Format
Introduction: Doug will provide an overview of his careers.
Body of Program: Doug will discuss the importance of early family and community support during the school years and continued counsel from respected individuals within the family, community or business during the working years. These are looked at from moral compass and multi-cultural experiences perspectives.
He will emphasize the necessity of seeking out opportunities that bring growth through schooling, whether it be traditional studies or extracurricular activities such as sports or creative arts, community involvement and a diversity of multicultural experiences, in local, national and world communities.
He will explore the trials and tribulations of his pursuits, because he knows that is important for the students to understand that recovery from failures is a key aspect of long-term success and satisfaction with one’s self.
Conclusion: Doug will do a quick wrap up, reemphasizing important points and take final questions.
Objectives
Participants will:
1. learn and understand the impact of business people and entrepreneurs on economic and workforce development as well as philanthropy
2. understand the reality of career pursuits
3. learn the top skills and the characteristics of business people and entrepreneurs
4. reflect on what is needed for individuals to become successful business persons and entrepreneurs
Standards Alignment
National Standards
National/Common Core Standards:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
State Standards
Please reference the National Standards provided above.