Integrated Studies Is Serious Business—and Serious Learning
Business budgets, break-even points, and CVs aren’t exactly typical content in a middle school curriculum. Here at Principia, however, our seventh-grade students and teachers are not just exploring but directly experiencing these concepts. And in doing so, they are successfully taking learning beyond of the realm of “business as usual.”
By the end of their recent Business Game unit in Integrated Studies class, the 27 students were successfully selling unique, handmade products to peers and parents at two active pop-up markets in the Middle and Upper School. Items ranged from scented soaps and stress balls to elastic-band “Saturns” (to hold pens, pencils, and other student paraphernalia to a water bottle) and “survival bracelets” (made from paracord). As the marketing manager for Interprin explained, “You can easily unravel the bracelet to use the paracord in any emergency. That’s what’s so cool about it!”
Before they went to market, however, the students had to work through challenging and practical content and communication issues—starting with the understanding of what constitutes a business, key roles, and the qualities and skills needed to fill those roles. The “consulting firm” of Dry & Sheets (i.e., teachers Sam Dry and Dan Sheets) accepted applications—which had to include a concise cover letter as well as a CV. Once chosen, the CEOs reviewed resumés from the other students and chose marketing managers and product designers. “Instead of just choosing friends, the students all learned the importance of matching skills and experience to the job at hand,” Dry says.
Once the companies were fully “staffed,” they worked on identifying products. Some students had a hobby or skill that could be put to use right away, but the majority—like all digitally savvy youth today—went directly to the Internet for ideas. YouTube was very popular for “how to” demonstrations and acquiring or improving manufacturing skills. After conducting “market research” by surveying peers, the companies went into production mode.
By the end of the two market sessions, some of the “companies” had grossed more than $75 in earnings, and a few even have pending orders for more products! In a debriefing session after the event, students identified their companies’ strengths and weaknesses in a SWOT exercise. The main weakness that students identified—and said they learned from—was lack of clear communication within teams. General strengths—both students and teachers agree—were unique product ideas, enthusiasm, and good salesmanship.