E-Commerce

10th-12th grades
by Brenda Martinez

OBJECTIVES: The students will be able to:

•Discuss common business uses of the Internet
•Describe stages businesses go thru in developing an E-Commerce business
•Identify successful –commerce business and strategies
•Outline steps for starting a new e-commerce business

TEKS: §120.46. Business Management

The student analyzes the changing nature of business. The student is
expected to: 3(B) analyze the impact of technology on business;
(4) The student explains the concepts of integrity as related to the
business environment. (D) identify ethical considerations resulting from
technological advances;

TOOL: (Webspiration) http://mywebspiration.com/view/353749a1564a

OVERVIEW: The lesson introducing E-Commerce will begin by discussing

the students own experience of shopping on the Internet. Further discussion
as to what are some advantages and disadvantages of shopping online, how
it affects businesses and explanations of how businesses can use Internet to
have a successful business. As the class covers terms and concepts, the
students will create “nodes that are connected by links” (Jonassen, pg. 101)
to show the connection to E-Commerce.

In groups, the students will create a semantic map as Jonassen states on

page 103 “when students build complex concept maps, they begin to
comprehend the interconnectedness of ideas in a knowledge domain.” At
certain points of creating our map, I would have the students elaborate the
nodes by adding appropriate graphical representations and add more
descriptive text to explain the node. In addition, to expand the concept map
students will add links between nodes to “explain some of the existing
concepts” (Jonessen pg. 108).

Throughout the chapter, students will reflect upon the concepts they have
learned. To assess the outcome, students will compare their maps to other
groups and discuss their differences. Each group will create test questions of
concepts they learned from the chapter, which include open-ended questions
as well. Jonassen states on page 115 “semantic
networking engages learners in an analysis of content domains that helps
them organize their knowledge for better comprehension and retention.”
 Wilson’s Fourteen Points
High School History
By Claire Stephan

Objectives:
• The learner will be able to recognize Wilson’s Fourteen Points as well
as the importance
of each point.
• The learner will be able to cite the key detail of each point.

TEK and Grade Level:

§113.32 (C) (3) (D) analyze major issues raised by U.S. involvement
in World War I,
Wilson's Fourteen Points, and the Treaty of Versailles. This activity
would be used in a
grade 10 US History class.

Tool Used:
I use Webspiration to create my document
(www.mywebspiration.com). Webspiration was very easy to edit and
the option to publish your document to a public URL makes sharing
simple. To view my semantic network illustrating Wilson’s Fourteen
Points please visit my map’s URL at
http://www.mywebspiration.com/view/351718a16b2f or view the
attached picture and outline.

Narrative:
When creating my map I drew inspiration from Jonassen’s evolution
concept map (pg.
102). I firmly believe that sequencing lessons, in this case moving
from simple to complex, builds higher order thinking skills.
Understanding the complexity of a content area is a big step for
students (Jonassen, pg. 113). My map visually presents content that is
usually presented in list or speech forms. In a classroom setting I
would have my students create this map independently or in small
groups. Concept maps built over a school year or at least particular
content units have much value as a skills check, connector, and study
guide. For example, I would bridge WWI and WWII with this concept
map. After learning about the causes of WWI I would have students
return to their maps and expand upon each node. Most of Wilson’s
Fourteen Points did not reach their full potential and in many instances
created further, long-term issues. Students could add reasons
regarding the success or failure of each point and its impact on WWII.
Jonassen’s evaluation techniques blend well with my educational
philosophy of letting each student find out what works best for them to
learn and develop opinions. While I place a great deal of emphasis on
mastering writing skills, I believe that students can utilize semantic
networks as a technique for getting their ideas on to paper and
establishing relationships between ideas.

View map at: http://www.mywebspiration.com/view/351718a16b2f

 Wilson's Fourteen Points
1918
I. Freedom of Navigation
A. outside territorial waters
B. in war times and peace times
C. avoids sea battles, bolster international decision making
II. Open Covenants of Peace
A. openly
B. private alliances between countries
C. diplomacy is viewed and discussed within the international
community
III. Equality of Trade
A. removal of economic barriers between nations
B. improves equality among nations
IV. Reduction of National Armaments
A. reduction to the lowest reasonable point for that country's safety
B. eliminates "arms races" between nations and overall military
presence in the world
V. Colonial Acquisitions
A. current population of area should be considered
B. takes into account colonial populations, reduces competition in
international community
VI. Russian Territory
A. complete power over their policies
B. Russia will be given the opportunity to cultivate their role in the
international community
VII. Belgium
A. complete power over their policies
B. it would restore confidence in international law and relationships
 between countries
VIII. France and Prussia
A. territories occupied by Prussia back to France
B. it would correct relationship between Prussia and France and
settle decades of unrest between the two nations
IX. Italy
A. borders to show national identity
B. it would give Italy a more defined national identity
X. Austria-Hungary
A. back a position in the international community
B. would not punish Austria-Hungary and foster bitterness between
nations
XI. Romania, Serbia, and Montenegro
A. the opportunity to develop as individual nations
B. it would settle an issue of dispute between more powerful
nations in that area
XII. Turkey
A. independence from Ottoman Empire
B. it would open up the Dardanelles for passage by all nations
XIII. Association of Nations
A. nations would form an international organization to form policies
for all nations to adhere to
B. because it would protect smaller countries and establish
international protocols
XIV. Poland
A. independence as a nation
B. it would give Poland an opportunity to be an independent part in
the international community
 9th grade Dust Bowl
Dennis Magee

The Dust Bowl Era is one of the topics that my Chapter 16 group
selected for our hypermedia presentation. It is discussed in 11th grade
U.S. History and 9th grade Geography. I will use the latter to
demonstrate its potential use in the classroom in regards to concept
mapping with DropMind. Although DropMind allowed me to copy the
map to URL, I was unable to copy or attach the URL address for
retrieval, and it is quite long. Webspiration was much more adaptible
for this type of exercise but I chose to stick with DropMind since that is
what was presented in the Chapter 10 presentation.

The attachment below demonstrates how Concept maps can be used in

classroom to reinforce the key concepts and build upon the
construction of knowlege. In this scenario, 9th grade students could be
asked to form into groups, discuss pages 150 & 151 (Disasters; The
Dust Bowl, Teks 113.32(c) (9)). I would instruct them to select the
most important words or concepts (see red circled words in the
attachment) in the readings that a learner needs to know about that
event. As we have learned from Jonessan, no map will look the same,
("there is no right structure" pg 113),but should reflect most of the
same concepts.

Using Concept diagrams in such a manner helps students reflect upon

the information retrieved (from reading and collaborating),
incorporates the process of critical thinking (identifying and organizing
key concepts), and is fun to create. We have learned in other classes
the importance of "repeat, repeat, repeat". This exercise fits that
definition without becoming boring; reading the material, organizing it
into concepts, presenting it to the class, then listening to other group's
interpretation of the same ideas.

Using concept mapping such as DropMind can be accomplished in a

short amount of time, and time, for teachers, is precious. Mistakes are
easy to correct; you just delete or move the box to the correct location
and keep on trucking. DropMind automatically used different colors for
each concept, and the related sub-topic box became a lighter hue of
that color, making it easy to decipher the relationships. Other than the
URL problem, I recommend DropMind in this example.
Source: World Geography
TEKS: Social Studies 9-12; 113.32(c)

Student are placed into groups to discuss key

concepts, that can then be transferred to a concept map.

Concept Map:DropMind
 Making a Career Plan
By Sharon Herrera

I found a concept map that directly relates to what I do on a daily

basis, so I thought I would use that one. It is a map to help a
learner through the job search process. I think that someone who
had been out of the job market for some time, or a student who is not
familiar with the process could go through the steps in this map and in
a very short time be ready to start looking for a job. What I liked
about this map is that is goes into quite a bit of detail and gives
students the opportunity to learn a great deal about the Career
Exploration process. Exploration is one step that a lot of students
don’t think about at all. When they start looking for a job, all they
want is a pay check and some security, but they usually don’t stop to
think about what jobs are really a good fit for them. It also touches
on the search process that includes everything from cover letter to
interview preparation. Jonassen discussed how “concept maps are
representations of learner’s knowledge, the knowledge of the
relationships between concepts. Structural knowledge is the basis of
meaning making” pg114. Most students don’t understand the
relationship between looking at your skills, researching an
organization, and landing a job. I think this map helps to show how all
those factors interrelate. Since I work in higher education, we really
don’t have teaks that go with this.

The tool that was used to create this map is mywebspiration. Again, I
didn’t have to create it, it was one of the templates that is available to
download or alter. Evan though I did not create this map, I have
worked in mywebspiration quite a bit since Joseph mentioned it in
class, and really recommend that you try it if you haven’t
Develop a Career Plan
I. Self Exploration
Complete a personality inventory, such as Meyers-Briggs, to find your
personality type. Search the web or a career center for "career
inventories" to help you identify the following:
A. Values
B. Skills
C. Interests
D. Personality Type
II. Career Exploration
Research careers that utilize your skills and appeal to your values,
interests and personality. Use resources such as family, friends, teachers,
counselors and the Internet to complete the following A-E for five careers.
A. Education
Type of degree and/or experience required
B. Special Training
Is there specialized training or certification required?
C. Compensation
 D. Work Conditions
Will you be happy and productive working in this atmosphere?
E. Advancement
Is the career path appealing?
III.Decision
IV.Action Planning
A. Search
Begin with the Internet. Utilize your network. Use the Action Plan
template to develop your search plan.
B. Cover Letter
Write a cover letter to introduce yourself and express your interest.
Create a .pdf to send electronically.
C. Resume
Use the Resume Template to develop your resume. Create a .pdf
version to send electronically.
D. Interview Preparation
Practice answering questions, research the company, determine
dress