Denotative - students will establish a company name that will suit the business needs and rules of the company that is based on current issuses and needs.

Students will devise company rules, policies and procedures to meet the needs of the company.

Connotative - Students will create a slogan that will sybmolize the company's product.  They will use colors, sybmols or letters to associate with the comapny name.

Organizing Problem: The problem which will anchor this design is "Can you give a company name based on the comapny

needs and rules so that the customer niche will associate a color, letter, or symbol to it's product.  With the successful completion of naming a company they will be able to gain knowledge of how to use symbolizm to attract a customer.  Students will create jingles or slogans associated with the company name.

Disciplinary Structures - internet, current issues, software (presentation, and multimedia)

presenter, and receiver, translator/interpreter, to communicate in a diverse world, ethically and morally correct.

Disciplinary Processes - Communicating, collecting data,  analyzing

data, interpreting information and gaining knowledgeable.

Disciplinary Discourse - Narrative - current events on war and presidential candidacy. How it affects the business 
world

Expository - Research, deductive reasoning, and analytical reasoning

To solve the problem of creating a business name that will appeal to the customer, students will reseach different companies and determine the best naming convention for a comapny.  Once the name has be determined the student will advertise their prodcut by creating a jingle or slogan, and adding different colors to associate with the company and product.

To help students identify with and understand the central problem they will:

A1: Learn about different types of businesses and how each company was named.

B2: Learn the origins and development of the free enterprise system in the United States compared to other countries.

A3: Determine the appropriate name for their comapny.

A4: Create an advertising campaign for their company.

B1.1: Research about the origins and development of the free enterprise system in foreign and domestic countries.

B1.2: Complete a social studies unit on individual right and the U.S. Constitution

B1.3: Discuss the U.S. Constitution and compare to other countries on individual rights.

B1.4: Learn the individual rights an employee has and how the U.S. Constitution and other historical documents play

a role in business.

B2: Complete a social studies lesson on free enterprise system in the US and other countries 

B4.3: Learn about advertising by examining different forms of advertisements from different magazines and internet to

identify the necessary information needed in and advertisement (logo, contact information, a slogan, and services

provided).

C1: Write a short 1-3 page paper on free enterprise in the U.S. and domestic countries.

C3: Create a company logo for thier company based on a global needed product.

C4.1: Create an advertisement for the company that includes all the necessary elements.

C4.2: Students will create a still photo commercial of their company name and product using a multimedia tools.

S1: Students will present an oral presentation of thier finding on free enterprise system in foreign and domestic countries.

S3: Students will present their company name to the class by creating a banner with publisher.

S4.1: Students will present their commercial to the class for peer evaluation.

S4-1.1 Students will research different company's histories to learn why it is important to assocaite symbolizm to create a customer niche. 

S4.2.1: Students will scan drawn pictures of company name or products. If applicable.

120.3 Business Ventures C Knowledge and Skills(2) The student applies work ethics, job expectations, multicultural considerations, and communication skills in the workplace. The student is expected to: E)communicate effectively via oral, written and electronic channels

113.24 Social Studies, Grade 8 a)Introduction (1)...individual rights, reflected in the U.S. Constitution and other historical documents...Students use critical-thinking skills, including the identification of bias in written, oral, and visual material. b)Knowledge and Skills (15) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to: (A) explain why a free enterprise system of economics developed in the new nation; and (B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries. (30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States (31) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information.