Content of basic business for the secondary school

69 Pages·02.578 MB·English

by  Bennett, W. Naurine Case

CONTENT OP BASIC BUSINESS POR
THE SECONDARY SCHOOL
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
Py
W. Naurine Bennett
June 1950
UMI Number: EP45731
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TABLE OP CONTENTS
CHAPTER •CAW
I. INTRODUCTION
Statement of the problem.......... 1
Importance of the p r o b l e m ............. 1
Justification of the problem........... 4
Definition of t e r m s .................... 5
Objectives of Basic Business ........ . . . . 6
Procedures and source materials . . . . . . . 7
Organization of the proj ec t ........... 8
II. REVIEW OP THE LITERATURE
Common learnings set up by NBTA and EBTA . . . 9
Study by Paul P. Muse.......................... 13
Study by Paul L. Salsgiver....................21
Study by Price................................. 22
Summary . ..................... 27
III. OUTLINE OP PROPOSED COURSE IN BASIC BUSINESS
Unit Outlines
Post Office , ............. 31
Express and Preight Services 32
i i .
CHAPTER PAGE
Transportation ................... 33
Communication ................... . . . . . . . 34
Insurance.......... 35
Banking and the Consumer.........................38
Frauds and Swindles............................. 39
Housing ....................................40
Consumer Credit and Installment Buying.......... 41
Funeral Arrangements .....................43
Advertising..................... 44
Government Consumer Services ...................45
Medical Care......................................46
Budgeting {Personal)............................. 47
Taxes . ..................... 48
Consumer Law . . . . . . . . ................... 49
Sources of Information ................ 51
Labor and Unemployment........................... 52
Buying Problems, and Marketing Functions . . . . 54
IV. COHCLUSIOIS........................................56
BIBLIOGRAPHY
A. BOOKS 59
B. PERIODICAL ARTICLES................... 63
CHAPTER I
INTRODUCTION
Statement of the Problem
It was the purpose of this study to determine the con­
tent of a course in basic business in the high school.
In order to give adequate attention to the problem
stated, it was necessary to consider the following questions?
1. What is the. need for basic business?
2. Why should a basic business course be taught?
3. What should be the grade placement of such a course ?
4. Should basie business be for all or for business
education majors only?
5. What should be the objectives of a basic business
course?
Importance of the problem
Some general business education must be made available
to everyone. Workers in all occupational groups derive their
incomes either directly or indirectly from sources that may be
traced to wealth produced by business operations. Whether
students enter adult life as producers, distributors, or con­
sumers of goods or services, an understanding of how business
operations influence personal and social welfare is important.
Secondary school students may be given, through, basic business,
a foundation for the development of an intelligent understand­
ing of business and social problems. Since the present
standard of living is in a large measure affected by the ef­
ficiency with which business operates, and in view of the
fact that the curriculum is set up today better to enable
the child to live today as well as in the future, there is
need for basic business education. Education must be con­
cerned with and must accept the responsibility of providing
common learnings needed for effective adjustment to the busi­
ness environment. There is much in the study of business
training that is essential to the college preparation student
and that he cannot get in any other high school course than
in basic business.
Business educators are inclined to think of their field
as divided into two phases:
1. vocational preparation
2. the group of subjects known as general business,
social-business or basic business.
"Business education will prosper best and serve its
students more effectively if all teachers appreciate the
1
place and importance of general business."
1
Adapted from J. H. Hall, "General Business Is Vital
To A Complete Business Training Program." UBEA Forum, 2:9,
January, 1948.
3
The subjects of this field have much to offer in broad­
ening the educational, experience of students pursuing programs
of vocational business preparation as well as other curricula
of the school.
Basic business, general business, or socio-business ed­
ucation is a composite of those educational experiences which
result in the common learnings needed for effective adjust­
ment to the business environment.
More specifically, general business education is that
training needed by all in order that:
1. each may carry on effectively his daily business
activities centered about the home and his personal
life,
2. each may understand and participate in the business
life of the community of the nation as these affect
him personally and as they relate to the well-being
of every other citizen,
3. and each may have an understanding of business as a
factor in world relations and in world economic well­
being.
The present trend in secondary education is toward com­
mon learnings for all, and many departments of the high
school are offering phases of their subject matter to build
new programs of general education. Thus far, most commercial
departments have ignored this development and have followed
their traditional policy of offering their materials only to
those students who enroll for vocational training. The com-
2
mercial department has .new responsibilities.
Justification of the Problem
The National Business Teachers Association and the East­
ern Business Teachers Association thought this problem import­
ant enough to devote one year's work to it and published their
findings in volume YI of The American Business Education Year­
book, 1949.
For most pupils, high school education is terminal. For
more than a year, basic business education has been much in
the forefront of thought of the leadership of business educ-.
ation. Conferences have been devoted exclusively to it.
Problems confronting the area have been pointed out in spe­
eches made at conventions and elsewhere. Monographs dealing
with basie business have been prepared. A specialist was em­
ployed by the Business Education Service of the United States
Office of Education, to give thorough attention to basic busi­
ness education and to prepare materials which, when published
2
Adapted from WA Study of General Business,n The American
Business Education Yearbook, 6s5» 1949.
5
should be helpful to the classroom teachers. A H of this
time, effort, and thought indicates the importance placed
in a course in basic business. Progress should be made in
the further development and strengthening of this phase of
business education.
Most educators, business and general, would probably
agree that a portion of the education of all students should
be devoted to developing an understanding of the economic
order in which will enable them to participate more effectively
in those business experiences which make up such a large por­
tion of daily life. It seems that this type of education should
be required of all students.
Separate courses in Consumer Education, Economics, Busi­
ness law, Commercial Geography, Business Mathematics, et cetera,
do not solve the problem. It is impossible for a student to
take all of these courses and take all of the required academic
courses. As a result the academic students receive no basic
business training. The two types of basie business education;
for job training or general understanding have a place in the
curriculum. It is the latter that the author was concerned with
in this study. All students should take a course in basic busi­
ness and have a general understanding of business.
Definition • of Terms
General business education includes not only a study of