1. PLEASANT VALLEY SCHOOL DISTRICT
    2. Brodheadsville, Pennsylvania 18322
    3. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
    4. Introduction
  1. PREFACE
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. DEFINITIONS

 
 
 
 
 
 
 
 

 
 
 

 


PLEASANT VALLEY SCHOOL DISTRICT



PLEASANT VALLEY SCHOOL DISTRICT


Brodheadsville, Pennsylvania 18322



Brodheadsville, Pennsylvania 18322


PLANNED COURSE ADAPTATIONS/MODIFICATIONS



PLANNED COURSE ADAPTATIONS/MODIFICATIONS
 


Introduction



Introduction
 

 The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.
 
These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same students would not succeed.
 
Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.
 
 
  Peer Support
  Cooperative learning among peers
  Modeling
  Development of Information Organizer
  Development of Graphic Organizer
  Development of structured study guides
  Student selection of instructional material (i.e., reading, writing, math)
  Taped lessons
  Copy notes (peer or teacher)
  Student conferencing
  Combine and vary modes of lesson presentation
  Adjust language level to match the developmental and intellectual levels of students
  Let student practice given examples first. Then assign tasks to be completed.
  Provide opportunity for guided and independent practice in a variety of situations
  Limit number and length of directions
  Have students repeat/review directions (i.e., peer to peer, student to teacher)
  Give feedback that is as immediate, specific, and objective as possible
  Clarify error responses so that students do not make the same errors over and over again
  Reinforce progress towards desired outcomes
  Breakdown complex tasks into smaller, more manageable units
  Use verbal prompts to elicit desired results
  Use manual guidance (i.e., hand over hand) to facilitate correct responses
  Computer assisted instruction
  Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) 		  Extended test time
  Test read to student by teacher or peer
  Oral testing (i.e., student retelling of information)
  Open book/note test
  Alternate testing (any demonstration of a student's understanding of concepts)
  Retesting
  Reduce the number of responses required on tests
  Use of curriculum based assessment
  Vary test format
  Objectively define mastery as related to each task. Tasks should be learned to mastery
  Reduce or remove distracting stimuli
  Use of concrete objects and manipulatives in all stages of instruction and assessment
  Emphasize important information
  Allow extra time to complete assignments/projects
  Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class
  Use supplemental materials
  Alternate assignments accepted (i.e., modification to homework assignments)
  Flexible grouping/individual assistance
  Seating to accommodate needs
  Teacher proximity
  Use behavioral management techniques (i.e., contracts, time-out, token system, charts)


 
 

 

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PREFACE
 

 
 
Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:
 
 
            • PCCG PURPOSE AND INTENT
           • PCCG DEFINITIONS
 
 
  The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance. This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.
 
 The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor depending upon the capability of the students.
 
 This PCCG is designed as an ACTIVE document capable of technological modification as required.
 
 The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.
 
 
 
               
 
 
 

PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
 

 
 

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:
 

•  All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum
 
•  A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]
 
•  Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum
 
••  Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources
 
•  Staff development areas for curriculum improvement are provided
 
•  The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide
 
•  Content and subject format remain flexible and adaptable to modification - an “active” document
 
•  Special Pennsylvania Department of Education [PDE] legislation is identified
 
•  Parents and students are provided with an overview of the instructional program and each course in particular
 
 
 
 
 
 
 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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DEFINITIONS
 

•  Course Description and Intent: a brief overview of the course and program goals
 
 
•  Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level
 
 
•  Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course
 
 
•  Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education
 
 
•  Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards
 
 
•  Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain
 
 
•  Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content
 
 
•  Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria

 
Subject Title: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
BUSINESS LAW II -- GRADES 11, 12
UNIT LESSON OUTCOME: 1 - Dispute Resolution
 
The learner will understand the legal concepts and procedures related to dispute resolution using litigation and alternative dispute resolution (A.D.R.). The learner will explain the advantages and disadvantages of various form of dispute resolution and the procedures involved in using each. The learner will compare and contrast federal and state court systems explaining the functions of the major courts in each system and the types of cases handled by each. The learner will explain each of the courts in the PA system and the types of cases handled by each.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
Mathematics
 
2.1
 
2.2
 
2.3
 
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
X
3.6
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
X
5.2
X
5.3
X
5.4
X                            
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
X
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
X
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
X
13.3
X
13.4
                             


 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 1      
       
  Identify legal terminology related to dispute resolutions.
  Explain legal concepts and procedures related to various methods of dispute resolution.
  Explain the major types of jurisdiction and site examples of each in federal and state court systems.
  Demonstrate an understanding of the three major types of courts in the federal court system.
  Explain which types of cases go to which courts in the federal system.
  Demonstrate an understanding of the three major types of court in the PA court system.
  Explain which types of cases go to which courts in the PA system.
  Identify legal terminology related to pretrial procedures and related documents in a civil suit.
  Explain the purpose of each step in the pretrial procedure and related documents in a civil suit.
  Identify legal terminology related to the major trial level segments in a civil suit.
  Explain the purpose and procedure followed in the major trial level segments in a civil suit.
  Identify legal terminology related to major post-trial procedures in a civil suit.
  Explain the purpose and procedure followed in major post-trial procedures.
  Identify legal terminology related to major types of alternative dispute resolution (A.D.R.).
  Compare and contrast the major types of alternative dispute resolution.
  Explain why litigation should be a "last resort".
  Identify the function of legal counsel in litigation.
 
  		  Cooperative group research activities using text and worksheets to prepare oral presentations of key concepts.
  Oral presentations and note taking using graphic organizers of key unit concepts.
  Discussion, paraphrasing and analysis of key unit concepts.
  Cooperative group problem solving applying key unit concepts.
  Individually guided practice in applying procedures and building skills.
  Analysis of hypothetical and actual case problems which relate to key unit concepts.
  Evaluation and constructive criticism of classmates' application exercises.
 
Correctives:
  Think-pair-share of unit concept sheet and additional case analysis.
 
Extensions:
  Class presentation on an interview with someone who has litigation experience.
  		  Diagnostic:
  Pretest of students prior knowledge
  Responses to introductory questions
  Review of Business Law I performance
  Formative:
  Participation in group research activities
  Oral presentation content and delivery
  Completion of graphic organizer/topic outline
  Solutions to unit review questions
  Solutions to unit application problems
  Completion of internet "E Sheets"
  Summative:
  Subjective format legal concept quiz
  Comprehensive, subjective and objective format unit test
  Portfolio entry
 
  		  Textbook
  Teacher prepared cooperative group research question sheets
  Teacher prepared graphic organizer/concept sheet
  Computer lab with internet access and word processing software
  Teacher prepared "E Sheets"
  Resource person attorney or government teacher
 
 
 
 
 
 

 

 
Subject Title: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
BUSINESS LAW II -- GRADES 11, 12
UNIT LESSON OUTCOME: 2 - Opening Statements and The "Scopes" Case
 
The learner will understand the legal concepts related to planning and presenting opening statements and the goals, which an opening statement should accomplish. The learner will site characteristics, which a good opening statement should contain, and the potential problems, which must be considered in planning and presenting one. The learner will also gain a comprehensive understanding of the facts, legal issues in conflict, and arguments presented by both sides in the "Scopes Monkey Trial". The learner will site the legal conflicts involved in the "establishment and exercise" clauses of the first amendment to the U.S. Constitution and how they relate to the "Scopes" trial.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
Mathematics
 
2.1
 
2.2
 
2.3
 
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
X
3.6
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
X
5.2
X
5.3
X
5.4
X                            
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
X
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
X
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
X
13.3
X
13.4
                             


 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 2      
       
  Identify legal terminology related to opening statements and the "Scopes" case.
  Explain legal concepts and procedures related to planning an opening statement.
  Site examples of the characteristics of a good opening statement.
  Explain dangers to be avoided in the planning of an opening statement.
  Explain legal concepts and procedures related to the presentation of an opening statement.
  Site the goals to be accomplished in an opening statement.
  Explain the procedures to be followed in the presentation of an opening statement.
  Analyze and evaluate examples of selected segments of opening statements.
  Identify the important fact in the "Scopes" case.
  Explain the legal issues in conflicts in the "Scopes" case.
  Identify the purpose of both the "establishment" and "exercise" clauses of the 1st amendment.
  Explain how each side used the 1st amendment I the "Scopes" case.
  Explain the legal concept of "federalism".
  Identify how the "federalism" argument was used by each side in the "Scopes" case.
  Evaluate the historical and legal accuracy of the movie "Inherit the Wind'.
  Site how the issues in conflict in the "Scopes" case continue to be in conflict today.
  Demonstrate the ability to use the "Scopes" case to create selected segments of an opening statement.
  Create potential solutions to the "Creationism vs. Evolution" argument.
  Site how the legal conflicts in the "Scopes" case effect students in public schools today.
 
  		  Cooperative group research activities using text and worksheets to prepare oral presentations of key concepts.
  Oral presentations and note taking using graphic organizers of key unit concepts.
  Discussion, paraphrasing and analysis of key unit concepts.
  Cooperative group problem solving applying key unit concepts.
  Individually guided practice in applying procedures and building skills.
  Analysis of hypothetical and actual case problems which relate to key unit concepts.
  Evaluation and constructive criticism of classmates' application exercises.
  Critical viewing and analysis of movie "Inherit the Wind".
 
Correctives:
  Think-pair-share of unit concept sheet and additional case analysis.
 
Extensions:
  Class presentation on an interview with biology teacher and/or clergy.
 
  		  Diagnostic:
  Pretest of students prior knowledge
  Responses to introductory questions
  Review of Business Law I performance
  Formative:
  Participation in group research activities
  Oral presentation content and delivery
  Completion of graphic organizer/topic outline
  Solutions to unit review questions
  Solutions to unit application problems
  Completion of internet "E Sheets"
  Summative:
  Subjective format legal concept quiz
  Comprehensive, subjective and objective format unit test
  Portfolio entry
 
  		  Textbook
  Teacher prepared cooperative group research question sheets
  Teacher prepared graphic organizer/concept sheet
  Computer lab with internet access and word processing software
  Teacher prepared "E Sheets"
  Resource person attorney or government teacher
 
 
 
 
 
 

 

 
Subject Title: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
BUSINESS LAW II -- GRADES 11, 12
UNIT LESSON OUTCOME: 3 - Witness Examination
 
The learner will plan, prepare and perform selected segments of both direct and cross-examination of witnesses. The learner will understand the legal concepts and procedures related to both direct and cross-examination. The learner will compare and contrast direct and cross-examination of witnesses with respect to both content and delivery.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
Mathematics
 
2.1
 
2.2
 
2.3
 
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
X
3.6
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
X
5.2
X
5.3
X
5.4
X                            
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
X
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
X
13.3
 
13.4
                             


 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 3      
       
  Identify legal terminology related to direct and cross-examination.
  Explain legal concepts and procedures related to planning and presenting direct and cross-examination.
  Site the goals of an effective direct examination.
  Site the goals of an effective cross-examination.
  Demonstrate the ability to plan selected segments of a direct examination.
  Explain potential dangers encountered in presenting a direct examination.
  Explain potential dangers encountered in presenting a cross-examination.
  Compare and contrast direct and cross-examination with respect to both content and delivery.
  Demonstrate the ability to delivery selected segments of a direct examination.
  Demonstrate the ability to deliver selected segments of a cross-examination.
  Analyze and offer constructive criticism of examples of direct and cross-examinations.
  Evaluate classmates' delivery of selected segments of direct and cross-examination both for content and delivery.
 
  		  Cooperative group research activities using text and worksheets to prepare oral presentations of key concepts.
  Oral presentations and note taking using graphic organizers of key unit concepts.
  Discussion, paraphrasing and analysis of key unit concepts.
  Cooperative group problem solving applying key unit concepts.
  Individually guided practice in applying procedures and building skills.
  Evaluation and constructive criticism of classmates' application exercises.
  Critical viewing and analysis of selected segments of movie "My Cousin Vinny".
 
Correctives:
  Think-pair-share of unit concept sheet and additional case analysis.
 
Extensions:
  Class presentation on an interview with experienced mock trial team member.
 
  		  Diagnostic:
  Pretest of students prior knowledge
  Responses to introductory questions
  Review of Business Law I performance
  Formative:
  Participation in group research activities
  Oral presentation content and delivery
  Completion of graphic organizer/topic outline
  Solutions to unit review questions
  Solutions to unit application problems
  Completion of internet "E Sheets"
  Summative:
  Subjective format legal concept quiz
  Comprehensive, subjective and objective format unit test
  Portfolio entry
 
  		  Textbook
  Teacher prepared cooperative group research question sheets
  Teacher prepared graphic organizer/concept sheet
  Computer lab with internet access and word processing software
  Teacher prepared "E Sheets"
  Resource person attorney or government teacher
 
 
 
 
 
 

 

 
Subject Title: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
BUSINESS LAW II -- GRADES 11, 12
UNIT LESSON OUTCOME: 4 - Rules of Evidence and Closing Arguments
 
The learner will recognize the occurrence of both substantive and procedural objectives during witness examinations. The learner will make appropriate objections and respond to those made by opposition. The learner will plan, present and evaluate selected segments of closing arguments.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
Mathematics
 
2.1
 
2.2
 
2.3
 
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
X
3.6
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
X
5.2
X
5.3
X
5.4
X                            
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
X
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
X
13.3
 
13.4
                             


 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 4      
       
  Identify legal terminology related to rules of evidence and closing arguments.
  Explain legal concepts and procedures for recognizing, making and responding to objections.
  Explain legal concepts and procedures for planning, delivering and analyzing closing arguments.
  Compare and contrast substantive and procedural objections.
  Explain the goals of objecting.
  Explain the procedures for making objections.
  Explain the function of and procedure used in making an offer of proof.
  Site examples of violations of selected rules of evidence.
  Explain the "art" and the "science" of objecting.
  Demonstrate the ability to make "timely" objections.
  Analyze and evaluate objections made by classmates.
  Identify the goals of an effective closing argument.
  Explain the content of an effective argument.
  Demonstrate the ability to create and deliver selected segments of an effective closing argument.
  Analyze and evaluate elected segments of closing arguments made by classmates.
 
  		  Cooperative group research activities using text and worksheets to prepare oral presentations of key concepts.
  Oral presentations and note taking using graphic organizers of key unit concepts.
  Discussion, paraphrasing and analysis of key unit concepts.
  Cooperative group problem solving applying key unit concepts.
  Individually guided practice in applying procedures and building skills.
  Evaluation and constructive criticism of classmates' application exercises.
 
Correctives:
  Think-pair-share of unit concept sheet and additional case analysis.
 
Extensions:
  Class presentation on an interview with an experienced litigation attorney.
 
  		  Diagnostic:
  Pretest of students prior knowledge
  Responses to introductory questions
  Review of Business Law I performance
  Formative:
  Part