This aspect of the final project is a compilation of lesson plans submitted by business teachers and written by me. Below are three lesson plans that I have created.
Lesson Objectives: Students will 1. Prepare a podcast 3-5 minutes 2. Research and select a Native American story 3. Use various multimedia and web 2.0 tools
Curriculum Standards: Essential Understanding 3: The ideologies of native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. Information Technology V.1.a: Identify productivity software appropriate for specific tasks Information Technology V.2.c: Create projects collaboratively Information Technology VI.4.b: Build multimedia delivery systems International Business Communication III.A.1: Demonstrate awareness, appreciation, and respect for different languages and cultures
Materials and Equipment: Internet Audacity Tutorials
Rationale: Students are expected to use multimedia devices in college level courses and in the workforce. Creating podcasts requires students to use their imagination, creativity, and critical thinking skills in order to develop podcasts. This lesson also allows the students to explore the traditional beliefs and spirituality that exists today in Native American communities.
Procedure: 1. Introduction—Show the students examples of various podcasts available over the Internet. Some examples will be of stories, some of lectures, some for business purposes. 2. Discuss the different uses of Audacity and it’s availability on the web 3. Play the Buffalo Runner Podcast created by Narcisse Blood 4. Discuss the importance of this story to Native Americans and how it affects Native Americans today 5. Demonstrate the components of Audacity and create a sample podcast in class 6. Class activity—students research various Native American stories 7. Assign the assignment
Evaluation: 1. The podcast is submitted at the end of the Audacity unit for grading. · Needs music that enhances the story · Needs 5 additional digital affects 2. Discussion of the importance of these stories 3. Students will submit a 1-2 page paper on the background/history of their particular story 4. Students will share podcasts with the rest of the class Marketing I—Marti Alltucker Lesson Topic: Culture; Examining business relationships with different cultures Duration: 2-3 lecture days and 2-3 days for student research and prep
Lesson Objectives: The students will: 1. Examine various cultures communication and business styles 2. Research different cultures and present to class about findings 3. Define how these differences affect marketing/business activities
Curriculum Standards: Marketing III.F.2a—Identify specific differences in cultural norms and values that may influence marketing Marketing III.F.3a—Describe ways cultural differences, both domestic and international, affect marketing activities Marketing III.F.3b—Analyze ways in which marketers may respond to the concerns of cultural groups Essential Understanding 1 Essential Understanding 2
Prerequisites: None
Materials and Equipment: Computers Various multimedia devices: PowerPoint, MovieMaker, digital cameras, Audacity LCD Projector Videos Handout: Communication Styles of Indian People
Rationale: The world is a global marketplace and students will be forced to interact with different cultures and ethnicities in their own communities and internationally. Understanding that all cultures have different communication styles is imperative for personal and business success.
Procedure: 1. Introduction: Have a short classroom discussion about communication styles. “What are communication styles?” “Can you name some examples?” 2. Have students write on a sheet of paper their personal communication styles. Have another group discussion to throw out the different styles that are among classmates. 3. Discuss how not everyone has the same communication styles. How do these affect individual business decisions? How do these affect personal decisions? 4. Discuss how people from different countries and regions and different communication styles. 5. Discussion on local community: Native Americans, Latinos, Caucasians. Present handout: Communication Styles of Indian Peoples” (Retrieved from http://www.lpi.usra.edu/education/lpsc_wksp_2007/resources/heit_report.pdf) Ask: When is it appropriate to speak? When is it crucial to be silent? Does body language make a difference? Have you experienced any differences in our school, in local stores, at community events, at church, etc? 6. Show youtube videos:
After each video have students comment on the differences and similarities between their personal culture and of the cultures present on the videos. 7. Hand out homework assignment and assign groups.
Day II: 1. Introduce speaker to class: An employee from S&K Technologies -describe business, what the speaker does, his/her background, etc. 2. The speaker will tell the class about how Salish, Kootenai, and Pend d’Oreille differ in communication styles and how that affects his/her job every day. 3. Closure: Question & Answer session with the speaker. Thank the speaker for coming. Discuss homework assignment. Emphasize that differences lie in the local community.
Evaluation: 1. Students will be put into groups of 3. Each group picks a culture (approved by the teacher) and has to research the various verbal and non-verbal communication styles of that culture. 2. Groups will present in a blog, movie, skit, or presentation to the class about the different communication styles. - needs to be respectful and educational - minimum of 10 minute presentation
Comments/Reflection:
Marketing I—Marti Alltucker Lesson Topic: Branding (Adapted from: Factors Causing Conflict and Cooperation Among Groups and Nations. Found at: http://www.opi.mt.gov/PDF/IndianEd/Search/Social%20Studies/HS%20Factors%20Causing%20Conflict.pdf) Duration: 2-3 days Lesson Objectives: Students will: 1. Identify stereotypes 2. Apply criteria to evaluate information (bias, origin, authority, accuracy, and distortion of information 3. Utilize classroom social skills and protocols as the class discusses misperceptions, acts of discrimination, stereotypes, bias. Students will be reminded about the hurtfulness that results from unintended remarks. 4. Identify how branding products affects different people and cultures
Curriculum Standards: Essential Understanding 1 Essential Understanding 2 Marketing IV.A.4.a: Identify brand names Marketing IV.A.4.b.2: Recognize the purpose of brand Marketing IV. A.4.c.2. Explain the impact of brands on consumer behavior
Prerequisites: None
Materials and Equipment: Computer and LCD projector PowerPoint Presentation
Rationale: Stereotypes and discrimination is everywhere in today’s world. Students need to understand media literacy and how it affects the decisions that they make and the decisions that other consumers make. Students need to be aware of the use of branding in creating stereotypes and bias.
Procedure: 1. Introduction: Have the students discuss what brands they are aware of in the classroom, in the school, at home, etc. What do the brands imply? Discuss historical and contemporary stereotypes. 2. Present powerpoint of different brand images and have a class discussion of what each brand implies. 3. Complete the Mascot discussion Model with accompanying PowerPoint. Retrieved from: http://www.opi.mt.gov/pdf/IndianEd/Resources/MascotCurric.pdf
Evaluation: 1. Class participation and discussion will be assessed 2. Students will submit a paper about the effects of branding and mascots and the effect on consumer behavior.
Comments/Reflections:
"The main ingredient in the success of Indian education institutions is that Indian parents and Indian leaders determine the outcome" (Juneau, 2001).
Advanced Technology I—Multimedia
Lesson—Buffalo Runner podcasting
Marti Alltucker
Lesson Objectives:
Students will
1. Prepare a podcast 3-5 minutes
2. Research and select a Native American story
3. Use various multimedia and web 2.0 tools
Curriculum Standards:
Essential Understanding 3: The ideologies of native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.
Information Technology V.1.a: Identify productivity software appropriate for specific tasks
Information Technology V.2.c: Create projects collaboratively
Information Technology VI.4.b: Build multimedia delivery systems
International Business Communication III.A.1: Demonstrate awareness, appreciation, and respect for different languages and cultures
Materials and Equipment:
Internet
Audacity
Tutorials
Rationale:
Students are expected to use multimedia devices in college level courses and in the workforce. Creating podcasts requires students to use their imagination, creativity, and critical thinking skills in order to develop podcasts. This lesson also allows the students to explore the traditional beliefs and spirituality that exists today in Native American communities.
Procedure:
1. Introduction—Show the students examples of various podcasts available over the Internet. Some examples will be of stories, some of lectures, some for business purposes.
2. Discuss the different uses of Audacity and it’s availability on the web
3. Play the Buffalo Runner Podcast created by Narcisse Blood
4. Discuss the importance of this story to Native Americans and how it affects Native Americans today
5. Demonstrate the components of Audacity and create a sample podcast in class
6. Class activity—students research various Native American stories
7. Assign the assignment
Evaluation:
1. The podcast is submitted at the end of the Audacity unit for grading.
· Needs music that enhances the story
· Needs 5 additional digital affects
2. Discussion of the importance of these stories
3. Students will submit a 1-2 page paper on the background/history of their particular story
4. Students will share podcasts with the rest of the class
Marketing I—Marti Alltucker
Lesson Topic: Culture; Examining business relationships with different cultures
Duration: 2-3 lecture days and 2-3 days for student research and prep
Lesson Objectives:
The students will:
1. Examine various cultures communication and business styles
2. Research different cultures and present to class about findings
3. Define how these differences affect marketing/business activities
Curriculum Standards:
Marketing III.F.2a—Identify specific differences in cultural norms and values that may influence marketing
Marketing III.F.3a—Describe ways cultural differences, both domestic and international, affect marketing activities
Marketing III.F.3b—Analyze ways in which marketers may respond to the concerns of cultural groups
Essential Understanding 1
Essential Understanding 2
Prerequisites:
None
Materials and Equipment:
Computers
Various multimedia devices: PowerPoint, MovieMaker, digital cameras, Audacity
LCD Projector
Videos
Handout: Communication Styles of Indian People
Rationale:
The world is a global marketplace and students will be forced to interact with different cultures and ethnicities in their own communities and internationally. Understanding that all cultures have different communication styles is imperative for personal and business success.
Procedure:
1. Introduction: Have a short classroom discussion about communication styles. “What are communication styles?” “Can you name some examples?”
2. Have students write on a sheet of paper their personal communication styles. Have another group discussion to throw out the different styles that are among classmates.
3. Discuss how not everyone has the same communication styles. How do these affect individual business decisions? How do these affect personal decisions?
4. Discuss how people from different countries and regions and different communication styles.
5. Discussion on local community: Native Americans, Latinos, Caucasians. Present handout: Communication Styles of Indian Peoples” (Retrieved from http://www.lpi.usra.edu/education/lpsc_wksp_2007/resources/heit_report.pdf)
Ask: When is it appropriate to speak? When is it crucial to be silent? Does body language make a difference? Have you experienced any differences in our school, in local stores, at community events, at church, etc?
6. Show youtube videos:
http://www.youtube.com/watch?v=n-e1hFVPMM4
http://www.youtube.com/watch?v=IZnar_uo9Qs&feature=related
http://www.youtube.com/watch?v=loL97DgsvdE
After each video have students comment on the differences and similarities between their personal culture and of the cultures present on the videos.
7. Hand out homework assignment and assign groups.
Day II:
1. Introduce speaker to class: An employee from S&K Technologies
-describe business, what the speaker does, his/her background, etc.
2. The speaker will tell the class about how Salish, Kootenai, and Pend d’Oreille differ in communication styles and how that affects his/her job every day.
3. Closure: Question & Answer session with the speaker. Thank the speaker for coming. Discuss homework assignment. Emphasize that differences lie in the local community.
Evaluation:
1. Students will be put into groups of 3. Each group picks a culture (approved by the teacher) and has to research the various verbal and non-verbal communication styles of that culture.
2. Groups will present in a blog, movie, skit, or presentation to the class about the different communication styles.
- needs to be respectful and educational
- minimum of 10 minute presentation
Comments/Reflection:
Marketing I—Marti Alltucker
Lesson Topic: Branding
(Adapted from: Factors Causing Conflict and Cooperation Among Groups and Nations. Found at: http://www.opi.mt.gov/PDF/IndianEd/Search/Social%20Studies/HS%20Factors%20Causing%20Conflict.pdf)
Duration: 2-3 days
Lesson Objectives:
Students will:
1. Identify stereotypes
2. Apply criteria to evaluate information (bias, origin, authority, accuracy, and distortion of information
3. Utilize classroom social skills and protocols as the class discusses misperceptions, acts of discrimination, stereotypes, bias. Students will be reminded about the hurtfulness that results from unintended remarks.
4. Identify how branding products affects different people and cultures
Curriculum Standards:
Essential Understanding 1
Essential Understanding 2
Marketing IV.A.4.a: Identify brand names
Marketing IV.A.4.b.2: Recognize the purpose of brand
Marketing IV. A.4.c.2. Explain the impact of brands on consumer behavior
Prerequisites:
None
Materials and Equipment:
Computer and LCD projector
PowerPoint Presentation
Rationale:
Stereotypes and discrimination is everywhere in today’s world. Students need to understand media literacy and how it affects the decisions that they make and the decisions that other consumers make. Students need to be aware of the use of branding in creating stereotypes and bias.
Procedure:
1. Introduction: Have the students discuss what brands they are aware of in the classroom, in the school, at home, etc. What do the brands imply? Discuss historical and contemporary stereotypes.
2. Present powerpoint of different brand images and have a class discussion of what each brand implies.
3. Complete the Mascot discussion Model with accompanying PowerPoint. Retrieved from: http://www.opi.mt.gov/pdf/IndianEd/Resources/MascotCurric.pdf
Evaluation:
1. Class participation and discussion will be assessed
2. Students will submit a paper about the effects of branding and mascots and the effect on consumer behavior.
Comments/Reflections:
"The main ingredient in the success of Indian education institutions is that Indian parents and Indian leaders determine the outcome"
(Juneau, 2001).