The document provides information about a Legal Environment of Business classroom located in rural Douglas, Georgia. It consists of 28 diverse students in terms of age, gender, race, socioeconomic background, and learning styles. The goal is to educate students on how advances in computer technology impact business law. Several motivational strategies are proposed, including providing access to technology, allowing music on Mondays, and using social networking. The strategies aim to engage different learning styles and keep students motivated to learn the material.

1. Legal Environment of Business
Unit: Advancements in Computer Technology
Introduction
Our selected classroom is found within Coffee County school system and is located in rural
Douglas, Georgia. The county itself has approximately 48,700 residents and consists of nine
elementary schools, one middle school, a freshmen campus and one high school. Coffee County
Schools employ over 400 teachers and are currently educating over 8,000 students. The learning
environment serving as primary context for our learner analysis is best described as rurally
driven, public, and secondary level classroom that consists of 28 students. Most importantly,
classroom instruction is held in a computer lab, giving all users access to the internet and basic
Microsoft Office applications.
The standard we will be using for our Legal Environment of Business class is as follows: BCS-
LEB-11: The student explains how advances in computer technology impact business law. Our
main goal is to educate our students in regard to both ethical and unethical behaviors regarding
technology, thus giving them the tools necessary to protect themselves in both a personal and
professional regard.
Demographics
Students vary in terms of age, gender, race and socio-economic backgrounds. This particular
class consists of 8 seniors, 17 juniors and 3 sophomores. There are 11 males and 17 females in
the classroom. Infinite Campus, Coffee High School’s administrative software, identify 46% of
the students as African-American, 28% as Caucasian, and the remaining 26% as being of

2. Hispanic or Latino descent. According to school documentation, 13 of the 28 students are
recipients of Free and Reduced Price Meals, thus determining that approximately 48% of
students possibly come from low-income households. Clearly, this diverse classroom is a prime
example of a heterogeneous group of students.
Variety continues in terms of student achievement levels and preferred learning styles. Please
refer to the following charts for information in terms of current grade point averages and
individual learning style preferences. Grade point averages were collected via Infinite Campus
and learning style preferences are reported in response to an electronic classroom survey
completed by each student during their first week of enrollment.
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3. Additionally, 4 students have IEPs for specific learning disabilities and 3 students are within the
top 5% of the current senior class. Therefore, instruction is best designed for multilevel students
and various types of learning styles. Every student should be made as part of the lesson; however
students must be reinforced for completing tasks at their own pace.
Entry Skills and Prior Knowledge
Legal Environment of Business is the second requirement in the Career, Technical, and
Agricultural Education pathway of Small Business Development. All students must complete the
introductory course requirements within the prerequisite Business Essentials class prior to
enrolling in this course.
It is evident that students are exposed to technology from an early age. The use of research sites,
social networking sites and file sharing sites are accessed daily by our students. But do our
students possess the knowledge they need to ethically downloading files, share programs or
using another’s work? Are they motivated to learn the proper way to conduct their selves in
regard to technology and business law?
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4. A pretest in regard to the standard “BCS-LEB-11: The student explains how advances in
computer technology impact business law” was administered to our group of students prior to
beginning the unit. This pretest was used to measure both prior knowledge and identify academic
motivation toward our standard and goals. Results let us know that although students were highly
motivated toward using technology over more traditional resources, they didn’t quite understand
why some of the more common unethical issues is regard to copyrights, technology and
plagiarism were wrong.
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5. Academic Motivation
A survey (Appendix B) was administered to this population of students and overwhelmingly
indicates that these students are actively utilizing technology in their day-to-day lives, whether it
is for academic purposes or personal/social activities. The survey indications also reveal that as
a whole these students are not always mindful of the ethical or legal ramifications of their
technology activities in regards to copyright.
These students embrace technology and it is an integral part of their daily lives which indicates
that incorporating activities merging technology with classroom learning will enhance and
encourage the students to gain a further understanding of the lessons that are promoting the
standard being addressed.
“Even though one clings to the romantic notion that education provides the building blocks in a
straight line to a meaningful future, the reality is that mixed goals and instructional messages
prevail. A much richer vision of comprehension and literacy is necessary for students to succeed
for the here and now and for their future, one that incorporates all of the changing options and
demands for education and the workplace,” Mark W. Conley and Antoinette Wise.
In their journal article “Comprehension for What? Preparing Students for Their Meaningful
Future,” Conley and Wise of The University of Memphis’ College of Education discuss their
findings and studies on the connection of IPad’s and other mobile tablet technologies in the
classroom. They find links between increased classroom participation and student confidence
through observations and surveys. Their recommendation is for teachers to introduce a “multiple
literacies” approach to their classrooms.
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6. “Multiple literacies involve the many different ways readers interact with texts (including print,
graphic, and digital), as well as many different ways of comprehending (including reading,
writing, speaking, listening, viewing, drawing, word processing, and using PowerPoint
presentations and database programs to represent information; no longer get their news in paper
form, preferring, instead, electronic media sent through electronic tablets. Books and magazines
are widely available on electronic tablets like the iPad and the Kindle. With social media
networks, blogs, and wikis, adolescents are experiencing whole new worlds of textual
representations.
Motivational Strategies
There are several motivational strategies that may be implemented into the curriculum to achieve
the desired results – which is this student population strengthening their understanding of
technology use and how to properly (ethically, professionally, etc.) utilize it.
According to Keller there are four types of complimentary motivational strategies that are
effective when used together to meet a particular learning objective: Attention (gets and holds
the student’s attention), Relevance (correlates practical examples to the particular objective),
Confidence (keeps the student engaged while providing positive feedback) and Satisfaction
(encourages the student to continue learning about the subject matter beyond the classroom).
The three motivational strategies targeted (entailed below) are all a reflection of Keller’s ARCS
Model of Motivational Design, as well as incorporating the multiple literacies approach to
instruction to appeal to this generation’s learner.
Motivational Strategy #1: Access to Technology
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7. Grant supervised student access to advanced technological resources in the classroom setting.
Not all students are products of homes with ample access to advanced technologies. In their
home environments, many students have very basic computers/technology or a single computer
that they must share with family members. Furthermore, they often do not have personal access
to mobile technologies, such as iPods (or other portable digital music players), iPads, Kindles,
Nooks, etc.
Students will work individually or in small groups to complete assigned activities using iPad’s
(or any of the above mentioned mobile technology resources based on the teacher’s access or on
the nature of the lesson for the day). This will provide the students with a feeling of pride that
they are being entrusted with the privilege of using high-tech devices which will instill
confidence in their approach to the subject matter. The students will be enticed to work on the
assigned activities as this involves hands on exposure to cutting edge technologies that they may
not have had the opportunity to experiment with at home. This will also provide them with the
confidence and foundational knowledge of using and caring for these types of technologies
should they attend a university or technical college after high school graduation – where they
will be expected to complete independent work in technology resource labs that implement
MACs, laptops or iPad and iPod check-out stations.
Before these supplemental technology teaching aids will be introduced into the classroom, the
teacher will provide the students with a lesson on how to use the particular device, how to
properly care for the device and any other basics. Additionally, each student will sign a contract
outlining the expectations of using the technology and the repercussions based on any misuse,
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8. i.e. accessing inappropriate content or intentionally defacing the product would revoke the
individual’s access. Students who master using the new technology while properly caring for the
device will receive encouragement and positive feedback for doing so.
Students who consistently exhibit superior skills and care of the handling of the device may be
granted special access to check out the iPad to work on a homework assignment or class project
outside of the classroom.
Motivational Strategy #2: Music Mondays
Students may listen to music on Mondays while completing individual work after meeting certain
criteria the previous week.
Students who complete their assignments in a timely manner and achieve a score of 75% or
higher on each of their weekly assignments will be allowed to listen to their digital music player
while completing individual work on the following Mondays.
Students who do not possess a personal music player but who meet the weekly criteria will be
entered into a raffle at the beginning of class on Music Mondays to allow use of the class iPod
for that class period.
Motivational Strategy #3: Social Networking Initiative
Social networking tools will be utilized to generate an increased interest in keeping up with
assignments and class activities.
Students will have access to a class networking page (or other similar site that can be decided on
by the teacher and her students based on the class’ social networking preferences) that outlines
class objectives and materials while keeping the students abreast of assignments, activities and
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9. projects. The teacher will create and monitor the page daily. The teacher will periodically post
questions at the beginning of the week that the students will have until the end of the week to
read and comment on in 2-3 sentences with their own reflections to the question or statement.
The students will not be graded on the content of their posting, but it will be included in their
class participation score at the end of the term. Occasionally the teacher may post a bonus
question at a random time and the first student to respond with the correct answer receives a
bonus point or other incentive. This measure will encourage the students to interact on the page
at times outside of their class period. Students may also post questions about the content on the
page that the teacher or classmates can respond to in order to encourage classroom discussion.
As stated above, the teacher will monitor the page daily to verify that any misinformation is
corrected or any spam posting is deleted.
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10. Educational and Ability Levels
The student population and ethnicity are both identified in the two graphs within the
demographics section. The graphs show the diversity of the population is a heterogeneous
group. Additional research suggests that cultural differences can have a negative effect on
students’ participation if the lesson is scud towards one ethnic background. This factor and the
student’s education and ability levels charted in the graphs, provide a better picture how to
design the classroom lessons for a multilevel diverse group.
Collis (1999) and Henderson (1996) proposed the “flexible” approach, which suggests that the
courses should be flexible enough to cater to diverse cultural perspectives, rather than simply
containing pre-determined content. The central notion of the flexible approach is that the key
aspects of course design should be contingent on the cultural dimension of the course, and should
be flexible enough to allow the students and instructors to choose their own learning and
teaching styles as the course progresses.
Children’s ethnic background and cultures influence the manner in which they learn concepts
and process information. Curricular and instructional methodologies, therefore, must be adapted
to accommodate alternative learning styles (Clark, 1999). In addition, students today do not have
technology barriers which impede accessing technology in their daily lives. The major point for
this lesson will be to help them to “understand” the ethnical implementations of how to use
technology properly. The need to cover the ethnical practices in this setting is not only necessary
but will only make the students better technology citizens.
Learner Characteristics
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11. Two of the most valuable components in the learning process are the individuality of the teacher
and the individuality of each student. Yet those individual differences often interfere with
academic achievement unless teachers attempt to understand the implications of learning style
research and incorporate students' learning style preferences into their lesson planning
(Campbell, B.J., 1991). Differences in teaching styles may also impact on areas such as
classroom arrangements, the organization and assessment of activities, teacher interactions with
students and pedagogical approaches, such as the use of questioning (Evans, 2004). In order to
move from a “pedagogy of poverty” to a “pedagogy of plenty” (Tomlinson, 2005) and to cater to
the increasing diversity of student learning needs, effective teachers need to be aware of and use
a variety of teaching styles (Kulinna & Cothran, 2003).
Next identify what the learner characteristics are in the classroom for each student. The students
were given a learning style survey to assist the teacher in planning for differential instruction.
The data provided from the survey allows her to modify her instruction and classroom to meet
the student’s needs. The survey results are listed in Entry Skills and Prior Knowledge section.
In the graph the learner styles show the majority of the students were higher in visual and
kinesthetic styles, verses the auditory and combination of the styles. Therefore, the lesson needs
to be directed not to just these learning styles but for all learning styles so each student will
master the lesson.
Gardner Learning characteristics are excellent guide to formulate and meet the diverse learners
in this setting. Howard Gardner initially formulated a list of seven intelligences. His listing was
provisional. The first two have been typically valued in schools; the next three are usually associated with
the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).
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12. Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages,
and the capacity to use language to accomplish certain goals. This intelligence includes the ability to
effectively use language to express oneself rhetorically or poetically; and language as a means to
remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees
as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out
mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the
ability to detect patterns, reason deductively and think logically. This intelligence is most often associated
with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical
patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.
According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic
intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to
solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner
sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more
confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and
desires of other people. It allows people to work effectively with others. Educators, salespeople, religious
and political leaders and counselors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears
and motivations. In Howard Gardner's view it involves having an effective working model of ourselves,
and to be able to use such information to regulate our lives.
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13. In Gardner's view, learning is both a social and psychological process. When students understand
the balance of their own multiple intelligences they begin
 To manage their own learning
 To value their individual strengths
In this view, as Gardner (1999: 24) puts it, 'intelligence is better thought of as "distributed" in the world
rather than "in the head"'. Some of those advocating the importance of distributed cognition place a
stronger focus on distribution than others. They argue that while the individual is significant,
psychological analysis should focus on the joint, socially mediated activity in a cultural context (see
Salomon 1993: xv for a discussion).
Many steps can be taken to begin a learning style approach to teaching depending upon the
subject being taught. The following is a list of strategies that can be successful in most business
classes (Campbell, B.J., 1991).
1. Allow students to select their own seats--front or back, near the windows or the door, or
near friends.
2. Make some short-term assignments (due at the next class meeting) and some long-term
assignments (due in 2, 3, 4 weeks).
3. Combine individual assignments with some group assignments.
4. Give step-by-step instructions when they are needed, but encourage students to
experiment on their own when that is appropriate.
5. Vary written feedback on papers with verbal comments to individual students.
6. Allow students to help each other learn and work together when possible.
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14. 7. Give at least one major oral assignment.
8. Allow students to talk to each other while they are working at their individual
assignments, when it is appropriate to do so.
9. Allow extra credit for special creative endeavors.
10. Use a game or crossword puzzle for review.
11. Give many chances to earn grade points other than paper-and-pencil tests.
12. Give some directions orally, some in writing.
13. Provide constant encouragement for students who are slow in understanding or
performing or who have trouble expressing themselves in writing
14. Allow students to complete some assignments outside of class.
15. Make class assignments as relevant as possible. Show how readings and projects fit into
real-life situations.
Based on the lessons for Legal Environment of Business, the ISTE's NETS for Students (2007)
should be incorporated in the lesson to help students prepare to work, live, and contribute to the
social and civic fabric of their communities. The new ISTE (2007) standards identified several
higher-order thinking skills and digital citizenship as critical for students to learn effectively for a
lifetime and live productively in our emerging global society. These areas include the ability to:
 Demonstrate creativity and innovation-
 Communicate and collaborate
 Conduct research and use information
 Think critically, solve problems, and make decisions
 Use technology effectively and productively
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15. In addition, given the groups learning styles, ability levels, and ethnic diversity by implementing into the
lesson the suggested classroom strategies’ above will create a learner driver lesson. The learners analyzed
in this study can then walk away with a better “understanding” of copyright use and laws.
Accommodations
The IEP’s provided students with the following Learning Disabilities. The students were in the
tenth, eleventh or twelfth grades. One student failed Environmental Science twice and had a
GPA of 1.70 in which the overall GPA should be 2.5. The student reading fluency and
comprehension were at the 8th grade level. The student was three grades levels below peers in
the class. Student does not have needed vocabulary to meet 11th grade GPS standard-listening,
speaking, and reviewing skills. Additionally, work was needed in the area of auditory skills.
Accommodations-
1. Assistive Technology device/services (computer software)
2. Alternative format for instructional material
3. Read-along techniques
4. Tape lessons, video tapes, DVD’s, captioned TV programs
5. Educational videos and films/talking books
6. Student developed file of vocabulary words, word webs, visual organizer
7. Sufficient “wait time”
8. Utilizing dictionary for building vocabulary, spelling and reading comprehension
9. Audio versions of the text in English and Science-Read test questions orally
10. Extended time to complete reading assignments
11. Extra help with word problems
12. Small group settings
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16. 13. Visual Representations
14. Peer Tutoring
The areas of deficiency for these students were sequential processing (short term memory),
simultaneous processing and fluid reasoning. The cognitive processing skills are deficient and
severely impact one’s ability to achieve in the areas of reading, written expression and math.
There were areas of discrepancy between achievement in the areas of math, language arts and
written expression and intellectual ability. The student did not meet the graduation requirements
in Writing, English and Mathematics.
Accommodations-
l. Assistive Technology Devices (computer software)
2. Preview of New Concepts
3. Extra time to complete assignments
4. Should be allowed to volunteer answers
5. A table of facts or calculator
6. To develop listening skills and memory- poetry, rhymes, songs, audiotape material,
and mnemonics
7. Multi-sensory approach-spelling aloud and writing words
8. “Hands-on” concrete material
9. Draw illustrations and representations
10. Small group work
11. Self- Instruction
12. Peer Tutoring
13. Visual Representations
16

17. References
Campbell, B.J. 1991. Planning for a student learning style, Journal of Education for
Business; Jul/Aug91, Vol. 66 Issue 6, p356, 4p.
Clark, J. (1999). Minorities in science and math, Columbus, OH; Clearinghouse for
Science Mathematics and Environmental Education, (ERIC Documentation Reproduction
Service No. ED 433 216).
Collis, B. (1999). Designing for differences: Cultural issues in the design of WWW-
based course-support sites. British Journal of Educational Technology, 30(3), 201-215.
Conley, M., & Wise, A (2011). Comprehension for what? Preparing students for their
meaningful future. Theory Info Practice. 50:93–99
Cunningham, Patricia and Allington, Richard (1998). Classrooms That Work,
Addison-Wesley.
Evans, C. (2004). Exploring the relationship between cognitive style and teaching
style. Educational Psychology, 24(4), 509-530
Foundation for Success: The final Report of the National mathematics Advisory Panel,
http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
Gardner, H. 1999. Multiple Intelligences and Education,
http://www.infed.org/thinkers/gardner.htm
Henderson, L. (1996). Instructional design of interactive multimedia. Educational
Technology Research and Development, 44(4), 85-104.
ISTE (International Society for Technology in Education, 2007. NETS for Students
(2007), Journal of Research on Technology in Education.
Kilpatrick, et.al. (2001). Understanding and Procedural Fluency.
Kulinna, P. H., & Cothran, D. J. (2003). Physical education teachers’ self reported
use and perceptions of various teaching styles. Learning and
Instruction, 31(6), 597-609.
Nace, T. & Kathy, A. (1993). Rethinking the basic of Public Speaking Course for African
American Students and Other Students of Color. The Journal of Negro Education, 62,
448-457.
National Commission on Mathematics and Science teaching for the 21st Century-Before
It’s Too Late, http://www2.ed.gov/inits/math/glenn/toc.html
National Commission on Mathematics and Science Teaching for the 21st Century-Before
It’s Too Late, http://www2.ed.gov/inits/Math/glenn/toc.html
17

18. National Research Council-Adding It Up: Helping Children Learn Mathematics,
http://www.nap.edu/catalog.php?record_id=9822
RAND Mathematics Study Panel-Mathematical Proficiency for All Students,
http://www.rand.org/pubs/monograph-reports/MR1643/index.html
Salomon, G. (ed.) (1993) Distributed Cognitions. Psychological and educational considerations,
Cambridge: Cambridge University Press.
Steedly, Kathlyn, Dragoo, Kyrie, Arefeh, Sousan & Luke, Stephen (2008). Effective
Mathematics Instruction. “What Students Need to Know and We Need To Teach: How
Disabilities Can Affect Mathematics.” Evidence for Education. Volume III.
Tomlinson, C. A. (2005). Differentiated instruction as way to achieve equity and
excellence in today’s schools. Building inclusive schools: A search for
solutions. Conference Report Canadian Teachers’ Federation Conference
(19-21). Ottawa, Ontario.
Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated
Reading. Remedial and Special Education. 25 (4), 252-261.
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19. Appendix A
DISCOVER YOUR
PREFERRED LEARNING
STYLE
This questionnaire will help you discover what kind of learner you are.
Read each row and click the ONE option that is most like you.
I prefer lessons I prefer lessons I prefer lessons
where we can where there is where we can do
discuss things. something to look something
at (like a picture, practical – or at
chart, diagram or least move
video) or around.
something to
draw.
I often fiddle with I often sing or hum I often doodle in
things in class (a to myself in class. class.
pen, paper clip or
rubber band.)
When learning a When learning a When learning a
new skill, I prefer new skill, I prefer new skill, I prefer
to just get on with someone to to watch someone
it. explain to me else show me how
how to do it. to do it.
When the When the When the
advertisements advertisements advertisements
come on the come on the come on the
television – I like television– I get up television – I like
to watch them. and do something. to sing along with
them.
I would prefer I would prefer I would prefer
to listen to a to see a comic to act out a
story. strip of a story. story.
19

20. I am good at I have a good I have a good
learning physical memory for memory for faces.
skills. people’s names.
I prefer teachers I prefer teachers I prefer teachers
who use diagrams who get us to do who explain things
to show us things. something. to us.
If I get in trouble If I get in trouble If I get in trouble
in class, it’s for in class, it’s for in class it’s for
talking. drawing on the fidgeting.
desk or all over my
books.
On a long On a long On a long
journey I like to journey I can’t journey I like to
look at the wait until we stop listen to music or
scenery or read a so I can walk talk to the other
book. around. travelers.
I use my hands a When I am When I am
lot when I am discussing discussing
talking. something, I something, I like to
sometimes use doodle.
words my friends
don’t know.
If I could be If I could be If I could be
famous, I would famous, I would famous, I would
be a sports- be a film-star. be a singer.
person (or
dancer).
I would rather go I would rather I would rather
outside and play. watch my favorite listen to my
TV program. favorite music.
20

21. I get distracted in I get distracted in I lose
class if I can see class if I can hear concentration if I
something something have to sit still
outside the happening for a long time.
window. outside.
I am good at I am good at I am a good
drawing. making things. listener.
Out of these 3 jobs Out of these 3 jobs Out of these 3 jobs
- I would prefer to - I would prefer to - I would prefer to
be a radio DJ (or be a mechanic. be an artist (or
presenter) designer).
In my spare time I In my spare time I In my spare time I
would prefer to do would prefer to would prefer to
something watch TV or a listen to music or
physical, such as video. chat with friends.
sport or dancing.
The type of puzzle The type of puzzle The type of puzzle
I would prefer is I would prefer is I would prefer is
"Spot the "Name that tune". "Rubik's cube".
difference".
If I needed to build If I needed to build If I needed to build
a Lego model, I a Lego model, I a Lego model, I
would get someone would try to work would follow the
to explain how or out which bits fit diagram or the
to read the together. picture on the
instructions to me. packet.
When you have clicked one option in each row, count up how many buttons
of each color you scored.
If you scored mainly buttons, you are a VISUAL learner.
If you scored mainly buttons, you are an AUDITORY learner.
If you scored mainly buttons, you are a TACTILE learner.
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22. Appendix B
Technology Use Survey
1. Today is your friend’s birthday. How do you first congratulate her?
a. Make a unique birthday card to give her before school.
b. Leave a comment on her Facebook page.
c. Call and sing “Happy Birthday” to her over the phone.
2. You made the track team! As a reward, your mom has offered to buy a new pair of
running shoes to replace your old pair. She gives you a budget on how much she is
willing to spend. She cannot go with you to purchase the shoes until Saturday. Today is
Monday, what do you do in the meantime?
a. Go online to check out the latest styles of running shoes, read reviews and print a
couple pictures of your top choices to show mom what you want.
b. Find the Sunday newspaper ads and look through the pages to see what is on sale
this week at the stores.
c. During the week, go to the mall with your friends after school to look at the
selection in all of the shoe stores and get their opinions.
3. You most often listen to music:
a. On the radio (at home, in your car, at work, etc.).
b. On your IPod or another portable device.
c. Online through sites such as YouTube or MySpace Music.
4. You are on summer break and your grandmother asks you to drive her to her doctor’s
appointment. Afterwards, she will take you to lunch at your favorite restaurant. You know
you will have to sit forever in the waiting room. You…
a. Bring your new magazine and your summer reading book with you.
b. Take your laptop, because you know there has to be a WIFI connection that you
can pick up in the area.
c. A pillow. This will be a great time to take a powernap.
22

23. 5. For your end of the year project in Biology class, you have to make a presentation to
your class on an assigned biological topic.
a. You make a beautiful poster detailing the structure of a flower that you drew from
hand and colored with magic markers.
b. You create a PowerPoint presentation with slides filled with graphs and awesome
pictures from National Geographic to educate the class on Bengal Tigers.
c. You wing it with note cards. You review some websites the night before on the
subject and write down a few keys words. When it’s your turn, you tell the class
about your topic and refer to your notes.
6. Do you use social media every day? How much time do you spend on an average day
connecting with friends and family online?
a. 0 hours
b. 1-2 hours / day
c. 3-4 hours / day
d. 4+ hours / day
7. When you watch TV, you most often are:
a. On the computer at the same time doing homework and chatting with friends
through social networking sites like Facebook or Twitter.
b. Sitting on the couch eating dinner with your brothers or sisters.
c. Lying on your bed doing as little as possible.
8. You are adding new tunes to your music collection. You are most likely to…
a. Buy the CD format at Wal-Mart or a local music store.
b. Purchase the song or album through your ITunes account.
c. Download the album from a file sharing site, like Napster or LimeWire.
d. Copy it from a friend or sibling’s music collection.
23

24. 9. You are working on a class assignment on the Civil War. Your chosen topic is “Clothing
Styles of the Civil War Era,” but there is almost no information in your textbook or class
handouts. What you do?
a. Go to the school media center or public library for help finding resources through
online databases and reference books.
b. Google the topic and print the first few articles that adequately cover the
information.
c. Google the topic and select articles that are from academic sources or have an
.edu address.
d. Use an encyclopedia or book you find on your parent’s bookshelf.
10. The movie everyone is talking about opens in theaters this weekend.
a. You buy your advance ticket now so that you can be sure to make the midnight
showing before it sells out.
b. You don’t want to spend the cash on the ticket right now. You will wait until it
comes out on video and pick it up at a video store or Redbox.
c. You won’t make the midnight showing but will stream it next week online even if
the quality is not the best.
d. Who cares about the movie? The books are always better and you have it on
reserve at the library.
11. If you read a book or magazine for fun, you:
a. Check it out at the school media center or public library. Or buy it at a store.
b. Download it to either your Kindle or Nook, or your computer or IPad, etc.
c. Reading for fun? That’s not fun!
d. Borrow it from a friend or family member.
12. You completely forgot that your English essay is due tomorrow! You really want to watch
the season finale of American Idol with your friends tonight. Your best friend’s mom has
even planned an Idol party and is ordering pizzas for everybody. What now?!?
a. You’ve got this! You use your free period to get organized and print a few literary
critiques online. After school you lock yourself in your room and write for the
next 3 hours…and still make the finale.
b. You search online for topic ideas but come across a site with free essays. You find
the perfect one. You copy and paste the entire text into a Word document, change
up a few words here and there and add your name and the date to it.
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25. c. You go home after school and start writing. You knock out a few paragraphs, but
time is ticking! You realize a couple paragraphs from your reference articles will
blend nicely with your own words. You copy and paste a few sentences from each
article and add it to your own work. You click save and are out the door.
d. You text your sister at college. She owes you a favor. You explain your dilemma
and ask her to e-mail a copy of one of her freshman comp papers. Your teacher
will never know the difference anyway, since it can’t be traced on the internet.
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