TitleIII Technology Literacy Challenge Grant

Learning Unit

LU Title: Death & Taxes	Author(s): Charles "Chuck" Chafee
Grade Level: 9-12	School : Mt. Markham High School
Topic/Subject Area: Business Education	Address: Fairground Rd. West Winfield, NY 13491
Email: chaz_1957@yahoo.com	Phone/Fax: 315-822-6343

OVERVIEW

They say that only two things are for certain; death and taxes. This learning unit takes a look at the United States tax system and how it affects each of us. The unit begins with students researching and choosing a career field and concludes with the filing of a tax return. Applicable to students in grades 9-12, the length of this unit is planned at four to five weeks. Depending upon individual needs, this time frame can be adjusted up or down.

CONTENT KNOWLEDGE

Declarative		Procedural
Identify Job Titles/Descriptions		Research Careers Using Library, Guidance, and Internet (Career Zone)
Identify Career Fields & Clusters		Research Career Growth & Average Salary
Review US economy & government services and vocabulary		Write a Report on a Career Choice
Review Tax System Vocabulary Review		Complete Various Tax Forms (W4, 1040EZ, 1040A)
Personal Business Letter Format		Contact Area Tax Preparers Through a Variety of Media (Phone/Electronic/Paper)
		Learn PowerPoint Presentation Software
	Prepare & Present a PowerPoint Presentation

ESSENTIAL QUESTIONS

What is meant by the comment "The only thing certain is death and taxes?"

How do I decide what career to choose?

What goods or services do you or your family use that are provided by the local, state, or federal government?

How & why does the government raise money?

Who has to file a tax return?

Why do some people get money back when they file a return, while others have to pay money?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

ELA 1: Key Idea 2: Students will use standard English skillfully, applying rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively.
CDOS 1: Career Development: Students will analyze skills and abilities required in a career option and relate them to their own skills and abilities.
MST 2: Information Systems: Students will use information technology to retrieve, process, and communicate information and as a tool to enhance learning.

INITIATING ACTIVITY

After taking the Myers-Briggs aptitude test online (www.keirsey.com), students will use "Think-Pair-Share" to complete a corners activity to justify/explain the reason for choosing a career (e.g. Pay, Aptitude/Ability, or Fun/Interesting).

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

The students will use the Library, Guidance office, and the Internet (Career Zone) for career research through "think aloud" and "written set of steps." At the conclusion of this activity, the students will have collected data, including but not limited to, salary, job descriptions, sector growth, etc. on at least two career fields. Students will organize the career information through the use of a descriptive pattern graphical organizer. (5 days) [Declarative 1, Procedural 1 & 2]
Students will determine whether two career fields are in the same career cluster by using an "open compare and contrast" graphical organizer. (1/2 day) [Declarative 2]
Students will type a 1-2 page rough draft highlighting the information the student discovered during their research. Students also need to include the similarities and the differences observed and documented during the use of the "open compare and contrast" graphical organizer. (1day) [Procedural 3]
Students will construct meaning on government spending and the economy using the K-W-L graphic organizer. (2 days) [Declarative 3]
Students will organize the goods and services provided by the United States government through the use of a "Wordsplash" graphical organizer during a brainstorming session facilitated by the teacher. (1/2 day) [Declarative 3]
Students will learn the process of completing a W-4 tax form through "think aloud" and "written set of steps." (1 day) [Procedural 4]
Students will construct meaning on taxes and taxation using the K-W-L graphic organizer. Students will also discover who has to pay taxes by successfully completing a flow chart. (2 days) [Declarative 4]
The students will be given a template of a personal business letter and they will learn the process of typing/formatting the personal business letter through "think aloud" and "written set of steps." (1 day) [Declarative 5]
Students will contact local tax preparers through e-mail, phone, and mail asking about costs to prepare the tax forms 1040 EZ & 1040 A. (2 days) [Procedural 5]
Students will learn the process of completing a 1040EZ and a 1040A tax return through "think aloud" and "written set of steps." (1-2 days) [Procedural 4]
The students will learn the process of using PowerPoint through the "think aloud" and "written set of steps." (2-3 days) [Procedural 6]

The students will write a 250 word essay answering the following question; "What ramifications does cheating on your tax return have on you, your friends, your school and your government?" Students need to be specific and cite evidence for their arguments. [Extending/Refining exercise]

CULMINATING PERFORMANCE
Include rubric(s)

Students will use the PowerPoint software to develop a three to five minute presentation on their career choice, preparing a tax return and the uses of "their" tax dollar. (3-5 days) [Procedural 7]

	ORAL PRESENTATION RUBRIC
Task Component	4 Points Each	3 Points Each	2 Points Each	1 Point Each
Content	Thoroughly & clearly states the main points and precise details that are accurately focused on the topic/task.	States clearly the relevant points and details that are accurately focused on the topic/task.	States most of the relevant points and details that focus on the topic/task. May include some unfocused information.	States few relevant points and details that focus on the topic/task.
Organization	Provides an accurate and thorough specific structure, sequence or pattern for the information being presented.	Provides an accurate specific structure, sequence or pattern for the information being presented.	Provides some structure, sequence or pattern for the information in sections of the presentation.	Provides little or no structure, sequence or pattern for the information being presented.
Delivery	Effectively and creatively delivers the information while accurately keeping to the purpose, context as well as the audience.	Effectively delivers the information while accurately keeping to the purpose, context as well as the audience.	Delivers the information but does not keep to the purpose, or context or the audience throughout the presentation.	Little or no attempt is made to keep to the purpose, context or audience in the delivery of the information.
Presentation	Effectively enhances the presentation by accurate use of voice, posture, eye contact, gestures and pacing.	Appropriate use of voice, posture, eye contact, gestures, and pacing during the presentation.	Inappropriate use of voice, posture, eye contact, gestures, or pacing is apparent but does not interfere with the message being presented.	Inappropriate use of voice, posture, eye contact, gestures or pacing interfere with the message being presented.
Preparation	Presentation showed detailed preparation as well as practice in the delivery. Visual aids enhance the presentation.	Presentation showed adequate preparation as well as practice in the delivery. Visual aids were appropriately used.	Presentation showed some preparation as well as some practice in delivery. Use of visual aids were helpful to the presentation at times.	Presentation was lacking in needed preparation as well as in practice in the delivery. Little or no attempt to use visual aids.
PowerPoint	Presentation showed an extensive use of PowerPoint features and their use enhance the overall presentation.	Presentation used many of the PowerPoint features and their use enhanced the overall presentation.	Presentation used only a few of the PowerPoint features or their use detracted from the overall presentation.	Presentation demonstrated little or no use of PowerPoint features. (e.g. builds, transitions, sound)

(Total Points x 4) + 4 = (Total Score)

	WRITING PROJECT RUBRIC
Task Component	4 Points Each	3 Points Each	2 Points Each	1 Point Each
Meaning	Meaning is clearly evident. Writer has clearly expressed a deep understanding of its complexities. There are no questions for the reader regarding the topic.	Meaning is evident. Writer had defined and explained the topic and demonstrates a reasonable understanding of various levels of meaning for the topic. The reader may have a question or two, but most information is present.	Meaning is confused, but the topic is evident. The writer has addressed the topic on one level, but leaves several questions for the reader.	Meaning is very confused and/or the reader is unsure of the topic. The writer may have alluded to the topic, but leaves several questions for the reader.
Development	The piece is very well developed. Ideas are clear and comprehensible, well supported, and well delineated.	The piece is well developed. Ideas are clear, supported, and explained.	Development is evident, but the writer has explored few options for discussion and ideas are somewhat unclear and/or minimally supported.	Development of the piece is unclear. Ideas are stated, but not supported. Little is explained.
Organization	An appropriate style of organization is skillfully applied to the piece. There is a clear beginning, middle, and end. The writer has an obvious grasp on the necessary style of the piece.	An appropriate style of organization has been applied to the piece. There is a clear beginning, middle, and end. The writer displays an understanding of organization.	Organization is confused, but does not hinder understanding of the piece. The beginning, middle, and end may not be clear. Writer may be confused about the style of organization appropriate for the piece.	The organization of the piece is unclear and hinders understanding. Writer does not understand the appropriate style of organization for the piece.
Language Use	Style is fluent and language use is confident, appropriate, and well developed. The writer has an obvious command of the written word, semantics, personal style, and voice.	Style is clear and well developed. The writer understands language use and is developing a clear personal style.	The writer’s ideas are clear and language use does not hinder the development of a personal style and voice that is emergent.	Language use is stilted and/or underdeveloped. The writer has not demonstrated any type of personal style or voice.
Conventions	The writer has an obvious command of the spelling, grammar, and mechanics of the language.	The writer has a very good command of the conventions of the language and few errors are present. None of the errors hinder understanding.	The writer has a basic command of the language. Errors present do not hinder understanding, but are more frequent and obvious.	The writer’s command of the language is tentative. The errors hinder understanding and are very frequent.

Total Points x 5 = (Total Score)

PRE-REQUISITE SKILLS

Prior to starting this unit, students should have the following skills/knowledge:

Word Processing (preferably MS Word)
E-mail
Telephone skills
Library & Internet search techniques

MODIFICATIONS

Students with an IEP may have the learning unit modified to meet their needs. Cooperative groups may be used to assist special needs students with Internet & Library research as well as with the PowerPoint Presentation.

UNIT SCHEDULE/TIME PLAN

This unit is designed to be used during the months of March to April, but would be relevant at any time during the school year. Teacher needs to plan time with the Guidance office & computer lab in order to facilitate the use of their resources. Also, the teacher should have the most recent versions of the tax forms (W4, 1040EZ, and 1040A) and current information on who is required to file a tax return. The entire unit will take between four to five weeks.

TECHNOLOGY USE

Word Processing Software
Internet
PowerPoint Software
Electronic Mail (e-mail)
LCD Projector

Internet Web-Sites