Advanced Cloud Computing - BoardDocs

Advanced Cloud Computing

PEIMS Code: N1302813 Abbreviation: ADCLDCMP Grade Level(s): 10–12 Award of Credit: 1.0

Approved Innovative Course

• Districts must have local board approval to implement innovative courses.

• In accordance with Texas Administrative Code (TAC) §74.27, school districts mustprovide instruction in all essential knowledge and skills identified in this innovativecourse.

• Innovative courses may only satisfy elective credit toward graduation requirements.

• Please refer to TAC §74.13 for guidance on endorsements.

Course Description:

The Advanced Cloud Computing course is an exploration of cloud computing. Upon completion of the course, students are prepared to sit for cloud computing professional certifications. In this course, students explore cloud computing services, applications, and use cases. Students dive deeply into cloud computing best practices and learn how cloud computing helps users develop a global infrastructure to support use case at scale while also developing and inventing innovative technologies.

Essential Knowledge and Skills: (a) General Requirements. This course is recommended for students in grades 10-12.

Recommended prerequisite: one computer science, computer programming, orinformation technology course.

(b) Introduction.(1) Career and technical education instruction provides content aligned with

challenging academic standards and relevant technical knowledge and skills forstudents to further their education and succeed in current or emerging professions.

(2) The Information Technology (IT) Career Cluster focuses on building linkages in IToccupations for entry level, technical, and professional careers related to thedesign, development, support, and management of hardware, software,multimedia, and systems integration services.

(3) The Advanced Cloud Computing course is an exploration of cloud computing. Inthis course, students explore cloud computing services, applications, and usecases. Students dive deep into cloud computing best practices and learn howcloud computing helps users develop a global infrastructure to support use case atscale while also developing and inventing innovative technologies.

of 122

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074b.html#74.13

(4) Students are encouraged to participate in extended learning experiences such ascareer and technical student organizations and other leadership or extracurricularorganizations.

(5) Statements that contain the word "including" reference content that must bemastered, while those containing the phrase "such as" are intended as possibleillustrative examples.

(c) Knowledge and Skills.(1) The student demonstrates the necessary skills for career development,

maintenance of employability, and successful completion of course outcomes. Thestudent is expected to:(A) demonstrate positive workplace behaviors that enhance employability and

job advancement such as regular attendance, promptness, attention toproper attire, maintenance of a clean and safe work environment,appropriate voice, and pride in work;

(B) demonstrate positive personal qualities such as flexibility, open-mindedness, initiative, listening attentively to speakers, and willingness tolearn new knowledge and skills;

(C) employ effective reading and writing skills;(D) solve problems and think critically; and(E) demonstrate leadership skills and function effectively as a team member.

(2) The student defines cloud computing and its impacts and benefits and comparesthe major services offered by cloud computing providers. The student is expectedto:(A) describe the benefits of cloud computing and the reasons companies

have started to switch from on-premise computing to cloud computing;(B) demonstrate knowledge of the three major types of cloud computing;(C) generate sample cloud usage plans for a business case study, describing

how each of the four services can be used to improve the business; and(D) explain the purpose of a region, availability zone, and edge location.

(3) The student demonstrates how to store and share content in the cloud. Thestudent is expected to:(A) identify features and functions of commonly used cloud services;(B) access and navigate to commonly used services in cloud computing

consoles;(C) analyze how cloud services are used in real-world industries;(D) explain the functions of a domain name system (DNS);(E) create an object storage bucket;(F) explain benefits and uses of a content delivery network;(G) configure web content distribution via edge locations and attach it to a

website;(H) identify the benefits, features, and use cases of different types of block

storage;

of 122

(I) analyze a use case and recommend the best type of virtual storage forthe particular situation;

(J) create a block storage volume or physical record;(K) attach a block storage volume to a virtual computing instance; and(L) create a virtual computing instance that hosts a simple website.

(4) The student applies cloud security best practices in relation to identity and accessmanagement (IAM) and knows how to use the top cloud monitoring services. Thestudent is expected to:(A) identify best practices for IAM;(B) analyze the cultural and societal impacts of cloud security;(C) differentiate among a role, user, and policy in cloud security;(D) use a process to resolve vulnerabilities in a web server;(E) determine whether security best practices are being followed and

recommend steps to fix any security lapses;(F) identify the best cloud security service for a given scenario;(G) use an IAM system to set up a text alert event; and(H) compare monitoring and logging services.

(5) The student understands when to use various databases, the benefits of cachingdata, and how to build a virtual private cloud (VPC). The student is expected to:(A) compare online transactional processing and online analytical processing;(B) describe the benefits of caching data;(C) attach a load balancer to a webpage;(D) evaluate the performance of a load balancer;(E) describe features and benefits of load balancing;(F) create an application using a Platform as a Service (PaaS); and(G) use a template infrastructure as code (IaC) tool to build a virtual private

cloud (VPC).(6) The student describes the landscape of emerging technologies in the cloud. The

student is expected to:(A) define machine learning and discuss its impacts on society, business, and

technology;(B) identify potential use cases for emerging technology in the cloud;(C) assess value propositions of using cloud technology using calculator

tools;(D) identify cloud services that can analyze and protect data and manage

networks;(E) define blockchain technology and explain its benefits; and

of 122

(F) explain the infrastructure of cloud development kits or services and use asoftware development framework to model and provision a cloudapplication.

(7) The student resolves common security alerts, diagrams instance states andtransitions, and explains how to choose the most cost-efficient instance type. Thestudent is expected to:(A) describe the shared responsibility security model;(B) determine security responsibility for cloud resources;(C) analyze how the shared security model accounts for common threats to

the cloud computing model;(D) list the steps required to resolve an automated security alert;(E) describe the six instance states, including pending, running, stopping,

stopped, shutting down, and terminated;(F) diagram the transitions between instance states from launch to

termination;(G) explain instance usage billing for each instance state; and(H) determine the most appropriate instance state for a given situation.

(8) The student differentiates between dynamic and static websites. The student isexpected to:(A) recall the process for setting up a static website;(B) compare static and dynamic websites;(C) create a content delivery network distribution to increase the speed of a

website;(D) use a process to launch a dynamic web server;(E) create a serverless compute function using a serverless compute

console;(F) describe the main functions of auto scaling;(G) create a launch template and an auto scaling group; and(H) develop a plan for monitoring an auto scaling instance or group.

(9) The student demonstrates the benefits and risks of using big data. The student isexpected to:(A) define big data and identify use cases for it within various industries;(B) evaluate the pros and cons of big data;(C) explain how blockchain ensures the validity and immutability of

transactions, particularly in the cloud; and(D) evaluate the pros and cons of blockchain business applications.

of 122

Recommended Resources and Materials: Provide computers for each student with access to an internet-connected device and a physical keyboard in a classroom with high-speed bandwidth

Recommended Course Activities: Within the Advanced Cloud Computing course, it is recommended that students:

• Determine the cloud best practice for a business use case given a relevant scenario• Determine the best cloud service to serve a business use case given a relevant scenario• Debate the ethical implications of cloud technologies and their real-world applications• Create a cloud storage system for objects• Launch a virtual compute instance to host a WordPress site• Create a service or application architectures template• Develop a machine learning application using a cloud platform• Develop and launch a static website using a cloud platform• Create a virtual reality scene using a cloud platform• Create a web content distribution to cache information at an edge location

Suggested methods for evaluating student outcomes: Within the Advanced Cloud Computing course, the following assessment opportunities are provided for educators to use to evaluate student outcomes

• Discussion questions are provided within each module of content to facilitate aconversation and evaluate the beginning knowledge level of each student.Recommended assessment strategy for these discussions is provided within thecurricula.

• Within the direct instruction portions of the curricula, students are provided with self-discovery and research activities. Student work within these activities can be used asformative assessment data to evaluate student progress toward the module outcomes.Recommended assessment strategy for these activities and assignments are providedwithin the curricula.

• Lab activities are provided for students to complete application-based practice. Theseactivities evaluate a student’s ability to apply their understanding of outcomes toscenario-based exercises. Recommended assessment strategy for these labs areprovided within the curricula.

• At the conclusion of each module, a summative assessment is provided for teachers totrack student progress toward the expected outcomes. Module assessments are acombination of multiple choice, multiple response, and essay questions.

Teacher qualifications: An assignment for Advanced Cloud Computing is allowed with one of the following certificates.

• Business Education: Grades 6-12.• Secondary Industrial Arts (Grades 6-12).• Secondary Industrial Technology (Grades 6-12).• Technology Education: Grades 6-12.• Technology Applications: Early Childhood-Grade 12.• Technology Applications: Grades 8-12.

of 122

• Trade and Industrial Education: Grades 6-12. This assignment requires appropriate workapproval.


• Vocational Trades and Industry. This assignment requires appropriate work approval.• Computer Science: Grades 8-12.• Secondary Computer Information Systems (Grades 6-12)

Additional information:

• Access to self-paced learning content through cloud providers• Cloud Program Training – some cloud providers deliver in-person training at no cost,

while others charge for in-person training. Travel and accommodations must beprovided by the school/district.

• (Recommended) A Cloud Guru certification online preparation courses – Currently$41/month for each “student”

of 122

Approved Innovative Course • Districts must have local board approval to implement

innovative courses• Innovative courses may meet state elective credit only• CTE Innovative courses may not be the final course in a

coherent sequence• Course requirements must be met without modification

Approved for use beginning: 2016-2017 Expires: next CTE TEKS revision

Page 1

Course: Advanced Floral Design PEIMS Code: N1300270 Abbreviation: ADVFLDS Grade Level(s): 11-12 Number of Credits: 1.0

Course description:

In this course, students build on the knowledge from the Floral Design course and are introduced to more advanced floral design concepts, with an emphasis on specialty designs and specific occasion planning. This course focuses on building skills in advanced floral design and providing students with a thorough understanding of the design elements and planning techniques used to produce unique specialty floral designs that support the goals and objectives of a specific occasion or event. Through the analysis and evaluation of various occasion and event types, students explore the design needs and expectations of clients and propose and evaluate appropriate creations. From conception to evaluation, students are challenged to create and design appropriate specialty floral designs that meet the needs of the client. Furthermore, an emphasis on budgetary adherence and entrepreneurship equips students with many of the necessary skills needed for success in floral enterprises.

Essential knowledge and skills:

(a) General requirements. This course is recommended for students in Grades 11-12.Prerequisite: Floral Design. Students shall be awarded one credit for successfulcompletion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned withchallenging academic standards and relevant technical knowledge and skills forstudents to further their education and succeed in current or emerging professions.

(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on theproduction, processing, marketing, distribution, financing, and development ofagricultural commodities and resources, including food, fiber, wood products,natural resources, horticulture, and other plant and animal products/resources.

(3) In Advanced Floral Design, students gain advanced knowledge and skillsspecifically needed to enter the workforce as floral designers or as freelance floral

of 122 121aPpppgP





Page 2

event designers, with an emphasis on specialty designs and occasion-specific designs and planning. Students are also prepared to enter postsecondary certification or degree programs in floral design or special events design. Students build on the knowledge base from Principles and Elements of Floral Design and are introduced to more advanced floral design concepts. In addition, students gain knowledge of the design elements and planning techniques used to produce unique specialty floral designs that support the goals and objectives of an occasion or event.



(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as requiredby business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities;

(B) apply competencies related to resources, information, interpersonal skills,and systems of operation;

(C) demonstrate personal and occupational health and safety practices in theworkplace;

(D) identify employer expectations and appropriate work habits;

(E) demonstrate good citizenship characteristics, including advocacy,stewardship, and community leadership; and

(F) identify training, education, and certification requirements for occupationalchoice.

(2) The student develops a supervised agriculture experience program. The student isexpected to:

(A) plan, propose, conduct, document, and evaluate a supervised agricultureexperience program as an experiential learning activity;

(B) apply proper record-keeping skills as they relate to the supervisedagriculture experience;

(C) participate in youth leadership opportunities to create a well-roundedexperience program; and

of 122





Page 3

(D) produce and participate in a local program of activities using a strategicplanning process.

(3) The student understands advanced floral design principles and techniques. Thestudent is expected to:

(A) demonstrate appropriate use of advanced botanical terminology;

(B) classify and identify flowers and plants used in floral design to symbolizespecific meanings;

(C) compare and contrast contemporary floral design styles such as abstract,assemblage, asymmetrical, Biedermeier, cascade/waterfall, mille fleur,and underwater and their characteristics;

(D) illustrate ideas for arrangements using contemporary floral design stylesfrom direct observation, experience, and imagination; and

(E) evaluate the effective use of floral design elements such as designschema, sources of inspiration, design proportions, and use of color andtexture.

(4) The student demonstrates advanced design techniques using fresh andpermanent floral designs. The student is expected to:

(A) plan and execute fresh and permanent botanical arrangements usingvarious contemporary design styles;

(B) prepare and evaluate floral designs using various basing designtechniques such as layering, terracing, pave, clustering, and pillowing;

(C) prepare and evaluate floral designs using advanced focal-emphasisdesign techniques, s-grouping, banding, binding, shadowing, sequencing,framing, zoning, and parallelism; and

(D) prepare and evaluate thematic floral designs such as southwestern,rustic, seasonal, and color palettes.

(5) The student describes effective design planning and the processes used to createfloral designs for specific occasions and events. The student is expected to:

(A) explain the importance of proper planning of floral designs;

(B) identify the steps of effective planning used to design floral arrangementsfor specific occasions and events;

(C) analyze and discuss contingency factors to consider when planning large-volume floral designs; and

of 122





Page 4

(D) identify effective practices for conferencing with customers to determinecustomer’s mission, goals, objectives, and expectations for décor designincluding budget considerations.

(6) The student applies key floral design elements to enhance the experience ofspecific occasions and events. The student is expected to:

(A) identify floral design elements and terminology used for specificoccasions and events;

(B) analyze the aesthetic benefits of floral design elements such as bouquets,boutonnieres and corsages, and pedestal arrangements for specificoccasions and events such as weddings, funerals, and banquets;

(C) critique current floral design trends;

(D) demonstrate the proper use of floral design tools; and

(E) compare and contrast ideas for occasion-specific floral designs fromdirect observation, experience, and imagination.

(7) The student demonstrates effective planning of occasion-specific floral designsfrom the conceptual stage through completion. The student is expected to:

(A) conduct a floral design planning consultation;

(B) evaluate and select floral design elements that achieve the objectives andbudget expectations of an occasion or event;

(C) present a proposal that showcases floral design elements appropriate tothe selected occasion;

(D) assess the design, creation, and installation and dismantle of floral décorwhen creating a production schedule;

(E) ensure necessary resources are obtained within a specified budget andtimeframe by developing a procurement plan;

(F) identify, assess, manage and reduce risks and functional impediments asthey pertain to floral décor;

(G) implement the floral design plan through project completion; and

(H) evaluate strategies to determine the effectiveness of floral designplanning and performance.

(8) The student demonstrates business and merchandising skills necessary for floraldesign and freelance floral event design professionals. The student is expected to:

(A) calculate mark-up of floral products and design services;

of 122





Page 5

(B) evaluate pricing policies;

(C) discuss the contracts and negotiations processes;

(D) design a floral décor budget, including per item total costs;

(E) demonstrate correct procedures for handling customer sales transactions;

(F) identify strategies to establish business relationships with a variety oflocations, venues, vendors, and other suppliers such as floral suppliers;and

(G) analyze basic marketing principles and procedures entrepreneurs canapply to target consumers.

(9) The student explains the significance of professional organizations to the floraldesign industry. The student is expected to:

(A) identify industry-related professional organizations; and

(B) describe the benefits of participating professional organizations andearning certifications.

Description of specific student needs this course is designed to meet:

Students are exposed to aspects of occasion-specific design through the Floral Design course, but there is not an advanced course to help students enrich and enhance their skills and interest in specialty designs or design planning for specific occasions and events. Freelance floral design for occasions and events is part of a $30 billion industry and is especially in-demand across the state of Texas. The goal of this course is to provide students with advanced-level floral design knowledge, skills, and experiences that can transition to floral design careers and advancement in the floral design industry.

The standards of this course are designed in a manner in order to enhance the ability of students in mastering the TSFA Level 2 Floral Design certification.

Major resources and materials:

Hunter, N. (2013). The art of floral design (3rd ed.). New York: Cengage.

Monroe, J. (2006). Art of the event: Complete guide to designing and decorating special events. New Jersey: John Wiley & Sons, Inc.

Space, P. & DelPrince, J. (2014). Principles of floral design: An illustrated guide. Tinley Park, IL: Goodhearted Wilcox.

of 122





Page 6

Texas Master Florists. Principles and elements of floral design: Teacher’s manual. Austin, TX: Texas State Florist Association.

Texas State Florist Association. Texas Agricultural Science Teacher Floral Design Professional Development and CEU Opportunities: Texas Certified Florists Program. Retrieved from http://www.tsfa.org/development.html.

Recommended course activities:

• Create and evaluate advanced floral arrangements• Observe and evaluate occasion-specific designs• Plan occasion-specific floral design schematics using floral arrangements and floral

decor elements• Design an occasion-specific design inspiration board• Develop an occasion or event design budget and procurement plan• Create and present a comprehensive occasion or event design proposal• Implement and evaluate an occasion-specific floral design plan

Suggested methods for evaluating student outcomes:

• Rubric grading of individual student work• Documented observation and assessment of student performance• Externally reviewed practicum experiences• Student portfolios

Teacher qualifications:

Agriculture, Food, and Natural Resources: Grades 6-12 Agricultural Science and Technology: Grades 6-12 Any vocational agriculture certificate Trade and Industrial Education: Grades 6-12 with appropriate work approval Trade and Industrial Education: Grades 8-12 with appropriate work approval Vocational Trades and Industry with appropriate work approval


The Texas State Florists’ Association (TSFA) was consulted and contributed to the development of this course.

of 122

http://www.tsfa.org/development.html

Advanced Legal Skills and Professions

PEIMS Code: N1303016 Abbreviation: ADVLSP Grade Level(s): 11–12 Award of Credit: 1.0






Course Description:

Advanced Legal Skills and Professions provides students with a foundation to understand the basic mechanics of the U.S. legal system. Building on prior instruction in constitutional issues and the basics of American court systems, this course provides insight into the practical application of the law, as well as civil and criminal procedure, giving students a hands-on opportunity to experience a variety of legal professions. Students will gain an understanding of the attorney-client relationship and the importance of confidentiality, discovery, pretrial motions, jury selection, opening statements, direct and cross examinations, proper use of objections and the rules of evidence, and closing arguments. By conducting elements of a full trial in a mock setting, students will also increase their ability to extemporize appropriately by thinking on their feet. Students will learn how to evaluate a set of facts and mold it into a coherent trial strategy, learning trial practice from the ground floor.

Essential Knowledge and Skills: (a) General Requirements. Students will receive one credit for successful completion of this

course. This course is recommended for students in Grades 11-12. Recommendedprerequisites: Principles of Law, Public Safety, Corrections and Security, Court Systemsand Practices, Business Law, Debate I, or Political Science I.


challenging academic standards, and relevant technical knowledge and skills forstudents to further their education and succeed in current or emerging professions.

(2) The Law, Public Safety, Corrections, and Security Career Cluster focuses onplanning, managing, and providing legal services, public safety, protectiveservices, and homeland security, including professional and technical supportservices.

of 122


(3) Advanced Legal Skills and Professions provides students with a foundation tounderstand the basic mechanics of the U.S. legal system. Building on priorinstruction in constitutional issues, this course provides insight into the practicalapplication of the law, as well as civil and criminal procedure, giving students ahands-on opportunity to experience a variety of legal professions. Students willgain an understanding of the attorney-client relationship and the importance ofconfidentiality, discovery, pretrial motions, jury selection, opening statements,direct and cross examinations, proper use of objections and the rules of evidence,and closing arguments. By actually conducting elements of a full trial, students willalso increase their ability to extemporize appropriately by thinking on their feet.Students will learn how to evaluate a set of facts and mold it into a coherent trialstrategy, learning trial practice from the ground floor.

(4) Students are encouraged to participate in extended learning experiences, such ascareer and technical student organizations, community events, and otherleadership or extracurricular organizations.


(a) Knowledge and Skills.(1) The student demonstrates professional standards/employability skills as required

by business and industry. The student is expected to achieve business andindustry employability skills standards such as attendance, on-time arrival, meetingdeadlines, working toward daily personal/team goals, and ethical use oftechnology.

(2) The student demonstrates communication skills needed to engage a client as partof the pretrial process. The student is expected to:(A) interview a potential client as part of a client-intake process;(B) use communication skills to evaluate body language, such as gestures,

verbal tone, and inflection during client meetings;(C) demonstrate interpersonal communication skills; and(D) apply writing skills to formulate effective emails, letters, and contracts with

a client.(3) The student explores the legal recourses available to clients to resolve disputes.

The student is expected to:(A) evaluate a client in a simulated client consultation;(B) identify and explain ethical obligations to clients;(C) explain the attorney-client privilege and how it applies to others in the law

office and courtroom workgroup;(D) explain the various dispute resolution options available, including self-

help, plea bargaining, mediation, arbitration, civil action, and criminalaction;

(E) analyze the feasibility and appropriateness of each dispute resolutionoption, including monetary factors, time elements, and emotional toll; and

(F) draft a recommended course of action plan.

of 122

(4) The student participates in simulation of a case development process. The studentis expected to:(A) evaluate the strengths and weaknesses of a client’s case;(B) brainstorm and develop the theory and theme of the case;(C) compare discovery obligations in criminal and civil matters;(D) develop a discovery plan;(E) draft, respond, and object to requests for production and admissions; and(F) draft, respond, and object to interrogatories.

(5) The student participates in a mock mediation. The student is expected to:(A) develop a negotiation strategy that aligns with a client’s needs (short-term

and long-term); and(B) negotiate a favorable resolution for the client.

(6) The student participates in a mock arbitration. The student is expected to:(A) evaluate the strengths and weaknesses of a client’s case;(B) develop a negotiation strategy that aligns with a client’s needs (short-term

and long-term);(C) analyze the feasibility and appropriateness of completing arbitration or

negotiating a settlement; and(D) negotiate a settlement on terms favorable for the client.

(7) The student participates in a mock pretrial proceeding and a motion practicesimulation. The student is expected to:(A) read and analyze statutes and case law to develop legal principles;(B) apply legal principles and precedent to fact patterns;(C) develop legal arguments supported by legal research;(D) prepare counterarguments;(E) write motions and legal memoranda, such as motion to dismiss, motion

for summary judgment, or motion in limine; and(F) prepare an oral argument and respond to questions during the

presentation of the argument.(8) The student participates in mock depositions of witnesses. The student is

expected to:(A) prepare a witness for deposition;(B) depose and defend a witness during a deposition; and(C) authenticate documents with witnesses.

(9) The student participates in a mock jury selection. The student is expected to:(A) research jury questionnaires; and(B) prepare for and conduct voir dire on a pool of potential jurors in a criminal

or civil matter.(10) The student participates in a mock trial. The student is expected to:

of 122

(A) compose and deliver opening statements;(B) prepare witnesses for examination at trial;(C) prepare and effectively use demonstrative evidence;(D) compose and conduct effective direct examination of witnesses, including

expert witnesses;(E) identify, make, and defend against proper objections to testimony and

other forms of evidence;(F) introduce evidence through witnesses;(G) conduct proper impeachment of witnesses;(H) compose and deliver an effective cross examination of a witness; and(I) compose and deliver closing arguments.

(11) The student participates in a post-trial motion simulation. The student is expectedto compose and argue motions, such as motion to set aside the verdict, motion fora new trial, motion for judgment of acquittal, or motion notwithstanding the verdict.

(12) The student identifies the roles and functions of professions in the legal systemand legal industry. The student is expected to:(A) identify the career opportunities in the legal system, such as attorney or

paralegal, and the legal industry, such as court reporter, electronicdiscovery firm;

(B) explain the duties and responsibilities of professionals in the legal systemand legal industry; and

(C) explain the relationship among the various professions in the legal systemand legal industry.

Recommended Resources and Materials: McGraw Hill. (2020). Street Law: A Course in Practical Law (10th ed.).

Jacobs, T. A. (2003). They Broke the Law - You be the Judge: True Cases of Teen Crime. (A. Desetta, Ed.). Minneapolis, MN: Free Spirit Pub.

American Bar Association. Retrieved December 15, 2019, from https://www.americanbar.org/

(n.d.). Materials | Texas High School Mock Trial Competition. Retrieved December 15, 2019, from http://www.texashighschoolmocktrial.com/materials/

(n.d.). The Articulate Advocate - Texas High School Mock Trial. Retrieved December 15, 2019, from http://www.texashighschoolmocktrial.com/wp-content/uploads/2015/06/The-Articulate-Advocate.pdf

(n.d.). Travis County Legal Aid and Pro Bono Services - Justia Texas .... Retrieved December 15, 2019, from https://www.justia.com/lawyers/texas/travis-county/legal-aid-and-pro-

bono-services

(n.d.). Legal Resources - Austin Bar Association. Retrieved December 15, 2019, from

of 122

https://www.americanbar.org/

http://www.texashighschoolmocktrial.com/materials/

http://www.texashighschoolmocktrial.com/wp-content/uploads/2015/06/The-Articulate-Advocate.pdf

http://www.texashighschoolmocktrial.com/wp-content/uploads/2015/06/The-Articulate-Advocate.pdf

https://www.justia.com/lawyers/texas/travis-county/legal-aid-and-pro-bono-services

https://www.justia.com/lawyers/texas/travis-county/legal-aid-and-pro-bono-services

https://www.austinbar.org/for-the-public/legal-resources/

(n.d.). Rules and Policies | United States Courts. Retrieved December 15, 2019, from https://www.uscourts.gov/rules-policies

(n.d.). NALA.org. Retrieved December 15, 2019, from https://www.nala.org/

(n.d.). State Bar of Texas Paralegal Division. Retrieved December 15, 2019, from https://txpd.org/

(n.d.). State Bar of Texas Paralegal Division. Retrieved December 15, 2019, from https://txpd.org/

(n.d.). Texas Court Reporters Association Home Page. Retrieved December 15, 2019, from https://www.tcra-online.com/

(2019, October 22). Texas Judicial Branch, Court Reporters Certification, Texas Courts. Retrieved December 15, 2019, from http://www.txcourts.gov/jbcc/court-reporters-

certification/

(n.d.). How to Become a Jury Profiler | Chron.com - Work - Chron.com. Retrieved December 15, 2019, from https://work.chron.com/become-jury-profiler-20736.html

(n.d.). Use of Jury Consultants - Courts - USLegal. Retrieved December 15, 2019, from https://courts.uslegal.com/jury-system/selection-process-at-the-courthouse/use-of-jury-

consultants/

(n.d.). Constitution Board Game. Retrieved December 15, 2019, from http://texaslregames.org/games_web_eng/crelay/index.html

(n.d.). Teach - iCivics. Retrieved December 15, 2019, from https://www.icivics.org/teachers.

Access to online databases such as LexisNexis, Westlaw, PACER

Computer access

Recommended Course Activities: A variety of teaching methods can be used in Advanced Legal Skills and Professions such as individualized study, cooperative learning, guest speakers, panel discussions, field trips, visual/audio presentations/media, computer software programs, and internet research. A heavy emphasis, however, will be placed on simulations and mock proceedings that provide practice of both written and verbal advocacy skills. Recommended activities include participation in a class mock trial competition that will require drafting and arguing motions, witness testimony, and delivery of opening statements and closing arguments.

Other optional activities might include: • Participation in the Texas High School Mock Trial competition, SkillsUSA, Texas Public

Service Association competition, Texas Public Service Teacher Associationcompetitions, or YMCA Youth and Government competitions and conferences.

• Volunteering at local legal aid clinics.• Participation in a Law School Discovery day by touring a local law school and attending

a law school class.

of 122

https://www.austinbar.org/for-the-public/legal-resources/

https://www.uscourts.gov/rules-policies

https://www.nala.org/

https://txpd.org/

https://txpd.org/

https://www.tcra-online.com/

http://www.txcourts.gov/jbcc/court-reporters-certification/

http://www.txcourts.gov/jbcc/court-reporters-certification/

https://work.chron.com/become-jury-profiler-20736.html

https://courts.uslegal.com/jury-system/selection-process-at-the-courthouse/use-of-jury-consultants/

https://courts.uslegal.com/jury-system/selection-process-at-the-courthouse/use-of-jury-consultants/

http://texaslregames.org/games_web_eng/crelay/index.html

https://www.icivics.org/teachers

https://legal.thomsonreuters.com/en/products/westlaw

https://www.pacer.gov/login.html

• Scrimmages with other students participating in mock trial competitions at the highschool or collegiate level.

• Attending local court hearings and other legal proceedings.• Internships with a local attorney, law firm, legal aid organization, government agency,

elected official, or court.• Guest speakers such as court reporters and videographers, paralegals, or court

translators.


The methodology for student evaluations will include written/oral assignments, exams, quizzes, and evaluation of skills-based performance on course-related simulations.

Teacher qualifications: A valid license appropriate for the assignment plus one of the following certificates.



• Vocational Trades and Industry. This assignment requires appropriate work approval.


of 122

Advanced User Experience Design PEIMS Code: N1302814 Abbreviation: ADVUXD Grade Level(s): 10–11 Award of Credit: 1.0






Course Description: The Advanced User Experience (UX) Design course allows students to apply skills in science and art to make technology useful, meaningful, memorable and accessible to all users. Students will use knowledge from the Foundations of User Experience Design course to expand the research, design, programming, testing, and communication skills essential for success in this user-focused career field.

Essential Knowledge and Skills: (a) General Requirements. This course is recommended for students in Grades 10-11.

Recommended prerequisites: Foundations of User Experience Design. Students shall beawarded one credit for successful completion of the course.



(2) The Information Technology (IT) Career Cluster focuses on building linkages in IToccupations for entry level, technical, and professional careers related to thedesign, development, support, and management of hardware, software,multimedia, and systems integration services.

(3) The Advanced User Experience (UX) Design course allows students to apply skillsin science and art to make technology useful, meaningful, memorable andaccessible to all users. Students will use knowledge from the Foundations of UserExperience Design course to expand the research, design, programming, testing,and communication skills essential for success in this user-focused career field.


of 122



(c) Knowledge and Skills.(1) The student demonstrates professional standards/employability skills in the

information technology (IT) field with a focus in the area of user experience (UX).The student is expected to:(A) identify job opportunities in UX and accompanying job duties and tasks;(B) employ effective verbal and nonverbal communication skills;(C) examine the role of certifications, resumes, and portfolios in the UX

professions;(D) solve problems and think critically;(E) demonstrate leadership skills and function effectively as a team member

with a focus on appreciation for diversity, conflict management, andadaptability; and

(F) demonstrate planning and time-management skills such as storyboardingand project management skills, including initiating, planning, executing,monitoring and controlling, and closing a project.

(2) The student understands and demonstrates legal and ethical procedures as theyapply to the use of information technology. The student is expected to:(A) explain and demonstrate ethical use of technology and online resources;(B) adhere to intellectual property laws;(C) explain intellectual property laws, including copyright, trademarks, and

patents and consequences of violating each type of law;(D) explain the consequences of plagiarism; and(E) demonstrate ethical use of online resources, including citation of sources.

(3) The student uses agile project management to produce a successful UX design.The student is expected to:(A) analyze how human-centered design determines what controls,

mechanisms, and processes will be required for a user to partake in anapplication’s functionality;

(B) analyze and discuss Garrett’s five planes of UX, including strategy, scope,structure, skeleton and surface; and

(C) determine which phase in design-thinking approach to use which includesempathize, define, ideate, prototype, and testing phases.

(4) The student collects and interprets data. The student is expected to:(A) analyze existing research and data to determine best practices and

methods for a specific task;(B) identify qualitative research methods such as user interviews,

ethnography, field studies, focus groups, and usability testing;(C) identify quantitative methods such as A/B testing, card sorting, heat maps,

analytics, and user surveys;

of 122

(D) analyze and select appropriate research methods;(E) describe a specific end-user by creating a set of personas;(F) document and analyze a user’s interaction with a product or service by

creating a storyboard;(G) analyze and select a data reporting tool such as Google Analytics,

Usability Hub, Adobe Target, or Sketch; and(H) interpret results of qualitative and quantitative research to determine

patterns of user’s experience and identify areas of improvement.(5) The student analyzes and selects the appropriate prototype for UX product. The

student is expected to:(A) create a journey map illustrating the interaction between a user and a

company, product, or service at every stage of digital or non-digitalengagement;

(B) conduct SWOT (strengths, weakness, opportunities, and threats) andcompetitive analysis;

(C) create a narrative with data visualization techniques such as line charts,bar charts, scatter plots, pie charts;

(D) generate possible solutions with ideation methods such as unstructureddiscussion, storyboards, brainstorming (Osborn methodology), roleplaying, game storming, mind mapping, teamwork games, and writtenideation; and

(E) refine and select the best ideas for prototyping.(6) The student organizes on-screen content in a way that is navigable and

accessible. The student is expected to:(A) identify and describe the importance of information architecture in UX for

structuring content including websites, web and mobile applications, andsocial media software;

(B) discuss methods for organizing content that provide optimal userexperience;

(C) identify main components which are organization schemes andstructures, labeling systems, navigation systems, and search systems;

(D) determine and use the right information architecture model such asDraw.io, LucidChart, and Visio;

(E) identify and evaluate navigation structures and options;(F) research and apply principles of usability, accessibility, and universal

design; and(G) plan and implement a user-friendly site map.

(7) The student applies design theory to UX. The student is expected to:(A) create user flow charts that reflect every possible action that a user may

take when moving through a product;(B) apply elements and principles of design;(C) use design patterns and layouts to create effective design; and

of 122

(D) create wireframes that show the skeletal structure of each view using avariety of design software.

(8) The student analyzes the effectiveness of a prototype. The student is expected to:(A) create low-fidelity prototypes including sketches, paper, and click-through

prototypes;(B) create high-fidelity prototypes including interactive, digital, and coded

prototypes; and(C) use design thinking process phases to determine appropriate quantitative

and qualitative research methods to perform additional user testing.(9) The student describes best practices and plans for a usability test. The student is

expected to:(A) describe the roles and components of user testing including the facilitator,

the tasks, and the participant;(B) decide whether to use qualitative or quantitative, remote, or in-person

usability testing;(C) use Heuristic evaluation at any stage of design-thinking process to test

whether a digital product is user-friendly before conducting usability test;(D) demonstrate effective written communication skills by creating usability

test scripts; and(E) recruit and obtain permission from participants for usability testing based

on behavioral traits, attitudes, and goals.(10) The student conducts effective user testing. The student is expected to:

(A) conduct usability testing;(B) demonstrate effective interpersonal communication skills among test

participants;(C) summarize, organize, and analyze results of testing using various

methods such as spreadsheets, video recording, filled out surveys, audiorecording, eye-tracking plot; and

(D) iterate and improve prototypes incorporating user feedback.(11) The student communicates processes and results to appropriate stakeholders.

The student is expected to:(A) apply effective presentation skills incorporating technology as

appropriate; and(B) collaborate with internal and external stakeholders to refine wireframes or

prototype designs.

Recommended Resources and Materials: Improving the User Experience. (n.d.). Retrieved from https://www.usability.gov/

The Design of Everyday Things: Revised and Expanded Edition. (2013). New York: Basic Books.

Krug, S. (2017). Don't make me think! A common sense approach to Web usability. Berkley: New Riders.

of 122

https://www.usability.gov/

Krug, S. (2010). Rocket surgery made easy: the do-it-yourself guide to finding and fixing usability problems. Berkeley, CA: New Riders.

Gothelf, J. (2016). Lean ux. Place of publication not identified: O’Reilly Media, Inc, Usa.

Norman, D., & Nielson, J. (n.d.). Nielsen Norman Group-World Leaders in Research-Based User Experience. Retrieved from https://www.nngroup.com/

Rosenfeld, L., Morville, P., Arango, J., & Morville, P. (2015). Information architecture for the World Wide Web. Beijing: OReilly.

Garrett, J. J. (2011). The elements of user experience: user-centered design for the web and beyond. Berkeley, CA: New Riders.

Lidwell, W., Holden, K., & Butler, J. (2010). Universal principles of design: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach

through design. Beverly, MA: Rockport.

Sinek, S. (2019). Start with why: how great leaders inspire everyone to take action. London, England: Penguin Business.

Eyal, N., & Hoover, R. (2019). Hooked: how to build habit-forming products. New York: Penguin Business.

Adobe Creative Suite (Version CC) [Computer software]. (n.d.).

The digital design toolkit. (n.d.). Retrieved from https://www.sketchapp.com/

Digital accessibility consulting, training, and advocacy. (n.d.). Retrieved February 4, 2020, from https://knowbility.org/.

Recommended Course Activities:

• UX workshops conducted by UX professionals• Job shadowing• Real-world projects to use UX design to solve problems at school or in the community• UX Design Contests• Participate in the Accessibility Internet Rally (AIR)

Suggested methods for evaluating student outcomes: ● Digital Portfolios● Reflections/Journals● Industry Certification● Rubrics to evaluate:

o Portfolioso Capstone projectso Mappingo Exam Questions

of 122

https://www.nngroup.com/

https://www.sketchapp.com/

Teacher qualifications: An assignment for Advanced User Experience Design is allowed with one of the following certificates.

• Technology Applications 8-12.• Technology Education 6-12.• Computer Science 8-12.• Business Education 6-12.• Secondary Industrial Arts 6-12.• Secondary Industrial Technology

6-12.


of 122

Applied Nutrition and Dietetics PEIMS Code: N1302541 Abbreviation: APPNUTR Grade Level(s): 10–12 Award of Credit: 1.0






Course Description: The Applied Nutrition and Dietetics course builds on the fundamental nutritional knowledge gained from the Lifetime Nutrition and Wellness course by reinforcing professional standards, food safety and sanitation, food service and management, and nutrition care for individuals and groups at a deeper level. The course also introduces and applies career focused and real-world topics related to nutrition such as the nutrition care process, types of nutrition education and counseling, development of nutrition programs, and nutrition industry related research. Students will research requirements necessary to become a professional in the nutrition and dietetics field such as a registered dietitian, licensed nutritionist, or clinical dietitian.

Essential Knowledge and Skills: (a) General requirements. This course is recommended for students in Grades 10-12.

Recommended prerequisite: Principles of Human Services, Lifetime Nutrition andWellness and/or Human Growth and Development. Students shall be awarded one creditfor successful completion of this course.



(2) The Human Services Career Cluster focuses on preparing individuals foremployment in career pathways that relate to families and human needs such ascounseling and mental health services, family and community services, dieteticsand nutrition.

(3) Applied Nutrition and Dietetics is a laboratory course designed to prepare highschool students who may be interested in a career as a registered dietitian or othernutrition professional for undergraduate and graduate work in nutrition anddietetics. This course gives students the opportunity to investigate further into the

of 122


nutrition and dietetics field and provide them with real-world career focused knowledge of processes and systems related to the industry



(c) Knowledge and Skills.(1) The student demonstrates professional standards/employability skills as required

by the nutritional science industry. The student is expected to:(A) explain and demonstrate the importance of collaboration with other

professionals in an occupational setting;(B) apply interpersonal communication skills in industry-related settings;(C) apply client consultation skills related to diet and nutrition;(D) express ideas in a clear, concise, effective manner;(E) discuss the importance of identifying when a client or patient should be

referred to a discipline that is out of one’s scope of knowledge;(F) practice time management skills needed to succeed in the workforce;(G) develop problem solving, critical thinking, and deductive reasoning skills;(H) explain the importance of maintaining updated client/patient records with

plans, notes, appropriate forms, or related information;(I) explain ethics surrounding client/patient information; and(J) demonstrate public speaking skills required to provide nutritional training.

(2) The student demonstrates academic knowledge and skills required to pursue thefull range of career and postsecondary education opportunities within thenutritional science industry. The student is expected to:(A) describe connections and applications of academic knowledge and skills

such as math, reading, writing, and various sciences, in nutritionalscience careers;

(B) discuss connections of nutrition and dietetics to the medicalsciences/industry; and

(C) explain current and new technology advancements used in nutrition anddietetic professions including software, online platforms, and applications.

(3) The student is expected to apply nutritional food service and food managementskills. The student is expected to:(A) design and write a standard recipe to meet specific nutritional needs;(B) demonstrate healthy food preparation techniques to meet specific

nutritional goals;(C) develop menus taking into consideration clientele, physical facility,

budget, government regulations, aesthetics and external factors, andpopular items;

of 122

(D) design and write a restaurant/business menu to meet specified nutritionalneeds;

(E) demonstrate good etiquette, food presentation, and table serviceappropriate for specific situations;

(F) classify different food production and food service systems and thepurpose of each;

(G) describe common food allergies and intolerances;(H) classify nutrient knowledge including their sources, functions, and roles in

the body;(I) describe the role of the food service manager in a variety of settings; and(J) distinguish between and compare different management styles.

(4) The student demonstrates food safety and sanitation knowledge and skills. Thestudent is expected to:(A) demonstrate safe and sanitary practices in food handling, such as food

preparation, storage, and serving, and cleanup of food service areas andequipment;

(B) practice appropriate dress and personal hygiene in food preparation;(C) differentiate between federal, state, and local food and safety regulating

bodies; and(D) identify and describe common food-borne illnesses related to food

preparation, their causes, and prevention practices.(5) The student demonstrates an understanding of the nutritional care process for

individuals and groups. The student is expected to:(A) identify and describe the nutrition care process;(B) differentiate between the steps of the nutrition care process, including

assess, diagnose, intervention, monitor and evaluation;(C) describe tools, techniques, and subjective/objective information used to

help nutritional and health professionals at each step in the nutrition careprocess for individuals and groups;

(D) interpret information from sample interviews, medical records,consultation information with other professionals, and diagnosticevaluations to determine how it can be used to benefit a patient/client;

(E) develop a dietary-care plan based on a case-study, family member, orfriend using the nutrition care process;

(F) analyze patient data to determine patient needs or treatment goals; and(G) recognize client/patient sensitivity in the care process.

(6) The student demonstrates skills necessary to implement nutrition-based educationto benefit the community. The student is expected to:(A) identify needs and readiness of the learners;(B) evaluate the population’s style of learning, considering their religious,

cultural, and economic background;

of 122

(C) develop goals and objectives based on assessment of clients’ nutritionalknowledge and develop educational plans/design;

(D) illustrate to the community group how to realistically incorporate changesin their eating patterns and behaviors in order to lead a more healthfullifestyle and increase their quality of life;

(E) modify and evaluate education plans to comply with changes in clients'status;

(F) explain to mock community groups in the classroom the relationshipbetween good eating habits and preventing or managing specificdiseases and overall better quality of life;

(G) identify community programs that provide nutrition and wellness services;(H) explain community programs services and benefits; and(I) discuss with mock clients or community groups in the classroom topics

related to nutrition and general health, such as exercise, sleep,drug/alcohol use, self-care, mental/emotional health, and social skills.

(7) The student demonstrates the skills necessary to evaluate and makerecommendations effective in nutritional counseling services. The student isexpected to:(A) describe different counseling strategies catered to gender, age group,

social/economic status, attitude, behavior, and intellectual level;(B) infer and deduce if a client or patient has environmental, social, or mental

issues that impede their ability to make healthy nutrition choices; and(C) describe unhealthy and disordered eating patterns.

(8) The student demonstrates knowledge required to develop nutrition programs forindividuals and special populations. The student is expected to:(A) implement personalized, age-specific, and culturally appropriate nutrition

strategies for unique populations such as nutrition for pregnancy andbreastfeeding, pediatric nutrition, geriatric nutrition, oncology nutrition,sports nutrition, and nutrition related to various diseased states; and

(B) describe and evaluate innovative and trending nutritional plans and diets,such as plant-based diets, high-protein diets, herbs and botanicals, andsupplements.

(9) The student demonstrates the process of conducting industry-based research. Thestudent is expected to:(A) plan, conduct, and evaluate dietary, nutritional, and epidemiological

research;(B) compare different methods of research;(C) describe effects of research on the industry and nutritional practices;(D) interpret behavioral research;(E) explain the history of nutrition and how the field has evolved; and(F) describe current industry trends, growth, projections, and specialties

related to the nutritional industry.

of 122

(10) The student demonstrates occupational knowledge required to create apostsecondary career plan aligned with their choice of occupation. The student isexpected to:(A) identify and describe the mission of professional organizations related to

nutrition and dietetics;(B) describe licensure/certification levels and qualifications required for

various industry occupations;(C) connect careers associated with different levels of post-secondary

education and training, certifications, such as a registered dietitian,nutritionist, health and wellness educator, food service manager,executive chef, researcher, and public health worker; and

(D) describe industry work settings such as schools, clinics, hospitals,corporations, community organizations, long term care facilities,community/public health facilities, corporate nutrition programs,restaurants/cafeterias/food establishments, sports nutrition, business, andresearch.

Recommended Resources and Materials: Modern Nutrition in Health and Disease, Eleventh Edition. A Catharine Ross.

Nutrition Counseling and Education Skills: A Guide for Professionals, Seventh Edition. Betsy Holli & Judith A. Beto.

Krause’s Food and Nutrition Care Process, 14th Edition. L Kathleen Mahan & Janice L. Raymond.

Texas Food Handler Course


• Nutrition industry guest speakers• Field trips to health food retailers, hospitals, and dietitian offices• Nutrition case studies• Create an individualized nutritional care plan for a client• Create marketing materials for health promotion• Present health promotion presentations to school and community members• Practice nutritional food preparation skills in a lab setting• Participate in Family, Career and Community Leaders of America (FCCLA) nutrition

related competitive events• Partner with community health organization on a community service project• Select a nutrition related argument that is currently being debated, find credible scientific

research to support or negate, and then present findings to the class for open discussion• Investigate in detail a career or occupation in the nutrition and dietetics field (education

and professional work and experience required, work environment, salary, pros, cons,and how the career or occupation impacts society). Collect and present findings with avisual aid to peers.

• Identify an industry mentor to interview

of 122


• Tests/Quizzes• Research Paper• Projects• Lab participation• Class participation• Self-Assessment (critical thinking questions beginning middle and end of the year)

Teacher qualifications: An assignment for Applied Nutrition and Dietetics is allowed with one of the following certificates.

• Any home economics or homemaking certificate.• Family and Consumer Sciences, Composite: Grades 6-12.• Human Development and Family Studies: Grades 8-12.


Additional required trainings and costs:

ServSafe Manager Certification. Costs for the online course and exam are listed as: Food Handler—$15; Manager—$152.95, plus a $36 exam voucher; Alcohol Safety—$30; and Allergens—$22. Retests have additional costs. For more details, see the ServSafe website.

of 122

Approved for use beginning: 2015-2016 Expires: when technology applications TEKS are revised

Page 1

Course: Assistive Technology PEIMS Code: N1260002 Abbreviation: ATECH Grade Level(s): 9-12 Number of Credits: 1.0

Course description:

This course will provide instruction in assistive technology. Assistive technology provides access to print and electronic information using screenreading software, screen magnification software/hardware, scanning and reading, braille access, voice recognition and switches. This course will educate students about a variety of technology choices to match the needs of individuals, and educate students who are interested in broadening their scope of technology, mainstream applications and specialized devices.

Students will learn and apply basic and assistive technology skills to access instructional materials and produce work. These skills include switch access, keyboarding, operating system navigation, file management, Internet browsing, word processing, presentation software and spreadsheets, and programs and devices specifically designed for students with visual impairments and those who struggle with reading.


(a) Introduction

All students need to develop computer literacy skills in order to compete in the classroom and theworkplace. Through learning how to use assistive technology to meet their own or other individuals”needs, along with learning to competently use mainstream technology, students will be able tomake informed decisions regarding selecting appropriate technology for specific tasks. Most of theessential knowledge and skills in this course will be addressed using screenreading and/or screenmagnification software.

(b) Knowledge and Skills

(1) The student demonstrates keyboarding skills using accessible strategies. The student is expectedto:

(A) use magnification or screenreading software on note-takers and mobile devices withinstructional typing applications;

(B) demonstrate finger placement on home row keys by locating tactile markers;(C) demonstrate correct reaches on home, top, number, and bottom row keys through

auditory or magnified verification;

of 122


Page 2

(D) demonstrate knowledge and location of navigation and function keys through auditory ormagnified verification; and

(E) demonstrate “modifier key” combination keyboard commands to perform necessarytasks.

(2) The student demonstrates the ability to navigate the computer screen using screenreadingsoftware and mobile technology through keyboard or gesture commands. The student isexpected to:

(A) demonstrate screenreader navigation commands;(B) demonstrate the ability to adjust and personalize settings through auditory feedback; and(C) select appropriate hardware such as laptop computer, mobile device, or braille display to

work with specific screenreader.(3) The student demonstrates the ability to navigate the computer screen using screen magnification

software. The student is expected to:(A) demonstrate screen magnification navigation commands;(B) demonstrate the ability to adjust and personalize settings through screen magnification;

and(C) select preferred screen magnification software.

(4) The student demonstrates the ability to navigate the computer screen based on a specificoperating system using screenreading and/or magnification software. The student is expected to:

(A) identify the operating system on various devices;(B) explain the operating system layout;(C) explore the operating system through keystrokes, gestures or pointing device using

screenreading or magnification software; and(D) use context menu.

(5) The student demonstrates effective file management strategies using screenreading or screenmagnification software. The student is expected to:

(A) create, delete, rename, copy, cut, paste, and move files;(B) create and navigate a hierarchy of sub-directories and implement organizational

strategies;(C) identify and use multiple file types; and(D) identify and use portable media and cloud storage.

(6) The student demonstrates knowledge of word processing skills using screenreading and/orscreen magnification software. The student is expected to:

(A) format a document to Modern Language Association (MLA) standards;(B) spell check documents using access software;(C) implement appropriate use of styles, headers, footers, and bullets;(D) demonstrate the ability to manipulate text by cutting, copying, pasting, and using search

and replace;(E) save documents in various file types; and(F) print documents.

(7) The student demonstrates the ability to navigate the Internet using screenreading or screenmagnification software. The student is expected to:

(A) navigate a web-page by identifying controls and the keystrokes or gestures associated;(B) demonstrate the understanding of web address nomenclature and extensions;(C) plan, use, and evaluate search results; and

of 122


Page 3

(D) evaluate a web-site for purpose, accuracy, security, and validity.(8) The student effectively uses email for communication purposes using screenreading and/or

screen magnification software. The student is expected to:(A) use web-based or email client for email communication;(B) demonstrate an understanding of email address nomenclature and extensions;(C) demonstrate the ability to compose, open, read, reply, forward, delete, cc, bcc, and

manage email messages;(D) demonstrate the ability to attach and detach files in an email; and(E) identify junk, spam, and unsafe email and demonstrate how to unsubscribe from such

email.(9) The student demonstrates knowledge of presentation software using screenreading and/or

screen magnification software. The student is expected to:(A) identify and navigate the major areas of the presentation software interface on computer

or note-taker;(B) identify and choose desired slide templates, themes, transitions, and animations;(C) insert various types of media into slide placeholders; and(D) plan, practice, and present a slide production using presentation software.

(10) The student demonstrates knowledge and implementation of spreadsheets usingscreenreading or screen magnification software. The student is expected to:

(A) identify spreadsheet layout and design including rows, columns, and cells;(B) identify and navigate the major areas of the workbook or worksheet interface;(C) identify types of spreadsheets and their purposes;(D) enter various types of data, numbers or text;(E) generate graphical representations based on data being entered;(F) choose and enter formulas; and(G) format cells.

(11) The student demonstrates knowledge and skills to support alternative access. The student is expected to:

(A) use specialized hardware such as alternate keyboards, specially designedmouse, switch, and joy stick;

(B) use specialized software such as onscreen keyboard with scanning and wordprediction; and

(C) use study aids such as highlighting and masking, and creating electronicoutlines.

(12) The student demonstrates usage of specialized hardware and software. The student is expected to use the following based on individual needs:

(A) navigate Digital Accessible Information System (DAISY) formatted instructional materials;(B) navigate digital materials using a refreshable braille display;(C) emboss files using braille translation software and a braille embosser;(D) use standalone or software-based scanning and reading systems; and(E) use portable or desktop video magnifiers to view printed materials, including pictures,

graphics, graphs, charts, and tables.

of 122


Page 4


Specific students needs across multiple platforms: • QWERTY keyboard skills or alternate keyboards and other access materials• Folder and file management• Word processing skills

o Editing texto Using spell checko Formatting documents

• Internet browsingo Readingo Searchingo Bookmarkingo Reading and writing Internet based emailo Completing formso Using best practice for access to pictures and videos

• Presentation skills as deemed appropriate for students• Spreadsheet data presented in multiple ways


• Assistive Technology (screenreading software, screen magnification software, braille displays,scanning and reading software, DAISY readers, text readers, alternate access and qualityenhancements such as spell check and word prediction).

• Mainstream and adapted curriculum for assistive technology, proprietary curriculum developedinternally.

o Training Ware for Assistive Technology Trainers (Digital Apex)o Course Technology (Cengage Learning)

Suggested course activities:

Lessons • Desktop navigation – dependent on device and type of access• File-folder management• Create, edit, format word processing document• Presentation• Spreadsheet• Internet searching, form filling/completion

Optional Activities • Writing a response to a given prompt• Words Matter writing contest• Presentation of a proposal on visiting a foreign land using all of the elements listed in the required

lessons

of 122


Page 5


Performance Indicator Evaluations (examples): • Access skills• Computer software• Internet Explorer with Job Access With Speech (JAWS)• iPad Voiceover


Teachers holding a Technology Applications or Computer Science Certification. Technology Applications: Grades 8-12; Technology Applications: Grades 7-12; Technology Applications: Early Childhood-Grade 12; Computer Science: Grades 8-12.

Recommended: Teacher of Students with Visual Impairments Supplemental: Early Childhood-Grade 12.


of 122

Computer Aided Drafting for Architecture

PEIMS Code: N1300429 Abbreviation: CAD4ARCH Grade Level(s): 10–12 Award of Credit: 1.0






Course Description:

Computer Aided Drafting for Architecture introduces students to the specific architectural computer aided design and drafting (CADD) software and equipment required to produce architectural working drawings and construction documents.


Recommended prerequisite: Architectural Design. Students shall be awarded onecredit for successful completion of this course.

(b) Introduction.(1) Career and technical education instruction provide content aligned with

challenging academic standards and relevant technical knowledge and skillsfor students to further their education and succeed in current emergingprofessions.

(2) The Architecture and Construction Career Cluster focuses on designing,planning, managing, building, and maintaining the built environment.

(3) Computer-Aided Drafting for Architecture allows students to acquireknowledge and skills needed to use specific architectural design softwareand equipment required to produce architectural working drawings andconstruction documents.

(4) Students are encouraged to participate in extended learning experiencessuch as career and technical student organizations and other leadership orextracurricular organizations.

(5) Statements that contain the word "including" reference content that must bemastered, while those containing the phrase "such as" are intended aspossible illustrative examples.

of 122



by business and industry. The student is expected to:(A) describe the roles, responsibilities, and dynamics of a team as applied in

the architecture and construction industry;(B) explain employers’ work expectations;(C) use effective and accurate architectural and/or construction vocabulary

throughout the design and drafting process;(D) demonstrate knowledge of the concepts and skills related to health and

safety; and(E) demonstrate safety in the workplace as specified by appropriate

governmental regulations.(2) The student demonstrates knowledge of the function and application of tools,

libraries, and materials used in architectural CADD software. The student isexpected to:(A) describe architectural computer-aided design, drafting, and architectural

CADD applications;(B) describe the purpose of Building Information Management (BIM) and how

it is applied in the software;(C) demonstrate how to start and exit architectural CADD software without

corrupting files;(D) select and use architectural project template files;(E) save, close, and open project files;(F) navigate and use the architectural CADD interface and manipulate the

workspace, tools and libraries;(G) demonstrate how to use the property palette, project browser, and view

control bar;(H) determine, specify, and set-up project drawing units, unit precision, and

limits;(I) use drawing snap and grid functions;(J) use and determine what level of detail is required, and scale per plan;(K) use the context menu, navigation bar, and viewing command to perform

zooming and panning;(L) use the various window options to open, close, and display multiple views

in the drawing window;(M) demonstrate the use of dynamic input and the command line; and(N) demonstrate the use of the Quick Access Tool Bar to access frequently

used CADD tools.(3) The student demonstrates the use of architectural CADD tools for drawing and

editing an architectural model. The student is expected to:(A) draw a structure; select exterior and interior wall types;

of 122

(B) use the options bar and properties pallet to specify wall details;(C) add room separation lines;(D) use the various modify tools to edit walls: trim, extend, mirror, split, align,

move, array, scale, offset, array, rotate, copy, scale, and pin;(E) edit wall profiles, create openings, attach and detach walls, and join walls;(F) demonstrate how to shade, crop, hide, unhide, isolate, and un-isolate

elements and categories on current views;(G) insert doors and windows, select type and size from family options, or

load from libraries;(H) add component’s features such as furniture and equipment, and load

from libraries;(I) create curtain walls, including the addition of mullions and panels;(J) insert curtain walls doors;(K) select and draw floor types, including slope, sink, and elevated floors;(L) select a ceiling type and create a ceiling;(M) design and draw a roof, including the addition of slopes and overhangs;(N) select, load, and modify columns;(O) design, draw, and edit stairs, railing, and ramps; and(P) draw architectural details, including: 2D objects, detail lines, regions,

groups, symbols, and drafting views.(4) The student demonstrates the use of annotation and dimension standards and

practices. The student is expected to:(A) use proper text and dimension standards and rules for architectural

drawings;(B) select and apply text and dimension styles and size to enhance

readability of drawings;(C) demonstrate how to use aligned, linear, angular, radial, and diameter

dimensioning, and set constraints;(D) demonstrate how to place spot elevation, spot coordinate and spot slope

annotations;(E) add and edit tags;(F) create and modify schedules and legends; and(G) annotate details, add detail tags, and create filled regions.

(5) The student demonstrates the use of architectural CADD view tools to createplans, elevations, sections and 3-dimenional views. The student is expected to:(A) create floor plans, reflected ceiling plans, and various views, including

structural, plan region, and area plan views;(B) create exterior and interior elevations;(C) create building-cross section views, wall section, and detail section views;

of 122

(D) edit and specify elevation, section, and call-out tags and line-of-sightlocations; and

(E) modify, add, and delete elevation levels.(6) The student demonstrates the use of architectural CADD tools for printing and

plotting drawings. The student is expected to:(A) set up sheet size, and title blocks following architectural standard

practices;(B) name and edit sheet labels;(C) select proper drawing scales for viewports, arrange viewports on sheets;(D) add schedules, legends, and notes on sheets;(E) select printer and setup print settings, including range, paper size,

orientation, scale, placement, appearance, and other printer specificoptions; and

(F) print or plot architectural working drawings and construction documents atvarious scales.

Recommended Resources and Materials: Autodesk Building Design Suite 2020 [computer software]. Retrieved from www.autodesk.com

SDC Publications Retrieved from www.sdcpublications.com

Alan Jeffis David A. Madsen David P. Madsen Architectural Drafting & Design 7th Edition MA: Delmar Cengage Learning.


• Transfer a single-story residential sketch to the architectural CADD system producingthe related working drawings and construction documents.

• Convert/design a double-car carport into a master bedroom suite using the architecturalCADD software producing the related working drawings and construction documents.

• Convert/design a double-car garage into a family room using the architectural CADDsoftware producing the related working drawings and construction documents.

• Design a small studio apartment on the architectural CADD software producing therelated working drawings and construction documents.

• Design a single-story residence on the architectural CADD software producing therelated working drawings and construction documents.

Suggested methods for evaluating student outcomes: Performance on assigned projects and teacher developed assessments will be used to determine the student’s success. Students will be evaluated on skill competency, written tests, daily grades and group/individual projects using checklists and rubrics.

of 122

http://www.autodesk.com/

Teacher qualifications: An assignment for Computer Aided Drafting for Architecture is allowed with one of the following certificates.

• Mathematics/Physical Science/Engineering: Grades 6-12• Mathematics/Physical Science/Engineering: Grades 8-12• Secondary Industrial Arts: Grades 6-12• Secondary Industrial Technology: Grades 6-12• Trade and Industrial Education: Grades 6-12 – This assignment requires appropriate

work approval.• Trade and Industrial Education: Grades 8-12 – This assignment requires appropriate

work approval.• Vocational Trades and Industry – This assignment requires appropriate work approval.• Any home economics or homemaking certificate• Family and Consumer Sciences, Composite: Grades 6-12


of 122

Dimensions of Diplomacy

PEIMS Code: N1301820 Abbreviation: DIDIPL Grade Level(s): 11–12 Award of Credit: 1.0


• Districts must have local board approval to implement innovative courses.• In accordance with Texas Administrative Code (TAC) §74.27, school districts must

provide instruction in all essential knowledge and skills identified in this innovativecourse.

• Innovative courses may only satisfy elective credit toward graduation requirements.• Please refer to TAC §74.13 for guidance on endorsements.

Course Description: Dimensions of Diplomacy is designed to allow students to master the Thirteen Dimensions that candidates interested in careers with the United States Department of State must demonstrate during the selection process for internships, scholarships, fellowships, and career opportunities. Students will develop global competencies, problem-solving, decision-making, professional communication and negotiation skills applicable to all clusters and professions but particularly relevant to international diplomacy and careers with multinational firms.


Recommended prerequisites: Principles of Government and Public Administration, PoliticalScience I, and/or Foreign Service and Diplomacy; two levels of languages other than English(LOTE). Recommended corequisite: Statistics and/or Psychology. Students shall beawarded one credit for successful completion of this course.

(b) Introduction.(1) Career and Technical education instruction provides content aligned with challenging

academic standards and relevant technical knowledge and skills for students tofurther their education and succeed in current professions.

(2) The Government and Public Administration Career Cluster focuses on planning andperforming governmental functions at the local, state, and federal levels, includinggovernance, national security, foreign service, planning, revenue and taxation, andregulations.

(3) Dimensions of Diplomacy is designed to allow students to master the ThirteenDimensions that candidates interested in careers with the United States Departmentof State must demonstrate during the selection process for internships, scholarships,fellowships and career opportunities. Students will develop global competencies,problem-solving, decision-making, professional communication and negotiating skills

of 122


applicable to all clusters and professions but particularly relevant to international diplomacy and careers with multinational firms.




by multinational firms and international diplomacy. The student is expected to:(A) communicate effectively with others using oral and written skills;(B) demonstrate collaboration skills through teamwork in virtual and in-person

settings;(C) demonstrate professionalism and global competence by conducting

oneself in a manner that is mindful of cultural differences and appropriatefor the profession and workplace;

(D) demonstrate a positive, productive work ethic by performing andpersisting in the completion of assigned tasks;

(E) identify and assume responsibility for work that needs to be done withoutbeing directed or expected to do so;

(F) demonstrate integrity by choosing the ethical course of action andcomplying with all applicable rules, laws, and regulations while usingappropriate channels and methods to express disagreement or pursuechange in such rules, laws and regulations;

(G) demonstrate time-management skills by prioritizing tasks, followingschedules, and tending to goal-relevant activities in a way that uses timewisely and optimizes efficiency and results;

(H) influence significantly a group’s activity, direction, or opinion;(I) motivate others to participate in the activity one is leading;(J) compare the relative importance of competing demands with regard to a

specific objective or goal;(K) recall the details of a meeting or event without the benefit of notes;(L) present issues frankly and fully, without injecting assumptions or subjective

bias;(M) discuss how to work without letting personal bias or emotions affect actions;(N) communicate fluently in a concise, grammatically correct, organized,

precise, and goal-relevant manner; and(O) use culturally appropriate humor as a tool to communicate ideas, deliver a

diplomatic message, or defuse a contentious interaction.(2) The student investigates professional and academic opportunities in international

diplomacy and multinational industries. The student is expected to:

of 122

(A) research the various career tracks, including the corresponding candidateselection processes, of the U.S. Department of State’s Foreign Service;

(B) identify the language tracks available to a Consular Fellow and research theprocess the U.S. State Department uses to assess a Consular Fellow’sforeign language proficiency;

(C) explain the U.S. Department of State’s classification of language proficiency;(D) research the various career categories, including the corresponding

candidate selection processes, of the U.S. Department of State’s CivilService;

(E) research the various opportunities, including the corresponding candidateselection processes, with the U.S. Department of State’s PathwaysPrograms;

(F) research the various internship programs and corresponding candidateselection processes of the Pathways Internship Program;

(G) research the Recent Graduates Program and the candidate selectionprocess;

(H) research extracurricular academic opportunities to study abroad such as theCritical Language Scholarship Program; and

(I) research professional opportunities, including global rotation programs, withmultinational firms and the corresponding qualities, credentials and skillssought in candidates for employment.

(3) The student understands the collective significance of the Thirteen Dimensions indiplomacy and their application to the affairs of multinational firms. The student isexpected to:(A) define diplomacy and analyze the various types of diplomacy;(B) define and critique the definitions of each of the Thirteen Dimensions;(C) research and evaluate the internal and external affairs of multinational firms;(D) explain how the Thirteen Dimensions engender effective diplomacy;(E) discuss the transferability of the qualities and skills embodied in the Thirteen

Dimensions to the affairs of multinational firms;(F) research and discuss the characteristics of a knowmad including their

relevance to professional opportunities with multinational firms;(G) compare the characteristics of a knowmad to the Thirteen Dimensions; and(H) analyze the interrelatedness of the Thirteen Dimensions.

(4) The student examines the significance of experience and motivation to professionalopportunities in diplomacy and multinational industries. The student is expected to:(A) communicate personal motivation for joining the U.S. Foreign Service, Civil

Service, Pathways Programs, or a global rotation program with amultinational firm;

(B) explain the importance of studying abroad, seeking diverse professional andpersonal experiences, and other global opportunities for careers ininternational diplomacy and multinational industries; and

of 122

(C) devise a multi-year plan to seek experiences, abroad and domestic, to gainthe knowledge, skills, or other attributes needed to join the U.S. ForeignService, Civil Service, Pathways Programs, or global rotation programs withmultinational firms.

(5) The student applies the skills needed to collaborate effectively with others indiplomatic and multinational arenas. The student is expected to:(A) explain the importance of and demonstrate interacting with others in a

constructive, cooperative, and harmonious manner in achieving a goal orobjective;

(B) discuss how to establish positive relationships and gain the confidence ofothers;

(C) describe and apply different methods and tactics of effective collaborationappropriate to in-person and virtual settings;

(D) explain the perspective of others and how or why such a perspective wasreached;

(E) distinguish between criticizing ideas and the people that espouse suchideas;

(F) apply methods of criticism that disassociate the ideas being criticized fromthe people that espouse such ideas; and

(G) apply the concept of “steel manning” in engaging or challenging someonewith opposing views.

(6) The student applies the skills necessary to cultivate and maintain composure as itrelates to diplomacy and the affairs of multinational firms. The student is expected to:(A) describe the concept of mindfulness and relate it to the U.S. Department of

State’s definition of composure;(B) evaluate the role of mindfulness in diplomacy and negotiations;(C) apply approaches such as mindfulness to stay calm, poised, and effective in

stressful, difficult, or uncertain situations;(D) analyze how losing one’s composure affects outcomes in negotiations and

diplomatic initiatives; and(E) identify and apply strategies that help one to quickly adjust to changing

situations.(7) The student applies the skills necessary to develop and demonstrate cultural

adaptability in diplomatic and multinational arenas. The student is expected to:(A) explain and apply various approaches to working and communicating

effectively and harmoniously with persons of other cultures, value systems,political beliefs, and economic circumstances; and

(B) identify differences in new and different cultural environments and explainthe significance of respecting and leveraging such differences to effectivediplomacy.

(8) The student applies the skills necessary to foster initiative and leadership as it relatesto diplomacy and the affairs of multinational firms. The student is expected to:

of 122

(A) demonstrate principles of persuasion such as liking, reciprocity, social proof,consistency, authority, and scarcity;

(B) employ verbal and nonverbal cues such as body language, dress, speaking,and writing to influence how one is perceived by others;

(C) analyze how the ability to influence and persuade others is affected byperception;

(D) analyze how others’ perception of an individual affect that individual’s abilityto influence and persuade others; and

(E) evaluate the role of self-interest in influencing and leading others.(9) The student applies the skills needed to deliver effective oral communication as it

relates to diplomacy and the affairs of multinational firms. The student is expected to:(A) convey nuances of meaning accurately;(B) use appropriate styles of oral communication to fit the audience and

purpose;(C) convey complex ideas and messages in public and private fora such as a

town hall, public speech, presentation, professional meeting or briefing in alimited amount of time;

(D) use presentation software to enhance oral communication; and(E) evaluate the dynamics and limitations of interpreting oral communication

from one language to another.(10) The student applies the skills needed to develop effective written communication as it

relates to diplomacy and the affairs of multinational firms. The student is expected to:(A) write concise, well-organized, grammatically correct, effective and

persuasive English in a limited amount of time;(B) adapt written communication techniques based on the intent of the

communication, intended recipient, and medium of communication;(C) draft memoranda outlining proposed solutions to specific problems;(D) compose discrete personal narratives in the domains of leadership,

interpersonal skills, communication skills, management skills, intellectualskills, and substantive knowledge in 1200 characters or less; and

(E) explain the limits of written communication in developing active andproductive professional relationships.

(11) The student applies the skills necessary to conduct information and integrationanalysis as it relates to diplomacy and the affairs of multinational firms. The studentis expected to:(A) apply memory strengthening and recall techniques such as mnemonic

strategies that aid in absorbing and retaining complex information drawnfrom a variety of sources, including government reports, data sets, articles,and policy papers;

(B) evaluate the importance, reliability, and usefulness of information;(C) distinguish between correlation and causation;(D) distinguish between risk and uncertainty;

of 122

(E) identify gradations of uncertainty such as known-unknowns and unknown-unknowns;

(F) draw reasoned conclusions from analysis and synthesis of availableinformation;

(G) explain how information integration and analysis impact decision-makingand problem solving;

(H) develop a strategic plan of action using information analysis; and(I) identify and discuss cognitive biases that impact objective information

integration and analysis.(12) The student applies the skills needed to conduct effective quantitative analysis as it

relates to diplomacy and the affairs of multinational firms. The student is expected to:(A) compile, analyze, and draw plausible conclusions from pertinent quantitative

data;(B) identify patterns or trends in numerical data;(C) analyze the relationship between quantitative analysis and decision-making

and problem-solving;(D) evaluate the utility of mean, median, mode, interquartile mean, variance,

covariance, correlation, standard deviation, confidence intervals, andregression analysis in conducting quantitative analysis;

(E) interpret, analyze, and formulate charts and graphs depicting fundamentaleconomic concepts including supply and demand, elasticity, and marketequilibrium;

(F) assess risk and uncertainty using statistical analysis; and(G) conduct quantitative analyses using information software.

(13) The student applies the skills needed to develop and demonstrate objectivity andintegrity as it relates to diplomacy and the affairs of multinational firms. The student isexpected to:(A) assess the moral and practical value of being fair and honest and avoiding

deceit, favoritism, and discrimination;(B) predict and evaluate the consequences of isolated and systemic dishonesty,

deceit, favoritism, and discrimination between individuals and amongcollective entities such as professional organizations, institutions, tradeblocs, and countries;

(C) identify biases in their own analyses and in the analyses of others;(D) model approaches to mitigating the effects of subjective or cognitive bias;

and(E) analyze the content of major international and domestic publications to

determine political bias.(14) The student applies the skills needed to practice good judgement as it relates to

diplomacy and the affairs of multinational firms. The student is expected to:(A) discuss what actions are appropriate, practical, and realistic in different

situations or scenarios;

of 122

(B) prioritize competing demands by assessing resource constraints and therelative significance of each demand in pursuing a specific objective or goal;

(C) apply structured and systematic approaches to judgement and decision-making;

(D) distinguish between zero-sum and nonzero-sum games and outcomes;(E) explain the function of game theory in making decisions intended to achieve

a specific outcome or objective;(F) distinguish between various games and strategies in game theory such as

simultaneous-move, non-repeated interaction, and sequential interactiongames;

(G) identify and explain a Nash equilibrium in game theory;(H) predict the potential outcomes of a given scenario, such as the Prisoner’s

Dilemma, in which game theory can be applied;(I) design a scenario to assess the application of game theory;(J) identify and discuss cognitive biases that impact rational decision-making,

including risk aversion, self-interest, emotional attachment, misleadingmemories, the endowment effect, the anchoring bias, the negativity bias, theavailability heuristic, confirmation bias, and the false consensus bias;

(K) identify situations in which particular cognitive biases are most prevalent;(L) analyze how group dynamics impact group decision-making;(M) explain the concept of a hidden profile and evaluate how it affects group

decision-making;(N) distinguish between cognitively peripheral and cognitively central

participants in group discussions; and(O) identify and apply approaches, such as the Delphi method, to mitigating the

impact of group dynamics on group decision-making.(15) The student applies the skills needed to cultivate resourcefulness as it relates to

diplomacy and the affairs of multinational firms. The student is expected to:(A) formulate creative alternatives or solutions to resolve problems;(B) apply strategies to cultivate flexibility in response to unanticipated

circumstances;(C) strategically redirect or reallocate resources when confronted with

unanticipated exigencies;(D) apply structured approaches to problem-solving such as design thinking and

the 4S method;(E) identify and evaluate the impact of cognitive biases including the expertise

trap, reasoning by analogy, and functional fixedness on effective problemsolving; and

(F) compare and contrast cognitive processes relevant to problem solvingincluding system one and system two thinking.

(16) The student applies the skills needed to plan and organize effectively as it relates todiplomacy and the affairs of multinational firms. The student is expected to:

of 122

(A) prioritize and order tasks effectively and efficiently;(B) devise a strategic plan to use limited resources effectively and efficiently;(C) create and employ a systematic approach to achieving objectives;(D) define and interpret conscious attention as a unit of planning and organizing;(E) relate mindfulness to the ability to strategically allocate one’s conscious

attention;(F) apply planning tools including red teaming, decision mapping, stakeholder

maps and scenario planning to achieve a long-term objective;(G) distinguish between internal and external stakeholders;(H) evaluate and apply different stages in the planning process such as the

divergence and consensus stage; and(I) analyze how group planning and organizing impact decision-making and

problem-solving.(17) The student examines the complexities of a multilateral negotiation. The student is

expected to:(A) identify elements of a multilateral negotiation, including stakeholders and

their negotiating positions, challenges and obstacles to reaching aresolution, potential resolutions and the short-term and long-termconsequences of such resolutions;

(B) analyze a historical, real-life multilateral diplomatic negotiation and evaluatemissed opportunities to reaching a resolution;

(C) analyze and predict potential outcomes of a current, real-life multilateraldiplomatic negotiation;

(D) identify and evaluate potential zero-sum and nonzero-sum resolutions insimulated and real-life multilateral negotiations;

(E) apply the Thirteen Dimensions in a simulated multilateral diplomaticnegotiation such as a Model UN simulation, a Department of State-developed diplomacy simulation, or other such role-playing exercises; and

(F) design a simulated multilateral diplomatic negotiation.

Recommended Resources and Materials: Harari, Y. (2018). 21 Lessons for the 21st Century. Spiegel & Grau.

Know mad Society. Retrieved from: https://www2.educationfutures.com/knowmad/what/

Brooks, A.W. (2015). Emotion and the Art of Negotiation. Harvard Business Review

Meyer, E. (2015). Getting to Sí, Ja, Oui, Hai, and Da. Harvard Business Review

O'Hara, C. (2016). How to Bounce Back After a Failed Negotiation. Harvard Business Review Digital Articles

of 122

https://www2.educationfutures.com/knowmad/what/

http://ezproxy.lib.uh.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&jid=HBR&site=ehost-live

http://ezproxy.lib.uh.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&jid=HBR&site=ehost-live

http://ezproxy.lib.uh.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=118686074&site=ehost-live

Fisher, Ury, and Patton (2011). Getting to Yes: Negotiating Agreement Without Giving In. Penguin Books

Statecraft Simulations. Retrieved from: https://www.statecraftsims.com/

Johnson, S. (2018). Farsighted: How We Make the Decisions That Matter the Most. Riverhead Books.

Kahneman, D. (2011). Thinking Fast and Slow. Farrar, Straus and Giroux. Garrette, B., Corey P., Olivier S. (2018) Cracked it: How to Solve Big Problems and Sell Solutions Like Top Strategy Consultants. Palgrave MacMillan.

An Online Exploration of Diplomatic History and Foreign Affairs. (2006-20019). Retrieved from: http://www.usdiplomacy.org/

U.S. Department of State, Careers Representing America. (2019). Retrieved from: https://careers.state.gov/work/foreign-service/officer/career-track-quiz/

Language Testing International. (2019). Retrieved from: https://www.languagetesting.com/reading-proficiency-test/

The Foreign Service Journal. (2019). Retrieved from: http://www.afsa.org/foreign-service-journal

International Education and Resource Network USA. (2019). Retrieved from: http://us.iearn.org/projects#global-projects


• Students will participate in different performance tasks. Performance tasks includesimulations, debate, action research, and project-based learning using the S.A.G.Eframework. Students will learn how to collaborate with peers from different culturalbackgrounds and use the skills to design a project with a global impact.

• Collaborate and compete, through local embassies and consulates, with students andschools abroad via various simulation and communications software, including but notlimited to Model United Nations and other diplomacy simulations.

• Guest speakers and lunch-and-learns with current and former diplomats, multinationalexecutives, conferences, participating in simulations with students in other countries,and short (weekly, biweekly) externships will be part of the opportunities for students tolearn and demonstrate the EKS.

• Complete the U.S. Department of State’s Foreign Service Career Questionnaire;

• Write personal narratives in 1200 characters or less that address the six precepts in thepersonal narrative stage of the Foreign Service Officer selection process. The six preceptsinclude: leadership, interpersonal skills, communication skills, management skills,intellectual skills, and substantive knowledge.

• Create a USA Jobs and Department of State user account.

of 122

https://www.statecraftsims.com/

http://www.usdiplomacy.org/

https://careers.state.gov/work/foreign-service/officer/career-track-quiz/

https://www.languagetesting.com/reading-proficiency-test/

http://www.afsa.org/foreign-service-journal

http://www.afsa.org/foreign-service-journal

http://us.iearn.org/projects#global-projects


• Project-based learning, spring-semester capstone project, rubric assessments, short-term externships, Department of State internship acquisition, and acceptance to asecondary, fully-funded study-abroad opportunity, the practice Foreign Service OfficerTest, and other similar exams tied to specific careers.


• Grades 6-12 or Grades 9-12--Government.• Grades 6-12 or Grades 9-12--Social Studies.• High School--Government-Political Science.• High School--Social Science, Composite.• Secondary Government (Grades 6-12).• Secondary Political Science (Grades 6-12).• Secondary Social Science, Composite (Grades 6-12).• Secondary Social Studies, Composite (Grades 6-12).• Social Studies: Grades 7-12.• Social Studies: Grades 8-12.


Please visit this website - https://www.state.gov/r/pa/map/221094.htm - to see how the State Department creates jobs for Texans and how Texans can, in turn, help to create even more economic opportunity and growth for Texas if they develop the skills needed to work for or with the U.S. State Department or multinational private firms. Here are a few highlights:

• The Department of State, in partnership with agencies across the federal government,creates jobs for American workers by opening markets and eliminating trade barriersoverseas and by attracting foreign direct investment to the United States. Goods exportsof $264.1 billion (2017) support approximately 910,304 Texan jobs (2016). Foreign directinvestment into Texas supports an additional 585,900 jobs (2015).

• In 2017, one partnership was created between a Texas-based small business centerand a small business center in Honduras under the Small Business Network of theAmericas Small Grants Program, the partnering country was Honduras.

• In July 2017, Toyota Motor North America, Inc. inaugurated a new $1 billion LEED-certified corporate headquarters in on a 100-acre campus in Plano, with 1,000 new jobsanticipated by the end of 2017.

• In April 2017, Japan’s Kubota Tractor Corporation, unveiled its new North Americanheadquarters in Grapevine. The headquarters has accommodations for almost 600employees.

• U.S. Department of State partnered with Argonne National Laboratory and provided$56,580 for the Laboratory to host two courses to promote the peaceful uses of nucleartechnology in medicine.

Texas hosted 13,979 foreign physicians, teachers, camp counselors, au pairs and others as part of work and study-based Exchange Visitor Program in 2016.

of 122

https://www.state.gov/r/pa/map/221094.htm

Entrepreneurship II

PEIMS Code: N1303423 Abbreviation: ENTPRNR2 Grade Level(s): 11–12 Award of Credit: 1.0






Course Description: The purpose of the course is to prepare students with the knowledge and skills needed to become a successful entrepreneur within an innovative marketplace. The goal and outcome of the course is for students to have their business launched by the end of the course or have the tools necessary to launch and operate their business. Students are encouraged to work in close cooperation with local industry leaders, community members, and educators to develop ideas and objectives, complete a business model canvas, pitch to potential investors, register with governmental agencies, develop their brand identity, and participate in local chamber of commerce meetings and events. The recommended participants are students in the CTE Entrepreneurship program of study, students in grades 11-12, and those interested in starting a business.


Prerequisite: Entrepreneurship. Students shall be awarded one credit for successfulcompletion of this course.


challenging academic standards and relevant technical knowledge and skills forstudents to further their education and succeed in current or emergingprofessions.

(2) The Business, Marketing, and Finance Career Cluster focuses on planning,managing, organizing, directing, and evaluating business functions essential toefficient and productive business management, finance, operations, andmarketing.

(3) In Entrepreneurship II, students will gain the knowledge and skills needed tobecome an entrepreneur. Students will practice the principles necessary to begin,

of 122


launch, and operate a business. The primary focus of the course is to help students learn and initiate the process of taking a business plan from idea to implementation. Students will understand the importance of networking, branding, fundraising, and a marketing strategy for the digital online environment as well as community marketing. Students are expected to have a basic understanding of the capital required, the return on investment desired, and the potential for profit.

(4) Students are encouraged to participate in extended learning experiences suchas career and technical student organizations, local chamber of commercemeetings, meetings with designers, programmers, developers and otherexperts to create their product, service or app.


(c) Knowledge and Skills.(1) The student demonstrates professional standards/employability skills as

required by business and industry. The student is expected to:(A) demonstrate professional business communication skills such as the

construction of email in a professional manner to include a subject line,a salutation, the email body, closing, and the signature;

(B) simulate professional interaction skills of scheduling a meeting withprofessionals, including using a personal calendar to avoid schedulingconflicts, confirming meetings 48 hours or more prior to the meeting,and sending an agenda to all parties prior to the meeting;

(C) identify how to conduct a meeting with professionals, including theimportance of punctual attendance, wearing attire appropriate for themeeting, introduction of all parties to one another, using the meetingagenda as a guide for the meeting, taking notes during the meetingand sending meeting outcomes to each participant after the conclusionof the meeting;

(D) communicate effectively with others using speaking, listening, andwriting skills;

(E) demonstrate collaboration skills through teamwork;(F) demonstrate professionalism by conducting oneself in a manner

appropriate for the profession and workplace;(G) demonstrate a positive, productive work ethic by performing assigned

tasks and meeting deadlines set by the student team;(H) demonstrate integrity by choosing the ethical course of action and

complying with all applicable rules, laws, and regulations;(I) demonstrate time-management skills such as prioritizing tasks,

following schedules, and tending to goal-relevant activities in ways thatuse time wisely and optimize efficiency and results; and

(J) demonstrate leadership skills by participating in career and technicalstudent organizations.

(2) The student demonstrates an in-depth understanding of entrepreneurship and

of 122

how to grow a business. The student is expected to: (A) develop concepts based on the terms entrepreneurship

and entrepreneur;(B) define small, medium, and large-sized businesses; and(C) analyze a small business compared to a corporate business structure.

(3) The student will research local businesses, corporations, franchises, limitedliability partnerships, and sole proprietorships to study business opportunitiesfrom inception to growth. The student is expected to:(A) evaluate the challenges involved with the growth of each

business structure; and(B) appraise the tools to facilitate the growth of a business.

(4) The student utilizes case study training to develop knowledge of problem-based learning (PBL) for case study evaluation. The student is expected to:(A) analyze business case-studies as related to entrepreneurship;(B) review real-word current market trends; and(C) develop case conclusions and reports in written and oral

presentation formats.(5) The student defines entrepreneurial problems and solutions. The student is

expected to:(A) analyze and identify problems in the marketplace;(B) evaluate market research to synthesize possible solutions;(C) describe the impact on the population identified;(D) identify the customer segment affected by the problems; and(E) describe possible solutions for the problems identified.

(6) The student explains and creates each section of the business model canvas. Thestudent is expected to:(A) visualize and communicate a business model;(B) utilize the canvas business model to explore new business models

whether a start-up or an existing business; and(C) utilize a virtual medium to collaborate with a team on a project.

(7) The student knows and completes the process for development,implementation, and evaluation of a marketing plan and a financial forecast. Thestudent is expected to:(A) identify and explain the target market;(B) create and conduct a customer survey;(C) analyze the survey results;(D) structure modification recommendations based on survey results;(E) complete a detailed market analysis;(F) analyze and explain the different types of marketing strategies;

of 122

(G) identify and explain the basics of search engine optimization anddigital advertising;

(H) direct a social media marketing campaign;(I) create an analysis of strengths, weaknesses, opportunities, and threats

(SWOT);(J) devise a go-to-market strategy;(K) assess the effectiveness of a promotional campaign;(L) identify and explain each component of a financial forecast;(M) develop and explain a projected income statement, cash budget,

projected, balance sheet, projected sources and uses of fundsstatement;

(N) identify different types of revenue streams;(O) identify the financial plan, including financial requirements and

sources of financing;(P) investigate, compare, and analyze competitors;(Q) describe the unique value proposition of the proposed product or service

to give it a competitive edge against existing competitors; and(R) create a growth strategy, including horizontal and vertical growth plans.

(8) The student develops, schedules, and delivers a formal pitch deck presentation.The student is expected to:(A) identify and explain all components of a pitch deck;(B) create a pitch deck;(C) align presentation strategies to the intended audience;(D) identify potential investors to schedule and deliver a pitch deck

presentation;(E) prepare an oral presentation to provide information for specific

purposes and audiences;(F) identify and prepare support materials that will enhance an oral

presentation;(G) deliver an oral presentation that sustains listeners’ attention;(H) implement multimedia strategies for presentations;(I) use online presentation management technologies to create, edit,

transport, and share documents; and(J) develop the idea of an exit strategy, including selling a business,

taking the company public through an initial public offering (IPO), andliquidating a business.

(9) The student will connect and work closely with local industry leaders andcommunity members. The student is expected to:(A) discuss and present a business model;(B) meet with mentors to gain strategic and tactical guidance;

of 122

(C) collaborate with mentors to identify and correct gaps in businessknowledge;

(D) collaborate with mentors for insight on networkingopportunities, local business organizations and networkbuilding connections for strategic partners; and

(E) analyze feedback from mentors to determine next steps incompleting updates to business model, pitch deck, and marketingstrategy.

Recommended Resources and Materials:

• Students should have access to the internet through a laptop or desktop computer andshould have web conferencing capability.

Greene, Cynthia L. (2009). Entrepreneurship: Ideas Action. Mason, OH: Cengage.

Maurya, Ash. (2012). Running Lean. Sebastopol, CA: O’Reilly Media, Inc.

Ries, Eric. (2011). The Lean Startup. New York, NY: Crown Publishing Group.

Osterwalder, Alex and Yves Pigneur. (2010). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. Hoboken, NJ: John Wiley and Sons.

Blank, Steve. (2013). Why the Lean Startup Changes Everything. R1305C. Boston, MA: Harvard Business School Publishing.

Uncharted Learning ACCELeratoredu curriculum. https://www.unchartedlearning.org/student-programs/incubatoredu

Blank, Steve. (adjunct professor at Stanford University) YouTube videos (100 videos). https://www.youtube.com/playlist?list=PLAwxTw4SYaPnxzSuovATBMrNowGaaEBmW.


• Students may be assigned to articulate the purpose of each of the sections of thebusiness model canvas and complete a business model canvas for their businessidea.

• Students may be assigned to prepare customer surveys, conduct surveys, anddemonstrate the ability to process how to process the survey results to adapt thebusiness model, as needed.

• Students may be assigned to research competitors and assess the unique valueproposition of their product, service or app to give it a competitive edge againstexisting competitors.

• Students may be assigned to evaluate the financial plan, including financialrequirements and sources of financing.

• Students may be assigned to articulate the idea of a growth strategy, includinghorizontal and vertical growth strategies; and explain the idea of an exit strategy,including selling a business, going public and liquidating a business.


• Student performance may be evaluated after each update to their business

of 122

https://www.unchartedlearning.org/student-programs/incubatoredu

https://www.youtube.com/playlist?list=PLAwxTw4SYaPnxzSuovATBMrNowGaaEBmW

model canvas at the end of each unit. • Student performance may be evaluated on the changes made due to the

content mastered in each unit.• Student performance may be evaluated on a reflection piece to present orally

reflecting on the changes made to their business model canvas and why eachchange was made.

• Students may work in groups, with specific areas of business responsibility assignedto each group member. Students may evaluate the performance of other groupmembers in peer review fashion throughout the year.

Teacher qualifications: An assignment for Entrepreneurship II is allowed with any current vocational or career and technical education classroom teaching certificate.


of 122

Foundations of User Experience

PEIMS Code: N1302809 Abbreviation: FOUNDUX Grade Level(s): 10-12 Award of Credit: 1.0






Course Description:

In Foundations of User Experience (UX), students will analyze and assess current trends in a fast-growing career field that creates meaningful, approachable, and compelling experiences for users of an array of products, services, and or initiatives of companies, governments, and organizations. Students will gain knowledge of introductory observation and research skills; basic design thinking and applied empathy methodologies; collaborative problem-solving and ideation; and interaction design and solution development (includes digital tools). The knowledge and skills acquired enable students to identify real-world problems through research and data-driven investigation to design solutions while participating in collaborative problem-solving. Students will be introduced to agile practices and methodologies to develop skills to take the solutions from conceptual sketch to digital designs using professional software tools. Students will explore how to improve the quality of user interactions and perceptions of products, experiences, and any related services.

Essential Knowledge and Skills:

(a) General Requirements. This course is recommended for students in grade 10-12.Recommended prerequisites: Digital Media or Principles of Information Technology.Students shall be awarded one credit for successful completion of this course.



(2) The Information Technology (IT) Career Cluster focuses on building linkages in IToccupations for entry level, technical, and professional careers related to the

of 122


design, development, support, and management of hardware, software, multimedia, and systems integration services.

(3) In Foundations of User Experience (UX) students will analyze and assess currenttrends in a fast-growing career field that creates meaningful, approachable, andcompelling experiences for users of an array of products, services, and orinitiatives of companies, governments, and organizations. Students will gainknowledge of introductory observation and research skills; basic design thinkingand applied empathy methodologies; collaborative problem-solving and ideation;and interaction design and solution development (includes digital tools). Theknowledge and skills acquired enable students to identify real-world problemsthrough research and data-driven investigation to design solutions whileparticipating in collaborative problem-solving. Students will be introduced to agilepractices and methodologies to develop skills to take the solutions from conceptualsketch to digital designs using professional software tools. Students will explorehow to improve the quality of user interactions and perceptions of products,experiences, and any related services.



(c) Knowledge and Skills.(1) The student demonstrates professional standards/employability skills in the

information technology (IT) field with a focus in the area of user experience (UX).The student is expected to:(A) identify job opportunities in UX and accompanying job duties and tasks;(B) employ effective verbal and nonverbal communication skills;(C) examine the role of certifications, resumes, and portfolios in UX

professions;(D) solve problems and think critically;(E) demonstrate leadership skills and function effectively as a team member

with a focus on appreciation for diversity, conflict management, andadaptability; and

(F) demonstrate planning and time-management skills such as storyboardingand project management, including initiating, planning, executing,monitoring and controlling, and closing a project.

(2) The student applies professional communications strategies. The student isexpected to:(A) adapt language such as structure and style for audience, purpose,

situation, and intent;(B) organize oral and written information;(C) interpret and communicate information, data, and observations;(D) deliver formal and informal presentations;

of 122

(E) apply active listening skills to obtain and clarify information;(F) analyze multiple viewpoints of potential diverse users; and(G) exhibit public relations skills.

(3) The student describes the emerging field of UX. The student is expected to:(A) summarize the evolution of the UX field;(B) analyze current trends and challenges of the UX field;(C) examine the diversity of roles and career opportunities across the UX

field;(D) identify terminology associated with UX including Agile, sprint cycles,

back and front-end development, design thinking, empathy mapping,journey mapping, game-storming, human computer interaction, task-analysis observation, quantitative and qualitative data, end user, iteration,persona, wire-framing, prototype, scrum, user interface design, journey,and empathy mapping;

(E) identify and explain the differences between effective and ineffectivedesign;

(F) identify and explain the connection between psychology and behaviorwith regard to usability;

(G) explain how design affects our everyday lives; and(H) predict future applications of UX skills.

(4) The student understands and demonstrates legal and ethical procedures as theyapply to the use of information technology. The student is expected to:(A) explain and demonstrate ethical use of technology;(B) explain intellectual property laws, including copyright, trademarks, and

patents and consequences of violating each type of law;(C) adhere to intellectual property laws;(D) explain the consequences of plagiarism; and(E) demonstrate ethical use of online resources, including citation of sources.

(5) The student identifies and demonstrates introductory observation and researchmethods. The student is expected to:(A) explain the difference between qualitative and quantitative data;(B) conduct user interviews to gather insights into what users think about a

site, an application, a product, or a process;(C) draw conclusions from qualitative data collection and methods;(D) analyze and document how users perform tasks through a task analysis

observation;(E) identify patterns in collected data;(F) define affinity and customer journey maps as a visual document that

shows a user’s interactions with a company or product to understandbusiness solution opportunities;

of 122

(G) develop a user persona as a representation of real target audience data;and

(H) prepare communication, observations, analyses, and findings forbusiness product and marketing teams.

(6) The student uses UX research methodologies to collaborate for the needs of abusiness. The student is expected to:(A) organize ideas and data using affinity mapping;(B) produce simple customer journey maps; and(C) communicate observations, analyses, and findings with business product

and marketing teams.(7) The student applies an understanding of psychological principles used in user-

centered design. The student is expected to:(A) identify Gestalt principles and how users tend to unify visual elements into

groups;(B) describe visceral reactions in creating a positive user experience;(C) demonstrate knowledge of the psychology of color which is the influence

of colors on the human behavior, mind, and reactions;(D) explain recognition and scanning patterns;(E) define Hick's Law and Weber's Law of just noticeable difference;(F) explain sensory adaptation phenomenon and perceptual set; and(G) explain the stages of human information processing, including sensing,

perceiving, decision-making, and acting.(8) The student creates effective, accessible, usable, and meaningful solutions for the

end user by using UX design principles. The student is expected to:(A) identify end-user problems and needs in real-world environments;(B) identify principles of accessibility, such as perceivable, operable,

understandable, and robust (POUR);(C) identify and explain the connection between human and computer

interaction in regard to usability;(D) identify where an existing product or process can be improved for the end

user by using empathy and journey mapping;(E) sketch and revise designs to understand the concept of wire-framing,

prototypes, and rapid iteration;(F) apply design thinking methodology to understand users, challenge

assumptions, redefine problems, and create solutions to prototype andtest;

(G) perform user tests to determine what is effective and efficient for changesto the product or process;

(H) define and use iteration process based on user test data to analyze andvalidate or challenge assumptions for a design solution; and

of 122

(I) perform various ideation techniques such as prototyping, storyboarding,and game-storming to visually predict and explore a user experience’swith a product.

(9) The student collaborates to apply UX project management methods. The studentis expected to:(A) identify the relationship between UX research and design-thinking

methods and the different stages and roles of UX project managementincluding Scrum and a sprint cycle;

(B) describe best practices of UX research and design thinking in Agileproject cycles;

(C) identify and use techniques of building and achieving consensus insolution design; and

(D) understand the purpose and roles of UX professionals throughout aproject lifecycle.

(10) The student develops initial hands-on design and development skills usingprofessional software. The student is expected to:(A) apply writing skills to document research findings and solution plans;(B) identify the terminology associated with web page and mobile app

development, and interactive media;(C) use design elements such as typeface, color, shape, texture, space, and

form;(D) use design principles such as unity, harmony, balance, scale, and

contrast;(E) identify and explain common elements of Hyper Text Markup Language

(HTML) such as tags, style sheets, and hyperlinks;(F) apply design, web, and mobile publishing techniques in order to:

(i) create effective user interfaces for browser-based, native, andhybrid mobile applications;

(ii) demonstrate proper use of vector and raster-based designsoftware;

(iii) demonstrate an understanding of the difference between desktopand mobile applications;

(iv) understand the difference between back-end and front-enddevelopment in UX; and

(v) create a web page containing links, graphics, and text usingappropriate design principles;

(G) demonstrate basic sketching skills for agile iteration;(H) create wireframes using design software to create mobile and application

layout designs and functions;(I) create interactive elements in wireframes as foundational for agile

prototyping;

of 122

(J) explain how design fidelity from sketch to wireframe to prototype tovisuals, aligns with and supports agile development lifecycles; and

(K) produce digital assets toward a digital product portfolio.

Recommended Resources and Materials: Improving the User Experience. (n.d.). Retrieved from https://www.usability.gov/ The Design of Everyday Things: Revised and Expanded Edition. (2013). New York: Basic Books.

Krug, S. (2017). Don't make me think! A common sense approach to Web usability. Berkley: New Riders.

Gothelf, J. (2016). Lean ux. Place of publication not identified: O’Reilly Media, Inc, Usa.

Norman, D., & Nielson, J. (n.d.). Nielsen Norman Group-World Leaders in Research-Based User Experience. Retrieved from https://www.nngroup.com/

MURAL. (n.d.). Retrieved from https://mural.co/ Online brainstorming, synthesis and collaboration

Adobe Creative Suite (Version CC) [Computer software]. (n.d.).

Create Meaningful Experiences. (n.d.). Retrieved from https://www.optimalworkshop.com/ The digital design toolkit. (n.d.). Retrieved from https://www.sketchapp.com/

Recommended Course Activities: ● relate directly to the content of the course● opportunities for students to demonstrate learning● UX workshops conducted by UX professionals● Job shadowing● Real-world projects to use UX design to solve problems at school or in community• UX Design Contests

Suggested methods for evaluating student outcomes: ● Surveys● Exit Tickets● Reflections/Journals● Industry Certification● Rubrics to evaluate:

o Portfolioso Capstone projectso Mappingo Ideation Sessions

of 122

https://www.nngroup.com/

o Exam Questions


• . Technology Applications 8-12• Technology Education 6-12• Computer Science 8-12• Business Education 6-12• Secondary Industrial Arts 6-12• Secondary Industrial Technology 6-12


of 122

Foundations of Restaurant Management

PEIMS Code: N1302268 Abbreviation: RESTMGMT Grade Level(s): 10–12 Award of Credit: 1.0






Course Description:

Foundations of Restaurant Management provides students with a foundation to understand basic culinary skills and food service-restaurant management, along with current food service-restaurant industry topics and standards. Building on prior instruction, this course provides introductory insight into critical thinking, financial analysis, industry technology, social media, customer awareness and leadership in the food service-restaurant industry. Students will gain an understanding of food service-restaurant operations and the importance of communicating effectively to diverse audiences, purposes and situations in food service-restaurant operations and management. Students will learn how the front of the house and the back of the house of management operate and collaborate and obtain value-added certifications in the industry to help launch themselves into restaurant/foodservice careers.


Recommended prerequisite: Principles of Hospitality and Tourism. Students shall beawarded one credit for successful completion of this course.



(2) The Hospitality and Tourism Career Cluster focuses on the management,marketing, and operations of restaurants and other food/beverage services,lodging, attractions, recreation events, and travel-related services.

(3) Foundations of Restaurant Management provides students with a foundation tounderstand basic culinary skills and food service-restaurant management, alongwith current food service-restaurant industry topics and standards. Building onprior instruction, this course provides introductory insight into critical thinking,

of 122


financial analysis, industry technology, social media, customer awareness and leadership in the food service-restaurant industry. Students will gain an understanding of restaurant operations and the importance of communicating effectively to diverse audiences, purposes and situations in food service-restaurant operations and management. Students will learn how the front of the house and the back of the house of restaurant management operate and collaborate and obtain value-added certifications in the industry to help launch themselves into restaurant/foodservice careers.



(c) Knowledge and Skills.(1) The student demonstrates professional standards as required by the food service-

restaurant business and industry. The student is expected to:(A) demonstrate effective oral and written communication;(B) apply professional grooming, hygiene and appropriate uniform standards;(C) exercise punctuality and time-management skills;(D) demonstrate self-respect and respect for others;(E) demonstrate effective teamwork and leadership; and(F) employ initiative, adaptability, and problem-solving techniques in practical

applications.(2) The student gains academic knowledge and skills required to pursue the full range

of career and postsecondary education opportunities within the food service-restaurant industry. The student is expected to:(A) organize oral and written information;(B) compose a variety of written documents such as job descriptions, menus,

presentations, and advertisements;(C) calculate numerical concepts such as weights, measurements, pricing,

and percentages;(D) identify how scientific principles used in the food service-restaurant

industry affect customer service and profitability; and(E) use mathematics and science knowledge and skills to explain how to

operate a profitable restaurant.(3) The student uses verbal and nonverbal communication skills to create, express,

and interpret information to establish a positive work environment. The student isexpected to:(A) develop and deliver business presentations;(B) identify and create various marketing strategies used by the food service-

restaurant industry to increase customer traffic and profitability;(C) plan and facilitate new staff member training;

of 122

(D) explain how interpersonal communications such as verbal and nonverbalcues enhance communication with coworkers, employers, customers, andclients; and

(E) explain how active listening skills can affect employee morale andcustomer service.

(4) The student solves problems using critical thinking, innovation, and creativityindependently and in teams. The student is expected to:(A) generate creative ideas to increase customer service, employee morale,

and profitability; and(B) employ critical-thinking and interpersonal skills to resolve conflicts with

individuals such as coworkers, customers, clients, and employers.(5) The student uses information technology tools specific to restaurant management

to access, manage, integrate, and interpret information. The student is expectedto:(A) use information technology tools and applications to perform workplace

responsibilities;(B) evaluate business financial statements to increase profitability;(C) evaluate customer service and make recommendations for

improvements;(D) demonstrate knowledge and use of point-of-sale systems to evaluate

business outcomes and provide customer service; and(E) design Internet resources for business profitability.

(6) The student understands roles within teams, work units, departments,organizations, and the larger environment of the food service-restaurant industry.The student is expected to:(A) relate the different types and functions of back-of-the-house, front-of-the-

house, and support roles to profitable food service-restaurant operations;(B) create a work schedule to provide exceptional customer service while

maintaining profitability;(C) investigate quality-control standards and practices that affect restaurant

profitability;(D) evaluate various styles of restaurant services such as table, buffet, fast

food, fast casual, and quick service for cost and level of profitability;(E) connect various place settings to the customer service experience and

profitability; and(F) explain how proper service techniques in food service-restaurant

operations contribute to the customer experience.(7) The student understands the importance of health, safety, and environmental

management systems in organizations and their importance to organizationalperformance, profitability, and regulatory compliance. The student is expected to:(A) assess workplace conditions with regard to safety and health;(B) analyze potential effects caused by common chemicals and hazardous

materials;

of 122

(C) apply safety and sanitation standards common to the workplace;(D) research sources of food-borne illness and determine ways to prevent

them;(E) determine professional attire and personal hygiene for restaurant

employees;(F) describe the impact of unacceptable workplace conditions, improper

storage of chemicals, and food-borne illness on profitability and reputationof the food service-restaurant business; and

(G) prepare for a state or national food sanitation certification or otherappropriate certifications.

(8) The student uses leadership and teamwork skills in collaborating with others toaccomplish organizational goals and objectives. The student is expected to:(A) apply team-building skills;(B) apply decision-making and problem-solving skills;(C) describe and apply effective communication strategies in interactions with

supervisors and business owners;(D) determine leadership and teamwork qualities to aid in creating a pleasant

working atmosphere; and(E) participate in community leadership and teamwork opportunities to

enhance professional skills.(9) The student knows and understands the importance of professional ethics and

legal responsibilities within the food service-restaurant industry. The student isexpected to:(A) demonstrate knowledge of laws and guidelines affecting operations in the

restaurant industry; and(B) explain the reasons for liability insurance in the restaurant industry.

(10) The student demonstrates an understanding that personal success depends onpersonal effort. The student is expected to:(A) demonstrate a proactive understanding of self-responsibility and self-

management;(B) identify behaviors needed to be employable and maintain employment

such as positive work ethics and positive personal qualities;(C) identify and evaluate the effects of exercise, nutritional dietary habits, and

emotional factors such as stress, fatigue, or anxiety on job performance;(D) implement stress-management techniques; and(E) follow directions and procedures independently.

(11) The student develops principles in time management, decision making, andprioritization. The student is expected to:(A) apply effective practices for delegating tasks related to the operation of an

effective food service-restaurant establishment;(B) describe the relationships between scheduling, payroll costs, and sales

forecasting;

of 122

(C) analyze various steps in determining the priority of daily tasks to becompleted in a food service-restaurant business; and

(D) discuss the importance of creating a work life balance.(12) The student knows and understands the importance of employability skills. The

student is expected to:(A) demonstrate skills related to seeking employment in the food service-

restaurant industry;(B) identify the required training and educational requirements that lead

toward a career in the food service-restaurant industry;(C) select educational and work history highlights to include in a career

portfolio;(D) create and update a personal career portfolio;(E) summarize effective selection and interviewing approaches used in the

restaurant industry;(F) recognize training required for a food service-restaurant occupation such

as TABC training and Food Safety and Sanitation training;(G) research the local and regional labor workforce market to determine

opportunities for advancement in the food service-restaurant industry;(H) investigate professional development training opportunities to keep

current on relevant trends and information within the food service-restaurant industry; and

(I) recognize entrepreneurship opportunities within the food service-restaurant industry.

(13) The student understands the use of technical knowledge and skills required topursue careers in the restaurant food service-restaurant industry, includingknowledge of design, operation, and maintenance of technological systems. Thestudent is expected to:(A) define job-specific technical vocabulary;(B) formulate improvements in services and products and training of staff to

address customer comments;(C) detail ways to achieve high rates of customer satisfaction;(D) explain processing of different types of payment options to facilitate

customer payments for services; and(E) demonstrate technical skills used in identifying quality food service-

restaurant.(14) The student understands factors that have shaped the food service-restaurant

industry. The student is expected to:(A) outline the history and growth of the food service-restaurant industry;(B) explain cultural globalization and its influence on the food service-

restaurant industry; and(C) evaluate current trends affecting the food service-restaurant industry.

of 122

(15) The student understands factors that affect the profitability of a food service-restaurant business. The student is expected to:(A) evaluate inventory results in order to maintain profitability of the food

service-restaurant business;(B) describe and demonstrate effective stewarding processes and

procedures;(C) relate proper food storage techniques to the profitability of the

establishment;(D) explain how controlling costs such as labor and supplies affect the

profitability of the food service-restaurant business;(E) describe how pricing affects the profitability of the food service-restaurant

business;(F) analyze how customer service affects the profitability of the food service-

restaurant business; and(G) investigate how customer loyalty affects profitability.


• Texas Restaurant Association• ServSafe Manager Certification• Sanitation Manager Certification• TABC Seller's Certification● First Aid/CPR Certification Test/quiz● ServSafe performance● Class presentation● Projects● Research


• Presentations• Guest Speakers• Create a restaurant business and corresponding marketing and logo• Restaurant promotion themed to build traffic• Tablescapes• Redesign a dining room for special events and occasions• Role play (customer service, hosting, and serving)• Create a floor plan design including effective traffic patterns and table rotations• Partner with culinary class to demonstrate table numbers and seat numbers - trial feed• Research past, present and future trends in the restaurant industry• Restaurant Services Competition (Skills USA)• Serving Up Success Competition FCCLA

Suggested methods for evaluating student outcomes: ● Test/quiz● ServSafe performance

of 122

● Class presentation● Projects● Research

Teacher qualifications: An assignment for Foundations of Restaurant Management is allowed with one of the following certificates.

● Any home economics or homemaking certificate.● Family and Consumer Sciences, Composite: Grades 6-12.● Hospitality, Nutrition, and Food Sciences: Grades 8-12.● Trade and Industrial Education: Grades 6-12. This assignment requires appropriate work

approval.● Trade and Industrial Education: Grades 8-12. This assignment requires appropriate work

approval.● Vocational Trades and Industry. This assignment requires appropriate work approval.

Additional information: Additional required trainings and costs:

● ServSafe Manager Certification. Costs for the online course and exam are listed as:Food Handler—$15; Manager—$152.95, plus a $36 exam voucher; Alcohol Safety—$30; and Allergens—$22. Retests have additional costs. For more details, see theServSafe website.

of 122

Fundamentals of Real Estate

PEIMS Code: N1301120 Abbreviation: FUNDRE Grade Level(s): 11-12 Award of Credit: 2.0


• Districts must have local board approval to implement innovative courses.• In accordance with Texas Administrative Code (TAC) §74.27, school districts must

provide instruction in all essential knowledge and skills identified in this innovativecourse.

• Innovative courses may only satisfy elective credit toward graduation requirements.• Please refer to TAC §74.13 for guidance on endorsements.

Course Description: This course contains the curriculum necessary to complete the pre-licensure education requirements of the Texas Real Estate Commission (TREC) to obtain a real estate salesperson license. Includes the following TREC course materials: Principles of Real Estate I and II, Law of Contracts, Law of Agency, Real Estate Finance, and Promulgated Contract Forms.

Essential Knowledge and Skills: (a) General requirements. This course is recommended for students in Grades 11-12. Studentsshall be awarded two credits for successful completion of this course.

(b) Introduction.(1) Career and technical education instruction provides content aligned with challenging

academic standards and relevant technical knowledge and skills for students to furthertheir education and succeed in current or emerging professions.

(2) The Marketing Career Cluster focuses on planning, managing, and performing marketingactivities to reach organizational objectives.

(3) In Fundamentals of Real Estate, students gain knowledge and skills in general principlesof real estate, the law of agency, the law of contracts, use of promulgated forms and realestate finance. Students analyze the elements of a real estate transaction, includingrepresentation, financing, title, closing and deeds. This course allows students toreinforce, apply, and transfer academic knowledge and skills to a variety of interestingand relevant principles of real estate.

(4) Students are encouraged to participate in extended learning experiences such as careerand technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered,while those containing the phrase "such as" are intended as possible illustrativeexamples.

of 122



(1) Principles of Real Estate. The student demonstrates professionalstandards/employability skills required by business and industry. The student isexpected to:

(A) communicate effectively with others using oral and written skills;(B) demonstrate collaboration skills through teamwork;(C) demonstrate professionalism by conducting oneself in a manner appropriatefor the profession and workplace;(D) demonstrate a positive, productive work ethic by performing assigned tasksas directed;(E) comply with all applicable rules, laws, and regulations as they relate to thereal estate industry; and(F) demonstrate time-management skills by prioritizing tasks, followingschedules, and tending to goal-relevant activities in a way that uses time wiselyand optimizes efficiency and results.

(2) Principles of Real Estate. The student understands the essential principles of modernreal estate practice. The student is expected to:

(A) describe various real estate specializations;(B) explain the role of the Texas Real Estate Commission’s Education StandardAdvisory Committee;(C) analyze characteristics of the real estate market by real estate type;(D) define and describe elements of the Texas Real Estate Act;(E) identify and discuss professional organizations in real estate;(F) analyze real estate value and valuation;(G) articulate the purpose of licensing laws; and(H) explain the purpose of the Texas Real Estate Commission and describe its

role in licensing requirements.

(3) Principles of Real Estate. The student explains titles to and conveyances of realestate. The student is expected to:

(A) distinguish between personal and real property;(B) identify types of home ownership;(C) discuss the various tax benefits for homeowners;(D) explain the purpose of homeowner’s insurance;(E) describe the components of mortgage payments;(F) describe the purpose of Comprehensive Loss Underwriting Exchange

(CLUE) reports;(G) discuss the purpose of flood insurance; and(H) differentiate between co-operatives and condo concepts.

(4) Principles of Real Estate. The student communicates the elements of ethical practice of realestate as a license holder. The student is expected to:

(A) describe law of agency;(B) identify and explain professional ethics and the canons of professional ethics for a

license holder; (C) describe agency positions and disclosure;

of 122

(D) discuss brokerage and the nature of brokerage services;(E) describe and apply the use of fiduciary duties; and(F) research the Texas Deceptive Trade Practices- Consumer Protection Act.

(5) Principles of Real Estate. The student differentiates state and federal fair housing laws. Thestudent is expected to:

(A) exhibit an understanding of equal opportunity in housing;(B) summarize Texas fair housing laws;(C) define and discuss housing credit discrimination; and(D) describe examples of community reinvestment.

(6) Principles of Real Estate. The student interprets legal descriptions of real estate. Thestudent is expected to:

(A) explain land and legal descriptions;(B) identify methods of describing real estate in Texas; and(C) describe the process of real estate surveying.

(7) Principles of Real Estate. The student understands the components and potential breach ofreal estate contracts. The student is expected to:

(A) analyze essential elements of a real estate contract; and(B) identify breach of contract characteristics related to the conveyance of and title to

real estate.

(8) Principles of Real Estate. The student differentiates between the use of deeds,encumbrances, and liens. The student is expected to:

(A) differentiate between estates in land;(B) compare the characteristics of tax and other liens;(C) describe water rights; and(D) analyze the homestead concept for residences.

(9) Principles of Real Estate. The student applies mathematical principles to the real estateprofession. The student is expected to:

(A) calculate profit and interest;(B) apply principles of amortization, loan discounts, and prorating;(C) discuss property taxes and insurance premiums; and(D) identify units of measurement for real estate.

(10) Principles of Real Estate. The student understands an applies the principles of real estateappraisal. The student is expected to:

(A) list and describe Texas requirements to become an appraiser;(B) communicate the elements of appraising and the appraisal process;(C) employ the three approaches (cost, income, sales) to value; and(D) conduct analysis for pricing a property and determining value.

(11) Principles of Real Estate. The student understands the principles of real estate financing.The student is expected to:

of 122

(A) identify sources of mortgage and financing markets;(B) define and describe the elements of an application for credit in financing;(C) compare various payment plan options available in the market;(D) differentiate between loan types (conventional, Federal House Administration [FHA],Veteran’s Affairs [VA]) and other financing techniques including Texas loan programs;and(E) analyze federal and government influence on mortgage lending and financing

legislation, particularly as it relates to changes in the post 2008 mortgage market.

(12) Principles of Real Estate. The student analyzes and interprets the elements of land usecontrols. The student is expected to:

(A) describe general land use controls;(B) explain the characteristics of public ownership;(C) summarize the Interstate Land Sales Full Disclosure Act; and(D) analyze and discuss environmental protection legislation as it relates to the practice

of real estate.

(13) Principles of Real Estate. The student explains the specialization distinctions in real estateand understands the competency policy and scope of authority. The student is expected todifferentiate between specializations, including leases, property management, resort,investment, land and farm/ranch, Real Estate Owned (REO), short sale, auction, foreclosure,residential, and commercial.

(14) Principles of Real Estate. The student differentiates between the financing and regulation ofreal estate investments. The student is expected to:

(A) differentiate the elements of real estate investing for residential and commercialproperties;

(B) describe Real Estate Investment Syndicates (REIS);(C) describe Real Estate Investment Trusts (REIT); and(D) describe Real Estate Mortgage Investment Conduits (REMIC).

(15) Principles of Real Estate. The student explains the aspects of leasing. The student isexpected to:

(A) list and describe the general provisions of a real estate lease;(B) discuss leasehold estates;(C) explain the Landlord and Tenant Act; and(D) differentiate between types of leases.

(16) Principles of Real Estate. The student communicates the attributes of propertymanagement. The student is expected to:

(A) list and describe general duties and responsibilities of property management;(B) distinguish between management considerations; and(C) research property management as a profession.

(17) Principles of Real Estate. The student differentiates between the use and purpose ofproperty transaction attributes. The student is expected to:

of 122

(A) analyze deeds, titles, public records, recording and acknowledgements, andevidence of title;

(B) explain acquisitions, transfers, estate ownership, and transfer of a decedent'sproperty; and

(C) describe voluntary and involuntary alienation.

(18) Principles of Real Estate. The student understands the elements of the closing processand procedures. The student is expected to:

(A) explain the elements of pre-closing and closing;(B) identify the components of conducting the closing;(C) describe the Real Estate Settlement Procedures Act (RESPA) and the Uniform

Settlement Act; and (D) research the process and preparation of closing documents.

(19) Law of Agency. The student explains essential elements related to agency. The student isexpected to:

(A) research and describe The License Act;(B) differentiate roles in agency relationships (client or customer); and(C) discuss the relationship between principal and agent.

(20) Law of Agency. The student distinguishes elements of agency relationships, disclosure,and duties for the client. The student is expected to:

(A) define agency and the authority of an agent;(B) identify classifications of agency;(C) list and describe fiduciary duties and responsibilities for agency;(D) discuss Information about brokerage services disclosure of representation;(E) describe the process and application of creating and terminating agency, including

the duties that survive termination; and(F) explain the requirements of clarifying agency relationships.

(21) Law of Agency. The student communicates elements related to the role of an agent’sduties and disclosures to third parties. The student is expected to:

(A) analyze non-fiduciary duties;(B) exhibit general duties of honesty and fairness;(C) explain obligations to third parties to avoid disclosure and misrepresentation;(D) summarize Texas Property Code, Section 5.008 related to seller’s disclosure; and(E) explain stigmatized property.

(22) Law of Agency. The student identifies the elements of agency responsibilities related to theseller. The student is expected to compare and contrast listing agreements, exclusive selleragency, benefits of seller agency relationships, sub agency, and disclosure issues.

(23) Law of Agency. The student identifies the elements of agency responsibilities related to thebuyer. The student is expected to:

(A) identify the attributes of a buyer representation agreement;(B) determine when to represent the buyer and the creation of buyer agency;(C) describe the benefits of buyer-agency relationships;

of 122

(D) describe the process of delivering written notification of compensation to broker; and(E) explain buyer’s broker disclosures.

(24) Law of Agency. The student analyzes and defines the complexities of intermediarybrokerage. The student is expected to:

(A) analyze the path from dual agency to intermediary brokerage;(B) explain the elements of representing more than one party in a transaction;(C) describe specialized intermediary applications; and(D) describe intentional and unintended dual representation.

(25) Law of Agency. The student demonstrates knowledge of agency-related employment law.The student is expected to:

(A) describe the nature of independent contract agreements;(B) discuss employment relationships between brokers and principals;(C) analyze the employment and compensation of personal assistants;(D) compare relationship elements between brokers and agents; and(E) describe common compensation issues.

(26) Law of Agency. The student differentiates concepts related to an agent’s fiduciary, ethical,and legal duties. The student is expected to:

(A) distinguish between law, ethics, and morals;(B) compare federal and state law relating to professional conduct;(C) identify TRELA and administrative rules of the Ethics Commission;(D) explain professional codes of conduct; and(E) describe minimum ethical standards for agency.

(27) Law of Agency. The student identifies deceptive trade practices and understands theprovisions of the Consumer Protection Act. The student is expected to differentiate betweendamages, fraud versus misrepresentation, defenses, and ethical and legal concerns.

(28) Law of Agency. The student describes the application of agency when providing real estateservices. The student is expected to:

(A) compare the duties of brokers working with or for the seller and with or for the buyer;(B) analyze risk management when providing agency services to multiple clients with

potentially conflicting positions in a real estate transaction; and (C) examine other considerations such as practical implementation of real estate

practice, marketing real estate services, and servicing multiple clients.

(29) Promulgated Contract Forms. The student identifies general contract law concepts. Thestudent is expected to

(A) identify the elements of a valid contract;(B) differentiate between executed and executory contracts, and bilateral and

unilateral contracts;(C) differentiate between the elements of reasonable time and time is of the essence

clauses in contracts;(D) explain the characteristics of amendments and addenda;(E) analyze client and agent performance related to actionable items in the various

contract sections;(F) describe statutes of limitation; and

of 122

(G) identify and accurately apply reasons for termination.

(30) Promulgated Contract Forms. The student explains broker-lawyer relationships andunderstands the rules governing the use of promulgated forms. The student is expected to:

(A) describe how promulgated contract forms are impacted by the Texas Real Estate License Act;

(B) identify elements of unauthorized practice of law and review examples of common mistakes;

(C) describe the Broker-Lawyer Committee;(D) demonstrate use of promulgated forms;(E) describe the process of presenting offers and multiple offers; and(F) identify when an offer becomes a contract.

(31) Promulgated Contract Forms. The student distinguishes between promulgated forms forparties, property, and financing. The student is expected to:

(A) identify the information needed to complete contract forms, including financing costs;

(B) differentiate between elements of residential resale contracts and non-realty items;(C) describe the appropriate transactional application for the following promulgatedforms: Third-Party Financing Addendum and Loan Assumption, Addendum, SellerFinancing Addendum, Addendum for Release of Liability on Assumed Loan, andRestoration of Seller’s VA Entitlement.

(32) Promulgated Contract Forms. The student differentiates promulgated forms related tocovenants, commitments, and notices. The student is expected to

(A) define earnest money and option fees;(B) analyze title commitments and title policies and endorsements;(C) interpret the elements of a survey;(D) determine when to apply affidavits and notices related to prospective buyer;(E) interpret property conditions from inspection;(F) describe contract acceptance;(G) discuss how the following elements relate to a real estate transaction:

repairs, Seller’s Disclosure, Lead Based Paint Disclosure, EnvironmentalAssessment, Threatened or Endangered Species, and Wetlands Addendum; and

(H) describe the role of Residential Service Contracts as a real estatetransactional commitment.

(33) Promulgated Contract Forms. The student explains the concepts of closing andpossession, and applies these concepts to the elements in contract-related case studies. Thestudent is expected to:

(A) write closing and buyer’s possession paragraphs in a contract;(B) write special provisions;(C) prepare Seller’s Temporary Lease form and Buyer’s Temporary Lease form;(D) describe escrow provisions; and(E) explain the process of executing the contract and finalizing the agreement.

(34) Promulgated Contract Forms. The student applies the promulgated forms correctly in casestudy. The student is expected to correctly apply contracts to a real estate transaction bydistinguishing contract elements from promulgated contracts such as 1-4 Family Residential

of 122

Contracts, Residential Condominium Contracts, Farm and Ranch Contracts, Unimproved Property Contracts, and new home contracts.

(35) Promulgated Contract Forms. The student understands the purpose of and appliespromulgated addenda, notices and miscellaneous forms correctly in case study. The student isexpected to explain the proper use of and identify the circumstances in which the followingforms would be applied to a real estate transaction: Addendum for Sale of Other Property byBuyer, Addendum for Back-Up Contract, Addendum for Reservation of Oil, Gas and OtherMinerals, Termination of Contract (Buyer’s and Mutual), Addendum for Property LocatedSeaward of the Gulf Intracoastal Waterway, Addendum for Coastal Area Property, Addendumfor Property Subject to Mandatory Membership in an Owner’s Association, Short SaleAddendum, non-contract forms (Resale Certificates, Consumer Information Form, andInformation about Brokerage Services Form), and non-realty items.

(36) Promulgated Contract Forms. The student describes miscellaneous real estate elements.The student is expected to:

(A) identify elements of real estate fraud;(B) calculate brokerage fees;(C) explain fair housing laws,(D) describe the appropriate use of disclosures, including required, permitted, and

prohibited in promulgated forms; and(E) identify occupancy standards as they relate to real estate transactions..

(37) Law of Contracts. The student communicates essential elements as they relate to Texascontract law. The student is expected to:

(A) identify key legal contract terms;(B) describe the impact of the Texas Real Estate License Act on contract law;(C) identify unauthorized practice of law;(D) describe the Broker-Lawyer Committee;(E) distinguish between promulgated contract forms; and(F) describe the Deceptive Trade Practices Consumer Protection Act (DTPA).

(38) Law of Contracts. The student communicates essential elements as they relate to realestate law. The student is expected to:

(A) describe real property and the law;(B) describe land, real estate, and real property;(C) compare real property versus personal property;(D) identify characteristics of real property;(E) analyze forms of real estate ownership;(G) differentiate between condominiums, cooperatives, townhouses and time-shares;(H) distinguish between contingencies, addendums, and amendments;

and(I) explain laws affecting real estate.

(39) Law of Contracts. The student identifies the elements of the contract and offer/acceptanceprocesses. The student is expected to differentiate between valid contracts, express or impliedcontracts, unilateral or bilateral contracts, void, voidable and unenforceable contracts,and executed or executory contracts.

of 122

(40) Law of Contracts. The student interprets ownership rights and limitations. The student isexpected to:

(A) describe interests in real estate;(B) analyze the extent of governmental powers;(C) describe the characteristics of estates and land; and(D) describe and differentiate between encumbrances, water rights and mineral

rights, environmental issues, and homesteads as they relate to real estate ownership.

(41) Law of Contracts. The student identifies and appropriately applies the necessary contractsand contract concepts. The student is expected to:

(A) role-play offer and acceptance in real estate contracts;(B) simulate the discharge of contracts;(C) prepare Listing Agreements and Buyer Agency Agreements;(E) discuss leasing real estate and leasehold estates;(G) distinguish between lease agreements and types of leases;(H) explain the discharge of leases;(I) identify contracts for deed;(J) prepare lease purchase agreements; and(K) identify common contract mistakes.

(42) Law of Contracts. The student identifies and appropriately applies the necessary termsand concepts of a sales contract. The student is expected to list and describe the following: offerand acceptance, the sales document, financing information, disclosures, conveyance ofproperty, signatures, statutes of fraud, defaults and breach of contract, and remedies.

(43) Law of Contracts. The student correctly applies elements of financing real estatetransactions. The student is expected to:

(A) summarize mortgage law and financing legislation;(B) explain security and debt;(C) identify promissory notes;(D) differentiate between mortgages and Deeds of Trust;(E) explain owner financing;(F) describe foreclosures and short sales;(G) differentiate between liens;(H) demonstrate understanding of financing markets, financing techniques and loanprograms; and(J) explain computerized loan origination (CLO).

(44) Law of Contracts. The student interprets the essential elements for conveyance of title.The student is expected to:

(A) compare voluntary and involuntary alienation;(B) list and describe conveyance of estates; and(C) conduct analysis of public records and proof of ownership.

(45) Law of Contracts. The student evaluates the elements of closing in the transaction process.The student is expected to list and describe the following: sample checklist, process for loanapproval, the Real Estate Settlement Procedures Act, inspections, title work, preparation forclosing, proration, and closing and funding.

of 122

(46) Real Estate Finance. The student explains the nature and cycle of real estate finance. Thestudent is expected to:

(A) compare mortgage-lending activities;(B) explain real estate cycles; and(C) analyze the impact of the economy on real estate finance, such as mortgage

interest rates and mortgage underwriting requirements.

(47) Real Estate Finance. The student differentiates between the elements of money and themonetary system. The student is expected to:

(A) explain the United States monetary system and the Federal Reserve System;(B) describe instruments of credit policies;(C) discuss the purpose of the United States Treasury and United States Mint; and(D) analyze the Federal Deposit Insurance Corp (FDIC) and Federal Home Loan Bank(FHLB) systems.

(48) Real Estate Finance. The student identifies and explains the governmental influences onreal estate finance. The student is expected to identify the characteristics of the United StatesDepartment of Housing and Urban Development (HUD), federal legislation [CommunityReinvestment Act (CRA), Truth in Lending Act (TILA), Real Estate Settlement Procedures Act(RESPA), Secure and Fair Enforcement of Mortgage Licensing Act (SAFE), AdministrativeProcedure Act (APA), and Dood-Frank], state and local programs [Texas Department ofHousing and Community Affairs (TDHCA) and agricultural lending], review of loan good faithestimate (GFE), and review of settlement statement (HUD-1).

(49) Real Estate Finance. The student describes the essential elements of the secondarymarket. The student is expected to:

(A) describe major participants in the secondary finance market;(B) differentiate between government sponsored enterprises such as Federal NationalMortgage Association (FNMA), Federal Home Loan Mortgage Corp (FHLMC),Government National Mortgage Association (GNMA), Federal Home Loan Banks(FHLB), and Farmer Mac; and(C) describe the characteristics of REMICs.

(50) Real Estate Finance. The student differentiates between the sources of real estatefinancing funds. The student is expected to compare the following: commercial banks, creditunions, life insurance companies, mortgage brokers and bankers, real estate trusts [Real EstateMortgage Trust (REMT)], real estate bonds, and private and foreign lenders.

(51) Real Estate Finance. The student analyzes instruments of real estate finance. The studentis expected to:

(A) identify encumbrances and liens; and(B) identify the appropriate application of the documents in real estate

transactions, such as Deeds of Trust, mortgages, contracts for deed (land contract), subordinate finance instruments, special provisions in mortgage lending instruments, and promissory note and trust forms.

(52) Real Estate Finance. The student understands loan types, terms, and common loanissues. The student is expected to:

of 122

(A) explain private mortgage insurance;(B) describe refinancing existing conventional loans;(C) compare subprime and predatory lending;(D) identify participation agreements;(E) describe tax impacts on mortgage lending;(F) differentiate between fixed and adjustable rate mortgages;(G) identify warning signs of mortgage fraud; and(H) calculate conventional principal, interest, taxes and insurance (PITI).

(53) Real Estate Finance. The student explains the role of financial requirements as they relateto government loans. The student is expected to describe and analyze the Federal HousingAdministration (FHA), the FHA Insured Loan Program, underwriting guidelines, the mostfrequently used FHA loans, direct endorsement, FHA contributions to real estate finance,the Veterans’ Assistance (VA) Loan Guarantee Program, and additional VA loan programs.

(54) Real Estate Finance. The student demonstrates an understanding of lender loan practices.The student is expected to:

(A) explain qualifying the borrower, collateral, and title;(B) describe the appropriate application of the following loan documents: sample credit

report, uniform residential loan application, request for verification of deposit, requestfor verification of employment, uniform residential appraisal report, and titlecommitment;

(C) explain required lender notices and qualifying the title; and(D) identify and describe lender closing costs.

(55) Real Estate Finance. The student identifies the elements of defaults and foreclosures. Thestudent is expected to:

(A) calculate adjustments and modifications;(B) identify and describe types of foreclosures;(C) identify and describe types of defaults;(D) describe deficiency judgments; and(E) explain the tax impacts of foreclosure.

Recommended Resources and Materials: Nance, P.N., (2014). Modern Real Estate Practice in Texas (16th ed.). LaCrosse, WI: DF

Institute, Inc., d/b/a Dearborn Real Estate Education.

Barrell, Doris, (2015). Texas Law of Contracts (2nd ed.). LaCrosse, WI: DF Institute, Inc., d/b/a Dearborn Real Estate Education.

Santmyer, Peggy, (2015). Texas Promulgated Contract Forms (2nd ed.). LaCrosse, WI: DF Institute, Inc., d/b/a Dearborn Real Estate Education.

Peeples, Donna K., Peeples III, Minor, Williams, A. Sue, (2014). Texas Real Estate Agency (8th ed.). LaCrosse, WI: DF Institute, Inc., d/b/a Dearborn Real Estate Education.

of 122

Recommended Course Activities: Course activities will include application of knowledge and skills through study and research of multiple real estate transactions and scenarios. Guest speakers may assist with content mastery in a variety of real estate industry disciplines: brokers, lenders, insurers, appraisers, surveyors. Course activities could include the following:

• Professional Ethics Constitution- Students are challenged to create a “constitution” torepresent the establishment of their own real estate practice. The constitution shouldinclude a description of the professional ethics and canons of professional ethics for alicense holder, as well as personal statements about how they will accomplish thesecanons in their daily real estate practice.

• Real Estate Specialization Radio Ad- Students are provided a specific real estatespecialization to research and prepare a 2-minute radio advertisement touting thebusiness and providing market statistics on the specialization. Research should includeexamples of local companies and brokers with that specialization and should contain atleast one interview with a broker.

• Property Transaction Gallery Walk- Students will view selections from real estatedocuments including deeds, titles, acquisition, estate ownership, transfer of decedent’sproperty, and alienation. Students will gather factual information from the documents andwill then answer a series of interpretive questions about the documents.

• Creative Writing on Agency- Students will write an original essay on a fictitious scenariowhere an agent successfully navigates the duties and disclosures required in a properagency relationship, including: non-fiduciary duties, general duties of honesty andfairness, obligations to third parties and avoiding disclosure and misrepresentation,Texas Property Code (Section 5.008 related to seller’s disclosure), and stigmatizedproperty.

• Agency Responsibilities Role- Students will assume the role of a broker who is workingto retain a potential seller (played by the teacher) as a client. The student musteffectively communicate both verbally and through sample documents his/herresponsibilities related to: listing agreements, exclusive seller agency, the benefits ofseller agency relationships, sub agency scenarios, and potential disclosure issues.

• Purchase Offer Activity- Students will be given a scenario where they represent a buyeras the broker and the teacher represents the seller. Each student will be provided asubject property and market information for the property type. As a representative of thebuyer, the student will use the property and market information to prepare the properpromulgated contract form for a purchase offer. Additionally, the student will preparereasonable contract terms as determined by the market conditions.

of 122

• Ownership Rights Brochure- Students will create a trifold brochure that providesdefinitions, applicable examples, and contextual explanations of the following in realestate brokerage: interest in real estate, governmental powers, estates and land,encumbrances, water and mineral rights, environmental issues, and homesteads.

• Real Estate Finance Pocket Acronym Cheat Sheet- Students will create their own quick-reference vocabulary list of real estate finance acronyms, including, but not limited to:FDIC, FHLB, TDHCA, RESPA, HUD, HUD-1, GFE, FNMA, FHLMC, GNMA, FHLB,REIT, and REMT).


This course has five Knowledge and Skills sections to be completed by the end of the school term. Consistent with TREC education requirements, districts have the option to require a passing grade for each individual Knowledge and Skills section in order for a student to receive full credit.

For each Knowledge and Skills section, students will complete formative and summative assessments. Assessments include content quizzes and at least one content test per grading period. Students may be evaluated using case study analyses of real estate transactions.

Teacher qualifications: An assignment for Fundamentals for Real Estate is allowed with one of the following certificates:

(1) Any business or office education certificate.(2) Any marketing or distributive education certificate.(3) Business and Finance: Grades 6-12.(4) Business Education: Grades 6-12.(5) Marketing: Grades 6-12.(6) Marketing Education: Grades 8-12.

In addition, the assigned educator should have an active Real Estate Sales Agent or Individual Real Estate Broker license issued by the TREC with active real estate experience in two of the past ten years.


of 122

Introduction to Event and Meeting Planning

PEIMS Code: N1302269 Abbreviation: EVNTPLN Grade Level(s): 10–12 Award of Credit: 1.0






Course Description: This course will introduce students to the concepts and topics necessary for the comprehensive understanding of the fundamentals of the meetings, conventions, events, and exposition industries. The course will review the roles of the organizations and people involved in the businesses that comprise the Meetings, Events, Expositions and Convention (MEEC) industry.

Essential Knowledge and Skills: (a) General requirements. This course is recommended for students in Grades 10-12.

Recommended prerequisite: Principles of Hospitality and Tourism, Hotel managementand/or Travel and Tourism Management. Students shall be awarded one credit forsuccessful completion of this course.



(2) The Hospitality and Tourism Career Cluster focuses on the management,marketing, and operations of restaurants and other food/beverage services,lodging, attractions, recreation events, and travel-related services.

(3) Introduction to event and Meeting Planning introduces students to the conceptsand topics necessary for the comprehensive understanding of the fundamentals ofthe meetings, conventions, events, and exposition industries. The course willreview the roles of the organizations and people involved in the businesses thatcomprise the Meetings, Events, Expositions and Convention (MEEC) industry.


of 122




by business and industry. The student is expected to:(A) demonstrate professional standards and personal qualities such as

punctuality, initiative, leadership, appreciation for diversity, conflictmanagement, work ethic, and adaptability;

(B) demonstrate critical thinking, innovation, and creativity in the problem-solving process;

(C) evaluate and demonstrate appropriate grooming and appearance for theworkplace;

(D) combine teamwork and conflict-management skills to achieve collectivegoals;

(E) use planning and time-management skills and tools to enhance resultsand complete work tasks;

(F) explain the essential workplace skills in the career acquisition process;(G) prepare and complete employment-related documents such as job

applications (written and electronic formats) and I-9 and W-4 forms;(H) develop and implement stress-management techniques;(I) create and analyze the various steps in the decision-making process; and(J) demonstrate proper interview techniques in various situations.

(2) The student uses oral and written communication skills in creating, expressing,and interpreting information and ideas, including technical terminology andinformation. The student is expected to:(A) apply verbal and non-verbal communication skills effectively with clients

and in the workplace;(B) summarize information formally and informally;(C) appraise, formulate, and convey information;(D) apply active listening skills to obtain and clarify information;(E) compose and deliver different types of presentations such as informative,

instructional, persuasive, and decision making;(F) display interpersonal skills to maintain internal and external

customer/client satisfaction; and(G) apply technical vocabulary related to the meeting and event planning

industry.(3) The student applies academics with career-readiness skills. The student is

expected to:(A) apply mathematical skills to business transactions such as sales

forecasting, service pricing and planning for profitability;

of 12

(B) calculate and interpret key ratios, financial statements, and budgetsrelated to the hospitality event and meeting planning industry;

(C) apply advanced reading, writing, and math skills to business skills neededin the hospitality industry;

(D) summarize data from tables, charts, and graphs to estimate and findsolutions to problems and identify opportunities for increased profitability;

(E) compose workplace business documents; and(F) evaluate and use industry standards for budgeting and forecasting to

maximize profit and growth.(4) The student can discuss the career opportunities available within the

meeting/event planning segment of the hospitality industry. The student isexpected to:(A) compile a list of professional organizations that support the professionals

in the convention, meeting, and event planning industry;(B) develop personal training plans to keep current on relevant trends and

information within the meeting and event planning industry; and(C) classify the occupational opportunities related to meeting and event

planning within a hospitality businesses and corporate businesses.(5) The student can discuss the history of and current trends and career opportunities

in the meeting and event planning industry. The student is expected to:(A) describe how the meeting and event planning industry has evolved;(B) apply current trends in the industry to a meeting or event plan;(C) describe the varied occupations related to event planning such as,

meeting planning and management, conference planning andmanagement, trade show planning and management, social eventplanning and management, association and non-profit meeting planningand management, corporation meeting planning and management,convention and visitor bureau planning and management, and destinationmanagement planning and organization;

(D) identify potential mentors in the meeting and event planning industry; and(E) create a career plan to achieve the desired career position in the meeting

and event planning industry.(6) The student assesses how diversity impacts the event planning industry. The

student is expected to:(A) evaluate diversity from both the employer and customer perspective;(B) modify business plans and activities to meet the needs of diverse

populations; and(C) formulate an awareness of cultural diversity such as differences in social

etiquette, dress, and behaviors to enhance event and meeting planning.(7) The student uses information technology tools in event and meeting planning to

access, manage, integrate, and create information. The student is expected to:(A) apply information technology tools to evaluate work responsibilities;

of 122

(B) use event planning software and technology tools such as Amadeus,CVENT and, Meeting Matrix to perform workplace tasks;

(C) create and present complex multimedia publications to clients and withinthe business;

(D) demonstrate knowledge and use of point-of-sale systems;(E) develop Internet resources for industry growth;(F) evaluate current and emerging technologies to improve guest services;

and(G) produce and properly use appropriate electronic communication tools for

planning and selling meetings and events.(8) The student summarizes the professional, ethical, and legal responsibilities in

event and meeting planning services. The student is expected to:(A) explain ethical conduct such as maintaining client confidentiality and

maintaining privacy of sensitive content when interacting with others;(B) distinguish between different aspects of a meeting or event contract;(C) describe applicable rules, laws, and regulations related to event and

meeting planning;(D) discuss the reasons for providing event security;(E) describe the differences in event insurance options; and(F) explain the reasons for event insurance.

(9) The student explains the importance of health, safety, and environmentalmanagement systems and their importance to organizational performance andregulatory compliance. The student is expected to:(A) evaluate workplace conditions with regard to safety and health of

employees and guests;(B) explain and integrate safety and sanitation standards common to the

workplace;(C) appraise potential effects caused by common chemical and hazardous

materials;(D) summarize sources of food-borne illness and determine ways to prevent

them;(E) explain procedures for reporting and handling accidents and safety

incidents with employees and guests;(F) apply proper safety techniques in the workplace;(G) discuss how guests and property are protected to minimize losses or

liabilities;(H) predict safety and security issues and analyze solutions for individuals or

groups in multiple environments to minimize risks;(I) estimate potential, real, or perceived emergency situations such as a

natural disaster or terrorist threat in order to respond appropriately; and

of 122

(J) evaluate equipment for elements such as safety, functionality, anddurability.

(10) The student applies marketing strategies independently and in teams. The studentis expected to:(A) formulate effective marketing strategies for meetings and events;(B) create promotional packages for meetings and events;(C) create effective comprehensive menu design and development;(D) estimate how to use the state of the economy to plan effective products

and services; and(E) produce a meeting and/or event business plan.

(11) The student can demonstrate appropriate professional customer service skills asrequired by the meeting and event planning industry. The student is expected to:(A) create a detailed customer service plan or process to provide maximum

customer service;(B) integrate critical-thinking and interpersonal skills to resolve conflicts with

individuals such as coworkers, employers, guests, and clients; and(C) analyze customer comments to formulate improvements in services and

products.(12) The student can identify and describe different segments within the event and

meeting planning industry. The student is expected to:(A) compare duties and responsibilities of each department to the larger

lodging environment, including food and beverage services;(B) distinguish the differences in meetings and events for different clients

such as business, leisure, professional organizations, and students; and(C) discuss the different aspects of the Meetings, Events, Expositions, and

Convention (MEEC) industry.(13) The student identifies roles within teams, work units, departments, organizations,

and the larger environment of the meeting and event planning industry. Thestudent is expected to:(A) differentiate the functions of meeting and event planning and how they

may correlate to a lodging property;(B) identify the responsibilities of an event manager or planner;(C) compose a set of operating procedures that result in profitable operations;

and(D) evaluate inventory management systems used in the meeting and event

planning industry that result in profitable operations.(14) The student creates a functional and aesthetic meeting/event plan to meet the

customer requirements. The student is expected to:(A) conduct a pre-meeting/pre-event meeting with potential clients to identify

the meeting/event requirements;

of 122

(B) discuss the importance of a meeting venue floorplan specification chartand appropriate meeting room set-up;

(C) describe the various meeting room set-up options and benefits of eachoption;

(D) identify various meeting room set-up options available at various venues;(E) illustrate meeting room set-up for a planned event;(F) relate the necessary square footage required for an event to the number

of anticipated attendees for the event;(G) identify and implement effective traffic patterns in planning an event;(H) demonstrate proper table rotations; and(I) compose a staffing guide to schedule various staff positions for a

meeting/event.(15) The student demonstrates knowledge of collaboration required with various

companies in order to provide an all-inclusive successful meeting or event. Thestudent is expected to:(A) distinguish the roles of the various entities involved in the meeting and

event planning industry such as convention and visitors’ bureaus, grouptravel companies, entertainers, recreations, amusements, attractions,florists, caterers and venues;

(B) differentiate among the types of event sponsors/organizers/producers andtheir events;

(C) demonstrate successful planning and negotiation with various entities todeliver a successful meeting or event;

(D) compare and contrast products and services from related industries; and(E) analyze differences in various venues such as hotels and resorts,

convention and visitors’ centers, event centers, and destination venues,citing pros and cons of each.


American Planning Association. “Home.” American Planning Association, American Planning Association, 2020, www.txplanning.org.

---. “Cvent: Event Management Technology & Hospitality Solutions.” Cvent: Event Management Technology & Hospitality Solutions, www.cvent.com. Accessed 7 July 2020.

“Event & Meeting Planning Networking and Education | Meeting Professionals International.” MPIWeb, Meeting Professionals International, www.mpi.org. Accessed 6 July 2020.

Events Industry Council. “Home.” Events Industry Council, Events Industry Council, www.eventscouncil.org.

International Live Events Association. “Home.” ILEA, International Live Events Association, 2020, www.ileahub.com.

of 122

http://www.txplanning.org/

http://www.cvent.com/

http://www.mpi.org/

http://www.eventscouncil.org/

“MeetingMatrix Express.” MeetingMatrix, https://online.meetingmatrix.com. Accessed 7 July 2020.

“Property Management & Central Reservations System | Hotel Software.” Amadeus Hospitality, 22 June 2020, www.amadeus-hospitality.com.

Reynolds, Johnny Sue and Dorothy Chase. Hospitality Services. Fourth Edition, Textbook, Goodheart-Willcox, 2016.


• Review of local community meeting and events• Plan and facilitate an event (individual or team; consider school events like homecoming

or prom)• Oral Presentations• Guest Speakers• Volunteering at local Convention and Visitors’ Bureau• Job shadow a catering manager at a local hotel or resort• Illustrate and event set-up for a specific meeting scenario


• Tests/quizzes• Evaluation of planned events• Portfolio• Mock client interviews

Teacher qualifications: An assignment for Introduction to Event and Meeting Planning is allowed with one of the following certificates.

• Any home economics or homemaking certificate.• Any marketing or distributive education certificate.• Family and Consumer Sciences, Composite: Grades 6-12.• Hospitality, Nutrition, and Food Sciences: Grades 8-12.• Marketing: Grades 6-12.• Marketing Education: Grades 8-12.• Trade and Industrial Education: Grades 6-12. This assignment requires appropriate work

approval.• Trade and Industrial Education: Grades 8-12. This assignment requires appropriate work

approval.• Vocational Trades and Industry. This assignment requires appropriate work approval.


of 122

https://online.meetingmatrix.com/

http://www.amadeus-hospitality.com/

Marketing

PEIMS Code: N1303424 Abbreviation: MRKTING Grade Level(s): 10–12 Award of Credit: 1.0






Course Description:

Marketing explores the seven core functions of marketing which include: marketing planning – why target market and industry affect businesses; marketing-information management – why market research is important; pricing – how prices maximize profit and affect the perceived value; product/service management – why products live and die; promotion – how to inform customers about products; channel management – how products reach the final user; and selling – how to convince a customer that a product is the best choice. Students will demonstrate knowledge in hands-on projects which may include conducting research, creating a promotional plan, pitching a sales presentation, and introducing an idea for a new product/service.

Essential Knowledge and Skills: (a) General Requirements. This course is recommended for students in grades 10-12.

Recommended prerequisite: Principles of Business, Marketing and Finance. Studentsshall be awarded one credit for successful completion of this course.


challenging academic standards and relevant technical knowledge and skills forstudents to further their education and succeed in in current and emergingprofessions.

(2) The Business, Marketing, and Finance Career Cluster focuses on careers inplanning, organizing, directing, and evaluating business functions essential toefficient and productive business operations.

(3) Marketing explores the seven core functions of marketing which include: marketingplanning – why target market and industry affect businesses; marketing-information management – why market research is important; pricing – how pricesmaximize profit and affect the perceived value; product/service management –why products live and die; promotion – how to inform customers about products;

of 122


channel management – how products reach the final user; and selling – how to convince a customer that a product is the best choice. Students will demonstrate knowledge in hands-on projects which may include conducting research, creating a promotional plan, pitching a sales presentation, and introducing an idea for a new product/service.



(c) Knowledge and Skills.(1) The student defines marketing and identifies the seven core functions. The

student is expected to:(A) define marketing;

identify the seven core functions, including channel management,marketing-information management, marketing planning, pricing,product-service management, promotion, and selling; and

(B) explain the marketing concept.(2) The student knows the interrelationship and purpose of the marketing mix or 4P’s

of marketing: product, price, promotion, and place. The student is expected to:(A) identify the four elements of the marketing mix, including product, price,

place, and promotion;(B) explain how each component of the marketing mix contributes to

successful marketing;(C) analyze the interdependence of each element of the marketing mix;(D) introduce an idea for a new product/service including the marketing mix;

and(E) determine the feasibility of a new product/service proposal.

(3) The student knows how a company considers internal and external factors tounderstand the current market. The student is expected to:(A) explain the internal and external influences of marketing planning;(B) define a marketing plan;(C) identify and explain market position and market share;(D) explain how a business can use a SWOT (strengths, weaknesses,

opportunities, threats) analysis to plan for opportunities in the market;(E) conduct a SWOT analysis; and(F) use a SWOT analysis to make informed business decisions.

(4) The student applies the concepts of market and market identification. The studentis expected to:(A) define the term market;

of 122

(B) identify the target market;(C) identify examples of niche marketing;(D) analyze an appropriate target market within a specific industry;(E) compare and contrast types of markets including business to business

(B2B) and business to consumer (B2C); and(F) evaluate effective markets for various real-life scenarios.

(5) The student knows and applies the concept of market segmentation. The studentis expected to:(A) define the term market segmentation;(B) explain the commonly used types of market segmentation, including

demographic segmentation, geographic segmentation, psychographicsegmentation, and behavioral segmentation;

(C) analyze the impact of culture on buying decisions; and(D) apply market segmentation concepts to a real-world situation.

(6) The student applies the concepts needed to gather and evaluate information foruse in making business decisions. The student is expected to:(A) describe marketing information and how it influences marketing decisions;(B) use marketing-research tools to gather primary and secondary data;(C) compare primary and secondary research;(D) define analytics;(E) identify sources of data and information that can be analyzed in a

business;(F) identify key metrics; and(G) analyze data and make recommendations.

(7) The student explains concepts and strategies used in determining and adjustingprices to maximize return and meet customers’ perceptions of value. The studentis expected to:(A) investigate how businesses make pricing decisions;(B) identify goals for pricing, including profit, market share, and competition;(C) analyze factors affecting price, including supply and demand, perceived

value, costs, expenses (profit margin), and competition;(D) explain the economic principle of break-even point;(E) explain key pricing terms, including odd/even pricing, loss leaders,

prestige pricing, penetration pricing, price bundling, price lining, andeveryday low pricing; and

(F) explain the role of supply and demand on price.(8) The student explains the role of product/service management as a marketing

function. The student is expected to:(A) explain the concept of product mix including product lines, product width

and product depth;

of 122

(B) explain the importance of generating new product ideas;(C) analyze the product mix for a current business;(D) identify and discuss the components of the product life cycle, including

introduction, growth, maturity, and decline; and(E) identify marketing decisions that should be best made in each stage of

the product life cycle.(9) The student knows the process and methods to communicate information about

products to achieve a desired outcome. The student is expected to:(A) explain the role of promotion as a marketing function;(B) identify elements of the promotional mix, including advertising, public

relations, personal selling, and sales promotion;(C) communicate features and benefits of a product to a potential client; and(D) analyze websites for effectiveness in achieving a desired outcome.

(10) The student identifies promotional channels used to communicate with thetargeted audiences. The student is expected to:(A) create examples of advertising for various media used to communicate

with target audiences, including print media such as outdoor,newspapers, magazines, and direct mail; digital media such as e-mail,apps, and social media; and broadcast media such as television andradio;

(B) describe various public-relations activities such as a press release andpublicity management;

(C) evaluate examples of sales promotions such as coupons, loyaltyprograms, rebates, samples, premiums, sponsorship, and productplacement; and

(D) explain the role of marketing ethics in relationship to promotionalstrategies.

(11) The student explains the role of channel members and methods of producttransportation. The student is expected to:(A) define channel of distribution;(B) justify the roles of intermediaries, including manufacturer, agent,

wholesaler/industrial distributor, retailer, and consumer/industrial user;(C) identify the methods of transportation for products, including road, air,

maritime, rail, and intermodal; and(D) analyze the impact of the distribution channel on price.

(12) The student demonstrates how to determine client needs and wants and respondsthrough planned and personalized communication. The student is expected to:(A) explain the role of personal selling as a marketing function;(B) explain the role of customer service as a component of selling

relationships;

of 122

(C) explain the importance of preparing for the sale, including gainingknowledge of product features and benefits, identifying the target marketand their needs, and overcoming common objections; and

(D) identify and explain ways to determine needs of customers and theirbuying behaviors, including emotional, rational, or patronage.

(13) The student demonstrates effective sales techniques. The student is expected to:(A) examine the steps of the selling process, such as approach the customer,

determine needs, present the product, overcome objections, close thesale, and suggestive selling;

(B) explain effective strategies and techniques for various sales situations;and

(C) pitch a sales presentation for a product or service using the steps of thesales process, such as addressing customers’ needs, wants andobjections, and negotiating the sale.

(14) The student implements a marketing plan. The student is expected to:(A) identify a key target audience;(B) determine an appropriate message and medium to attract customers;(C) create a promotional plan that includes the following components: target

market, promotional objective, advertising media selection, promotionalschedule, and budget;

(D) present a marketing plan to an audience; and(E) analyze various marketing plans for effectiveness.

(15) The student knows the nature and scope of project management. The student isexpected to:(A) explore the various tools available to manage a project such as a Gantt

Chart; and(B) define the components of a project plan, including project goals schedule,

timeline, budget, human resources, quality management, riskmanagement, monitoring, and controlling a project.

(16) The student knows the nature and scope of ethics in marketing. The student isexpected to:(A) analyze the role and use of ethics in marketing;(B) research how ethics has affected a company’s profitability; and(C) apply marketing ethics to the decision-making process.

Recommended Resources and Materials: CTSO participation, including DECA, BPA, and FBLA (www.deca.org, 2020)

DECA competitive written events, including the Entrepreneurship Innovation Plan (DECA, Incorporated. (2020, January 11). DECA High School Competitive Events. Retrieved from https://www.deca.org/high-school-programs/high-school-competitive-events/, 2020)

MBA Research. (2020) www.mbaresearch.org

of 122

http://www.mbaresearch.org/

Graphic design applications to create marketing and promotional materials, such as Canva. Marketing management technology tools, such as SurveyMonkey and HootSuite.


• Prepare a concept paper for an innovative idea for a product or service.• Conduct a SWOT analysis on a company, product or service.• Use project management tools to create a simple project plan.• Create and pitch a sales presentation to an audience.• Create and present a market plan to an audience.

Suggested methods for evaluating student outcomes: ● Student work portfolios● End-of-unit tests● Grading rubric for projects● Self-evaluations● End-of-term exams

Teacher qualifications: An assignment for Marketing is allowed with one of the following certificates.

• Any marketing or distributive education certificate.• Marketing Education, Grades 8-12.• Marketing, Grades 6-12.


of 122

Course: Retail Management PEIMS Code: N1303420 Abbreviation: REMGMT Grade Level(s): 10-12 Number of Credits: 1.0

Course description:

Retail management focuses on the distribution and selling of products to consumers using various vending points such as chain stores, department stores, stand-alone stores, and various online markets. The course highlights the everyday mechanisms necessary to operate a successful retail establishment. The student is taught to evaluate methods for promoting merchandise, supervising employees, handling customer needs, and maintaining inventories.


(a) General requirements. This course is recommended for students in Grades 10- 12.Recommended prerequisite: Principles of Business, Marketing, and Finance. Studentsshall be awarded one credit for the successful completion of this course

(b) Introduction.

(1) Career and Technical education instruction provides content aligned withchallenging academic standards and relevant technical knowledge and skills forstudents to further their education and succeed in current professions.

(2) The Marketing Career Cluster focuses on planning, managing, and performingmarketing activities to reach organizational objectives.

(3) Retail Management is designed as a comprehensive introduction to the principlesand practices of retail management. The course explores the process of promotinggreater sales and customer satisfaction by gaining a better understanding of theconsumers of the goods and services provided by a company. The courseprovides an overview of the strategies involved in the retail process, such asdistributing finished products created by the business to consumers anddetermining what buyers want and require from the retail market.

of 122




(1) The student uses self-development techniques and interpersonal skills toaccomplish retail management objectives. The student is expected to:

(A) demonstrate effective interpersonal and team-building skills involvingsituations with coworkers, managers, and customers;

(B) develop leadership and career development activities; and

(C) develop employability skills needed to be successful in the retailmarketing industry, such as:

(2) The student applies and evaluates the features of excellent customer service. Thestudent is expected to:

(A) apply effective communication skills such as active listening, evaluatingnonverbal signals, use of appropriate grammar, vocabulary, and tone;

(B) effectively communicate verbally and in writing, including e-mail, traditionalletter writing, phone conversation, and face-to-face;

(C) discuss how company policy impacts a consumer’s interaction with the retailestablishment; and

(D) evaluate how one’s attitude impacts a consumer’s experience with theretailer.

(3) The student creates professional documents required for employment. The student isexpected to:

(A) develop a résumé;

(B) write appropriate business correspondence such as a letter of intent and athank you letter;

(C) complete sample job applications; and

(D) explain protocol for use of references.

of 122

(4) The student analyzes non-store retailing modalities including direct selling,telemarketing, online retailing, automatic vending, direct marketing, and e-tailing.The student is expected to:

(A) evaluate the effectiveness of marketing and selling through onlineplatforms such as mobile apps and through the use of softwareapplications and the effectiveness of the mobile app and softwareapplication.

(B) analyze the disadvantages of non-store retailing such as securityconcerns, inability to interact with the customer, delay in receiving theproduct, returning unwanted items, and the lack of social interaction withretailers; and

(C) analyze the advantages of non-store retailing such as unlimited access toview the inventory, the ability to purchase 24 hours per day/7 days aweek, lower overhead cost, and a larger inventory of items than is housedin a brick-and-mortar facility.

(5) The student analyzes marketing research to make changes to business strategies oroperations. The student is expected to:

(A) analyze data collected through surveys, interviews, group discussions, andanalysis of internal records to create data reports;

(B) evaluate actionable research used to improve a retailer’s practices toimprove overall operations;

(C) analyze and evaluate the use of surveys to gather effective data needed bythe retailer to make effective operational decisions; and

(D) analyze and disaggregate internal data such as sales data, shipping data,finance reports, inventory reports, customer and personnel feedbackcollected by the retailer to make effective operational decisions.

(E) analyze and disaggregate marketing data based on indicators such as age,gender, education, employment, income, family status, and ethnicity toidentify and evaluate products based on the retailers' target market;

(F) identify and analyze how the product, price, promotion, and placement ofthe product impacts the retail market; and

(G) evaluate data to determine what sector of the market to target such as themass market, a target market, or market segmentation.

(6) The student demonstrates an understanding of the role and responsibilities of abuyer in retail management and can analyze the target market to evaluate consumerneeds and wants based on data. The student is expected to:

of 122

(A) define and describe various merchandising categories such as staple,fashion, seasonal, convenience;

(B) evaluate merchandise plans and their components including planned sales,planned stock, planned stocked reductions, and planned retail purchases;

(C) analyze each stage of a product’s life cycle including introduction, growth,maturity, and decline and how this relates to the target market; and

(D) develop a budget based on financial goals.

(7) The student applies inventory management strategies to effectively create andmanage reliable tracking systems to schedule purchases, calculate turnover rate,and plan merchandise and marketing decisions. The student is expected to:

(A) evaluates the process of purchasing inventory and executing a purchaseorder, transporting orders, and receiving orders;

(B) evaluates inventory management practices and the process of orderingmerchandise, receiving it into stock, and allocating funds for the vendor;

(C) differentiate between perpetual and periodic inventory tracking methods anddescribe how point of sale software, universal product codes (UPCs), radiofrequency identification (RFID), stock shrinkage, and loss prevention impacta retailer’s inventory management; and

(D) analyze how stock turnover rates impact inventory.

(8) The student evaluates retailer pricing strategies based on factors such ascompetition, the economy, and supply and demand to maximize sales and profit. Thestudent is expected to:

(A) evaluate how uncontrollable factors such as competition, the economy, andsupply and demand impact pricing;

(B) evaluate how controllable factors such as company goals, operatingexpenses, and product life cycles impact pricing;

(C) describe and evaluate how demand-based pricing, competition-basedpricing, and cost-based pricing determine the base price for a product;

(D) identify how market share impacts pricing of products; and

(E) create price points using Keystone pricing, industry benchmarks, andindustry surveys.

(9) The student evaluates effective promotional activities retail managers use to inform,persuade, and remind customers of products that will meet consumer needs through

of 122

the use of advertising, sales promotion, public relations, and personal selling. The student is expected to:

(A) apply the six elements of effective communication including sender,message, channel, receiver, translation, and feedback;

(B) demonstrate an understanding of effective written, verbal, and nonverbalcommunication;

(C) evaluate effective promotional communication techniques used to inform ormotivate consumers to invest in products or services;

(D) evaluate advertising, public relations, personal selling, and sales promotiontechniques; and

(E) evaluate and employ technology applications to promote items using onlineadvertising, web presence, social media, email campaigns, and othermodes of electronic promotional modes.

(10) The student analyzes and applies personal selling elements needed in retailmanagement to determine how to generate sales. The student is expected to:

(A) apply sales generating techniques including prospecting, solutiondevelopment, buyer qualification, opportunity qualification and control,negotiation, and account management and follow-up;

(B) describe how ethical behaviors on the part of the sales associate impactsthe retail market;

(C) apply selling techniques such as…. needed in the retail market;

(D) evaluate best practices of product training for sales associates;

(E) assess how determining the needs, presenting the product, handlingobjections, closing the sale, and following up with customers increasessales for the retailer; and

(F) determine what types of questions a sales associate should ask aconsumer;

(11) The student evaluates and applies visual merchandising. The student is expected to:

(A) evaluate how a retailer’s storefront, store layout, store interior, centralizedvisual merchandising, and interior displays impact sales and a consumer’sexperience with the business; and

(B) apply the proper use of design elements such as mannequins, props,lighting, color, signage, and graphics.

of 122

(12) The student demonstrates an understanding of the role of the retail manager forrecruiting, hiring, training, supervising, and terminating employees as well asmaintaining the everyday operation of a business to ensure that it functions efficientlyand meets established goals. The student is expected to:

(A) evaluate methods of recruiting externally;

(B) explain the proper methods of recruiting internally;

(C) consider how to develop a diverse pool of talent for employmentconsideration;

(D) explain the application of Equal Employment Opportunity Commissionguidelines on the recruitment process;

(E) explain why employees often need additional training such as learning newskills and technologies and complying with new laws and regulations;

(F) construct an employee appraisal program;

(G) explain who should evaluate employees, including supervisors andmanagers, peers, customers or clients, and subordinates; and

(H) identify leadership and career development activities such as involvementwith appropriate student and local management associations.

(13) The student demonstrates an understanding of the importance of effective teams andanalyzes how effective leaders implement group development strategies. Thestudent is expected to:

(A) understand the process of forming, storming, norming, performing, andadjourning;

(B) discuss effective interpersonal and team-building skills involving situationswith coworkers, supervisors, and subordinates;

(C) evaluate personal integrity and its effects on relationships in the workplace;

(D) evaluate characteristics of successful working relationships such asteamwork, conflict resolution, self-control, and the ability to accept criticism;

(E) evaluate the importance of diversity in the workplace;

(F) analyze employer expectations; and

(G) exhibit productive work habits and attitudes.

(14) The student analyzes and evaluates the practice of risk management includingidentifying, assessing, and reducing the risk through proper planning. The student isexpected to:

Page 101 of 121

(A) differentiate between natural, human, market, economic and market risks;

(B) differentiate between controllable and uncontrollable risks;

(C) evaluate strategies to minimize risks by identifying, assessing, and reducingrisks; and

(D) analyze how financial losses from human, physical, and natural type riskfactors can be minimized through the use of insurance.


The development of the global and domestic retail marketplace in tandem with improvements in technology have created options for consumers to receive goods and services. Thus, the need for the 21st century learner to understand the various facets of the retail marketplace is imperative as this area of study has evolved from its traditional model. Students will have the opportunity to develop the skills needed to help customers obtain the desired merchandise from the retail stores for their end use. Through a challenging curriculum encompassing leadership training, marketing, logistics, merchandising, and customer service training, students will gain the knowledge and skills necessary to become competent decision makers and effective leaders and be prepared to pursue a future career in retail services.


Kosloski, M., & Davis, S. (2015). Retailing and E-tailing. Tinsley-Park, IL: Goodheart-Wilcox.

National Retail Federation: Includes press release, retail trends, videos, retail library, and retail news


Participate in mock interviews Resume Creating Conduct Market Research Create promotional materials Create merchandising displays Track and manage inventories

of 122

Simulate greeting vs the merchandise approach Practice how to handle customer objections Create balance sheets Evaluate laws governing the retail industry Establish store policies for a mock business Interview industry leaders


Student outcomes may be evaluated through classroom and or homework assignments, independent and group projects, teacher-developed exams and simulation/ performance based assignments. Additionally, students will create and maintain portfolios of their work containing including written papers, online learning, quizzes, written and practical examinations.


Business and Finance: Grades 6-12 Business Education: Grades 6-12 Marketing: Grades 6-12 Marketing Education: Grades 8-12


Student certifications NRF (Rise Up) Retail Industry Fundamentals NRF (Rise Up) Customer Service and Sales NRF (Rise Up) Advanced Customer Service and Sales

of 122

Course: Sports and Entertainment Marketing II PEIMS Code: available July 1 Abbreviation: available July 1 Grade Level(s): 10-12 Number of Credits: 0.5

Course description:

Sports and Entertainment Marketing II is an advanced course designed to build upon students’ prior knowledge of sports and entertainment marketing. Students will develop a thorough understanding of advanced marketing concepts and theories as they relate to the sports and entertainment industries. Students will investigate the components of branding, sponsorships and endorsements, as well as promotion plans needed for sports and entertainment events. The course also supports career development skills and explores career options. Academic skills (mathematics, science, English, and history/social science) related to the content are a part of this course.


(a) General requirements. This course is recommended for students in Grades 10-12.Prerequisite: Sports and Entertainment Marketing. Recommended prerequisite: Principlesof Business, Marketing, and Finance. Students shall be awarded one-half credit forsuccessful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned withchallenging academic standards and relevant technical knowledge and skillsfor students to further their education and succeed in current or emergingprofessions.

(2) The Marketing Career Cluster focuses on planning, managing, andperforming marketing activities to reach organizational objectives.

(3) Sports and Entertainment Marketing II provides students with a thoroughunderstanding of the principles of management and planning supported byresearch, financial, and legal concepts. Major topics in the course include eventplanning, career plan development, and the establishment of a sports orentertainment product/business.

of 122

(4) Students are encouraged to participate in extended learning experiences suchas career and technical student organizations and other leadership orextracurricular organizations.

(5) Statements that contain the word “including” reference content that must bemastered, while those containing the phrase “such as” are intended as possibleillustrative examples.


(1) The student demonstrates professional standards/employability skills asrequired by business and industry. The student is expected to:

(A) communicate effectively with others using speaking, listening, and writing skills;

(B) demonstrate collaboration skills through teamwork;

(C) demonstrate professionalism by conducting oneself in a mannerappropriate for the profession and workplace;

(D) demonstrate a positive, productive work ethic by performing assignedtasks as directed;

(E) show integrity by choosing the ethical course of action and complyingwith all applicable rules, laws, and regulations;

(F) demonstrate time-management skills such as prioritizing tasks, followingschedules, and tending to goal-relevant activities in ways that use timewisely and optimize efficiency and results; and

(G) demonstrate leadership skills by participating in activities such ascareer and technical education student organizations.

(2) The student discusses the economics of the sports and entertainmentindustry. The student is expected to:

(A) describe United States economic indicators;

(B) analyze the relationship between the U.S. economic indicators and thesports and entertainment industry;

(C) analyze the global economic impact of the sports and entertainmentindustry; and

(D) describe how cultural and political environments impact the global sportsand entertainment industry.

(3) The student explains the organizational structure within the sports andentertainment industry. The student is expected to:

of 122

(A) distinguish between the different types of organizational structures suchas sport governing bodies, sport providing entities and sport spectacleorganization within the sports and entertainment industry;

(B) explain the advantages and disadvantages of operating as a for-profit ornot-for-profit organization; and

(C) compare the differences in goals between a national football team and alittle league team.

(4) The student relates the development of entrepreneurship to the sports andentertainment marketing industry. The student is expected to:

(A) explain entrepreneurship as it relates to sports and entertainment, suchas the development of a little league team or a new fitness center;

(B) describe the qualities needed for success as an entrepreneur in thesports and entertainment industry;

(C) discuss the contributions of entrepreneurs to the sports andentertainment industry, such as a local football player or actor/actress ina new restaurant;

(D) analyze the impact small sports and entertainment businesses have onthe economy.

(5) The student explains that marketing management is an important tool indeveloping marketing strategies. The student is expected to:

(A) explain marketing management as it relates to sports andentertainment marketing;

(B) describe the levels of management and illustrate the levels onorganizational charts;

(C) identify management functions such as marketing, accounting, ITdepartment.

(D) analyze the marketing manager’s role in decision making as it relatesto a sports team, cultural event, or spring festival;

(E) evaluate the skills and characteristics of sports and entertainmentmarketing managers.

(6) The student discusses the importance of ethics in the sports and entertainmentindustry. The student is expected to:

(A) discuss ethical issues that may arise in the sports and entertainmentindustry;

of 122

(B) debate the social and environmental responsibility of the sports andentertainment industry;

(C) analyze media for point-of-view and bias and describe its effecton current events in the sports and entertainment industry; and

(D) evaluate how the values reflected by sports and entertainment affect thecommunity.

(7) The student analyzes the legal aspects of the sports and entertainment industry.The student is expected to:

(A) explain risk management and its relationship to the sports andentertainment industry;

(B) identify purposes, types, and terms of contracts such as avenue contract, player’s contract, or coach’s contract;

(C) examine the role of unions in the sports and entertainment industry;

(D) explain the impact of the Americans with Disabilities Act (ADA)on sports and entertainment events and facilities;

(E) describe the impact of national, state, and local laws and regulations onthe sports and entertainment industry; and

(F) analyze the impact of piracy on the sports and entertainmentindustry.

(8) The student recognizes that a successful business must use market research todevelop a company. The student is expected to:

(A) identify primary and secondary sources of data for marketresearch;

(B) describe external contingencies and how they affect the sportsand entertainment industry;

(C) outline the steps in developing a market research project as it relates tosports and entertainment;

(D) develop a market research project relating to sports or entertainment; and

(E) evaluate the results of a market research project.

(9) The student determines how market analysis is applied in the sports andentertainment industry. The student is expected to:

(A) identify the types of market segmentation;

(B) identify niche markets in the sports and entertainment industry;

of 122

(C) perform a SWOT (strengths, weaknesses, opportunities, threats) analysis;and

(D) develop a market segmentation analysis.

(10) The student calculates revenues and expenses in order to evaluate profitability.The student is expected to:

(A) identify revenue sources in the sports and entertainmentindustry;

(B) identify expenses in the sports and entertainment industry;

(C) create a budget with all the components of financial transparency, such asprice levels, market depth and audited financial reports; and

(D) analyze financial statements.

(11) The student develops a plan for security. The student is expected to:

(A) describe the types of indoor and outdoor security;

(B) research partnerships with safety and security professionals andagencies;

(C) analyze the security and safety needs of a venue; and

(D) develop an emergency preparedness plan to address threats to avenue.

(12) The student identifies the process involved in planning an event. The student isexpected to:

(A) determine the personnel needs for an event;

(B) determine the financial resources required for each activity or task for anevent;

(C) design a marketing plan for an event;

(E) develop a budget for an event;

(F) implement a sports or entertainment event;

(G) evaluate the event to determine success and discuss changes needed;and

(H) develop follow-up activities to recognize participants after anevent.

(13) The student identifies that a strong fan base is needed in the sports andentertainment industry. The student is expected to:

of 122

(A) analyze how fans have changed in the last 20 years; and

(B) compare what attracts men and women to sports or entertainmentevents.

(14) The student identifies careers in the sports and entertainment industry. Thestudent is expected to:

(A) identify sources of information on career and employment-relatedopportunities;

(B) identify career opportunities at the mentorship, internship, entry, mid-management, and upper-management levels; and

(C) research a career in the sports and entertainment industry.


Employment of entertainment and sports occupations is projected to grow 6 percent from 2014 to 2024, about as fast as the average for all occupations, adding about 46,000 new jobs. Employment will increase from about 781,700 jobs in 2014 to about 827,700 jobs in 2024. Strong demand from the public for more movies and television shows as well as increasing popularity of and participation in sports will contribute to job growth for the entertainment and sports occupations (Bureau of Labor and Statistics). Texas is home to many sports, entertainment and marketing industries which have a major impact on economic and workforce development. Sports and Entertainment Marketing II is designed to prepare students to apply their knowledge and skills in the field of sports and entertainment marketing.


Kaser, K., & Oelkers, D. (2016). Sports and entertainment marketing (4th ed.). Boston, MA: Cengage Learning

Sports Career Consulting (2016). The business of sports and entertainment (5th ed.). http://www.sportscareerconsulting.com


Student learning will occur in and out of the classroom: • Field trips to local sports/entertainment venues• Develop and implement a marketing event within the district (i.e. district dodge ball

tournament, community service event to raise funds for charity)

of 122

http://www.sportscareerconsulting.com/

• Guest speakers from the marketing industry, specifically from sports, entertainment andrecreation marketing fields

• Participation in Career and Technical Student Organizations (CTSO’s) leadershipconferences and competitive events


Student outcomes may be evaluated through multiple assessments: • Group and individual projects• Class presentations• Tests• Quizzes

Additionally, students will create, organize and execute an event from start to finish, including a business and marketing plan.


An assignment for Sports and Entertainment Marketing, Grades 9-12, is allowed with one of the following certificates.

(1) Any marketing or distributive education certificate.(2) Marketing: Grades 6-12.(3) Marketing Education: Grades 8-12.

Two Years of wage-earning experience in at least one of the marketing occupations


of 122

Acting for the Camera

PEIMS Code: N1170193 Abbreviation: ACT4CAM Grade Level(s): 11–12 Award of Credit: 1.0






Course Description: The purpose of this course is to apply skills introduced in theatre classes to acting for the camera. Through the use of television, film, and commercial copy, students are introduced to basic on-camera technique and terminology. Students work one-on-one with the camera in exercises, television scenes, and film scenes, incorporating the skills developed in voice, movement, and acting classes into a variety of commercial situations.

By the end of the course, students will be comfortable with on-camera acting techniques, as well as on-camera blocking, business, subtext, and reactions. Through technique exercises, script analysis, and scene study, students will expand their range of emotional, intellectual, physical, and vocal expressiveness and be able to successfully prepare for on-camera auditioning.

Essential Knowledge and Skills: (a) General Requirements. Students shall receive one credit for the successful completion of

this course. Recommended prerequisite: Theatre II or Musical Theatre II.(b) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts tooffer unique experiences and empower students to explore realities, relationships,and ideas. These disciplines engage and motivate all students through activelearning, critical thinking, and innovative problem solving. The fine arts developcognitive functioning and increase student academic achievement, higher-orderthinking, communication, and collaboration skills, making the fine arts applicable tocollege readiness, career opportunities, workplace environments, social skills, andeveryday life. Students develop aesthetic and cultural awareness throughexploration, leading to creative expression. Creativity, encouraged through thestudy of the fine arts, is essential to nurture and develop the whole child.

of 122


(2) Four basic strands--foundations: inquiry and understanding; creative expression;historical and cultural relevance; and critical evaluation and response--providebroad, unifying structures for organizing knowledge and skills students areexpected to acquire. Through the foundations: inquiry and understanding strand,students develop a perception of self, human relationships, and the world usingelements of drama and conventions of theatre. Through the creative expressionstrand, students communicate in a dramatic form, engage in artistic thinking, buildpositive self-concepts, relate interpersonally, and integrate knowledge with othercontent areas in a relevant manner. Through the historical and cultural relevancestrand, students increase their understanding of heritage and traditions in theatreand the diversity of world cultures as expressed in theatre. Through the criticalevaluation and response strand, students engage in inquiry and dialogue, acceptconstructive criticism, revise personal views to promote creative and criticalthinking, and develop the ability to appreciate and evaluate acting styles in variousmedia.

(3) Through the use of television, film, commercial, web productions, and industrials,students will adapt acting techniques mastered in Theatre I and II classes byfamiliarizing, developing, and applying basic on-camera acting techniques andterminology to film material. Students will incorporate developed skills in voice,movement, and acting by demonstrating the differences between stage and filmacting while developing skills with on-camera blocking, business, subtext, andreactions; cultivating creative tools and expressiveness for the camera; andpreparing for on-camera auditioning.


(c) Knowledge and Skills.(1) Foundations: inquiry and understanding. The student develops concepts about

self, human relationships, and the environment using elements of drama and theconventions of film acting techniques. The student is expected to:(A) apply on-camera acting preparation and warm-up techniques effectively;(B) model proper on-camera physical and vocal techniques such as diction,

inflection, and projection;(C) identify and explain terminology associated with film industry or acting for

the camera such as backlighting, cut, rolling, focus, follow shot, framing,master shot, montage, marking (such as hitting your mark), and voiceover;

(D) analyze and evaluate dramatic structure and genre of various television,video, and film texts;

(E) distinguish among acting conventions and techniques of theatre versusfilm, television, commercials, web, and industrials;

(F) identify and describe the functions of various film equipment such ascamera, light sources, boom microphone, video stabilizers, and gimbals;and

(G) develop and practice memorization and cold-reading skills.(2) Creative Expression: performance. The student develops techniques and skills

specific to screen acting. The student is expected to:

of 122

(A) modify acting conventions and performance to an on-camera actingenvironment and equipment, including specific shot sizes, picturecomposition, camera placement and focus, various microphones, andblocking, business, and reactions;

(B) model safe, appropriate on-camera acting communication techniques toallow for physical, vocal, and emotional expression;

(C) identify and apply professional film, commercial, and television auditionskills;

(D) collaborate with the ensemble and analyze its effect on film production;(E) analyze and interpret characters from various genres and styles,

describing physical, intellectual, emotional, and social dimensions;(F) interpret scripted sides of various styles to portray believable characters;

and(G) create individually or devise collaboratively imaginative sides, scenarios,

and characters.(3) Creative performance: production. The student applies on-camera production

concepts and skills. The student is expected to:(A) apply terminology, procedures, and protocol for working on television and

film sets;(B) develop and practice safe and effective on-camera acting skills;(C) read and analyze cultural, social, and political aspects of a script to

determine technical elements and their effect on human emotions;(D) analyze and evaluate films, television shows, commercials, web

productions, or industrials as a basis for technical discussions,considering themes, settings, times, literary and filming styles, genres, orcharacters;

(E) identify the roles and responsibilities of film crew members such asproducer, director, screenwriter, production designer, cinematographer,actor, line producer, key grip, and gaffer; and

(F) perform the role of actor demonstrating responsibility, artistic discipline,and creative problem solving.

(4) Historical and cultural relevance. The student relates on-camera acting styles tohistory, society, and culture. The student is expected to:(A) explain the history and evolution of the film and television industries,

including analyzing current trends and predicting future practices;(B) describe how changing technology is impacting the film and television

industries;(C) evaluate historical and cultural influences on film production;(D) analyze ways in which film, television, commercials, web productions, and

industrials influence daily life, including societal values and behaviors;(E) research camera and production styles and approaches around the world;

and

of 122

(F) research film actors from various time periods and cultures and identifythe actors’ influence on the film and television industry and society.

(5) Critical evaluation and response. The student responds to and evaluates on-camera acting and types of film production. The student is expected to:(A) defend on-camera acting as an art form;(B) evaluate self and others as a creative being;(C) compare and contrast the elements of acting for the camera methods

including film, television, commercial, web productions, and industrials;(D) apply evaluation feedback by making adjustments to personal on-camera

acting work; and(E) offer and receive constructive criticism of on-camera performances of self

and others.(6) Career readiness. The student demonstrates professional standards/employability

skills as required by the film acting industry. The student is expected to:(A) research opportunities in training, education, and certifications for

employment;(B) research career and avocational opportunities in the film industry;(C) evaluate the applicability of on-camera acting skills and experiences to

higher education and careers outside the film industry; and(D) create a resume and personal acting reel demo suitable for professional

use.


Sudol, John. Acting Face to Face: The Actors Guide to Understanding. www.actingfacetoface.com, 2013.

Dhanraj, Balaji. The Complexity of Film Acting. International Journal of Innovations in Engineering and Science. October 2017.

Barr, Tony, and Eric Stephan. Kline. Acting for the Camera. HarperCollins, 1997.

Benedetti, Robert L. ACTION!: Acting for Film and Television. Allyn and Bacon, 2001.

Cardullo, Bert, et al. Playing to the Camera: Film Actors Discuss Their Craft. Yale University Press, 1998.

Haase, Cathy, and Ian McKellen. Acting for Film. Allworth Press, an Imprint of Skyhorse Publishing, Inc., 2018.

Lemack, Brad. The New Business of Acting: How to Build a Career in a Changing Landscape. Ingenuity Press USA, 2018.

Caine, Michael. Acting in Film: An Actors Take on Movie Making. Revised Expanded Edition. Applause Theatre Book Publishers, 1997.

Morris Andréa, and Paul Ekman. The Science of on-Camera Acting. Becoming Media

of 122

http://www.actingfacetoface.com/

Production, 2014. Shepard, John Warren. Auditioning and Acting for the Camera: Proven Techniques for

Auditioning and Performing in Film, Episodic TV, Sitcoms, Soap Operas, Commercials, and Industrials. Smith and Kraus, 2004.

Tucker, Patrick. “Secrets of Screen Acting.” New York: Routlege, 2015.


• Record sides or scene work and review for mastery of on-camera techniques.• Write a screenplay from script meant for the stage.• Adjust performance sides or scene work for specific shot sizes.• Experiment filming a screenplay out of sequence while maintaining the integrity of the

script.• Explore physical and vocal awareness exercises to apply to on-camera acting

recordings.• Mock auditions with commercial, movie, and sitcom sides.• Research and create what all is needed to set up a great camera shot for an individual's

recording.


• Scene, sides, sitcom, and commercial work studies• Taking direction on set• Mock auditions/cold reads for the film actor• Visit/experience working in a film studio• Self-assessment (Ex: https://nohoartsdistrict.com/industry-all-art/actors-

advice/item/4922-actor-evaluation-checklist)• Create an actor reel: a compilation of a student’s (best) acting work for the camera that

shows range and gives a sense of acting abilities and on-camera presence

Teacher qualifications: An assignment for this course is allowed with one of the following certificates.

● All-Level Speech/Drama.● All-Level Speech Communications/Theatre Arts (Prekindergarten-Grade 12).● All-Level Theatre Arts (Prekindergarten-Grade 12).● Grades 6-12 or Grades 9-12--Theatre Arts.● Junior High School (Grades 9-10 only) or High School--Drama.● Junior High School (Grades 9-10 only) or High School--Speech and Drama.● Secondary Theatre Arts (Grades 6-12).● Theatre: Early Childhood-Grade 12.


of 122

https://nohoartsdistrict.com/industry-all-art/actors-advice/item/4922-actor-evaluation-checklist

https://nohoartsdistrict.com/industry-all-art/actors-advice/item/4922-actor-evaluation-checklist

Dramaturgy

PEIMS Code: N1170194 Abbreviation: DRMTGY Grade Level(s): 11–12 Award of Credit: 1.0






Course Description: The purpose of the Dramaturgy course is to introduce students to the field of dramaturgy where they can become literary and historical consultants who work with directors, designers, and actors to make an artistic vision a reality. In the Dramaturgy course, students will learn to collaborate with a team to effectively synthesize literary analysis and historical research into authentic and compelling theatre (storytelling). They will learn to collaborate with playwrights to help shape new scripts and stories as well as advocate for playwrights’ intentions during the rehearsal process. The recommended participants are students who are interested in acting, designing, playwriting, directing, or producing theatre. Students will learn to collaborate with a production team by analyzing, questioning, researching, interpreting, problem-solving, storytelling, defining, clarifying, philosophizing, decision-making, innovating, communicating (verbal and written), developing bibliographies and casebooks; understanding and appreciating the historical context; educating actors, designers, directors and audience.

Essential Knowledge and Skills: (a) General Requirements: Students shall be awarded one credit for the successful

completion of this course. Prerequisite suggested: Theatre II or equivalent Productionclasses.

(b) Introduction.(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to

offer unique experiences and empower students to explore realities, relationships,and ideas. These disciplines engage and motivate all students through activelearning, critical thinking, and innovative problem solving. The fine arts developcognitive functioning and increase student academic achievement, higher-orderthinking, communication, and collaboration skills, making the fine arts applicable tocollege readiness, career opportunities, workplace environments, social skills, andeveryday life. Students develop aesthetic and cultural awareness through

of 122


exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2) Four basic strands--foundations: inquiry and understanding; creative expression;historical and cultural relevance; and critical evaluation and response--providebroad, unifying structures for organizing knowledge and skills students areexpected to acquire. Through the foundations: inquiry and understanding strand,students develop a perception of self, human relationships, and the world usingelements of drama and conventions of theatre. Through the creative expressionstrand, students communicate in a dramatic form, engage in artistic thinking, buildpositive self-concepts, relate interpersonally, and integrate knowledge with othercontent areas in a relevant manner. Through the historical and cultural relevancestrand, students increase their understanding of heritage and traditions in theatreand the diversity of world cultures as expressed in theatre. Through the criticalevaluation and response strand, students engage in inquiry and dialogue, acceptconstructive criticism, revise personal views to promote creative and criticalthinking, and develop the ability to appreciate and evaluate live theatre.

(3) The student learns to combine history research techniques, literary analysis tools,and collaboration skills to work with directors, designers and actors to produceauthentic and compelling theatre for social, political, philosophical and aestheticpurposes. The purpose of the Dramaturgy course is to introduce students to thefield of dramaturgy where they can become literary and historical consultants whowork with directors, designers, and actors to make an artistic vision a reality.


(c) Knowledge and Skills.(1) Foundations: inquiry and understanding. The student develops concepts about

dramaturg as an aesthetic philosopher who works to enrich the process ofperformance for the creative team and the audience. The student is expected to:(A) describe the functions of a dramaturg in various contexts, including a

production, a new play in development, and theatre company;(B) analyze the role of a dramaturg on a production team;(C) consider how the artistic choices made by the creative team in the

process of production might enhance the philosophical, political, oraesthetic goals of the event;

(D) propose appropriate texts for theatrical venues such as schools, theatricalcompany seasons, or theatre spaces;

(E) research, analyze, and critique plays and playwrights from variousgenres;

(F) read and review classic, modern, and contemporary plays;(G) research theatre history; and(H) research acting styles.

(2) Creative expression: performance. The student analyzes and interprets scriptsusing historical data and research and creates dramatizations. The student isexpected to:

of 122

(A) adapt plays for a theatrical production by:(i) cutting, proofing, and editing a script for production and justifying

editorial choices to the production team;(ii) advocating for the playwright’s intention; and(iii) interpreting and summarizing script/text meaning and theme;

(B) research, organize, and present accurate maps and timelines andartifacts, if applicable, of historical material related to a production; and

(C) promote the director, designer, or artist’s vision and concept both withinthe production company and crew and with outside stakeholders.

(3) Creative expression: production dramaturgy. The student applies research, design,directing, and theatre production concepts and skills to production dramaturgy.The student is expected to:(A) ensure accuracy of set, sound, props, costumes, hair, makeup, acting

and directing style throughout the rehearsal and performance cycle;(B) establish and maintain authenticity and accuracy of the “world of the play”

as defined by the director, including the relationships between the variouscharacters, their personalities, the situation in which they find themselves,and the social, historical, and cultural context of the play when it waswritten;

(C) collaborate with and provide feedback for directors and actors throughoutthe rehearsal and performance cycle;

(D) collaborate with marketing and publicity personnel to ensure publicitymaterials such as website, press releases, posters, and brochures reflectthe vision established by the production;

(E) create, assemble, and disseminate study guides and educational packetsfor directors, actors, and audiences using technology as appropriate;

(F) generate informative lobby display; and(G) facilitate or moderate “talk backs” between audience and actors or

production team after a performance.(4) Historical and cultural relevance. The student relates theatre to history, society,

and culture. The student is expected to:(A) apply historical and cultural accuracy from research in production

elements;(B) research historical and political settings related to a production;(C) research the culture, including art, music, food, and aesthetics, of a

variety of time periods and world cultures as needed for a selectedproduction;

(D) depict theatrical scripts as a reflection of life in particular times, places,and cultures; and

(E) investigate the influences that dramaturgy has on theatre, television, andfilm.

(5) Critical evaluation and response. The student responds to and evaluates theatreand theatrical performances. The student is expected to:

of 122

(A) defend dramaturgy as an art form;(B) evaluate self and others as a creative being;(C) offer and receive constructive criticism of research, interpretations, and

adaptations of scripts by peers and self;(D) evaluate live theatre in written and oral form with precise and specific

observations of accurate dramaturgy elements using appropriatevocabulary; and

(E) use technology to communicate and present findings in a clear andcoherent manner.

(6) Career readiness. The student demonstrates professional standards andemployability skills as required in the field of dramaturgy. The student is expectedto:(A) research opportunities in training, education, and certifications for

employment as a dramaturg;(B) compile research and project examples to construct a resume and

portfolio of works created as a dramaturg;(C) research career and avocational opportunities in dramaturgy in industries

such as theatre, television, or film and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities; and

(D) apply dramaturgical skills and experiences to higher education andcareers outside of the theatre.

Recommended Resources and Materials: Brockett, O. G. (1968). History of the theatre Oscar G. Brockett. Boston, Allyn and Bacon.

Chemers, M. M. (2018). The Legacy of the Hamburg Dramaturgy. The Hamburg Dramaturgy by G.E. Lessing, 23–30. doi: 10.4324/9780203072400-3.

Chemers, M. M. (2010). Ghost light: an introductory handbook for dramaturgy. Carbondale: Southern Illinois University Press.

Davis, M. H. (2017, November 21). Top Dramaturgy Schools. Retrieved from https://education.seattlepi.com/top-dramaturgy-schools-2101.html

Dramaturgy 101. (n.d.). Retrieved from https://www.schooltheatre.org/publications/featuredarticles/dramaturgy101

Koger, A. K. (2010). Toward a Dramaturgical Sensibility: Landscape and Journey (review). Theatre Topics, 20(1), 78–79. doi: 10.1353/tt.0.0085

Luckhurst, M. (1998). Susan Jonas, Geoff Proehl, and Michael Lupu, eds. Dramaturgy in American Theater: a Source Book. Fort Worth: Harcourt Brace, 1997. ISBN 0-155-02586-4. New Theatre Quarterly, 14(54), 192–192. doi: 10.1017/s0266464x00012112

On directing and dramaturgy: burning the house. (2020, January 30). Retrieved from https://www.worldcat.org/title/on-directing-and-dramaturgy-burning-the-house/oclc/501837161.

of 122

https://education.seattlepi.com/top-dramaturgy-schools-2101.html

https://www.schooltheatre.org/publications/featuredarticles/dramaturgy101

https://www.worldcat.org/title/on-directing-and-dramaturgy-burning-the-house/oclc/501837161

https://www.worldcat.org/title/on-directing-and-dramaturgy-burning-the-house/oclc/501837161


• Introduce dramaturgy/research.• Research the history of and define dramaturgy.• Display props and gallery work.• Discuss play and project selection.• Analyze scripts.• Collaborate with producers, directors, designers, actors, acting as “diplomat or

mediator” when needed.• Develop glossaries or other reference resources• Research playwright’s background, production history and historical context.• Research art, music, culture and playwright’s contemporaries/influencers.• Research playwright’s media exposure (books, magazines, videos, newspapers,

children books, educational setting).• Develop and present timelines and maps; develop “World of the Play” presentations.• Create dramaturgy inspiration boards, physical bulletin boards, or digital boards

(Pinterest, slideshows, webpages, portfolios).• Research playwriting and scene work.• Develop and facilitate program notes, pre-discussions, lobby displays, and talkbacks.• Attend rehearsals and be the “keeper of the text;” the “historical, critical, literary, and

philosophical consciousness” and the script “watchdog” and “word person.”• Develop and distribute audience study guides (audience’s surrogate)• Join dramaturgy teams and projects.


• Play discussion and project selection• Script work and analysis• Close readings and glossary development• Research playwright’s background, production history and historical context• Research art, music, culture and playwright’s contemporaries/influencers• Research playwright’s media exposure (books, magazines, videos, newspapers,

children books, educational setting)• Playwriting• Props and gallery work (display your findings)• Developing and presenting timelines and maps; developing physical and digital

inspiration boards; developing “World of the Play” presentations• Dramaturgy inspiration boards, physical bulletin boards, digital boards (Pinterest,

slideshows, webpages, portfolios)• Developing and facilitating program notes, pre-discussions, lobby displays, talkbacks

Teacher qualifications: An assignment for Dramaturgy is allowed with one of the following certificates.

• All-Level Speech/Drama.• All-Level Speech Communications/Theatre Arts (Prekindergarten-Grade 12).• All-Level Theatre Arts (Prekindergarten-Grade 12).• Grades 6-12 or Grades 9-12--Theatre Arts.• Junior High School (Grades 9-10 only) or High School--Drama.

of 120

• Junior High School (Grades 9-10 only) or High School--Speech and Drama.• Secondary Theatre Arts (Grades 6-12).• Theatre: Early Childhood-Grade 12.


of 122

Advanced Cloud Computing - BoardDocs

Documents

Transcript of Advanced Cloud Computing - BoardDocs