A Correlation between the Common Core State Standards,Utah Core Curriculum Standardsand Junior Achievement ProgramsUpdated August 2013Utah Core Curriculum StandardsCommon Core State Standards IncludedJunior Achievement USA One Education WayColorado Springs, CO 80906www.ja.org
OverviewIn this document, Junior Achievement programs are correlated to the Utah Core Curriculum Standards forSocial Studies for grades K-12 as well as the Common Core State Standards in English/ Language Artsand mathematics.Junior Achievement programs offer a multidisciplinary approach – connecting information across socialstudies disciplines such as economics, geography, history, government, and civics while incorporatingmathematical concepts and reasoning and language arts skills.This list is not meant to be exhaustive or intended to suggest that a JA program will completely addressany given standard, but is designed to show how it can enhance or complement efforts to do so. Theflexibility of the programs and supplementary materials allow specific content or skills to be addressed indepth by the teacher and/or business volunteer as needed.JA Elementary School ProgramsJA Ourselves uses compelling stories read aloud by the volunteer, along with hands-on activities todemonstrate helping, working, earning, and saving.JA Our Families introduces students to the intersection of entrepreneurship and first-grade social studieslearning objectives, including how family members’ jobs and businesses contribute to the well-being ofthe family.JA Our Community explores the interdependent roles of workers in a community, the work theyperform, and how communities work.JA Our City introduces students to the intersection of financial literacy and third-grade social studieslearning objectives, including the characteristics of cities and how people and businesses in cities managetheir money.JA Our Region introduces students to entrepreneurship and how entrepreneurs use resources to producegoods and services in a community. Students solve problems by weighing risks and rewards.JA Our Nation provides practical information about businesses’ need for individuals who can meet thedemands of the job market, including high-growth, high-demand jobs. Further, it introduces the conceptof globalization of business as it relates to production materials and the need for students to beentrepreneurial in their thinking to meet the requirements of high-growth, high-demand careersworldwide.JA More than Money teaches students about earning, spending, sharing, and saving money, andbusinesses they can start or jobs they can perform to earn money.JA Middle Grades ProgramsJA America Works provides students with examples of how business and entrepreneurship affected theeconomic development of the United States during the 19th century.JA Economics for Success provides practical information about personal finance and the importance ofidentifying education and career goals based on a student’s skills, interests, and values.JA Global Marketplace provides practical information about the global economy and its effect on thestudents’ lives.2
JA It’s My Business! encompasses entrepreneurship curriculum for students in grades six, seven, andeight. Students are encouraged to use critical thinking to learn entrepreneurial skills that support positiveattitudes as they explore and enhance their career aspirations.JA It’s My Future provides practical information about preparing for the working world while still inmiddle school.High School ProgramsJA Be Entrepreneurial introduces students to the essential components of a practical business plan, andchallenges them to start and entrepreneurial venture while still in high school.JA Career Success equips students with the tools and skills required to earn and keep a job in highgrowth career industries.JA Company Program analyzes and explores personal opportunities and responsibilities within astudent-led company. Twelve required, volunteer-led meetings.JA Economics examines the fundamental concepts of micro-, macro-, and international economics.JA Exploring Economics fosters lifelong skills and knowledge about how an economy works, includingmicro-, macro-, personal, and international economics.JA Job Shadow prepares students to be entrepreneurial thinkers in their approach to work. Students willacquire and apply the skills needed in demanding and ever-changing workplaces.JA Personal Finance focuses on: earning money; spending money wisely through budgeting; saving andinvesting money; using credit cautiously; and protecting one’s personal finances.JA Titan introduces critical economics and management decisions through an interactive simulation.3
JA OurselvesSession DescriptionsKey Learning ObjectivesCommon CoreEnglish/LanguageArtsCommon CoreMathematicsSocial StudiesSession One:Robbie’s Tripto the FarmStudents makechoices.Objectives: The students will: recognize the role of self appreciate individualdifferencesConcepts: barter, goods,individual, trade, voluntaryexchange, volunteer, workSkills: abstract thinking,decision making, drawing,following directions,interpreting information,listening ession Two: Angieand the CarnivalStudents recognizecoin values.Objectives: The students will: define money identify one form of money(coins) differentiate coinsConcepts: buying, choices,consumer, earning,entrepreneurs, incentives,money, saving, spending, workSkills: coin recognition, coinvaluation, following directions,interpreting information,listening responsively, .K.1-6L.K.4-6K.CC.4-6K.MD.1-3I.2I.3II.1II.2Session Three:Charlie Plantsa GardenStudents worktogether to completea task.Objectives: The students will: recognize the importance ofworking together discover rewards other thanmoneyConcepts: benefit, choices,resources, rewards, workSkills: abstract thinking,decision making, followingdirections, listeningresponsively, .K.1-6L.K.4-6NAI.2I.3II.1II.2III.3Session Four:Meagan Buysa PresentStudents match coinvalues to the costs ofitems.Objectives: The students will: discuss the importance ofsaving money identify a place where peoplesave money demonstrate how to savemoney name something they wouldlike to save forConcepts: buying, choice, costs,earning, money, saving, scarcity,wants, workSkills: coin recognition, coinvaluation, following directions,listening responsively, .K.1-6L.K.4-6K.CC.4-6K.MD.1-3I.2I.3II.1II.24
Session DescriptionsSession Five:Dylan and theNew PlaygroundStudents recall asequence of events.Key Learning ObjectivesObjectives: The students will: identify ways money can beused to benefit others recognize the value of work appreciate the importance ofgivingConcepts: benefit, giving,saving, scarcity, workSkills: abstract thinking,following directions, listeningresponsively, matching,sequencing, teamworkCommon K.1-4RI.K.7-10SL.K.1-6L.K.4-65Common CoreMathematicsNASocial StudiesI.2I.3II.1II.2
JA Our FamiliesCommon CoreEnglish/Language .1.2L.1.1L.1.4SL.1.1SL.1.4SL.1.5L.1.1L.1.4Session DescriptionsKey Learning ObjectivesSession OneOur FamiliesThe students discover howfamilies are alike and differentand how they can work together tomake where they live a betterplace.ObjectivesStudents will be able to: Understand the similarities anddifferences between families. Recognize the importance ofindividuals and families as part ofneighborhoods.Session TwoOur Families’ Needs and WantsThe students become aware thatall families need food, clothing,and shelter to live. They begin tounderstand and distinguish needsfrom wants.ObjectivesThe students will be able to: Categorize needs and wants. Describe the difference betweena need and a want.Session ThreeGreat Job!The students examine the jobsfamily members have, includingoperating their own businesses,and the ways people earn moneyto provide for a family’s needsand wants.ObjectivesStudents will be able to: Define the terms job, business,and entrepreneur. Identify the jobs people do. Analyze their own skills todetermine ways they can supportfamily members.Session FourBusinesses in OurNeighborhoodThe students use the Floor Map tolocate businesses throughout theneighborhood. They also identifylocations for new entrepreneurialbusinesses, along with the goodsor services these businesses willprovide.ObjectivesStudents will be able to: Interpret map symbols. Identify the goods or servicesbusinesses provide.RI.1.7SL.1.1SL.1.4SL.1.5L.1.1L.1.4Session FiveOur New BusinessStudents become entrepreneursand start their own businesses.ObjectivesStudents will be able to: Describe one of theentrepreneurial characteristics—Satisfy a Need or Want.SL.1.1SL.1.4SL.1.5L.1.1L.1.46Common CoreMathematics1.MD.C.4UTSocial Studies220.127.116.11.24.11.OA.A.11.NBT.C.44.1
JA Our CommunitySession DescriptionsSession One: HowDoes a CommunityWork?Students identifytypical jobs in acommunity.Key Learning ObjectivesObjectives: The students will: identify a variety of jobs inthe community recognize how people liveand work together in acommunity become aware of a widerange of job opportunitiesCommon .2.1-3SL.2.5-6L.2.4-6Common CoreMathematicsSocial 9SL.2.1-3SL.2.5-6L.2.4-62.OA.1-2II.1II.2Concepts: business,community, interdependence,job, skill, volunteer, wants andneedsSession Two:Sweet “O” DonutsStudents compare twoproduction strategies.Skills: decision making,following directions, makingobservations, matchingObjectives: The students will: define production compare unit and assemblyline production methods explain that differentstrategies are used to producedifferent types of productsConcepts: assembly-lineproduction, defect, productivity,quality, specialization anddivision of labor, unit productionSession Three: TheRole of GovernmentStudents recognizethat the governmentmust collect taxesfrom everyone to payfor public services.Skills: following directions,interpreting data, makingobservations, makingpredictions, role playing,teamworkObjectives: The students will: recognize government jobs inthe community understand why taxation isnecessaryConcepts: benefits, goods,government, services, taxesSkills: critical thinking,following directions, makingobservations, matching, roleplaying72.NBT.52.MD.8
Session DescriptionsSession Four:A New BusinessStudents use thedecision-makingprocess to make agroup decisionKey Learning ObjectivesObjectives: The students will: define choices use a decision-making model recognize the need to makeinformed decisions take personal responsibilityfor decisionsCommon .2.1-3SL.2.5-6L.2.4-6Common CoreMathematicsSocial StudiesNAII.1II.2NAII.2II.3Concepts: ballot, business,choices, decision tree, majority,trade-offs, voteSession Five:Money MovesStudents illustrate thecircular flow ofmoney.Skills: decisions making,identifying choices, developingideas, listening responsively,problem solving, teamworkObjectives: The students will: identify circumstances ofmoney being exchanged forgoods or services recognize how money flowsthrough a -3SL.2.5-6L.2.4-6Concepts: bank, circular flow ofmoney, goods, money, servicesSkills: listening responsively,role playing, makingobservations, followingdirections8
JA Our CitySession DescriptionsSession One: Our CityA Place Where People Live,Work, and PlayStudents identify the differentzones used in city planningand apply the information toorganize businesses.Common 3.7W.3.8L.3.1L.3.3L.3.4Key Learning ObjectivesObjectivesStudents will be able to: Identify the zones foundwithin a city. Describe the goods andservices provided bybusinesses. Match local businesses tospecific city zones.Session Two: Our CityA Place Where PeopleSpend MoneyStudents examine theimportance of money to a cityand how people use differentmethods to pay for goods andservices.ObjectivesThe students will be able to: Explain the importanceof money in a city,including the role oftaxes. Understand thedifferences betweenneeds and wants.Common 2 Examine the differentways that people pay forgoods and services.Session Three: Our CityA Place Where People BankStudents see the contributionsof financial institutions to acity and how those institutionshelp businesses and peopleachieve their economic goals.ObjectivesStudents will be able to: Summarize thecontribution of financialinstitutions to a city.Session Four: Our CityA Place Where People DineStudents learn the role of anentrepreneur by exploring theprocess involved in startingone type of business: arestaurant. They learn howbusinesses promote a healthyeconomy within a city.ObjectivesStudents will be able to: Define consumer,producer, andentrepreneur. Manage a personal bankaccount. Explore the role of abusiness owner byoperating a business. Apply moneymanagement strategies toa business account.Session Five: Our CityA Place WherePeople CommunicateThe students learn theObjectives Explain the role of thenews media in a city.RF.3.1RF.3.3RF.3.49UTSocial Studies(No correlation)
Session Descriptionsimportance of news media tothe financial well-being of acity.Common .1L.3.3L.3.4Key Learning Objectives Describe how news isdelivered in variousformats, including print,electronic, and humansources. Recognize theimportance of the newsmedia and technology ina community.10Common CoreMathematicsUTSocial Studies(No correlation)
JA Our RegionCommon L.4.4Common CoreMathematicsSession DescriptionsKey Learning ObjectivesSession One:Am I anEntrepreneur?Students explore wellknown businesses,their origins, and thetraits common to theentrepreneurs whostarted them.ObjectivesStudents will be able to: Recognize the impactentrepreneurs have on acommunity or a region. Apply traits common tosuccessful entrepreneurs totheir own skills and abilities.Concepts: Entrepreneur,characteristics, InventorySkills: Analyzing information,Categorizing data, Decisionmaking, Evaluating alternatives,Oral and written communication,Working in pairsSession Two:Regional Resources:Tools forEntrepreneursStudents areintroduced to resourcesand how entrepreneursuse resources to offerproducts and servicesin a region.ObjectivesThe students will be able to: Recognize natural, human,and capital resources. Analyze products and servicesthat can be offered by usingresources.Concepts: Capital resources,Entrepreneur, Human resources,Natural resourcesProducts, Region, Services,Skills: Analyzing information,Categorizing data, Decisionmaking, Evaluating alternatives,Oral and written communication,Presenting information, Workingin groupsW.4.8SL.4.1L.4.1L.4.3L.4.4NASession Three:The Hot DogStand GameStudents learn aboutthe fundamental tasksperformed by abusiness owner andplay a game thatallows them to seemoney coming in andgoing out of abusiness.ObjectivesStudents will be able to: Explain the importance ofkeeping an accurate account ofa business’ financialinformation. Track the revenue andexpenses of a business. Recognize the fundamentaltasks required to run abusiness.Concepts: Businessfundamentals, Expense, Financetracking,Loss, Profit, RevenueSkills: Analyzing information,Categorizing data, Followingdirections, Mathematics,Reading for understanding,Working in T.511Social StudiesNAI.2
Session DescriptionsSession Four:Entrepreneurs areProblem Solvers!Students journeythrough the complexworld of businessproblem solving byweighing potentialrisks and rewards andtracking the outcomeof their choices.Session Five:My Regionin the WorldStudents demonstratethe supply chainthrough a hands-onmanufacturing andtrade experience.Key Learning ObjectivesObjectivesStudents will be able to: Apply the business problemsolving process. Recognize that there arepotential risks and rewards tobusiness decisions.Concepts: Advertising, Price,Reward, Risk, SupplySkills: Analyzing information,Decision making, Evaluatingalternatives, Oral and writtencommunication, Problemsolving, Working in pairsObjectivesStudents will be able to: Recognize theinterdependence of resourceproviders, businesses, andconsumers. Apply the supply chain to amanufacturing example.Concepts: Manufacturing,Resources, Supply chain, Trade,TransportationSkills: Analyzing a diagram,Assembling parts, Cooperativetrading, Decision making,Working in groupsCommon .1L.4.3L.4.4SL.4.1L.4.1L.4.3L.4.412Common CoreMathematicsSocial StudiesNAII.3NAII.3
JA Our NationCommon ,6L.5.1-4Common CoreMathematicsSession DescriptionsKey Learning ObjectivesSession One:What's Your BigIdea?Students practicebeing entrepreneurs byturning ideas intobusinessesObjectives: The students will: Experience free enterpriseand entrepreneurship Identify the key steps in theinnovation process that arenecessary to establish anentrepreneurial business Create an advertisementConcepts: entrepreneur, freeenterprise, goods, profit,servicesSkills: creative thinking,estimating, teamwork, workingin groupsSession Two:What is a Resource?Students becomefamiliar with resourcesand how they apply totechnology, workers,and the needs ofbusinesses andindustriesObjectives: The students will: Describe resources,particularly human andcapital resources Define scarcity andopportunity cost Discuss technology as acapital resource in demand bymost businessesConcepts: capital resources,human resources, naturalresources, opportunity cost,resources, scarcity, technology,technophile, technophobeSkills: addition andsubtraction, decision-making,reading and writing, reasoning,teamwork, working in BT.4-55.NBT.7Session Three:Job to JobStudents examine theskills needed by jobsthat are in demand bybusinesses in a freeenterprise systemObjectives: The students will: Identify the skills that supporthigh-growth, high-demandneeds in the workplace Analyze their own skills tosee how they fit in theworkplaceConcepts: communication,demand, engineering skills,supplySkills: graph interpretation,problem-solving, reading andwriting, teamwork, verbalcommunication, working 4NA13SocialStudiesNASocial StudiesCore 7
Common SL.5.1-4,6L.5.1-4Common CoreMathematicsSession DescriptionsKey Learning ObjectivesSession Four:Cluster of SkillsStudents becomefamiliar with jobclusters and thebackground necessaryfor each jobObjectives: The students will: Identify clusters of jobs andthe background required bythose jobs Create a simple resumeConcepts: employer,employee, resumeSkills: creative thinking,evaluation, oral and writtencommunication, teamwork,working in groupsSession Five:WorldwideConnectionsStudents examine howspecialization andtechnology havecontributed to freeenterprise and theireffect on the globalbusiness worldObjectives: The students will: Describe specialization andcompetition in business Experience the global needsof many businessesConcepts: competition,globally competitive,specializationSkills: communication,
A Correlation between the Common Core State Standards, Utah Core Curriculum Standards and Junior Achievement Programs . , CO 80906 www.ja.org. 2 Overview In this document, Junior Achievement programs are correlated to the Utah Core Curriculum Standards for Social Studies for grades K-12 as well as the Common Core State Standards in English/ Language Arts and mathematics. Junior Achievement .
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.