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Women in Business

Course, Subject

Home & Careers, Career Development and Occupational Studies

Grade Levels

Intermediate, 6th Grade, 7th Grade, 8th Grade


  • Student research is evaluated.
  • Teacher uses rubric to evaluate letters.
  • Classroom discussion is evaluated.


CDOS Writing Team, Authors of Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum.


4 class periods

Essential Questions

How are my social skills related to my future success?
How is work important to me?



  • Students will gain an awareness of different occupations and changing male/female roles.
  • Students will gain an awareness of how different occupations and gender roles affect the way they perceive and deal with others in the workplace.
  • Students divide into groups to complete the project.
  • Student groups research the area of women in business.
    • The history of women in business
    • Salary issues
    • Traditional and nontraditional roles for women
    • Percentage of women business owners and leaders (e.g., CEO, vice president, board members)
  • Students brainstorm businesses in the community and research which ones have female owners or leaders.
  • Teacher instructs the students on the format of a business letter, explaining the format and its importance in business. The teacher and students create a rubric for the letters.
  • Each group identifies one female business leader and sends her a letter, inviting her to speak to the class. The letters will include information on the topics they would like for her to address, such as:
    • Job responsibilities
    • Education and experience
    • Challenges
    • Necessary skills
    • Future predictions
    • Impact of social skills on job success
  • If more than one speaker is secured, the speakers will serve on a panel.
  • The students identify additional questions to ask the speakers.
  • Speaker(s) visit the classroom, addressing the topics identified in the students' letters. Students ask the speaker(s) any questions that were not addressed in the presentations.
  • Students write thank-you letters to the guest speakers.
  • Class engages in a discussion of what they learned 

Materials / Resources

  • Computer
  • Internet access
  • Writing supplies
  • Female business owners/leaders

Comments / Modifications

Students could write an article for the school paper on “Women in Business.”


CDOS Writing Team. “Women in Business.” In Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum. New York State Department of Education, 92.

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