the student to careers
available in the health field, basic anatomy and physiology, and basic patient care skills.
Upon completion of this first year introductory course, the student will be trained to be
an entry-level general basic health care assistant and trained in CPR and first aid. The
student will be better able to make an informed choice of a health occupation that
he/she plans to pursue. This course is taught for one year, and it earns 2.0 to 2.5
Carnegie Units. Students who complete Allied Health I may count one of the credits
earned in this course as one science credit toward graduation requirements.

The emphasis of the second year is primarily to expose students to advanced skills in
the various health occupations and the basic health care sciences. Students may
participate in shadowing experiences in selected health care facilities. Upon completion
of the second year advanced course, the student will be trained to work as an entry-
level assistant in various health occupations and will be certified in CPR at the health
care provider level. This course is taught for one year, and it earns 2.0 to 2.5 Carnegie
Units.

This program includes a minimum of 100 hours of clinical-type experience over the two-
year period. This clinical-type experience can include tours of health care facilities,
guest speakers, laboratory practice/demonstration in the classroom, and observation
experiences in medical facilities.

                           SUGGESTED COURSE OUTLINE

                             ALLIED HEALTH CLUSTER I*

Unit No.       Title                                                          No. of Hours
Unit 1         Course Overview, Safety, and Communication                             22.5
Unit 2         Career Awareness and Exploration                                        7.5
Unit 3         Medical, Legal, and Ethical Responsibilities                             15
Unit 4         Standard Precautions                                                     15
Unit 5         CPR/First Aid                                                          22.5
Unit 6         Medical Terminology                                                     7.5
Unit 7         Organization of the Body                                                7.5
Unit 8         Integumentary System                                                   22.5
Unit 9         Musculoskeletal System                                                   15
Unit 10        Circulatory System                                                     22.5
Unit 11        Respiratory System                                                      7.5
Unit 12        Digestive System                                                         15
Unit 13        Urinary System                                                           15


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Unit 14        Nervous System                                         7.5
Unit 15        Reproductive System                                     15
Unit 16        Endocrine System                                       7.5

                             ALLIED HEALTH CLUSTER II*

Unit No.       Title                                         No. of Hours
Unit 1         Course Overview                                        7.5
Unit 2         Infection Control                                       30
Unit 3         Growth and Development                                  15
Unit 4         Funeral Services                                        10
Unit 5         Rehabilitative Health                                   15
Unit 6         Opticianry, Audiology, and Speech Pathology            7.5
Unit 7         Pharmacology                                            15
Unit 8         Cardiopulmonary                                        7.5
Unit 9         Emergency Health Care                                   15
Unit 10        Mental Health                                          7.5
Unit 11        Direct Health Care                                    12.5
Unit 12        Public and Environmental Health Care                   7.5
Unit 13        Medical Imaging Careers                                7.5
Unit 14        Medical Laboratory Careers                             7.5
Unit 15        Health Care Administration                              15
Unit 16        Dental Health                                           15
Unit 17        Dietetics                                              7.5
Unit 18        Animal Health Care                                     7.5
Unit 19        Employability                                           15

*Clinical – 100 hours to be integrated within 2 years.




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Executive Summary



                             CURRICULUM FRAMEWORK

Course Name: Allied Health Cluster I

Course CIP Code: 17.0690

Course Description: The first year of the secondary allied health skill program
introduces the student to the health careers field, the basic health sciences, and basic
skills in both laboratory and clinical. Upon completion of this first year introductory
program, the student should be competent as a general basic health assistant. The
student will be better able to make a choice of a health occupation that he/she plans to
pursue. (2.0-2.5 Carnegie Units)

Competencies and Suggested Objectives:

1.     Review material related to the course and professional organizations.
       a.     Identify student and course expectations.
       b.     Explore allied health professional student organizations and their role in
              individual career development.
       c.     Compare the timeline of medical history.
2.     Recognize safety procedures and policies.
       a.     Describe basic safety procedures.
       b.     Describe accident prevention methods and disaster plans of the local
              school district.
       c.     Discuss a safe and clean environment.
       d.     Follow state and facility guidelines, including dress requirements for
              clinical-type experiences.
3.     Explain effective communication skills.
       a.     Identify the main factors required for the communication process.
       b.     Identify factors that may interfere with the communication process.
       c.     Demonstrate effective teamwork skills.
       d.     Explore professional literature and medical references.
4.     Introduce careers in the health care industry.
       a.     Introduce careers in health care information and administration.
       b.     Introduce careers in direct health care (i.e., nursing, physician,
              veterinarian, dental, emergency care).
       c.     Introduce careers in medical therapy (i.e., occupational therapy, physical
              therapy, respiratory therapy, audiology, speech pathology).
       d.     Introduce careers in diagnostic health care.
5.     Discuss education and credentials required for health care careers.
       a.     Discuss educational levels for health careers, including certification,
              associate degree, bachelor’s degree, master’s degree, and doctoral
              degree.
       b.     Compare the credentials needed for careers in health care, including
              certification, registration, and licensure.




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6.     Discuss professional ethics.
       a.      Explain professional ethics.
       b.      Discuss confidentiality.
       c.      Discuss HIPAA, the Health Insurance Portability and Accountability Act
               of 1996.
7.     Discuss legal responsibility and clients’ rights.
       a.      Explain torts and legal responsibility.
       b.      Identify ways to promote clients’ rights and privacy.
       c.      Discuss the requirement for health care workers to undergo a background
               check.
8.     Explain standard precautions.
       a.      Explain importance of standard precautions in life practices and health
               care.
       b.      Explain the state and federal government's role in standard precautions.
       c.      Relate standard precautions to the transmission of infectious diseases
               including HIV, AIDS, HBV, and TB.
9.     Utilize standard precautions.
       a.      Demonstrate hand-washing technique.
       b.      Demonstrate donning and removing clean gloves.
10.    Perform basic emergency procedures.
       a.      Explain first aid procedures for sudden illness.
       b.      Explain first aid procedures for accidents.
11.    Perform advanced emergency procedures.
       a.      Perform CPR.
       b.      Demonstrate first aid for an obstructed airway.
12.    Explain medical terminology.
       a.      Spell designated medical terms correctly.
       b.      Demonstrate the use of medical references to spell medical terms
               correctly.
       c.      Define and divide medical terms into root words, prefixes, and suffixes.
13.    Recognize and use medical terminology.
       a.      Interpret the common medical abbreviations and symbols including
               meanings and uses.
       b.      Demonstrate the use of medical terms and abbreviations in reading,
               speaking, interpreting, and writing simulated medical records.
14.    Review the relationship among cells, tissues, organs, and systems.
       a.      Review the main parts of a cell.
       b.      Review the functions of the main parts of a cell.
       c.      Compare types of tissues and their relationships to body organs and
               systems.
15.    Identify the body planes, directions, and cavities.
       a.      Identify the names of the planes and the directional terms.
       b.      Locate the body cavities.
       c.      Identify the body organs in each cavity.
       d.      Describe the abdominal regions.




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Executive Summary



16.    Interpret the basic structures and functions of the integumentary system.
       a.     Identify the parts of the integumentary system.
       b.     Explain the functions of the integumentary system.
       c.     Discuss related diseases and disorders.
17.    Perform the patient care procedures related to the integumentary system.
       a.     Demonstrate patient hygiene.
       b.     Perform bed-making skills.
       c.     Perform patient positioning to prevent pressure areas.
18.    Interpret the basic structures and functions of the muscular system.
       a.     Identify major muscles.
       b.     Explain the function of the muscles.
       c.     Discuss related diseases and disorders.
       d.     Demonstrate active range of motion exercises and indications for use.
19.    Interpret the basic structures and functions of the skeletal system.
       a.     Identify the bones of the body.
       b.     Explain functions of the skeletal system.
       c.     Discuss related diseases and disorders.
       d.     Demonstrate procedures for patient transfer using a stretcher, wheelchair,
              or a pneumatic lift.
20.    Interpret the basic structures and functions of the circulatory system.
       a.     Identify components of blood and their function.
       b.     Identify the types of blood vessels and the action of each.
       c.     Identify the anatomy of the heart.
       d.     Explain the flow of blood through the heart.
       e.     Discuss related diseases and disorders.
21.    Measure vital signs.
       a.     Measure oral temperature.
       b.     Explain procedures for measuring axillary, rectal, and tympanic
              temperatures.
       c.     Identify the body’s pulse points.
       d.     Demonstrate radial pulse measurement.
       e.     Measure blood pressure.
22.    Interpret the basic structures of the respiratory system.
       a.     Identify the structures of the respiratory system.
       b.     Discuss related diseases and disorders.
       c.     Auscultate lung sounds.
23.    Interpret the basic functions of the respiratory system.
       a.     Discuss how gas exchange occurs in the lungs.
       b.     Recognize factors that cause respiratory disorders.
       c.     Count respirations.
24.    Interpret the basic structures and functions of the digestive system.
       a.     Identify organs of the digestive system.
       b.     Discuss the functions of organs of the digestive system.
       c.     Discuss related diseases and disorders.
25.    Examine the relationship of food and health.
       a.     Define terms associated with nutrition.



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Executive Summary



       b.     Identify the components of the food guide pyramid with examples of each.
       c.     Describe basic therapeutic diets (i.e., clear liquid, full liquid, soft, bland,
              and regular).
       d.     Demonstrate how to assist/feed a patient with a disability.
26.    Interpret the basic structures and functions of the urinary system.
       a.     Identify structures of the urinary system.
       b.     State the functions of each structure of the urinary system.
       c.     Discuss related diseases and disorders.
27.    Determine the importance of intake and output measurement.
       a.     Define terms associated with intake and output.
       b.     Calculate intake and output measurements.
       c.     Convert intake and output measurements to metric equivalents.
       d.     Discuss urinary catheterization in classroom lab setting.
28.    Interpret the basic structures and functions of the nervous system.
       a.     Identify the major structures and functions of the nervous system.
       b.     Recognize procedures for neurological exam.
       c.     Perform neurological exams.
       d.     Discuss related diseases and disorders.
29.    Interpret basic structures and functions of the sensory organs.
       a.     Label the basic structures of the sensory organs.
       b.     Identify the functions of the sensory organs.
30.    Interpret the basic structures and functions of the female reproductive system.
       a.     Identify the major structures and functions of the female reproductive
              system.
       b.     Discuss diseases and disorders of the female reproductive system.
       c.     Discuss the procedures of a breast exam.
       d.     Perform breast exam on model in lab.
31.    Interpret basic structures and functions of the male reproductive system.
       a.     Identify major structures and functions of the male reproductive system.
       b.     Discuss diseases and disorders of the male reproductive system.
       c.     Discuss procedures of a testicular exam.
       d.     Perform testicular exam on model in lab.
32.    Interpret the basic structures of the endocrine system.
       a.     Define key terms related to the endocrine system.
       b.     Label structures of the endocrine system.
33.    Interpret the basic functions of the endocrine system.
       a.     Analyze the actions of hormones on various body functions.
       b.     Recognize diseases and disorders of the endocrine system.




                                             34
Executive Summary



                           CURRICULUM FRAMEWORK

Course Name: Allied Health Cluster II

Course CIP Code: 17.0691

Course Description: The emphasis of the second year is primarily to expose
students to advanced skills in the various health occupations. Students may
observe these skills during clinical experience rotations in selected health care
facilities. (2.0-2.5 Carnegie Units)

Competencies and Suggested Objectives:

1.     Review material related to Allied Health II.
       a.      Identify student and course expectations.
       b.      Review skills related to clinical rotation (i.e., bed making, vital signs,
               hand washing, body mechanics).
       c.      Recognize safety factors related to clinical rotation and lab
               experience.
2.     Review safety procedures and policies.
       a.      Describe basic safety procedures.
       b.      Describe accident prevention methods and disaster plans of the
               local school district.
       c.      Discuss a safe and clean environment.
       d.      Follow state and facility guidelines, including dress requirements for
               clinical-type experiences.
3.     Review facility policies related to Allied Health II.
       a.      Discuss responsibilities of clinical rotation.
       b.      Discuss school district policies.
4.     Describe careers that involve infection control.
       a.      Discuss jobs, including surgery and central sterile supply, that
               involve infection control.
       b.      Discuss educational levels and credentials required.
5.     Identify ways pathogenic microorganisms are spread in relation to the
       infection cycle.
       a.      Review the integumentary system.
       b.      Define terms related to infection control and asepsis.
       c.      Define general principles, purposes, and types of isolation.
       d.      Demonstrate how to don and remove isolation garments and
               equipment.
       e.      Describe basic methods of sterilization and disinfection.
       f.      Discuss concurrent and terminal cleaning of a patient unit.
6.     Explain procedures related to infection control.
       a.      Demonstrate a sterile procedure maintaining a sterile field
               (e.g., catheterization, sterile dressing change, trach care).




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Executive Summary



       b.     Describe basic techniques to prepare, wrap, and sterilize
              instruments.
       c.     Observe a surgical scrub.
       d.     Discuss repair of medical equipment by biomedical personnel.
7.     Discuss stages of growth and development.
       a.     Review the reproductive system.
       b.     Identify physical, mental, emotional, and social development
              characteristics of each of Erikson’s stages of development from
              infancy through late adulthood.
       c.     Identify Maslow’s Hierarchy of Human Needs.
       d.     Discuss cultural practices that affect needs.
8.     Explain concepts related to death and dying.
       a.     Describe the five stages of grief.
       b.     Discuss hospice care.
       c.     Define living will, advance directives, and organ donation.
9.     Describe the careers available in funeral services.
       a.     Compare job descriptions in the field of funeral services.
       b.     Differentiate among educational levels and credentials required.
10.    Explain the procedures related to funeral service professionals.
       a.     Discuss post-mortem care.
       b.     Discuss procedures to prepare the human body for a funeral.
       c.     Discuss funeral planning, including how cultural beliefs impact
              funeral services.
11.    Describe careers available in rehabilitative health care.
       a.     Compare job descriptions in the field of rehabilitative health care.
       b.     Differentiate among educational levels and credentials required.
12.    Explain procedures related to rehabilitative health care.
       a.     Review the musculoskeletal system.
       b.     Demonstrate the use of assistive devices for activities of daily living
              and ambulation (crutches, cane, walker, and gait belt).
       c.     Perform passive and resistive range of motion exercises.
       d.     Apply hot, cold, and moist compresses.
13.    Describe careers available in opticianry, speech pathology, and audiology.
       a.     Compare job descriptions in the fields of opticianry, speech
              pathology, and audiology.
       b.     Differentiate among educational levels and credentials required.
14.    Explain procedures related to opticianry, speech pathology, and
       audiology.
       a.     Review the sensory organs.
       b.     Perform vision screening utilizing the Snellen chart and Ishihara
              charts.
       c.     Identify methods necessary for the assistance and safety of the
              visually impaired.
       d.     Determine methods of screening for hearing defects.
       e.     Identify methods necessary for the assistance and safety of the
              hearing and/or speech impaired.



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Executive Summary



15.    Describe careers available in pharmacology.
       a.     Compare job descriptions in the field of pharmacology.
       b.     Differentiate among educational levels and credentials required.
16.    Explain procedures related to pharmacology.
       a.     Review the endocrine system.
       b.     Contrast common drug classifications with actions using the PDR
              and nursing drug reference.
       c.     Determine the components of an authorized drug prescription.
       d.     Calculate medication dosages.
       e.     Review medical abbreviations.
17.    Describe careers available in the cardiopulmonary field.
       a.     Compare job descriptions in the cardiopulmonary field.
       b.     Differentiate among educational levels and credentials required.
18.    Explain procedures related to cardiopulmonary.
       a.     Review the respiratory and cardiovascular systems.
       b.     Identify cardiopulmonary tests and treatments.
19.    Describe careers available in the field of emergency health care.
       a.     Compare job descriptions in the field of emergency health care.
       b.     Differentiate among educational levels and credentials required.
20.    Explain procedures related to emergency health care.
       a.     Qualify for certification for CPR at the professional health care
              level.
       b.     Review first aid skills.
       c.     Discuss triage for medical emergency health care.
21.    Describe careers available in the field of mental health.
       a.     Compare job descriptions in the field.
       b.     Differentiate among educational levels and credentials required.
22.    Explain procedures related to mental health care (i.e., play therapy, music
       therapy, art therapy, aroma therapy, dance therapy, recreation therapy,
       puppet therapy, pet therapy).
       a.     Review the nervous system.
       b.     Identify techniques of reality orientation.
       c.     Differentiate between psychotic and psycho-neurotic disorders.
23.    Explain causes and treatments for mental health disorders.
       a.     Discuss causes and treatments for eating disorders.
       b.     Discuss causes and treatments for chemical or substance abuse.
       c.     Identify methods used to prevent suicide and list common warning
              signs.
       d.     Discuss Alzheimer’s disease and how it affects clients.
24.    Describe careers available in direct health care.
       a.     Compare job descriptions in the field (i.e., physician, nurse,
              physician assistant, medical assistant).
       b.     Differentiate among educational levels and credentials required.




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Executive Summary



25.    Explain procedures related to direct health care.
       a.     Describe major types of physical exams and the equipment
              required for each (i.e., ENT, neuro, general assessments,
              depressor, stethoscope, tuning fork).
       b.     Position for physical exams.
       c.     Describe assessment techniques used in a physical exam (i.e.,
              observation, auscultation, percussion, palpation).
       d.     Demonstrate measurement of height and weight.
       e.     Review breast and testicular exam on a model.
26.    Describe careers available in public and environmental health.
       a.     Compare job descriptions in the field (i.e., biomedical engineer,
              environmentalist, waste manager, industrial hygienist, safety
              inspector).
       b.     Differentiate among educational levels and credentials required.
27.    Explain the impact of public and environmental health concerns on
       society.
       a.     Describe areas of pollution control that are monitored and regulated
              by public health services.
       b.     Describe health conditions that are affected by environmental
              pollution.
       c.     Describe services provided by community health care agencies.
       d.     Describe disposal of medical waste.
       e.     Identify health care concerns monitored by the epidemiologist.
28.    Describe careers in medical imaging.
       a.     Compare job descriptions in the field.
       b.     Differentiate among educational levels and credentials required.
29.    Explore medical imaging procedures and circumstances requiring use.
       a.     Discuss echocardiography, fluoroscopy, magnetic resonance
              imagery, mammography, nuclear medicine, radiography,
              sonography, and tomography.
       b.     Discuss advancements in medical imagery.
       c.     Discuss hazards and safety measures associated with medical
              imaging.
       d.     Demonstrate basic radiological positioning (i.e., posterior-anterior,
              anterior-posterior, and lateral).
30.    Describe careers in the medical laboratory.
       a.     Compare job descriptions in the field.
       b.     Differentiate among educational levels and credentials required.
31.    Explore medical lab procedures and circumstances requiring use.
       a.     Review the urinary system.
       b.     Describe methods of collecting specimens of urine, stool, sputum,
              blood, and emesis.
       c.     Identify basic lab tests.
       d.     Observe basic laboratory procedures.
32.    Describe careers available in the field of health care administration.
       a.     Compare job descriptions in the field.



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Executive Summary



       b.     Differentiate among educational levels and credentials required.
33.    Explain procedures related to health care administration.
       a.     File records using alphabetical and numerical systems.
       b.     Utilize correct telephone techniques when using business
              telephone.
       c.     Utilize dictating equipment and transcribe documentation.
       d.     Complete forms used as part of the medical record including those
              used in hospitals or physicians’ offices.
34.    Describe careers in the field of dentistry.
       a.     Compare job descriptions in the field (i.e., dentist, dental surgeon,
              orthodontist, dental hygienist, dental assistant, and receptionist).
       b.     Differentiate among educational levels and credentials required.
35.    Explain procedures related to dentistry.
       a.     Explain, recognize, and use dental terminology in dental charting.
       b.     Explain proper techniques of brushing and flossing.
       c.     Differentiate between dentition of the child and adult.
       d.     Compare the location, structure, and function of teeth.
       e.     Recognize methods of prevention and detection of caries and
              periodontal disease.
       f.     Discuss chairside assistance.
       g.     Set up a basic dental tray.
       h.     Discuss maintenance of the treatment room.
       i.     Identify types of restorative material.
       j.     Review basic methods of cleaning and sterilizing instruments.
       k.     Describe the basic method of making a dental impression and
              model.
       l.     Discuss how to place dental radiographs in proper sequence on a
              view box.
36.    Describe careers in the field of dietetics.
       a.     Compare job descriptions in the field (i.e., dietitian, dietary
              technician, and dietary assistant).
       b.     Differentiate among educational levels and credentials required.
37.    Explain procedures related to dietetics.
       a.     Review the digestive system.
       b.     Discuss different therapeutic diets to include cardiac, diabetic,
              calorie restricted, high calorie, low sodium, renal, regular, low fat,
              low cholesterol, high fiber, restricted residue, bland, and kosher and
              examples of medical conditions that are treated with these diets.
       c.     Prepare a twenty-four hour menu for a therapeutic diet.
       d.     Discuss principles of asepsis in food preparation.
       e.     Complete a menu requisition.
       f.     Deliver and retrieve food trays.
38.    Describe careers in the field of veterinary medicine.
       a.     Compare job descriptions in the field (veterinarian, veterinarian
              technician, marine biologist, ecologist).
       b.     Differentiate among educational levels and credentials required.



                                         39
Executive Summary



39.    Explain procedures related to veterinary medicine.
       a.     Discuss key terms related to veterinary medicine.
       b.     Identify basic veterinary instruments.
       c.     Identify common disorders in animals.
       d.     Discuss euthanasia in animals.
       e.     Discuss the use of pets as therapeutic members of the health care
              team.
       f.     Discuss animal CPR.
40.    Demonstrate job seeking skills.
       a.     Prepare a resume containing essential information utilizing word
              processing software.
       b.     Complete a job application form on paper or online.
       c.     Discuss procedures for job interviews.
       d.     Demonstrate the role of an applicant in a job interview.
       e.     Describe job interview etiquette.
41.    Explain job keeping skills.
       a.     Discuss positive relations with clients and peers.
       b.     Write a letter of resignation.




                                       40
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                    MARKETING AND RELATED EDUCATION




                                  41
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                    42
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                           PROGRAM DESCRIPTION

                    MARKETING MANAGEMENT TECHNOLOGY

              (Program CIP: 08.0705 - General Retailing Operations)

Marketing Management Technology programs provide instruction in marketing
skills and related sales operations in retailing. Courses in the program provide a
foundation of skills and knowledge related to basic principles of marketing and
related economic fundamentals, management, merchandising, communications
and career development, human relations, ethics, and etiquette. Instruction is
also provided on specialized topics related to fashion, international marketing, e-
commerce, entrepreneurship, financial marketing/stock market, sports, special
events and entertainment marketing, and hospitality and tourism marketing.

This document was developed according to national standards for marketing
education, as prepared by the National Marketing Education Resource Center,
2000; the National Educational Technology Standards for Students (NETS),
2000-02, developed by the International Society for Technology in Education
(ISTE); and the SCANS Competencies published by the U.S. Department of
Labor, 1992.

The curriculum was also correlated with related competencies in the Mississippi
core academic subject areas: Algebra I, Biology I, English II, and U.S. History,
published by the Mississippi Department of Education.

Academic innovations: The SCANS skills and competencies: An Overview. (n.d.).
     Retrieved September 10, 2003, from
     http://www.academicinnovations.com/report.html

ISTE NETS: Curriculum and content area standards for students: 2000-02.
      Retrieved September 10, 2003, from
      http://cnets.iste.org/currstands/cstands-netss.html

Mississippi language arts framework—English II. (2003). Retrieved September
      10, 2003 from
      http://marcopolo.mde.k12.ms.us/frameworks/language_arts/la_10.html

Mississippi mathematics framework—Algebra I. (2003). Retrieved September 10,
      2003 from
      http://marcopolo.mde.k12.ms.us/frameworks/mathematics/ma_algebra_i.ht
      ml

Mississippi science framework—Biology I. (2003). Retrieved September 10, 2003
      from
      http://marcopolo.mde.k12.ms.us/frameworks/science/sci_biology_I.html



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Executive Summary




Mississippi social studies framework—U.S. History from 1877. (2003). Retrieved
      September 10, 2003 from
      http://marcopolo.mde.k12.ms.us/frameworks/social_studies/ss_us_history.
      html

National marketing education standards. (2000). National marketing education
      curriculum planning guide. Columbus, OH: Marketing Education Resource
      Center.

                               COURSE OUTLINE

                    MARKETING MANAGEMENT TECHNOLOGY I

Unit No.       Title                                                   No. of Hours

Unit 1         Orientation                                                  8
Unit 2         Communications and Career Development                       30
Unit 3         Marketing and Economic Fundamentals                         30
Unit 4         Sales, Promotion, and Visual Merchandising                  67
Unit 5         Math and Credit                                             15
Unit 6         Merchandising and Inventory Control                         15
Unit 7         Human Relations, Ethics and Etiquette                       20
Unit 8         E-Commerce, Internet, and the Computer                      20

                    MARKETING MANAGEMENT TECHNOLOGY II

Unit No.       Title                                                    No. of Hours

Unit 1         Orientation                                                  7
Unit 2         Business Security                                           15
Unit 3         Entrepreneurship and Business Layout                        35
Unit 4         Applied Management                                          30
Unit 5         Fashion Marketing                                           35
Unit 6         Hospitality and Tourism Marketing                           30
Unit 7         International Marketing                                     25
Unit 8         Sports, Special Events, and Entertainment Marketing         20
Unit 9         Financial Marketing/Stock Market                            20




                                        44
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                         CURRICULUM FRAMEWORK

Course Name: Marketing Management Technology I

Course CIP Code: 08.0705

Course Description: Marketing Management Technology I is the entry level
course of the secondary Marketing Management Technology Program. Students
in Marketing I will gain foundation competencies related to marketing and
economic fundamentals, human relations, communications, mathematics, selling,
merchandising and inventory, credit, promotional techniques, career
development, and entrepreneurship. (1, 2, or 2½ Carnegie Units, depending
upon time spent in the course)

Competencies and Suggested Objectives:

1.     Identify school and program policies and procedures related to marketing.
       a.      Preview the school handbook and all safety procedures for
               classroom level and building level.
       b.      Preview course objectives and program policies.
2.     Discuss educational, occupational, and leadership opportunities.
       a.      Identify and describe educational opportunities available in
               marketing.
       b.      Identify and describe occupational opportunities available in
               marketing.
       c.      Identify and describe leadership opportunities available from
               student youth organizations (DECA).
3.     Analyze safety concerns in the marketing classroom/lab and
       business/industry setting.
4.     Explain the nature of effective verbal communication.
       a.      Describe the six primary elements of communication.
       b.      Practice listening skills.
       c.      Describe blocks to listening.
       d.      Practice oral communication skills in a businesslike manner in a
               variety of situations.
       e.      Introduce PowerPoint software or other presentation software.
5.     Explain the nature of effective nonverbal communication.
       a.      Define nonverbal communication.
       b.      Demonstrate effective body language.
6.     Conduct a job search.
       a.      Identify sources of employment information, including networking,
               cooperative education and work experience programs,
               newspapers, Internet searches, employment agencies (public and
               private), and company personnel offices.
       b.      Discuss two ways to contact job leads.
       c.      Participate in a job interview.



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Executive Summary



7.     Prepare written forms necessary for marketing and job
       acquisition/resignation.
       a.     Write a letter of application.
       b.     Write a cover letter.
       c.     Prepare or update a personal data sheet and a resume.
       d.     Complete a job application form.
       e.     Prepare a follow-up letter.
       f.     Submit a letter of resignation.
       g.     Review and apply written skills in marketing.
8.     Define and analyze the marketing process in relation to modern society.
       a.     Categorize marketing functions/activities.
       b.     Categorize items that are marketed.
       c.     Explain the elements of the marketing concept.
       d.     Describe production activities.
       e.     Explain the nature of channels of distribution.
       f.     Describe factors of production, including land, labor, capital, and
              entrepreneurship.
       g.     Differentiate between types of utilities.
       h.     Explain the concept of market and market identification.
9.     Introduce economic fundamentals.
       a.     Describe types of economic systems.
       b.     Discuss the advantages and disadvantages of economic systems.
       c.     Comprehend the concept of supply and demand.
       d.     Compare the types of competition, including direct and indirect and
              price and nonprice.
       e.     Describe benefits of competition.
       f.     Describe types of business ownership.
       g.     Define and demonstrate the profit motive.
10.    Define terms associated with selling.
       a.     List goals of selling.
       b.     Explain feature benefit selling.
       c.     Identify sources of product information.
       d.     Discuss customer buying motives and how customers make buying
              decisions.
       e.     Research careers in selling, including characteristics of each.
11.    Students should have a clear understanding of the selling process.
       a.     Identify the steps of the selling process.
       b.     Demonstrate the steps of the selling process.
12.    Discuss and demonstrate mechanics of closing a sale.
       a.     List and discuss the three important functions of a sales transaction
              that are fulfilled by a cash register.
       b.     Discuss the various types of electronic cash registers.
       c.     Discuss the Universal Product Code (UPC).
       d.     Discuss how to set up the cash drawer, how to make change, and
              how to close the cash register.
       e.     Complete sales slips, charge slips, refund slips, etc.



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Executive Summary



13.    Define and explain the role of promotion.
       a.     Define terms associated with promotion, the reasons for promotion,
              and the four types of promotion.
       b.     Discuss the forms of advertising media.
       c.     Describe the components of an ad layout.
       d.     List ways of determining advertising budgets.
14.    Define and explain the role of visual merchandising.
       a.     Discuss the elements of visual merchandising.
       b.     Discuss display design and preparation.
15.    Compute accurately using basic and marketing math skills.
       a.     Practice basic math skills.
       b.     Complete the change making process.
       c.     Reconcile a bank statement.
16.    Explain the importance and purpose of credit.
       a.     Interpret and explain credit policies for both commercial and
              personal credit.
       b.     Explain the six C’s of credit.
17.    Explain and identify the process of handling stock.
       a.     Identify how merchandise is received and checked.
       b.     Analyze methods and procedures used in marking merchandise
              with the selling price and other information.
       c.     Explain various procedures in transferring merchandise to the sales
              area.
18.    Analyze the concept of inventory management.
       a.     Compare a perpetual inventory system with a physical inventory
              system.
       b.     Explore how to monitor stock levels with dollar/unit control
              methods, stock turnover, and stock lists.
       c.     Discover the impact of technology on inventory management.
       d.     Compute stock sales ratio.
19.    Investigate various pricing techniques.
       a.     Identify psychological pricing and contrast common psychological
              pricing techniques.
       b.     Define discount pricing and identify the types of discounts offered
              by the seller for the buyer’s performance of certain functions.
       c.     Establish price for a given item based upon the six steps for
              determining price.
20.    Calculate price using various mathematical formulas.
       a.     Using various merchandising math formulas, determine basic
              markup calculations.
       b.     Determine calculations for lowering prices.
       c.     Identify the types of discounts and determine markdown.
21.    Demonstrate human relations skills in business.
       a.     Identify, analyze, and practice acceptable and expected personal
              traits.
       b.     Identify, analyze, and practice personal skills.



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Executive Summary



       c.     Identify, analyze, and practice human relations skills as they relate
              to business.
22.    Explore ethics in marketing.
       a.     Discuss and define business ethics.
       b.     Identify and analyze case studies related to ethical behavior.
       c.     Brainstorm examples of social responsibility and ethical practices.
23.    Explain the role of etiquette in business situations.
       a.     Define etiquette.
       b.     Discuss proper etiquette in a business setting.
24.    Discuss the importance of computers in marketing and management.
       a.     Identify the three main types of computers that are used by
              businesses.
       b.     Identify the main hardware components of a computer.
25.    Discuss the types of computer systems that affect the world of marketing.
       a.     Discuss the use of the Internet, including the World Wide Web, e-
              mail, and information retrieval.
       b.     Discuss e-commerce and how it has changed the marketing world.
       c.     Discuss the future of computer technology.
26.    Discuss the different format choices for computer graphics.
       a.     Discuss picture files and discuss that GIF and JPEG are preferred
              formats on line.
       b.     Discuss how to add images to graphic pages.
27.    Discuss web page design as it relates to marketing.
       a.     Define and give examples of web servers, extensions,
              business-to-business (B2B) and business-to-consumer (B2C)
              marketing, uniform resource locators (URL), browser, and search
              engines.
       b.     Analyze websites using the 4 ―P’s‖ of marketing.




                                         48
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                         CURRICULUM FRAMEWORK

Course Name: Marketing Management Technology II

Course CIP Code: 08.0790

Course Description: Marketing Management Technology II is the advanced
level course of the secondary Marketing Management Technology Program.
Students in Marketing II will gain advanced competencies related to
entrepreneurship, fashion marketing, international marketing, sports and special
events marketing, and hospitality and tourism. (1, 2, or 2½ Carnegie Units,
depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Identify school and program policies and procedures related to marketing.
       a.      Preview the school handbook and all safety procedures for
               classroom level and building level.
       b.      Preview course objectives and program policies.
2.     Discuss educational, occupational, and leadership opportunities.
       a.      Identify and describe educational opportunities available in
               marketing.
       b.      Identify and describe occupational opportunities available in
               marketing.
       c.      Identify and describe leadership opportunities available from
               student youth organizations (DECA).
3.     Examine primary security problems of businesses.
       a.      Explain why businesses need security.
       b.      Explain the employee’s role in business security.
       c.      Identify and explain the areas of security problems.
       d.      Analyze current laws regarding all areas of business security.
4.     Distinguish among the common types of fraud.
       a.      Contrast the types of cash fraud committed by customers and by
               employees.
       b.      Identify and discuss methods used by employees to commit
               embezzlement and computer fraud.
5.     Analyze the various security devices available to prevent shoplifting and
       determine precautions that can be taken to help prevent business security
       problems.
       a.      Distinguish among the latest devices that help to prevent
               shoplifting.
       b.      Identify methods used by business to prevent security problems.
       c.      Assess business security methods used by a local business.
6.     Discuss entrepreneurship and factors to consider when becoming an
       entrepreneur.
       a.      Discuss the advantages and disadvantages of entrepreneurship.



                                       49
Executive Summary



       b.     Identify ideal marketing mix for a business.
       c.     Identify the target market for a business.
7.     Develop awareness of ways to create a positive shopping environment so
       that customers want to return and profits are increased through repeat
       business.
       a.     Identify the importance of storefront to the image of the store.
       b.     Analyze and identify the kinds of floor space utilized in an effective
              store layout.
       c.     Discuss how store interiors affect the overall image of the business.
       d.     Create and arrange an effective store layout.
8.     Discuss how businesses obtain financial loans.
       a.     List and describe methods of financing loans.
       b.     Analyze the parts of a business plan.
9.     Describe activities used in promoting a small business.
       a.     Review the promotional mix, including advertising, publicity, sales
              promotion, and personal selling.
       b.     Determine ad budgets.
       c.     Describe the purpose of and steps used in planning an advertising
              or sales promotion plan or campaign.
10.    Demonstrate an understanding of financial statements.
       a.     Analyze a balance sheet.
       b.     Analyze an income statement.
       c.     Analyze a cash flow statement.
11.    Describe the role of management.
       a.     Define management.
       b.     Describe the three levels of management in a vertical organization,
              including top management, middle management, and supervisory-
              level management.
       c.     Describe the horizontal organization, including self-management
              teams, organization by process, and customer organization.
       d.     Explain the functions of management.
12.    Describe modern leadership and supervisory challenges.
       a.     Develop an understanding of diversity in the workplace.
       b.     Describe how technology is changing the supervisor’s job.
       c.     Discuss the concept of Total Quality Management
              (TQM)…‖Whatever it is…do your best.‖
13.    Define and describe effective management skills, including the leadership
       function of management.
       a.     List and describe the characteristics of effective supervision.
       b.     Describe leadership styles, including autocratic, democratic, and
              laissez-faire.
       c.     List in order, and explain the steps of the decision-making process
              to include: (1) identify the problem, (2) list solutions, (3) evaluate
              solutions, (4) select the best solution, and (5) act.
14.    Demonstrate understanding of the basic concepts of fashion marketing.
       a.     Define terms commonly used in the fashion marketing industry.



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       b.     Differentiate among the different phases of the fashion cycle.
       c.     Distinguish between fads and classics.
       d.     Compare the five predominant types of fashion retailers based
              upon fashion product mix in the United States.
       e.     Classify fashion collections.
15.    Examine and analyze the major fashion components.
       a.     Identify the major environmental influences on fashion demand.
       b.     Classify the primary principles of design.
       c.     Distinguish between the basic elements of design.
       d      Identify and illustrate common natural and man-made fibers.
       e.     Analyze a current or emerging fashion trend.
16.    Analyze major fashion centers and designers.
       a.     Assess the major fashion centers in America and its primary
              designers.
       b.     Compare the different European markets of the fashion industry
              and identify the primary European designers.
       c.     Differentiate between the fashion markets in Asia.
17.    Assimilate information about various careers in fashion marketing.
       a.     Investigate a career in fashion marketing.
       b.     Explore ways to prepare for a career in the fashion industry.
18.    Research and analyze hospitality and tourism marketing and its impact.
       a.     Research and analyze the origin and growth of the lodging industry,
              transportation, and the food service industry.
       b.     Identify the economic and cultural impact of the hospitality and
              tourism industry on the, state, national, and international levels.
       c.     Describe the different types of lodging, recreation, transportation,
              and food services.
19.    List major travel locations and identify time zones using a map.
       a.     Identify the continents and oceans.
       b.     Identify countries and cities of major points of interest.
       c.     Identify the major tourist attractions worldwide.
       d.     Identify the time zones using a map.
20.    Describe the factors affecting travel decisions worldwide.
       a.     Identify currencies of specified countries.
       b.     Identify exchange rates.
       c.     Discuss the regulations regarding obtaining visas and passports.
       d.     Explain regulations regarding state department security alerts and
              other security issues for traveling nationally and internationally.
       e.     Investigate health regulations regarding travel nationally and
              internationally.
21.    Review and analyze the leadership and marketing skills necessary for
       success in hospitality and tourism marketing.
       a.     Develop professionalism through individual or group work,
              activities, and projects.
       b.     Demonstrate computer applications and/or simulations related to
              hospitality and tourism marketing.



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22.    Explain the nature of international trade.
       a.     Examine how nations become interdependent through international
              trade.
       b.     Discuss the benefits of international trade.
       c.     Explore the relationship of Mississippi to international trade.
23.    Analyze the relationship between government and international business.
       a.     Differentiate between trade surplus and trade deficit when tracking
              a nation’s balance of trade.
       b.     Identify the various trade barriers or restrictions that a nation may
              impose to limit trade.
       c.     Discuss the current trade agreements that governments have made
              to establish guidelines for international trade.
24.    Explore how businesses can become involved in international trade.
       a.     Distinguish among the various means of operating business across
              international boundaries.
       b.     Browse a business-to-consumer (B2C) e-tailer site, and correspond
              via e-mail.
25.    Analyze the special considerations a business must examine before doing
       business internationally.
       a.     Identify special considerations, including special cultural factors,
              economic factors, political and legal factors, and technological
              factors.
       b.     Research a particular country to determine the special
              considerations a business must evaluate before entering into
              international trade in that country.
26.    Discuss the importance of marketing to sports, special events, and
       entertainment industries.
       a.     Identify the various sports, special events, and entertainment
              industries.
       b.     Describe and related products in the sports, special events, and
              entertainment marketing fields and discuss how those products are
              marketed.
27.    Explain the function of public relations/publicity and the agent/personal
       manager in sports, special events, and entertainment marketing.
       a.     Discuss public relations/publicity in sports, special events, and
              entertainment marketing.
       b.     Review the agent’s/personal manager’s role in sports, special
              events, and entertainment marketing.
28.    Discuss the legal issues related to sports, special events, and
       entertainment marketing.
       a.     Discuss types of contracts, including expressed, implied, unilateral,
              and bilateral.
       b.     List legal implications of contracts and breach of contract.




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Executive Summary



29.    Examine licensing and copyright laws as they relate to sports and
       entertainment marketing.
       a.      Explain the concept of licensing and copyright laws, including
               sports products and music or video products.
       b.      Explain why it is illegal to copy via Internet or scanning equipment.
30.    Discuss the role of sponsorships in sports, special events, and
       entertainment marketing.
       a.      Discuss the reasons that companies sponsor sports, special
               events, and entertainment industries.
       b.      Discuss ways companies can get involved in sponsoring a sports,
               special events, or entertainment program.
31.    Examine the methods a corporation uses to raise funds.
       a.      Define terms associated with corporate finance.
       b.      Evaluate alternative methods of fund-raising.
32.    Identify reasons people buy securities.
       a.      Define key terms relating to the purchase of securities.
       b.      List the reasons for purchasing securities.
       c.      Analyze the impact of purchasing securities.
33.    Describe elements necessary to become a successful investor.
       a.      List the elements of successful investing.
       b.      Review a company annual report.
34.    Outline the steps of a stock trade.
       a.      Define terms associated with stock trades.
       b.      Examine the steps involved in a stock’s purchase.
35.    Explain how to read the newspaper securities table.
       a.      Identify major column headings of a daily newspaper.
       b.      Define financial terms associated with securities tables.
       c.      Interpret and analyze the financial section of the daily newspaper.
36.    Explain the relationship of the securities exchange system to financial
       marketing.
       a.      Define terms associated to the securities exchange.
       b.      Discuss the history of stock exchanges.




                                         53
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                    54
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              TRADE, TECHNICAL, AND INDUSTRIAL EDUCATION




                                  55
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                    56
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                                PROGRAM DESCRIPTION

                        AUDIO AND TELEVISION BROADCASTING

             (Program CIP: 10.0191 - Electronic Communication Production)

The purpose of the Audio and Television Broadcasting program is to prepare students
in commercial or industrial television broadcasting to become camera operators, audio
technicians, television news reporters/anchors, technical directors, lighting technicians,
graphic designers, and basic audio and video editors in today’s market. Upon
successful completion, graduates may elect to continue their education at the
postsecondary level or become employed in the audio and television broadcasting
industry.

                                    COURSE OUTLINE

                        AUDIO AND TELEVISION BROADCASTING

                            Audio and Television Broadcasting I

       Unit No.     Title                                                No. of Hours
       Unit 1       Orientation                                              7.5
       Unit 2       Leadership and Personal Development                      7.5
       Unit 3       Safety                                                   7.5
       Unit 4       Introduction to Broadcasting                             7.5
       Unit 5       Television Production Industry                           7.5
       Unit 6       Television Video Production Equipment                    22.5
       Unit 7       Audio Control Room Equipment                             22.5
       Unit 8       Audio and Television Script Writing                      22.5
       Unit 9       Audio and Television Announcing                          15.0
       Unit 10      Basic Television News Broadcasting                       30.0
       Unit 11      Producing a Television Program                           22.5
       Unit 12      Directing Television Productions                         22.5
       Unit 13      Basic Audio and Television Editing                       22.5


                            Audio and Television Broadcasting II

       Unit No.     Title                                                No. of Hours
       Unit 1       Orientation                                              4.5
       Unit 2       Advanced Leadership, Ethics, and SkillsUSA               7.5
       Unit 3       Safety                                                   7.5
       Unit 4       Employability Skills                                     7.5
       Unit 5       Advanced Television Production Equipment                 22.5
       Unit 6       Advanced Audio Control Room Equipment                    22.5
       Unit 7       Remote Television Production                             22.5


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       Unit 8       Advanced Audio and Television Script Writing   15.0
       Unit 9       Advanced Radio and Television Announcing       15.0
       Unit 10      Advanced Television News Broadcasting          30.0
       Unit 11      Advanced Producing a Television Program        22.5
       Unit 12      Advanced Directing a Television Production     22.5
       Unit 13      Advanced Audio and Television Editing          22.5




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Executive Summary



                             CURRICULUM FRAMEWORK

Course Name: Audio and Television Broadcasting I

Course CIP Code: 10.0191

Course Description: Audio and Television Broadcasting I is the entry-level course of
the secondary Audio and Television Broadcasting program. Students in this course will
gain foundation competencies related to orientation, safety, leadership, ethics and
SkillsUSA, and basic audio and television broadcasting. (2 - 2½ Carnegie units,
depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Describe local program and vocational center policies and procedures.
       a.      Describe local program and vocational center policies and
               procedures including dress code, attendance, academic
               requirements, discipline, and transportation regulations.
2.     Describe employment opportunities and responsibilities.
       a.      Describe employment opportunities including potential earnings,
               employee benefits, job availability, and places of employment,
               working conditions, and educational requirements.
       b.      Describe basic employee responsibilities.
3.     State procedures of leadership used to reach an agreement in an orderly
       manner and personal development opportunities provided students by
       SkillsUSA.
       a.      State procedures of leadership used in organizational meetings to
               reach an agreement in an orderly manner.
       b.      Describe the purposes of SkillsUSA.
4.     Identify desirable personal behavior and characteristics.
       a.      Identify desirable personality traits when serving the public.
       b.      Identify desirable personality traits when communicating with
               employees, supervisors, and other employees.
       c.      Identify desirable characteristics of the personal work ethic.
5.     Identify legal requirements for participation in the occupation.
       a.      Describe ways to avoid legal liability problems in the occupation.
6.     Describe personal safety rules for working in the audio and television
       broadcasting industry.
       a.      Identify and apply terms and definitions for safety.
       b.      Identify provisions of the OSHA Act of 1970.
       c.      Identify OSHA inspections and citations.
       d.      Identify why citations are given.
       e.      Identify accidents, their causes, and prevention.
       f.      Identify general safety procedures.
       g.      Identify causes of electrical hazards.
       h.      Identify proper methods for moving heavy items.



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Executive Summary



       i.      Identify and apply emergency first aid, if necessary.
       j.      Identify and apply ABC's of CPR.
7.     Explain and discuss the historical aspects of the television industry.
       a.      Discuss the history of the television production industry.
       b.      Identify terms used in the television production industry.
       c.      Analyze past, present, and future trends in the television production
               industry.
       d.      Evaluate the influences of the television medium on people’s lives.
       e.      Identify occupations in the television production industry.
       f.      Interview professionals in the television production industry.
8.     Demonstrate the ability to discuss history, occupations, and personnel in the
       television production industry.
       a.      Discuss the past, present, and future trends in the television
               production industry
       b.      Determine the influence of television broadcast shows on people's
               lives.
       c.      Identify job classifications in the television broadcast industry.
       d.      Interview a professional in the television broadcast industry.
9.     Demonstrate the ability to use basic television production equipment.
       a.      Identify the functions of television cameras, camera control units,
               video switchers, video monitors, video tape players, and video tape
               recorders.
       b.      Identify the functions of video edit controller, computer character
               generator, teleprompter, studio intercom system, and
               waveform/vector scope/oscilloscope monitor.
       c.      Identify the different types of lighting for television production.
       d.      Operate television cameras, camera control units, video switchers,
               video monitors, video tape players, and video tape recorders.
       e.      Operate video edit controller, computer character generator,
               teleprompter, studio intercom system, and waveform/vector
               scope/oscilloscope monitor.
       f.      Demonstrate appropriate lighting for television studio productions
               and field productions.
       g.      Identify the functions of television broadcast personnel.
10.    Demonstrate the ability to operate audio control room equipment.
       a.      Identify the functions of an audio control console, microphone
               mixer, compact disc players, tape recorders, and cassette
               player/recorder.
       b.      Identify the various microphones used in television broadcasting.
       c.      State the characteristics of the various microphones used in
               television broadcasting.
       d.      Demonstrate how to use the various microphones.
       e.      Demonstrate how to use the audio control console.
       f.      Demonstrate how to use the microphone mixer.
       g.      Demonstrate how to use the compact disc players.
       h.      Demonstrate how to use the tape player/recorders.



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       i.      Demonstrate how to use the cassette player/recorder.
       j.      Apply the techniques of a beginning audio control operator.
11.    Demonstrate the ability to write audio and television production scripts.
       a.      Analyze professional audio and television broadcasting scripts.
       b.      Identify program types.
       c.      Research a chosen subject.
       d.      Identify an audience.
       e.      Use appropriate language.
       f.      Assemble audio cues, video cues, and spoken words into a rough
               draft.
       g.      Revise the script to fit the time allotted.
       h.      Edit the script to remove mechanical, grammatical, and usage
               errors.
       i.      Write a complete script for various productions.
12.    Demonstrate the ability to announce effectively.
       a.      Identify and demonstrate the speech process.
       b.      Perform voice and diction exercises.
       c.      Read scripts in front of microphone and on camera without
               teleprompter and with teleprompter.
13.    Utilize microphone and hand signal techniques used for television broadcasting
       talent.
       a.      Identify different types and techniques of microphones used by
               television broadcasting talent.
       b.      Identify the various hand signals used in television broadcasting for
               the talent in front of the camera.
14.    Demonstrate the ability to utilize basic television broadcasting skills.
       a.      Outline the qualifications and requirements of a television
               newscaster.
       b.      Demonstrate the skills of a television newscaster.
       c.      Outline the qualifications and requirements of a television news
               reporter.
       d.      Demonstrate the skills of a television news reporter.
       e.      Explain the differences among news, commentaries, and editorials.
       f.      Demonstrate the ability to mark, edit, and present news.
       g.      Demonstrate the ability to use the equipment in the newsroom.
       h.      Explain the news sources.
       i.      Explain and discuss how to ad-lib, interview guests, and read news
               stories in front of the camera.
       j.      Demonstrate an ability to ad-lib during a production, interview
               guests, and read news stories on camera.
15.    Demonstrate the ability to produce a television program.
       a.      Define an audience and assess its role.
       b.      Compare and contrast program types.
       c.      Formulate a program idea.
       d.      Identify production types.
       e.      Collect ideas and materials for the program.



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Executive Summary



       f.     Evaluate the production.
       g.     Review professional productions.
       h.     Identify the role of ethics in television production.
16.    Demonstrate the procedures for directing television productions.
       a.     Identify and use a director's terminology.
       b.     Analyze a script.
       c.     Plan a program to meet time constraints.
       d.     Direct a rehearsal.
       e.     Direct a program for recording.
       f.     Evaluate a program.
17.    Explain the purpose of editing videotape for television broadcast.
       a.     Identify editing terms.
       b.     Identify the purpose of editing a tape.
       c.     Identify the tools of editing.
       d.     Explain the difference between linear and non-linear editing
              videotape.
18.    Demonstrate the ability to operate linear television editing equipment.
       a.     Identify the parts to a linear television editing system.
       b.     Identify editing system control track, time code editing, and editing
              modes.
       c.     Demonstrate an ability to edit a videotape using the linear editing
              system.
19.    Demonstrate the ability to operate non-linear television editing equipment.
       a.     Identify the parts to a non-linear television editing system.
       b.     Demonstrate an ability to edit a videotape using the non-linear
              editing system.




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                            CURRICULUM FRAMEWORK

Course Name: Audio and Television Broadcasting II

Course CIP Code: 10.0104

Course Description: Audio and Television Broadcasting II is the second year of the
secondary Audio and Television Broadcasting program. Students in this course will gain
additional competencies related to orientation, advanced leadership, ethics and
SkillsUSA, safety, employability skills, and advanced audio and television broadcasting.

Competencies and Suggested Objectives:

1.     Describe local program and vocational center policies and procedures.
       a.    Describe local program and vocational center policies and
             procedures including dress code, attendance, academic
             requirements, discipline, and transportation regulations.
2.     Describe employment opportunities and responsibilities.
       a.    Describe employment opportunities including potential earnings,
             employee benefits, job availability, places of employment, working
             conditions, and educational requirements.
       b.    Describe basic employee responsibilities.
3.     Develop advanced leadership and organizational skills.
       a.    Identify SkillsUSA leadership and skills competition activities.
       b.    Identify similarities between SkillsUSA leadership skills and
             workplace leadership skills.
4.     Describe personal safety rules for working in the audio and television
       broadcasting industry.
       a.    Identify and apply terms and definitions for safety.
       b.    Identify provisions of the OSHA Act of 1970.
       c.    Identify OSHA inspections and citations.
       d.    Identify why citations are given.
       e.    Identify accidents, their causes, and prevention.
       f.    Identify general safety procedures.
       g.    Identify causes of electrical hazards.
       h.    Identify proper methods for moving heavy items.
       i.    Identify and apply emergency first aid, if necessary.
       j.    Identify and apply ABC's of CPR.
5.     Develop employability skills.
       a.    Prepare a resume containing essential information.
       b.    Complete a job application form.
       c.    Explain procedures for job interviews using correct job etiquette.
       d.    Demonstrate the role of an applicant in a job interview.
6.     Demonstrate the ability to operate a television camera.
       a.    Identify the types of television cameras and their functions.
       b.    Operate studio and portable video cameras.



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Executive Summary



       c.     Operate the camera control units.
7.     Demonstrate the ability to operate a video switcher.
       a.     Identify the different parts to a video switcher.
       b.     Operate a video switcher.
8.     Demonstrate the ability to operate a video tape player/recorder.
       a.     Identify the types of video tape players/recorders.
       b.     Operate the video tape players/recorders.
9.     Demonstrate the ability to operate a video edit controller.
       a.     Identify the types of video edit controllers.
       b.     Operate the video edit controller.
10.    Demonstrate the ability to operate a computer character generator.
       a.     Identify the types of computer character generators.
       b.     Operate the computer character generator.
11.    Demonstrate the ability to operate a teleprompter.
       a.     Identify the types of teleprompters.
       b.     Operate the teleprompter.
12.    Demonstrate the ability to operate the studio intercom system.
       a.     Identify the types of studio intercom systems.
       b.     Operate the studio intercom system.
13.    Demonstrate the ability to operate the waveform/vector scope/oscilloscope
       monitor.
       a.     Identify the types of waveform/vector scope/oscilloscope monitors.
       b.     Operate the waveform/vector scope/oscilloscope monitors.
14.    Demonstrate the ability to use the audio control console.
       a.     Identify the different parts to an audio control console.
       b.     Operate an audio control console.
15.    Demonstrate the ability to use the microphone mixer.
       a.     Identify the different parts to a microphone mixer.
       b.     Operate a microphone mixer.
16.    Demonstrate the ability to use compact disc players.
       a.     Identify the different parts to a compact disc player.
       b.     Operate a compact disc player.
17.    Demonstrate the ability to use reel-to-reel tape recorders.
       a.     Identify the different parts of reel-to-reel tape recorders.
       b.     Operate a tape recorder.
18.    Demonstrate the ability to use a cassette player/recorder.
       a.     Identify the different parts of a cassette player/recorder.
       b.     Operate a cassette player/recorder.
19.    Explain the characteristics of the various microphones used in television
       broadcasting.
       a.     Identify the characteristics of various microphones used in
              television broadcasting.
       b.     Operate various microphones used in television broadcasting.
20.    Demonstrate the ability to direct a remote television production.
       a.     Identify the differences between electronic news gathering and
              electronic field production.



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Executive Summary



       b.   Assemble/disassemble audio, video, and lighting for a remote
            production.
21.    Demonstrate the ability to write advanced audio and television scripts.
       a.   Analyze professional audio and television scripts.
       b.   Research each of the program scripts.
       c.   Identify program types.
       d.   Identify the audience.
       e.   Assemble audio cues and spoken words into a rough draft.
       f.   Revise the script to fit the time element.
       g.   Edit the script for mechanical, grammatical, and usage errors.
       h.   Write a complete script for various productions.
22.    Demonstrate the ability to perform the duties of an audio and television
       announcer.
       a.   Read orally from scripts, cue cards, and teleprompters in front of
            the camera.
       b.   Communicate on camera with other talent and/or the audience.
       c.   Deliver the skills of an announcer in front of the camera.
       d.   Produce audition/demonstration videotape.
23.    Demonstrate the ability to utilize advanced television broadcasting skills.
       a.   Outline the qualifications and requirements of a television
            newscaster.
       b.   Demonstrate the skills of a television newscaster.
       c.   Outline the qualifications and requirements of a news reporter.
       d.   Demonstrate the skills of a news reporter.
       e.   Explain the differences among news, commentaries, and editorials.
       f.   Demonstrate the ability to mark, edit, and present news.
       g.   Demonstrate the ability to use the equipment in the newsroom.
       h.   Explain the news sources.
       i.   Demonstrate an ability to ad-lib, interview guests, and read news
            stories on camera.
24.    Demonstrate the ability to produce a television program.
       a.   Formulate a program idea.
       b.   Analyze a program type.
       c.   Select a program type.
       d.   Research the program idea.
       e.   Assemble all material for the program.
       f.   Write the program.
       g.   Comply with all copyright laws.
       h.   Evaluate the production.
25.    Demonstrate the ability to direct a television production.
       a.   Direct a program using the in the studio and in the field.
       b.   Use correct terminology.
       c.   Analyze and mark scripts.
       d.   Visualize and sequence key images.
       e.   Prepare storyboards.
       f.   Audition talent.



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Executive Summary



       g.     Coordinate technical operations, studio activities, and field
              activities.
       h.     Plan the program to meet the time element.
       i.     Direct blocking and camera rehearsals.
       j.     Direct program for recording and/or transmission.
       k.     Evaluate program.
26.    Explain the purpose of editing videotape for television broadcast.
       a.     Identify editing terms.
       b.     Identify the purpose of editing a tape.
       c.     Identify the tools of editing.
       d.     Explain the difference between linear and non-linear editing
              videotape.
27.    Demonstrate the ability to operate linear television editing equipment.
       a.     Identify the parts to a linear television editing system.
       b.     Identify editing system control track, time code editing, and editing
              modes.
       c.     Demonstrate an ability to edit a videotape using the linear editing
              system.
28.    Demonstrate the ability to operate non-linear television editing
       equipment.
       a.     Identify the parts to a non-linear television editing system.
       b.     Demonstrate an ability to edit a videotape using the non-
              linear editing system.




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Executive Summary



                               PROGRAM DESCRIPTION

                                 BASIC ELECTRONICS

          (Program CIP: 47.0101 – Electrical/Electronics Equipment Installation)

Basic Electronics is an instructional program which prepares secondary students to
enter electronics occupations. Students in Basic Electronics I complete a common core
program of study including safety, leadership and personal development, basic
alternating and direct current (AC/DC) theory, and introduction to soldering. Students in
Basic Electronics II continue study in safety, leadership and personal development,
solid state electronics, advanced soldering, digital electronics, advanced alternating
circuits and employability skills. Upon completion of study, graduates may elect to
continue their education or become employed in the electronics industry.

This curriculum was developed with the use of the competencies and objectives as
prepared by the Electronics Technicians Association, International (2003), as
recommended by the National Coalition for Electronics Education and ETA’s Associate
C. E. T. Exam Development Committee.


                                  COURSE OUTLINE

                                BASIC ELECTRONICS I

Unit #   Unit Title                                                          No. of Hours

Unit 1   Orientation/Leadership and Personal Development                              7.5
Unit 2   Safety                                                                      15.0
Unit 3   Direct Current (DC) Circuits                                                90.0
Unit 4   Basic Alternating Current (AC) Circuits                                     75.0
Unit 5   Introduction to Soldering                                                   15.0

                                BASIC ELECTRONICS II

Unit #   Unit Title                                                          No. of Hours

Unit 1   Safety/Orientation (Review)                                                  7.5
Unit 2   Advanced Alternating Current (AC) Circuits                                  30.0
Unit 3   Solid State Electronics                                                     75.0
Unit 4   Advanced Soldering                                                          15.0
Unit 5   Digital Electronics                                                         67.5
Unit 6   Employability Skills                                                         7.5




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                             CURRICULUM FRAMEWORK

Course Name: Basic Electronics I

Course CIP Code: 47.0199

Course Description: Basic Electronics I is the entry level course of the secondary
Basic Electronics program. Students in this course will gain foundation competencies
related to safety, leadership and personal development, direct current circuits, basic
alternating current circuits, and introduction to soldering. (2-22 Carnegie units,
depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Describe program and vocational center policies and procedures.
       a.      Describe local program policies and procedures.
       b.      Define the vocational center policies and procedures.
2.     Describe employment opportunities and responsibilities.
       a.      Describe employment opportunities available in the electronics
               field.
       b.      Describe basic employee responsibilities.
3.     Develop leadership in SkillsUSA.
       a.      State procedures of leadership.
       b.      Describe the leadership purposes of SkillsUSA.
4.     Identify personal traits and characteristics.
       a.      Identify desirable personality traits.
       b.      Identify desirable characteristics of the personal work ethic.
5.     Apply personal and general safety rules.
       a.      Describe personal safety rules for working in a shop/lab and
               industry.
       b.      Describe general workplace safety rules.
       c.      Describe the proper use of fire extinguishers and classes of fires.
       d.      Identify standard industry Safety Color Codes.
       e.      Describe procedures for safely handling heavy objects.
       f.      Describe safety practices for using climbing devices.
       g.      Describe the Occupational Safety and Health Act (OSHA).
6.     Apply electrical safety practices.
       a.      Describe factors to consider in storing and/or disposing of
               hazardous materials.
       b.      Identify hazardous materials.
       c.      Interpret a Materials Safety Data Sheet (MSDS).
       d.      Describe basic electrical safety practices.
       e.      Describe hazards of electrical shock.
       f.      Describe accident procedures.
       g.      Describe basic electric circuit safety methods.
       h.      Describe the operation of current overload devices.



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Executive Summary



7.     Describe terms and scientific principles of DC circuits.
       a.    Define terms associated with the nature of matter.
       b.    Describe laws of electrical charges.
       c.    Identify electrical materials.
       d.    Describe methods of generating electricity.
       e.    Describe the principles and operation of batteries.
       f.    Describe basic theories of current flow.
       g.    Describe DC circuit parameters.
       h.    Identify resistor types and values using standard resistor color
             codes and alphanumeric codes.
       i.    Perform basic engineering notation calculations.
       j.    Identify DC circuit schematic symbols.
8.     Create circuits and measure DC electricity.
       a.    Describe and demonstrate use of a multimeter.
       b.    Demonstrate use of Ohm's Law to calculate circuit parameters for a
             series circuit.
       c.    Draw and construct a series circuit with a minimum of three
             resistances.
       d.    Calculate and measure circuit parameters for a series circuit.
       e.    Demonstrate use of Ohm's Law to calculate circuit parameters for a
             parallel circuit.
       f.    Draw and construct a parallel circuit with a minimum of three
             resistances.
       g.    Calculate and measure circuit parameters for a parallel circuit.
       h.    Demonstrate use of Ohm's Law to calculate circuit parameters for a
             series-parallel circuit.
       i.    Draw and construct a series-parallel circuit with a minimum
             of three resistances.
       j.    Calculate and measure circuit parameters for a series-parallel
             circuit.
9.     Describe the principles of magnetism and electromagnetic properties.
       a.    Describe the principles of magnetism.
       b.    Describe the principles of electromagnetic properties.
       c.    Construct a simple electromagnet.
10.    Describe the terms and scientific principles of AC circuits.
       a.    Describe principles of AC generation.
       b.    Define terms associated with AC voltage.
       c.    Describe sources of AC voltage.
       d.    Describe AC power distribution.
       e.    Describe the properties and characteristics of inductors.
       f.    Describe the properties and characteristics of transformers.
       g.    Describe properties and characteristics of capacitors.
       h.    Describe differences in phases in electrical power supply.
11.    Operate proper equipment to measure AC waveforms.
       a.    Demonstrate the use of an oscilloscope.
       b.    Demonstrate the use of a function generator.



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Executive Summary



12.    Construct and measure basic AC circuits.
       a.      Draw and construct a series resistive circuit, calculating parameters
               and discussing phase relationship.
       b.      Draw and construct a parallel resistive circuit, calculating
               parameters and discussing phase relationship.
       c.      Draw and construct a series inductive circuit.
       d.      Draw and construct a parallel inductive circuit.
       e.      Draw and construct a series capacitive circuit.
       f.      Draw and construct a parallel capacitive circuit.
       g.      Measure parameters of basic AC circuits.
13.    Identify basic soldering equipment and procedures.
       a.      Match tools and materials with their uses.
       b.      Explain the procedures.
14.    Utilize soldering.
       a.      Solder and desolder various components and connectors.
       b.      Protect temperature sensitive components and static sensitive
               devices (ESD), using protective devices.




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Executive Summary



                                 CURRICULUM FRAMEWORK

Course Name: Basic Electronics II

Course CIP Code: 47.0200

Course Description: Basic Electronics II is the continuing course of the secondary
Basic Electronics program. Students in this course will gain additional competencies
related to safety, leadership, solid state electronics, soldering, digital electronics, and
employment skills. (2-22 Carnegie units, depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Review personal and general safety rules.
       a.    Describe personal safety rules for working in a shop/lab and industry.
       b.    Describe general workplace safety rules.
       c.    Describe the proper use of fire extinguishers and classes of fires.
       d.    Identify standard industry Safety Color Codes.
       e.    Describe procedures for safely handling heavy objects.
       f.    Describe safety practices for using climbing devices.
       g.    Describe the Occupational Safety and Health Act (OSHA).
2.     Review electrical safety practices.
       a.    Describe factors to consider in storing and/or disposing of
             hazardous materials.
       b.    Identify hazardous materials.
       c.    Interpret a Materials Safety Data Sheet (MSDS).
       d.    Describe basic electrical safety practices.
       e.    Describe hazards of electrical shock.
       f.    Describe accident procedures.
       g.    Describe basic electric circuit safety methods.
       h.    Describe the operation of current overload devices.
3.     Review program and vocational center policies and procedures.
       a.    Describe local program policies and procedures.
       b.    Define the vocational center policies and procedures.
4.     Review employment opportunities and responsibilities.
       a.    Describe employment opportunities available in the electronics
             field.
       b.    Describe basic employee responsibilities.
5.     Develop advanced leadership in SkillsUSA.
       a.    State procedures of leadership.
       b.    Describe the leadership purposes of SkillsUSA.
6.     Review personal traits and characteristics.
       a.    Identify desirable personality traits.
       b.    Identify desirable characteristics of the personal work ethic.
7.     Construct and measure RC circuits.
       a.    Draw and construct a series RC circuit.



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Executive Summary



       b.      Draw and construct a parallel RC circuit.
       c.      Draw RC time constants.
       d.      Measure parameters of RC circuits.
8.     Construct and measure RL circuits.
       a.      Draw and construct a series RL circuit.
       b.      Draw and construct a parallel RL circuit.
       c.      Draw RL time constants.
       d.      Measure parameters of RL circuits.
9.     Construct and measure RLC circuits.
       a.      Draw and construct a series RLC circuit.
       b.      Draw and construct a parallel RLC circuit.
       c.      Describe series and parallel resonance.
       d.      Measure parameters of RLC circuits.
10.    Define and describe solid state electronic characteristics.
       a.      Define the characteristics of semiconductor materials.
       b.      Describe characteristics of a P.N. junction diode.
11.    Describe and construct solid state circuits and components.
       a.      Describe and construct diode rectifier circuits.
       b.      Identify special purpose diodes.
       c.      Describe transistor characteristics.
       d.      Describe and construct basic transistor circuit configurations.
       e.      Describe, draw, and construct a single stage transistor amplifier.
       f.      Describe the use of integrated circuits in solid state electronics.
12.    Identify advanced soldering equipment and procedures.
       a.      Match tools and materials with their uses.
       b.      Explain the procedures.
13.    Utilize advanced soldering techniques.
       a.      Solder and desolder various components and connectors.
       b.      Protect temperature sensitive components and static sensitive
               devices (ESD), using protective devices.
14.    Convert between number systems and perform mathematical operations.
       a.      Convert between number systems.
       b.      Perform mathematical operations in number systems.
15.    Describe digital components and construct digital circuits.
       a.      Describe basic logic gates.
       b.      Describe and construct combinational logic circuits.
       c.      Describe logic gate families.
16.    Prepare written documents for a position.
       a.      Prepare a resumé containing essential information.
       b.      Complete a job application form.
17.    Conduct a position interview.
       a.      Explain procedures for interviews using correct etiquette.
       b.      Demonstrate the role of an applicant in an interview.




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Executive Summary



                              PROGRAM DESCRIPTION

                       GRAPHICS AND PRINT COMMUNICATIONS

           (Program CIP: 48.0201.Graphic and Printing Equipment Operators)

Graphics and Print Communications is a two-year secondary vocational program
designed to prepare a student for employment in commercial printing or for further study
in the field at the postsecondary level.

The first year Graphics and Print Communications student is taught orientation, safety,
basic math and measurements, job planning and layout, desktop publishing, basic
photographic processes, film developing and darkroom procedures, stripping and
platemaking, fundamentals of offset presswork, preparation of offset presses for
printing, and bindery operations. Emphasis is on learning and mastering correct
techniques.

The second year Graphics and Print Communications student reviews orientation and
safety, and receives additional instruction on employability skills, job planning and
layout, desktop/digital publishing, darkroom techniques, offset master and platemaking,
offset duplicator/press operation, binding operations, and machinery adjustment.

                                  COURSE OUTLINE

                       GRAPHICS AND PRINT COMMUNICATIONS I

Unit #         Title                                                        No. of Hours

Unit 1:        Orientation                                                          10.0
Unit 2:        Safety and Equipment Familiarization                                  7.5
Unit 3:        Applied Math and Measurements for Graphics
               and Print Communications                                             20.0
Unit 4:        Job Planning and Layout                                               4.5
Unit 5:        Introduction to Desktop Publishing                                   45.0
Unit 6:        Basic Photography and Darkroom Processes                              7.5
Unit 7:        Stripping and Platemaking                                            15.0
Unit 8:        Basic Offset Theory                                                   7.5
Unit 9:        Basic Press Setup                                                    32.5
Unit 10:       Basic Press Operations                                               37.5
Unit 11:       Bindery Operations                                                   22.5




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Executive Summary



                       GRAPHICS AND PRINT COMMUNICATIONS II

Unit #         Title                                                     No. of Hours

Unit 1:        Orientation (Review and Reinforcement)                             7.5
Unit 2:        Safety and Equipment Familiarization (Review and Reinforcement)    7.5
Unit 3:        Employability Skills                                               7.5
Unit 4:        Job Planning and Layout                                            7.5
Unit 5:        Desktop Publishing                                                60.0
Unit 6:        Imaging Techniques                                                 7.5
Unit 7:        Master and Platemaking                                            22.5
Unit 8:        Offset Duplicator/Press Operation                                 70.0
Unit 9:        Bindery                                                           15.0
Unit 10:       Machinery Adjustment                                               7.5




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Executive Summary



                            CURRICULUM FRAMEWORK

Course Name: Graphics and Print Communications I

Course CIP Code: 48.0201

Course Description: Graphics and Print Communications I is the introductory course
in the secondary Graphics and Print Communications program. Students enrolled in the
course receive an introduction to graphic and printing competencies including safety
and equipment familiarization, applied math and measurements concepts, job planning
and layout, desktop publishing, stripping and platemaking, printing and duplication, and
bindery. (2-22 Carnegie units, depending upon time spent in the course)

Competencies and Suggested Objectives:

1      Review rules and regulations relating to school, lab and Internet policies.
       a.    Review student rules and regulations for the local school.
       b.    Review rules and regulations as they apply to the graphic arts trade.
       c.    Examine local Internet usage policies.
       d.    Discuss student responsibilities and ethical use of the Internet.
2.     Discuss educational, occupational, and leadership opportunities.
       a.    Investigate career opportunities.
       b.    Update the students' career and educational plans.
       c.    Identify and describe leadership opportunities available from student youth
             organizations in the school and community.
       d.    Identify work ethics as they apply to the graphic arts trade.
3.     Explore graphics and print communications from its origin to present day and
       emerging technologies.
       a.    Discuss the role of graphics and print communications in the development
             of civilization.
       b.    Examine graphics and print communications as an emerging technology.
4.     Demonstrate general safety procedures.
       a.    Describe and apply general safety rules.
       b.    Locate and describe the use of fire safety equipment.
       c.    Describe and apply safety precautions for using flammable liquids.
       d.    Describe procedures to be taken in case of an accident or injury.
       e.    Describe and apply personal safety protection.
       f.    Describe and apply proper shop dress codes.
5.     Demonstrate procedures for handling, storing, and disposing of hazardous
       materials.
       a.    Recognize signal words and symbols that indicate severity of a
             hazard.
       b.    Describe methods for reducing hazardous waste.
       c.    Describe procedures for storing hazardous waste.
       d.    Interpret data found on a hazardous materials safety data sheet
             (MSDS).



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Executive Summary



       e.     Describe general safety procedures to follow for first aid and clean-up in
              case of an accident involving hazardous materials.
       f.     Demonstrate procedures for handling, storing, and disposing of
              hazardous materials.
6.     Demonstrate familiarity with equipment in the laboratory and the hazards
       associated with that equipment.
       a.     Identify and describe the use of all major pieces of equipment in the
              laboratory.
       b.     Recognize hazards associated with each piece of equipment.
       c.     Recognize the importance of a clean work environment.
7.     Perform standard forms of measurement involved in graphic reproduction.
       a.     Differentiate between the U.S. conventional and S.I. Metric Systems of
              measurement and make conversions from one system to the other.
       b.     Describe the point system of type measurement.
       c.     Use a line gauge and E gauge to measure point sizes of types.
       d.     Identify grades of paper and basic paper sizes.
       e.     Measure grades of paper by basic weight, thickness, and brightness.
       f.     Explain how visual images are produced and measured in a desktop
              publishing system.
       g.     Comprehend the use of proportional scales, screens and tint
              measurement in the reproduction of images.
8.     Perform measurement practices as applied to graphics and print communications
       applications.
       a.     Measure linear dimensions for printing materials in inches and fractions of
              inches, and in centimeters.
       b.     Measure type in points and picas.
       c.     Measure copy for reduction and enlargement using a proportion wheel
              to determine percentage setting.
       d.     Measure liquid volume for mixing chemicals for darkroom and pressroom
              operations.
9.     Perform mathematical operations related to graphics and print communications
       applications.
       a.     Calculate the number of factory size sheets that will be needed to print a
              specific job, using fractions and decimals.
       b.     Calculate ratio and proportion problems associated with mixing chemicals,
              page size, and image size.
       c.     Convert page size from inches to picas.
       d.     Solve word problems as they relate to various operations in the printing
              industry.
10.    Perform basic layout procedures.
       a.     Identify and describe the use of tools used in layout including the layout
              table, triangle, line gauges, and pasting equipment.
       b.     Position work on a layout table using a T-square.
       c.     Design a simple single page layout.




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11.    Perform basic computer skills associated with desktop publishing.
       a.     Identify different types of software used in desktop publishing and
              describe their uses.
       b.     Start the computer and bring applications software on-line.
12.    Apply principles of design to page layout.
       a.     Utilize fonts, borders, colors, placement, etc., in page layout.
       b.     Insert graphics into page layout design.
13.    Perform basic word processing operations.
       a.     Create a file, set margins, input text, spell check, edit and proof, save to
              disk, print, and exit.
14.    Perform desktop publishing operations.
       a.     Describe and use desktop publishing software.
       b.     Scan graphics and text to a desktop publishing file.
       c.     Select appropriate type style (font) and size for different parts of a layout.
       d.     Incorporate digital images to a desktop publishing file.
       e.     Correctly exit the desktop publishing software and operating system.
15.    Apply the usage of the Internet to desktop publishing and graphic
       communications.
       a.     Download and insert files and graphics from the Internet into a desktop
              publishing file.
16.    Perform basic setup and adjustments of a camera.
       a.     Identify and describe the functions of the basic parts of a camera.
       b.     Use a proportional wheel to set up the camera to make a given size
              enlargement or reduction.
       c.     Select the proper F-stop setting.
       d.     Select the proper exposure (shutter speed).
       e.     Identify and describe the different types of copy that are made on film.
17.    Perform basic image processing procedures.
       a.     Select proper clothing and other protective devices for handling chemicals
              in the darkroom.
       b.     Set up processing trays in proper sequence.
       c.     Utilize proper procedures for handling, mixing, and storing chemicals.
       d.     Make and process an exposure.
       e.     Utilize proper procedures for cleaning the darkroom and disposing of used
              chemicals.
18.    Perform stripping operations.
       a.     Identify and describe the use of tools and equipment used in the stripping
              process while differentiating among various press sizes.
       b.     Strip a single negative flat.
       c.     Discuss the correlation between the masking sheet, the plate, and the
              press.
19.    Perform platemaking operations.
       a.     Identify and describe the use of tools and equipment used in platemaking.
       b.     Identify and describe the use of the different types of plates and
              platemakers.
       c.     Expose a single negative plate.



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20.    Perform "black plate" platemaking.
       a.     Compare the use of black plates to conventional metal plates.
       b.     Produce a black plate.
       c.     Demonstrate setup of black plate processing.
21.    Explain the six major printing processes.
       a.     Identify the processes that use intaglio type printing.
       b.     Identify the processes that use raised or relief printing.
       c.     Compare the advantages and disadvantages of using each process.
       d.     Compare work printed by each of the six processes.
       e.     Discuss digital printing vs. digital copiers.
22.    Discuss the basic principles of offset printing.
       a.     Apply the Agrease and water does not mix@ theory to offset printing.
       b.     Identify the major systems of an offset press.
23.    Describe and demonstrate the function of the major systems of an offset press.
       a.     Discuss and identify the main printing unit.
       b.     Discuss the operation of the feeder and delivery systems of an offset
              press.
24.    Perform setup of an offset press.
       a.     Mix fountain solution.
       b.     Apply ink to fountain.
       c.     Set up paper feed and delivery systems.
25.    Prepare an offset press for printing.
       a.     Install a master plate to plate cylinder.
       b.     Mix fountain solution for proper plate.
       c.     Check ink and water balance.
       d.     Evaluate paper for its appropriateness to the required job.
26.    Demonstrate proper procedures for printing a specific job.
       a.     Correctly turn on the machine.
       b.     Run test copies and evaluate.
       c.     Print desired copies maintaining adequate ink and water balance for
              duration of run.
       d.     Correctly shut down the press.
27.    Perform bindery operations.
       a.     Discuss different types of binding operations and their applications.
       b.     Perform various folds.
       c.     Collate, drill, and stitch printed materials.




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                             CURRICULUM FRAMEWORK

Course Name: Graphics and Print Communications II

Course CIP Code: 48.0291

Course Description: Graphics and Print Communications II is a continuation of
Graphics and Print Communications I. Students enrolled in the course receive
advanced instruction in graphic and printing competencies including safety and
equipment familiarization, applied math and measurements concepts, job planning and
layout, desktop publishing, stripping and plate making, printing and duplication, screen
printing, and bindery. (2-22 Carnegie units, depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Review rules and regulations.
       a.    Review student rules and regulations for the local school.
       b.    Review rules and regulations as they apply to the graphic arts trade.
       c.    Examine local Internet usage policies.
       d.    Discuss student responsibilities and ethical use of the Internet.
2.     Discuss educational, occupational, and leadership opportunities.
       a.    Investigate career opportunities.
       b.    Update the students' career and educational plans.
       c.    Identify and describe leadership opportunities available from student youth
             organizations in the school and community.
       d.    Identify work ethics as they apply to the graphic arts trade.
3.     Demonstrate general safety procedures.
       a.    Describe and apply general safety rules.
       b.    Locate and describe the use of fire safety equipment.
       c.    Describe and apply safety precautions for using flammable liquids.
       d.    Describe procedures to be taken in case of an accident or injury.
       e.    Describe and apply personal safety protection.
       f.    Describe and apply proper shop dress codes.
4.     Demonstrate procedures for handling, storing, and disposing of hazardous
       materials.
       a.    Recognize signal words and symbols that indicate severity of a hazard.
       b.    Describe methods for reducing hazardous waste.
       c.    Describe procedures for storing hazardous waste.
       d.    Interpret data found on a hazardous materials safety data sheet (MSDS).
       e.    Describe general safety procedures to follow for first aid and cleanup in
             case of an accident involving hazardous materials.
       f.    Demonstrate procedures for handling, storing, and disposing of hazardous
             materials.




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5.     Demonstrate familiarity with equipment in the graphics and print communications
       laboratory and the hazards associated with that equipment.
       a.     Identify and describe the use of all major pieces of equipment in the
              graphics and print communications laboratory.
       b.     Recognize hazards associated with each piece of equipment.
       c.     Recognize the importance of a clean working environment.
6.     Develop skills and resources necessary to gain employment.
       a.     Develop a personal data sheet (resume).
       b.     Develop a cover letter (letter of application).
       c.     Practice interview skills.
       d.     Complete different types of job application forms.
       e.     Develop a portfolio of projects and jobs completed.
7.     Perform job planning and layout tasks.
       a.     Review the different types of layouts and their applications, including
              thumbnail sketch, rough layout, and comprehensive layout.
       b.     Create a 4-page and 8-page dummy imposition.
       c.     Create a multiple page comprehensive layout.
       d.     Describe how job planning and layout affect cost.
       e.     Create a comprehensive layout using digital imagery.
8.     Perform desktop publishing operations.
       a.     Perform spell check and grammar check operations.
       b.     Produce a multiple page document.
       c.     Produce a business card.
       d.     Produce an envelope.
       e.     Produce a template for a newsletter.
       f.     Produce a template for stationery.
       g.     Generate a graphic downloaded from the Internet.
       h.     Proof and mark manuscripts for typographical errors using proofreader=s
              marks.
       i.     Compare the quality of printed material from different desktop publishing
              printers.
       j.     Download a large format file to a compact disk.
9.     Perform assignments through proper use of Internet applications.
       a.     Research Graphic and Print Communications related sites via the use of
              the Internet.
       b.     Generate a graphic downloaded from the Internet onto a desktop
              publishing document.
10.    Perform imaging techniques.
       a.     Use the proportional wheel method for determining enlargements and
              reductions of copy.
       b.     Produce a halftone.
11.    Perform metal platemaking operations.
       a.     Strip a multiple page flat according to a dummy imposition.
       b.     Expose a plate using the single burn method.
       c.     Expose a plate using the double burn method.
       d.     Expose a plate using the step and repeat method.



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12.    Review black plate procedures.
       a.      Perform the procedures for mixing chemistry, proper exposure control,
               and plate length set-up.
13.    Run offset duplicator/press jobs.
       a.      Identify and describe the properties and uses of different types of inks.
       b.      Identify and describe the properties and uses of different types and
               weights of paper.
       c.      Set up the press for and run envelopes.
       d.      Set up the press for and run index stock.
       e.      Set up the press for and run NCR paper.
14.    Perform daily maintenance of the offset duplicator/press.
       a.      Perform daily maintenance and cleanup on the press.
15.    Discuss color printing operations.
       a.      Describe the process of color printing.
       b.      Compare the quality of color copy produced by a color copier to that
               produced by an offset press.
16.    Demonstrate the screen printing process.
       a.      Describe the steps in screen printing
       b.      Apply emulsion to screen.
       c.      Expose the screen.
       d.      Set up screen printer.
       e.      Perform drying process.
17.    Perform bindery operations.
       a.      Perform a double fold and tri-fold on the folder.
       b.      Determine the differences between NCR and standard padding.
       c.      Produce pads of paper.
       d.      Identify operational and safety procedures for using a mechanical or
               hydraulic paper cutter.
       e.      Cut paper to size using a mechanical or hydraulic cutter.
       f.      Set up and make a standard 3-ring binder hole punch.
18.    Identify maintenance, adjustments/settings, and other problem areas related to
       offset printing.
       a.      Discuss procedures for changing blankets on an offset duplicator/press as
               related to type and size of paper to be run.
       b.      Discuss adjustment of roller pressure.
       c.      Discuss adjustment of plate to blanket pressure.
       d.      Identify common problems related to offset duplicator/press.
19.    Identify maintenance and repairs related to folders.
       a.      Inspect rollers for glaze and buildup.
       b.      Check parallel pressure rollers for correct pressure and alignment.




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Executive Summary



                               PROGRAM DESCRIPTION

                    FURNITURE MANUFACTURING & UPHOLSTERING

Furniture Manufacturing & Upholstering is an instructional program designed to provide
entry-level skills for students to become employed in the industry of upholstered
furniture making, including skills in operation and care of tools, furniture styles, frame
making, upholstery, sewing, and basic educational skills that are essential to the
successful performance in this industry.

Skills and techniques taught in this program correlate with manufacturing standards as
determined by the furniture industry.

                                   COURSE OUTLINE

                    FURNITURE MANUFACTURING & UPHOLSTERING I

Unit No.       Title                                                          No. of Hours

Unit 1         Introduction to Furniture Manufacturing                                  10
Unit 2         General Safety                                                           10
Unit 3         Tool and Equipment Identification and Use                                30
Unit 4         Measurement                                                              10
Unit 5         Furniture Frame Patterns and Layout                                      70
Unit 6         Cutting and Assembling Frames                                            70
Unit 7         Special Topics in Furniture Manufacturing & Upholstering I             22.5


                    FURNITURE MANUFACTURING & UPHOLSTERING II

Unit No.       Title                                                          No. of Hours

Unit 1         Review of General Safety                                                  5
Unit 2         Furniture Upholstery Tools                                               10
Unit 3         Furniture Padding, Hardware, and Support System Components               30
Unit 4         Measure, Lay Out, and Cut Fabrics                                        30
Unit 5         Sewing Procedures                                                        45
Unit 6         Furniture Upholstery                                                     80
Unit 7         Special Topics in Furniture Manufacturing & Upholstering II            22.5




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                             CURRICULUM FRAMEWORK

Course Name: Furniture Manufacturing & Upholstering 1

Course CIP Code: 48.0702

Course Description: Furniture Manufacturing & Upholstering I is the entry level course
of the secondary Furniture Manufacturing & Upholstering program. Students in this
course will gain foundation competencies related to orientation, safety, leadership, tool
and equipment identification and use, measurement, furniture frame patterns and
layout, cutting and assembling frames, and special topics in furniture manufacturing and
upholstery. (2-21/2 Carnegie units, depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Explain the requirements and working conditions for employment in the
       upholstered furniture manufacturing industry.
       a.      Describe employment opportunities in the upholstered furniture
               industry.
       b.      Describe the education and experience requirements for employment in
               the upholstered furniture industry.
       c.      Describe earning and working conditions in the upholstered furniture
               industry.
       d.      Describe employability skills necessary for employment in the
               furniture manufacturing industry.
2.     Explain the local school rules and regulations.
       a.      Describe local school rules found in the student handbook.
       b.      Describe the shop and facilities requirements.
3.     Describe SkillsUSA activities pertaining to furniture manufacturing.
       a.      Describe the purposes of the SkillsUSA organization.
       b.      Describe the leadership development activities of SkillsUSA.
       c.      Describe the personal development activities associated with SkillsUSA.
       d.      Describe the skills competition events available through SkillsUSA.
4.     Explain the safety requirements for upholstered manufacturing.
       a.      Describe personal safety rules for working in a shop/lab and industry,
               including OSHA regulations.
       b.      Describe the general workplace safety rules.
       c.      Describe the proper use of fire extinguishers and classes of fires.
       d.      Identify standard industry Safety Color-Coding System.
       e.      Describe procedures for safety handling heavy objects.
       f.      Describe accident reporting procedures.
5.     Identify hazardous materials that may be found on a job site and describe
       procedures for handling/avoidance or removal of materials.
       a.      Interpret a Material Safety Data Sheet (MSDS).
       b.      Describe the approved storage procedures for flammable materials found
               in the upholstered furniture shop.



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       c.      Describe approved procedures for disposal of hazardous materials
6.     Demonstrate use of hand tools found in upholstered furniture manufacturing.
       a.      Identify hand tools used in frame building.
       b.      Demonstrate use of hand tools used in frame building.
7.     Demonstrate use of power tools found in upholstered furniture frame
       manufacturing.
       a.      Identify types of air powered fasteners used in furniture manufacturing.
       b.      Demonstrate the use of air powered fasteners used in furniture
               manufacturing.
       c.      Identify power tools used in frame building.
       d.      Demonstrate use of power tools used in frame building.
       e.      Identify machines used in frame building.
       f.      Describe the functions of machines used in frame building.
       g.      Describe the safety rules of each machine used in frame building.
       h.      Demonstrate use of each machine used in frame building.
       i.      Perform maintenance procedures on each machine used in frame
               building.
8.     Identify types of measuring devices used in furniture manufacturing.
       a.      Identify types of measuring devices used in furniture manufacturing,
               including tape measure, rules, squares, and compass.
       b.      Demonstrate ability to use types of measuring devices used in furniture
               manufacturing, including tape measure, rules, squares, and compass.
9.     Perform mathematics essential to furniture manufacturing occupations.
       a.      Calculate fractions, including addition, subtraction, multiplication, and
               division.
       b.      Calculate board feet measurements in lumber.
10.    Identify terms and materials commonly used in frame manufacture.
       a.      Define terms associated with frame patterns and layout.
       b.      Identify woods to use in different applications on frames.
11.    Identify types and styles of upholstered furniture.
       a.      Describe types of furniture.
       b.      Describe the most common furniture styles.
12.    Create a working drawing.
       a.      Read a working drawing, including dimensions and different features.
       b.      Develop a working drawing, including concept and dimensions using
               computer technology.
13.    Apply a working drawing, including the layout and cutting of materials for a part
       from a working drawing.
       a.      Lay out patterns for the greatest yield.
       b.      Lay out patterns and duplicate parts.
       c.      Lay out patterns and duplicate parts using computer technology.
14.    Prepare a bill of materials for the manufacture of a furniture frame.
       a.      Itemize the materials and supplies.
       b.      Determine quantities.
       c.      Determine costs.




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Executive Summary



15.    Cut frames for upholstered furniture to specifications.
       a.     Cut parts to length using the radial arm saw.
       b.     Cut parts to width using the table saw.
       c.     Perform scroll cuts using the bandsaw.
       d.     Drill holes for dowel pins with the drill press.
       e.     Observe use of CNC equipment in cutting frames.
16.    Assemble frame parts to specifications using fastening devices.
       a.     Assemble sofa and chair frames.
       b.     Assemble recliner frames.
17.    Investigate new and emerging technologies, practices, trends, and issues
       associated with Furniture Manufacturing & Upholstering.
       a.     Recognize new and emerging technologies associated with Furniture
              Manufacturing & Upholstering.
       b.     Recognize current trends or issues associated with Furniture
              Manufacturing & Upholstering.
18.    Complete school-to-careers activities related to Furniture Manufacturing &
       Upholstering.
       a.     Participate in school-to-careers activity (shadowing, mentoring, career fair,
              etc.)
       b.     Investigate educational opportunities related to Furniture Manufacturing &
              Upholstering at the postsecondary level.
       c.     Describe national standards and certification/licensing procedures related
              to Furniture Manufacturing & Upholstering.
       d.     Describe the role of trade organizations, associations, and unions as
              related to Furniture Manufacturing & Upholstering.
19.    Demonstrate related academic skills and workplace skills associated with
       Furniture Manufacturing & Upholstering.
       a.     Complete a cooperative project (paper, presentation, or demonstration)
              associated with an academic subject and Furniture Manufacturing &
              Upholstering.
       b.     Practice human relations skills (team participation, client/customer service,
              leadership, negotiation, working with culturally diverse populations groups,
              etc.) related to Furniture Manufacturing & Upholstering.
       c.     Research work ethics and employer expectations of employees in
              Furniture Manufacturing & Upholstering.
20.    Investigate the concepts of quality assurance as related to Furniture
       Manufacturing & Upholstering.
       a.     Describe quality concepts and methods for measuring quality related to
              Furniture Manufacturing & Upholstering.
       b.     Apply quality concepts in the Furniture Manufacturing & Upholstering
              laboratory.
21.    Examine trends and changes related to Furniture Manufacturing & Upholstering
       and global economic factors.
       a.     Define and discuss the concept of global economics and competition.
       b.     Describe global economic factors and competition as related to Furniture
              Manufacturing & Upholstering.



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Executive Summary



       c.      Identify regions and other countries which complete in Furniture
               Manufacturing & Upholstering.




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Executive Summary



                            CURRICULUM FRAMEWORK

Course Name: Furniture Manufacturing & Upholstering II

Course CIP Code: 48.0702

Course Description: Furniture Manufacturing & Upholstering II is the exit level course of
the secondary Furniture Manufacturing & Upholstering program. Students in this course will
gain additional skills related to upholstery tools; furniture padding, hardware and support
system components; measurement, layout, and cutting of fabrics; sewing procedures,
furniture upholstery; and special topics in furniture manufacturing and upholstery.
(2-21/2 Carnegie units, depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Review the safety requirements for upholstered manufacturing.
       a.      Describe personal safety rules for working in a shop/lab and industry,
               including OSHA regulations.
       b.      Describe the general workplace safety rules.
       c.      Describe the proper use of fire extinguishers and classes of fires.
       d.      Identify standard industry Safety Color-Coding System.
       e.      Describe procedures for safety handling heavy objects.
       f.      Describe accident reporting procedures.
2.     Review hazardous materials that may be found on a job site and describe
       procedures for handling/avoidance or removal of materials.
       a.      Interpret a Material Safety Data Sheet (MSDS).
       b.      Describe the approved storage procedures for flammable materials found
               in the upholstered furniture shop.
       c.      Describe approved procedures for disposal of hazardous materials.
3.     Identify furniture upholstery tools and fasteners.
       a       Identify types of hammers used in upholstery work.
       b.      Identify types of upholstery needles.
       c.      Identify types of stuffing devices.
       d.      Identify staple fasteners.
       e.      Identify cutting devices.
4.     Demonstrate the safe use of furniture upholstery tools.
       a.      Demonstrate the safe use of upholstery hammers.
       b.      Demonstrate the safe use of upholstery needles.
       c.      Demonstrate the safe use of upholstery stuffing devices.
       d.      Demonstrate the safe use of upholstery staple fasteners.
       e.      Demonstrate the safe use of upholstery cutting devices.




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5.     Identify padding and hardware components used in upholstered furniture
       manufacturing.
       a.      Describe types of furniture padding and hardware components used in
               upholstery work.
       b.      Describe factors upon which seating comfort depends, including foam
               density and spring gauge.
       c.      Compare the properties of padding materials used in upholstered
               furniture.
6.     Apply support system components.
       a.      Determine the type of springs or support system to be used.
       b.      Install support system components.
7.     Apply upholstered furniture padding.
       a.      Determine the type of padding to be used.
       b.      Transfer the measurements from pattern to padding, according to
               specifications.
       c.      Cut padding, according to specifications.
       d.      Apply padding to frame and fasten according to specifications.
8.     Identify parts of furniture being manufactured.
       a.      Identify parts of upholstered furniture, including front seat, bottom band,
               inside arm, inside back, back band, out side arm, outside back, and skirt.
       b.      Measure parts of furniture.
9.     Identify fabric cutting procedures.
       a.      Develop a pattern for part layout using computer technology.
       b.      Lay out fabric.
       c.      Cut the fabric following the required steps.
       d.      Demonstrate automated cutting equipment.
10.    Identify types and basic parts of sewing machines.
       a.      Identify types of sewing machines.
       b.      Identify basic parts of a sewing machine.
       c.      Describe the functions of each part of a sewing machine.
11.    Operate a sewing machine.
       a.      Thread a sewing machine.
       b.      Perform a sewing procedure, including sewing pull, welting, boxing,
               zippers, dart, pleat, and corners.
       c.      Demonstrate the maintenance procedures for a sewing machine,
               according to manufacturer’s specifications.
12.    Identify the steps in furniture upholstery.
       a.      Identify the steps in seat construction.
       b.      Identify the steps in arm construction.
       c.      Identify the steps in back construction.
       d.      Identify the steps in outside trim construction.
13.    Perform the steps in furniture upholstery.
       a.      Perform the steps in seat construction.
       b.      Perform the steps in arm construction.
       c.      Perform the steps in back construction.
       d.      Perform the steps in outside trim construction.



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14.    Investigate new and emerging technologies, practices, trends, and issues
       associated with Furniture Manufacturing & Upholstering.
       a.     Recognize new and emerging technologies associated with Furniture
              Manufacturing & Upholstering.
       b.     Recognize current trends or issues associated with Furniture
              Manufacturing & Upholstering.
15.    Complete school-to-careers activities related to Furniture Manufacturing &
       Upholstering.
       a.     Participate in school-to-careers activity (shadowing, mentoring, career fair,
              etc.)
       b.     Investigate educational opportunities related to Furniture Manufacturing &
              Upholstering at the postsecondary level.
       c.     Describe national standards and certification/licensing procedures related
              to Furniture Manufacturing & Upholstering.
       d.     Describe the role of trade organizations, associations, and unions as
              related to Furniture Manufacturing & Upholstering.
16.    Demonstrate related academic skills and workplace skills associated with
       Furniture Manufacturing & Upholstering.
       a.     Complete a cooperative project (paper, presentation, or demonstration)
              associated with an academic subject and Furniture Manufacturing &
              Upholstering.
       b.     Practice human relations skills (team participation, client/customer service,
              leadership, negotiation, working with culturally diverse populations, etc.)
              related to Furniture Manufacturing & Upholstering.
       c.     Research work ethics and employer expectations of employees in
              Furniture Manufacturing & Upholstering.
17.    Investigate the concepts of quality assurance as related to Furniture
       Manufacturing & Upholstering.
       a.     Describe quality concepts and methods for measuring quality related to
              Furniture Manufacturing & Upholstering.
       b.     Apply quality concepts in the Furniture Manufacturing & Upholstering
              laboratory.
18.    Examine trends and changes related to Furniture Manufacturing & Upholstering
       and global economic factors.
       a.     Define and discuss the concept of global economics and competition.
       b.     Describe global economic factors and competition as related to
              Furniture Manufacturing & Upholstering.
       c.     Identify regions and other countries which complete in Furniture
              Manufacturing & Upholstering.




                                            89
Executive Summary



                                PROGRAM DESCRIPTION

                                       ELECTRICIAN

                           (Program CIP: 46.0302 – Electrician)

Electrician is an instructional program which prepares secondary students to enter
residential electricity occupations. Students in Electrician I complete a common core
program of study including orientation (including employment skills), leadership and
personal development, basic safety, basic math, hand and power tools, direct current
circuits, alternating current circuits, introduction to residential wiring, basic rigging, and
introduction to blueprints. Students in Electrician II continue study in basic safety, AC
circuits for residential wiring, load centers and overcurrent protection, rough-in,
residential service, trim-out and troubleshooting, motors and controllers, introduction to
programmable logic controllers, and commercial and industrial wiring. Upon completion
of study, graduates may elect to continue their education or become employed in the
electrical trades industry as a helper or apprentice.

This curriculum in Electrician was developed using the competencies and objectives as
developed by the National Center for Construction Education and Research (NCCER),
2002, and the National Electrical Contractors Association (NECA). Also, the National
Electrical Code book (2002) was used to ensure compliance with applicable codes.

                                    COURSE OUTLINE

                                      ELECTRICIAN I

Unit #     Title                                                                 No. of Hours

Unit 1     Orientation/Leadership and Personal Development                                 7.5
Unit 2     Basic Safety                                                                   15.0
Unit 3     Basic Math                                                                     15.0
Unit 4     Hand and Power Tools                                                           15.0
Unit 5     Direct Current (DC) Circuits                                                   20.0
Unit 6     Alternating Current (AC) Circuits                                              15.0
Unit 7     Introduction to Residential Wiring                                             85.0
Unit 8     Basic Rigging                                                                  20.0
Unit 9     Introduction to Blueprints                                                     10.0

                                      ELECTRICIAN II

Unit #     Title                                                                 No. of Hours

Unit 1     Basic Safety (Review)                                                           8.0
Unit 2     AC Circuits for Residential Wiring                                             37.5
Unit 3     Load Centers and Overcurrent Protection                                         7.5



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Unit 4     Rough-in                                               25.0
Unit 5     Residential Service                                     7.5
Unit 6     Trim-out and Troubleshooting                           27.5
Unit 7     Motors and Controllers                                 27.5
Unit 8     Introduction to Programmable Logic Controllers (PLC)   20.0
Unit 9     Commercial and Industrial Wiring                       42.5




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                             CURRICULUM FRAMEWORK

Course Name: Electrician I

Course CIP Code: 46.0302

Course Description: Electrician I is the entry level course of the secondary Electrician
program. Students in this course will gain foundation competencies related to
orientation, safety, math, hand and power tools, direct current circuits, alternating
current circuits, basic rigging, and introduction to blueprints. (2-2½ Carnegie units,
depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Describe local program and vocational center policies and procedures.
       a.     Describe local program and vocational center policies and procedures
              including dress code, attendance, academic requirements, discipline,
              shop/lab rules and regulations, and transportation regulations.
2.     Describe employment opportunities and responsibilities for electricians and
       related employees.
       a.     Describe employment opportunities available for electricians, electronics
              technicians, and electrical related employees including potential earnings,
              employee benefits, job availability, possible places of employment,
              working conditions, and educational requirements.
       b.     Describe basic employee responsibilities including punctuality, physical
              requirements, customer relations, following directions, job safety, and
              entry level skills.
3.     State procedures of leadership used to reach an agreement in an orderly manner
       and personal development opportunities provided students in electricity trades by
       SkillsUSA.
       a.     State procedures of leadership used in organizational meetings to reach
              an agreement in an orderly manner including procedures for gaining
              recognition in a meeting and conducting a SkillsUSA Club meeting.
       b.     Describe the purposes of SkillsUSA including leadership development,
              personal development, and skills competition.
4.     Describe general safety rules for working in a shop/lab and industry.
       a.     Describe how to avoid on-site accidents.
       b.     Explain the relationship between housekeeping and safety.
       c.     Explain the importance of following all safety rules and company safety
              policies.
       d.     Explain the importance of reporting all on-the-job injuries, accidents, and
              near misses.
       e.     Explain the need for evacuation policies and the importance of following
              them.
       f.     Explain the employer=s substance abuse policy and how it relates to their
              safety.



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       g.      Explain the safety procedures when working near pressurized or high
               temperature systems.
5.     Identify and apply safety around welding operations.
       a.      Use proper safety practices when welding or working around welding
               operations.
       b.      Use proper safety practices when welding in or near trenches and
               excavations.
       c.      Explain the term proximity work.
6.     Identify and explain use of various barriers and confinements.
       a.      Explain the safety requirements for working in confined areas.
       b.      Explain and practice lockout/tagout procedures.
       c.      Explain the different barriers and barricades and how they are used.
       d.      Recognize and explain personal protective equipment.
       e.      Inspect and care for personal protective equipment.
7.     Recognize safe lifting and the use of ladders and scaffolds.
       a.      Identify and explain the procedures for lifting heavy objects.
       b.      Inspect and safely work with various ladders and scaffolds.
8.     Explain the Material Safety Data Sheets (MSDS).
       a.      Explain the function of the MSDS.
       b.      Interpret the requirements of the MSDS.
9.     Explain fires.
       a.      Explain the process by which fires start.
       b.      Explain fire prevention of various flammable liquids.
       c.      Explain the classes of fire and the types of extinguishers.
10.    Explain safety in and around electrical situations.
       a.      Explain injuries when electrical contact occurs.
       b.      Explain safety around electrical hazards.
       c.      Explain action to take when an electrical shock occurs.
11.    Apply basic math skills.
       a.      Add, subtract, multiply, and divide whole numbers with and without a
               calculator.
       b.      Use a standard and a metric rule to measure.
       c.      Add, subtract, multiply, and divide decimals with and without a calculator.
       d.      Convert decimals to percents and percents to decimals.
       e.      Convert fractions to decimals and percents to decimals.
       f.      Explain what the Metric System is and its importance in the electrical
               trade.
       g.      Recognize and use metric units of length, weight, volume, and
               temperature.
12.    Identify various hand and power tools used in electrical trades.
       a.      Identify common hand tools used in electrical trades.
       b.      Identify common types of power tools used in electrical wiring.
13.    Explain the safe use of common hand and power tools used in electrical trades.
       a.      Explain the reasons for safety in the use of hand and power tools.
       b.      Explain the procedures for selecting the proper tool for the job.
       c.      Explain the safe use of each hand and power tool.



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14.    Explain the procedures for the maintenance of power tools.
       a.      Explain preventive maintenance.
       b.      Explain the procedures for the maintenance of power tools.
       c.      Demonstrate how to perform maintenance of power tools.
15.    Describe the terms and scientific principles associated with direct current
       electricity.
       a.      Define terms associated with the nature of matter including physical
               characteristics of matter (elements, compounds, atoms, electrons,
               protons, and neutrons).
       b.      Describe laws of electrical charges including like and unlike charges.
       c.      Identify electrical materials including conductors, insulators, and
               semiconductors.
       d.      Describe methods of generating electricity including solar, chemical,
               mechanical, and thermal.
       e.      Describe the principles and operation of batteries.
       f.      Describe basic theories of current flow including electron and conventional
               flow methods.
       g.      Describe DC circuit parameters including voltage, power, current, and
               resistance.
       h.      Identify resistor types and values using standard resistor color codes and
               alphanumeric codes.
       i.      Perform basic engineering notation calculations including conversion,
               adding, subtracting, multiplying, and dividing.
       j.      Identify DC circuit schematic symbols.
16.    Create circuits and measure DC electricity using the multimeter.
       a.      Describe and demonstrate use of a multimeter including measuring
               voltage, current, and resistance.
       b.      Demonstrate use of Ohm's Law to calculate circuit parameters for a series
               circuit including voltage, current, resistance, and power.
       c.      Draw and construct a series circuit with a minimum of three resistances.
       d.      Calculate and measure circuit parameters for a series circuit.
       e.      Demonstrate use of Ohm's Law to calculate circuit parameters for a
               parallel circuit including voltage, current, resistance, and power.
       f.      Draw and construct a parallel circuit with a minimum of three resistances.
       g.      Calculate and measure circuit parameters for a parallel circuit.
       h.      Demonstrate use of Ohm's Law to calculate circuit parameters for a
               series-parallel circuit including voltage, current, resistance, and power.
       i.      Draw and construct a series-parallel circuit with a minimum of three
               resistances.
       j.      Calculate and measure circuit parameters for a series-parallel circuit.
17.    Describe the principles of magnetism and electromagnetic properties.
       a.      Describe the principles of magnetism including magnetic fields, polarities,
               core materials, permeability, motor action, induced current, and
               associated laws.




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       b.      Describe the principles of electromagnetic properties including magnetic
               fields, polarities, core materials, permeability, motor action, induced
               current, and associated laws.
       c.      Construct a simple electromagnet, including use of copper windings and a
               metal rod.
18.    Describe the terms and scientific principles associated with alternating current
       electricity.
       a.      Describe principles of AC generation.
       b.      Define terms associated with AC voltage.
       c.      Describe sources of AC voltage.
       d.      Describe distribution route and components used from power plant to
               home or business.
       e.      Describe the properties and characteristics of inductors.
       f.      Describe the properties and characteristics of transformers.
       g.      Describe properties and characteristics of capacitors.
       h.      Describe differences in phases in electrical power supply.
19.    Describe and construct series and parallel circuits.
       a.      Draw and construct a series resistive circuit, calculating parameters and
               discussing phase relationship.
       b.      Draw and construct a parallel resistive circuit, calculating parameters and
               discussing phase relationship.
       c.      Draw and construct a series inductive circuit.
       d.      Draw and construct a parallel inductive circuit.
20.    Identify various residential electrical circuits.
       a.      Diagram various switching circuits to include single pole, three way, and
               four way.
       b.      Diagram various receptacles to include 120 and 240 circuits.
       c.      Diagram low voltage circuits (i.e., doorbells, thermostats).
21.    Wire various residential electrical circuits.
       a.      Wire various switching circuits to include single pole, three way, and four
               way.
       b.      Wire various receptacles to include 120 and 240 circiuts.
       c.      Wire low voltage circuits (i.e., doorbells, thermostats).
22.    Explain and identify safe rigging and equipment.
       a.      Explain and practice safe rigging.
       b.      Identify and explain rigging equipment.
       c.      Inspect rigging equipment.
23.    Identify and explain the use of derricks and cranes.
       a.      Identify, explain, and perform crane hand signals.
       b.      Estimate size, weight, and center of gravity.
       c.      Tie knots.
       d.      Identify and explain types of derricks.
       e.      Identify and explain types of cranes.
       f.      Rig and move materials and equipment.




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24.    Identify terms and symbols commonly used on blueprints used in electrical
       trades.
       a.      Identify symbols used in residential wiring commonly found on blueprints.
       b.      Identify terms used on blueprints.
25.    Relate information on prints to real parts and locations.
       a.      Interpret electrical symbols to locate various electrical devices.
       b.      Interpret an electrical plan to determine layout.
       c.      Interpret basic electrical specifications.
26.    Identify and apply basic principles of blueprints.
       a.      Explain basic layout of a blueprint.
       b.      Describe the information in a title block.
       c.      Identify the lines used on blueprints.
       d.      Explain the architect=s and engineer=s scales.




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                              CURRICULUM FRAMEWORK

Course Name: Electrician II

Course CIP Code: 46.0390

Course Description: Electrician II is the advanced course of the secondary Electrician
program. Students in this course will gain additional competencies related to safety,
leadership, AC circuits for residential wiring, load centers and overcurrent protection,
rough-in, residential service, trim-out and troubleshooting, motors and controllers,
programmable logic controllers, employment skills, and commercial and industrial
wiring. (2-2 ½ Carnegie units, depending upon time spent in the course)

Competencies and Suggested Objectives:

1.     Review general safety rules for working in a shop/lab and industry.
       a.    Describe how to avoid on-site accidents.
       b.    Explain the relationship between housekeeping and safety.
       c.    Explain the importance of following all safety rules and company safety
             policies.
       d.    Explain the importance of reporting all on-the-job injuries, accidents, and
             near
             misses.
       e.    Explain the need for evacuation policies and the importance of following
             them.
       f.    Explain the employer=s substance abuse policy and how it relates to their
             safety.
       g.    Explain the safety procedures when working near pressurized or high
             temperature systems.
2.     Review and apply safety around welding operations.
       a.    Use proper safety practices when welding or working around welding
             operations.
       b.    Use proper safety practices when welding in or near trenches and
             excavations.
       c.    Explain the term proximity work.
3.     Review and explain use of various barriers and confinements.
       a.    Explain the safety requirements for working in confined areas.
       b.    Explain and practice lockout/tagout procedures.
       c.    Explain the different barriers and barricades and how they are used.
       d.    Recognize and explain personal protective equipment.
       e.    Inspect and care for personal protective equipment.
4.     Review safe lifting and the use of ladders and scaffolds.
       a.    Identify and explain the procedures for lifting heavy objects.
       b.    Inspect and safely work with various ladders and scaffolds.
5.     Review the Material Safety Data Sheets (MSDS).
       a.    Explain the function of the MSDS.



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       b.     Interpret the requirements of the MSDS.
6.     Review fires.
       a.     Explain the process by which fires start.
       b.     Explain fire prevention of various flammable liquids.
       c.     Explain the classes of fire and the types of extinguishers.
7.     Review safety in and around electrical situations.
       a.     Explain injuries when electrical contact occurs.
       b.     Explain safety around electrical hazards.
       c.     Explain action to take when an electrical shock occurs.
8.     Determine the type and size of conductors/cables used in the electrical trades.
       a.     Describe factors that determine the type and size of conductors.
       b.     Identify types of cables used in the electrical trades according to National
              Electrical Code (NEC) and local codes.
9.     Determine wiring connections utilizing switching circuits to NEC and local codes.
       a.     Perform sound wiring connections including connectors, terminals, and
              lugs.
       b.     Describe functions of switches.
10.    Determine grounding requirements according to NEC and local codes.
       a.     Perform sound grounding connections as per NEC and/or local codes.
       b.     Test grounding system both mechanically and electrically.
11.    Determine the types of overcurrent protection devices including fuses, circuit
       breakers, arc fault interrupters, and ground fault circuit interrupters (GFCI) used
       in safety switches or load centers.
       a.     Describe the types of overcurrent protective devices.
       b.     Identify installations that require GFCI protection according to NEC.
       c.     Identify types of safety switches and load centers.
12.    Determine placement of overcurrent protection devices.
       a.     Explain the locations of the devices.
       b.     Recognize the NEC codes pertaining to the placement of overcurrent
              protection devices.
13.    Determine locations of electrical outlets as shown on the electrical blueprint,
       according to the NEC.
       a.     Identify locations where at least one receptacle is required.
       b.     Describe planning techniques when placing boxes on plans.
       c.     Explain acceptable heights for boxes in various locations.
       d.     Describe the steps in installing boxes in exterior walls to be brick
              veneered.
       e.     Describe the required outlets for various living areas in a residence.
14.    Wire electrical devices/loads in accordance with NEC and electrical floor plan.
       a.     Install a device box when given cabinet height and wall covering.
       b.     Install a ceiling box when given ceiling covering thickness.
       c.     Wire a 120-volt device or receptacle according to electrical floor plan.
       d.     Wire a 240-volt device or receptacle according to electrical floor plan.
15.    Determine service entrance requirements as per NEC.
       a.     Identify parts of a service entrance.
       b.     State clearances for service drops in varying situations.



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       c.      Identify the different types of grounding electrodes.
       d.      Describe service requirements for manufactured homes.
16.    Install the required service entrance as per NEC.
       a.      Explain the location.
       a.      Describe what material is needed for various service entrances.
       b.      Install the required entrance.
17.    Determine the requirements for electrical trim-out.
       a.      Explain the grounding requirement for appliances.
       b.      Describe steps for panel trim-out.
18.    Troubleshoot a residence according to the National Electrical Code (NEC).
       a.      Explain troubleshooting procedures.
       b.      Troubleshoot an electrical circuit.
19.    Demonstrate safe procedures associated with electrical motors in new and
       existing systems.
       a.      Perform tag and lock procedures.
       b.      Select and install proper overload and overcurrent devices according to
               NEC.
20.    Differentiate between types/classes of electrical motors.
       a.      Explain direct current motor theory of operation including series, shunt,
               and compound.
       b.      Explain single-phase motor theory of operation including squirrel cage,
               capacitor start, capacitor run, shaded pole, and repulsion start-induction
               run.
       c.      Explain three-phase motor operation including squirrel cage, synchronous,
               and wound rotor along with their voltages, amperages, and nameplate
               data.
21.    Determine speed, direction, and control of AC single- and three-phase and DC
       motors.
       a.      Reverse rotation of an AC motor, including single-phase and three-phase.
       b.      Wire multi-voltage single- and three-phase electrical motors.
       c.      Wire multi-speed single- and three-phase electrical motors.
22.    Identify the physical and electrical characteristics of electrical motors.
       a.      Determine physical and electrical characteristics of electrical motors.
       b.      Determine electrical characteristics using nameplate data and/or NEC
               requirements.
23.    Identify the physical and electrical characteristics of electrical starters.
       a.      Determine physical characteristics including frame size, shaft,
               environment, and couplings.
       b.      Determine electrical characteristics using nameplate data and/or NEC
               requirements.
24.    Wire single/three-phase electrical motors using manual and automatic
       controllers/starters with forward/reverse modes.
       a.      Wire single-phase manual/automatic controller for speed control and/or
               direction.
       b.      Wire three-phase manual/automatic controller for speed control and/or
               direction.



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25.    Describe function of programmable logic controls (PLC).
       a.      Define terms associated with programmable logic controls including
               digital, analog signal, counter, discrete, fiber optics, input, logic,
               networking, output, programmer, and programmable logic controller.
       b.      Explain programmable logic controller functions including input and output
               signal compared to previously programmed instructions.
       c.      Identify input devices for programmable logic controllers including
               pushbutton switches, limit switches, proximity switches, timers,
               photoelectric cells, and flow switches.
       d.      Identify output devices for programmable logic controllers including motor
               starters, contractors, solenoids, pilot lights, and coil relays.
26.    Describe application of programmable logic controls.
       a.      Write a basic PLC program including two and three wire controls.
       b.      Wire a PLC input device including pushbutton switches, limit switches,
               proximity switches, timers, photoelectric cells, and flow switches.
       c.      Wire a PLC output device including timers, pilot lights, brakes, solenoids,
               starter motors, contractors, and coil relays.
27.    Demonstrate hand bending procedures.
       a.      Identify the methods of hand bending conduit.
       b.      Identify the various methods used to install conduit.
       c.      Use math to determine conduit bends.
       d.      Make different bends by using a hand bender.
28.    Identify and install fasteners and anchors.
       a.      Identify and explain the use of threaded fasteners.
       b.      Identify and explain the use of non-threaded fasteners.
       c.      Identify and explain the use of various anchors.
       d.      Install fasteners and anchors.
29.    Identify and install various raceways, boxes, and fittings.
       a.      Identify various types of cable trays and raceways.
       b.      Identify and select various types and sizes of raceways.
       c.      Identify and select various types and sizes of cable trays.
       d.      Identify and select various types of raceway fittings.
       e.      Describe procedures for installing raceways and boxes on masonry
               surfaces.
       f.      Describe procedures for installing raceways and boxes on concrete
               surfaces.
       g.      Describe procedures for installing raceways and boxes in a metal stud
               environment.
       h.      Follow safety precautions when working with boxes and raceways.
30.    Explain, identify, and perform various functions of commercial and industrial
       wiring.
       a.      Explain National Electrical Manufacturers Association (NEMA)
               classifications
               of switches and enclosures.
       b.      Explain National Electrical Code (NEC) codes on wiring devices.
       c.      Identify and state the functions and ratings of various receptacles.



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       d.      Identify and define receptacle terminals and disconnects.
       e.      Explain ground fault circuit interrupters (GFCI).
       f.      Use a wire stripper to strip a wire.
       g.      Use a solderless connector to splice wires.
       h.      Identify and state the functions of limit switches and relays.
       i.      Identify and state the functions of switchgear.




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                          APPENDIX A:

                    RELATED ACADEMIC TOPICS




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                                          ALGEBRA I

Competencies and Suggested Objective(s)

A1.    Recognize, classify, and use real numbers and their properties.

       a.      Describe the real number system using a diagram to show the
               relationships of component sets of numbers that compose the set of real
               numbers.
       b.      Model properties and equivalence relationships of real numbers.
       c.      Demonstrate and apply properties of real numbers to algebraic
               expressions.
       d.      Perform basic operations on square roots excluding rationalizing
               denominators.

A2.    Recognize, create, extend, and apply patterns, relations, and functions and their
       applications.

       a.      Analyze relationships between two variables, identify domain and range,
               and determine whether a relation is a function.
       b.      Explain and illustrate how change in one variable may result in a change
               in another variable.
       c.      Determine the rule that describes a pattern and determine the pattern
               given the rule.
       d.      Apply patterns to graphs and use appropriate technology.

A3.    Simplify algebraic expressions, solve and graph equations, inequalities and
       systems in one and two variables.

       a.      Solve, check, and graph linear equations and inequalities in one variable,
               including rational coefficients.
       b.      Graph and check linear equations and inequalities in two variables.
       c.      Solve and graph absolute value equations and inequalities in one variable.
       d.      Use algebraic and graphical methods to solve systems of linear equations
               and inequalities.
       e.      Translate problem-solving situations into algebraic sentences and
               determine solutions.

A4.    Explore and communicate the characteristics and operations of
       polynomials.

       a.      Classify polynomials and determine the degree.
       b.      Add, subtract, multiply, and divide polynomial expressions.
       c.      Factor polynomials using algebraic methods and geometric models
       d.      Investigate and apply real-number solutions to quadratic equations
               algebraically and graphically.



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       e.      Use convincing arguments to justify unfactorable polynomials.
       f.      Apply polynomial operations to problems involving perimeter and area.

A5.    Utilize various formulas in problem-solving situations.

       a.      Evaluate and apply formulas (e.g., circumference, perimeter, area,
               volume, Pythagorean Theorem, interest, distance, rate, and time).
       b.      Reinforce formulas experimentally to verify solutions.
       c.      Given a literal equation, solve for any variable of degree one.
       d.      Using the appropriate formula, determine the length, midpoint, and slope
               of a segment in a coordinate plane.
       e.      Use formulas (e.g., point-slope and slope-intercept) to write equations of
               lines.

A6.    Communicate using the language of algebra.

       a.      Recognize and demonstrate the appropriate use of terms, symbols,
               and notations.
       b.      Distinguish between linear and non-linear equations.
       c.      Translate between verbal expressions and algebraic expressions.
       d.      Apply the operations of addition, subtraction, and scalar multiplication to
               matrices.
       e.      Use scientific notation to solve problems.
       f.      Use appropriate algebraic language to justify solutions and processes
               used in solving problems.

A7.    Interpret and apply slope as a rate of change.

       a.      Define slope as a rate of change using algebraic and geometric
               representations.
       b.      Interpret and apply slope as a rate of change in problem-solving
               situations.
       c.      Use ratio and proportion to solve problems including direct variation
               (y=kx).
       d.      Apply the concept of slope to parallel and perpendicular lines.

A8.    Analyze data and apply concepts of probability.

       a.      Collect, organize, graph, and interpret data sets, draw conclusions, and
               make predictions from the analysis of data.
       b.      Define event and sample spaces and apply to simple probability problems.
       c.      Use counting techniques, permutations, and combinations to solve
               probability problems.




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                                           BIOLOGY I

Competencies and Suggested Objective(s)

B1.    Utilize critical thinking and scientific problem solving in designing and
       performing biological research and experimentation.

       a.      Demonstrate the proper use and care for scientific equipment used in
               biology.
       b.      Observe and practice safe procedures in the classroom and laboratory.
       c.      Apply the components of scientific processes and methods in the
               classroom and laboratory investigations.
       d.      Communicate results of scientific investigations in oral, written, and
               graphic form.

B2.    Investigate the biochemical basis of life.

       a.      Identify the characteristics of living things.
       b.      Describe and differentiate between covalent and ionic bonds using
               examples of each.
       c.      Describe the unique bonding and characteristics of water that makes it an
               essential component of living systems.
       d.      Classify solutions using the pH scale and relate the importance of pH to
               organism survival.
       e.      Compare the structure, properties and functions of carbohydrates, lipids,
               proteins and nucleic acids in living organisms.
       f.      Explain how enzymes work and identify factors that can affect enzyme
               action.

B3.    Investigate cell structures, functions, and methods of reproduction.

       a.      Differentiate between prokaryotic and eukaryotic cells.
       b.      Distinguish between plant and animal (eukaryotic) cell structures.
       c.      Identify and describe the structure and basic functions of the major
               eukaryotic organelles.
       d.      Describe the way in which cells are organized in multicellular organisms.
       e.      Relate cell membrane structure to its function in passive and active t
               transport.
       f.      Describe the main events in the cell cycle and cell mitosis including
               differences in plant and animal cell divisions.
       g.      Relate the importance of meiosis to sexual reproduction and the
               maintenance of chromosome number.
       h.      Identify and distinguish among forms of asexual and sexual reproduction.




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B4.    Investigate the transfer of energy from the sun to living systems.

       a.      Describe the structure of ATP and its importance in life processes.
       b.      Examine, compare, and contrast the basic processes of photosynthesis
               and cellular respiration.
       c.      Compare and contrast aerobic and anaerobic respiration.

B5.    Investigate the principles, mechanisms, and methodology of classical and
       molecular genetics.

       a.      Compare and contrast the molecular structures of DNA and RNA as they
               relate to replication, transcription, and translation.
       b.      Identify and illustrate how changes in DNA cause mutations and evaluate
               the significance of these changes.
       c.      Analyze the applications of DNA technology (forensics, medicine,
               agriculture).
       d.      Discuss the significant contributions of well-known scientists to the
               historical progression of classical and molecular genetics.
       e.      Apply genetic principles to solve simple inheritance problems including
               monohybrid crosses, sex linkage, multiple alleles, incomplete dominance,
               and codominance.
        f.     Examine inheritance patterns using current technology (gel
               electrophoresis, pedigrees, karyotypes).

B6.    Investigate concepts of natural selection as they relate to diversity of life.

       a.      Analyze how organisms are classified into a hierarchy of groups and
               subgroups based on similarities and differences.
       b.      Identify characteristics of kingdoms including monerans, protists, fungi,
               plants and animals.
       c.      Differentiate among major divisions of the plant and animal kingdoms
               (vascular/non-vascular; vertebrate/invertebrate).
       d.      Compare the structures and functions of viruses and bacteria relating their
               impact on other living organisms.
       e.      Identify evidence of change in species using fossils, DNA sequences,
               anatomical and physiological similarities, and embryology.
       f.      Analyze the results of natural selection in speciation, diversity, adaptation,
               behavior and extinction.

B7.    Investigate the interdependence and interactions that occur within an
       ecosystem.

       a.      Analyze the flow of energy and matter through various cycles including
               carbon, oxygen, nitrogen and water cycles.




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       b.      Interpret interactions among organisms in an ecosystem
               (producer/consumer/decomposer, predator/prey, symbiotic relationships
               and competitive relationships).
       c.      Compare variations, tolerances, and adaptations of plants and animals in
               major biomes.
       d.      Investigate and explain the transfer of energy in an ecosystem including
               food chains, food webs, and food pyramids.
       e.      Examine long and short-term changes to the environment as a result of
               natural events and human actions.




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                                             ENGLISH II

Competencies and Suggested Objective(s)

E1.    Produce writing which reflects increasing proficiency through planning,
       writing, revising, and editing and which is specific to audience and
       purpose.

       a.      Produce individual and/or group compositions and/or projects to persuade,
               tell a story, describe, create an effect, explain or justify an action or event,
               inform, entertain, etc.
       b.      Produce writing typically used in the workplace such as social, business,
               and technical correspondence; explanation of procedures; status reports;
               research findings; narratives for graphs; justification of decisions, actions,
               or expenses; etc.
       c.      Write a response, reaction, interpretation, analysis, summary, etc., of
               literature, other reading matter, or orally presented material.
       d.      Revise to ensure effective introductions, details, wording, topic sentences,
               and conclusions.

E2.    Communicate ideas for a variety of school and other life situations through
       listening, speaking, and reading aloud.

       a.      Listen to determine the main idea and supporting details, to distinguish
               fact from opinion, and to determine a speaker's purpose or bias.
       b.      Speak with appropriate intonation, articulation, gestures, and facial
               expression.
       c.      Speak effectively to explain and justify ideas to peers, to inform, to
               summarize, to persuade, to entertain, to describe, etc.

E3.    Read, evaluate, and use print, non-print, and technological sources to
       research issues and problems, to present information, and to complete
       projects.

       a.      Read, view, and listen to distinguish fact from opinions and to recognize
               persuasive and manipulative techniques.
       b.      Access both print and non-print sources to produce an I-Search paper,
               research paper, or project.
       c.      Use computers and audio-visual technology to access and organize
               information for purposes such as resumes, career search projects, and
               analytical writings, etc.
       d.      Use reference sources, indices, electronic card catalog, and appropriate
               research procedures to gather and synthesize information.




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E4.    Work individually and as a member of a team to analyze and interpret
       information, to make decisions, to solve problems, and to reflect, using
       increasingly complex and abstract thinking.

       a.      Interact with peers to examine real world and literary issues and ideas.
       b.      Show growth in critical thinking, leadership skills, consensus building, and
               self-confidence by assuming a role in a group, negotiating compromise,
               and reflecting on individual or group work.

E5.    Complete oral and written presentations which exhibit interaction and
       consensus within a group.

       a.      Share, critique, and evaluate works in progress and completed works
               through a process approach.
       b.      Communicate effectively in a group to present completed projects and/or c
               compositions.
       c.      Edit oral and written presentations to reflect correct grammar, usage, and
               mechanics.

E6.    Explore cultural contributions to the history of the English language and its
       literature.

       a.      Explore a variety of works from various historical periods, geographical
               locations, and cultures, recognizing their influence on language and
               literature.
       b.      Identify instances of dialectal differences which create stereotypes,
               perceptions, and identities.
       c.      Recognize root words, prefixes, suffixes, and cognates.
       d.      Relate how vocabulary and spelling have changed over time.

E7.    Discover the power and effect of language by reading and listening to
       selections from various literary genres.

       a.      Listen to and read aloud selected works to recognize and respond to the
               rhythm and power of language to convey a message.
       b.      Read aloud with fluency and expression.
       c.      Analyze the stylistic devices, such as alliteration, assonance, word order,
               rhyme, onomatopoeia, etc., that make a passage achieve a certain effect.
       d.      Demonstrate how the use of language can confuse or inform, repel or
               persuade, or inspire or enrage.
       e.      Analyze how grammatical structure or style helps to create a certain
               effect.




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E8.    Read, discuss, analyze, and evaluate literature from various genres and
       other written material.

       a.      Read and explore increasingly complete works, both classic and
               contemporary, for oral discussion and written analysis.
       b.      Read, discuss, and interpret literature to make connections to life.
       c.      Read from a variety of genres to understand how the literary elements
               contribute to the overall quality of the work.
       d.      Identify qualities in increasingly complex literature that have produced a
               lasting impact on society.
       e.      Read for enjoyment, appreciation, and comprehension of plot, style,
               vocabulary, etc.

E9.    Sustain progress toward fluent control of grammar, mechanics, and usage
       of standard English in the context of writing and speaking.

       a.      Infuse the study of grammar and vocabulary into written and oral
               communication.
       b.      Demonstrate, in the context of their own writing, proficient use of the
               conventions of standard English, including, but not limited to, the following:
               complete sentences, subject-verb agreement, plurals, spellings,
               homophones, possessives, verb forms, punctuation, capitalization,
               pronouns, pronoun-antecedent agreement, parallel structure, and dangling
               and misplaced modifiers.
       c.      Give oral presentations to reinforce the use of standard English.
       d.      Employ increasingly proficient editing skills to identify and solve problems
               in grammar, usage, and structure.

E10. Use language and critical thinking strategies to serve as tools for learning.

       a.      Use language to facilitate continuous learning, to record observations, to
               clarify thought, to synthesize information, and to analyze and evaluate
               language.
       b.      Interpret visual material orally and in writing.




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                                  U. S. HISTORY FROM 1877

Competencies and Suggested Objective(s)

H1.    Explain how geography, economics, and politics have influenced the historical
       development of the United States in the global community.

       a.      Apply economic concepts and reasoning when evaluating historical and
               contemporary social developments and issues (e.g., gold standard, free
               coinage of silver, tariff issue, laissez faire, deficit spending, etc.).
       b.      Explain the emergence of modern America from a domestic perspective
               (e.g., frontier experience, Industrial Revolution and organized labor,
               reform movements of Populism and Progressivism, Women’s Movement,
               Civil Rights Movement, the New Deal, etc.).
       c.      Explain the changing role of the United States in world affairs since 1877
               through wars, conflicts, and foreign policy (e.g., Spanish-American War,
               Korean conflict, containment policy, etc.).
       d.      Trace the expansion of the United States and its acquisition of territory
               from 1877 (e.g., expansionism and imperialism).

H2.    Describe the impact of science and technology on the historical
       development of the United States in the global community.

       a.      Analyze the impact of inventions on the United States (e.g., telephone,
               light bulb, etc.).
       b.      Examine the continuing impact of the Industrial Revolution on the
               development of our nation (e.g., mass production, computer operations,
               etc.).
       c.      Describe the effects of transportation and communication advances since
               1877.

H3.    Describe the relationship of people, places, and environments through
       time.

       a.      Analyze human migration patterns since 1877 (e.g., rural to urban, the
               Great Migration, etc.).
       b.      Analyze how changing human, physical, geographic characteristics can
               alter a regional landscape (e.g., urbanization, Dust Bowl, etc.).

H4.    Demonstrate the ability to use social studies tools (e.g., timelines, maps,
       globes, resources, graphs, a compass, technology, etc.).

       a.      Interpret special purpose maps, primary/secondary sources, and political
               cartoons.
       b.      Analyze technological information on graphs, charts, and timelines.



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       c.      Locate areas of international conflict (e.g., Caribbean, Southeast Asia,
               Europe, etc.).

H5.    Analyze the contributions of Americans to the ongoing democratic process
       to include civic responsibilities.

       a.      Examine various reform movements (e.g., Civil Rights, Women’s
               Movement, etc.).
       b.      Examine the government’s role in various movements (e.g., arbitration,
               26th Amendment, etc.).
       c.      Examine the role of government in the preservation of citizens’ rights (e.g.,
               19th Amendment, Civil Rights Act of 1964).
       d.      Examine individuals’ duties and responsibilities in a democratic society
               (e.g., voting, volunteerism, etc.).




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                       APPENDIX B:

                    WORKPLACE SKILLS




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                    WORKPLACE SKILLS FOR THE 21ST CENTURY

WP1 Allocates resources (time, money, materials and facilities, and human
    resources).

WP2 Acquires, evaluates, organizes and maintains, and
    interprets/communicates information, including the use of computers.

WP3 Practices interpersonal skills related to careers including team member
    participation, teaching other people, serving clients/customers, exercising
    leadership, negotiation, and working with culturally diverse.

WP4 Applies systems concept including basic understanding, monitoring and
    correction system performance, and designing and improving systems.

WP5 Selects, applies, and maintains/troubleshoots technology.

WP6 Employs thinking skills including creative thinking, decision making,
    problem solving, reasoning, and knowing how to learn.

WP7 Basic Skills: Employs basic academic skills including reading, writing,
    arithmetic and mathematics, speaking, and listening.

WP8 Personal Qualities: Practices work ethics related to individual
    responsibility, integrity, honesty, and personal management.




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