This document provides a curriculum timeline and guide for a program called the Road to Enterprise City. The curriculum is divided into 6 themes that prepare students for a visit to Enterprise City. Each theme contains essential lessons that are critical for the visit, as well as expansion lessons that provide additional learning. The guide explains how to use the curriculum and addresses potential concerns about classroom management, time, curriculum coverage, meeting student needs, and testing standards.

1. THE ROAD TO
Enterprise City
What
Makes
a City?
10 Day Money
Challenge
Scenic Route
EC Fair
Checks &
Registers
Streamlined
Curriculum Guide
2012- 2013

2. Curriculum Timeline
DAYS
SCENIC TOUR TO EC
ROAD TO EC
FAST LANE TO EC
5 Week Prep – 25 Days
-Suggested Lessons-
4 Week Prep – 20 Days
-Suggested Lessons-
3 Week Prep – 15 Days
-Suggested Lessons-
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Intro and EC Fair
Checks & Registers
Ten Day Money Challenge
Skills & Interest Profile
Job Application
Resumes/Advance Resumes
Run for Office
Interviews
MAPS Training
Teamwork – Camping Trip
Business Budget
Marketing Plan
Goods vs. Services
Scarcity & Abundance
Supply & Demand
Key Chain Sales
Entrepreneurship
Personal Budgeting
Health Insurance
Saving & Investing
Opportunity Cost
Responsible Citizenship
Laws & Justice
Taxes
Election Process
Intro and EC Fair
Checks & Registers
Skills & Interest Profile
Job Application
Resumes
Run for Office
Interviews
MAPS Training
Teamwork – Camping Trip
Business Budget
Marketing Plan
Goods vs. Services
Scarcity and Abundance
Supply and Demand
Entrepreneurship
Personal Budgeting
Health Insurance
Saving & Investing
Responsible Citizenship
Laws & Justice
Intro and EC Fair
Checks & Registers
Skills & Interest Profile
Job App. / Run for Office
MAPS Training
Business Budget
Marketing Plan
Goods vs. Services
Scarcity and Abundance
Supply and Demand
Personal Budgeting
Health Insurance
Saving & Investing
Responsible Citizenship
Laws & Justice
Visit to Enterprise City
1
2
Where Did Your Money Go?
How Did Your Business Do?
Where Did Your $$ Go?
How Did Your Business Do?
Where Did Your $$ Go?
How Did Your Business Do?

3. THE ROAD TO Enterprise City
Streamline Curriculum Guide
Table of Contents
CURRICULUM TIMELINE…….…………………………………..…………….…….……………
How to Use this Streamline Curriculum Guide…….…………………………………..…………….
2
5
THEME 1: CITY SCENE (Introduction)…….…………………………………..………………….
8
Essential Lessons
Lesson 1: Introduction to Enterprise City………………………………………………..………
Lesson 2: Enterprise City Fair……………………………………………………………………
Lesson 3: Checks & Registers……………………………………………………………………
12
14
16
Lesson 1: Ten Day Money Challenge……………………………………………………………
20
Enterprise City Money……………...……………………………….………………………………
22
THEME 2: CITY JOBS (Careers)…………………………………………………………………….
23
Expansion Lesson
Supplemental Materials
Essential Lessons
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Skills & Interests Profile……………………………………………………….……….
Job Applications……………………………………………………….………………
Resumes……………………………………………………………………………….
Run for Office…………………………………………………………………………
Expansion Lessons
28
31
33
34
Lesson 1: Advanced Resumes ……………………………………………………………………. 36
Lesson 2: Interviews……………………………………………………………………………… 38
Supplemental Materials
Intent to Run for Office………………………………………………………………………………
40
THEME 3: CITY TRADE (Business Operations) ………………………………………………….
41
Essential Lessons
Lesson 1: MAPS Training……………………………………………………………………….
Manager Training Session………………………………………………………..
Accountant Training Session……………………………………………………..
Production Specialist Training Session……………………………………………
Sales & Marketing Specialist Training Session…………………………………….
Lesson 2: Teamwork – Camping Trip……………………………………………………………
Lesson 3: Business Budget ……………………………………………….………………………
Lesson 4: Marketing Plan…………………………………………………………………………
Lesson 5: Goods vs. Services…………………………………………………..…………………
Lesson 6: Scarcity and Abundance ……………………………………………………………….
Lesson 7: Supply and Demand……………………………………………………………………
Expansion Lessons
45
47
48
50
51
52
55
57
59
62
64
Lesson 1: Supply and Demand Key Chain Sales …………………………………………………. 66
Lesson 2: Entrepreneurship ……………………………………………………………………… 68

4. Supplemental Materials
Big Boss vs. Team Manager Reading Prompt……………………………………………………………
Management Styles T Chart ………………………………………….………………………………
Loan Payment/Deposit Coupon ………………………………………………………………………
Paper Chain Production Standards ……………………………………………………………………
Advertising Design Questionnaire ……………………………………………….…………………….
Design an Ad……………………………………………………………………………………….
Going on a Camping Trip…………………………………………………………………………….
Marketing Analysis: Supply and Demand …………………………………………………………….
Business Addresses …………………………………………………………………………………..
Entrepreneurship Agreement form ……………………………………………………………………..
70
71
72
73
75
76
77
79
80
81
THEME 4: CITY SPENDING (Personal Finance)…………………………………………………
86
Lesson 1: Personal Budgeting……………………………………………………………………
Lesson 2: Health Insurance………………………………………………………………………
Lesson 3: Saving & Investing ……………………………………………………………………
92
94
96
Lesson 1: Opportunity Costs…………………………………………………………………….
100
THEME 5: CITY LIFE (Citizenship).………………………………………………………………
103
Lesson 1: Responsible Citizenship………………………………………………………………
Lesson 2: Laws and Justice ………………………………………………….………………….
108
111
Lesson 1: Taxes…………………………………………………………………………………
Lesson 2: Election Process.………………………………………………….………………….
114
116
Essential Lessons
Expansion Lessons
Essential Lessons
Expansion Lessons
THEME 6: CITY SUCCESS (Wrap-up) ………………………………………………………..……
Essential Lessons
Lesson 1: Where Did Your Money Go? (Reconciling Personal Finances) ………………………
Lesson 2: How Did Your Business Do? (Reconciling Business Accounts)………………………
118
121
123
GLOSSARY……………………………………………………………………………………………… 125
LITERATURE CONNECTION BIBLIOGRAPHY………………………………………………… 130
PROFESSIONAL BIBLIOGRAPHY………………………………………………………….……… 135

5. How to Use this Streamline Enterprise City Curriculum Guide
The Road to Enterprise City is designed to introduce students to their very own city, where they make the rules
and discover the consequences of individual and group decisions. It is designed to meet social studies, math and
language arts standards in an adaptable and interdisciplinary format.
These are the guiding principles for Enterprise City:
• Students learn best through authentic rather than vicarious experiences.
• Understanding grows with trial and error.
• Students learn multiple skills when they work together.
 Learning occurs when students build upon what they already know. This enables them to make sense of
new information and experiences.
This curriculum guide is divided into six themes:
1. City Scene – Introduction to Enterprise City
2. City Jobs – Careers
3. City Trade – Business Operations
4. City Spending – Personal Finance
5. City Life – Citizenship
6. City Success – Wrap-Up for Enterprise City
Within these themes, lessons are identified as Essential or Expansion.
 Essential Lessons provide important information to adequately prepare students for the site visit to
Enterprise City. These lessons are critical to the operation of Enterprise City. It is highly recommended to
include these lessons in your classroom curriculum. Some of these lessons include Enhancement sections,
which offer ways to extend and deepen the lesson topic.

Expansion Lessons contribute to a fuller understanding but are not critical or required for a visit to
Enterprise City. These lessons are suggested if you have additional time or wish to explore concepts more
deeply.

6. City Theme
Scenic Route
Essential
Lesson 1
Recommended Lessons
Scenic Route
Expansion
Lesson 2
Extension Lesson
Expansion
Lesson 1
Extension Lesson
Essential
Lesson 2
Essential
Lesson 3
The Road to Enterprise City implements a lesson scheme format that graphically represented the lessons in each
unit/theme. The Essential Lessons, those crucial to a successful Enterprise City experience, are found on the road
to Enterprise City. The signs to the scenic route graphically represent the Expansion lessons, those that are not
critical but enhance the Enterprise City experience!
In each theme, there are references to literature, which will enhance student learning of business, economic and
citizenship topics. These Literature Connections will address reading standards, and utilize research-based
instructional strategies in reading. The Chapter Books section will provide books and activities that may be used
throughout the curriculum to maintain continuity and enhance student motivation and enjoyment. Chapter Books
may be read aloud in the classroom community or read alone by individual students. Additional reading sources
and activities are included to further integrate communication arts in the Enterprise City curriculum through the
suggested use of Picture Books, Nonfiction Books, and Text in the World (telephone books, newspapers, web sites).
Opportunities for learning are not always sequential or predictable and each classroom develops its own pace and
flow. Lessons throughout the curriculum can be adjusted to meet the needs of your particular class. The
preparation for your visit to Enterprise City requires student group work as they develop their businesses. This
group work in class will give the students ample experience working in groups before they are required to do so
during the day of their Enterprise City visit. In addition to teamwork, students will be asked to make independent
decisions and set personal goals. The curriculum is designed to balance group work and independent work.
Answers to Common Concerns
No matter how much or what kind of experiences you may have had with cooperative learning, inquiry or guided
discovery and constructivism, we know that there may be questions about how to make this program work in your
classroom. Please use our staff as a continual resource with any questions you have.
Classroom Management
“I know how my students can be sometimes and if I give them too much freedom or choice, I will have chaos in my room!”
Every teacher has his or her own standards of acceptable behavior for the classroom. To successfully run their city,
students will need to be able to work together, move freely around the room and make appropriate choices. All of
these things can be accomplished within your set standards of behavior if students are given the opportunity to
learn and practice this behavior.
If you are new to cooperative learning or a more open, active classroom, you can begin teaching your students
appropriate behaviors by starting small.

7. Time Management
“Letting students work in groups seems like a lot of wasted time and requires much more planning to keep them on task.”
It is true that teaching through discovery and constructivism can take more time; however, the impact of the
knowledge gained is significantly higher. By allowing students to work cooperatively, we are increasing the number
of “teachers” in the room giving students more access to the knowledge and skills they need to learn.
The real work and skill of the educator lies in allowing students the time to make discoveries and connections
independently and yet recognizing that moment when they begin to struggle, and offering them the information and
instruction that they need in order to continue.
Curriculum Coverage
“With the focus on testing, I have a set schedule for what I am supposed to teach. It is my responsibility as a teacher to cover this
material in order to prepare my students.”
When we teach through concepts and big ideas, we are able to cover more content than if we focus on smaller facts
and details. Brain-based research tells us that students need to create a folder in their brain in order to store
information and details relating to new ideas. These folders need to be connected to previous ideas and background
knowledge in order for us to make sense of our world or schema.
The lessons in this curriculum are meant to be a guide through the program and not an enforced schedule.
Successful users of this program will adapt the lessons to relate to the background knowledge of their students and
use the economics and civics concepts to make connections to literature, writing, scientific observations, measuring
and any number of other skills in the required curriculum.
Meeting the Needs of Diverse Learners
“My students have differing skills and abilities. I can see my advanced students excelling, but my lower students may be left behind.”
Much research has been done about the effect of teacher expectations on student performance. Holding all students
to high standards is only possible if we provide every student with the adequate resources and support they need in
order to reach those standards. The design of this curriculum is to give all students a shared experience through
their day at Enterprise City. This shared experience allows students to have a common set of background
knowledge upon which they can build their understanding of the concepts in the follow-up lessons.
The Enterprise City curriculum is meant to provide you, the teacher, with a variety of strategies and assessments to
match student skill levels and learning styles. Some students may need reinforcement or enrichment activities, but all
students need the opportunity to be engaged in cooperative decision-making and problem solving.
Standards, Benchmarks and Assessment
“I see that my students enjoy active learning, but that is not the way my students will be tested in the spring.”
High-stakes testing is not going away in the near future, and as educators, we need to demonstrate that our students
are achieving at their fullest potential. One purpose of this program is to encourage students to become
independent learners who are aware of their own thinking and the consequences of their work. Incorporated
throughout the curriculum are performance-based assessments and activities that require students to reflect on their
work and explain the reasoning behind their choices.