Course Profiles
Catholic District School Board Writing Partnership
Course Profile
Introduction to Business
Grade 9 or 10
Open
• for teachers by teachers
This sample course of study was prepared for teachers to use in meeting local classroom
needs, as appropriate. This is not a mandated approach to the teaching of the course.
It may be used in its entirety, in part, or adapted.
April 2000
Course Profiles are professional development materials designed to help teachers implement the new
Grade 10 secondary school curriculum. These materials were created by writing partnerships of school
boards and subject associations. The development of these resources was funded by the Ontario Ministry
of Education. This document reflects the views of the developers and not necessarily those of the
Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are
also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational
purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or
technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any
official endorsement by the Ministry of Education or by the Partnership of School Boards that supported
the production of the document.
© Queen’s Printer for Ontario, 2000
Acknowledgments
Public District School Board Writing Teams – Introduction to Business
Lead Board Toronto Catholic District School Board
Director: Johanne Stewart, Superintendent of Education: Colleen French
Project Leader: Frank Piddisi
Course Profile Writing Team
Adrian Della Mora, Business Studies Department Head, Michael Power/St. Joseph’s Catholic
Secondary School, Toronto Catholic District School Board.
David De Santis, Business Studies Department Head, Notre Dame Catholic Secondary School,
Halton Catholic District School Board.
Catherine Moynihan, Computer Site Administrator, Archbishop Romero Catholic Secondary School,
Toronto Catholic District School Board.
Frank Piddisi, Program Coordinator Business: Computer Studies and Educational Partnerships,
Toronto Catholic District School Board.
Mary Ann Vangel, Business Studies Department Head (Acting), Pope John Paul II Catholic
Secondary School, Toronto Catholic District School Board.
Internal Review Team
Donna Kazakis, Business Teacher, Loretto Abbey Catholic Secondary School, Toronto Catholic
District School Board.
Sandra Motta, Head of Communications, Loretto Abbey Catholic Secondary School, Toronto
Catholic District School Board.
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Course Overview
Introduction to Business, Grade 9 or 10, Open
Identifying Information
Course Developers: Adrian Della Mora, David DeSantis, Catherine Moynihan, Frank Piddisi, Mary
Ann Vangel
Course Title: Introduction to Business
Grade: Nine or Ten
Development Date: February 2000
Course Type: Open
Ministry Course Code: BBI 1O/2O
Credit Value: 1
Description
This first course in business is developed as a survey designed to help students understand and cope with
the bewildering array of information they face as they begin to relate and learn about business and its
importance to their lives. The functions of operating a business such as marketing, accounting, finance,
human resources, and information management are introduced by first focussing on the concept of
markets and then further developed by exploring the role of the entrepreneur and skills practised by
management. The course then moves from the concept of economics to the concept of finance. First the
need to use personal financial products to meet individual and family goals is examined and then the
similar but different financial needs of the business enterprise are studied. The course ends where it starts
with a focus on markets, this time from a global perspective. The vast opportunities and complex
challenges posed by international trade and cultural diversity are explored.
Rationale
The Canadian business environment is changing very quickly in response to conditions in Canada and
around the world. The impact of inexpensive and pervasive computing and the ability to communicate
globally is causing an upheaval in the way people live, work, and play. These changes are creating a
revolution in how companies operate and in many cases the kinds of products they are able to produce.
There is a need for business employees and owners to be more entrepreneurial, more knowledgeable, and
more skilled. There is a need for knowledge workers (individuals who can create knowledge). Even the
nature of business is changing as companies seek partnerships with other companies, community
organizations, and governments. There is a need for visionary leadership in business as the
interconnectedness and the decisions made by business increasingly affect whole communities and the
environment. The opportunities for business to serve emerging needs and wants of the twenty-first
century are immense but so is the risk. How students learn to define and create wealth, organize labour,
and fulfill leadership roles in this new business environment will largely determine the quality of
community and family life.
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How This Course Supports the Ontario Catholic School Graduate Expectations
Work, and by extension the world of work which is business, is central to our humanity and integral to
who we are as Catholics. We believe that God created us to exercise a specific dominion over the
resources of the Earth. As such, human persons are both apart from and a part of the production process
as we naturally and purposefully participate in God’s unfolding plan. This is a radical concept for
cultures rooted in a philosophy of individualism and secular materialism. Land, labour, and capital, the
traditionally managed economic factors of production, cannot be treated as simple variables in an
equation meant to maximize production. We are directed as Catholics to consider labour (physical,
intellectual, emotional, and spiritual) as a qualitatively different factor. Human beings work to not only
produce goods and services but also to express and share their unique gifts in community. Catholic
students need to learn to integrate their understanding of the intrinsic value and dignity of human life,
created as we all are in the image and likeness of God, with the sound knowledge and skills required to
productively manage the resources of business in an ethical and moral way. If we want our students to
proclaim the Gospel in any real sense, they must be able to do so in the world as well as in their families
and in the Church. Students do not merely participate in the world of business but use it to transform our
lives.
Unit Titles (Time + Sequence)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
The Marketplace: Challenges and Opportunities
Anatomy of Business: From Concept to Reality
The Creation of Wealth: More Than Managing Money
World Wide Business: Going Global
The Corporate Profile: Analysing a Business
25.00 hours
31.75 hours
26.25 hours
16.25 hours
10.75 hours
Unit Organization
Unit 1: The Marketplace: Challenges and Opportunities
Time: 25 hours
Description
In this unit students develop an understanding of how informed consumers and producers influence the
manner in which Canadian businesses conduct their affairs in a competitive global market. Through
exposure to e-commerce and international best practices, students examine the diverse current-day
factors affecting both Canadian businesses and those abroad. This unit forms the basis for a working
knowledge of market forces and introduces students to the reality of competition. They explore and
demonstrate how expenditure patterns can promote a proactive approach to the creation of healthy
communities in today’s changing society.
Ontario Catholic School Graduate Expectations: CGE1d 2a,b,d,e 3d 4b,c,f 5a,e,g.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive Marketplace and in
the Changing Workplace
Overall Expectations: RBV.01; RBV.02; CCV.02,03.
Specific Expectations: RB1.01, 02, 03; RB2.01; RB3.02,03; CC1.02;CC2.01,02; CC3.03.
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Unit 2: Anatomy of Business: From Concept to Reality
Time: 31.75 hours
Description
In this unit students explore the nature, role, and importance of entrepreneurs to Canada and then trace
the evolution of a business from its conceptual stage to its start-up. They learn how companies, under the
leadership of a skilled management team, apply the functions of business (e.g., production, marketing,
accounting, communications, and human resources). By exploring the competitive workplace
environment in which businesses operate, students develop an understanding of the demand for highly
skilled employees and strong customer service as businesses strive to serve their surrounding
communities.
Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,c,e 3b,c,d,f 4a,b,e,f 5a,b,e,g,h 7a,e,i.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship
Overall Expectations: RBV.01, 02,03; CCV.01,02,03,04,05; EPV.01,02,03.
Specific Expectations: RB1.02,03; RB2.02,03; RB3.02,03; CC1.01,02,03; CC2.02,03; CC3.01,02,03;
CC4.01,02,03,04,05,06; CC5.01; PF1.02; EP1.01,02,03,04; EP2.01,02,03,04; EP3.01,02,03,04.
Unit 3: The Creation of Wealth: More Than Managing Money
Time: 26.25 hours
Description
In this unit students demonstrate an understanding of the value of money through skill development in
personal banking, budgeting, and financial planning. They identify and evaluate the range of products
offered by major Canadian financial institutions. Students investigate the impact that businesses have on
the quality of life of the individual, the family, and the community. They extend their newly acquired
personal financial skills to explore the role that finance has in the operation of a business.
Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,d 3d,e 4a,b,c,e,f,g 5a,b,e,f,g 6a,c 7a,i.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Personal Finance
Overall Expectations: RBV.03; CCV.01,03,05; PFV.01,02,03.
Specific Expectations: RB3.01,02,04; CC1.01,03; CC3.01; CC4.05; CC5.02; PF1.02,03,
PF2.01,02,03,04,05,06,07,08,09; PF3.01,02,03.
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Unit 4: World Wide Business: Going Global
Time: 16.25 hours
Description
In this unit, students demonstrate an understanding of the global interdependence of national economies.
They identify growth industries and emerging career opportunities. Students learn that, in the endeavour
to satisfy the needs and wants of the international community, market conditions, government regulation,
cultural sensitivity, and social responsibility are key elements that must be factored into the decisionmaking process. They understand that invention and innovation are key factors in customer satisfaction,
job creation, resource utilization, and global competitiveness.
Ontario Catholic School Graduate Expectations: CGE1d, h, 2a,b,c,d,e, 3b,c,d, 4f, 5a,c,e,f,g,h, 7f,g,i.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship, International Business
Overall Expectations: RBV.01,03; CCV.01,02,03,05; NBV.01,02,03.
Specific Expectations: RB1.02,03; RB2.02; RB3.03,04; CC1.01; CC2.02; CC3.01,02; CC5.01;
EP3.04; NB1.01,02,03; NB2.01,02, NB3.01,02,03.
Unit 5: The Corporate Profile: Analysing a Business
Time: 10.75 hours
Description
Students set up a framework to profile a publicly-traded corporation of their choice. As the course
progresses they use and extend this framework to track specific but changing corporate data and to gather
facts and opinions related to topics presented during the course. At the end of this course, students
present an analysis of their data collection in the form of an investment recommendation based on
profitability, corporate values, and social responsibility.
Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,c,d,e, 3c,d,f, 4a,b,c,e,f,g, 5b,e,f,g,h, 7e.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship, International Business
Overall Expectations: RBV.01,03; CCV.01,02,03,04,05; PFV.01,02; EPV.02; NBV.02.
Specific Expectations: RB1.01,03; RB2.02; RB3.01,02,03,04; CC1.01,02,03; CC2.01,02,03;
CC3.01,02,03; CC4.01,04,05,06; CC5.01,02; PF1.01,02,03; PF2.01; EP1.02; EP3.04; NB1.03;
NB2.01,02, NB3.02,03.
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Course Notes
While this course is not a prerequisite for senior level business courses it serves as a foundation for
future learning. Examples drawn from the business world make the course current and relevant to
students. This can be accomplished using videos, newspapers, and guest speakers.
All expectations in a course are to be taught and assessed. In this Course Profile, ❖ is used at the Unit
and/or Activity level to indicate those expectations which are the specific teaching focus of that Unit
and/or Activity.
Corporate Profile Project
Students select a publicly-traded corporation of their choice at the beginning of the course. As the course
progresses they track specific but changing corporate data and gather facts and opinions related to topics
presented during the course. At the end of this course, students present an analysis of their data collection
in the form of an investment recommendation based on profitability, corporate values, and social
responsibility.
Computer Technology
Periodic access to computer technology, including the standard office productivity tools such as word
processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally,
teachers should be able to access a whole computer lab during class time. If whole-class computer access
is not possible on a planned basis, teachers should ensure that the Library/Resource Centre or other
Internet access points are available after or before class.
Guidance
Throughout this course teachers should make extensive use of the Guidance Department’s resources in
the area of career exploration (Choices into Action). Students should be aware of the dynamic nature of
business career paths available to them.
Work Experience
Teachers should draw from their own experience as an employee to complement and authenticate unit
activities. Teachers should encourage students to relate their own personal experience in the workplace to
the course content (e.g., Take Our Kids to Work™, Teacher Advisor Group Activities, etc.) in order to
better understand and apply course expectations.
Adults as Students
When teaching adults the teacher draws on their knowledge and experiences. Some forms of assessment
strategies may be more fruitful when teaching adults (e.g., panel discussion). Prior assessment of
computer literacy skills should be completed prior to using the Internet. Teachers should be sensitive to
the possibility of family-oriented time constraints and make adjustments were possible.
Using the Business Community as a Resource
Teachers identify and gain the participation of local businesses wherever possible. Teachers are
encouraged to develop an in-class display of community businesses and to highlight existing
partnerships. Also, teachers might access a variety of community business links that reflect the diversity
of the local school community and complement course content.
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Teaching/Learning Strategies
Because the course is diverse and because it is open level, it is imperative that the teacher be equipped
with a wide variety of teaching strategies. These strategies fall into three different categories: teachercentred, learner-centred, and self-directed.
Teacher-Centred Strategies
Teacher-centred strategies are those in which the teacher directs the learning. Teacher-centred strategies
have a definite place in this course as students learn to handle a broad range of topics. Teachers may find
these strategies useful as ways to model how to set up notebooks or databases, to present complex
concepts, or to make the best use of time in some parts of the course.
Learner-Centred Strategies
Learner-centred strategies, which are activity based, provide students with opportunities to actively apply
what they have learned. The expectations for the use of these teaching strategies is that students develop
problem-solving as well as collaborative skills.
Self-Directed Strategies
Self-directed strategies may be used to promote independence and self-reliance. The benefits of these
strategies are that students learn to take responsibility for and manage their own learning.
Teacher-Centred
Teacher-led review
Work/Task sheet
Board work
Note-taking
Jigsaw
Socratic
Video
Overhead
Mnemonic (trigger recall)
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Learner-Centred
Text referencing
Note making
Collaborative technologies
Demonstration
Audio/Visual
Visual organizers
Self-Directed
Sharing
Displays
Electronic media research
Computer-assisted learning
Questionnaires
Group discussion
Computer lab work
Field trip
Group project
Peer helping
Role playing
Guest speaker
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Assessment/Evaluation Techniques
Teachers should employ assessment techniques frequently throughout the course in order to
communicate the expectations of the course to students, make appropriate adjustments to
teaching/learning strategies as required, and accommodate the special needs of students. Student input to
the assessment process should be welcomed and valued.
Diagnostic
• Informal Observation
• Checklists
• Quizzes
Formative
• Informal and Formal Observation
• Interviews
• Verbal Feedback
• Written Feedback
• Graphic Organizers
• Presentations
• Individual and Group Assignments
• Rubrics
Summative
• Assignments
• Products
• Quizzes
• Tests
• Rubrics
Evaluation
Category
Formative
Summative
Knowledge
40
30
Thinking/Inquiry
30
30
Communication
10
15
Application
20
25
Subtotal Achieved
A
B
Weighting
.70 x A = F
.30 x B = S
Total Achievement
F + S = Total Achievement
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the
course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation.
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Accommodations
Teachers should address exceptional students’ Individual Educational Plans (IEPs) and consult with the
appropriate support staff. This allows teachers to effectively implement prescribed modifications. The
following are some suggested strategies based on different exceptionalities that could be applied
throughout the various activities:
Reading Difficulties
• read questions first
• modify reading requirements
• use reading partners
• pre-teach concepts/ vocabulary
• highlight notes
• use visuals
• use videos
• read instructions
Math Difficulties
• check work after each example
• relate problems to real life
• modify complexity of examples
• review daily
• teach use of diagrams
• teach use of calculator
• use hands-on manipulatives
• adjust number of problems
Memory Difficulties
• teach students to verbalize concepts
• check that daily assignments are recorded
in planner
• avoid recall questions
• insist student write things down
• provide lists and/or flow charts
• give visual clues
• give demonstrations
• teach Mnemonics
Oral Language Difficulties
• provide non-threatening environments
• do not ask the students to respond to questions
without forewarning
• use co-operative learning
• work one-to-one
• have realistic expectations
• provide choices
• use electronic medium
• permit small groups
Motivation Difficulties
• provide a variety of types of assignments
• create personalized assignments
• set realistic goals and expectations
• avoid public confrontation
• provide praise and positive feedback
• be flexible with timelines
• conference one-to-one basis
• maintain contact with home
Written Language Difficulties
• vary assignments
• give explicit instructions
• allow more time
• provide photocopied notes
• allow point-form notes
• don’t penalize mechanics
• use peer editing
• teach use of spell check
Attention Difficulties
• provide a variety of activities and teaching
techniques
• give blocks of information and vary the
activities frequently
• use co-operative learning
• ask students to repeat instructions to you
• provide immediate feedback
• move around room
• use visuals
• ensure students see an end in sight
ESL
• pair or group students with English speakers
• provide note making guide
• promote peer tutoring
• encourage use of first language English
dictionaries for assignments and assessment
• pair written instructions with verbal instructions
• provide visual and auditory clues
• allow extra time for reading or writing assignments
• ask an ESL/ELD teacher to review questions,
assignments, or assessment instruments
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Gifted
• independent study
• co-operative education
• Junior Achievement
• Sir Wilfrid Laurier Stock Market Competition
• The Association of Marketing Students (DECA)
• Ontario Business Educators Association (OBEA) contests
• Business Club/School Store
• mentorship programs
Further ESL Accommodations
• The teacher should set the tone for a positive attitude toward helping students with special needs.
• English-speaking students can help their ESL classmates by repeating, rephrasing, and writing words
down.
• Bilingual peer tutors, if available, can be helpful, or use classroom groups to facilitate clarification in
native language (ESL students benefit from first language help and support).
• Provide peer tutors and give them specific responsibilities up front.
• Give recognition to partners for undertaking responsibilities with students with special needs.
• Avoid “all ESL” groupings.
• Encourage ESL students to use their own language to explain terms in their private notes if it helps
them remember.
• Have all concrete items labelled so that every time students sit at the work station they are reminded
of the terms.
• Allow speaking in native languages for clarification and explanation.
• Teachers help students decide on the skills and competencies that need work.
• Provide students with a summary sheet that can be used at the end of each class (with teacher
assistance) to list main terms or concepts that were the focus of the lesson.
• Make overheads of handouts on which teacher highlights important terms, explains words, clarifies
instructions, etc. while students do the same on their copy.
• Provide students with articles to choose from if they are unable to do their own research.
• Assist tutors for ESL students to help with the reading section.
• Provide a glossary of terms for the reading for students with special needs.
Resources
There is a wide, almost limitless number of general business resources available. The list below is
intended to facilitate the productivity of both the student and teacher but is not definitive. Resources
required for specific unit activities are provided but are presented in generic subcategories to encourage
the teacher and students to creatively pursue additional resources when appropriate. Internet sites are not
segregated into a list of their own but included in each subcategory. Every effort has been made to check
the currency of Internet sites, but teachers are advised to check addresses prior to use as they change
from time to time. Very brief annotated descriptions are included for some resources but teachers should
check all of the information to determine what references are most appropriate for their students.
Associations
Canadian Banker's Association
http://www.cba.ca
Canadian Foundation for Economic Education
http://www.cfee.org/en/
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Canadian General Accountants
http://www.cga-canada.org/
Canadian Institute of Chartered Accountants
http://www.cica.ca/
Canadian Management Association
http://www.cma-canada.org/
Canadian Shareowners' Association
http://www.shareowner.ca
Canadian Youth Business Foundation
http://www.cybf.ca
Credit Counseling Service of Toronto
http://www.creditcanada.com
Credit Union Central of Ontario
http://www.cuco.on.ca
Investment Funds Institute of Canada
http://www.ific.ca
Investor Learning Centre of Canada
http://www.investorlearning.ca
Junior Achievement of Canada
http://www.jacan.org
MLS (Multiple Listing Service) Online
http://www.MLS.ca
Ontario Women's Directorate
http://www.gov.on.ca/owd
Maquila Solidarity Network
606 Shaw Street, Toronto, ON M6G 3L6 (416) 532-8584
Business Books and Textbooks
Axtell, Roger E. Gestures: The DO’s and TABOOs of Body Language Around the World. Toronto,
Ontario: John Wiley and Sons Inc., 1998.
Axtell, Roger E. The DO’s and TABOOs of International Trade: A Small Business Primer. Toronto,
Ontario: John Wiley & Sons, 1994.
Beckhard Richard, Frances Hesselbein, and Marshall Goldsmith, eds. The Organization of the Future.
San Francisco, California: Jossey-Bass Publishers, 1997.
Brand, Margaret and Ann Sparks. Success in the Workplace. Mississauga, Ontario: Copp Clark Pitman
Ltd., 1990.
Caetano, R., J. Schermerhorn, and A. Templer. Management For Productivity. Toronto, Ontario: John
Wiley & Sons, 1995.
Chilton, David. The Wealthy Barber, Special Gold Edition. Toronto, Ontario: Stoddart Publishing, 1998.
Homespun advice that helps readers take control of their financial future and build wealth slowly and
steadily. It provides novice investors with a well-thought-out, basic introduction to the power of
compound interest and the importance of financial planning.
Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for
the Socially Responsible Investor. Toronto, Ontario: Dutton, Penguin Group, 1998.
Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario: Oxford University Press,
1998.
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Doherty, Dennis C. Making Economic Choices. Toronto, Ontario: Copp Clark Pitman, 1992.
James, E. Economics – A Problem Solving Approach. Toronto, Ontario: Prentice Hall, 1996.
Lang, Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books, Inc., 1994.
Mariotti, Steve. The Young Entrepreneur’s Guide to Starting and Running a Business. Toronto, Ontario:
Random House of Canada, 1996.
A practical guide with many case studies and applications.
McLean, J.W. and William Weitzel. Leadership: Magic, Myth, or Method? New York, NY: American
Management Association AMACOM, 1992.
Discusses the current issues in management succinctly and is rooted in an historical and philosophical
approach easily transported to the classroom. Topics include transformational leadership.
Moynes, Riley. The Money Coach. Toronto, Ontario: Addison Wesley Longman Ltd., 1997.
Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your
Business. New York, NY: Harper Collins Publisher, 1996.
Popcorn, Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and Your Life. New
York, NY: Harper Collins, 1997.
Updated on the eve of the new millennium, Popcorn and Marigold revisit, amend, and add new trends
that their research has indicated will become the new reality. This is another excellent resource.
Popcorn, Faith. The Popcorn Report. New York, NY: Doubleday, 1991.
This is the original book published by futurist Faith Popcorn. This book features detailed descriptions of
trends such as cocooning which was first identified by the author’s company, BrainReserve. A good
background resource book.
Pulver, Lana Marks and Gail Raintree Kennedy. First Class: The Original Financial Guide for High
School Students. British Columbia: Communications Inc., 1996.
Provides advice on planning one's financial future. Is intended for background on the entire area of
investments, tax planning, and retirement planning.
Rabbior, Gary. Money and Youth. Toronto, Ontario: Canadian Foundation for Economic Education,
1997.
Developed for students, this book helps them to understand money and enable them to take responsibility
for their own economic future. Units include Goals, Values and Decisions, In Search of Income, and
Working with Money. There is also a substantial teacher's guide available on disk.
Rabbior, Gary. Teaching Strategies for Entrepreneurship Education. Toronto, Ontario: MET, 1998.
Schincariol, David. Start and Run a Profitable Student Business. Vancouver, British Columbia: SelfCounsel Press, 1995.
This book offers entrepreneurs affordable business start-up suggestions.
Secretan, Lance H.K. Reclaiming Higher Ground: Creating Organizations that Inspire the Soul.
Toronto, Ontario: MacMillan Canada, 1996.
Textbooks
No single textbook is recommended for this course.
De Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial Spirit. Toronto, Ontario:
McGraw-Hill Ryerson Limited, 1991.
Hird, H. Richard. Working With Economics: A Canadian Framework. Scarborough, Ontario: PrenticeHall Canada Inc., 1996.
Kretchman, M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating a Venture. Toronto,
Ontario: John Wiley and Sons Canada Limited, 1991.
Levin, Sandy. Marketing Dynamics. Toronto, Ontario: Copp Clark Pitman Ltd., 1990.
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Liepner, Michael and Jane Magnan. Exploring Business: A Global Perspective. Toronto, Ontario:
McGraw-Hill Ryerson Limited, 1994.
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian
Profile (Student Workbook), Third Edition . Scarborough, Ontario: ITP Nelson, 1994.
Stewart, Margaret J., Diane Johns, David Notman, and Lynn L. Vos. Marketing: A Global Perspective.
Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.
Corporations
The following list of companies may help teachers quickly assign corporations to individual students or
student teams in order to complete their Corporate Profile. The companies listed are not all Canadian
companies. The list does include a good representation of Canada’s best known companies and have been
selected from a variety of industries.
Abitibi-Consolidated
http://www.abicon.com/domino/aciweb2.nsf
Alcan Aluminum Limited
http://www.alcan.com/
Air Canada
http://www.aircanada.ca/
Ballard Fuel Cells
http://www.ballard.com/default.asp
Bank of Montreal
http://www.bmo.com/
Bank of Nova Scotia
http://www.scotiabank.com/
Barrick Gold Corporation
http://www.barrick.com/
Bata Limited
http://www.bata.com
Bell Canada Enterprises
http://www.bce.ca/
Bombardier Inc.
http://www.bombardier.ca/
Canadian Airlines
http://www.cdnair.ca/
Canadian Imperial Bank of Commerce
http://www.cibc.com
Canadian National
http://www.cn.ca/cnwebsite/cnwebsite.nsf/public/splashC
Canadian Tire
http://www.canadiantire.ca/
Coca-Cola Corporation
http://www.coke.com/
Corel Corporation
http://www.corel.ca/
DaimlerChrysler Canada
http://www.chryslercanada.ca/English/AboutChryslerCanada/
Dofasco Inc.
https://www.dofasco.ca/
Fiat Group
http://www.fiat.com/
Ford of Canada
http://www.ford.ca/fordFlash.html
Four Seasons Hotels and Resorts
http://www.fourseasons.com/index.html
Gap
http://www.gapinc.com/
George Weston
http://www.weston.ca/
GM Canada
http://www.gmcanada.com/english/home/home.html
Hudson’s Bay Company
http://www.hbc.com/language.asp
IBM Canada Limited
http://www.ibm.ca/
Imperial Oil Company
http://www.imperialoil.ca/
Inco
http://www.inco.com/
Indigo
http://www.indigo.ca/
Irving Oil Company
http://www.irvingoil.ca/
Irwin Toys
http://www.irwin-toy.com/
Kodak Canada
http://www.kodak.ca/
Labatt
http://www.labatt.ca/
Lego Group
http://www.lego.com/
MacMillan Bloedel Ltd.
http://www.mbltd.com/
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Magna International Inc.
Manulife Insurance
McDonald’s Corporation
Molson Inc.
Nestle
Newbridge Networks
Nike Inc.
Nortel Networks Inc.
Novopharm Biotech
Onex Corporation
Petro-Canada
Petroleum Company of Mexico
Qantas Airlines
Research in Motion Limited
Royal Bank of Canada
Seagram Company
Sears Canada
Sobey’s Inc.
Sony Corporation
Stelco Inc.
Systeme Nationale Chemin de Fer
TD Bank
Teleglobe Canada
Tommy Hilfiger Inc.
Toyota Canada
Wendy’s Corporation
http://www.magna.ca/
http://www.manulife.com/corporate1.nsf/public/index.html
http://www.mcdonalds.com/
http://www.molson.com/home/main.ghtml
http://www.nestle.com/
http://www.newbridge.com/
http://www.nike.com/
http://www.nortel.ca/
http://www.novopharmbiotech.ca/
http://www.onexcorp.com/
http://www.petro-canada.ca/
http://www.pemex.com/
http://www.qantas.com/
http://www.rim.net/
http://www.royalbank.ca/
http://www.seagram.com/
http://www.sears.ca/
http://www.sobeys.ca/
http://www.sony.com/
http://www.stelco.ca/
http://www.sncf.fr/
http://www.tdbank.ca/
http://www.teleglobe.ca/
http://www.tommy.com/
http://www.toyota.ca/
http://www.wendys.com/index0.html
Government
Human Resources Development Canada
http://www.toronto-hrdc.sto.org/Includes/Rootdirectory/Common/hrdc.shtml
Industry Canada
http://strategis.ic.gc.ca/sc_ecnmy/engdoc/homepage.html
Revenue Canada
http://www.rc.gc.ca
Statistics Canada
http://www.statcan.ca/start.html
Youth Resource Network of Canada
http://www.youth.gc.ca/
Canada/Ontario Business Services
http://www.cbsc.org/ontario/index.html
Ontario Ministry of Economic Development and Trade
http://www.ontario-canada.com/medtt/edtlib.nsf/504ca249c786e20f85256284006da7ab/
01cecbd5b1b49e6e8525666d004d2dc9?OpenDocument
Online Magazines
Teachers can become familiar with the sites listed below prior to the course and then before the start of
each new unit to get ideas for lesson planning. There is a great deal of current information, analysis,
archival material, and other relevant links. You may want to assign students the task of summarizing or
annotating these publications as one method to cover the vast amount of material available.
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Canadian Business Magazine
E-Business Magazine
Entrepreneur Magazine
Fast Company Magazine
Inc. Magazine
Maclean's Magazine
Marketing Magazine
Planning for Profits Magazine
Profit Magazine
Strategy Magazine
http://www.canbus.ca
http://www/hp.com/Ebusiness
http://www.entrepreneurmag.com
http://www.fastcompany.com
http://www.inc.com/incmagazine
http://www.macleans.ca
http://www.marketingmag.ca
http://www.planningforprofits.com
http://www.profitguide.com
http://www.strategymag.com
Online Newspapers
Le Droit d’Ottawa
http://www.ledroit.com/encours/01_actualites/accueil__self.stm
The Globe and Mail
http://www.globeandmail.ca
The Hamilton Spectator
http://www.hamiltonspectator.com/
The Kingston Whig-Standard
http://www.kingstonwhigstandard.com/
The London Free Press
http://www.canoe.ca/LondonFreePress/home.html
National Post
http://www.nationalpost.com
The Ottawa Citizen
http://www.ottawacitizen.com/
The Sault Star
http://www.saultstar.com/
Torstar Corp
http://www.torstar.com
The Windsor Star
http://www.southam.com/windsorstar/
Pedagogy
Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me Then Who?
Aurora, Colorado: McRel, 1998.
This is an excellent teacher reference. It can be used to develop new, modify, or extend teaching/learning
strategies that specifically target literacy.
Buzan, Tony with Berry Buzan. The Mindmap Book: Radiant Thinking. London, England: BBC Books,
1997.
This is a comprehensive guide to Mind Maps, a revolutionary method of accessing intelligence. It
suggests ways of using and improving memory, concentration, and creativity.
Cabaj, Hanna and Vesna Nikolic. Am I Teaching Well?: Self-evaluation Strategies for Effective
Teachers. Toronto, Ontario: Pippin Publishing Corporation, 2000.
This is a complete self-assessment manual for teachers and their programs.
Clarke, Judy, Ron Wideman, and Susan Eadie. Together We Learn. Scarborough, Ontario: Prentice-Hall
Canada, Inc., 1990.
This handbook helps teachers implement small group learning strategies and suggestions for evaluation.
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Choices and Decisions: Taking Charge of Your Life. Toronto, Ontario: VISA Canada Association, 1996.
This complete learning module on financial planning, budgeting, and decision-making includes an
interactive CD-ROM, a 12-chapter lesson plan, handouts, and activity guide, sponsored by VISA Canada
Association. This resource package is available free to Canadian schools and may be obtained by
contacting:
Canadian Intramural Recreation Association
or
VISA Canada Association
Place R. Tait McKenzie
40 King Street West
1600 James Naismith Dr.
Suite 3710
Gloucester, ON K1B 5N4
Toronto, ON M5H 3Y2
(613) 748-5639 (phone) or (613) 748-5737 Fax
(416) 361-8472
Serious
Creativity.
De Bono, Edward.
New York, New York: HarperBusiness, 1992.
King, Marlane and Joseph Ranello. Teaching and Assessment Strategies for the Transition Age.
Vancouver, British Columbia: EduServ Inc., 1995.
This book is full of suggestions for teachers to use as they search for ways to improve instructional,
assessment, and evaluation strategies.
McKelevy, Betsy. Demystifying Thinking: A Practical Handbook for Teachers. Scarborough, Ontario:
Prentice-Hall Canada, Inc., 1995.
This book deals with critical and creative thinking skills, problem solving/finding, decision making, and
metacognition.
Online Projects
Economics for People & The Planet
http://www.chebucto.ns.ca/Environment/SCN/CommLink/EPP.html
Canada's SchoolNet – A site for teachers and students to share resources, enhance learning, develop
information and technology skills, and encourage the use of technology in the classroom.
http://www.schoolnet.ca
The Global Community
http://www.chebucto.ns.ca/Environment/SCN/CommLink/TGC.html
The Global Schoolhouse
http://www.gsn.org
Site facilitates the linking of kids and teachers around the world in innovative projects from K-12. It
contains informative articles about how teachers can build projects and offers a variety of project-based
activities and collaborative learning projects.
Pitsco's Ask an Expert
http://www.askanexpert.com/askanexpert
This is a site for making connections with experts. It is broken down into different categories with more
than 300 web sites and e-mail addresses to make it easy to use. Its directory links people who have
volunteered their time to answer questions online.
Reference and Online Search
theBizSTOP.com: Business Community
http://www.bmscentre.com/brc_courses/brccourses/MiniCourses/markstra/mod4/m4_sub3/m4_s104a.htm
Corporate Social Responsibility Indicators
http://www.abellsgroup.com/welcome/welcome.html
CNNfn The Financial Network
http://www.cnnfn.com/
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GlobeInvestor.com
http://www.globeinvestor.com/
Presenting Solutions
http://www.presentingsolutions.com/effectivepresentations.html
CANOE (Canadian Online Explorer)
http://www.canoe.ca
Sympatico News Express
http://www1.sympatico.ca/news
Canada One: A Canadian Business Forum
http://www.canadaone.com
Research a Canadian Company
http://www.fin-info.com
Stock Market, Currency Exchange Web Sites
Toronto Stock Exchange
http://www.tse.com
Australian Stock Exchange
http://www.asx.com.au/
Bombay Stock Exchange
http://www.bseindia.com/
Frankfurt Stock Exchange
http://www.exchange.de/INTERNET/EXCHANGE/index_e.htm
Hong Kong Exchange
http://www.sehk.com.hk/
London Stock Exchange
http://www.stockex.co.uk/
NASDAQ
http://www.nasdaq.com/
New York Stock Exchange
http://www.nyse.com/
Sao Paulo Stock Exchange
http://www.bovespa.com.br/
Tokyo Stock Exchange
http://www.tse.or.jp/eindex.html
Warsaw Stock Exchange
http://www.atm.com.pl/~gielda/
Stock Market Competition
http://www.invest.wlu.ca/nssmc
This is the site for Sir Wilfrid Laurier's national secondary school stock market game. The Competitions
can be used in class or as an extracurricular activity for teams of one to five students. The cost per team
is $25.
Accu-Rate Exchange
http://www.accu-rate.ca/ratecard1/GRIU.htm
Currency Converter
http://www.xe.net/ucc/
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Theology
Kosior, Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World to Share:
When Faith and Economics Meet. Toronto, Ontario: Metropolitan Separate School Board (TCDSB),
1990.
Pope John Paul II. On Human Work. Encyclical Letter, 1981.
http://www.catholic.net/RCC/documents/
Pope John Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical Letter, 1991.
http://www.catholic.net/RCC/documents/
Pope Leo XIII. On the Condition of the Working Classes. Encyclical Letter, 1891.
http://www.catholic.net/RCC/documents/
Videos, Broadcast, and Online Media
Business Concepts. Toronto, Ontario: International Tele-Film (TVO), 1987.
Business Concepts is an animated and humorous series of short, five-minute programs. Each tape
addresses a fundamental business topic. The series includes programs on business ownership,
introduction to economics, personal banking, credit, accounting, budgeting, retail selling, and contract
law.
Mickey Mouse Goes to Haiti: Walt Disney and the Science of Exploitation. Paris, Ontario: National
Labour Committee, 1996. 17 min.
Planning for Success. Video and CD-ROM. Toronto, Ontario: Canadian Foundation for Economic
Education, 1994. 20 min.
Spirit of Adventure video series. Toronto, Ontario: Canadian Foundation for Economic Education, 1991.
30 min.
Street Cents Online
http://www.halifax.cbc.ca/streetcents
The site for CBC’s Street Cents series includes two forums, a library archiving all information used on
the show for the past three seasons, FAQ’s with answers, and highlights of the week’s program.
Wilson, Jack and David Notman. The World of Business Video Series. Scarborough, Ontario: ITP Nelson,
1997.
This eight-part video series complements the text, The World of Business, Third Edition, but can be used
without it.
OSS Policy Applications
Business Studies Ontario Secondary School Curriculum Policy, Choices Into Action, Guidance and
Career Education Program Policy for Ontario Elementary and Secondary Schools.
Course Evaluation
The success and effectiveness of this or any program requires that teachers consciously collect
information that indicates what works and what does not work. Reflective practice should be formative,
summative, include an assessment of the intended and actual products, and, ideally, involve the students.
Some suggested tools the teacher might consider are: personal reflection (diaries or journals), action
research (experimental tasks), checklists, student questionnaires, audio and/or video recording, the
development of a course portfolio, and peer observation and feedback.
It is recommended that each teacher modify and document this course profile on an annual basis as part
of this process of evaluation.
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Coded Expectations Introduction to Business, BBI2O
The Role and Impact of Business
RBV.01
– demonstrate an understanding of how businesses respond to needs, wants, and demand;
RBV.02
– compare types of businesses;
RBV.03
– evaluate the impact of businesses on their community.
Specific Expectations
Needs, Wants, and Demand
RB1.01
– describe the concept of demand and the conditions that give rise to demand;
RB1.02
– explain how needs, wants, and demand create opportunities for business;
RB1.03
– compare the ways in which different companies address similar consumer needs and wants.
Types of Business
RB2.01
– compare the features of sole proprietorships, partnerships, corporations (public, private, and
Crown), and cooperatives;
RB2.02
– identify the types of businesses and business sectors that have experienced the greatest growth in
recent years;
RB2.03
– explain why a person or group of people may choose to establish one type of business rather than
another (e.g., consider start-up costs, availability of financing and skills, level of risk, complexity of
production, resource requirements, home-based businesses).
Impact on Community
RB3.01
– describe how businesses can generate wealth, jobs, and incomes, and how they can influence
standards of living;
RB3.02
– distinguish the various ways in which business activity can affect the quality of life (e.g., level of
income, products available, environmental impact, stress in the workplace);
RB3.03
– investigate issues in their community that have been created or affected by business (e.g., issues
concerning land use, the environment, traffic, health and safety, employment);
RB3.04
– analyse the impact that business activity has on the changes occurring in their community.
Conducting Business in a Competitive and Changing Workplace
Overall Expectations
CCV.01
– analyse the major factors influencing the success of Canadian businesses;
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CCV.02
– explain how businesses are affected by variations in market conditions and environments for
conducting business;
CCV.03
explain how current issues affect Canadian businesses;
CCV.04
explain the importance and role of human resources and sound management in business;
CCV.05
explain the role of marketing and accounting in business.
Specific Expectations
Factors Affecting Business Success
CC1.01
– identify various factors affecting business activity that have contributed to the success of Canadian
companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market
niche, ability to respond to change);
CC1.02
– compare levels of customer service and quality of goods and services among a variety of competing
companies;
CC1.03
– identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that
affect personal health, safety, work enjoyment).
Market Conditions and Business Environments
CC2.01
– analyse the forces of supply and demand and explain how they affect market prices and the
willingness of businesses to produce products;
CC2.02
– explain how a business can be affected by the number and quality of competitors in a market;
CC2.03
– describe reasons for government policies and actions relating to regulation of markets and business
activity (e.g., environmental concerns, the need for product labelling, health and safety concerns, the
need for quality control, the need to ensure agricultural supply).
Issues Affecting Business
CC3.01
– analyse how technology has influenced the Canadian workplace;
CC3.02
– specify ways in which business activity can help or harm the environment;
CC3.03
– determine the importance of ethics and social responsibility in business.
Human Resources and Management
CC4.01
– describe the function of human resources and effective people management;
CC4.02
– identify key employability skills;
CC4.03
– describe a variety of business career paths;
CC4.04
– compare the rights and responsibilities of employees and employers;
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CC4.05
– describe the role of management in business;
CC4.06
– describe how different management approaches and styles can influence employee productivity.
Marketing and Accounting
CC5.01
– describe the role and effectiveness of advertising, display, distribution, research, packaging, and
selling methods in marketing a product;
CC5.02
– describe how effective accounting and financial statements contribute to the success of a business.
Personal Finance
Overall Expectations
PFV.01
– distinguish the various ways in which individuals and households can acquire income and other
benefits;
PFV.02
– develop skills in managing personal income effectively, such as skills in budgeting, planning,
saving, and investing;
PFV.03
– analyse the role and importance of consumer credit.
Specific Expectations
Income and Benefits
PF1.01
– summarize the various ways in which individuals and households acquire income (e.g.,
employment, saving, investing, social programs);
PF1.02
– describe the major factors that can influence a job’s income level (e.g., experience, education,
personal performance, uniqueness of abilities, success of the business);
PF1.03
– describe other benefits of a job in addition to income (e.g., skill development, self-fulfillment,
pension, health insurance).
Personal Finance Skills
PF2.01
– distinguish the various ways of using income (e.g., spending, saving, investing, donating);
PF2.02
– identify the types of expenses, including taxes, that individuals and households typically incur;
PF2.03
– identify the criteria required for making effective purchasing decisions (e.g., cost, quality,
guarantees, service, money available, product information);
PF2.04
– evaluate the products and services offered by major Canadian financial institutions;
PF2.05
– explain how fluctuations in interest rates affect saving, investing, and spending decisions;
PF2.06
– identify various types of investment alternatives (e.g., GICs, stocks, bonds, mutual funds);
PF2.07
– compare the benefits of saving and investing;
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PF2.08
– demonstrate an understanding of the factors that will affect the value of money over time (e.g.,
compounding interest, rate of inflation, saving, investment decisions);
PF2.09
– demonstrate personal-budgeting and financial-planning skills, and produce a personal budget
and a financial plan, using appropriate software.
Consumer Credit
PF3.01
– explain the advantages and disadvantages of consumer credit;
PF3.02
– describe the process of establishing a personal credit rating and applying for and obtaining credit;
PF3.03
– calculate the total cost of credit on a variety of loans.
Entrepreneurship
Overall Expectations
EPV.01
– identify characteristics and skills associated with successful entrepreneurs;
EPV.02
– evaluate the roles and contributions of entrepreneurs;
EPV.03
– analyse the importance of invention and innovation in entrepreneurship.
Specific Expectations
Characteristics and Skills
EP1.01
– describe the characteristics and skills often associated with successful entrepreneurs;
EP1.02
– explain how these characteristics and skills can be applied to any kind of entrepreneurial
endeavour;
EP1.03
– describe the lives and accomplishments of a variety of Canadian entrepreneurs;
EP1.04
– analyse their own entrepreneurial strengths and interests.
Roles and Contributions
EP2.01
– describe how entrepreneurs discover opportunities in people’s needs, wants, and problems;
EP2.02
– identify a variety of goods and services produced by entrepreneurs in their community or a nearby
community;
EP2.03
– investigate opportunities for entrepreneurship within their school or community, using a variety of
techniques and methods (e.g., interviews, questionnaires, research, networking), and evaluate these
opportunities;
EP2.04
– identify the human and financial resources necessary to create a venture based on one or more
opportunities and ideas discovered within their school or community.
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Invention and Innovation
EP3.01
– contrast the role of an inventor with that of an innovator and an entrepreneur;
EP3.02
– describe a variety of Canadian inventions and innovations, and identify characteristics and skills of
some Canadian inventors;
EP3.03
– demonstrate how innovation has affected a variety of products over time;
EP3.04
– describe how innovation and invention lead to the development and application of new
technologies.
International Business
Overall Expectations
NBV.01
– describe how nations become interdependent through international business;
NBV.02
– analyse the impact of trade on the Canadian economy;
NBV.03
– describe Canada’s key international economic relationships.
Specific Expectations
Interdependence
NB1.01
– identify the differences between the concepts of imports and exports;
NB1.02
– explain why goods and services are traded among nations;
NB1.03
– analyse factors that affect the flow of goods and services among nations (e.g., consumer needs and
incomes, currency values, transportation costs, language and culture, trade agreements and pacts,
tariff and non-tariff barriers).
Impact of Trade
NB2.01
– summarize the impact of trade on employment and job creation in Canada;
NB2.02
– analyse the impact of trade on the quality and quantity of products available.
International Relationships
NB3.01
– identify Canada’s major trading partners;
NB3.02
– identify ways in which culture affects business activity and Canada’s international economic
relationships;
NB3.03
– describe how a company’s profit and growth can be affected by its international business activity
and participation in the markets of other nations.
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Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a
-illustrates a basic understanding of the saving story of our Christian faith;
CGE1b
-participates in the sacramental life of the church and demonstrates an understanding of the
centrality of the Eucharist to our Catholic story;
CGE1c
-actively reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d
-develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
CGE1e
-speaks the language of life... “recognizing that life is an unearned gift and that a person
entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses
to Faith)
CGE1f
-seeks intimacy with God and celebrates communion with God, others and creation through
prayer and worship;
CGE1g
-understands that one’s purpose or call in life comes from God and strives to discern and live
out this call throughout life’s journey;
CGE1h
-respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i
-integrates faith with life;
CGE1j
-recognizes that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.
(Witnesses to Faith)
An Effective Communicator who
CGE2a
-listens actively and critically to understand and learn in light of gospel values;
CGE2b
-reads, understands and uses written materials effectively;
CGE2c
-presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d
-writes and speaks fluently one or both of Canada’s official languages;
CGE2e
-uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
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A Reflective and Creative Thinker who
CGE3a
-recognizes there is more grace in our world than sin and that hope is essential in facing all
challenges;
CGE3b
-creates, adapts, evaluates new ideas in light of the common good;
CGE3c
-thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d
-makes decisions in light of gospel values with an informed moral conscience;
CGE3e
-adopts a holistic approach to life by integrating learning from various subject areas and
experience;
CGE3f
-examines, evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and compassionate
society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a
-demonstrates a confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4b
-demonstrates flexibility and adaptability;
CGE4c
-takes initiative and demonstrates Christian leadership;
CGE4d
-responds to, manages and constructively influences change in a discerning manner;
CGE4e
-sets appropriate goals and priorities in school, work and personal life;
CGE4f
-applies effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g
-examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities;
CGE4h
-participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a
-works effectively as an interdependent team member;
CGE5b
-thinks critically about the meaning and purpose of work;
CGE5c
-develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d
-finds meaning, dignity, fulfillment and vocation in work which contributes to the common
good;
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CGE5e
-respects the rights, responsibilities and contributions of self and others;
CGE5f
-exercises Christian leadership in the achievement of individual and group goals;
CGE5g
-achieves excellence, originality, and integrity in one’s own work and supports these qualities
in the work of others;
CGE5h
-applies skills for employability, self-employment and entrepreneurship relative to Christian
vocation.
A Caring Family Member who
CGE6a
-relates to family members in a loving, compassionate and respectful manner;
CGE6b
-recognizes human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c
-values and honours the important role of the family in society;
CGE6d
-values and nurtures opportunities for family prayer;
CGE6e
-ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a
-acts morally and legally as a person formed in Catholic traditions;
CGE7b
-accepts accountability for one’s own actions;
CGE7c
-seeks and grants forgiveness;
CGE7d
-promotes the sacredness of life;
CGE7e
-witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f
-respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g
-respects and understands the history, cultural heritage and pluralism of today’s contemporary
society;
CGE7h
-exercises the rights and responsibilities of Canadian citizenship;
CGE7i
-respects the environment and uses resources wisely;
CGE7j
-contributes to the common good
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Unit 1: The Marketplace: Challenges and Opportunities
Time: 25 hours
Unit Developers: Toronto Catholic District School Board, Halton Catholic District School Board
Development Date: February 2000
Unit Description
In this unit students develop an understanding of how informed consumers and producers influence the
manner in which Canadian businesses conduct their affairs in competitive markets. Through exposure to
e-commerce and best practices, students examine the diverse current-day factors affecting Canadian
businesses. This unit forms the basis for a working knowledge of market forces and introduces students
to the reality of competition. They explore and demonstrate how consumer spending can promote the
creation of healthy communities in today’s changing society.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE1d 2a,b,d 3d 4b,c,f 5a,e,g.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace
Overall Expectations: RBV.01,02; CCV.02,03.
Specific Expectations: RB1.01,02.03; RB3.02; CC1.02; CC2.01,02; CC3.03.
Activity Titles (Time + Sequence)
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Consumer and Business Trends
Needs and Wants
Targeting the Market
Market Places
Supply, Demand, and Price
375 minutes
150 minutes
225 minutes
300 minutes
450 minutes
Prior Knowledge Required
•
No prior knowledge of business is assumed.
Unit Planning Notes
•
•
•
•
Unit 5: The Corporate Profile: Analysing a Business runs concurrently throughout the course and
should be introduced toward the end of this unit. Many course expectations are met through the
eventual completion and presentation of this student product.
Teachers should identify appropriate locations in the local community for a field trip that supports
the expectations in this unit and make any necessary arrangements.
Every attempt should be made to book guest business speakers. Many of these people might be from
the local community or even parents or older brothers and sisters of students in the class. It might
help the teacher to circulate a questionnaire at the beginning of this unit in order to surface possible
candidates. This practice authenticates the course materials and builds rapport.
Teachers are advised to be on the constant look out for materials and news to keep the content
interesting and relevant.
Unit 1 - Page 1
• Introduction to Business - Open
•
•
While this course is not intended to be taught in a computer lab, individual students should have
access to computers and the Internet on an as needed basis. It may be desirable for the teacher to
book an entire computer lab for specific classes
When using informal observation as a formative evaluation strategy Appendix 1.5.8 – Informal
Observation Rubric should be modified to reflect the content being assessed.
Teaching/Learning Strategies
Teacher-Centred
Teacher-led review
Work/Task sheet
Board work
Note taking
Socratic
Video
Overhead
Learner-Centred
Text referencing
Note making
Demonstration
Self-Directed
Electronic media research
Visual organizers
Group discussion
Computer lab work
Field trip
Peer helping
Assessment and Evaluation
Diagnostic
• Informal Observation
• Checklist
Formative
• Informal and Formal Observation
• Bulletin Boards
• Graphic Organizers
• Verbal and Written Feedback
• Quizzes
• Assignments
• Rubrics
Summative
• Assignments
• Tests
Resources
Print
Caetano, R., J. Schermerhorn, and A. Templer. Management For Productivity. Toronto, Ontario: John
Wiley & Sons, 1995.
De Bono, Edward. Serious Creativity. New York, New York: HarperBusiness, 1992.
Doherty, Dennis C. Making Economic Choices. Toronto, Ontario: Copp Clark Pitman, 1992.
James, E. Economics – A Problem Solving Approach. Toronto, Ontario: Prentice Hall, 1996.
Unit 1 - Page 2
• Introduction to Business - Open
Kretchman, M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating a Venture. Toronto,
Ontario: John Wiley and Sons Canada Limited, 1991.
Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your
Business. New York, NY: Harper Collins Publisher, 1996.
Popcorn, Faith and Lys Marigold. Clicking 17 Trends that Drive Your Business and Your Life. New
York, NY: Harper Collins Publisher, 1998.
Rabbior, Gary. Money and Youth. Toronto, Ontario: Canadian Foundation For Economic Development,
1997.
Stewart, Margaret J., Diane Johns, David Notman, and Lynn L. Vos. Marketing A Global Perspective.
Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.
Video
Business Concepts. “The Principles of Economics.” Toronto, Ontario: International Tele-Film (TVO),
1987.
Wilson, Jack and David Notman. The World of Business Video Series. Scarborough, Ontario: ITP Nelson,
1997.
Web Sites
Statistics Canada
www.statcan.ca
Virtual Mall
www.NorstarMall.ca
Activity 1: Consumer and Business Trends
Time: 375 minutes
Description
Students engage in exercises that are designed for them to see first hand that business has an impact on
our daily lives. They understand how the market responds to trends and satisfies consumer demand.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• read, understand, and use written materials effectively (CGE 2b);
• write and speak fluently one or both of Canada’s official languages (CGE 2d);
• take initiative and demonstrate Christian leadership (CGE 4c);
• apply effective communication, decision-making, problem solving, time and resource management
skills (CGE 4f);
• work effectively as an independent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of selves and others (CGE 5e);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and, Changing
Workplace Personal Finance Skills
Overall Expectation
• explain how current issues affect Canadian business (CCV.03).
Unit 1 - Page 3
• Introduction to Business - Open
Specific Expectations
distinguish the various ways in which business activity can affect the quality of life (e.g., level of income,
products available, environmental impact, stress in the workplace) (RB3.02);
• analyse how technology has influenced the Canadian workplace (CC3.01)❖.
Planning Notes
• The teacher should have available examples of past fads (e.g., hula-hoops, bell-bottom pants,
Barbies, vinyl record albums and 45s) for students to examine.
• It is necessary for the teacher to have a good supply of magazines. The teacher may
• want to ask students to also bring in magazines.
• The teacher may need to supply scissors, glue, and bristol board.
• The teacher posts an example of a word cluster in the classroom.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. The teacher should begin by defining trends and fads. Use examples such as the hula-hoop or mood
rings to illustrate that fads are short-term changes and that trends are long-term changes.
2. As a class create a word cluster with “fad” as the centre word. The teacher records on the board
students’ responses. (See Appendix 1.1.1 – Word Cluster Example and Template.)
3. As a class create a word cluster with “trend” as the centre word. This is a brainstorming exercise.
The teacher records students’ responses on the board.
4. Discuss the responses as a class, focussing on distinguishing between fads and trends.
5. Show the video “What’s Cool” from The World of Business series (15 minutes). Distribute the
question sheet for students to complete while viewing the video. Discuss the video question sheet.
6. Divide the students into pairs. Assign them either Fads or Trends. Have them use magazines and
newspapers to collect examples of fads and trends in society today. Students then use their collection
to create a collage poster. (See Appendix 1.1.2 – Collage Rubric.)
7. As an out of class assignment students choose a product and complete a From – To exercise that
shows the evolution of the product. (See Appendix 1.1.3 – From – To Exercise.)
8. Show the video “Breadman” from The World of Business series (15 minutes). Distribute the question
sheet for students to complete while viewing the video. Use the video question sheet as a springboard
to develop a teacher-directed definition of market and market niche.
9. As a class use a brainstorming strategy to identify market niches in the community. The teacher
records responses on the board and follows with a summary discussion.
10. Use Appendix 1.1.4 - Trends to explain trends, which have cultivated the “new consumer”.
11. Discuss what the term lifestyle changes means with students. Divide students into groups and assign
a lifestyle change. Workplace, Home, Recreation/Leisure Time, Society, Communications
Technology, Environment, and Mobile Society are suggestions you may wish to use. Using chart
paper and markers have students write the lifestyle in one column and in another column list the
products that are available to support the change.
Example:
Lifestyle Change: Workplace
Product to Support Change
Long working hours
Ready-made dinners
Post student lists on the board and review the responses.
12. The teacher may want to show the video “Technology” from The World of Business series (15
minutes) to illustrate how products emerge to address lifestyle changes.
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• Introduction to Business - Open
13. Introduce the concept to students that business is not only conducted between a business and a
consumer but also between one business and another. Divide the class into groups of three or four
and have students complete Appendix 1.1.5 – Suppliers. The teacher leads a review of responses.
14. Discuss the concepts of just in time, outsourcing, tendering, partnership, and International Standards
Organization (ISO) as they relate to business-to-business activity.
Assessment/Evaluation Techniques
Formative
Appendix 1.1.1 – Word Cluster Example and Template
Appendix 1.1.2 – Collage Rubric
Appendix 1.1.3 – From – To Exercise
Appendix 1.1.5 – Suppliers
Appendix 1.5.8 – Informal Observation Rubric
Accommodations
• Gifted students could be asked to mentor peers requiring extra assistance.
• Refer to Accommodations Chart if required.
Resources
Print
Kretchman, M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship: Creating a Venture. Toronto,
Ontario: John Wiley and Sons Canada Limited, 1991.
Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your
Business. New York, NY: Harper Collins Publisher, 1996.
Popcorn, Faith and Lys Marigold. Clicking 17 Trends that Drive Your Business and Your Life. New
York, NY: Harper Collins Publisher, 1998.
Video
Wilson, Jack and David Notman. The World of Business Video Series, “Breadman” and “What’s Cool”.
Scarborough, Ontario: ITP Nelson, 1997. 15 min.
Appendices
Appendix 1.1.1 – Word Cluster Example and Template
Appendix 1.1.2 – Collage Rubric
Appendix 1.1.3 – From – To Exercise
Appendix 1.1.4 – Trends
Appendix 1.1.5 – Suppliers
Appendix 1.5.8 – Informal Observation Rubric
Unit 1 - Page 5
• Introduction to Business - Open
Activity 2: Needs and Wants
Time: 150 minutes
Description
This activity is designed to allow students to explore the diverse nature of their needs and wants and the
limited nature of their personal and financial resources. They are encouraged to share their opinions with
their peers in this area. Students apply their knowledge in exercises designed to categorize and prioritize
their needs. They begin the process of recognizing that needs and wants act as the source for business
opportunities.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• make decision in light of gospel values with an informed moral conscience (CGE 3d);
• demonstrate flexibility and adaptability (CGE 4b);
• work effectively as an interdependent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of selves and others (CGE 5e).
Strand(s): The Role and Impact of Business, Conducting Business in A Competitive and Changing
Workplace
Overall Expectations
• demonstrate an understanding of how businesses respond to needs, wants, and demand (RBV.01).
Specific Expectations
• explain how needs, wants, and demands create opportunities for business (RB1.02)❖.
Planning Notes
• When students work in pairs, the teacher pairs students based on various criteria (e.g., someone that
has a birthday in the same month, someone with the same eye colour, etc.).
• Teachers should provide chart paper and markers.
• Marketing A Global Perspective provides the teacher with an explanation of Maslow’s Hierarchy of
Needs (pp. 64-65).
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Students are to distinguish between the terms needs and wants by developing their own definitions on
the handout provided by the teacher. (See Appendix 1.2.1 – Needs and Wants.) They proceed to
provide a listing of four needs and four wants directly below their definitions.
2. In pairs, students share the content of their lists and then develop a more precise definition for the
terms. They proceed to classify their consolidated list of needs and wants into categories and rank
them in order of importance from most to least important. They should also list all resources
(financial and other) that they may use in attaining their needs and wants.
3. With the same partner, students transcribe all of the information onto chart paper. They post their
completed chart on the wall. Teacher should discuss how businesses respond to this information.
Unit 1 - Page 6
• Introduction to Business - Open
4. Based on students’ posted work, the teacher requests student feedback in defining the terms needs
and wants and explains the concept of the economizing dilemma – we have unlimited needs and
wants but limited resources to fulfill these ideal goals. The definitions are developed on the board.
5. Students are provided with a scrambled list of Maslow’s needs. (See Appendix 1.2.2 – Maslow’s
Needs.) With the same partner, they rank these needs in a hierarchical fashion. (The teacher may
need to explain what is meant by a hierarchy.)
6. The teacher should engage students in a discussion as to how and why they ranked the needs as they
did. Students are encouraged to explore their interpretations of what might inhibit their ability to
reach any of these needs and the teacher compiles a list on the board which the students copy into
their notebooks.
7. Distribute a copy of Maslow’s Hierarchy of Needs. Students compare Maslow’s hierarchy with their
own and contrast any differences first with their partner and then as a group. They proceed to
individually list businesses that have responded and/or were established in response to satisfying
these needs.
Assessment/Evaluation Techniques
Formative
Appendix 1.2.1 – Needs and Wants
Appendix 1.2.2 – Maslow’s Needs
Appendix 1.5.8 – Informal Observation Rubric
Verbal feedback
Summative
Quiz – teacher-developed
Accommodations
• Teach students to verbalize all their ideas prior to writing them down.
• Encourage students to read all questions first and use reading partners as often as possible.
• Allow gifted students to mentor students requiring assistance.
• Refer to Accommodations Chart if required.
Resources
Caetano, R., J. Schermerhorn, and A. Templer. Management For Productivity. Toronto, Ontario: John
Wiley & Sons, 1995.
Popcorn, Faith and Lys Marigold. Clicking 17 Trends that Drive Your Business and Your Life. New
York, NY: Harper Collins Publisher, 1998.
Rabbior, Gary. Money and Youth. Toronto, Ontario: Canadian Foundation For Economic Development,
1997.
Stewart, Margaret J., Diane Johns, David Notman, and Lynn L. Vos. Marketing A Global Perspective.
Toronto, Ontario: John Wiley and Sons Canada Limited, 1991. p. 64.
Appendices
Appendix 1.2.1 – Needs and Wants
Appendix 1.2.2 – Maslow’s Needs
Appendix 1.5.8 – Informal Observation Rubric
Unit 1 - Page 7
• Introduction to Business - Open
Activity 3: Targeting the Market
Time: 225 minutes
Description
This activity involves a series of exercises that introduces students to the concept of markets in the
Canadian context. An interpretation of population statistics reveals the interest that the market places on
statistics. Students use their findings to connect the factors that affect business activity in their
communities.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• read, understand, and use written materials effectively (CGE 2b);
• write and speak fluently one or both of Canada’s official languages (CGE 2d);
• take initiative and demonstrate Christian leadership (CGE 4c);
• apply effective communication, decision-making, problem solving, time and resource management
skills (CGE 4f);
• work effectively as an independent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of selves and others (CGE 5e);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace
Overall Expectations
• analyse the major factors influencing the success of Canadian Business (CCV.01);
• demonstrate an understanding of how businesses respond to needs, wants, and demand (RBV.01).
Specific Expectations
• describe the concept of demand and the conditions that give rise to demand (RB1.01);
• explain how needs, wants, and demand create opportunities for business (RB1.02);
• compare the ways in which different companies address similar consumer needs and wants
(RB1.03)❖;
• identify various factors affecting business activity that have contributed to the success of Canadian
companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market
niche, ability to respond to change) (CC1.01).
Planning Notes
• Schedule 75 minutes in the computer lab for Internet research. If the lab is not available the
Library/Resource Centre’s reference area can be substituted.
• Teachers may want to provide students with local demographic data.
Prior Knowledge Required
Students are familiar with the use of an Internet web browser and spreadsheet software.
Unit 1 - Page 8
• Introduction to Business - Open
Teaching/Learning Strategies
1. Briefly define the terms demography and demographics. Tell students that they are to do authentic
demographic work. Have students log on to the Statistics Canada web site. Using Appendix 1.3.1 –
Statistics Canada Exercise, students complete the handout using the information found on this site.
2. Ask students to identify and articulate a developing trend and anticipate the implications of this trend
on the evolving market place (e.g., population bubble).
3. Prior to showing the video “Seniors” from The World of Business series (15 minutes) lead students
through a Prediction/Confirmation exercise. Have students predict the content of the video. Record
their responses on the board and ensure students copy the list into their notebooks. Watch video and
have students check off their predictions and add any surprises. As an out of class assignment have
students write a summary outlining their findings from the video.
4. The teacher discusses these common consumers in terms of target markets to illustrate to students
that products and markets are developed according to the needs and wants of specific groups (e.g.,
Well Off Older Folks (WOOFS), Double Income No Kids (DINKS), One Income No Kids (OINKS),
Not In My Backyard Syndrome (NIMBYS), Single Separated Widow Divorce (SSWD), people
between the ages of 9 to 14 (TWEENS)).
5. Students examine their local community or neighbourhood and identify the different groups of
people in it. Have students discuss and identify in small groups how well local businesses are serving
the community.
Assessment/Evaluation Techniques
Diagnostic
Appendix 1.5.8 – Informal Observation Rubric
Verbal feedback
Formative
Quiz – teacher-developed
Appendix 1.3.1 – Statistics Canada Exercise
Summative
Summary of video
Accommodations
• The teacher may pair certain students at the computer to address individual special needs.
• Gifted students could be asked to mentor peers requiring extra assistance.
• Refer to Accommodations Chart if required.
Resources
Video
Wilson, Jack and David Notman. The World of Business Video Series. Scarborough, Ontario: ITP Nelson,
1997. 15 min.
Web Sites
Statistics Canada
www.statcan.ca
Appendices
Appendix 1.3.1 – Statistics Canada Exercise
Appendix 1.5.8 – Informal Observation Rubric
Unit 1 - Page 9
• Introduction to Business - Open
Activity 4: Market Places
Time: 300 minutes
Description
Students experience and interact with real-world and electronic market places. The role that competition
plays in designing market places is highlighted.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• read, understand, and use written materials effectively (CGE 2b);
• write and speak fluently one or both of Canada’s official languages (CGE 2d);
• take initiative and demonstrate Christian leadership (CGE 4c);
• apply effective communication, decision-making, problem solving, time and resource management
skills (CGE 4f);
• work effectively as an independent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of selves and others (CGE 5e);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): Conducting Business in a Competitive and Changing Workplace
Overall Expectations
• compare types of businesses (RBV.02)❖;
• explain how businesses are affected by variation in market conditions and environments for
conducting business (CCV.02)❖;
• explain how current issues affect Canadian business (CCV.03)❖.
Specific Expectations
• identify the types of businesses and business sectors that have experienced the greatest growth in
recent years (RB2.02)❖;
• compare levels of customer service and quality of goods and services among a variety of competing
companies (CC1.02)❖;
• explain how business can be affected by the number and quality of competitors in a market
(CC2.02)❖.
Planning Notes
• Arrange an out of class trip to a local shopping centre – refer to school board policy for Safety and
Permissions Policy.
• Arrange for a representative from the mall management to meet with students.
• The teacher may need to tailor activity for field trip to local shopping centre.
• The teacher should advise students not to travel in large groups through the mall.
• Arrange for 75 minutes of computer lab time.
• The teacher should preview the virtual mall site www.NorstarMall.ca. Download any files that are
necessary prior to students accessing the site.
Prior Knowledge Required
Students are familiar with the use of an Internet Web Browser.
Unit 1 - Page 10
• Introduction to Business - Open
Teaching/Learning Strategies
1. Co-ordinate a field trip to the shopping centre in the community. Arrange for a representative from
the mall’s management to address students. This presentation should focus on Part A of the field trip
worksheet. (See Appendix 1.4.1 – Traditional Mall Field Trip Exercise.)
2. Prior to arriving at the mall distribute and review with students the field trip assignment.
3. During initial conferencing with the mall representative students complete Part A of the exercise.
4. Before students set out to explore the mall and complete Part B-Part H of the worksheet, divide them
into small groups of three or four.
5. As a class use DeBono’s PMI (Plus, Minus, and Interesting – see Resources) strategy to evaluate the
field trip. Record students’ responses on the board and discuss.
6. Distribute and review virtual mall exercise before students log on to site (Appendix 1.4.2 – Virtual
Mall Exercise).
7. Students compare and contrast their experiences at the traditional shopping mall with the virtual
online mall by completing the handout (Appendix 1.4.3 – Virtual Mall vs. Traditional Mall). Discuss
the responses. The teacher may wish to have students select a store in the community mall, compare
it to its online version, and complete a similar chart.
8. Have students design a community mall with 15 to 20 stores. Explain to students that their store
selection should reflect the needs of the community. Students should include a drawing/sketch of a
proposed layout for their mall and write a short report justifying the reasons for their choices.
Assessment/Evaluation Techniques
Formative
Appendix 1.4.1 – Traditional Mall Field Trip Exercise
Appendix 1.4.2 – Virtual Mall Assignment
Appendix 1.5.8 - Informal Observation Rubric
Verbal feedback
Summative
Community mall assignment
Accommodations
• The teacher may pair certain students at the computer to address individual special needs.
• The teacher should move around the room and provide feedback to students.
• For students unable to visit the local mall, a telephone interview with mall management should be
arranged.
• Refer to Accommodations Chart if required.
Resources
Print
De Bono, Edward. Serious Creativity. New York, New York: Harper Business, 1992.
Web Sites
Virtual Mall
www.NorstarMall.ca
Appendices
Appendix 1.4.1 – Traditional Mall Field Trip Exercise
Appendix 1.4.2 – Virtual Mall Exercise
Appendix 1.4.3 – Virtual Mall vs. Traditional Mall
Appendix 1.5.8 – Informal Observation Rubric
Unit 1 - Page 11
• Introduction to Business - Open
Activity 5: Supply, Demand, and Price
Time: 450 minutes
Description
This activity is designed to introduce students to the concept of a market. Students develop an
appreciation of the forces of demand and supply within the market and apply this knowledge to the
determination of market equilibrium. Students explore specific ways in which the consumer can
influence decisions of the seller in the market and how businesses can generate their own demand.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• make decisions in light of gospel values with an informed moral conscience (CGE 3d);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): Role and Impact of Business, Conducting Business in A Competitive and Changing
Workplace, Personal Finance
Overall Expectations
• explain how businesses are affected by variation in market conditions and environments for
conducting business (CCV.02).
Specific Expectations
• describe the concept of demand and the conditions that give rise to demand (RB1.01)❖;
• analyse the forces of supply and demand and explain how they affect market prices and the
willingness of businesses to produce products (CC2.01)❖.
Planning Notes
• Teachers familiarize themselves with the use of graphs involving demand and supply lines as well as
economic terminology. (See Appendix 1.5.6 – The Language of Economics.)
• Teachers provide chart paper and markers.
• Teachers may want to adjust the data provided on Appendix 1.5.3 – The Supplier’s Side of the
Market to accurately reflect their school’s population.
• Teachers should preview solutions provided (Appendix 1.5.7 – A More Realistic Look At Demand
Solution).
Prior Knowledge Required
No prior knowledge is required.
Unit 1 - Page 12
• Introduction to Business - Open
Teaching/Learning Strategies
1. The teacher introduces various types of markets (Monopoly/Oligopoly/Perfect Competition) through
current examples. The control that participants in these markets exercise is highlighted.
2. A teacher-led discussion reveals that the school community is a market which brings together many
buyers and sellers.
3. In pairs, students list on chart paper the concerns that their student population (demanders) might
have while entertaining the thought of attending a school dance. The same pair is now asked to adopt
the role of Student Council members. Their task involves listing on the chart paper all of the
questions that they might have to consider in hosting (supplying) the dance.
4. Using the content of the posted lists, discuss the following topics:
• price as an obstacle for the consumer;
• price as a motivator for the consumer;
• price’s impact on the seller.
5. The same pairs create a hypothetical but realistic demand schedule for the dance that they intend to
host. They accomplish this task by varying price (in fifty cent increments) and subsequently
predicting the amount of tickets that the student population would “demand” as price changes.
6. Introduce the concept of quantity demanded (Qd) and plot a teacher-provided demand schedule. (See
Appendix 1.5.1 – The Consumer Side of the Market.)
7. Highlight the inverse relationship between price and Qd. Have students plot their own hypothetical
demand schedule for the dance. (See Appendix 1.5.1 – The Consumer Side of the Market.)
8. Students are provided with Appendix 1.5.2 – The Demand Recap Sheet to complete.
9. Provide students with hypothetical price and quantity supplied (Qs) data for the dance that they will
be hosting. (See Appendix 1.5.3 – The Supplier’s Side of the Market.) In pairs, students develop a
list of all of the factors that they would have to consider in the process of deciding at what point to
set price.
10. The teacher discusses and summarizes these considerations and asks students to graph the supply
schedule.
11. The direct relationship between price and Qs is highlighted. The students should be made aware that
demand or supply lines alone cannot determine market equilibrium price – the price that keeps both
buyers and sellers happy.
12. Provide students with Appendix 1.5.4 – The Market Equilibrium. Students first plot demand and
supply lines individually and then plot both lines together on the axes provided.
13. Take up the handout and highlight the following concepts – market disequilibrium/surplus/shortage
and equilibrium.
14. As a class, derive a listing of all of the non-price determinants of demand and explain how they can
be both favourable and unfavourable in nature, (e.g. income levels, prices of related goods,
expectations of future prices). (See Appendix 1.5.5 – A More Realistic Look At Demand.)
15. Graphically demonstrate a scenario involving both a favourable and unfavourable non-price
determinant of demand and highlight its impact on the market equilibrium. (See Appendix 1.5.5 – A
More Realistic Look At Demand.)
16. Create and provide students with a demand and supply review worksheet to complete as an in-class
assignment.
17. The concept of “generating your own demand” is introduced to students. Students create a customer
service wishlist that helps a business “generate its own demand”.
Unit 1 - Page 13
• Introduction to Business - Open
Assessment/Evaluation Techniques
Formative
Appendix 1.5.8 – Informal Observation Rubric
Verbal feedback
Summative
Test – teacher-developed
Accommodations
• Encourage students to read all questions first and use reading partners as often as possible.
• Allow gifted students to mentor students requiring assistance.
• Refer to Accommodations Chart if required.
Resources
Print
Doherty, Dennis C. Making Economic Choices. Toronto, Ontario: Copp Clark Pitman, 1992.
James, E. Economics – A Problem Solving Approach. Toronto, Ontario: Prentice Hall, 1996.
Video
Business Concepts. “The Principles of Economics.” Toronto, Ontario: International Tele-Film (TVO),
1987.
Appendices
Appendix 1.5.1 – The Consumer Side of the Market
Appendix 1.5.1.a – Our Dance Demand Schedule
Appendix 1.5.2 – The Demand Recap Sheet
Appendix 1.5.3 – The Supplier’s Side of the Market
Appendix 1.5.4 – The Market Equilibrium Handout
Appendix 1.5.5 – A More Realistic Look At Demand
Appendix 1.5.6 – The Language of Economics
Appendix 1.5.7 – A More Realistic Look At Demand Solution
Appendix 1.5.8 – Informal Observation Rubric
Unit 1 - Page 14
• Introduction to Business - Open
Appendix 1.1.1
Word Cluster Example and Template
Unit 1 - Page 15
• Introduction to Business - Open
Appendix 1.1.2
Collage Rubric
Thinking/Inquiry
and Problem
Solving
Excellence and
Originality
Communication
Level 1
- limited
evidence of
theme
Level 1
Level 2
- theme is
evident
Level 2
Level 3
- theme is
consistent and
appropriate
Level 3
Follows Oral
Instructions
- limited
awareness of
instructions
- aware of
instructions
- implements
instructions
Visual Layout l
• space is
utilized
appropriately
• variety of
media used
- several
details are
missing
- one detail is
missing
- all assigned
details have
been
addressed
Application
Physical Layout l
• title present
• fads or trends
are visible
Level 1
- several
details are
missing
Level 2
- one detail is
missing
Level 3
- all assigned
details have
been
addressed
Level 4
- theme is
consistently
appropriate
and unique
Level 4
- awareness of
instructions
enhances
student’s work
- all assigned
details have
been
addressed and
additional
details have
been included
Level 4
Student
Achievement
Student
Achievement
Student
Achievement
- all assigned
details have
been
addressed and
additional
details have
been included
Most Consistent Level of Achievement:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 1 - Page 16
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Appendix 1.1.3
From – To Exercise
Evolution of a Product
Name:
Date:
From
To
Example: telephone
Internet
Unit 1 - Page 17
What technology has driven this change in the
Canadian workplace?
Information technology
• Introduction to Business - Open
Appendix 1.1.4
Trends
Trends Which Cultivate The “New Consumer”
Cocooning
The strong desire to stay at home and protect ourselves from the outside world.
Stay home and watch a video on the VCR instead of going out to a movie
theatre.
Clanning
The inclination to belong to a group therefore giving a person the feeling of
security and validating our beliefs.
Egonomics
Looking for ways to make personal statements.
Plastic surgery - “I” want to look better
Being Alive
Growing awareness of good health and the concept of “wellness”.
Health Food Stores, Fitness Gyms
People want to enhance the quality not just the length of their lives.
Cashing Out
Working men and women who have questioned the value of their high paying
career and opted to leave that life and return to a simpler lifestyle.
SOS (Save Our
People that want to protect our planet and rediscover a social conscience of what
Society)
is right and wrong.
Adults as Learners
People who want to return to school.
Unit 1 - Page 18
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Appendix 1.1.4 (Continued)
How Buying Patterns Are Affected by Trends
Buying
How the consumer makes purchases.
Patterns
Cocooning
Internet
With the widespread use of the Internet in our homes, cocooning and staying in a safe
environment is easier to achieve. Comparison shopping can be done in the home-no need
to leave and go to the local shopping centre.
Mail-order
By distributing products through a catalogue and mailing directly
Companies to homes they offer a perfect fit with cocooning.
Fast Food
Stay at home and eat in.
Delivery
Drive-up
Stay in the car, get what you need and go home i.e., McDonalds, Tim Hortons, banks.
Windows
Clanning
Mega
People can go to the bookstore and hang out. The store provides almost a homelike
Bookstores environment with couches and chairs. It is a place where people can come and be with
others who enjoy reading.
Internet
Cyber conversations with people who have the same interests.
Egonomics This trend has forced businesses to change their schedule.
9 - 5 operating hours do not work for all.
24 hours 7 days a week businesses are deemed a necessity.
All-night diners and convenience stores are examples of businesses’ response to the “me”
trend.
Being Alive Homeopathic medicines - natural cures for our aches and pains
Doctors are writing less prescriptions for pharmaceutical drugs.
People are reading labels and buying products that are organic.
Cashing
People are moving away from the city but they still want the conveniences of the city.
Out
People are using their computers to get to work. They never leave the home, they commute
electronically.
Large home-office supply stores have facilitated the change.
S.O.S.
People are recycling, buying products that are re-useable.
In business the photocopier toner and laser printer toner cartridges are returned and
reused.
Plastic bottles and cans for beverages are recycled.
Cosmetic companies do not test on animals.
Unit 1 - Page 19
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Appendix 1.1.5
Suppliers
Group Members:
Date:
Instructions:
Beside each business in column one list the supplier businesses each relies on to run their business.
Business
The Ford Motor Company
Suppliers
The Hudson’s Bay Company
The Hair Cutting Place
Unit 1 - Page 20
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Appendix 1.2.1
Needs and Wants
Group Members:
Work Required
Personal Definition
Needs
•
•
•
•
Four Examples
Wants
•
•
•
•
Shared Definition
Establishing Categories
Needs Category Ranking Table
Need Category Title
Ranking (1 being the Most Important)
Wants Category Ranking Table
Want Category Title
Ranking (1 being the Most Important)
In an attempt to satisfy our needs and wants we anticipate requiring the following resources:
•
•
•
•
•
Unit 1 - Page 21
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Appendix 1.2.2
Maslow’s Needs
Who in the World is Maslow?
A Random Listing of Maslow’s Needs Levels
SOCIAL
ESTEEM
PHYSIOLOGICAL
PSYCHOLOGICAL
COMMUNITY
SELF-ACTUALIZATION
What is a Hierarchy?
Our Hierarchy of Needs
______________________
_________________________
__________________________
________________________
________________________
____________________
Unit 1 - Page 22
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Appendix 1.3.1
Statistics Canada Exercise
Name:
Date:
Instructions
1. Log on to Statistics Canada web site – www.statcan.ca.
2. From the statcan.ca site make the following selections: English, Canadian Statistics, The People –
Population and finally Population by sex and age, estimates for 1996 and projections for 2001, 2006,
2011, 2016.
3. Using the Population projections for 1996, 2001, 2006, 2011, and 2016 complete the chart below.
1996
2001
2006
2011
2016
What is the total population projected for both
males and females aged 18 to 24 years?
What is the total population projected for both
males and females aged 25 to 39 years?
What is the total population projected for both
males and females aged 40 to 64 years?
What is the total population projected for both
males and females aged 65+?
4. Using a spreadsheet program, input your data from the chart onto a spreadsheet worksheet. Create a
bar graph to illustrate the population totals for each age category. The x-axis shows the years (1996,
2001…2016) and the y-axis indicates population in thousands.
5. Print the graph for each age category.
Unit 1 - Page 23
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Appendix 1.4.1
Traditional Mall Field Trip Exercise
Part A: General Information
Name of Shopping Centre:
Property Managers:
How many stores and shops in total? ___________
Are there any store vacancies?
❏1
If yes, how many?
How many parking spaces? ___________
❏ Yes
❏ 2-3
❏ 4-5
Does the mall have carriages/wagons available for parents?
Does the mall have wheelchairs available?
Hours of Operation:
Day of the Week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
❏ No
❏ >5
❏ Yes
❏ Yes
❏ No
❏ No
Time
Does the mall have extended shopping hours during the Christmas season?
❏ Yes
❏ No
Does the mall have extended shopping hours during any other time?
❏ Yes
❏ No
Is the mall open on holidays?
❏ Yes
❏ No
If yes, please indicate which days.
❏ Christmas Day
❏ New Years Day
❏ Labor Day ❏ Thanksgiving
❏ Remembrance Day ❏ Canada Day
❏ Other (please specify) __________
Security - Who is responsible for...
Public areas of mall including restrooms
Parking lot
Locking stores
Mall Maintenance - Who is responsible for...
Watering flowers
General maintenance - floors in corridors, restroom facilities
Unit 1 - Page 24
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Appendix 1.4.1 (Continued)
Traditional Mall Field Trip Exercise
What special events does the centre host...
Sidewalk Sales
How many times a year?
Community Events
Blood Donor Clinic
How many times a year?
Craft Shows
How many times a year?
Antique Show
How many times a year?
Other (please specify)
How many times a year?
Seasonal Related
Santa Claus
Easter Bunny
Hallowe’en
St. Valentine’s Day
St. Patrick’s Day
Other (please specify)
❏ Yes
❏ one
❏ No
❏ two
❏ Yes
❏ one
❏ Yes
❏ one
❏ Yes
❏ one
❏ Yes
❏ one
❏ No
❏ two
❏ No
❏ two
❏ No
❏ two
❏ No
❏ two
❏ Yes
❏ Yes
❏ Yes
❏ Yes
❏ Yes
❏ Yes
❏ No
❏ No
❏ No
❏ No
❏ No
❏ No
❏ three or more
❏ three or more
❏ three or more
❏ three or more
❏ three or more
Before completing Part B - Part F you should explore the mall
Part B: Department Stores
What department stores are in the mall?
❏ The Bay
❏ Sears
❏ Zellers
❏ Other (please specify) _____________
Unit 1 - Page 25
❏ Wal-Mart
• Introduction to Business - Open
Appendix 1.4.1 (Continued)
Traditional Mall Field Trip Exercise
Part C: Service
Identify stores in the mall that provide a service to their customers.
Store Name
Example: Long Life Fitness
Service
Fitness gym
Part D: Retail Stores
Identify the stores in the centre that sell goods to their customers.
Store Name
Unit 1 - Page 26
Type of Store
Target Market(who shops at the store)
• Introduction to Business - Open
Appendix 1.4.1 (Continued)
Traditional Mall Field Trip Exercise
Part E: Food Court/Food Fair
Identify the types of food vendors available.
❏ Fast food chains (e.g., Harveys, McDonalds)
❏ Health food
❏ Other (please specify)
❏ Coffee and Donuts
❏ Candy
Part F: Floor Plan
Sketch the layout of the centre.
Unit 1 - Page 27
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Appendix 1.4.2
Virtual Mall Exercise
Student’s Name:
Instructions:
1. Log on to www.NorstarMall.ca
2. Select Canadian shopping.
3. Take the 3-D tour.
4. Spend five to ten minutes browsing the site.
5. Complete this worksheet.
Part A: General Information
Name of Shopping Centre:
Who designed the site?
How many stores and shops in total?
Are there any vacant stores?
❏ 1
If yes, how many?
❏ Yes
❏ 2-3
❏ 4-5
❏ No
❏ >5
Complete the tenancy options chart by referring to New Tenants Information section of the site.
Option 1
Option 2
Option 3
Details:
Details:
Details:
Shopping Hours
Explain how shopping online has redefined traditional shopping hours.
Unit 1 - Page 28
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Appendix 1.4.2 (Continued)
Virtual Mall Exercise
Security - Who is responsible?
How does NorstarMall.ca ensure confidentiality to its customers?
How are customers protected when making purchases from mall merchants?
Mall Maintenance - Who is responsible?
Updating the site
Contact Information
How can you contact NorstarMall.ca? List all options.
Mailing Address
Unit 1 - Page 29
E-mail
Telephone
• Introduction to Business - Open
Appendix 1.4.2 (Continued)
Virtual Mall Exercise
Part B: Stores
Identify the merchants of NorstarMall.ca.
Store Name
Market
In Community Mall?
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
❏ Yes
❏ No
Part C: Demographic
Who are the shoppers?
Apply what you have learned about market places and describe the type of shopper who would likely be
browsing in this virtual mall.
What types of consumers would be best served in a virtual mall?
Part D: Making Contact
Send an e-mail to NorstarMall.ca requesting a job application.
Send an e-mail to NorstarMall.ca outlining your impressions of the site.
Unit 1 - Page 30
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Appendix 1.4.2 (Continued)
Virtual Mall Exercise
Part E: Floor Plan
Sketch the layout of the virtual mall.
Unit 1 - Page 31
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Appendix 1.4.3
Virtual Mall vs. Traditional Mall
Instructions:
Compare and contrast your experience at the traditional shopping centre with the virtual mall by
completing the chart. You are not limited to the amount of symbols given, please add if necessary.
Unit 1 - Page 32
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Appendix 1.5.1
The Consumer Side Of The Market
Quantity Demanded:
(Qd)
The Demand Schedule:
Graphing a Hypothetical Demand Schedule for Product A
Price
Quantity Demanded (Qd)
.30
60
.40
50
.50
40
.60
30
.70
20
The inverse relationship between price and Qd:
Unit 1 - Page 33
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Appendix 1.5.1a
Our Dance Demand Schedule
Price
Unit 1 - Page 34
Quantity Demanded (Qd)
• Introduction to Business - Open
Appendix 1.5.2
The Demand Recap Sheet
1. The demand schedule for a product highlights a direct relationship between price and
quantity demanded. True or false? Why?
2. What is the only variable (item that changes) when we move along a demand line?
3. Graph the following hypothetical demand schedule on the axes provided below:
Price
Quantity Demanded (Qd)
.50
95
.60
85
.70
75
.80
65
.90
55
1.00
45
Unit 1 - Page 35
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Appendix 1.5.3
The Supplier’s Side Of The Market
Quantity Supplied:
(Qs)
The Supply Schedule:
A Proposed Supply Schedule for Your Dance
Price
3.50
4.00
4.50
5.00
5.50
6.00
6.50
Quantity Supplied (Qs)
100
150
200
250
300
350
400
The direct relationship between price and Qs:
Unit 1 - Page 36
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Appendix 1.5.4
The Market Equilibrium
Use the date below to complete all graphs.
Price
.30
.40
.50
.60
.70
.80
Quantity Demanded
110
90
70
50
30
10
Quantity Supplied
15
25
35
50
70
85
Graph the Demand Schedule
Graph the Supply Schedule
Unit 1 - Page 37
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Appendix 1.5.4
The Market Equilibrium Continued
Graph the Demand and Supply Schedules on the same axes
Conclusions
Market:
Disequilibrium:
Where does disequilibrium occur?
At a price of .40 note how a ___________________ exists in the market.
A _____________ exists because _______________________________________________
At a price of .80 note how a ___________________ exists in the market.
A _____________ exists because _______________________________________________
Market Equilibrium:
Unit 1 - Page 38
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Appendix 1.5.5
A More Realistic Look at Demand
Non-price Determinants: Things other than price that affect the demand for a product
Non-price
Determinant
Income
Price of a
substitute in
consumption
Price of a
complement in
consumption
Tastes
Unit 1 - Page 39
Original
Demand
Schedule
Favourable
Impact
Unfavourable
Impact
New Demand
Schedule in
light of
unfavourable
change
P
Qd
.30
60
.40
50
P
.30
.40
Qd
70
60
New Demand
Schedule in
light of
favourable
change
P
Qd
.30
80
.40
70
.50
50
.50
60
.50
40
.60
40
.60
50
.60
30
• Introduction to Business - Open
Appendix 1.5.5
A More Realistic Look at Demand Continued
Graphing our Three Different Demand Schedules
The Impact of a Change in Demand on Market Equilibrium
Case A –
The average income of every
Case B –
Canadian rises by 30 %.
Graphically demonstrate the impact of the above
event on the market for clothes.
Unit 1 - Page 40
A consumer report clearly shows that
the use of facial cream causes severe
skin rashes.
Graphically demonstrate the impact of the above
event on the market for facial cream.
• Introduction to Business - Open
Appendix 1.5.5
A More Realistic Look at Demand Continued
Conclusions
CASE A
CASE B
As the demand line shifts to the
As the demand line shifts to the
_________________ note how
__________________ note how
market equilibrium price
market equilibrium price
_________________ and market
_________________ and market
equilibrium quantity ______________.
equilibrium quantity ____________.
Unit 1 - Page 41
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Appendix 1.5.6
The Language of Economics
Monopoly – A single seller that controls the supply of a particular product within a market.
Oligopoly – A few sellers that control the supply of a particular product within a market.
Perfect Competition – The situation that exists when many sellers compete in supplying a particular
product within a market.
Demand – The price that consumers are willing to pay for a particular product.
Quantity Demanded (Qd) – The variable that represents the amount consumers are willing and able to
buy as price changes.
Supply – The amount of a product that sellers are willing to sell.
Quantity Supplied (Qs) – The variable that represents the amount sellers are willing and able to supply
as price changes.
Equilibrium – The price in the market that allows the buying decisions of consumers to exactly coincide
with the selling decisions of sellers (Qd = Qs).
Disequilibrium – A price in the market where the buyer’s intentions are not consistent with those of the
seller.
Surplus – This results at a price above equilibrium where Qs > Qd. The price pleases sellers but
discourages buyers.
Shortage – This results at a price below equilibrium where Qd > Qs. The price pleases consumers but
discourages the seller.
Non-price Determinant – a factor – other than price – that impacts a consumer’s willingness and ability
to buy (demand) a particular product.
Substitute in Consumption – A product that can be consumed as a ready substitute for another product.
Complement in Consumption – A product that is consumed in conjunction with another product.
Unit 1 - Page 42
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Appendix 1.5.7
A More Realistic Look At Demand Solution
Non-price Determinants: Things other than price that affect the demand for a product.
• Income
• Price of a substitute in consumption
• Price of a complement in consumption
• Tastes
Non-price
Determinant
Income
Price of a
substitute in
consumption
Price of a
complement in
consumption
Tastes
Unit 1 - Page 43
Original
Demand
Schedule
Favourable
Impact
P
.30
.40
Qd
70
60
Income levels
rise
The price of a
substitute rises
.50
50
.60
40
The price of a
complement
falls
There is a
successful ad
campaign
New
Demand
Schedule in
light of
favourable
change
P
Qd
.30
80
.40
70
.50
60
.60
50
Unfavourable
Impact
New Demand
Schedule in
light of
unfavourable
change
Income levels
fall
The price of a
substitute falls
P
.30
.40
Qd
60
50
The price of a
complement
rises
There is poor
consumer
feedback
.50
40
.60
30
• Introduction to Business - Open
Appendix 1.5.7 (Continued)
A More Realistic Look At Demand Solution
Graphing our Three Different Demand Schedules
Price
Quantity Demanded
The Impact of a Change in Demand on Market Equilibrium
Case A –
The average income of every
Case B –
Canadian rises by 30 %.
Graphically demonstrate the impact of the above
event on the market for clothes.
Unit 1 - Page 44
A consumer report clearly shows that
the use of facial cream causes severe
skin rashes.
Graphically demonstrate the impact of the above
event on the market for facial cream.
• Introduction to Business - Open
Appendix 1.5.7 (Continued)
A More Realistic Look At Demand Solution
Conclusions
CASE A
CASE B
As the demand line shifts to the
As the demand line shifts to the
RIGHT note how
LEFT note how
market equilibrium price
market equilibrium price
INCREASES and market
DECREASES and market
equilibrium quantity INCREASES.
equilibrium quantity DECREASES.
Unit 1 - Page 45
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Appendix 1.5.8
Informal Observation Rubric
Criteria
Knowledge &
Understanding
Level 1
- demonstrates
limited knowledge
of key economic
concepts
Level 2
- demonstrates
some knowledge
of key economic
concepts
Communication
- completes
graphs with
limited detail
- completes
graphs with some
detail
Applications/
Making
Connections
- rarely uses prior
knowledge to
complete
assignments
- sometimes uses
prior knowledge
to complete
assignments
Level 3
- demonstrates
considerable
knowledge of key
economic
concepts
- demonstrates a
working
knowledge of
graphing skills
- uses prior
knowledge to
complete
assignments
Level 4
- demonstrates
excellent
command of key
economic
concepts
- demonstrates an
effective use of
graphing skills
- uses prior
knowledge
proficiently to
complete
assignments
Thinking/Inquiry
- rarely uses
- sometimes needs - routinely uses
- demonstrates
problem-solving
prompting to use
problem-solving
exceptional
skills
problem-solving
skills
problem-solving
skills
skills
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 1 - Page 46
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Unit 2: Anatomy of a Business: From Concept to Reality
Time: 31.75 hours
Unit Developers: Toronto Catholic District School Board, Halton Catholic District School Board
Development Date: February 2000
Unit Description
In this unit students explore the nature, role, and importance of entrepreneurs to Canada and then trace
the evolution of a business from its conceptual stage to its start-up. They learn how companies, under the
leadership of a skilled management team, apply the functions of business (e.g., production, marketing,
accounting, communications, and human resources). By exploring the competitive workplace
environment in which businesses must operate, students develop an understanding of the demand for
highly skilled employees and strong customer service as businesses strive to serve their surrounding
communities.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,c,e 3b,c,d,f 4a,b,e,f 5a,b,e,g,h
7a,e,i.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship
Overall Expectations: RBV.01, 02,03; CCV.01,02,03,04,05; EPV.01,02,03.
Specific Expectations: RB1.02,03; RB2.02,03; RB3.02,03; CC1.01,02,03; CC2.02,03;
CC3.01,02,03; CC4.01,02,03,04,05,06; CC5.01; PF1.02; EP1.01,02,03,04; EP2.01,02,03,04;
EP3.01,02,03,04.
Activity Titles (Time + Sequence)
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Economic Scarcity and Productivity
Entrepreneurial Initiative
Assessing Your Entrepreneurial Traits
Generating & Evaluating Business Ideas
Marketing
Accounting Basics
Managing a Company
150 minutes
225 minutes
225 minutes
300 minutes
375 minutes
375 minutes
255 minutes
Unit Planning Notes
•
•
•
Parts of the unit requires the use of the computer lab or Library/Resource Centre and a VCR. The
teacher may want to pre-book these facilities and acquire the necessary videos and computer
software. Alternatively, the teacher may identify different resources that achieve the same
teaching/learning objectives.
Support materials such as old magazines and newspapers are required as well as supplies to cut and
paste (scissors and glue).
The school’s Guidance resources with respect to career planning have to be accessed to complete this
unit.
Unit 2 - Page 1
• Introduction to Business - Open
•
•
There are a number of overheads and assessment/evaluation tools to be created by the teacher. These
are straightforward and can be developed just prior to instruction.
The Corporate Profile: Analysing a Business unit continues to run concurrently and there are
suggested insertion points for this material.
Prior Knowledge Required
No prior knowledge of business is assumed.
Teaching/Learning Strategies
Teacher-Centred
Teacher-led review
Work/Task sheet
Board-work
Note-taking
Learner-Centred
Text referencing
Note-making
Demonstration
Self-Directed
Electronic media research
Computer-assisted learning
Visual organizers
Questionnaires
Socratic
Video
Overhead
Mnemonic (trigger recall)
Group discussion
Computer lab work
Bulletin boards
Interviews
Peer helping
Assessment and Evaluation
Diagnostic
• Skills Inventory Quiz
Formative
• Verbal Feedback
• Informal Observation
• Interview
• Mini-Presentations
• Quizzes
• Assignments and Reports
Summative
• Assignments
• Quiz
• Test
Resources
Print
James, E. Economics – A Problem Solving Approach. Toronto, Ontario: Prentice-Hall, 1996.
Lang, Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books, Inc., 1994.
Unit 2 - Page 2
• Introduction to Business - Open
One World To Share: When Faith & Economics Meet. Toronto, Ontario: M.S.S.B., 1990.
Rabbior, Gary. Teaching Strategies for Entrepreneurship Education. Toronto, Ontario: MET, 1998.
Video
Business Concepts video series. Toronto, Ontario: TV Ontario, 1984. 60 min.
Mickey Mouse Goes to Haiti: Walt Disney and the Science of Exploitation. Paris, Ontario: National
Labour Committee, 1996. 17 min.
Planning for Success. Video and CD-ROM. Toronto, Ontario: Canadian Foundation for Economic
Education, 1994. 20 min.
Spirit of Adventure video series. Toronto, Ontario: Canadian Foundation for Economic Education, 1991.
30 min.
The World of Business – A Canadian Profile video series. Scarborough, Ontario: Nelson Canada, 1997.
240 min.
Web Sites
Canadian General Accountants
http://www.cga-canada.org/
Canadian Institute of Chartered Accountants
http://www.cica.ca
Canadian Management Accountants
http://www.cma-canada.org/
Activity 1: Economic Scarcity and Productivity
Time: 150 minutes
Description
Students realize that the economizing dilemma is applicable at both individual and national levels. This
reality requires a respect for the evolving nature of resource inputs and their role as strategic factors in
the production of goods and services. It is shown how Canada must strike a balance between achieving
ideal economic goals while simultaneously promoting the development of a fair and admirable economic
system.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• present information and ideas clearly and honestly and with sensitivity to others (CGE 2c);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• make decisions in light of gospel values with an informed moral conscience (CGE 3d);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• work effectively as an interdependent team member (CGE 5a);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• respect the environment and use resources wisely (CGE 7i).
Unit 2 - Page 3
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Strand(s): Conducting Business in A Competitive and Changing Workplace, Personal Finance,
Entrepreneurship
Overall Expectations
• explain how current issues affect Canadian business (CCV.03).
Specific Expectations
• describe reasons for government policies and actions relating to regulation of markets and business
activity (e.g., environmental concerns, the need for product labelling, health and safety concerns, the
need for quality control, the need to ensure agricultural supply) (CC2.03)❖;
• analyse how technology has influenced the Canadian workplace (CC3.01);
• specify ways in which business activity can help or harm the environment (CC3.02);
• describe how different management approaches and styles can influence employee productivity
(CC4.06)❖;
• explain how fluctuating interest rates affect saving, investing, and spending decisions (PF2.05).
Planning Notes
• Teachers review the four macro-economic goals: equitable distribution of income, price stability, full
employment, and economic growth. (See Appendix 2.1.3 – The Economic Goal Thinking Grid.)
• Teachers should provide chart paper and markers.
• The teacher divides the class into groups of four prior to commencing the lesson.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Through a brainstorming exercise develop a list of our country’s economic needs and the economic
resource inputs that must be used to meet these goals.
2. Have students record a comprehensive list in their notebooks. The refined list of needs and resources
serves as the basis for a group activity designed to explore the changing nature of resource inputs.
The teacher should establish the point that just as individuals have needs and wants, so too does
Canada as a country. In this context, the economizing dilemma is reviewed and students move into
their groups of four.
3. Introduce the economic factors of production. Distribute Appendix 2.1.1 – Resource Worksheet to
each student. Working in groups, students list as many relevant ideas as possible below each resource
in Part A. They should be instructed to focus on current realities surrounding these resources.
4. The teacher posts four pieces of chart paper around the room labelled Land, Labour, Capital, and
Technology. Each member of each group is assigned a factor of production and is responsible for
recording responses on the designated chart.
5. The students discuss economic goals that Canada should strive towards.
6. Group discussions regarding broad economic goals serve as the basis for a teacher-led summary of
the four economic goals that should drive our economy. (These notes should be copied on Part B of
the Resource Worksheet handout.)
7. Present the Priority of Labour Principle using Appendix 2.1.2. Have students link this concept to the
relevancy of this activity.
8. The teacher conducts a Socratic lesson leading to the completion of Appendix 2.1.3 - The Economic
Goal Thinking Grid. It highlights the variables that impact our ability to meet our goals and the
opportunity costs associated with attempting to attain all goals simultaneously. This discussion
includes the potential role that governments play in the regulation of the factors of production.
Unit 2 - Page 4
• Introduction to Business - Open
Assessment/Evaluation Techniques
Formative
• Informal teacher observation
• Verbal feedback
• Appendix 2.1.1 – Resource Worksheet
• Appendix 2.1.3 – The Economic Goal Thinking Grid
Accommodations
• Refer to Accommodations Chart if required.
Resources
Print
James, E. Economics – A Problem Solving Approach. Toronto, Ontario: Prentice Hall, 1996.
One World To Share: When Faith & Economics Meet. Toronto, Ontario: M.S.S.B., 1990.
Appendices
Appendix 2.1.1 – Resource Worksheet Handout
Appendix 2.1.2 –The Priority of Labour Principle
Appendix 2.1.3 – Economic Goal Thinking Grid
Appendix 2.1.4 – Economic Goal Thinking Grid Solution
Activity 2: Entrepreneurial Initiative
Time: 225 minutes
Description
Students learn about important contributions made by Canadian entrepreneurs. Once the distinction
between inventions and innovations has been made, activities focus on famous Canadian inventions and
innovations. Students develop an understanding of how these opportunities gave rise to new businesses.
Strand(s) and Expectations
Ontario Catholic Graduate Expectations
Students will:
• listen actively and critically, to understand and learn in light of gospel values (CGE 2a);
• read, understand, and use written materials effectively (CGE 2b);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• demonstrate flexibility and adaptability (CGE 4b);
• work effectively as an interdependent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of self and others (CGE 5f).
Strand(s): Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Personal Finance, Entrepreneurship
Overall Expectations
• identify characteristics and skills associated with successful entrepreneurs (EPV.01);
• evaluate the roles and contributions of entrepreneurs (EPV.02)❖;
• analyse the importance of invention and innovation in entrepreneurship (EPV.03).
Unit 2 - Page 5
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Specific Expectations
• investigate opportunities for entrepreneurship within their school or community, using a variety of
techniques and methods (e.g., interviews questionnaires, research, networking), and evaluate these
opportunities (EP2.03);
• explain why a person or group of people may choose to establish one type of business rather than
another (e.g., consider start-up costs, availability of financing and skills, level of risk, complexity of
production, resource requirements, home-based businesses) (RB2.03)❖;
• identify various factors affecting business activity that have contributed to the success of Canadian
companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market
niche, ability to respond to change) (CC1.01)❖;
• explain how a business can be affected by the number and quality of competitors in a market
(CC2.02);
• describe the major factors that can influence a job’s income level (e.g., experience, education,
personal performance, uniqueness of abilities, success of the business) (PF1.02);
• explain how these characteristics and skills can be applied to any kind of entrepreneurial endeavour
(EP1.02)❖;
• describe the lives and accomplishments of a variety of Canadian entrepreneurs (EP1.03)❖;
• identify a variety of goods and services produced by entrepreneurs in their community or a nearby
community (EP2.02)❖;
• contrast the role of an inventor with that of an innovator and an entrepreneur (EP3.01)❖;
• describe a variety of Canadian inventions and innovations, and identify characteristics and skills of
Canadian entrepreneurs (EP3.02)❖;
• demonstrate how innovation has affected a variety of products over time (EP3.03)❖;
• describe how innovation and invention lead to the development and application of new technologies
(EP3.04)❖.
Planning Notes
Students should have access either to the Internet or the school’s Library/Resource Centre. There are
many entrepreneurship resources available. Teachers select the material best suited to their class.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Using Appendix 2.2.1 – Linking Inventions and Innovations, generate a discussion and a definition
for the terms invention and innovation. Lead class to conclude that the link between the two is
entrepreneurship.
2. Find a list of Canadian inventions/innovations and provide it to the students. Working in teams or
pairs students should select an invention/innovation and do research. They find out data such as the
name of the inventor/date/location and any other interesting facts. Next they determine the
appropriate broad category to which the invention/innovation belongs. These categories might be
medicine, transportation, entertainment, aerospace, technology, etc.
3. Students make a mini-presentation of their findings to the class and post their work on the bulletin
board as part of a display entitled Made in Canada. (See Appendix 2.2.2 – Made in Canada.)
4. Next, have students identify familiar local entrepreneurs. Use Appendix 2.2.3 – Sample
Questionnaire for Ask An Entrepreneur to show the variety of products and services offered by local
entrepreneurs and to explore the obstacles that entrepreneurs must overcome enroute to success.
5. Results are posted on another bulletin board as part of a display entitled Entrepreneurs Serving our
Community.
Unit 2 - Page 6
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Assessment/Evaluation Techniques
Formative
• Appendix 2.2.2 – Made in Canada (bulletin boards)
• Appendix 2.2.3 – Sample Questionnaire for Ask An Entrepreneur
Accommodations
• Where students cannot or may not leave the school property local entrepreneurs can be invited to
speak to the class.
• Where local entrepreneurs cannot be contacted students may view The Spirit of Adventure video
series.
• Gifted students could produce a video of their interviews to show to the rest of the class.
• Refer to the Accommodations Chart if required.
Resources
Print
Lang, Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books, Inc., 1994.
Rabbior, Gary. Teaching Strategies for Entrepreneurship Education. MET, 1998.
Video
Spirit of Adventure video series. Toronto, Ontario: Canadian Foundation for Economic Education, 1991.
30 min.
Appendices
Appendix 2.2.1 – Linking Inventions and Innovations
Appendix 2.2.2 – Made in Canada
Appendix 2.2.3 – Sample Questionnaire for Ask An Entrepreneur
Activity 3: Assessing Your Entrepreneurial Traits
Time: 225 minutes
Description
Students identify characteristics, traits, and skills of successful entrepreneurs. Through self-administered
quizzes, students assess their own entrepreneurial skills and traits. They learn that entrepreneurship
thrives in many different types of organizations. Students see that entrepreneurs are necessary for both
for-profit and not-for-profit organizations.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others
(CGE 4a);
• sets appropriate goals and priorities in school, work, and personal life (CGE 4e);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h).
Strand(s): Entrepreneurship
Overall Expectations
• evaluate the characteristics and skills associated with successful entrepreneurs (EPV.01)❖.
Unit 2 - Page 7
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Specific Expectations
• identify various factors affecting business activity that have contributed to the success of Canadian
companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market
niche, ability to respond to change) (CC1.01)❖;
• identify key employability skills (CC4.02)❖;
• describe the characteristics and skills often associated with successful entrepreneurs (EP1.01)❖;
• explain how these characteristics and skills can be applied to any kind of entrepreneurial activity
(EP1.02)❖;
• analyse their own entrepreneurial strengths and interests (EP1.04)❖.
Planning Notes
• The Planning For Success kit (video and CD-ROM) is required.
• Time in the computer lab should be scheduled.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Distribute Appendix 2.3.1 – Let’s Dance and preview it with students. Students then view the video
“Let’s Dance” from Planning for Success and complete the handout.
2. Ask students to list skills and traits for two of the featured entrepreneurs and have them identify
skills and traits shared by both. (See Appendix 2.3.2 – Double Cell Diagram.) Students post their
completed handout for other students to see. The whole class then discusses their differences of
opinion.
3. Identify a number of local entrepreneurs in the community. Use the previously posted work and
discussion to compare characteristics and traits of the young people examined with those of the
entrepreneurs in the local community.
4. Ask students to access the Planning for Success CD-ROM to compare their posted lists of skills and
traits with the one illustrated on the “4th floor” of Planning for Success.
5. Ask students to complete the entrepreneur’s quiz found on the CD-ROM. As a class discuss the
results. What are skills they should try to acquire if they are to become entrepreneurs? Show students
how to build a graphic organizer that lists the skills they have yet to acquire, the activities they need
to do in order to acquire such skills, and a timeline for doing so.
Assessment/Evaluation Techniques
Diagnostic
• Entrepreneur’s quiz – Planning for Success CD-ROM
Formative
• Appendix 2.3.1 – Let’s Dance
• Appendix 2.3.2 – Double Cell Diagram
• Skills acquisition plan
Accommodations
• Refer to Accommodations Chart if required.
Resources
Print
Lang, Jim. Making Your own Breaks. Toronto, Ontario: Trifolium Books Inc., 1994.
Unit 2 - Page 8
• Introduction to Business - Open
Video
Planning for Success. Video and CD-ROM. Toronto, Ontario: Canadian Foundation for Economic
Education, 1995. 20 min.
Appendices
Appendix 2.3.1 – Let’s Dance
Appendix 2.3.2 – Double Cell Diagram
Activity 4: Generating and Evaluating Business Ideas
Time: 300 minutes
Description
Students learn how entrepreneurs identify opportunities that have potential to become sources of
entrepreneurial ideas. By examining entrepreneurs in the context of community, students discover how
entrepreneurs are able to not only turn their ideas into viable business ventures but also provide valuable
services to their communities.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology
and information systems to the quality of life (CGE 2e);
• think reflectively and creatively to situations and solve problems (CGE 3c);
• examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society (CGE 3f);
• act morally and legally as a person formed in Catholic traditions (CGE 7a).
Strand(s): Role and Impact of Business, Entrepreneurship
Overall Expectations
• demonstrate an understanding of how businesses respond to needs, wants, and demands (RBV.01)❖;
• analyse the importance of invention and innovation in entrepreneurship (EPV.03)❖.
Specific Expectations
• explain how needs, wants, and demand create opportunities for business (RB1.02)❖;
• compare the features of sole proprietorships, partnerships, and corporations (public, private, and
Crown), and cooperatives (RB2.01)❖;
• describe how businesses can generate wealth, jobs, and incomes, and how they can influence
standards of living (RB3.01)❖;
• describe how entrepreneurs discover opportunities in peoples’ needs, wants, and problems
(EP2.01)❖;
• identify a variety of goods and services produced by entrepreneurs in their community or in a nearby
community (EP2.02)❖;
• investigate opportunities for entrepreneurship within their school or community using a variety of
techniques and methods (e.g., interviews, questionnaires, research, networking) (EP2.03)❖;
• identify the human and financial resources necessary to create a venture base on one or more
opportunities and ideas discovered within their school community (EP2.04)❖.
Unit 2 - Page 9
• Introduction to Business - Open
Planning Notes
• This activity requires the continued use of a computer lab to access the Planning for Success CDROM.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Students access the Planning for Success CD-ROM and work through the “opportunities floor”.
2. In order to demonstrate techniques in spotting opportunities, students identify common problems and
then show how solving these problems represent opportunities. (See Appendix 2.4.1 – Spotting
Opportunities.)
3. Working in pairs, students develop questionnaires and use them as they try to determine what
entrepreneurial opportunities exist within their community or within their school.
4. In the same pairs students brainstorm the opportunities they found in order to find an entrepreneurial
idea to fill a perceived need or want or to solve a problem.
5. One of the first tasks in planning a business is to describe the form of business organization that the
new venture uses. Show students excerpts from the Business Concepts video series that relate to
business ownership. Students complete Appendix 2.4.2 – Forms of Business Organization
Comparison Chart.
6. Finally, lead students through a discussion that produces a list of the steps required to bring a
business from an idea to a reality.
Assessment/Evaluation Techniques
Formative
• Appendix 2.4.1 – Spotting Opportunities
• Appendix 2.4.2 – Forms of Business Organization Comparison Chart
Summative
• Test – teacher-developed
Accommodations
• For students unable to visit their local communities, videos and case studies can be employed to
illustrate how entrepreneurs are opportunity hunters.
• For further recommendations, please refer to the accommodations chart.
Resources
Print
Lang, Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books Inc., 1994.
Video
Business Concepts video series. Toronto, Ontario: TV Ontario, 1984. 60 min.
Planning for Success. Video and CD-ROM. Toronto, Ontario: Canadian Foundation for Economic
Education, 1995. 20 min.
Appendices
Appendix 2.4.1 – Spotting Opportunities
Appendix 2.4.2 – Forms of Business Organization Comparison Chart
Unit 2 - Page 10
• Introduction to Business - Open
Activity 5: Marketing
Time: 375 minutes
Description
Students develop an understanding of the importance of the marketing mix (price, place, product, and
promotion). Students learn how the marketing mix is determined by characteristics of the target market.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• set appropriate goals and priorities in school, work, and personal life (CGE 4e);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• work effectively as an interdependent team member (CGE 5a);
• think critically about the meaning and purpose of work (CGE 5b);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h).
Strand(s): Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace
Overall Expectations
Students will:
• analyse the major factors influencing the success of Canadian business. (CCV.01)❖;
• explain how businesses are affected by variation in market conditions and environments for
conducting business (CCV.02);
• explain the role of marketing and accounting in business (CCV.05)❖.
Specific Expectations
• compare the ways in which different companies address similar consumer needs and wants
(RB1.03)❖;
• compare levels of customer service and quality of goods and services among a variety of competing
companies (CC1.02)❖;
• explain how a business can be affected by the number and quality of competitors in a market
(CC2.02);
• describe a variety of business career paths (CC4.03);
• describe the role and effectiveness of advertising, display, distribution, research, packaging, and
selling methods in marketing a product (CC5.01)❖.
Planning Notes
• This activity provides an excellent opportunity to integrate the corporate profile (e.g., investigating
the marketing mix of their selected corporation).
• Acquire examples of sales promotion devices (e.g., samples, premiums, contests, POP).
• Provide old issues of magazines and newspapers for students to read, cut, paste, and/or scan.
• Schedule Student Services to discuss career options in the field of marketing.
Unit 2 - Page 11
• Introduction to Business - Open
Prior Knowledge Required
• Students should be familiar with the use of a scanner.
Teaching/Learning Strategies
1. Bring in an array of popular national brand products. Discuss which consumers would most likely
purchase these products. Define target market. Explain that market research is utilized to identify
target markets. Provide demographic data.
2. Define the Four Ps of marketing: the right product, at the right price, in the right place, and the use of
the right promotion. Using a couple of the national brand products, discuss the contents, name,
serving size, and packaging. Discuss where to buy each product. Point out possible distribution
channels (e.g., Producer – Wholesaler – Retailer -- Consumer) and provide a brief explanation and
illustration for each. Discuss if you have seen each product in various media. Define promotion.
Ensure that you differentiate between advertising and sales promotion. Provide examples of
advertising mediums and sales promotion devices. Discuss the price of each product. Outline what
types of costs and expenses must be factored into the price of each product. Discuss profit margin
(i.e., the difference between cost/unit and retail price/unit). In pairs, students apply the four Ps to the
remainder of the national brand products. Collect their scripted work for assessment.
3. Show the video “Wike versus Wonder Wagon” from The World of Business video series (15 min).
Create a student question sheet for students to complete during the video. Discuss.
4. Have students list any food product that they have recently purchased and identify its direct
competitor. Apply the Four Ps to each. For example, have students each bring in a product and, in
pairs, address each element of the Four Ps. Identify the price they paid for each product and the direct
competitor’s price. If there is a price differential, isolate why (e.g., sales promotion). Examine the
contents/packaging of the product. Isolate similarities/differences. Locate advertisements for the
products in question from newspapers, magazines, and the Internet. Examine similarities/differences.
Finally, identify where the products can be purchased. To recap, provide students with a definition of
marketing and how the four Ps are interrelated. (See Appendix 2.5.1 – Recap Sheet.)
5. Have students compile the above information in a four Ps report. Students should scan, cut and paste,
or clip from the Internet advertising items into their report to enhance the professionalism of their
work. Students declare and justify which company more effectively addresses the needs/wants of the
target market consumer in their report. (See Appendix 2.5.2 – Four Ps Report.)
6. Schedule Student Services to identify key marketing career paths.
7. A quiz should be created to ascertain students’ knowledge of elements outlined in this activity. Use
Appendix 2.5.3 – Four Ps of Marketing Rubric to build the quiz.
Assessment/Evaluation Techniques
Formative
• Appendix 1.5.8 - Informal Observation Rubric
• Video question sheet for “Wike versus Wonder Wagon”
Summative
• Assignment – Four Ps report
• Quiz – teacher-developed
Accommodations
• Refer to Accommodation Chart if required.
Unit 2 - Page 12
• Introduction to Business - Open
Resources
Video
Wilson, Jack and David Notman. The World of Business Video Series, “Wike versus Wonder Wagon”.
Scarborough, Ontario: ITP Nelson, 1997. 15 min.
Appendices
Appendix 2.5.1 – Recap Sheet
Appendix 2.5.2 – Four Ps Report
Appendix 2.5.3 – Four Ps of Marketing Rubric
Activity 6: Accounting Basics
Time: 375 minutes
Description
Students understand the need for accounting in their personal lives as well as for businesses. They finish
this activity with a basic understanding of the purpose of the balance sheet and the income statement.
Analysis of different accounting professions re-emphasizes the importance of accounting as an integral
function of business.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• create, adapt, and evaluate new ideas in light of the common good (CGE 3b);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• set appropriate goals and priorities in school, work, and personal life (CGE 4e);
• think critically about the meaning and purpose of work (CGE 5b);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h).
Strand(s): Conducting Business in a Competitive and Changing Workplace
Overall Expectations
• analyse the major factors influencing the success of Canadian business (CCV.01)❖;
• explain the role of marketing and accounting in business (CCV.05)❖.
Specific Expectations
• describe a variety of business career paths (CC4.03);
• describe how effective accounting and financial statements contribute to the success of a business
(CC5.02).
Planning Notes
• This is an excellent time to integrate the corporate profile.
• Students must have access to their corporate web site or annual report.
• Teachers should be prepared to discuss the rules created by governing bodies that require assets,
liabilities, and equity to be managed in an ethical fashion.
Unit 2 - Page 13
• Introduction to Business - Open
Prior Knowledge Required
• Students are familiar with spreadsheet software.
Teaching/Learning Strategies
1. Provide students with a formal definition of the term accounting. Define the two terms: assets and
liabilities. Gather a personal inventory list of assets and liabilities from the class. Write all responses
on the board under the separate titles of assets and liabilities. Introduce the fundamental accounting
equation by creating the formula under each heading. Include the definition of Owner’s Equity.
Discuss the importance of keeping track of what one owns and owes. Indicate what businesses use to
do the same task (balance sheet).
2. Use Appendix 2.6.1 – Simple Balance Sheet to illustrate a simple balance sheet. Ensure that students
have a copy to edit. Highlight the different types of assets and liabilities. Differentiate between
current and fixed assets, and short-term and long-term liabilities. Discuss the order of liquidity and
order of urgency. Illustrate the fundamental accounting equation.
3. Provide students with a handout that randomly lists assets and liabilities for a business. Students
prepare a simple balance sheet from this list.
4. Assign similar exercises to be completed on their own using spreadsheet software.
5. Introduce the concepts of revenue, expenses, and profitability. Present and discuss a simple income
statement for a service business. Students independently complete an additional exercise involving
the preparations of an income statement.
6. Introduce the concept of Cost of Goods Sold (CGS) for a merchandising business by presenting and
discussing a condensed merchandising business income statement. (See Appendix 2.6.2.)
7. Students complete a similar exercise on their own using spreadsheet software.
8. Students complete an assignment that has them create a simple balance sheet and income statement
for a fictional company utilizing spreadsheet software.
9. Use the Internet to allow students to investigate career paths in accounting. (See Resources for
Internet addresses.)
10. Students complete a test at the end of the activity. (See Appendix 2.6.3 – Accounting Test.)
Assessment/Evaluation Techniques
Formative
• In-Class Assignments – The balance sheet and income statement
Summative
• Appendix 2.6.3 – Accounting Test
Accommodations
• Students may want to preview or review accounting terms by watching the accounting video created
by TVO.
• Pairing students at the computer may address individual special needs.
• Assign more or less problems to student ability.
• Refer to Accommodations Chart if required.
Unit 2 - Page 14
• Introduction to Business - Open
Resources
Video
Business Concepts video series. Toronto, Ontario: TV Ontario, 1984. 60 min.
Web Sites
Canadian General Accountants
http://www.cga-canada.org/
Canadian Institute of Chartered Accountants
http://www.cica.ca
Canadian Management Accountants
http://www.cma-canada.org/
Appendices
Appendix 2.6.1 – Simple Balance Sheet
Appendix 2.6.2 – Condensed Merchandising Business Income Statement
Appendix 2.6.3 – Accounting Test
Activity 7: Managing a Company
Time: 255 minutes
Description
Through discussion and brainstorming, students realize that profitable companies can be ethical and
socially responsible towards consumers, employees, suppliers, and the community. Students learn and
apply the basics of successful management practices.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• present information and ideas clearly and honestly and with sensitivity to others (CGE 2c);
• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media,
• technology and information systems to quality of life (CGE 2e);
• create, adapt, and evaluate new ideas in light of the common good (CGE 3b);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• set appropriate goals and priorities in school, work, and personal life (CGE 4e);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• work effectively as an interdependent team member (CGE 5a);
• think critically about the meaning and purpose of work (CGE 5b);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h);
• witness Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful, and compassionate society (CGE 7e).
Unit 2 - Page 15
• Introduction to Business - Open
Strand(s): Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace
Overall Expectations
• evaluate the impact of business on their community (RBV.03)❖;
• analyse the major factors influencing the success of Canadian business (CCV.01)❖;
• explain how current issues affect Canadian business (CCV.03);
• explain the importance and role of human resources and sound management in business (CCV.04)❖.
Specific Expectations
• distinguish the various ways in which business activity can affect the quality of life (e.g., level of
income, products available, environmental impact, stress in the workplace) (RB3.02);
• identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that
affect personal health, safety, work enjoyment) (CC1.03);
• analyse how technology has influenced the Canadian workplace (CC3.01);
• specify ways in which business activity can help or harm the environment (CC3.02);
• determine the importance of ethics and social responsibility in business (CC3.03)❖;
• describe the function of human resources and effective people management (CC4.01)❖;
• describe a variety of business career paths (CC4.03);
• compare the rights and responsibilities of employees and employers (CC4.04)❖;
• describe the role of management in business (CC4.05)❖;
• describe how different management approaches and styles can influence employee productivity
(CC4.06)❖.
Planning Note
• This is an excellent time to integrate the corporate profile.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Define the terms organization and manager. Illustrate the traditional hierarchical structure of
management in a company (e.g., Top Level – CEO, President, Vice-President; Middle Level –
Marketing Manager, Production Manager, Human Resource Manager; Lower Level – Supervisor,
Foreman). The teacher should point out how information technology, with its instant and unique flow
of information, is changing this structure and replacing it with hierarchies consisting of hubs, webs,
and matrixes.
2. Form groups of three students. Brainstorm ten things that a manager can do to promote employee
productivity. Define productivity. List and discuss all generated solutions on the board. Identify the
points that promote the highest quality of work life (e.g., adequate and fair pay for a job well done,
safe and healthy working conditions, room to grow and progress in a career, support for family, and
protection of individual rights).
3. With students, identify a company in the community that they feel is not promoting a high quality of
work life. Have students provide solutions.
4. From a moral perspective, ask students to address who decides what is right and wrong. This leads to
a discussion of business ethics. In pairs, students list five things that they think a business can do
which is considered unethical or immoral. Discuss and, as a class, identify examples of companies
that act ethically or morally. Give concrete examples such as companies that attempt to find jobs or
set up interviews for their departing employees. This discussion should lead to the definition of
social responsibility. (See Unit 5 – The Corporate Profile: Analysing a Business.) Provide
Unit 2 - Page 16
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5.
6.
7.
8.
9.
illustrations of companies that have demonstrated social responsibility. Students may want to use the
company they are profiling as a part of the concurrent Corporate Profile unit.
Show the video Mickey Mouse Goes to Haiti. Discuss how Disney might be accused of not being
socially responsible. Define the term sweat shop. Direct the class to write a letter or e-mail to the
CEO of a company that they feel is not socially responsible.
Create an overhead to identify the four major functions of management: Planning, Organizing,
Leading, and Controlling. Discuss and develop definitions. Distribute a handout that includes those
definitions and identifies other management terms such as the definition of planning, short- and longterm planning, and contingency planning. Ensure that the role of the Human Resources Department is
included in the discussion of the Organizing function. Use a matching exercise to cover the Leading
function by identifying the following leadership styles: Directive, Supportive, Participatory, and
Laissez Faire. (See Appendix 2.7.1 – Leadership Matching Exercise.) Focus on the terms budgets,
balance sheet, and income statement as major elements of discussion for the Controlling function.
In groups of four, students list and explain what concerns they would have regarding the operation of
a school dance. The basis of discussion is the four functions of management.
Each group hands in a management report that outlines a sequenced implementation plan for a
hypothetical school dance. (See Appendix 2.7.2 – Implementation Plan.)
Create a quiz to ascertain students’ knowledge of the elements outlined in this activity.
Assessment/Evaluation Techniques
Formative
• Letter or e-mail to CEO
• School dance management report
Summative
• Quiz – teacher-developed
Accommodations
• Refer to the Accommodations Chart if required.
Resources
Video
Mickey Mouse Goes to Haiti: Walt Disney and the Science of Exploitation. Paris, Ontario: National
Labour Committee, 1996. 17 min.
Appendices
Appendix 2.7.1 – Leadership Matching Exercise
Appendix 2.7.2 – Implementation Plan
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Appendix 2.1.1
Resource Worksheet
Part A
•
Land
e.g., land is not as
available as it used
to be in busy cities
•
Labour
e.g., huge
increases in wages
are not typical in
today’s society
•
Capital
e.g., the rate at
which machines
become out of date
is accelerating
•
Technology
e.g., technology is
causing job loss for
many people within
our society
Part B: Our Four Economic Goals
•
•
•
•
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Appendix 2.1.2
The Priority of Labour Principle
The rights of working people
take priority over the
maximization of profits and
take precedence over both
capital and technology
in the production process.
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Appendix 2.1.3
The Economic Goal Thinking Grid
Economic Goal
Variable(s) Impacting our
Ability to Reach the Goal
Opportunity Cost(s)
Associated with Trying to
Attain the Goal
Simultaneously to Others
Economic Growth
Price Stability
High Employment Levels
Equal Distribution of Income
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Appendix 2.1.4
The Economic Goal Thinking Grid (Solution)
Economic Goal
Variable(s) Impacting Our Ability
to Reach the Goal
Opportunity Cost(s) Associated
with Trying to Attain The Goal
Simultaneously to Others
• Although we may achieve
economic growth we may also be
neglecting our environment.
There is a direct relationship
between extra output and
pollution levels.
• Once we cool off inflationary
pressures and the spending such
pressures generate, we will
inevitably experience some
degree of unemployment.
Economic Growth
•
Price Stability
•
High Employment
Levels
•
Low interest rates charged by
banks encourage borrowing and
generate spending and
employment.
•
Low interest rates also encourage
debt formation. The spending
which results will inevitably
cause some inflation.
Equal Distribution of
Income
•
Government policies in the area
of social programs have a major
impact on the way wealth is
distributed.
•
The pursuit of this goal may
cause tension between people of
different income groups within
our society.
Unit 2 - Page 21
Our ability to compete within
the world market has a strong
impact on our domestic growth.
What foreign countries produce
and trade specifically impacts
our economic growth.
High interest rates charged by
banks deters spending which, in
turn, should cool off inflation.
• Introduction to Business - Open
Appendix 2.2.1
Linking Inventions and Innovations
INVENTION:
The development of a new concept, idea, product, or process that has never existed or been tried. Some
inventions never make it to market.
Examples:
INNOVATION:
The application of an invention to a new and different use.
Examples:
ENTREPRENEURSHIP:
The mobilization of resources to provide others a new good or service that applies an innovation to meet
some widespread or common need, want, or problem.
Examples:
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Appendix 2.2.2
Made in Canada
Product Researched:
Type of Product:
Is this an invention or an innovation? Explain.
Product Features or Benefits:
When was it developed?
Where?
By who? Include a brief biography of this entrepreneur.
Why is/was this invention/innovation important to Canada?
Description of the Invention/Innovation.
Unit 2 - Page 23
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Appendix 2.2.3
Sample Questionnaire for Ask An Entrepreneur
Part A
Name of Entrepreneur:
Name of Business Venture:
Address of Business:
Date of Interview:
Interviewed by:
Interview Questions:
1. What product or service do you sell?
2. How long have you been in this business?
3. Why did you start this venture?
4. Why did you think that there would be an opportunity for you to develop this type of business
5. Please relate three of the main obstacles that you had to overcome before you got started.
(a)
(b)
(c)
6. Would you call yourself an entrepreneur? Why? Why not?
7. What do you enjoy most about your business?
8. What is the most difficult aspect of your business?
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Appendix 2.2.3 (Continued)
Sample Questionnaire for Ask An Entrepreneur
PART B
Using the scoring method where 3 = most important, 2 = important, 1 = not very important, rank how
important YOU think it is for an entrepreneur to:
have self-knowledge: likes, abilities, strengths, and weaknesses
have the ability to learn from mistakes and use experience
be self-confident and have self-esteem
be able to set clear, high goals
need to achieve
want to be rich
be persistent
be a risk taker
be a gambler
be a team builder
be a loner
be honest
work hard and be a self-starter
be a dreamer
love life
a) What’s the best thing about being an entrepreneur?
b) What’s the worst thing?
c) What kinds of skills do you use most in your business?
d) Which of these skills did you have to learn since starting this business?
e) What advice would you give to a person who would like to become an entrepreneur?
Unit 2 - Page 25
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Appendix 2.3.1
Let’s Dance
This video profiles three different types of entrepreneurial ventures. Fill in the worksheets while you are
viewing the video. The video will be paused at certain intervals to allow you to complete the necessary
details.
ENTREPRENEUR #_________
NAME OF ENTREPRENEUR:
THE TYPE OF VENTURE:
ABOUT THE ENTREPRENEUR
PERSONAL CHARACTERISTICS
SKILLS:
ABOUT THE VENTURE
FACTORS THAT MADE THIS BUSINESS A SUCCESS:
Unit 2 - Page 26
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Appendix 2.3.2
Double Cell Diagram
INSTRUCTIONS:
Compare and contrast two of the entrepreneurs profiled in the video Let’s Dance by completing the chart
below. Extra symbols may be added if necessary.
SIMILAR FEATURES
(Characteristics and Skills)
DIFFERENCES
Unit 2 - Page 27
DIFFERENCES
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Appendix 2.4.1
Spotting Opportunities
Entrepreneurs have the ability to identify situations that have potential to become opportunities.
Once opportunities have been recognized, an idea must be found to fill the need or want created by that
opportunity.
Several situations are given below. Identify the opportunity this situation presents and then think of an
idea that could fill the need or want created.
1
Situation
Hot chocolate won’t stay hot
on a cold day.
2
Bicycle theft is increasing.
3
Referee’s whistle won’t work
at a crucial point in a game.
4
There are not enough farm
workers to pick the
strawberry crop.
Students can’t seem to get all
their books, coats, and bags
into their lockers.
More mothers are working.
5
6
7
Opportunity
Something is needed to keep
the hot chocolate hot.
Idea
Thermal, insulated mugs
Suitcases are too heavy to
carry.
8
9
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Appendix 2.4.2
Forms of Business Organization Comparison Chart
Type of
Business
Organization
Sole
Proprietorship
Start-Up
Requirements
Owners
Management
Liability
Profits
Partnership
Corporation
(Private)
Corporation
(Public)
Co-operative
Crown
Corporation
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Appendix – 2.5.1
Recap Sheet
Marketing is...
a system...
designed to...
something of value...
for the benefit of...
to achieve...
Unit 2 - Page 30
for business activities
plan, price, promote, and distribute
want-satisfying products, services, and ideas
the target market – present and potential consumers or business users
the organization’s objectives
• Introduction to Business - Open
Appendix - 2.5.2
Four Ps Report
Instructions:
I.
In a two-page report, compare any food product and a direct competitor’s version. Your report should
be segmented into five parts:
• Product – e.g., identify manufacturer/name, examine the contents and the packaging of the
product
• Price – e.g., price of each product, price differential, rationale for price difference
• Promotion – e.g., locate advertisements for the products, examine similarities/differences
• Place – e.g., identify where the products can be purchased
• Conclusions – e.g., justify which company has more effectively addressed the Four Ps
II. The report must be typed. Feel free to use the Internet or a scanner to insert advertisements into your
report to enhance its overall appearance.
Evaluation:
Product
Price
Place
Promotion
Conclusions
Unit 2 - Page 31
5
5
5
5
10
30 marks
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Appendix 2.5.3
Four Ps of Marketing Rubric
Categories
Knowledge and
Understanding
-knowledge and
understanding of each
of the 4 Ps
Thinking/Inquiry
thinking skills
required when
rationalizing the
differences/similaritie
s between each
company’s application
of the 4 Ps
Level 3
Level 4
- demonstrates
- demonstrates
thorough
considerable
knowledge and
knowledge and
understanding of understanding of
the 4 Ps
the 4 Ps
- demonstrates
- demonstrates
advanced
considerable
thinking skills
thinking skills
when
when
rationalizing the
rationalizing the
differences/
differences/
similarities
similarities
between each
between each
company’s
company’s
application of the application of the
4 Ps
4 Ps
- communicates
- communicates
- communicates
Communication of
which company
which company
which company
Knowledge, Ideas,
has more
has more
has more
and Skills
effectively
effectively
effectively
written
addressed the 4
addressed the 4
addressed the 4
communication of
Ps with a high
Ps with
Ps with limited
which company has
degree of clarity
considerable
clarity
more effectively
clarity
addressed the 4 Ps
- applies the 4 Ps - applies the 4 Ps - applies the 4 Ps - applies the 4 Ps
Application
effective application
when identifying when identifying when identifying when identifying
of the 4 Ps when
and justifying its and justifying its and justifying its and justifying its
use with a high
use with
identifying and
use with limited
use with
degree of
considerable
justifying its use
effectiveness
moderate
effectiveness
effectiveness
effectiveness
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 2 - Page 32
Level 1
- demonstrates
limited
knowledge and
understanding of
the 4 Ps
- demonstrates
limited thinking
skills when
rationalizing the
differences/
similarities
between each
company’s
application of the
4 Ps
Level 2
- demonstrates
some knowledge
and
understanding of
the 4 Ps
- demonstrates
some evidence of
thinking skills
when
rationalizing the
differences/
similarities
between each
company’s
application of the
4 Ps
- communicates
which company
has more
effectively
addressed the 4
Ps with some
clarity
• Introduction to Business - Open
Appendix 2.6.1
Simple Balance Sheet
E. MURRAY WINDOW CLEANING COMPANY
BALANCE SHEET
DECEMBER 31, 2000
Assets
Cash
Accounts Receivable
T. Cobb
H. Wagner
Supplies
Equipment
Truck
$3 000
420
75
900
10 000
35 000
Liabilities
Accounts Payable
S.J. Jackson Bleech Products
M. Cochrane Auto Shop
Loan Payable
W. Johnson Finance
Total Liabilities
Owner’s Equity
E. Murray, Capital
$ 49 395
$
124
475
7 000
7 599
41 796
$49 395
Appendix 2.6.2
Condensed Merchandising Business Income Statement
MURRAY’S CONVENIENCE STORE
INCOME STATEMENT
YEAR ENDED, DECEMBER 31, 2000
REVENUE
SALES
COST OF GOODS
GROSS PROFIT
EXPENSES
ADVERTISING
CAR
HEAT
HYDRO
TELEPHONE
RENT
WAGES
TOTAL EXPENSES
$160 000
58 000
$102 000
$ 6 000
8 000
2 000
900
500
20 000
32 000
$ 69 400
NET INCOME $ 32 600
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Appendix 2.6.3
Accounting Test
CLASSIFYING ASSETS, LIABILITIES, REVENUES, AND EXPENSES (10 marks)
Identify each item below as an asset or liability by placing a check mark in the appropriate column.
ITEM
Land
Wages
Furniture
Bank Loan
Advertising
Office Equipment
Merchandise Sales
Money Owing to M.
Bossy
Heat and Hydro
Money Owed by a
Customer
REVENUE
EXPENSE
ASSET
LIABILITY
APPLICATION (25 Marks)
1. Use the fundamental accounting equation or the Profit Equation for a service business to find the
missing item in each of the following: (5 marks)
a) A = $45 000
L = $10 000
OE =
b) A = $32 000
L=
OE = $14 000
c) A =
L = $6 900
OE = $5 000
d) R = $50 000
E = $22 000
P=
e) R =
E = $15 000
P = $35 000
Unit 2 - Page 34
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Appendix 2.6.3 (Continued)
Accounting Test
2. On December 31, 2000, the assets and liabilities for Terry Hughes Landscaping Service were as
follows:
Bank Loan
15 000
Building
55 000
Cash
500
Computer Equipment
11 000
Land
20 000
Money Owed to the Business from M. Richard
1 300
Money Owed by the Business to S. Savard
2 400
Mortgage
30 000
Office Supplies
250
Calculate T. Hughes’ equity as of December 31, 2000. Use proper accounting format to prepare the
company’s simple balance sheet (on columnar paper). (10 marks)
3. On January 30, 2000, the revenue, cost of goods sold, and expense accounts for Kids “R” Us were as
follows:
Sales
Advertising Expense
Wages Expense
Truck Expense
Telephone Expense
Rent Expense
Utilities Expense
Cost of Goods Sold
$230 000
2 600
55 000
30 000
1 000
25 000
8 500
90 000
Prepare a condensed merchandise income statement (on columnar paper). (10 marks)
SHORT ANSWER (5 Marks)
1. What moral obligation does an owner of a business have to his/her partners, employees, and
creditors? In your response, include the purchase of assets, the payment of liabilities, and the purpose
of operating a for-profit business.
Unit 2 - Page 35
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Appendix 2.7.1
Leadership Matching Exercise
Match statements in Column A to the associated leadership style in Column B.
COLUMN A
a) Letting subordinates know what is expected.
COLUMN B
Directive Leadership Style
b) Showing concern for the status, well-being, and needs of
subordinates.
c) Consulting with subordinates.
Participative Leadership Style
d) Allows employees to practically run the business on their
own.
e) Schedules the work to be done.
f) Doing little things to make the work more pleasant.
g) Allows employees a certain amount of decision-making
power.
h) The employees devise their own work schedule.
i) Avoids conflict with employees.
j)Employees are expected to follow orders.
Supportive Leadership Style
Laissez-Faire Leadership Style
Answers
Directive a, e, j
Supportive b, f, i
Participative c, g
Laissez-Faire d, h
Unit 2 - Page 36
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Appendix 2.7.2
Implementation Plan
PART A – PLANNING (10 marks)
Objective(s):
Strategy(s):
Operational Plan(s):
PART B – ORGANIZING (6 marks)
Duties:
Unit 2 - Page 37
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Appendix 2.7.2 (Continued)
Implementation Plan
Resources Needed:
PART C – LEADING (6 marks)
Authority/Power given to each member:
Motivational Incentives used to meet Objectives:
PART D – CONTROLLING (8 marks)
Budget/Expenditures:
Evaluation of Implementation Plan:
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Unit 3: The Creation of Wealth: More Than Managing Money
Time: 26.25 hours
Unit Description
In this unit students demonstrate an understanding of the value of money through skill development in
personal banking, budgeting, and financial planning. They identify and evaluate the range of products
offered by major Canadian financial institutions. Students investigate the impact that businesses have on
the quality of life of the individual, the family, and the community. They extend their newly acquired
personal financial skills to explore the role that finance has in the operation of a business.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,d 3d,e 4a,b,c,e,f,g 5a,b,e,f,g 6a,c
7a,i.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Personal Finance
Overall Expectations: RBV.03; CCV.01,03,05; PFV.01,02,03.
Specific Expectations: RB3.01,02,04; CC1.01,03; CC3.01; CC4.05; CC5.02; EP3.03; PF1.01,02,03,
PF2.01,02,03,04,05,06,07,08,09; PF3.01,02,03.
Activity Titles (Time + Sequence)
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Functions of Money
The Use and Abuse of Credit
Saving and Investing
Personal Planning
The Influence of Business on Communities
225 minutes
300 minutes
300 minutes
450 minutes
300 minutes
Prior Knowledge Required
No prior knowledge of business is assumed.
Unit Planning Notes
•
•
Teachers book guest speakers (Credit Bureau, Banks, Municipal Officials, etc.) ahead of time.
Teachers should book dates and time in the computer lab or the school’s Library/Resource Centre for
Activities 2, 4, and 5.
Unit 3 - Page 1
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Teaching/Learning Strategies
Teacher-Centred
Teacher-led review
Work/task sheet
Board work
Note-taking
Direct instruction
Socratic
Overhead
Learner-Centred
Text referencing
Note making
Case studies
Interviews
Self-Directed
Publishing and sharing
Electronic media research
Visual organizers
Group discussion
Computer lab work
Peer helping
Role playing
Guest speaker
Assessment and Evaluation
Formative
• Informal and Formal Observation
• Participation (Guest speaker presentations)
• In-class and Out-of-class Assignments
Summative
• Calculating Interest Assignments
• Internet Research Assignment
• Spreadsheet Personal Budget Assignment
• Quizzes
• Test
Resources
Print
Brand, Margaret and Ann Sparks. Success in the Workplace. Mississauga, Ontario: Copp Clark Pitman
Ltd., 1990.
Choices and Decisions: Taking Charge of Your Life. Toronto, Ontario: VISA Canada Association, 1996.
Murphy, Terry G., Rob Kelley, Roy McMilan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Murphy, Terry G., Rob Kelley, Roy McMilan, and Jack Wilson. The World of Business: A Canadian
Profile (Student Workbook), Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Web Sites
AccuRate
http://www.accu-rate.ca/ratecard1/GRIU.htm
Bank of Montreal
http://www.bmo.com
Bank of Nova Scotia
http://www.scotiabank.ca
Unit 3 - Page 2
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Canadian Imperial Bank of Commerce
http://www.cibc.com
Credit Union Central of Ontario
http://www.cuco.com
Currency Converter
http://www.xe.net/ucc/
Royal Bank of Canada
http://www.royalbank.com
Royal Canadian Mint
http://www.rcmint.ca/en
Toronto Dominion Bank
http://www.tdbank.com
Activity 1: Functions of Money
Time: 225 minutes
Description
This activity is designed to allow students to explore the various types of currencies and reasons why
they are universally accepted. They derive reasons why people demand money and how this impacts their
daily lives at the present time and in the years to come.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• make decisions in light of gospel values with an informed moral conscience (CGE 3d);
• demonstrate flexibility and adaptability (CGE 4b);
• work effectively as an interdependent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e).
Strand(s): Personal Finance
Overall Expectations
• develop skills in managing personal income effectively, such as skills in budgeting, planning, saving,
and investing (PVF.02).
Specific Expectations
• distinguish the various ways of using income (e.g., spending, saving, investing, donating) (PF2.01)❖;
• identify the types of expenses, including taxes, that individuals and households typically incur
(PF2.02)❖.
Planning Notes
• The teacher should provide chart paper and markers.
• Book a computer lab with Internet access prior to delivering this activity.
Prior Knowledge Required
• Students are familiar with the use of an Internet web browser.
Unit 3 - Page 3
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Teaching/Learning Strategies
1. Each student is to complete Appendix 3.1.1 – The Internet Research Exercise, relating international
currencies as mediums of exchange and stores of value.
2. Students list reasons why they need to keep money in their wallets or in a bank account. In pairs,
students share their ideas to ensure that each student has a comprehensive list.
3. Pairs brainstorm reasons why their parents keep money in their wallets and/or in their bank accounts.
They write their reasons for each scenario on chart paper and post them.
4. The posted sheets serve as the basis for a teacher-led discussion and definitions for the following
terms: investing, donating, expenses, income, and income tax.
5. Students complete Appendix 3.1.2 – The Demand for Money, which forms the basis for a definition
of the following terms: transaction demand, precautionary demand, and speculative demand for
money.
Assessment/Evaluation Techniques
Formative
• Appendix 1.5.8 – Informal Observation Rubric
• Appendix 3.1.1 – The Internet Research Exercise
• Appendix 3.1.2 – The Demand for Money
Accommodations
• The teacher should check work after each example and provide immediate feedback.
• Allow gifted students to mentor students requiring assistance.
• Refer to Accommodations Chart if required.
Resources
Web Sites
AccuRate
http://www.accu-rate.ca/ratecard1/GRIU.htm
Currency Converter
http://www.xe.net/ucc/
Royal Canadian Mint
http://www.rcmint.ca/en
Appendices
Appendix 3.1.1 – The Internet Research Exercise
Appendix 3.1.2 – The Demand for Money
Appendix 1.5.8 – Informal Observation Rubric
Unit 3 - Page 4
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Activity 2: The Use and Abuse of Credit
Time: 300 minutes
Description
This activity’s discussion and exercises focus on the way individuals and businesses use credit. Students
understand the required procedure when applying for credit and are encouraged to explore sound credit
practices.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• read, understand, and use written materials effectively (CGE 2b);
• write and speak fluently one or both of Canada’s official languages (CGE 2d);
• take initiative and demonstrates Christian leadership (CGE 4c);
• apply effective communication, decision-making, problem solving, time and resource management
skills (CGE 4F);
• work effectively as an independent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): Conducting Business in a Competitive and Changing Workplace, Personal Finance Skills
Overall Expectations
• analyse the role and importance of consumer credit (PFV.03)❖.
Specific Expectations
• evaluate the products and services offered by major Canadian financial institutions (PF2.04)❖;
• explain the advantages and disadvantages of consumer credit (PF3.01)❖;
• describe the process of establishing a personal credit rating and applying for and obtaining credit
(PF3.02)❖.
Planning Notes
• The teacher should schedule computer lab time.
• The teacher should arrange for guest speaker from Credit Bureau.
Prior Knowledge Required
• Students are familiar with the use of an Internet web browser.
Teaching/Learning Strategies
1. Write a definition of credit on the board and discuss. Divide students into groups of three. They
record on the board what they feel are the advantages of credit in one column and the disadvantages
in another.
2. Discuss the responses. Together develop a complete list of advantages and disadvantages and have
students record the list in their notebooks.
3. Highlight and list different reasons why individuals and businesses use credit and have students
record the list in their notebook.
4. Use Appendix 3.2.1 – Getting Credit to outline the procedure for obtaining credit and discuss credit
rating. Students should be able to distinguish between the role of the applicant and the creditor.
Unit 3 - Page 5
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5. Use Appendix 3.2.2 – Credit Bureau to explain the role the Credit Bureau has in determining whether
or not the applicant is granted the credit. Discuss how the criterion for credit relates to our Catholic
values.
6. Arrange for a guest speaker from the Credit Bureau (or local financial institution) to address the class
on use and abuse of credit.
7. In preparation for the guest speaker provide students with a short case study that involves a situation
that could possibly prevent an applicant from being granted their request for credit. Have students, in
groups of three, role play the players in the case. Approve or deny the application. Students submit a
summary outlining the case and the reasons that led to their final decision.
8. Divide the class into six groups. Assign one of the five Canadian Chartered Banks and a Credit
Union to each of the groups. Distribute Appendix 3.2.3 - Financial Institutions and have students
complete according to the financial institution assigned.
9. Distribute Appendix 3.2.4 – Quiz and have students complete.
Assessment/Evaluation Techniques
Formative
• Appendix 3.2.3 – Financial Institutions
Summative
• Summary of case
• Appendix 3.2.4 – Quiz
Accommodations
• Refer to the Accommodations Chart if required.
Resources
Print
Murphy, Terry G., Rob Kelley, Roy McMilan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Murphy, Terry G., Rob Kelley, Roy McMilan, and Jack Wilson. The World of Business: A Canadian
Profile (Student Workbook), Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Web Sites
Bank of Montreal
http://www.bmo.com
Bank of Nova Scotia
http://www.scotiabank.ca
Canadian Imperial Bank of Commerce
http://www.cibc.com
Credit Union Central of Ontario
http://www.cuco.com
Royal Bank of Canada
http://www.royalbank.com
Toronto Dominion Bank
http://www.tdbank.com
Unit 3 - Page 6
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Appendices
Appendix 3.2.1 – Getting Credit
Appendix 3.2.2 – Credit Bureau
Appendix 3.2.3 – Financial Institutions
Appendix 3.2.4 – Quiz
Activity 3: Saving and Investing
Time: 300 minutes
Description
This activity is designed to have students understand the value of and need for making sound saving and
investing decisions. Students have the opportunity to investigate the various services available from
Canadian banking institutions.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• read, understand, and use written materials effectively (CGE 2b);
• write and speak fluently one or both of Canada’s official languages (CGE 2d);
• take initiative and demonstrate Christian leadership (CGE 4c);
• apply effective communication, decision-making, problem solving, time and resource
• management skills (CGE 4f);
• examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and
opportunities (CGE 4g);
• work effectively as an independent team member (CGE 5a);
• think critically about the meaning and purpose of work (CGE 5b);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Personal Finance Skills
Overall Expectations
• distinguish the various ways in which individuals and households acquire income and other benefits
(PFV.01)❖;
• develop skills in managing personal income effectively, such as skills in budgeting, planning, saving,
and investing (PFV.02)❖.
Specific Expectations
• summarize the various ways in which individuals and households acquire income (e.g., employment,
saving, investing, social programs) (PF1.01)❖;
• evaluate the products and services offered by major Canadian financial institutions (PF2.03)❖;
• explain how fluctuations in interest rates affect saving, investing, and spending decisions (PF2.05)❖;
• identify various types of investment alternatives (e.g., GICs, stocks, bonds, mutual funds) (PF2.06)❖;
• compare the benefits of saving and investing (PF2.07)❖;
• demonstrate an understanding of the factors that will affect the value of money over time (e.g.,
compounding interest, rate of inflation, saving, investment decisions) (PF2.08)❖.
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Planning Note
• Students may require a calculator.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Calculate at the board how long it will take to become a millionaire if you have $1000 accumulating
5% interest. This helps to illustrate and emphasize the value and need for saving.
2. Write a definition for saving on the board. Students record it in their notebooks. Explain why savings
are considered by some to be a luxury.
3. Using Appendix 3.3.1 – Savings explain reasons people have for saving and how a person can create
savings. Have students give examples of their own experience for each reason.
4. Write a definition for investing on the board. Students record it in their notebooks.
5. Develop a chart with the class that summarizes various ways in which individuals and households
might acquire income (e.g., employment, saving, investing, social programs, gifts/donations).
6. Use Appendix 3.3.2 – Investing to explain common forms of investment.
7. Introduce the concept of inflation by comparing old and new prices. Distribute Appendix 3.3.3 –
Inflation and have students complete. Discuss the causes of inflation and how it affects purchasing
power.
8. As a review of saving and investing students complete the out of class assignment provided in
Appendix 3.3.4 – Saving and Investing Review.
9. Use Appendix 3.3.5 – Simple Interest to introduce the concept of interest as a rate of payment for an
investment.
10. Distribute Appendix 3.3.6 – Calculating Simple Interest. After students complete, take up as a class.
11. Use Appendix 3.3.7 - Compound Interest to introduce how compound interest is calculated.
12. Distribute Appendix 3.3.8 – Calculating Compound Interest and have students complete the exercise.
Take up and discuss.
13. Distribute Appendix 3.3.9 – Calculating Interest and have students complete it out of class.
Assessment/Evaluation Techniques
Formative
• Appendix 3.3.4 – Saving and Investing Review
• Appendix 3.3.6 – Calculating Simple Interest
• Appendix 3.3.8 – Calculating Compound Interest
Summative
• Appendix 3.3.9 – Calculating Interest
Accommodations
• Provide students with additional worksheets.
• Refer to Accommodations Chart if required.
Resources
Murphy, Terry G., Rob Kelley, Roy McMilan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Murphy, Terry G., Rob Kelley, Roy McMilan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition - Student Workbook. Scarborough, Ontario: ITP Nelson, 1994.
Unit 3 - Page 8
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Appendices
Appendix 3.3.1 – Savings
Appendix 3.3.2 – Investing
Appendix 3.3.3 – Inflation
Appendix 3.3.4 – Saving and Investing Review
Appendix 3.3.5 – Simple Interest
Appendix 3.3.6 – Calculating Simple Interest
Appendix 3.3.7 – Compound Interest
Appendix 3.3.8 – Calculating Compound Interest
Appendix 3.3.9 – Calculating Interest
Activity 4: Personal Planning
Time: 450 minutes
Description
Students investigate various benefits associated with employment and become aware of practices that
they may adopt to enhance their income earning potential. They also analyse the impact that budgeting
and personal planning can have on their lives. How various forms of income drive our economy are
evaluated.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• make decisions in light of gospel values with an informed moral conscience (CGE 3d);
• demonstrate flexibility and adaptability (CGE 4b);
• set appropriate goals and priorities in school, work, and personal life (CGE 4e);
• work effectively as an interdependent team member (CGE 5a);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e).
Strand(s): The Role & Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Personal Finance
Overall Expectations
• explain how current issues affect Canadian business (CCV.03);
• distinguish the various ways in which individuals and households can acquire income and other
benefits (PFV.01);
• develop skills in managing personal income effectively, such as skills in budgeting, planning, saving,
and investing (PFV.02).
Specific Expectations
• distinguish the various ways in which business activity can affect the quality of life (e.g., level of
income, products available, environmental impact, stress in the workplace) (RB3.02)❖;
• describe the role of management in business (CC4.05);
• summarize the various ways in which individuals and households acquire income (e.g., employment,
saving, investing, social programs) (PF1.01);
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•
•
•
•
•
describe the major factors that can influence a job’s income level (e.g., experience, education,
personal performance, uniqueness of abilities, success of the business) (PF1.02)❖;
identify the types of expenses, including taxes, that individuals and households typically incur
(PF2.02);
identify the criteria required for making effective purchasing decisions (e.g., cost, quality,
guarantees, service, money available, product information) (PF2.03)❖;
demonstrate personal-budgeting and financial-planning skills, and produce a personal budget and a
financial plan, using appropriate software (PF2.09)❖;
calculate the total cost of credit on a variety of loans (PF3.03)❖.
Planning Notes
• Schedule two full periods in a computer lab with Internet access.
• Teachers should access a copy of Choices and Decisions: Taking Charge of Your Life. (See
Resource.)
Prior Knowledge Required
• Students are familiar with spreadsheet software and an Internet browser.
Teaching/Learning Strategies
1. Students complete Appendix 3.4.1 – The Importance of Spending and Re-spending in pairs. The
completed sheets form the basis for a class discussion.
2. Students complete Appendix 3.4.2 - Ways of Acquiring Income individually and then share their
responses with a partner. The completed sheets serve as a springboard for discussion leading to the
definition of the terms: downsizing, outsourcing, home-based businesses, and franchising.
3. Review the different managerial styles discussed in Unit 2, Activity 7 and discuss the term career
plateauing and its implications to one’s lifestyle. Assign interview assignment (See Appendix 3.4.3 –
Full-time Worker’s Perspective). Students share their findings.
4. As a class, identify the criteria one should consider in making effective purchasing decisions. Use a
concrete example such as the purchase of a car.
5. Individually, students complete the What Are Your Goals? Handout (Choices and Decisions).
6. Students are provided with the Rework a Budget package (Choices and Decisions) which they will
complete both in the package and on spreadsheet program.
7. Students are provided with the How Much Can You Afford?, Shopping for a Car Loan, and the How
to Calculate the Total Cost of a Loan handouts (Choices and Decisions). The teacher uses these
handouts as a basis for developing questions on calculating the cost of credit.
Assessment/Evaluation Techniques
Formative
• Appendix 1.5.8 – Informal Observation Rubric
• Appendix 3.4.2 – Ways Of Acquiring Income
Summative
• Appendix 3.4.3 – Full-time Worker’s Perspective (teacher-developed evaluation rubric)
• Spreadsheet budget assignment
• Quiz – teacher-developed
Unit 3 - Page 10
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Accommodations
• Encourage students to read all questions first and use reading partners as often as possible.
• Allow gifted students to mentor students requiring assistance.
• Teach students to verbalize all of their ideas prior to writing them down.
Resources
Print
Choices and Decisions: Taking Charge of Your Life. Toronto, Ontario: VISA Canada Association, 1996.
Appendices
Appendix 3.4.1 – The Importance of Spending and Re-spending
Appendix 3.4.2 – Ways of Acquiring Income
Appendix 3.4.3 – The Full-time Worker’s Perspective
Activity 5: The Influence of Business on Communities
Time: 300 minutes
Description
Students assess the impact major businesses have on the communities they serve and study the nature of
this effect in areas such as land use, the environment, traffic, and employment. Students finish this
activity by investigating non-monetary issues that influence employees.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• write and speak fluently one or both of Canada’s official languages (CGE 2d);
• set appropriate goals and priorities in school, work, and personal life (CGE 4e);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• examine and reflects on one’s personal values, problem-solving, time and resource management
skills (CGE 4g);
• think critically about the meaning and purpose of work (CGE 5b);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e).
Strand(s): Role and Impact of Business, Conducting Business in a Competitive Marketplace and in a
Changing Workplace, Personal Finance
Overall Expectations
• evaluate the impact of business on their community (RBV.03)❖.
Specific Expectations
• investigate issues in their community that have been created or affected by business (e.g., issues
concerning land use, the environment, traffic, health and safety, employment) (RB3.03)❖;
• analyse the impact that business activity has on the changes occurring in their community
(RB3.04)❖;
• identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that
affect personal health, safety, work enjoyment) (CC1.03)❖;
Unit 3 - Page 11
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•
describe other benefits of a job in addition to income (e.g., skill development, self-fulfillment,
pension, health insurance) (PF1.03)❖.
Planning Notes
• A wall map of the local community and small coloured pins are required.
• The teacher should provide chart paper and markers.
• Schedule a member from the local government such as a mayor, reeve, counsellor, someone from the
local board of trade or chamber of commerce, or school trustee to speak to the class about the local
business scene. Discuss with the speaker some topics that may arise during his/her class visitation.
These may include planned business development, environmental concerns, traffic problems, land
use, etc.
• If it is not possible to arrange for a speaker, then use the community’s web site and community
newspapers as the basis for determining the impact of business on the community
• Arrange for use of the cross-curricular lab if required for Internet use.
Prior Learning Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Using the wall map lead a discussion that helps students identify the major businesses in the
community. Have students indicate with coloured flags on the map where members of their families
work.
2. Divide the class into groups of four. Each group develops 15 to 20 questions they would like to ask
the business owner about how important that business is to the community it serves. See Appendix
3.5.1 – Sample Questions to Ask for questions that can be used to initiate this activity. Each group
writes its questions on chart paper and posts them when completed. These questions are shared by
the class and a consensus is reached as to what are the best 20 questions. Following this discussion
each student prepares the questionnaire to be used for the interview.
3. Each student selects a business identified in the community and, as an out of class assignment,
contacts the business and arranges to have the questions answered either in person or electronically.
(Note: Students are encouraged to select businesses that they already know. This may include
establishments their parents, relatives, or family friends own or businesses where they are employed.)
4. Students discuss the results of their surveys and then do a PMI analysis with the teacher to draw a
conclusion from this exercise. Collect completed questionnaires for evaluation.
5. Arrange for a community representative to talk to students about the impact businesses can have on
the community: past, present, and future. This discussion may centre around currently planned
developments that might impact on issues concerning land use, the environment, employment, health
and safety, or traffic problems.
6. As an out of class assignment, write a letter to thank the speaker for visiting the class. This letter is to
include three items learned about the influence of business on their community. One copy of the
letter is mailed to the speaker and the second is evaluated.
7. The last part of this activity allows for examination and discussion of factors other than remuneration
that are important to people who work. Students are to read the case study “Why Work?” from
Success in the Workplace, Student Guide (pp. 39–41) and prepare answers to the two questions that
follow. Take up the case study questions with the class. Collect questions for evaluation. From the
same book, students complete Chapter Summary Exercise #1 (pp. 44-45). This question requires
students to rank the importance of ten different expectations people have about their jobs. Have
students defend their ranking with others in the class by means of the think/pair/share technique.
Unit 3 - Page 12
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Assessment/Evaluation Techniques
Formative
• Appendix 3.5.1 – Sample Questions to Ask
• Case study questions “Why Work?”
Summative
• Thank-you letter
Accommodations
• Refer to Accommodations Chart if required.
Resources
Print
Brand, Margaret and Ann Sparks. Success in the Workplace. Mississauga, Ontario: Copp Clark Pitman
Ltd., 1990.
Appendices
Appendix 3.5.1 – Sample Questions to Ask
Unit 3 - Page 13
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Appendix 3.1.1
The Internet Research Exercise
Name: ______________________________
Part A
Use your general knowledge to complete the following chart which lists the appropriate currency for
each country.
Name of country
Thailand
Spain
Poland
Japan
Italy
Croatia
Denmark
Germany
Greece
Israel
Name of currency
Other:
Other:
Other:
Part B
Access http://www.accu-rate.ca/ratecard1/GRIU.htm (Accu-Rate Exchange) to verify your answers to
Part A.
Unit 3 - Page 14
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Appendix 3.1.1
The Internet Research Exercise
Part C
Access http://www.xe.net/ucc and the site in Part B in order to complete the following table:
Name of Currency
Country of Origin
Equivalent Value for $ 100 Canadian
Thailand
Yuan
Poland
Schilling
Italy
Markka
Croatia
Ringgit
United States
Yen
Part D
Complete the following statements, which refer to the above sites.
a) My favourite currency was the ________________ because
b) Some similarities that I noticed between currencies included
c) Some admirable qualities that all currencies should possess include
d)
Suggest two countries in the world where you would like to invest your hard-earned money. Why?
____________________ because
____________________ because
Part E
Visit http://www.rcmint.ca/en in order to answer the questions below.
a) How many coins can the Royal Canadian Mint produce per second?
b) On what exact date was the two-dollar coin first introduced to replace the two-dollar banknote?
Unit 3 - Page 15
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Appendix 3.1.2
The Demand for Money
Complete the following statements, which refer to the various reasons why individuals demand money.
If I were given ten thousand tax-free dollars today, I would …
The Transaction Demand for money:
Uh oh! What if I need money for
The Precautionary Demand for money:
If I wanted my money to really grow I would
The Speculative Demand for money:
Unit 3 - Page 16
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Appendix 3.2.1
Getting Credit
1. Completing the Application Form
• is completed by the individual seeking credit
• it requests personal and financial facts about the applicant
name
bank account
address
credit cards
occupation
mortgages
employer
loans
• the greater the amount of credit requested, the more detailed the application
2. Investigation of the Applicant
• done by the business providing the credit (creditor)
• employers may be contacted to verify applicant’s information
• Credit Bureau may be contacted to determine credit rating
3.
Evaluation of the Application
• in banks-often assigned to the branch manager or assistant manager
• in large businesses - completed by the credit manager
Establishing a Credit Rating
Credit rating is based on:
1. Character
• individual financial personality
• are they reliable
− regular employment
− willing to accept responsibility for debt
− has a bank account
− reliable in job
2. Capacity
• ability to repay debt
• income level
• other debts, monthly payments
− car loan
− mortgage
− rent
− credit card
− household bills
3. Conditions
• economic
4. Collateral
• financial value or worth of the person
• the total value of possessions e.g., houses, cars. savings, investments, etc.
Unit 3 - Page 17
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Appendix 3.2.2
Credit Bureau
What is the Credit Bureau?
• profit-making businesses
• compile information on individuals regarding their credit history
• any court judgements or bankruptcy information
• primarily they work for creditors
How is information compiled?
• personal files are opened on each borrower
• file includes:
name
employment record
address
record of all loan repayment schedules
birth date
balances on any and all credit cards
How is information checked?
• Procedure
• Individual seeking credit completes application.
• Creditor contacts credit bureau.
• Credit bureau consults potential client’s file.
• Recommendation is based on findings.
Can I review my file?
• Yes, visit the credit bureau and present identification
Unit 3 - Page 18
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Appendix 3.2.3
Financial Institutions
Group Members:
Instructions:
Log on to your assigned bank.
• Bank of Montreal – http://www.bmo.com
• Bank of Nova Scotia – http://www.scotiabank.ca
• Canadian Imperial Bank of Commerce – http://www.cibc.com
• Credit Union Central of Ontario – http://www.cuco.com
• Royal Bank of Canada – http://www.royalbank.com
• Toronto Dominion Bank – http://tdbank.com
Getting to Know Your Bank
1. Briefly outline the history of the bank or credit union.
•
•
•
•
2. Who is the president of the financial institution?
3. How does the financial institution participate in the community?
4. How are customers protected when banking online?
5. Identify the pros and cons of banking online.
Unit 3 - Page 19
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Appendix 3.2.3 (Continued)
Financial Institutions
6. What credit company does the bank associate with?
❏ Master Card
❏ Visa
❏ American Express
❏ Other
7. What is the annual interest rate charged for credit card debt? (Identify different bank credit cards.)
Type of Card
Interest Rate
8. Does the bank offer special services for students?
❏ Yes
❏ No
If yes, please outline below:
9. What types of careers are available in the banking industry?
Title of Career
Unit 3 - Page 20
Description of Career
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Appendix 3.2.4
Quiz
The Use and Abuse of Credit Quiz
Name:
Date:
Instructions:
When establishing a credit rating an individual or business must complete an application form. This
application is assessed based on the following categories:
• Character
• Capacity
• Conditions
• Collateral
Using proper grammar and sentence structure explain each category in one paragraph.
Unit 3 - Page 21
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Appendix 3.3.1
Savings
Why Save?
Emergency Needs
• when an unplanned event occurs that places unexpected financial burden on a person or family
Examples: accident at work, car accident, personal illness, loss of employment
Short-Term Goals
• are usually planned when a person wishes to purchase smaller less expensive items such as a portable
compact disc player
Long–Term Goals
• usually require more resources and longer planning because the items may be expensive and need
years of saving e.g., tuition fees
Security
• many people like to know that they have money in the bank so if they need or want something they
will be able to afford it e.g., traveling
Future Needs
• some people like to know that in their retirement years they will be financially stable. Without
planning for this there is always a worry about their future security.
Saving Plans
Savings Account
• Individuals can open a savings account at any financial institution.
• The rate of interest paid on the money fluctuates depending upon the bank and economic conditions.
• Some banks require a minimum balance before any interest is paid.
Term Deposit
• requires an individual to deposit a fixed amount of money for a predetermined period of time
• the money is “locked” in and not accessible without a charge
• depending upon the institution the minimum amount to open this type of account varies from $500 or
$1000 and the minimal deposit period could range from 30 days to 5 years.
• the rate of interest on these accounts is higher than a savings account
Guaranteed Investment Certificates (GICs)
• Similar to term deposits except the fixed rate of interest is over a longer period, and banks require a
larger amount of money for deposit.
• GICs cannot be withdrawn early.
• Interest rate is slightly higher because the deposit is guaranteed for a predetermined period of time.
Registered Retirement Savings Plans (RRSP)
• Initially introduced by the federal government to help people finance their retirement years.
• Yearly contributions are determined by the type of employment a person has e.g., self employed
people can contribute more than those who contribute to a pension plan.
• RRSPs are tax deductible when the deposit is made but are later considered by the government to be
taxable when withdrawn.
• The rate of tax paid on average is much lower because a person’s income when retired is less than
when working.
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Appendix 3.3.2
Investing
Common Forms of Investment
Canada Savings Bonds (CSB)
• a printed promise by the federal government to pay the investor a certain sum of money with interest
by a pre-arranged date.
• a purchase of a CSB is actually a loan to the federal government
• it can be cashed in at any time for the face value of the bond plus any interest earned to date
• they can be purchased for as low as $100
• the rate of interest is usually set according to market conditions
• inflation
• provincial and municipal bonds are also available
Corporate Bonds
• by purchasing corporate bonds you become a corporation’s creditor
• the bond is guaranteed by specific assets of the corporation
• interest rate is based on the reputation and credit rating of the corporation, as well as the general
Canadian interest rates
• buyers can withdraw their investment before the maturity date (agreed time of investment)
• Corporate bonds are riskier than CSBs
Stock
• buying stock in a company makes a person a part owner of it
• with ownership you share in both the good and bad times
• dividends (payment of profit divided by number of shares) may be paid
• the more stock you have the greater the influence you may have on the company
• two types of stock: common and preferred
Common Stock
• gives the owner the right to attend shareholders’ meetings, voting privileges
• return on investment is determined after bondholders and preferred stock holders are paid
Preferred Stock
• rate of return is fixed according to share
• if the company goes out of business preferred stock holders get their investments back before
common stock holders
• stocks can be bought and sold at any time
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Appendix 3.3.3
Inflation
Consumer Prices
What’s Happened Since 1969?
Typical Prices
Postage Stamp
Cup of Coffee
House
Automobile
Man’s Haircut
Unit 3 - Page 24
1969
$0.06
$0.20
$19 900
$3 466.00
$3.00
1980
Today
$0.17
$0.50
$120 000
$8 829.00
$7.00
• Introduction to Business - Open
Appendix 3.3.4
Saving and Investing Review
Complete the chart below on Saving versus Investing
Saving
Advantages
Investing
Disadvantages
Methods of Saving
Complete the chart below on Savings plans.
You need to visit one financial institution (online or in person) of your choice in order to find the current
interest rate.
Savings Plan
Advantages
Disadvantages
Interest Rate
Savings Account
Term Deposits
Guaranteed Investment
Certificate (GIC)
Registered Retirement
Savings Plan (RRSP)
Common Methods of Investing
Complete the chart below on investments.
You need to visit one company (online or in person) of your choice in order to find the current interest
rate or stock value. (Assume that you have only $1000 to invest.) Include your source of information.
Form of
Investment
Canada Savings
Bond
Corporate
Bonds
Stock
Unit 3 - Page 25
Advantages
Disadvantages
Current Interest Rate
or Stock Value
• Introduction to Business - Open
Appendix 3.3.5
Simple Interest
Interest
• is the price paid for the use of money
• interest is usually expressed as a rate or percent e.g., you can earn 10% on your savings
Calculating Simple Interest
I = P R T
Example 1
Find the interest on $600 at 12% for 2 years.
I = PRT
I = $600 × 12% × 2 yrs
I = 600 × 0.12 × 2
I = 144.00
The interest is $144.00
Example 2
Find the interest on $600 at 12% for 6 months
I = PRT
I = $600 × 12% × 0.5 yrs
I = 600 × 0.12 × 0.5
I = 72.00
The interest is $72.00
Unit 3 - Page 26
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Appendix 3.3.6
Calculating Simple Interest
Remember the formula ➜ I = PRT
1. Calculate the simple interest.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
Principal
$ 2 500
1 500
1 250
800
2 225
10 560
8 790
3 480
5 225
1 600
Rate
7.75%
5.25%
7%
4.5%
9.5%
2.5%
4.75%
2.25%
8.25%
2%
Time
3 years
6 months
90 days
1 year
18 months
180 days
2 years
9 months
200 days
4 months
Interest
2. Gerald loaned $750 to his friend who promised to pay him back in 9 months plus interest at 12%.
How much did Gerald earn on his investment?
3. Revenue Canada was late sending Jennifer her rebate of $456.97 so interest at 5.5% was added to
compensate for the rebate being 120 days late. How much was Jennifer’s rebate?
4. What was the monthly simple interest earned on a loan for $1500 if the rate was 9.5%?
5. Jimmy’s mother gave him a $500 bond for Christmas. The bond paid interest semi-annually at the
rate of 5.75% per year. How much interest did Jimmy earn the first six months?
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Appendix 3.3.7
Compound Interest
•
when interest is calculated and added to a previous balance at regular intervals
Compound Amount = Original Principal + Compound Interest
Example 1
If $10 is invested at 12% per year, and the interest due at the end of each interest period is added to the
principal, and the interest for the next interest period is calculated on the new principal, what is the
amount at the end of three years?
Principal at start
10.00 ➜ Original principal
Interest on $10 at 12% for 1 year
1.20 ➜ Compound interest
Amount at end of 1st year
11.20 ➜ Compound amount
Interest on 11.20 for 1 year
1.34 ➜ Compound interest
Amount at end of 2nd year
12.54 ➜ Compound amount
Interest on 12.54 for 1 year
1.47 ➜ Compound interest
Amount at end of 3rd year
14.01 ➜ Compound amount
At the end of three years your initial investment of $10.00 will have grown to $14.01.
Example 2
If $1000 is invested at 6% per year, and the interest due at the end of each interest period is added to the
principal, and the interest for the next interest period is calculated on the new principal, what will be the
amount at the end of three years?
Principal at start
1000.00 ➜ Original principal
Interest on $1000 at 6% for 1 year
60.00 ➜ Compound interest
Amount at end of 1st year
1060.00 ➜ Compound amount
Interest on 1060.00 for 1 year
63.60 ➜ Compound interest
Amount at end of 2nd year
1123.60 ➜ Compound amount
Interest on 1123.60 for 1 year
67.42 ➜ Compound interest
Amount at end of 3rd year
1191.02 ➜ Compound amount
At the end of three years your initial investment of $1000.00 will have grown to $1191.02.
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Appendix 3.3.8
Calculating Compound Interest
Now you try it!
Problem 1
If $150 is invested at 15% per year, and the interest due at the end of each interest period is added to the
principal, and the interest for the next interest period is calculated on the new principal, what is the
amount at the end of four years?
Principal at start
$150.00 (original principal)
Interest on $150.00 at 15% for one year
Amount at end of first year
Interest on ________ for one year
Amount at end of second year
Interest on ________ for one year
Amount at end of third year
Interest on ________ for one year
Amount at end of fourth year
Problem 2
If $2000 is invested at 7% per year, and the interest due at the end of each interest period is added to the
principal, and the interest for the next interest period is calculated on the new principal, what is the
amount at the end of three years?
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Appendix 3.3.9
Calculating Interest
Part A - Simple Interest
Find the simple interest in each of the following situations. Use the formula given below.
I = PRT
(8 x 1 = 8 marks)
Interest
Principal
Rate
$4000.00
6.5%
$1090
13%
$4900
9.6%
$3560
22%
$1500
10%
$9800
15.5%
$4800
18.5%
$3750
8.5%
Time
2 years
6 months
18 months
1 year
2 years
3 months
3 years
75 days
If $1600 is invested at 9.75% per year, what will the amount be in 183 days? Show all work. (2 marks)
If you invest $1500 for 3 years at a rate of 6.5%, what will be the total interest earned on the investment?
Show all work. (2 marks)
Bond interest of $500 was reported on a taxpayer’s last income tax return. If the bond bears interest at
10% and was owned for one year, what was the face value of the bonds? Show all work. (2 marks)
How much money must you invest today in order to have $1465.50 in 2 years if you receive interest at
the rate of 18.25% per year? Show all work. (2 marks)
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Appendix 3.3.9 (Continued)
Part B - Compound Interest
Calculate the compound interest in each of the following situations. Show all work.
1. Peter’s grandmother gives him $500 for his 16th birthday and tells him that he cannot spend the
money before he turns 21. If Peter invests the $500 in a savings account, which pays 2.5% per year,
and the interest is compounded annually, how much money will Peter have on his 21st birthday? (3
marks)
2. From her part-time job Theresa has managed to save $1500 which she would like to save for her
college education. She has decided to purchase a Canada Savings Bond, which earns interest at a rate
of 4.5% compounded annually. The bond’s maturity date is four years from the date of purchase.
What will be the value of the bond if Theresa leaves it for its full term? (3 marks)
3. Jillian and Jorge want to buy a house. Together they have $15 000, which is not enough for a down
payment. Jillian wants to invest $10 000 in a GIC for two years. The rate of interest is 4.75%
compounded annually. Jorge wants to invest $5000 in a Canada Savings Bond for two years. The rate
of interest on the bond is 6.5% compounded annually. In two years, how much money will Jillian and
Jorge have saved through their investments? (4 marks)
4. Ben Williamson wants to be able to pay his mortgage in full when it comes up for renewal in three
years’ time. He figures he will owe $13 560. How much should he invest now if money is
compounded quarterly at 9.5%? (2 marks)
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Appendix 3.3.9 (Continued)
Part C – Personal Application
Visit your community banking institution in person or online and determine the following:
Savings Account: (5 marks)
a) What is the current interest rate on a basic savings account?
b) How often is interest paid to the account holder?
c) How is the interest calculated?
d) What (if any) are the various services charges on the account?
e) Is there a minimal balance required to earn interest on this account?
Term Deposits: (2 marks)
a) What is the minimum investment for the minimum amount of time? e.g., $500 for 30 days?
b) What is the interest rate for $1000 for 1 year?
Guaranteed Investment Certificates (GICs) (2 marks)
a) What is the minimum investment for the minimum amount of time? e.g., $500 for 30 days?
b)
What is the interest rate for $1000 for 1 year?
Registered Retirement Savings Plans (RRSP) (2 marks)
a) What is the minimum investment for the minimum amount of time? e.g., $500 for 30 days?
b) What is the interest rate for $1000 for 1 year?
Investment Strategy: (10 marks)
You have been given $5000 to invest for a period of two years. Choose three different investments for
your money. Remember to evaluate the different risks for each investment. Calculate the growth of your
income for each of these investments and indicate your preference for each investment.
Show all work below:
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Appendix 3.4.1
The Importance of Spending and Re-spending
Complete the flow chart below which highlights the “trickle down” nature of spending.
The Provincial Government grants ABC Company a huge contract
to build ten state of the art schools in Ontario.
Questions
1. Identify four groups or individuals who benefit from the above example and state why.
2. How does the Canadian economy benefit from the above process?
3. What factors determine the level of spending in our economy?
4.
Define the term “trickle down spending”.
5.
Are there any negative effects that may arise from this chain reaction type spending?
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Appendix 3.4.2
Ways of Acquiring Income
Complete the following chart, which relates to ways individuals may acquire income.
Individual
Method of Acquiring Income
Form of Income
e.g., Factory worker
Working on a daily basis
Wage or salary income
A salesperson at a high-end clothing store.
An individual that owns numerous industrial
units (warehouse space).
A person that is retired and is a Canadian
citizen.
An individual that builds and sells
computers.
A person that invests other peoples’ money.
An entrepreneur
A person that has previously worked and is
presently willing and able to work but
cannot find employment.
A person that has been unable to find a job
for a long period of time and requires
government support to live on a daily basis.
Questions
1. Which of the above individuals do you admire the most? Why?
2. Which individual are you concerned for most? Why?
3. Which individual has the most hectic lifestyle? Why?
4. Assume that you were in an interview for a full-time job and you were asked the following question:
Briefly describe your attitude toward work in a paragraph using complete sentences. Write out your
answer to this question in the space below.
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Appendix 3.4.3
The Full-time Worker’s Perspective
Interview a full-time worker, other than a member of your family, who you consider to be a sound role
model and record their responses to the following questions. Prepare a report based on the interviewee’s
knowledge and our in-class discussions.
1. What are the major factors that influence a job’s income level?
2. How would you define the term “career plateauing”? What are you doing to avoid this reality?
3. Which one of the following managerial styles does your manager (or you yourself, if self-employed)
most frequently adopt? Options: Directive/Supportive/Participative/Laissez-faire. Give three
situational examples that support the choice of style.
4. What specific benefits, other than salary, does your job provide?
5. What two things would you change about your workplace?
Appendix 3.5.1
Sample Questions to Ask the Business Person
Section A: Identifiers
The beginning of your questionnaire must contain information pertaining to the identification of the
business, the person interviewed, etc.
Sample: The name of the business is
Section B: Background Information about the Business
Use this section to gain information about the history and nature of the business.
Sample: When did this business open?
Section C: Employment Information
Try to determine how this business contributes to the employment picture of this community.
Sample: How many people do you employ?
Section D: Questions about Community Involvement
The questions in this section should help you determine the community involvement of this business both
in its interaction with other businesses as well as charitable donations and/or sponsorship.
Sample: Do you make use of the products or services of other businesses in our community? If yes, what
are they?
Group Task
Working with your group, develop three to five suitable questions for each of the above categories.
Questions that require a simple yes or no response are to be avoided unless an explanation is required.
(See the sample above in Section D.)
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Unit 4: World Wide Business: Going Global
Time: 16.25 hours
Unit Developers
Toronto Catholic District School Board
Halton Catholic District School Board
Development Date: February 2000
Unit Description
In this unit, students demonstrate an understanding of the global interdependence of national economies.
They identify growth industries and emerging career opportunities. Students learn that in the endeavour
to satisfy the needs and wants of the international community, market conditions, government regulation,
cultural sensitivity, and social responsibility are key elements that must be factored into the decisionmaking process. They understand that invention and innovation are key factors in customer satisfaction,
job creation, resource utilization, and global competitiveness.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE1d, h, 2a,b,c,d,e, 3b,c,d, 4f, 5a,c,e,f,g,h,
7f,g, i.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship, International Business
Overall Expectations: RBV.01,03; CCV.01,02,03,05; NBV.01,02,03.
Specific Expectations: RB1.02,03; RB2.02; RB3.03,04; CC1.01; CC2.02; CC3.01,02; CC5.01;
EP3.04; NB1.01,02,03; NB2.01,02, NB3.01,02,03.
Activity Titles (Time + Sequence)
Activity 1
Activity 2
Activity 3
Activity 4
Canada in the World Marketplace
Our Evolving Role as a Global Partner
Addressing Cultural Diversity in a Competitive World
The Future of Business
150 minutes
300 minutes
300 minutes
225 minutes
Prior Knowledge Required
No prior knowledge of business is assumed.
Unit Planning Notes
•
•
•
•
•
Unit 5, Activities 4 and 5 run concurrently with this unit. They should not be run back to back.
Therefore, insert Unit 5, Activity 4 (Social Responsibility) toward the beginning of this unit and
insert Unit 5, Activity 5 (The Research Report and Presentation) at the end of this unit, which
coincides with the end of the course.
Arrange for use of the computer lab and school Library/Resource Centre.
Teachers should preview video series Economix and The World of Business.
Preview Statistics Canada web site, in particular Strategis
http://strategis.ic.gc.ca/sc_ecnmy/sio/homepage.html.
Teachers should familiarize themselves with the home group/expert group method of co-operative
learning.
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Teaching/Learning Strategies
Teacher-Centred
Teacher-led review
Work/task sheet
Board work
Note-taking
Direct instruction
Socratic
Video
Overhead
Learner-Centred
Text referencing
Note making
Collaborative technologies
Self-Directed
Electronic media research
Audio visual
Visual organizers
Game
Group discussion
Peer helping
Computer lab work
Assessment and Evaluation
Diagnostic
• Cultural Awareness Game
Formative
• Informal and Formal Observation
• Checklist
• Quizzes
• Internet Assignments
• Worksheets
Summative
• Assignments
• Tests
• Quiz
Resources
Print
Acharya, Madhavi. “Multiculturalism Spawns Communications Boom.” The Toronto Star, (December
13, 1999).
Arnold, Elizabeth and Rod Beckstrom. Brainticklers II: Beyond Y2K – Questions for the New Millennium
and the Year 3000. San Francisco, California: Brainticklers Publishing, 1999.
Beck, Nuala. Shifting Gears: Thriving in the New Economy. Toronto, Ontario: Harper Collins Publishers
Ltd., 1992.
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business – A Canadian
Profile- 3rd Edition. Scarborough, Ontario: Nelson Canada, 1994. pp. 119-157.
Notman, David and Jack Wilson. The World of Business – Video Series – 3rd Edition – Teacher’s
Resource. (Unit 2 – International Business – Activity Sheet 8). Scarborough, Ontario: ITP Nelson, 1997.
p.20.
Tapscott, Don. Creating Value in the Network Economy. Boston, Massachusetts: Harvard Business
School Publishing, 1999.
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Tapscott, Don. The Digital Economy: Promise and Peril in the Age of Networked Intelligence. Toronto,
Ontario: McGraw-Hill, 1996.
Video
Economix. Montreal, Quebec: National Film Board of Canada and the Kativik School Board in cooperation with the Canadian Foundation for Economic Education, 1996.
The World of Business – A Canadian Profile – 3rd Edition. Scarborough, Ontario: Nelson Canada, 1997.
Web Sites
Statistics Canada: Strategis
http://strategis.ic.gc.ca/sc_ecnmy/sio/homepage.html
Statistics Canada
http://www.statcan.ca/
Activity 1: Canada in the World Marketplace
Time: 150 minutes
Description
Students are introduced to terms that relate to the international marketplace. They understand Canada’s
role as a major trading partner in international business. They appreciate the need for trade to be
mutually beneficial.
Strand(s) and Expectations
Ontario Catholic Graduate Expectations
Students will:
• listen actively and critically to understand and learn in light of gospel values (CGE 2a);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• work effectively as interdependent team members (CGE 5a);
• respect and affirm the diversity and interdependence of the world’s peoples and cultures (CGE 7f);
• respect and understand the history, cultural heritage, and pluralism of today’s contemporary society
(CGE 7g).
Strand(s): Conducting Business in a Competitive Marketplace and in a Changing Workplace,
Entrepreneurship, International Business
Overall Expectations
• analyse the major factors influencing the success of Canadian business (CCV.01)❖;
• explain how current issues affect Canadian business (CCV.03);
• describe how nations become interdependent through international business (NBV.01)❖;
• analyse the impact of trade on the Canadian economy (NBV.02)❖.
Specific Expectations
• identify various factors affecting business activity that have contributed to the success of Canadian
companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market
niche, ability to respond to change) (CC1.01);
• identify the differences between imports and exports (NB1.01)❖;
• summarize the impact of trade on employment and job creation in Canada (NB2.01).
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Planning Notes
• Arrange for use of the cross-curricular computer lab.
• From the video series Economix, preview the excerpt entitled “International Trade” and prepare an
accompanying worksheet for the students to complete.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Read the scenarios found in Appendix 4.1.1 – A Typical Morning to stimulate discussion on the
concept of international trade. Give students time to complete their answers and then discuss the
results of their answers together. As a result of this discussion the terms import and export are
introduced and defined.
2. Students determine the relationships among the following terms: dependent, independent, and
interdependent by completing Appendix 4.1.2 – Interdependent Terms. This handout serves as a basis
for a discussion that reveals the interdependent nature of trade.
3. Based on the above two exercises, students develop responses to the question “Why does Canada
engage in international trade?” Draw out specific reasons that justify trade and provide examples.
4. Show the video “International Trade” from the Economix series and have students complete
Appendix 4.1.3 – International Trade.
5. Assign Appendix 4.1.4 – Employment Opportunities in International Business as an out of class
assignment. Students make notes that highlight the different types of work translators and interpreters
may be required to do.
6. Using the video and article as proof, students discuss how Canada’s involvement in international
trade impacts on employment opportunities and the creation of new jobs.
Assessment/Evaluation Techniques
Formative
• Appendix 4.1.1 – A Typical Morning
• Appendix 4.1.2 – Interdependent Terms
• Appendix 4.1.3 – International Trade
• Appendix 4.1.4 – Employment Opportunities in International Business
• Completion of notes made from Appendix 4.1.4
• Active participation in class discussions
Summative
• Quiz – teacher-developed (international trade terms)
Accommodations
• Use reading partners for students with limited reading skills.
• Refer to Accommodations Chart if required.
Resources
Article
Acharya, Madhavi. “Multiculturalism Spawns Communications Boom.” The Toronto Star, (December
13, 1999).
Unit 4 - Page 4
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Video
Economix (Volume 4, program 1: “International Trade”). Montreal, Quebec: National Film Board of
Canada and the Kativik School Board in co-operation with the Canadian Foundation for Economic
Education, 1996. 16 min.
Appendices
Appendix 4.1.1 – A Typical Morning
Appendix 4.1.2 – Interdependent Terms
Appendix 4.1.3 – International Trade
Appendix 4.1.4 – Employment Opportunities in International Business
Activity 2: Our Evolving Role as a Global Partner
Time: 300 minutes
Description
Students are introduced to two major free trade agreements: (the North American Free Trade Agreement
– NAFTA, and the European Union – EU). They understand that Canadian businesses have a tremendous
opportunity to grow and increase profits as active participants in a global market. Students convert
international currencies in order to understand how products are exchanged on an international scale.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• respect the faith traditions, world religions, and the life-journeys of all people of good will (CGE 1h);
• read, understand, and use written materials effectively (CGE 2b);
• create, adapt, and evaluate new ideas in the light of the common good (CGE 3b);
• make decisions in light of gospel values with an informed moral conscience (CGE 3d);
• work effectively as interdependent team members (CGE 5a);
• respect the rights, responsibilities, and contributions of self and others (CGE 5e);
• exercise Christian leadership in the achievement of individual and group goals (CGE 5f);
• respect and affirm the diversity and interdependence of the world’s peoples and cultures (CGE 7f);
• respect and understand the history, cultural heritage, and pluralism of today’s contemporary society
(CGE 7g).
Strand(s): Conducting Business in a Competitive and Changing Workplace, Entrepreneurship,
International Business
Overall Expectations
• analyse the major factors influencing the success of Canadian business (CCV.01)❖;
• describe Canada’s key international economic relationships (NBV.03)❖.
Specific Expectations
• explain how a business can be affected by the number and quality of competitors in a market
(CC2.02);
• explain why goods and services are traded among nations (NB1.02)❖;
• analyse factors that affect the flow of goods and services among nations (e.g., consumer needs and
incomes, currency values, transportation costs, language and culture, trade agreements and pacts,
tariff and non-tariff barriers (NB1.03)❖;
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•
•
identify Canada’s major trading partners (NB3.01)❖;
describe how a company’s profit and growth can be affected by its international business activity and
participation in the markets of other nations (NB3.03)❖.
Planning Notes
• Teachers should prepare a variety of imported products.
• Teachers should acquaint themselves with the Statistics Canada web site (e.g., Appendix 4.2.3 –
Canada as a Market).
• Access to the school Library/Resource Centre facilitates the completion of some of the exercises.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. The teacher displays four imported products. As a class, identify each product, determine its country
of origin, and cite reasons why each product was imported. Distribute a handout outlining the major
reasons why countries engage in international trade (Appendix 4.2.1 – Major Reasons For
International Trade). Use this handout to lead a discussion focussing on the profit and growth
opportunities available within the international marketplace. Issues such as competition, labour
relations, the environment, and resource utilization should be discussed. Students complete an
exercise to address the issue of Canada’s international competitiveness (Appendix 4.2.2 – Global
Competitiveness).
2. Discuss why countries would want to trade with Canada. Individually, have students analyse Canada
as a market by accessing the Statistics Canada web site. Provide students with a handout that
facilitates the completion of this exercise (Appendix 4.2.3 – Canada as a Market).
3. Provide an overview of the North American Free Trade Agreement (NAFTA). Briefly summarize the
agreement. Ensure that an outline of the American and Mexican markets is presented. Also, cite the
advantages and disadvantages of NAFTA from Canada’s perspective. In particular, briefly outline
what’s not in this agreement. (e.g., prohibition of large-scale export of water). This should lead to the
definition of protectionism, tariffs, and quotas. Briefly discuss the merits of protecting a country’s
culture, heritage, and “sacred” resources while trying to engage in free trade. Issues such as social
responsibility and morality should be at the forefront of the discussion. Conclude by having the
students complete Appendix 4.2.4 – NAFTA Trading Partners.
4. Discuss how currencies are converted between NAFTA partners when goods and services are traded.
Provide students with Appendix 4.2.5 – The Exchange Rate and outline the exchange rate process.
Students complete an in-class assignment that has them convert the currencies of the NAFTA
partners and several European countries (in particular countries in the European Union).
5. Provide students with a blank copy of the map of Europe. List the European countries that are
presently part of the European Union on the board without revealing their economic relationship.
Using the Internet or an atlas, students label and colour code each of these countries on the map.
Explain that each is part of another free trade zone known as the European Economic Community.
List and explain the advantages and disadvantages of a single European market for Canada. Discuss
the implications of Canada trying to trade with countries in the European Union (e.g., tariffs).
Students research two vacation areas located within a EU member country. Students should search
the travel section of a newspaper, visit a local travel agent, or conduct an Internet search in order to
complete this assignment. The assignment includes identity of the resort, its location, distance from
home, and cost for a return trip. All costs should be quoted in Canadian and in the currency of the
country in question. All exchange rate calculations must be presented in the assignment.
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Assessment/Evaluation Techniques
Formative
• Appendix 4.2.2 – Global Competitiveness
• Appendix 4.2.3 – Canada as a Market
• Appendix 4.2.4 – NAFTA Trading Partners
• Appendix 4.2.5 – The Exchange Rate
• European vacation exercise
Summative
• Test – teacher-developed
Accommodations
• Refer to Accommodations Chart if required.
Resources
Print
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business – A Canadian
Profile – 3rd Edition. Scarborough, Ontario: Nelson Canada, 1994. pp. 119-157.
Web Site
Statistics Canada
http://www.statcan.ca/
Appendices
Appendix 4.2.1 – Reasons for International Trade
Appendix 4.2.2 – Global Competitiveness
Appendix 4.2.3 –Canada as a Market
Appendix 4.2.4 – NAFTA Trading Partners
Appendix 4.2.5 – The Exchange Rate
Activity 3: Addressing Cultural Diversity in a Competitive World
Time: 300 minutes
Description
Participation in today’s dynamic international marketplace requires both knowledge of cultural diversity
and a familiarity with the variations in business etiquette in different countries. By studying differences
within the European Union and countries within the Pacific-Rim, students comprehend the need for
research in this regard from a Canadian perspective.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• respect the faith traditions, world religions, and the life-journeys of all people of good will (CGE 1h);
• read, understand, and use written materials effectively (CGE 2b);
• present information and ideas clearly and honestly and with sensitivity to others (CGE 2c);
• create, adapt, and evaluate new ideas in the light of the common good (CGE 3b);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
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•
make decisions in light of gospel values with an informed moral conscience (CGE 3d);
apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• work effectively as interdependent team members (CGE 5a);
• respect the rights, responsibilities, and contributions of selves and others (CGE 5e);
• exercise Christian leadership in the achievement of individual and group goals (CGE 5f);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h);
• respect and affirm the diversity and interdependence of the world’s peoples and cultures (CGE 7f);
• respect and understand the history, cultural heritage, and pluralism of today’s contemporary society
(CGE 7g);
• respect the environment and use resources wisely (CGE 7i).
Strand(s): Role and Impact of Business, Conducting Business in a Competitive, Changing Workplace,
International Business
Overall Expectations
• demonstrate an understanding of how businesses respond to needs, wants, and demand (RBV.01);
• evaluate the impact of businesses on their community (RBV.03)❖;
• explain how businesses are affected by variations in market conditions and environments for
conducting business (CCV.02)❖;
• explain the role of marketing and accounting in business (CCV.05)❖.
Specific Expectations
• compare the ways in which cultures and countries address similar consumer needs and wants
(RB1.03);
• describe the role and effectiveness of advertising, display, distribution, research, packaging, and
selling methods in marketing a product (CC5.01);
• identify ways in which culture affects business activity and Canada’s international economic
relationships (NB3.02)❖.
Planning Notes
• The Library/Resource Centre should be booked on several occasions to support some of the
exercises.
• The teacher may want to use other countries from Africa, the Caribbean, Latin America, etc.
Prior Knowledge Required
No prior knowledge is required.
Teaching/Learning Strategies
1. Define the term culture. Discuss the traditions/values of various ethnic groups. Indicate that
businesses in foreign countries conduct transactions within the context of their own culture.
Therefore, businesses that wish to partake in international business must do research to isolate the
“right” and “wrong” ways to do business abroad. It must be emphasized that cultural mistakes can be
the difference in forming successful partnerships. Using countries in the European Union, students
make a note on the accepted way of doing business in each country (see The World of Business, pp.
143-148). This is contrasted with the way business is done in Canada. Students complete an
assignment that has them act as an export advisor to a Canadian company that wants to sell its
product to the German market (Appendix 4.3.1 – Export Advisor).
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2. Distribute a map of Pacific Rim countries. Briefly, summarize the economic potential that exists in
this area of the world. Show the video “Cross-Culture” from The World of Business series. Hand out
accompanying question sheet provided with this series.
3. Emphasize that part of a company’s market research plan should entail the proper language
translation of marketing concepts such as logos, jingles, and slogans. Distribute a list of slogans that
multi-national companies used that became problematic due to not effectively recognizing the
language and cultural differences of foreign countries (Appendix 4.3.2 – Slogans That Didn’t
Work!).
4. In pairs, complete an assignment that designs a logo and catchy slogan for the North American Free
Trade partners, the Pacific-Rim countries, and the European Economic Community. The goal is to
promote awareness of their respective free trade agreements. Students consult individuals who can
approve the translation of the slogans for the countries in the Pacific Rim and the European Union.
This should be done to avoid linguistic or cultural mistakes. Where possible, ensure students access
the cultural diversity that exists within the class as a resource.
5. In groups of four, students complete a culminating library research project. They complete a table
that includes countries from the European Union, Pacific Rim, and NAFTA (Appendix 4.3.3 –
International Business).
Assessment/Evaluation Techniques
Formative
• Appendix 4.3.1 – Export Advisor
• Logo/slogan assignment
Summative
• Appendix 4.3.3 – International Business
• Quiz – teacher-developed
Accommodations
• Refer to Accommodations Chart if required.
Resources
Print
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business – A Canadian
Profile - 3rd Edition. Scarborough, Ontario: Nelson Canada, 1994. pp. 119-157.
Notman, David and Jack Wilson. The World of Business – Video Series – 3rd Edition – Teacher’s
Resource. (Unit 2 – International Business – Activity Sheet 8). Scarborough, Ontario: ITP Nelson, 1997.
p. 20.
Video
The World of Business – A Canadian Profile – 3rd Edition – Unit 2 – International Business. “Cross –
Culture”. Scarborough, Ontario: Nelson Canada, 1997. 5 min.
Appendices
Appendix 4.3.1 – Export Advisor
Appendix 4.3.2 – Slogans That Didn’t Work!
Appendix 4.3.3 – International Business
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Activity 4: The Future of Business
Time: 225 minutes
Description
Students predict the future of business by analysing how technology is changing the way we value
companies, how companies are managed, and the relationship between products and customers. Students
examine how the Internet facilitates innovation through the sharing and creation of knowledge among
companies and between a company and its customers. They compare the organization and functions of
conducting a business traditionally with the emerging organization and functions enabled by e-business.
They investigate industry trends to determine the fastest growing business sectors and select specific
products most likely to require innovation. Finally, students synthesize their newly acquired knowledge
by presenting their innovative product ideas.
Strands and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and the common good (CGE 1d);
• present information and ideas clearly and honestly and with sensitivity to others (CGE 2c);
• think reflectively and creatively to evaluate situations and solve problems (CGE 3c);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE4f);
• work effectively as an interdependent team member (CGE 5a);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g).
Strand(s): The Role and Impact of Business, Conducting Business in A Competitive and Changing
Workplace, Entrepreneurship, International Business
Overall Expectations
• demonstrate an understanding of how businesses respond to needs, wants, and demand (RBV.01)❖;
• compare types of businesses (RBV.02)❖;
• evaluate the impact of businesses on their community (RBV.03)❖;
• explain how businesses are affected by variation in market conditions and environments for
conducting business (CCV.02)❖;
• explain how current issues affect Canadian business (CCV.03)❖;
• explain the role of marketing and accounting in business (CCV.05)❖;
• analyse the importance of invention and innovation in entrepreneurship (EPV.03) ❖.
Specific Expectations
• compare the ways in which different companies address similar consumer needs and wants
(RB1.03)❖;
• identify the types of businesses and business sectors that have experienced the greatest growth in
recent years (RB2.02)❖;
• analyse the impact that business activity has on the changes occurring in their community (RB3.04);
• analyse how technology has influenced the Canadian workplace (CC3.01)❖;
• describe the role and effectiveness of advertising, display, distribution, research, packaging, and
selling methods in marketing a product (CC5.01)❖;
• describe how innovation and invention lead to the development and application of new technologies
(EP3.04)❖.
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Planning Notes
• The use of a VCR is required during the first or second 75 minutes of this activity.
• Teachers should ensure the use of a school computer lab and/or the school Library/Resource Centre
for the second 75 minutes of this activity.
• If you are working with 75 minute chunks of time, the Socratic delivery of overheads should take less
than a full period and occur during the first 75 minutes. Students are expected to grasp some but not
all of it. It is designed to provoke and motivate them to think. The computer lab portion of this
activity is less than a 75-minute exercise and can be preceded by the video which resets their
imaginations from the period before. Teachers may want to reassemble students into their home
groups at the end of the second 75-minute period to review Appendix 4.4.8 – The Innovative Product
Assignment/Rubric. This permits the teacher to build in more presentation preparation time as an outof-class assignment. The key is to not let the Internet portion of this exercise go longer than 45
minutes.
• Teachers should familiarize themselves with the Strategis web site hosted by Statistics Canada
(http://strategis.ic.gc.ca/sc_ecnmy/sio/homepage.html). Teachers should pay particular attention to
the section on industry trends and to the section entitled Classic Canadian Industry Statistics.
• Teachers should be familiar with the home group-expert group method of co-operative learning.
Since this activity occurs toward the very end of the course, teachers may want to balance the
productivity of the groups by pre-selecting students for each home and expert group rather than use a
random or student-determined method. There can be any number of home groups depending on the
class size. Home groups should consist of a six-person marketing team with a person in charge of
each of the four Ps (Product Developer, Place Manager, Promotion Director, and Price Manager), a
Chief of Research, and a Customer Relations Manager. Expert groups gather information using the
Strategis research handout (See Appendix 4.4.7 – Strategis Industry Research.) Each expert group
may want to use two computers with three students at each. These two sub-groups can compare their
findings before returning to their home groups. Each expert completes his or her own handout to be
used by the home groups and submitted along with the delivery of a presentation.
• Chart paper and coloured markers are required.
Prior Knowledge Required
• Students are familiar with the use of an Internet web browser.
Teaching/Learning Strategies
1. Begin this activity by assigning students to home groups of six individuals. Announce to students that
as the course comes to an end it will be fun to try to predict what the future of business might be like.
Ask students to reiterate what they learned about the purpose of business: to fill the wants and needs
of customers. Distribute a different question about our possible future needs and wants to each home
group. (See Appendix 4.4.1 – Wants and Needs for the Next Millennium.) Give students a few
minutes to discuss their question and then ask one member from each group to share their question
and their group’s ideas with the whole class.
2. Ask students if they have ever heard of the phrase the New Economy. Regardless of their answers,
ask them to explain what they think it means. This discussion should lead into a discussion about
computers and information technology. Pursue the notion of the new economy further by asking
students what is really so new about the new economy? This should lead to a dead end and an
opening for the teacher to lead a Socratic discussion in an attempt to transmit several key concepts
using the overheads provided. Direct students to listen and provide them with notes after the
discussion.
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3. Use Appendix 4.4.2 – Knowledge-Based Economy to introduce the notion that we are shifting from a
society that values physical things to a society that values information, ideas, and innovation. This
shift is reflected in the nature of the products and companies that attempt to fill our wants and needs.
Point out that Microsoft is worth more than the GDP of Portugal or Ireland. But what does Microsoft
really sell? Windows 2000 enables us to create knowledge and share it. Use Appendix 4.4.3 – IT
Enabled Knowledge Creation and Sharing to point out that information technology permits
businesses to create customized products for each person because companies can establish a direct
connection with each one of us and store information about each one of us. Define and explain the
terms knowledge creation and knowledge sharing. Cite Pizza Pizza as an example. (When you call
the second time they already know the toppings you prefer. This knowledge is created, transmitted
and stored for both the customer and the company. This convenience is considered to add value to
Pizza Pizza, making their pizza worth more to you.)
4. Discuss how the IT enabled economy is changing the very characteristics of the way business
operates and is structured. Use Appendix 4.4.4 – Knowledge-Based Economic Impact on Business
Organization to explore what these changes might mean for consumers, management, the flow of
information, product manufacturing, and the product itself. Highlight the new possibilities for
product manufacturing and servicing created by advances in IT. (Use Appendix 4.4.5 – Creating
Value.)
5. Review the four Ps of marketing in the light of the new economy. (Use Appendix 4.4.6 – Updating
the four Ps of Marketing.) Encourage students to dream up new product ideas.
6. Show the 15-minute video, Tomorrow’s Challenges, Economix (Volume 4 - Program 2) to further
develop students’ interest in the possible products of the future.
7. Set up the same number of expert groups as there are home groups and assign students to them.
Direct each expert group to research a particular industrial sector as defined by Statistics Canada on
its Strategis web site (e.g., Chemical, Transportation, Primary Metal, Food, Rubber, Plastic,
Electric/Electronic, etc.). Distribute the handout found in Appendix 4.4.7 – Strategis Industry
Research to each student and have them complete Part A using a computer lab and the Internet.
8. Reassemble the home groups to complete Part B of the handout. Each group concludes this exercise
by identifying a product for further innovation. Each member of a home group should have the same
product identified.
9. Call the class together to assign the marketing team roles to each home group and distribute
Appendix 4.4.8 – The Innovative Product Assignment/Rubric. Set expectations by reviewing
instructions as a class and answer any outstanding process questions. Give them a limited time to
prepare and tell them that they must manage their time wisely as managers do in business. (See
Planning Notes about time sequencing.) Provide each home group with flip chart paper and coloured
markers.
10. Ask each group to present their work and collect their Strategis handouts for evaluation.
Assessment/Evaluation Techniques
Formative
• Informal teacher observation
• Appendix 4.4.7 - Strategis Industry Research
Summative
• Appendix 4.4.8 – The Innovative Product Assignment/Rubric
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Accommodations
• Selective grouping permits the teacher to place students in need of assistance with stronger students.
• Gifted students may want to pursue the Strategis web site further by building industry comparative
trend charts for specific statistics such as total shipments. They might then produce a reflective
analysis on why they believe one industry’s growth surpasses another. Ideally they connect the
statistics with the ideas presented in this activity by the teacher.
• Refer to Accommodations Chart if required.
Resources
Print
Arnold, Elizabeth and Rod Beckstrom. Brainticklers II: Beyond Y2K – Questions for the New Millennium
and the Year 3000. San Francisco, California: Brainticklers Publishing, 1999.
Beck, Nuala. Shifting Gears: Thriving in the New Economy. Toronto, Ontario: Harper Collins Publishers
Ltd., 1992.
Tapscott, Don. Creating Value in the Network Economy. Boston, Massachusetts: Harvard Business
School Publishing, 1999.
Tapscott, Don. The Digital Economy: Promise and Peril in the Age of Networked Intelligence. Toronto,
Ontario: McGraw-Hill, 1996.
Video
Economix. Volume 4 - Program 2: “Tomorrow’s Challenges”. Montreal, Quebec: National Film Board of
Canada and the Kativik School Board in co-operation with the Canadian Foundation for Economic
Education, 1996. 15 min.
Web Site
Statistics Canada: Strategis
http://strategis.ic.gc.ca/sc_ecnmy/sio/homepage.html
Appendices
Appendix 4.4.1 – Wants and Needs for the Next Millennium
Appendix 4.4.2 – Knowledge-Based Economy
Appendix 4.4.3 – IT Enabled Knowledge Creation and Sharing
Appendix 4.4.4 – Knowledge-Based Economic Impact on Business Organization
Appendix 4.4.5 – Creating Value
Appendix 4.4.6 –Updating the Four Ps of Marketing
Appendix 4.4.7 – Strategis Industry Research
Appendix 4.4.8 – The Innovative Product Assignment/Rubric
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Appendix 4.1.1
A Typical Morning
Instructions
Read the following scenario and fill as many of the blanks that you can.
Scene 1:
Before you arrived at school this morning, you, your classmates, and your families probably used a wide
variety of products that were not made in Canada.
1. If you or your family had orange juice, the oranges probably came from
2. The coffee that your parents (and teacher) enjoyed this morning was grown in
3. The sugar that was added to the coffee or sprinkled on your cereal came to us from
4. The dishes you used at breakfast may have been made in
5. The radio you listened to may have been manufactured in
6. The car your family drives was made in
Scene 2
While we are enjoying products from around the globe, at the same time the following events are being
observed:
7. Japanese children are eating bread baked from wheat that came from
8. In Britain, a gentleman is reading his financial magazine that was printed on paper that was made
in
9. In the United States, construction workers put the finishing touches on a home with wood that
came from the forests of
10. A family in Paris enjoyed crepes topped with maple syrup from
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Appendix 4.1.2
Interdependent Terms
DEPENDENT – INDEPENDENT -- INTERDEPENDENT
Analyse the following sentence by writing a definition for the underlined words in the boxes below.
“INDEPENDENT COUNTRIES THAT ARE DEPENDENT ON OTHERS TO PRODUCE
NEEDED PRODUCTS ARE SAID TO BE INTERDEPENDENT.”
Dependent
Independent
Interdependent
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Appendix 4.1.3
International Trade
Note: This video takes the form of an investigation. The plot revolves around an investigator who has to
determine whether Canada would do better by adopting a freer trade policy. He is not convinced by the
arguments of his friend who is certain that free trade is a good idea.
1. Canada is involved in international trade because
2. A country should specialize in industries where it has a distinct advantage over other countries.
Examples are:
a)
b)
c)
3. Specialization allows a country to produce
4. Provinces in Canada specialize in the production of products as well. Complete the following table:
Product
Province
Lobster
Forestry
Hydro-electric power
Wheat
5. Internationally Brazil specializes in the production of
6. As a result of this Canadian industries in this area
7. China has become known for its production of low-cost
8. The reason for this is because of their ________________________labourers.
9. What is protectionism?
10. The negative impacts of protectionism include:
a)
b)
c)
11. What is free trade?
12. Free trade benefits poorer nations by
13. In the end, the investigator agrees to “free trade with conditions”. These conditions are:
a)
b)
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Appendix 4.1.4
Employment Opportunities in International Business
MULTICULTURALISM SPAWNS COMMUNICATION BOOM
By Madhavi Acharya, Business Reporter, The Toronto Star - December 13, 1999
Sometimes the translation business is like detective work.
The insurance adjuster needed someone who could speak Igbo, a dialect native to southern Nigeria.
The Word Exchange knew it didn’t have anyone in its stable of interpreters who speaks this
language, so the staff started working the phones, calling contacts at community centres.
“One lead leads to the next and eventually we’ll talk to a person who is willing to do it,” says Serge
Gingras, president of the Toronto translation company.
Someone was found within the hour.
“Sometimes it’s just luck, but it’s also knowing where to look.”
Translation and interpretation companies have been around for decades, but Toronto’s ethnic and
cultural diversity has bred and nurtured a boom in this multi-million-dollar industry.
“We wouldn’t be in business if it weren’t for the multiculturalism of the city,” Gingras says.
The Greater Toronto Area boasts translation companies of all sizes, from firms that specialize in one
or two languages to those offering more than 100, slugging it out in this fiercely competitive market.
Translation services have long been an essential tool for law firms, insurance companies and the like,
but now a wider variety of businesses are discovering that removing a language barrier can help seal the
deal.
“It’s all about communicating the way their customer wants,” says Gingras.
“At Accident Injury Management clinics, using interpreters to interview people who have been
involved in accidents just make communication easier,” says Michelle Rach.
“Adjectives describing the precise nature of an ache or an injury are not exactly typical fodder in an
English as a Second Language class,” says Rach.
“Without an interpreter, we just wouldn’t be able to do our job. ‘We wouldn’t be able to say,
“Describe your pain sensation. Does it radiate? Is it an ache? Is it tingly?’ ”she says.
“You don’t usually use ‘tingling’ and ‘numbness’ in your everyday conversations. But it’s part of our
everyday communications here.”
“Demand for various languages for verbal interpreting is strongly influenced by immigration in the
Toronto area, while written translation is affected by international trade,” says Paul Penzo, operations
manager of All Languages. “Where Italian, Portuguese and Spanish used to be in high demand, now it’s
Cantonese, Mandarin, Somali and Punjabi.”
Across the industry, spoken interpretation generally runs about $45 to $110 per hour. Written
translation is about 20 to 50 cents per word, depending on the complexity of the document and turnaround time. Interpreters and translators earn a cut of the agency’s fee.
“The research can be unbelievable. You could spend two hours on one word. That’s why translation
is charged that way,” says Gingras.
“This can be a high-pressure business, full of potential trouble if a job isn’t done right. Imagine
leaving out a word on a label for a bottle of household cleanser,” Gingras says. “Now you’re telling
people a poisonous product is safe to drink.”
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Appendix 4.1.4 (Continued)
“The liabilities could be enormous if there were a recall of a million bottles or something. That’s
why you have to be very careful about proofreading.”
While prospective interpreters are fluent in their mother tongues, agencies also have to make sure
candidates speak English properly.
“We don’t care if they have an accent or anything like that,” says Gingras. “It’s mostly being able to
say what they need to have said in English without putting in a nuance that might not be there.”
When the Word exchange set up shop, the firm made a point of using accredited services, then still a
foreign concept.
“People didn’t know there were such things as accreditation. If you asked for an interpreter, you
didn’t know what you were getting,” Gingras says.
The Word Exchange now has about 1 000 freelance interpreters and translators on file with a core of
about 75 to 100 who are called in regularly.
The company makes a point of using accredited interpreters and translators, with the occasional
exception, like finding someone who speaks Igbo in a hurry.
Accreditation comes from the Attorney-General’s office, which administers translation exams every
February, based on what language needs the office perceives in specific regions.
The Immigration and Refugee Board also registers interpreters.
“Sometimes accreditation is not the best thing. Experience is more important,” argues rival Penzo.
All Languages, which has been around for 30 years, provides translation services for a wide variety
of clients, including manufacturers, wholesalers, travel agencies, lawyers and doctors.
It’s more important to send interpreters who have experience with legal or medical matters to those
types of assignments, says Penzo.
At Global Translation and Interpreters Services Inc., a business since 1972, the name of the game is
specialization.
“A lot of companies take on all kinds of work, everything from resumes to contracts to label
packaging. We stuck to law firms and insurance companies,” says office manager Tim Koressis.
While it’s difficult to say where the industry is going, it’s clear that computer software won’t be
putting translators out of business, as some observers have suggested, says Koressis.
“When a machine does it, you still have to have a human who can understand the context of what’s
being said and how to put it correctly. It’s never going to come out 100 per cent.”
“For so long, our country and the world markets have been using English as the first choice for
international commerce. You can talk in English, but when it comes right down to it, people think in the
language that is most natural to them,” says Maureen Mitchell, president of CanTalk Canada, one of the
newer Canadian firms in the field. CanTalk Canada promises a new level of competition with quick,
cheap, over-the-phone interpretation. The company has a Winnipeg call centre but with the help of some
high-tech telecommunications tools, is striving to build a presence in cyberspace.
“If you’re using them to the fullest potential, it really doesn’t matter where you are,” Mitchell says.
The company has developed a line of international operator services, available in 83 countries
worldwide, and currently manages up to 150 000 calls a month.
“We see it as an emerging market that hasn’t yet reached its full potential,” Mitchell says. “it’s just
scratching the surface.”
Reprinted with permission – The Toronto Star Syndicate
Unit 4 - Page 18
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Appendix 4.2.1
Major Reasons for International Trade
Product
Canadian grocery stores buy oranges and grapefruit from other countries with warmer climates.
Alternatively, Canada has an abundance of natural resources. In particular, forests and wheat fields
provide lumber and grain for countries lacking in these areas.
Promotion
Multinational companies aggressively sell their products around the world. Millions of dollars are spent
on advertising to help maximize sales. Companies like IBM and Nike market their products on an
international scale.
Price
Due to wages, taxes, fuel, and other transportation costs, the costs of producing various goods from
country to country may vary. Therefore, businesses in foreign countries may have the comparative
advantage in producing products at a lower cost. This would allow them to sell their products at a lower
price in Canada.
Expansion of Technology
In recent years, the pace of technological advances has accelerated at a dizzying rate. The knowledge of
products and services is available more widely and quickly because of tremendous strides in
communications and transportation technology. As recently as 1970, there was no commercial
transatlantic supersonic travel, faxing, e-mailing, Internet, teleconferencing, or overseas direct-dial
telephone service. Today, a traveller can fly from New York to London by Concorde in only three and a
half hours (although most people take the customary six-and-a-half hour flights), and communications are
almost instantaneous. Improved communications and transportation speed up interactions and improve a
business’s ability to control foreign operations. For example, Disney would be less willing to commit
resources to its Euro Disney concept without the technology that we have today.
Proximity
Border cities like St. Catherines, and Windsor, Ontario are tremendously influenced by their American
counterparts (Buffalo, New York and Detroit, Michigan). Business from both sides of the border profit
from the exchange of goods and services.
Preference
Some countries specialize in certain types of products or services that have a reputation for quality all
over the world. For example, Canadian consumers may prefer to purchase foreign products such as Swiss
watches, Belgian chocolate, and Japanese cars over Canadian competitors.
Unit 4 - Page 19
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Appendix 4.2.2
Global Competitiveness
Assume you own a business on Canada’s East Coast that exports goalie equipment. Using the
information outlined on the “major reasons for international business” handout, complete each category
below.
Category
Product
Advantage Over Asian Competitor
Price
Promotion
Technology
Proximity
Preference
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Appendix 4.2.3
Canada as a Market
Internet Search
Questions:
1. What is the population of Canada?
2. Canada’s two official languages are English and French. What percentage of the population primarily
speaks English? French?
3. List five resources that Canada primarily exports.
4. A country’s trade balance is determined by subtracting total imports from total exports. What does
this mean? What is Canada’s current trade balance ($)?
5. In terms of land mass, where does Canada rank in terms of size?
6. During your search, list three other facts about Canada that you find interesting.
Using the above data, explain three reasons why countries would want to do business with Canada?
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Appendix 4.2.4
NAFTA Trading Partners
Use a web browser or other library resource material to complete the following chart:
Canada
United States
Mexico
Literacy Rate
National Sport
Average Income Level
Capital City
Largest City
Inflation Rate
Tourist Attraction
Area (km2)
Government Leader
Unemployment Rate
Currency Type
Gross Domestic Product (GDP) ($)
Age of country
Trade Balance ($)
Population
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Appendix 4.2.5
The Exchange Rate
Explanation 1
• the number of units of the Canadian dollar that are needed to buy one US dollar or one unit of
another foreign currency
Explanation 2
• the price of a national currency, such as the Canadian dollar, expressed in terms of another
currency
e.g.,
if the Canadian dollar is trading at 80 US cents, it will take $1.25 Canadian to buy $1 US
→
EQUATION 1C = 0.80 US
1C = 1US
0.80
C = Canadian Dollar
1.25C = 1US
e.g.,
if the Canadian dollar is trading at 90 US cents, it will take $1.11 Canadian to buy $1 US
→
EQUATION 1C = 0.90 US
?C = 1US
?
?C = 1US
Converting Canadian to US
Given that the Canadian dollar is trading at 90 US cents. How many Canadian dollars will purchase $70
worth of American products?
EQUATION 1C = 0.90 US
Step 1 – find out how many Canadian dollars buy one American dollar
→
1C = US
1.11C = 1US
0.9
Step 2 – multiply each side by $70 to find out how may Canadian dollars are equal to 70 American
dollars
→
70 x 1.11C = 70 x 1US
$77.78C = $70US
Therefore, it would take $77.78 Canadian to buy $70 worth of American products.
Converting US to Canadian
Given that the Canadian dollar is trading at 80 US cents. How many American dollars will purchase $40
worth of Canadian products?
EQUATION 1C = 0.80US
Step 1 – find out how many American dollars buy one Canadian dollar
1C = 0.80US
Step 2 – multiply each side by $40 to find out how many American dollars are equal to forty Canadian
dollars
→
40 x 1C = 40 x 0.80US
$40C = $32US
Therefore, it would take $32 American to buy $40 worth of Canadian products.
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Appendix 4.3.1
Export Advisor
Student:
Country:
A Canadian manufacturer of sports equipment wants to sell its products to the people of Germany (or
assigned country) and has come to you for advice. The manufacturer knows there is a market for his
product in Germany, but needs your advice on the most effective way to serve it. Your report includes a
brief summary of how business is done in Germany. A list of pros and cons on how to do business in
Germany should be developed. Your report should make at least two recommendations for the Canadian
manufacturer’s consideration.
Use the following evaluation rubric as a guide to develop the structure of the assignment.
Category
Communication
Communication
of information
and ideas
Level 1
- communicates
information and
ideas with limited
clarity
Level 2
- communicates
information and
ideas with some
clarity
Level 3
- communicates
information and
ideas with
considerable
clarity
Knowledge &
Understanding
Summary of how
business is done
in country
List of pros and
cons
Application
Advice/
recommendations
- demonstrates
limited knowledge
of the assigned
country
- demonstrates
some knowledge
of the assigned
country
- demonstrates
considerable
knowledge of the
assigned country
Level 4
- communicates
information and
ideas with a high
degree of clarity
and with
confidence
- demonstrates
thorough
knowledge of the
assigned country
- uses concepts to - uses concepts to - uses concepts to
form advice and
form advice and
form advice and
recommendations recommendations recommendations
with considerable with a high degree
with moderate
of effectiveness
effectiveness
effectiveness
- uses critical and - uses critical and - uses critical and
Thinking &
creative thinking
creative thinking
creative thinking
Inquiry
skills with a high
skills with
skills with
Critical and
degree of
considerable
moderate
creative thinking
effectiveness
effectiveness
effectiveness
skills
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 4 - Page 24
- uses concepts to
form advice and
recommendations
with limited
effectiveness
- uses critical and
creative thinking
skills with limited
effectiveness
• Introduction to Business - Open
Appendix 4.3.2
Slogans That Didn’t Work!
The name Coca-Cola in China was first rendered as Ke-kou-ke-la. Unfortunately, the Coke company did
not discover until after thousands of signs had been printed that the phrase means “bite the wax tadpole”
or “female horse stuffed with wax” depending on the dialect. Coke then researched 40 000 Chinese
characters and found a close phonetic equivalent, “ko-kou-ko-le,” which can be loosely translated as
“happiness in the mouth.”
Also in Chinese, the Kentucky Fried Chicken slogan “finger-lickin’ good” came out as “eat your fingers
off.”
In Taiwan, the translation of the Pepsi slogan “Come alive with the Pepsi Generation” came out as “Pepsi
will bring your ancestors back from the dead.”
Ford had a problem in Brazil when the Pinto flopped. The company found out that Pinto was Brazilian
slang for “tiny male genitals.” Ford pried all the nameplates off and substituted Corcel, which means
horse.
When General Motors introduced the Chevy Nova in South America, it was apparently unaware that “no
va” means “it won’t go.” After the company figured out why it wasn’t selling any cars, it renamed the car
in its Spanish markets to the Caribe.
An American t-shirt maker in Miami printed shirts for the Spanish market which promoted the Pope’s
visit. Instead of the desired “I saw the Pope” in Spanish, the shirts proclaimed “I Saw the Potato.”
The American slogan for Salem cigarettes, “Salem-Feeling Free,” got translated in the Japanese market
into “When smoking Salem, you feel so refreshed that your mind seems to be free and empty.”
Unit 4 - Page 25
• Introduction to Business - Open
Appendix 4.3.3
International Business
Country
Population
Major
Trading
Partner
Official
Language/Cultural
Differences
How can Canada tap
into this market?
Brazil
China
Congo
Denmark
Greece
India
Ireland
Italy
Japan
Unit 4 - Page 26
• Introduction to Business - Open
Appendix 4.4.1
Wants and Needs for the Next Millennium
From milk to protein shakes, beverages have gone from wholesome to performance fuel. What will we
drink at school in the year 3000?
If people in the future could choose to be ten times wealthier than they are today and have good health,
balanced lives, a clean environment, and safe neighborhoods or be twenty times wealthier with less
health, busy lives, a polluted environment, and dangerous streets, which would they choose?
How much education will be required to get an entry-level job in 3000? What subjects will be required
before entering working life?
What will parenting activities be like in 3000? How much time will parents spend with their kids?
What kinds of housing will people need?
What will people do with their time if humans only need to work four hours a day?
What electronic devices will we choose to insert into our bodies? Which will be more popular – bionic
organs or machines that can think?
Will there be Churches in 3000? What will a Catholic Church look like?
Will hockey still be one of the most popular pastimes in 3000? What new sports will be invented?
How will people travel in 3000? Will we still drive or be driven by robotic machines? How long will it
take to get from Thunder Bay to Peterborough?
Will technology link people together across great distances for shared events? Will technology isolate
people because physical interaction will become unnecessary?
What will it mean to be poor in 3000?
How many people will live on the moon in 3000? Why will they be living there?
Unit 4 - Page 27
• Introduction to Business - Open
Appendix 4.4.2
Knowledge-Based Economy
From Older Economies to the New Economy
VALUE BASE – Commodities
PERIOD – 1800s
KEY ECONOMIC FACTOR – Cheap Steel
NETWORK – Railroads, Shipping & Telegraph
INDUSTRIES – Textiles, Coal, Steel
VALUE BASE - Mass-Marketing
PERIOD - 1918 – 1981
Key Economic Factor – Cheap Energy (Hydro & Oil)
NETWORK – Highways, Airports & Telephone
INDUSTRIES – Housing, Autos, Machine Tools, Retailing
VALUE BASE – Knowledge Creation/Sharing
PERIOD – 1981 – Present
KEY ECONOMIC FACTOR – Cheap Microchips (Information Technology)
NETWORK – LANs/WANs, Fiber Optics, Satellites
INDUSTRIES – Computers, Medical, Telecommunications
Unit 4 - Page 28
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Appendix 4.4.3
IT Enabled Knowledge Creation and Sharing
Knowledge Creation
• Data are the basic building blocks of knowledge-based companies.
• Information is data that have been arranged into meaningful patterns.
• Creating knowledge means to apply information productively.
Knowledge Sharing
• The Internet is the infrastructure for sharing the management of knowledge among companies and
consumers. It enables the networking of human intellect, know-how, and ingenuity.
Appendix 4.4.4
Knowledge-Based Economic Impact on Business Organization
Impact of Change on the Organization of Business
From
→
•
•
•
•
•
Characteristics
Consumers Grouped
Mass Markets
Local/Provincial/National
Hierarchical Management
Information Flow Synchronous
Top – Down
Delayed
Single Company Produces the Entire
Product
Products are Dumb
Unit 4 - Page 29
To
•
•
•
•
•
Characteristics
Individual Consumers
Mass Customization
Global Market
Peer Management
Information Flow
Asynchronous
Flat
Real Time
Many Companies Produce Parts of the
Product
Products are Smart
• Introduction to Business - Open
Appendix 4.4.5
Creating Value
The Old Economy – One Company Does it All –
• From Product Idea to Product Delivery...
The New Economy - Many Companies Do It • Each Part of the Business Process from Accounting and Marketing to Manufacturing and Delivery
might be done by Different Companies that are... Scattered Next Door... or Around the World...
Appendix 4.4.6
Updating the Four Ps of Marketing
Smart Products...
• Embedded Computers Everywhere Possible...
• Health Records in Human Beings
• Locator Chips in Children
• Refrigerator Chips to Order Food
• Distance Eye-Glasses
... can you think of the endless possibilities here?
AND/OR
Individualized One-of-a-Kind - One Person Products...
• Cereal with three raisins per spoonful because that is the way you like it best... think of more
examples!
Promotion
Individualized Messages and Purchasing Schemes...
• Watch the Grey Cup and see an advertisement designed and delivered only to YOU!
Price
Cost of Tangible Products Down
Major Cost Component Linked to Enhanced Service/Info
Place
Anytime Anywhere Purchase/Support/Service/Delivery...
• The concept of Place becomes a vital part of the product whether it is delivered electronically or
experienced at the Mall!
• Wireless and Experience are REAL!
Unit 4 - Page 30
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Appendix 4.4.7
Strategis Industry Research
Name: ____________________ Home Group: ______ Expert Industry: _____________________
Part A: Using your Internet browser open the Statistics Canada Strategis web site. It can be found using
the following address - http://strategis.ic.gc.ca/engdoc/main.html
1. Find Strategis Categories and click on Economic Analysis and Statistics.
2. Find Canadian Industry Statistics and click on it.
3. Find Growth Trends and click on it.
4. Find Canada and click on it.
5. Examine the pie chart describing Canada’s Gross Domestic Product. Notice the different percentages
indicating the dollar value of the types of products made. Note that the production of services is the
largest. Service includes everything from waiting on tables to providing financial advice! Find Goods
and click on it.
6. Identify the six fastest growing Goods sectors on the chart. (Note: this comparison excludes our
private and government services and our resource sector.) The six fastest growing goods producing
industries in Canada are: ____________________, ____________________,
____________________, ____________________, _____________________, and
____________________.
7. Find your group’s expert sector to research and click on it.
8. Select Total Shipments by scrolling in the Statistical Variable box and submit your request for data.
Record the value in dollars for 1990 _____________ and 1995 _____________. This growth can be
expressed as a compound growth rate calculated in the same way that compound interest is
calculated. Record the compound growth rate: _____________.
9. Select Total Employment by scrolling through the Statistical Variable box and submit your new
request for data. Record the total number of employees in 1990 ______________ and 1995
_____________. Record the compound growth rate: _______________.
10. Select Shipments Per Employee by scrolling through the Statistical Variable box and submit your
new request for data. Record the total value of shipments per employee in 1990 ______________ and
1995 _____________. Record the compound growth rate: _______________.
11. Select Average Salaries and Wages by scrolling through the Statistical Variable box and submit your
new request for data. Record the Average Salaries and Wages in this industry for 1990
______________ and 1995 _____________. Record the compound growth rate: _______________.
12. Select Total Research and Development by scrolling through the Statistical Variable box and submit
your new request for data. Record the total value of research and development in 1990
______________ and 1995 _____________. Record the compound growth rate: _______________.
13. Select Total Exports by scrolling through the Statistical Variable box and submit your new request
for data. Record the total value of exports in 1990 ______________ and 1995 _____________.
Record the compound growth rate: _______________.
14. Now go back to Canadian Industry Statistics by clicking it at the top of your current page and then
click on C.I.S. Classic.
15. Find your industry sector on the list and click on it. Choose a sub-industry group that interests you
and click on it to discover a list of products related to that industry grouping. Record the definition
provided for this sub-industry grouping:
16. Select one product from the list that interests you and that you believe can be made a smarter product
through innovation. Record your selected product: _________________________.
Unit 4 - Page 31
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Appendix 4.4.7 (Continued)
Part B: Bring this completed expert industry research back to your Home Group when the teacher
instructs you to do so and then continue to complete the questions below:
1. Compare the findings of the others in your Home Group. Identify the fastest growing goods
producing sector by determining which has the fastest compound growth rate and record it:
_________________.
2. Identify the goods sector that has the highest value of Total Shipments and record its name and dollar
value: _____________________/$________________.
3. Discuss what the Shipments Per Employee category means with your Home Group. Indicate whether
a company would be more productive or less productive as this value gets larger: _______________.
Explain why you think so:
4. Discuss the value of spending more on Research and Development. Identify the two goods producing
sectors that spend the most on R & D: ____________________ and ______________________.
5. As a group, select ONE promising product for innovation from the ones selected by each expert. The
product we selected is: ____________________________.
6. Together brainstorm a variety of future innovations for your product. Let your limit be only the
extent of your collective imaginations. Identify and name your innovated product and prepare a brief
marketing plan for it that you present to the whole class using the rubric your teacher has created for
a guide. The name of our product is __________________________________.
Unit 4 - Page 32
• Introduction to Business - Open
Appendix 4.4.8
The Innovative Product Assignment/Rubric
Home Group Product Innovation
The Flip Chart Presentation
1. Each group member must complete the Strategis Expert Industry Research handout. Although you
discuss and develop your answers using the information gathered by your whole team, each student is
required to submit his or her own handout as well as participate in the flip chart product innovation
presentation. You need to do this before you proceed to develop your team’s product innovation.
2. The presentation that your team develops should be fun and presented in an upbeat and confident
manner. Your work is assessed according to the rubric that follows these directions. Each home
group plays the role of a marketing team. Each member is responsible for a particular aspect in the
development of a product to be launched in the year 2010. Your product should respect the values we
hold as Christians and, perhaps, extend those values. Your roles are: Chief of Research, Price
Manager, Product Developer, Place Manager, Promotion Director, and Customer Relations Manager.
You develop the product that you identified on Part B of the Strategis Expert Industry Research
handout. Each team member identifies the same product for further innovation... if you do this part
correctly!
3. Your team presentation is delivered to the whole class. Your presentation must be between 10
minutes and 15 minutes long. Each team member must play an equal verbal role. You may use only
coloured markers and a flip chart.
4. Your presentation must cover the following topics in this sequence:
a) Name your product and identify the business sector and sub-sector to which your product
belongs. Identify and project the compound growth rate for your product based on the sector
information you collected (educated guess). (Chief of Research)
b) Describe the consumer you are trying to reach using the differences between the old and new
economies as a model. Highlight your product’s benefits! (Consumer Relations Manager)
c) Describe your product using a quick sketch that depicts it. You might want to label its parts if
this is appropriate. (Product Developer)
d) Indicate a price for your product and defend it in terms of the value you create for the consumer.
(Price Manager)
e) Describe the promotional plans for your product. Include a brief advertising strategy and at least
one other form of promotion. (Remember that community values and sensitivities are important
to respect when companies develop promotional plans.) (Promotion Director)
f) Explain how the consumer purchases and receives your product. (Will it be a real experience or a
virtual one?) (Place Manager)
g) If there is time, answer a few questions.
h) Verbally ask the Chief Executive Officer (CEO – Teacher) for his or her commitment to signal
the conclusion of your presentation.
5. Have fun with this.... no product idea is wrong
Unit 4 - Page 33
• Introduction to Business - Open
Appendix 4.4.8 (Continued)
The Innovative Product Assignment/Rubric
Product Innovation Assignment Assessment Rubric
Learning
Level 1
Level 2
Level 3
Category/Aspect
Level 4
- can identify and explain why
certain businesses and business
sectors are growing faster than
others
- expertly characterizes the old
and the new economies
- recognizes that
businesses can be
categorized into
different sectors
- incorrectly
characterizes the old
and the new economies
- can explain needs and
wants
- recognizes that certain
businesses and business
sectors grow faster than
others
- incompletely
characterizes the old
and the new economies
- can discuss how needs
and wants drive product
innovation
- can identify the
businesses and business
sectors experiencing the
greatest growth
- correctly characterizes
the old and the new
economies
- can discuss how IT
enables product
innovation
- can identify products
created by IT
- can describe how IT
can create new products
Thinking/Inquiry (30
Percent)
critical and creative
•
thinking skills
- selects and develops a
product innovation
with little reason
- selects, develops, and
defends product
innovation with some
evidence of logic
- can describe why smart
products are worth more
to a consumer
- selects, develops, and
defends product
innovation based on
solid logic
•
- could not complete
Strategis Expert
Industry Research
(Appendix 4.4.7)
- completed Strategis
Expert Industry
Research with some
mistakes (Appendix
4.4.7)
- presents an idea of
product innovation
based on the value of
knowledge and the
needs and wants it fills
with some clarity
- uses positive language
and the flipchart with
some effectiveness
- completed Strategis
Expert Industry
Research correctly
(Appendix 4.4.7)
- completed Strategis Expert
Industry Research correctly and
reflectively (Part B) (Appendix
4.4.7)
- presents a clear idea of
product innovation
based on the value of
knowledge and the needs
and wants it fills
- presents a clear and
persuasive idea of product
innovation based on the value
of knowledge and the needs
and wants it fills
- uses positive language,
posture, and the flipchart
effectively
- uses very positive language,
posture, and the flipchart with
a high degree of effectiveness
- develops a product
innovation that
somewhat reflects the
value of knowledge and
Christian values
- develops a realistic
product innovation that
reflects the value of
knowledge and a respect
for Christian values
- develops a realistic product
innovation that clearly creates
value through knowledge and
extends Christian values
Knowledge/
Understanding
(40 Percent)
knowledge of terms
•
and facts
•
understanding of
concepts
inquiry skills
Communication
(10 Percent)
communication of
•
information and
ideas
•
use of language
(body and verbal)
and visuals
Application
(20 Percent)
transfer of concepts
•
and making
connections
- presents a limited
idea of product
innovation based on
the value of knowledge
and the needs and
wants it fills
- uses language and
flipchart with limited
effectiveness
- develops a product
innovation with a
limited link to
knowledge creation
and/or sharing and/or
Christian values
- can discuss how IT enables
product innovation through
knowledge work by describing
knowledge creation and
knowledge sharing
- can describe how smart
products might be developed
using the 4 Ps of marketing
- selects, develops, and defends
product innovation with
faultless logic
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 4 - Page 34
• Introduction to Business - Open
Unit 5: The Corporate Profile: Analysing a Business
Time: 10.75 hours
Unit Description
Students set up a framework to profile a publicly-traded corporation of their choice. As the course
progresses they use and extend this framework to track specific corporate data and to gather facts and
opinions related to topics presented during the course. At the end of this course students present an
analysis of their data collection in the form of an investment recommendation based on profitability,
corporate values, and social responsibility.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,c,d,e, 3c,d,f,4a,f,g,5b,e,f,g,h, 7e.
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship, International Business
Overall Expectations: RBV.03; CCV.01,02,03,05; PFV.02; EPV.02; NBV.03.
Specific Expectations: RB3.01,02,03,04; CC1.02,03; CC2.02,03; CC3.02,03; CC4.04,05,06;
CC5.01,02; PF2.01,06,08; NB3.02,03.
Activity Titles (Time + Sequence) (delivered concurrently)
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
A Framework for Research and Corporate Fact File
The Product/Market
The Financial Picture
Social Responsibility
The Research Report and Presentation
150 minutes
75 minutes
75 minutes
75 minutes
270 minutes
Prior Knowledge Required
•
Students are familiar with computer use. Specifically, they should be able to use a word processor,
spreadsheet software, and be able to navigate and browse the Internet.
Unit Planning Notes
•
The intent of this Corporate Profile project is to provide students with an integrated learning
opportunity that infuses expectations listed under each of the five strands with values drawn from the
Ontario Catholic Graduate Expectations. The activities outlined in this unit are to be delivered both
inside and outside the classroom and run concurrently with the other units in this course. The
activities should be delivered toward the end of each of the units with the exception of Unit 4. While
teaching Unit 4, teachers have to deliver Unit 5, Activity 4 at the beginning and Unit 5, Activity 5 at
the end. Although the content of this unit encourages students to engage in higher-order thinking, it
is, nevertheless, appropriately modified to meet the developmental needs of the Grade 9 or 10
student. Teachers should keep this in mind when doing student assessments and evaluations.
Unit 5 - Page 1
• Introduction to Business - Open
Teaching/Learning Strategies
Teacher-Centred
Guest speaker
Project outline
Work/task sheet
Direct instruction
Socratic
Overhead
Learner-Centred
Text referencing
Note making
Collaborative technologies
Demonstration
Report production
Visual organizers
Group discussion
Computer productivity tools
Web searches
Small assignments
Peer review
Role playing
Self-Directed
Performance
Research using various media
Assessment and Evaluation
Formative
• Informal Observation
• Student Checklist
• Written Anecdotal Feedback
• Peer Review (Performance rehearsal feedback)
Summative
• The Corporate Profile Report
• The Corporate Profile Recommendation
Resources
Print
Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for
the Socially Responsible Investor. New York, New York: Dutton, 1998.
Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario: Oxford University Press,
1998.
Kosior, Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World to Share:
When Faith and Economics Meet. Toronto, Ontario: Metropolitan Separate School Board (TCDSB),
1990.
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Web Sites
theBizSTOP.com: Business Community: Marketing Strategy and the Marketing Plan Mini Course
http://www.bmscentre.com/brc_courses/brccourses/MiniCourses/markstra/mod4/m4_sub3/m4_s104a.htm
Corporate Social Responsibility Indicators
http://www.abellsgroup.com/welcome/welcome.html
Unit 5 - Page 2
• Introduction to Business - Open
CNNfn The Financial Network
http://www.cnnfn.com/
GlobeInvestor.com
http://www.globeinvestor.com/
The London Stock Exchange
http://www.londonstockexchange.com/
NASDAQ
http://www.nasdaq.com/
Presenting Solutions
http://www.presentingsolutions.com/effectivepresentations.html
The Toronto Stock Exchange
http://www.tse.com/
Corporate Web Sites
Abitibi-Consolidated
Alcan Aluminum Limited
Air Canada
Ballard Fuel Cells
Bank of Montreal
Bank of Nova Scotia
Barrick Gold Corporation
Bata Limited
Bell Canada Enterprises
Bombardier Inc.
Canadian Airlines
Canadian Imperial Bank of Commerce
Canadian National
Canadian Tire
Coca-Cola Corporation
Corel Corporation
DaimlerChrysler Canada
Dofasco Inc.
Fiat Group
Ford of Canada
Four Seasons Hotels and Resorts
Gap
George Weston
GM Canada
Hudson’s Bay Company
IBM Canada Limited
Imperial Oil Company
Inco
Indigo
Irving Oil Company
Irwin Toys
Kodak Canada
Labatt
Lego Group
MacMillan Bloedel Ltd.
Unit 5 - Page 3
http://www.abicon.com/domino/aciweb2.nsf
http://www.alcan.com/
http://www.aircanada.ca/
http://www.ballard.com/default.asp
http://www.bmo.com/
http://www.scotiabank.com/
http://www.barrick.com/
http://www.bata.com
http://www.bce.ca/
http://www.bombardier.ca/
http://www.cdnair.ca/
http://www.cibc.com
http://www.cn.ca/cnwebsite/cnwebsite.nsf/public/splashC
http://www.canadiantire.ca/
http://www.coke.com/
http://www.corel.ca/
http://www.chryslercanada.ca/English/AboutChryslerCanada/
https://www.dofasco.ca/
http://www.fiat.com/
http://www.ford.ca/fordFlash.html
http://www.fourseasons.com/index.html
http://www.gapinc.com/
http://www.weston.ca/
http://www.gmcanada.com/english/home/home.html
http://www.hbc.com/language.asp
http://www.ibm.ca/
http://www.imperialoil.ca/
http://www.inco.com/
http://www.indigo.ca/
http://www.irvingoil.ca/
http://www.irwin-toy.com/
http://www.kodak.ca/
http://www.labatt.ca/
http://www.lego.com/
http://www.mbltd.com/
• Introduction to Business - Open
Magna International Inc.
Manulife Insurance
McDonald’s CorporationMolson Inc.
Nestle
Newbridge Networks
Nike Inc.
Nortel Networks Inc.
Novopharm Biotech
Onex Corporation
Petro-Canada
Petroleum Company of Mexico
Qantas Airlines
Research in Motion Limited
Royal Bank of Canada
Seagram Company
Sears Canada
Sobey’s Inc.
Sony Corporation
Stelco Inc.
Systeme Nationale Chemin de Fer
TD Bank
Teleglobe Canada
Tommy Hilfiger Inc.
Toyota Canada
Wendy’s Corporation
http://www.magna.ca/
http://www.manulife.com/corporate1.nsf/public/index.html
http://www.mcdonalds.com/
http://www.molson.com/home/main.ghtml
http://www.nestle.com/
http://www.newbridge.com/
http://www.nike.com/
http://www.nortel.ca/
http://www.novopharmbiotech.ca/
http://www.onexcorp.com/
http://www.petro-canada.ca/
http://www.pemex.com/
http://www.qantas.com/
http://www.rim.net/
http://www.royalbank.ca/
http://www.seagram.com/
http://www.sears.ca/
http://www.sobeys.ca/
http://www.sony.com/
http://www.stelco.ca/
http://www.sncf.fr/
http://www.tdbank.ca/
http://www.teleglobe.ca/
http://www.tommy.com/
http://www.toyota.ca/
http://www.wendys.com/index0.html
Activity 1: A Framework for Research and Corporate Fact File
Time: 150 minutes
Description
Students choose a transnational corporation to investigate and then begin to play the role of a financial
analyst who is charged with the responsibility of writing a corporate profile report that justifies a buy,
sell, or hold recommendation for a client interested in ethical investments. Students are given a corporate
profile outline to follow and begin to gather some basic facts related to a corporation of their choice.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and common good (CGE1d);
• listen actively and critically, to understand and learn in light of gospel values (CGE2a);
• read, understand, and use written materials effectively (CGE2b);
• present information and ideas clearly and honestly and with sensitivity to others (CGE2c);
• write and speak fluently one or both of Canada’s official languages (CGE2d);
• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology,
and information systems to quality of life (CGE2e);
• think reflectively and creatively to evaluate situations and solve problems (CGE3c);
Unit 5 - Page 4
• Introduction to Business - Open
•
•
make decisions in light of gospel values with an informed moral conscience (CGE3d);
examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society (CGE3f);
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others
(CGE4a);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and
opportunities (CGE4g);
• think meaningfully about the meaning and purpose of work (CGE 5b);
• respect the rights, responsibilities, and contributions of self and others (CGE5e);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h);
• witness Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful, and compassionate society (CGE7e).
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace
Overall Expectations
• evaluate the impact of businesses on their community (RBV.03);
• explain how current issues affect Canadian business (CCV.03).
Specific Expectations
• distinguish the various ways in which business activity can affect the quality of life (e.g., level of
income, products available, environmental impact, stress in the workplace) (RB3.02)❖;
• investigate issues in their community that have been created or affected by business (e.g., issues
concerning land use, the environment, traffic, health and safety, employment) (RB3.03);
• analyse the impact that business activity has on the changes occurring in their community (RB3.04);
• identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that
affect personal health, safety, work enjoyment) (CC1.03);
• describe reasons for government policies and actions relating to regulation of markets and business
activity (e.g., environmental concerns, the need for product labeling, health and safety concerns, the
need for quality control, the need to ensure agricultural supply) (CC2.03)❖;
• specify ways in which business activity can help or harm the environment (CC3.02);
• determine the importance of ethics and social responsibility in business (CC3.03)❖;
• compare the rights and responsibilities of employees and employers (CC4.04);
• describe the role of management in business (CC4.05);
• describe how different management approaches and styles can influence employee productivity
(CC4.06).
Planning Notes
• Teachers direct students to set up a special section of their notebook for this unit as it is delivered
concurrently.
• Teachers have a prepared list of suitable companies for student research. The easiest way to do this is
to provide them with Internet addresses.
Unit 5 - Page 5
• Introduction to Business - Open
•
•
•
•
Arrange for a guest speaker to speak to the class about the role of a financial analyst. The person
selected should feel comfortable discussing ethical investments in a positive light. The banks and
brokerage firms should be of great help. They have local representatives in almost every community.
The school’s computer Internet lab or electronic Library/Resource Centre should be pre-booked.
Students should have access to the Internet either at school or at home. If this is not possible, students
can conduct this research using print resources and the services of Canada Post.
Students submit drafts of their Corporate Profile report as it is being developed throughout the
course. Students use these formative assessments to edit their work in-process as it becomes the final
Corporate Profile Report. Teachers should strive to be detailed and prescriptive in their written
comments as it is expected that students incorporate most, if not all, of the teacher’s comments into
their work. Teachers should see themselves as the student’s collaborator and working manager. This
iterative report writing process emulates the report-writing process found in the business world. The
finished Corporate Profile Report is used for a summative evaluation of the student’s work.
Prior Knowledge Required
• No prior knowledge is required, however, students apply the knowledge they acquire in Units 1 – 4
to build their profiles.
• Students are able to independently browse the Internet.
• Students are familiar with the basic functions of a word processor.
• It would be helpful but not necessary for students to use e-mail for parts of their research.
Teaching/Learning Strategies
1. As a whole class, develop working definitions for the following terms: morals, ethics, and values.
Write the definitions on the board for the class to record in their notebooks. Next, ask them to reflect
for a minute about what the term ‘Gospel values’ means to us as Catholics.
2. Move students into groups of five and distribute Appendix 5.1.1 – The World of Business Ethics.
Assign each group a different type of business (automobile company, grocery store chain,
professional hockey team, cosmetic company, ski manufacturer, pharmaceutical company, etc.), and
have them indicate this on their handout. Assign a different role to each member of the group:
employee, customer, owners/managers, suppliers, and one person to represent the environment. Ask
them to discuss with each other what types of ethical behaviour they expect from each other in their
assigned situations. Encourage them to cite Biblical references for behaviours that address such
concerns. After several minutes ask them to record their expectations on the handout and to share
their answers with each other in order to complete the remainder of the handout for their notes.
Summarize this exercise by presenting and interpreting Appendix 5.1.2 – Core Values for the
students.
3. Discuss the role that governments might play in the regulation of morals and ethics. Relate the
government’s role to the expectations generated by the students in their groups. Probe what might be
called the limitations of the market system to enforce such expectations.
4. Explain to students that many individuals who have money to invest in companies want to invest
their money only in companies that act ethically. These individuals seek out experts who can
recommend which companies are both good investments in terms of making money and good
investments in terms of the way that they treat people and the environment. In pairs, students prepare
questions for a speaker with respect to ethical investing. Invite a financial advisor or investment
analyst to talk about their career and how they serve their clients. Encourage students to ask their
prepared questions and any others that come to mind during the presentation.
5. Challenge students with the notion that they are charged with playing the role of a financial analyst
who investigates the product/market, financial health, and social performance of a corporation in
order to make a buy, sell, or hold recommendation for an ethical investor. Distribute Appendix 5.1.3
Unit 5 - Page 6
• Introduction to Business - Open
– The Corporate Profile Outline and review its structure and purpose. Students keep it in their
notebooks for reference throughout the course.
6. Distribute a list of transnational corporations along with their web site addresses. Ask students to
pick one that interests them. Each student must pick a different company.
7. Using the Appendix 5.1.3 – The Corporate Profile Outline, ask students to complete a Corporate Fact
File for their selected corporation by using the Internet and the web site address provided. Invite
students to explore their corporation’s site. Direct students to open a new word-processing file and
create their own corporate profile outline to produce the written part of their profile. Before they
name and save their outline, they complete the fact files section using the information they have just
found on the Internet and submit this completed first draft for review.
Assessment/Evaluation Techniques
Formative
• Informal Observation
• Corporate Fact File Assignment - written anecdotal feedback (Corporate Profile - first draft)
Accommodations
• Student groups can be structured so that weaker students work with stronger students.
• Student conferences can be scheduled for weaker students to reinforce their understanding of the
Corporate Profile and its planned sequencing throughout the course. There is time built into this unit
for the teacher to provide flexibility with respect to due dates and progress.
• Refer to Accommodations Chart if required.
Resources
Print
Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for
the Socially Responsible Investor. New York, New York: Dutton, 1998.
Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario: Oxford University Press,
1998.
Kosior, Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World to Share:
When Faith and Economics Meet. Toronto, Ontario: Metropolitan Separate School Board (TCDSB),
1990.
Web Sites
Abitibi-Consolidated
http://www.abicon.com/domino/aciweb2.nsf
Alcan Aluminum Limited
http://www.alcan.com/
Air Canada
http://www.aircanada.ca/
Ballard Fuel Cells
http://www.ballard.com/default.asp
Bank of Montreal
http://www.bmo.com/
Bank of Nova Scotia
http://www.scotiabank.com/
Barrick Gold Corporation
http://www.barrick.com/
Bata Limited
http://www.bata.com
Bell Canada Enterprises
http://www.bce.ca/
Bombardier Inc.
http://www.bombardier.ca/
Canadian Airlines
http://www.cdnair.ca/
Canadian Imperial Bank of Commerce - http://www.cibc.com
Canadian National
http://www.cn.ca/cnwebsite/cnwebsite.nsf/public/splashC
Canadian Tire
http://www.canadiantire.ca/
Coca-Cola Corporation
http://www.coke.com/
Unit 5 - Page 7
• Introduction to Business - Open
Corel Corporation
DaimlerChrysler Canada
Dofasco Inc.
Fiat Group
Ford of Canada
Four Seasons Hotels and Resorts
Gap
George Weston
GM Canada
Hudson’s Bay Company
IBM Canada Limited
Imperial Oil Company
Inco
Indigo
Irving Oil Company
Irwin Toys
Kodak Canada
Labatt
Lego Group
MacMillan Bloedel Ltd.
Magna International Inc.
Manulife Insurance
McDonald’s Corporation
Molson Inc.
Nestle
Newbridge Networks
Nike Inc.
Nortel Networks Inc.
Novopharm Biotech
Onex Corporation
Petro-Canada
Petroleum Company of Mexico
Qantas Airlines
Research in Motion Limited
Royal Bank of Canada
Seagram Company
Sears Canada
Sobey’s Inc.
Sony Corporation
Stelco Inc.
Systeme Nationale Chemin de Fer
TD Bank
Teleglobe Canada
Tommy Hilfiger Inc.
Toyota Canada
Wendy’s Corporation
Unit 5 - Page 8
http://www.corel.ca/
http://www.chryslercanada.ca/English/AboutChryslerCanada/
https://www.dofasco.ca/
http://www.fiat.com/
http://www.ford.ca/fordFlash.html
http://www.fourseasons.com/index.html
http://www.gapinc.com/
http://www.weston.ca/
http://www.gmcanada.com/english/home/home.html
http://www.hbc.com/language.asp
http://www.ibm.ca/
http://www.imperialoil.ca/
http://www.inco.com/
http://www.indigo.ca/
http://www.irvingoil.ca/
http://www.irwin-toy.com/
http://www.kodak.ca/
http://www.labatt.ca/
http://www.lego.com/
http://www.mbltd.com/
http://www.magna.ca/
http://www.manulife.com/corporate1.nsf/public/index.html
http://www.mcdonalds.com/
http://www.molson.com/home/main.ghtml
http://www.nestle.com/
http://www.newbridge.com/
http://www.nike.com/
http://www.nortel.ca/
http://www.novopharmbiotech.ca/
http://www.onexcorp.com/
http://www.petro-canada.ca/
http://www.pemex.com/
http://www.qantas.com/
http://www.rim.net/
http://www.royalbank.ca/
http://www.seagram.com/
http://www.sears.ca/
http://www.sobeys.ca/
http://www.sony.com/
http://www.stelco.ca/
http://www.sncf.fr/
http://www.tdbank.ca/
http://www.teleglobe.ca/
http://www.tommy.com/
http://www.toyota.ca/
http://www.wendys.com/index0.html
• Introduction to Business - Open
Appendices
Appendix 5.1.1 – The World of Business Ethics
Appendix 5.1.2 – Core Values
Appendix 5.1.3 – The Corporate Profile Outline
Activity 2: The Product/Market
Time: 75 minutes
Description
Students return to their role as financial analysts. Using the Internet they gather data and information
related to their selected corporation’s products and markets in order to complete the next written section
of their profile. They apply the knowledge they have gained from their study of the four Ps of marketing.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and common good (CGE1d);
• read, understand, and use written materials effectively (CGE2b);
• write and speak fluently one or both of Canada’s official languages (CGE2d);
• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology,
and information systems to quality of life (CGE2e);
• think reflectively and creatively to evaluate situations and solve problems (CGE3c);
• examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society (CGE3f);
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others
(CGE4a);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and
opportunities (CGE4g);
• think meaningfully about the meaning and purpose of work (CGE 5b);
• respect the rights, responsibilities, and contributions of self and others (CGE5f);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h).
Strand(s): Conducting Business in a Competitive and Changing Workplace
Overall Expectations
• analyse the major factors influencing the success of Canadian businesses (CCV.01);
• explain how businesses are affected by variations in market conditions and environments for
• conducting business (CCV.02);
• explain the role of marketing and accounting in business (CCV.05).
Unit 5 - Page 9
• Introduction to Business - Open
Specific Expectations
• compare levels of customer service and quality of goods and services among a variety of competing
companies (CC1.02);
• explain how a business can be affected by the number and quality of competitors in a market
(CC2.02)❖;
• describe the role and effectiveness of advertising, display, distribution, research, packaging, and
selling methods in marketing a product (CC5.01)❖.
Planning Notes
• The school’s computer Internet lab or electronic Library/Resource Centre should be pre-booked.
• This activity starts as an in-class activity but is completed as an out of class activity. The teacher
should assign a completion date for submitting the second draft of the Corporate Profile.
• Students should have access to the Internet either at school or at home. If this is not possible, students
can conduct this research using print resources and the services of Canada Post.
Prior Knowledge Required
• Students are able to independently browse the Internet. The teacher may wish to review some of the
search engines available on the Internet and how best to effectively and ethically use them.
• Students are familiar with the basic functions of a word processor.
• Students should have the completed, edited first draft of their Corporate Profile.
• It would be helpful but not necessary for students to use e-mail for parts of their research.
Teaching/Learning Strategies
1. Ask students to open the BizSTOP.com web site and take the mini course entitled: The Market
Strategy and the Marketing Plan. Remind them that taken together, the four Ps describe a company’s
marketing strategy and that a good strategy has the four Ps working together to address a specific
market. The teacher may want to prepare a scavenger hunt for this mini course to ensure that students
understand the site. This site is a review of marketing and a resource that students may use to develop
their Corporate Profile Projects.
2. Return to the Corporate Profile Project by reviewing Appendix 5.1.3. Explain to students that they
produce a second draft that includes the information listed under the Product/Market heading on the
outline. Students can begin their work by accessing their corporation’s web site as they did in the
previous activity. Teachers facilitate their research by informally observing their web browsing
methods and showing students how to cut and paste from the web site to their Corporate Profile
Project.
3. Assign a due date for the second draft and remind students that they receive feedback similar to the
first draft and are expected to edit the feedback into their documents.
Assessment/Evaluation Techniques
Formative
• Informal Observation
• Product/Market Assignment - written anecdotal feedback (Corporate Profile - second draft)
Accommodations
• Student conferences can be scheduled for weaker students to reinforce their understanding of the
Corporate Profile and its planned sequencing throughout the course. There is time built into this unit
for the teacher to provide flexibility with respect to due dates and progress.
• Refer to Accommodations Chart if required.
Unit 5 - Page 10
• Introduction to Business - Open
Resources
Print
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Web Sites
theBizSTOP.com: Business Community: Marketing Strategy and Marketing Plan Mini Course
http://www.bmscentre.com/brc_courses/brccourses/MiniCourses/markstra/mod4/m4_sub3/m4_s104a.htm
Appendix
Appendix 5.1.3 – The Corporate Profile Outline
Activity 3: The Financial Picture
Time: 75 minutes
Description
Students return to their role as financial analysts. Using the Internet they gather shareholder information
and data related to their corporation’s Income Sheet and Balance Sheet. They analyse the information in
order to assess the company’s current and projected profitability.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• read, understand, and use written materials effectively (CGE2b);
• present information and ideas clearly and honestly and with sensitivity to others (CGE2c);
• write and speak fluently one or both of Canada’s official languages (CGE2d);
• think reflectively and creatively to evaluate situations and solve problems (CGE3c);
• examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society (CGE3f);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and
opportunities (CGE4g);
• think meaningfully about the meaning and purpose of work (CGE 5b);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h).
Strand(s): The Role and Impact of Business, Personal Finance, Conducting Business in a Competitive
and Changing Workplace, International Business
Overall Expectations
• evaluate the impact of businesses on their community (RBV.03);
• explain the role of marketing and accounting in business (CCV.05);
• develop skills in managing personal income effectively, such as skills in budgeting, planning, saving,
and investing (PFV.02);
• describe Canada’s key international economic relationships (NBV.03).
Unit 5 - Page 11
• Introduction to Business - Open
Specific Expectations
• describe how businesses can generate wealth, jobs, and incomes, and how they can influence
standards of living (RB3.01);
• describe how effective accounting and financial statements contribute to the success of a business
(CC5.02)❖;
• distinguish the various ways of using income (e.g., spending, saving, investing, donating) (PF2.01);
• identify various types of investment alternatives (e.g., GICs, stocks, bonds, mutual funds) (PF2.06);
• demonstrate an understanding of the factors that will affect the value of money over time (e.g.,
compounding interest, rate of inflation, saving, investment decisions) (PF2.08)❖;
• describe how a company’s profit and growth can be affected by its international business activity and
participation in the markets of other nations (NB3.03).
Planning Notes
• The school’s computer Internet lab or electronic Library/Resource Centre should be pre-booked.
• This activity starts as an in-class activity but is completed as an out of class activity. The teacher
should assign a completion date for submitting the third draft of the Corporate Profile.
• Students should have access to the Internet either at school or at home. If this is not possible, students
can conduct this research using print resources and the services of Canada Post.
Prior Knowledge Required
• Students are able to independently browse the Internet. The teacher may wish to review some of the
search engines available on the Internet and how best to effectively and ethically use them.
• Students are familiar with the basic functions of a word processor and spreadsheet software.
• Students have the completed and edited second draft of their Corporate Profile.
• It would be helpful but not necessary for students to use e-mail for parts of their research.
Teaching/Learning Strategies
1. Provide students with a demonstration of how to access and use the Globe’s Investor web site. The
section entitled “Investor Tools” is a good place to start. Show them how they can use “Company
Snapshots” to find company specific information. Explore the links associated with one company so
that students can do the same type of searching independently. After showing them the Globe’s web
site, explain to them that there are other similar sites produced by the media such as CNNfn that they
may also want to check out.
2. Show students the Toronto Stock Exchange web site and how they might use it in a similar way to
the Globe’s web site. Mention that all the stock exchanges of the world have similar web sites that
they may want to investigate on their own time. On the TSE web site, show them how to look up a
quote and then how to link from the quote to other information about the same company. Impress
upon them how technology enables the researcher to productively glean all pertinent news stories
about the company. After doing this go to the “Investor Center”. Show students how to access the
Trivia Game and then ask them to logon and take the quiz. Give them 20 minutes to have fun doing
this.
3. Return the discussion to the Corporate Profile Project by reviewing Appendix 5.1.3 – The Corporate
Profile Outline with the class. Explain to the students that they produce a third draft that includes the
information listed under the Financials heading on the outline. Students can begin their work by
accessing either their corporation’s web site, by accessing the Globe’s Investor web site, or by
continuing to use the Toronto Stock Exchange web site. After the students collect their information
they analyse it to the extent that they can state in a few fact-referenced sentences whether or not the
corporation is profitable, the degree to which it is profitable, and the likelihood that such profitability
will continue into the future. Their explanations conclude this section of the Corporate Profile.
Unit 5 - Page 12
• Introduction to Business - Open
4. Assign a due date for the third draft and remind students that they receive feedback similar to the first
draft and are expected to edit the feedback into their documents.
Assessment/Evaluation Techniques
Formative
• Informal Observation
• The Financials Assignment – written anecdotal feedback (Corporate Profile - third draft)
Accommodations
• Student conferences can be scheduled for weaker students to reinforce their understanding of the
Corporate Profile and its planned sequencing throughout the course. There is time built into this unit
for the teacher to provide flexibility with respect to due dates and progress.
• Refer to Accommodations Chart if required.
Resources
Print
Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian
Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.
Web Sites
CNNfn The Financial Network
http://www.cnnfn.com/
GlobeInvestor.com
http://www.globeinvestor.com/
The London Stock Exchange
http://www.londonstockexchange.com/
NASDAQ
http://www.nasdaq.com/
The Toronto Stock Exchange
http://www.tse.com/
Appendix
Appendix 5.1.3 – The Corporate Profile Outline
Unit 5 - Page 13
• Introduction to Business - Open
Activity 4: Social Responsibility
Time: 75 minutes
Description
Students return to their role as financial analysts. This time they collect information to decide on whether
or not their selected corporation is helping to make the world a better place. Using the Internet they
gather information and data related to their selected corporation’s treatment of the environment, women,
minorities, and the family; its position on workplace issues; its relationship with the community; and how
it communicates to the public. They analyse the information and assign either a pass or fail grade to the
corporation.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and common good (CGE1d);
• listen actively and critically, to understand and learn in light of gospel values (CGE2a);
• read, understand, and use written materials effectively (CGE2b);
• present information and ideas clearly and honestly and with sensitivity to others (CGE2c);
• write and speak fluently one or both of Canada’s official languages (CGE2d);
• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology,
and information systems to quality of life (CGE2e);
• think reflectively and creatively to evaluate situations and solve problems (CGE3c);
• make decisions in light of gospel values with an informed moral conscience (CGE3d);
• examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society (CGE3f);
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others
(CGE4a);
• apply effective communication, decision-making, problem-solving, time and resource management
skills (CGE 4f);
• examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and
opportunities (CGE4g);
• think meaningfully about the meaning and purpose of work (CGE 5b);
• respect the rights, responsibilities, and contributions of self and others (CGE5f);
• achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h);
• witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful, and compassionate society (CGE7e).
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Entrepreneurship, International Business
Overall Expectations
• evaluate the impact of businesses on their community (RBV.03);
• explain how current issues affect Canadian business (CCV.03);
• evaluate the roles and contributions of entrepreneurs (EPV.02);
• describe Canada’s key international economic relationships (NBV.03).
Unit 5 - Page 14
• Introduction to Business - Open
Specific Expectations
• investigate issues in their community that have been created or affected by business (e.g., issues
concerning land use, the environment, traffic, health and safety, employment) (RB3.03)❖;
• specify ways in which business activity can help or harm the environment (CC3.02)❖;
• identify ways in which culture affects business activity and Canada’s international economic
relationships (NB3.02).
Planning Notes
• This activity should be scheduled at the beginning of Unit 4.
• The school’s computer Internet lab or electronic Library/Resource Centre should be pre-booked.
• This activity starts as an in-class activity but is completed as an out of class activity. The teacher
should assign a completion date for submitting the fourth draft of the Corporate Profile.
• Students should have access to the Internet either at school or at home. If this is not possible, students
can conduct this research using print resources and the services of Canada Post.
Prior Knowledge Required
• Students are able to independently browse the Internet. The teacher may wish to review some of the
search engines available on the Internet and how best to effectively and ethically use them.
• Students are familiar with the basic functions of a word processor.
• Students have their completed and edited third draft of their Corporate Profile.
• It would be helpful but not necessary for students to use e-mail for parts of their research.
Teaching/Learning Strategies
1. Recall the core values of business: life, welfare, communication, and civil rights discussed in the first
activity. Tell students that it is time to see if their selected corporation supports those values in both
words and deeds. Ask students to logon to the Internet and open the Corporate Social Responsibility
Indicators web site. Ask students to click on sample reports and then click on the sample Corporate
Information Report provided. Point out that questions asked by the researchers are given as well as
responses. As a class go over some of the questions specifically. Show students how those questions
correspond with the sample questions provided to them in Appendix 5.1.3 – The Corporate Profile
Outline under the heading Social Responsibility.
2. Students return to building their Corporate Profile Report. Using the sample report, the outline, and
their corporation’s web site, students gather the data and information they need to either pass or fail
their corporation with respect to its core values as demonstrated by its activities. This is an ideal time
for students to question the core values of their selected company by sending e-mail to its
management or trustee team. Students may find it helpful to use the Plus, Minus, Interesting (PMI)
method of assessment to determine whether or not their company deserves a passing grade.
3. Assign a due date for the fourth draft and remind students that they receive feedback similar to the
first draft and are expected to edit the feedback into their documents.
Assessment/Evaluation Techniques
Formative
• Informal observation
• The Social Responsibility Assignment - written anecdotal feedback (Corporate Profile - fourth draft)
Unit 5 - Page 15
• Introduction to Business - Open
Accommodations
• Student conferences can be scheduled for weaker students to reinforce their understanding of the
Corporate Profile and its planned sequencing throughout the course. There is time built into this unit
for the teacher to provide flexibility with respect to due dates and progress.
• Refer to Accommodations Chart if required.
Resources
Print
Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for
the Socially Responsible Investor. New York, New York: Dutton, 1998.
Web Sites
Corporate Social Responsibility Indicators
http://www.abellsgroup.com/welcome/welcome.html
Appendix
Appendix 5.1.3 – The Corporate Profile Outline (Students should have this filed in their notebooks.)
Activity 5: The Research Report and Presentation
Time: 270 minutes
Description
Students use the data, information, and knowledge they have created to complete their written Corporate
Profile. Using their written document as a resource, they prepare a final buy, sell, or hold
recommendation presentation. Students deliver their presentations to the class. The class plays the role of
an ethical investor.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
Students will:
• develop attitudes and values founded on Catholic social teaching and act to promote social
responsibility, human solidarity, and common good (CGE1d);
• listen actively and critically, to understand and learn in light of gospel values (CGE2a);
• read, understand, and use written materials effectively (CGE2b);
• present information and ideas clearly and honestly and with sensitivity to others (CGE2c);
• write and speak fluently one or both of Canada’s official languages (CGE2d);
• use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology,
and information systems to quality of life (CGE2e);
• think reflectively and creatively to evaluate situations and solve problems (CGE3c);
• make decisions in light of gospel values with an informed moral conscience (CGE3d);
• examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society (CGE3f);
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others
(CGE4a);
• apply effective communication, decision- making, problem solving, time and resource management
skills (CGE 4f);
• examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and
opportunities (CGE4g);
Unit 5 - Page 16
• Introduction to Business - Open
•
•
•
think meaningfully about the meaning and purpose of work (CGE 5b);
respect the rights, responsibilities, and contributions of self and others (CGE5f);
achieve excellence, originality, and integrity in one’s own work and support these qualities in the
work of others (CGE 5g);
• apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation
(CGE 5h);
• witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful, and compassionate society (CGE7e).
Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing
Workplace, Personal Finance, Entrepreneurship, International Business
Overall Expectations
• evaluate the impact of businesses on their community (RBV.03)❖;
• analyse the major factors influencing the success of Canadian businesses (CCV.01)❖;
• explain how businesses are affected by variations in market conditions and environments for
conducting business (CCV.02)❖;
• explain how current issues affect Canadian business (CCV.03)❖;
• explain the role of marketing and accounting in business (CCV.05)❖;
• develop skills in managing personal income effectively, such as skills in budgeting, planning, saving,
and investing (PFV.02)❖;
• evaluate the roles and contributions of entrepreneurs (EPV.02);
• describe Canada’s key international economic relationships (NBV.03).
Specific Expectations
• describe how businesses can generate wealth, jobs, and incomes, and how they can influence
standards of living (RB3.01)❖;
• distinguish the various ways in which business activity can affect the quality of life (e.g., level of
income, products available, environmental impact, stress in the workplace) (RB3.02)❖;
• investigate issues in their community that have been created or affected by business (e.g., issues
concerning land use, the environment, traffic, health and safety, employment) (RB3.03)❖;
• analyse the impact that business activity has on the changes occurring in their community (RB3.04);
• compare levels of customer service and quality of goods and services among a variety of competing
companies (CC1.02) ❖;
• identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that
affect personal health, safety, work enjoyment) (CC1.03)❖;
• explain how a business can be affected by the number and quality of competitors in a market
(CC2.02)❖;
• describe reasons for government policies and actions relating to regulation of markets and business
activity (e.g., environmental concerns, the need for product labelling, health and safety concerns, the
need for quality control, the need to ensure agricultural supply) (CC2.03)❖;
• specify ways in which business activity can help or harm the environment (CC3.02)❖;
• determine the importance of ethics and social responsibility in business (CC3.03)❖;
• compare the rights and responsibilities of employees and employers (CC4.04);
• describe the role of management in business (CC4.05);
• describe the role and effectiveness of advertising, display, distribution, research, packaging, and
selling methods in marketing a product (CC5.01);
• describe how effective accounting and financial statements contribute to the success of a
business(CC5.02);
• distinguish the various ways of using income (e.g., spending, saving, investing, donating) (PF2.01);
Unit 5 - Page 17
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•
•
•
identify various types of investment alternatives (e.g., GICs, stocks, bonds, mutual funds) (PF2.06);
demonstrate an understanding of the factors that will affect the value of money over time (e.g.,
compounding interest, rate of inflation, saving, investment decisions) (PF2.08)❖;
identify ways in which culture affects business activity and Canada’s international economic
relationships (NB3.02);
describe how a company’s profit and growth can be affected by its international business activity and
participation in the markets of other nations (NB3.03)❖.
Planning Notes
• The school’s computer Internet lab or electronic Library/Resource Centre should be pre-booked for
the first 20 minutes of this activity. Use of the computer lab for the remaining minutes depends on
the type of presentation that each student chooses. Teachers should plan for student presentations of
ten minutes each. The number of student presentations impacts the total time requirement. Therefore,
teachers with classes of more than 25 students may have to find time elsewhere to accommodate the
whole class.
• Students should have access to the Internet either at school or at home to finish their research and to
finish the written portion of the Corporate Profile.
• Teachers should develop or acquire a suitable handout for peer feedback to be conducted out of class
as a rehearsal for the in-class presentation.
Prior Knowledge Required
• No prior knowledge is required, however, students apply the knowledge they acquire in Units 1-4 to
build their Corporate Profiles.
• Students are familiar with the basic functions of a word processor and spreadsheet software.
Teaching/Learning Strategies
1. Use the school computer lab and as a class return to Appendix 5.1.3 – The Corporate Profile Outline.
Examine the Recommendation section that remains to be completed for the written report and which
is used to prepare class presentations. Point out to students that after they prepare their
recommendation, it should be placed at the beginning of the Corporate Profile Report since it serves
as an executive summary. Teachers work with students in the lab to help them with the final edit of
their work in real time. Ask students to print two copies of their final written Corporate Profile. They
use one copy to develop their presentation and submit the other for evaluation based on Appendix
5.5.1 – The Corporate Profile Rubric. This rubric is an extension of the outline (Appendix 5.1.3).
2. Review Appendix 5.5.1 – The Corporate Profile Rubric with students and discuss various methods
that they might use to develop their presentation. Teachers may use the Presenting Solutions web site
as a resource on how to build effective presentations. This enables the teacher to leave a body of
material for the students to access when they have time and it is most convenient. If possible,
teachers may encourage students to prepare their presentations using a software package such as
Microsoft’s PowerPoint (this is not essential, a flip chart presentation is fine). Assign a peer reviewer
to each student. Do not pair the reviewers with each other. Ask the student to perform a rehearsal of
their presentation for their peer reviewer. Provide the reviewer with a teacher-prepared feedback
handout. Have the student who is being reviewed sign and submit the feedback handout at the time of
their final presentation. This rehearsal should be conducted during out of class time.
3. Schedule student presentations and ask the class to play the role of ethical investors. Use Appendix
5.5.1 – The Corporate Profile Rubric to evaluate the presentations.
Unit 5 - Page 18
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Assessment/Evaluation Techniques
Formative
• Informal observation
• The Recommendation Assignment – real time lab feedback (Corporate Profile - fifth draft)
• Peer feedback
Summative
• Appendix 5.5.1 – The Corporate Profile Rubric (document and presentation)
Accommodations
• Student groups can be structured so that weaker students work with stronger students.
• Student conferences can be scheduled for weaker students to reinforce their understanding of the
Corporate Profile and its planned sequencing throughout the course. There is time built into this unit
for the teacher to provide flexibility with respect to due dates and progress.
• Refer to Accommodations Chart if required.
Resources
Print
Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for
the Socially Responsible Investor. New York, New York: Dutton, 1998.
Web Sites
Presenting Solutions
http://www.presentingsolutions.com/effectivepresentations.html
Appendices
Appendix 5.1.3 – The Corporate Profile Outline
Appendix 5.5.1 – The Corporate Profile Rubric
Unit 5 - Page 19
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Appendix 5.1.1
The World of Business Ethics
What treatment do they deserve?
Our Business is a(n) _______________________________ Company.
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Appendix 5.1.2
Core Values
Values
Core Business Values
Positive Expression
Life – Care for both human and natural life. Do not
deliberately put the life of employees, customers, or
others at risk, or destroy natural habitats and life
forms.
Welfare – Care for the material, psychological,
social, and cultural wellness of people, and for a
healthy environment. In business as in life in general,
practise treating people as you would have them treat
you. All people involved should benefit in some way.
Communication – Take care to communicate honest
and trustworthy information. Do not lie or
deliberately deceive others even though we are not
obligated to disclose everything to everyone.
Civil Rights – Care for fundamental individual and
group freedoms of speech, religion, and association.
Care for basic political and legal rights and treat
others fairly, regardless of their gender, race, culture,
or religion. Seek to use resources equitably.
Care for life.
Negative
Expression
Harm or kill life.
Care for the welfare of
people and places,
build community.
Steal or destroy
property or healthy
ways of living.
Communicate honestly
and with trustworthy
information.
Lie or mislead
others.
Respect the civil rights
of all people.
Violate the civil
rights of people.
Adapted from Vincent Di Norcia’s Hard Like Water.
Unit 5 - Page 21
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Appendix 5.1.3
The Corporate Profile Outline
Instructions
You are a financial analyst who specializes in ethical investments. You have been asked by one of your
clients to produce a presentation profiling a leading corporation. The purpose of your profiling research
is to provide you with enough facts to recommend that your client sell, buy (more), or hold the
corporation’s stock.
Your company has a standard format for research that you must follow. There are five (5) parts for you to
complete (not including the title page) before you begin to prepare your presentation. You must submit
your research using a word processor. Use bulleted lists where appropriate, full sentences everywhere
else. Some of the information you gather is repeated in more than one section of your profile for the sake
of clarity and easy reading.
Your manager (your teacher) provides you with feedback as you complete each part of the profile. You
incorporate your manager’s suggestions by re-editing your work as you proceed to add the next part. This
ensures that your work is acceptable and sets you up for a successful client presentation.
Your outline should follow the exact format provided below. Use this outline as a checklist. Pay attention
to all details and good luck!
Title Page
Inquiry...
• Title: Name of Corporation Corporate Profile
• Researcher: Your Full Name
• Manager: Your Teacher’s Name
• Date of last Information Update: Day/Month/Year
Corporate Fact File
Inquiry...
• Company Name
• Web Address
• Corporate (Global) Head Office Address
• Phone Number with Area Code
• Fax Number with Area Code
• Year Founded
• Primary Industry Sector
• Main Product
• Chief Executive Officer (Name and Office Location)
• Board of Directors (Names, Position, Company and Office Location)
• Total Sales
• Number of Employees Worldwide (by country if possible)
Thinking (Synthesis)...
• Description of Company Activities and Operations (Use information above to describe what the
company makes, who it sells to, how many employees work for it, where its plants are and other
companies it owns. Also, indicate if your company is owned or controlled by another company. Your
description should be no more than one paragraph long.)
Unit 5 - Page 22
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Appendix 5.1.3 (Continued)
Product/Market
Inquiry...
• Industry Sector (Name it.)
• Product Line(s) (Provide a description that includes the packaging if it is applicable.)
• Total Market Size (in current $)
• Company Market Share (percentage) of Total Market
• Total Market Size (in projected $ if available)
• Customer Demographics (Who uses the product(s)? What is the main target market(s)?)
• Competitive Companies (Which companies compete to sell the same products? – Direct
Competition)
• Competitive Environment (What other products and companies compete to fill the same customer
needs? – Indirect Competition)
• Place (Which method does the company use to distribute its product and which one is the primary
one?)
• Price (Describe the price range(s) of the product line(s) listed above in terms of low to high, low,
medium, high, low to medium, medium to high, etc.)
• Promotion (How does the company sell its product... retail, wholesale, mail order, Internet, etc.? If
there is advertising what types are there and how do they appeal to the customers? What other
promotional methods are used? Is the corporate web site useful?)
Thinking...
• Strategy (In a short paragraph indicate whether you agree or disagree with the way your company has
used the 4Ps of Marketing and why you think so.)
Financials
Inquiry...
• Balance Sheet
• Income Statement
• Bar Graph of Total Sales ($ for each of the last five years)
• Bar Graph of Income ($ for each of the last five years)
• Current Share Price
• Graph Share Price (over the previous three months)
• Total Number of Shares Outstanding
• Total Share Value of the Company
• Earnings Per Share (Income/Total Number of Shares Outstanding)
Thinking...
• Profitability (In a short paragraph consider how profitable the future is likely to be for the
corporation based on the facts you have gathered and the calculations you have performed. State any
other reasons you may have to support your opinion.)
Unit 5 - Page 23
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Appendix 5.1.3
Social Responsibility
Inquiry and Thinking...
• Environment (Explore this topic by answering a sample of the following types of questions: Does the
company have an environmental policy and what is it? Is there toxic waste and what does the
company do about it? Does the company train its employees with respect to environmental issues and
procedures? Does the company insist that its suppliers meet its environmental policy standards? Does
the company use resources in an environmentally sound way? Does the company produce an annual
environmental report?)
Advancement of Minorities and Women (Are women and minorities represented on the Board of
Directors or in the Executive suite? Does the company purchase supplies from minority owned
businesses?)
• Community Involvement (Does the company make cash donations or provide gifts? Does the
company have volunteer programs with communities? Does the company help train students while
they are still at school?)
• Family and Workplace Issues (What benefits are provided to employees and their families: medical,
day care, ‘flex’ hours, education, and maternity/paternity or personal leaves? Does the company offer
a pension plan that it contributes toward along with the employee? Is the workplace safe? Does the
company offer profit sharing, career training, fitness programs, etc.? Does the company help to
relocate employees who are laid off? Is there a relocation policy for employees who are transferred to
other locations?)
• Communication (Does the company make an effort to distribute information to shareholders and
customers? Is the company’s web site any good? Does the company respond to phone calls or email?)
Recommendation (Complete this section last but place it first after the title page.)
Inquiry...
• Title of Section (This is simply: Recommendation.)
• Company Name
• Primary Product/Industry
• The Stock Exchange on which the company shares are traded.
• Stock Exchange Symbol
• Current Share Price (Indicate Currency as $C, $US)
• Recommendation: (Buy, Sell, or Hold)
Thinking...
• Rationale (Your reasons for your recommendation stated in one short paragraph.)
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Appendix 5.1.3 (Continued)
Some additional advice and guidance....
By the time you finish gathering the above information you may wonder how it is you are supposed to
actually decide on whether to recommend a buy, sell, or hold for your client. When you develop your
rationale in the recommendation section, remember that there is no wrong decision. You are required
only to back up your opinions with the facts and information you have already collected. One approach
you might take is to make a hypothetical buy, sell, or hold recommendation for each section of the
profile. Then you can make your overall recommendation based on the most consistent recommendation.
You might want to make an organizer to do this and submit it as an appendix to your profile but this is
not required. For example...
Factor
Buy
Sell
Hold
Has a tutor program for inner city children
X
Sales are lower than last year
X
There is one woman on the Board of Directors
X
etc.
Remember too that your client is an ethical investor! This means that he/she wants to make money but
only with a company that operates ethically!
Finally, your manager (teacher) is the best source for continuing advice. In the real world of business
people rarely work alone!
Unit 5 - Page 25
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Appendix 5.5.1
The Corporate Profile Rubric
(To be used in conjunction with the Corporate Profile Outline)
Category of
Learning
Knowledge/
Understanding
(20 Percent)
Thinking/
Inquiry
(50 Percent)
Unit 5 - Page 26
Aspect/Section
of Profile
knowledge of
facts and terms
Level 1
Level 2
Level 3
Level 4
- demonstrates
limited knowledge
of facts and terms
referenced in the
Corporate Profile
in written and
presented work
- demonstrates
some knowledge
of facts and terms
referenced in the
Corporate Profile
in written and
presented work
understanding of
relationships
between concepts
- demonstrates
limited
understanding of
relationship
between
profitability and
Christian ethics
- demonstrates
some
understanding of
relationship
between
profitability and
Christian ethics
- demonstrates
considerable
knowledge of
facts and terms
referenced in the
Corporate Profile
in written and
presented work
- demonstrates
considerable
understanding of
relationship
between
profitability and
Christian ethics
title page
- completes and
presents two
requests for
information
- completes and
presents three
requests for
information
- completes and
presents four
requests for
information
fact file (inquiry)
- successfully
searches for and
presents answers
for six inquiries
- successfully
searches for and
presents answers
for nine inquiries
- successfully
searches for and
presents answers
for twelve
inquiries
fact file
(thinking/
synthesis)
- describes certain
aspects of
corporate
operations
- describes an
accurate picture
of corporate
operations
- describes a
complete and
accurate picture
of corporate
operations
product/market
(inquiry)
- identifies answer
for five inquiries
with partial but
accurate
descriptions
- identifies
answer for eight
inquiries with
partial but
accurate
descriptions
- identifies
answers for all
eleven inquiries
with partial but
accurate
descriptions
- demonstrates
thorough
knowledge of
facts and terms
referenced in the
Corporate Profile
in written and
presented work
- demonstrates
thorough and
insightful
understanding of
relationship
between
profitability and
Christian ethics
- completes and
presents four
requests for
information in an
appealing and
clear format
- successfully
searches for and
presents answers
for twelve
inquiries in an
appealing and
clear format
- describes a
complete and
accurate picture
of corporate
operations with
insight and uses
business language
with clarity and
sophistication
- identifies
answers for all
eleven inquiries
and describes
them accurately
• Introduction to Business - Open
Appendix 5.5.1 (Continued)
Category of
Learning
Thinking/
Inquiry
(continued)
Unit 5 - Page 27
Aspect/Section
of Profile
Level 1
Level 2
Level 3
Level 4
- identifies and
describes
corporate
marketing
strategy, clearly,
states
agreement/
disagreement,
and solidly
supports opinion
with facts
- identifies
answers for nine
inquiries,
performs all
calculations
accurately, and
draws graphs
expertly
- makes an
expert case for
future
profitability
using the data
acquired and the
information
produced
- researches and
explores each of
the social
responsibility
criteria expertly
and evaluates
the information
gathered with
Christian
sensitivity and
insight and
using language
appropriate to
business
- completes and
presents seven
requests for
information in
an appealing
and clear format
product/market
(thinking/
analysis)
- describes
marketing
activities of the
corporation
- identifies and
describes
corporate
marketing
strategy and
states
agreement/
disagreement
- identifies and
describes
corporate
marketing
strategy, states
agreement/
disagreement,
and uses facts to
support opinion
financials
(inquiry)
- identifies
answers for six
inquiries
- identifies
answers for six
inquiries, and
completes either
the calculations
and/or the
graphs
- identifies
answers for nine
inquiries,
performs all
calculations, and
draws graphs
financials
(analysis)
- states a clear
position on the
corporation’s
profitability
- makes an
incomplete case
for profitability
using some data
and information
- makes a good
case for future
profitability
using the data
acquired and the
information
produced
social
responsibility
(inquiry and
thinking)
- researches at
least three of the
social
responsibility
criteria and
begins to
evaluate
information
gathered with
Christian
sensitivity
- researches
each of the
social
responsibility
criteria and
evaluates the
information
gathered with
Christian
sensitivity
- researches and
explores each of
the social
responsibility
criteria and
evaluates the
information
gathered with
Christian
sensitivity
- recommendation
(inquiry)
- completes and
presents four
requests for
information
- completes and
presents six
requests for
information
- completes and
presents seven
requests for
information
• Introduction to Business - Open
Appendix 5.5.1 (Continued)
Category of
Learning
Thinking
Inquiry
(continued)
Aspect/Section
of Profile
Level 1
Level 2
Level 3
Level 4
recommendation
(thinking)
- makes a
partially
convincing case
for a profitable
and ethical
recommendation
to either buy,
sell, or hold
stock in a
corporation
using some of
the facts and
opinions
developed in the
body of the
Corporate
Profile
- uses language,
posture, and
voice with
limited
effectiveness
- makes a fair
case for a
profitable and
ethical
recommendation
to either buy,
sell, or hold
stock in a
corporation
using some of
the facts and
opinions
developed in the
body of the
Corporate
Profile
- makes a good
case for a
profitable and
ethical
recommendation
to clearly either
buy, sell, or
hold stock in a
corporation
using facts and
opinions
developed in the
body of the
Corporate
Profile
- makes an
expert case for a
profitable and
ethical
recommendation
to clearly either
buy, sell, or
hold stock in a
corporation
using facts and
opinions
developed in the
body of the
Corporate
Profile
- uses positive
language,
posture, and
voice with some
effectiveness
- uses positive
language,
posture, voice,
and symbols
effectively
- uses media
selected with
limited
effectiveness
- uses media
selected
moderate
effectiveness
- uses media
selected with
considerable
effectiveness
- uses very
positive
language,
posture, voice,
and symbols
expertly with a
high degree of
effectiveness
- uses media
selected with a
high degree of
effectiveness
Communication use of language,
symbols, and
(20 Percent)
visuals (including
physical gestures
and voice)
Application
(10 Percent)
application of
technology
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 5 - Page 28
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