Accounting & Financial Foundations A Syllabus 1

Accounting and Finance Foundations A Syllabus

Course Description: This course will provide an introduction to both areas of accounting and finance. Topics will include banking, credit, financial literacy, career exploration, spreadsheet usage, and technical writing. The accounting principles taught in this course are based on a double-entry system and include preparing bank reconciliations, payroll taxes, and financial statements. Detailed career exploration in the various fields of accounting will be available.

Prerequisites: None

Materials: 1”-3 Ring Binder, 5 Tabs, Paper for notes, Pencil/Pen. It is suggested that all students purchase a flash drive, however, it is not required.

Grading Policy: GCHS Grading Scale: A=90-100; B=80-89; C=70-79; D=60-69; F=59 & Below

Course Outline

  • Unit 1—Accounting & Finance Math Workshop(approximately 2weeks)

Program of Studies

  • 1.9—Students use mathematical ideas and procedures to communicate, reason, and solve problems.
  • 2.7—Students understand number concepts and use numbers appropriately and accurately.
  • 2.8—Students understand various mathematical procedures and use them appropriately and accurately.
  • 2.10—Students understand measurement concepts and use measurements appropriately and accurately.
  • 2.11—Students understand mathematical change concepts and use them appropriately and accurately.
  • 2.29—Students demonstrate skills that promote individual well-being and healthy family relationships.
  • 2.37—Students demonstrate skills and work habits that lead to success in future schooling and work.
  • 6.1—Students connect knowledge and experiences from different subject areas.

Topics to be covered

  • Mathematical equations: addition, subtraction, multiplication, division, decimals, fractions, decimals.
  • Adding Machine Usage
  • Unit pricing
  • Payroll
  • Simple Interest
  • Source Documents: receipts, invoices, purchase orders

Resources/Activities/Materials

  • Factory Assessment used for employability (each student must master at 80% accuracy); various math worksheets (teacher generated); unit pricing activity using local supermarket prices; MTP Numeric Keypad Lesson; Adding Machine activities (teacher generated); calculate payroll problems (teacher generated worksheets); use Excel to calculate payroll; calculate simple interest (teacher generated activities); use Excel to calculate simple interest; analyze sales receipts; calculate and identify taxable products and non-taxable products.
  • Reading Standards: RST.11-12.2. Determine the central ideas or conclusion of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12-.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
  • Writing Standards:#4 – Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose & audience
  • Speaking & Listening Standards: CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
  • Informational Readings: Math Scores are Poor for US Students
  • Writing: Analyze why US Students are lower in math versus students from South Korea, China, England: See writing rubric
  • Assessment: Basic business calculations test
  • Unit 2—Careers (approximately 2weeks—will be completed throughout the semester)

Program of Studies

  • 1.2—Students make sense of the variety of materials they read.
  • 1.11—Students write using appropriate forms, conventions, and styles to communicate ideas and information
  • 1.12—Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
  • 2.36—Students use strategies for choosing and preparing for a career.
  • 2.37—Students demonstrate skills and work habits that lead to success in future schooling and work.
  • 2.38—Students demonstrate skills such interviewing, writing resumes, and completing applications that are needed to be accepted into college or other postsecondary training or to get a job.
  • 3.1—Students demonstrate growth in self-concept through appropriate tasks or projects.
  • 3.3—Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects.
  • 3.5—Students demonstrate self-control and self- discipline.
  • 3.6—Students demonstrate the ability to make decisions based on ethical values.
  • 4.1—Students effectively use interpersonal skills
  • 5.1—Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life problems.
  • 6.1—Students connect knowledge and experiences from different subject areas.
  • 6.3—Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Topics to be covered

  • Accounting Careers
  • Personality Test: Myers Briggs Online Test
  • Ethics/Integrity
  • Job Employment Process: Job Application, Cover Letter, Resume, Mock Interview, Follow-Up Letter

Resources/Activities/Materials

  • Online Myers Briggs Personality Test with teacher generated handout, research an accounting career, determine job outlook and requirements of career, oral presentation on career researched, ethics/integrity case studies, Ethics in today’s society written current event activity, online job application, cover letter tailored for entry-level accounting job, resume tailored for entry-level accounting job, Career Cruising used for Resume builder, mock interview—community individuals conduct interview, follow-up letter.
  • Reading Standards: RST.11-12.2. Determine the central ideas or conclusion of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12-.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
  • Informational Readings: Honesty in workplace, open communication go hand in hand; Ethics: “Do The Right Thing” from AICPA case studies, What Does A Good Resume Contain, Positive First Impressions, Interview Do’s and Don’ts.
  • Writing Standards: :#4 – Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose & audience
  • Speaking & Listening Standards: CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
  • Informational Readings: Math Scores are Poor for US Students
  • Assessment: Finished job application, cover letter, resume
  • Unit 3—The Role of Money(approximately 2 weeks)

Program of Studies

  • 1.9—Students use mathematical ideas and procedures to communicate, reason, and solve problems.
  • 2.7—Students understand number concepts and use numbers appropriately and accurately.
  • 2.37—Students demonstrate skills and work habits that lead to success in future schooling and work.
  • 5.1—Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life problems.
  • 6.1—Students connect knowledge and experiences from different subject areas.
  • 6.3—Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Topics to be covered

  • History, evolution, and characteristics of money from barter to today
  • Money in the information technology age
  • Economic Institutions
  • Banking and the evolution to online banking
  • Checking Accounts: opening an account, writing checks, deposit slips, endorsements, reconciliation
  • Writing: Analyze the evolution of banking and the impact (+ or - ) to our society

Resources/Activities/Materials

  • Role of Money Research Project, USFed.gov for research; local bank comparison, Fort Knox Check Writing Simulation
  • Reading Standards: RST.11-12.2. Determine the central ideas or conclusion of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12-.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
  • Informational Readings: Check Into Cash,
  • Writing Standards::#4 – Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose & audience. CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.CCSS.ELA-Literacy.WHST.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Speaking & Listening Standards:CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Assessment: Unit Quiz

  • Unit 4 – Basic Economics(approximately 2 weeks)

Program of Studies

  • 1.9—Students use mathematical ideas and procedures to communicate, reason, and solve problems.
  • 2.7—Students understand number concepts and use numbers appropriately and accurately.
  • 2.37—Students demonstrate skills and work habits that lead to success in future schooling and work.
  • 5.1—Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life problems.
  • 6.1—Students connect knowledge and experiences from different subject areas.
  • 6.3—Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
  • Reading Standards: RST.11-12.2. Determine the central ideas or conclusion of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12-.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
  • Writing Standards: :#4 – Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose & audience. CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.CCSS.ELA-Literacy.WHST.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Speaking & Listening Standards:Speaking & Listening Standards: CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Topics to be covered

  • Scarcity – needs/wants
  • Market vs. Command vs. Traditional economies
  • The government’s role in the economy

Resources/Activities/Materials

  • A Case study on the Inuit of Northern Canada
  • Comparing traditional/command/market economies exercise
  • Unequal Resources activity
  • Assessment: Test
  • Unit 5 – Payroll, earnings & deductions from earnings (approximately 1 ½ weeks)

Program of Studies

  • 1.9—Students use mathematical ideas and procedures to communicate, reason, and solve problems.
  • 2.7—Students understand number concepts and use numbers appropriately and accurately.
  • 2.37—Students demonstrate skills and work habits that lead to success in future schooling and work.
  • 5.1—Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life problems.
  • 6.1—Students connect knowledge and experiences from different subject areas.
  • 6.3—Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
  • Reading Standards: RST.11-12.2. Determine the central ideas or conclusion of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12-.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
  • Writing Standards: :#4 – Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose & audience. CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.CCSS.ELA-Literacy.WHST.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Speaking & Listening Standards:Speaking & Listening Standards: CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Topics to be covered