Download Curriculum Guide - Career and Technical Education

21st Century Instructional Guide for Career Technical Education
Marketing Principles I Course
Business and Marketing Cluster
Business Concentration
E-Business Concentration
Fashion Marketing Concentration
Hospitality and Tourism Marketing Concentration
Management and Entrepreneurship Concentration
Marketing Concentration
Pharmaceutical/Medical Professional Sales and Marketing Concentration
Real Estate Marketing Concentration
Small Business Management Concentration
Sports, Entertainment and Recreation Marketing Concentration
Title:
Marketing Principles I (WVEIS 0422)
Standard Number:
ME.S.MKT1.1
Marketing Education and Cooperative Procedures
Students will demonstrate knowledge of the marketing education program and cooperative
procedures.
How can participation in a simulated or real business activity, and the marketing education program,
prepare you for entry into the working world?
Students will
Learning Plan & Notes to Instructor:
recognize the three components of a
Introduce DECA using the DECA Guide,
marketing education program.
www.deca.org, or the DECA recruitment DVD;
introduce curriculum with a guided search through
the textbook and a course syllabus; introduce work
experience with discussions with students and co-op
employers.
participate in a simulated or real business
Use fundraising activities and marketing projects;
activity.
explore school-based enterprise and the Virtual
Business Challenge using www.deca.org; participate
in Dream Quest; have students prepare and give a
sales presentation and assume the role of sales
manager to write a sales training manual.
Essential
Questions:
Objectives:
ME.O.MKT1.1.1
ME.O.MKT1.1.2
1
Standard Number:
ME.S.MKT1.2
Essential
Questions:
Objectives:
ME.O.MKT1.2.1
ME.O.MKT1.2.2
ME.O.MKT1.2.3
ME.O.MKT1.2.4
Standard Number:
ME.S.MKT1.3
Essential
Questions:
Interpersonal Skills in the Working Environment
Students will demonstrate effective interpersonal skills.
How will having good interpersonal skills, a strong work ethic, communication skills, and a positive
attitude help you on the job with coworkers, customers, and managers?
Students will
Learning Plan & Notes to Instructor:
illustrate positive relationships of coworkers,
Role-play dealing with happy and unhappy
customers; play a game called Do You Have a
management, and customers. (e.g., positive
Winning Attitude; explore students’ work
attitude, self-control, and respect)
experiences; invite a manager to speak with class;
discuss, write, and follow classroom rules which
build positive relationships in the classroom.
demonstrate character traits of excellent
Take online aptitude tests to explore personal traits;
employees including honesty, integrity,
discuss case studies; discuss, write, and follow
empathy, industriousness, respect, and loyalty. classroom rules which include positive character
traits.
use proper grammar and vocabulary in verbal
Complete written reports, memos, and business
and written communications.
letters; peer-edit written communications; practice
and evaluate e-mail and telephone etiquette; include
writing across the curriculum projects; give oral
presentations including a sales presentation;
participate in DECA individual or team competitive
events.
demonstrate nonverbal communications as it
Give oral reports; participate in role plays and DECA
relates to the work environment.
competitive events; play communication games;
research and discuss cultural differences in
nonverbal communications when engaging in foreign
trade.
Employment Skills for the Workplace
Students will demonstrate employment and job learning skills for the workplace.
How can compiling career information, preparing for a interview, completing a resume and cover
letter, and exhibiting proper dress for the workplace help in a job search?
2
Objectives:
ME.O.MKT1.3.1
Students will
collect information for a career search.
Learning Plan & Notes to Instructor:
Complete online and paper applications and
computer-generated resumes, letters of application,
and follow-up letters; explore marketing careers
using the Occupational Outlook Handbook; take
aptitude/interest surveys; explore the do’s and don’ts
of interviewing and the application process; hold
mock interviews and critique students’ performance;
conduct a job fair with students participating in
interviews with local employers.
Write a cover letter, resume, follow-up letter, and
resignation letter; provide documentation of work
experience and community service; maintain and
update file of employment documents.
Complete job applications; collect two letters of
recommendation; participate in the DECA Job
Interview event at the WV DECA Career
Development Conference.
Participate in a job fair or mock interview; compete in
the Job Interview event at the WV DECA Career
Development Conference.
Participate in a job fair or mock interview; compete in
DECA’s competitive events; participate in a fashion
show; invite a human resource manager to speak
with class; using catalogs give students a $500
budget and have students choose, cut out, and
assemble an appropriate work wardrobe.
ME.O.MKT1.3.2
produce information for use in the employment
process (cover letter, resume, follow-up letter,
and resignation letter).
ME.O.MKT1.3.3
provide information to be included on a job
application.
ME.O.MKT1.3.4
demonstrate interview skills in a simulated
activity.
ME.O.MKT1.3.5
demonstrate appropriate dress for the
workplace.
Standard Number:
ME.S.MKT1.4
Essential
Questions:
Basic Marketing Math Skills in the Workplace
Students will perform basic marketing math skills utilized in the workplace.
How important is the knowledge to perform basic math skills, calculate taxes, discounts, and making
change, if the electricity goes out, or if the business operates out of a cash box?
3
Objectives:
ME.O.MKT1.4.1
Students will
imitate procedures associated with the
handling of cash including making change,
preparing, and closing cash drawers.
ME.O.MKT1.4.2
compute tax, discounts, net sales, and profit.
ME.O.MKT1.4.3
recognize the different types of sales
transactions.
Standard Number:
ME.S.MKT1.5
Essential
Questions:
Marketing
Students will explain the fundamentals of marketing.
How does marketing affect the economy?
Describe how decisions are made as to what products are offered and how customers would know
about the products without marketing.
Students will
Learning Plan & Notes to Instructor:
discover marketing.
Play vocabulary terminology/games; use study cards
and create vocabulary pictographs; discuss how
marketing affects students in their daily lives.
Objectives:
ME.O.MKT1.5.1
Learning Plan & Notes to Instructor:
Utilize the Marketing Essentials marketing math
workbook to lead students through cash draw
calculations; work in the school store; using play
money simulate a till and have students make
change; explore online resources; contact guest
speakers including banking and credit resources.
Utilize problems in the Marketing Essentials
marketing math workbook; participate in the
Marketing Math DECA competitive event; work at the
school store; conduct a fundraiser having students
make computations including tax, discounts, net
sales, and profit.
Complete problems in the Marketing Essentials
marketing math workbook; compete in the Marketing
Math DECA competition; work in the school store;
use simulated activities including processing cash,
credit, C.O.D., discount, and layaway sales as well
as returns, exchanges, and allowances; contact
guest speakers to speak with class.
4
ME.O.MKT1.5.2
distinguish among the basic marketing
functions as they apply to business.
ME.O.MKT1.5.3
classify the three elements of the marketing
concept (customer satisfaction, total company
effort, and profit).
ME.O.MKT1.5.4
recognize how the economic utilities add
value.
Make posters illustrating each function; use online
resources and case studies to explore the
importance of each function; divide class into groups
giving each group a well-known business such as
McDonald’s, Sears, American Eagle, Toyota, and
Nike and have students prepare a collage illustrating
how their company utilizes the functions of
marketing.
Divide students into groups giving them the choice of
opening a t-shirt shop, a day care center, a pizza
shop, or a sporting goods store. Have students write
their plan for satisfying the needs and wants of their
customers while making a profit. Share, critique, and
discuss results. Invite business managers/owners to
participate in a panel discussion; complete case
studies which include the elements of the marketing
concept; work with a local business to develop a
customer satisfaction survey, conduct research, and
report results to the business.
Give students raw materials and have them
assemble new product prototypes (form utility), and
then explain how they will apply the marketing
utilities of place, time, possession, and information to
give potential customers added value. Divide class
into groups giving each group a raw material such as
tomatoes, steel, wood, petroleum, lemons, and
rubber. Have students make a poster illustrating how
their raw material will be transformed into a product
and applying time, place, possession, and
information utility. Share, then display posters in
classroom. Have students disassemble and
reassemble a product for form utility.
5
ME.O.MKT1.5.5
differentiate among the 4 P’s of the marketing
mix.
ME.O.MKT1.5.6
relate the importance of product positioning to
the marketing mix.
ME.O.MKT1.5.7
construct a customer profile.
Develop a Venn diagram to illustrate the 4Ps of
marketing; have students divide into groups to
develop a new shampoo, restaurant, or perfume
applying the 4Ps of marketing to launch a successful
product. On a “word wall,” have students classify
decisions made when applying the 4Ps of marketing.
Give students lists of products or businesses such as
Nike, Adidas, and Vans; Crest, Rembrandt, and
Aqua Fresh; Pepsi, Coca Cola, and 7Up; American
Eagle, Deb, and Hot Topics. Have students conduct
online research to determine how each
product/business positions itself. Discuss the current
political campaign to determine how positioning is
used to identify the political parties or candidates.
Using www.census.gov to compile a demographic
study of West Virginia, your county, or city; have
students prepare a PowerPoint presentation
explaining how demographics, psychographics,
geographics, and product use are used to segment
markets; divide class into groups giving each a wellknown business. Have them construct a customer
profile explaining how demographics,
psychographics, geographics, and product use
impact the profile. Present and discuss; divide class
into groups giving each group a generation (Silent
Generation, Baby Boomers, Generation X,
Generation Y, Milleniums, etc.). Have students use a
podcast or Microsoft Moviemaker to develop a five
minute newscast explaining the impact of each
generation on marketing goods and services. Show
and discuss podcasts/movies.
6
Standard Number:
ME.S.MKT1.6
Essential
Questions:
Objectives:
ME.O.MKT1.6.1
ME.O.MKT1.6.2
ME.O.MKT1.6.3
ME.O.MKT1.6.4
Selling
Students will apply the principles of selling.
How can a salesperson gain the trust of the customer to effectively sell a product to during the selling
process?
Students will
Learning Plan & Notes to Instructor:
use the steps in the selling process.
Develop and make sales presentations; participate in
role plays; compete in DECA’s Sales Presentation
competitive event; contact local sales managers to
speak with class; play online games such as
Lemonade Stand; conduct fundraisers employing
selling skills; have students assume the role of sales
managers and write a sales manual explaining to
potential employees how they expect sales
personnel to conduct sales presentations.
demonstrate the different approaches in the
Role-play. Add a page on the sales approach to the
sales process.
sales manual. Discuss and outline the differences
and similarities between the approach step in
industrial versus consumer sales.
construct a feature/benefit chart.
Watch a sales presentation on QVC having students
record the features and benefits of the product being
presented and classifying features as generic,
extended benefit, or tangible features. Prepare a
feature/benefit chart. Have students develop a
catalog page for a product in which they illustrate,
list, and describe the product’s features and benefits.
Post pages on bulletin board in classroom. Write a
feature/benefit page for a sales manual.
illustrate the three methods of determining
Play communication games and discuss; write a
needs (observation, questioning, and
page for a sales manual explaining how sales people
listening).
should listen, observe, and question to determine a
customer’s needs; role-play; employ who, what,
where, when, why, and how to write questions to
determine a customer’s needs.
7
ME.O.MKT1.6.5
develop a sales presentation.
ME.O.MKT1.6.6
differentiate among the methods of handling
objections.
ME.O.MKT1.6.7
choose techniques for closing a sale.
ME.O.MKT1.6.8
utilize the suggestion selling technique in the
sales process.
ME.O.MKT1.6.9
determine the necessity of relationship
marketing and follow-ups to the sales process.
Standard Number:
ME.S.MKT1.7
Consumer Behavior
Students will explain consumer characteristics and behaviors as they relate to marketing goods and
services.
How can you differentiate between rational and emotional buying motives of a customer in order to
effectively sell goods and services?
Essential
Questions:
Use the steps in the selling process to develop and
give a sales presentation; complete a sales manual
explaining how to sell; work as a sales person in the
school store; sell a fund raiser; compete in the DECA
Sales Presentation competitive event; role play.
Role play; add a page to a sales manual on how to
handle objections; handle objections in a sales
presentation; write telemarketing scripts including
overcoming objections; invite a sales manager to
speak with class.
Invite a sales professional to speak with class;
compete in DECA’s Sales Presentation competitive
event; add a page to a sales manual on how to close
a sale; role play; include closing a sale into a sales
presentation.
Role play; invite a sales professional to speak with
class; add a page on suggestion selling to a sales
manual; research ways online retail sites use
suggestion selling.
Develop courtesy cards; contact a sales professional
to guest speak with class; make follow-up calls to
customers from fundraisers; make a school
suggestion box; write a page for a sales manual on
relationship marketing and follow-ups to the sales
process; write customer thank-you letters; research
how frequent buyer programs affect sales. Prepare a
business card to be given to customers.
8
Objectives:
ME.O.MKT1.7.1
Students will
differentiate between rational and emotional
buying motives.
Learning Plan & Notes to Instructor:
Divide class into groups giving each group a product
or service (for example, greeting cards, life
insurance, cars, prom gowns, hair styling). Have
students write both rational and emotional motives
for purchasing these products then share and
discuss. Write role plays then exchange and perform
for class. Prepare PowerPoint presentations,
movies, or podcasts discussing rational/emotional
motives. Add a page to a sales manual on emotional
and rational motives for buying.
Interview fellow students about recent purchases
and the decision making process. Classify each
purchasing decision as extensive, limited, or routine.
Give students $10,000 to purchase an automobile
and have them write the process they would go
through to make a purchasing decision. Compare
and categorize the steps in their decision making
process to stimulus, problem awareness, information
search, evaluation of alternatives, the purchase, and
post purchase behavior. Add a page to a sales
manual on the consumer decision making process.
Hand out index cards with products and services
such as computers, automobiles, hairstyling, skis,
bicycles, or shoes. Ask students to compile lists of
ways to prevent cognitive dissonance. Share and
discuss.
ME.O.MKT1.7.2
classify the consumer decision making
process.
Standard Number:
ME.S.MKT1.8
Essential
Questions:
Economics
Students will describe the importance of economic principles in today’s society.
How does scarcity of the factors of production affect supply and demand, economic goods and
services, and competition?
9
Objectives:
ME.O.MKT1.8.1
Students will
compare various types of economic systems.
ME.O.MKT1.8.2
determine economic measurements used to
analyze the economy.
ME.O.MKT1.8.3
classify the resources of land, labor, capital,
and entrepreneurship as factors of production
used to satisfy wants and needs.
ME.O.MKT1.8.4
demonstrate how scarcity affects the
availability of economic goods and services.
report the benefits of competition.
ME.O.MKT1.8.5
ME.O.MKT1.8.6
determine the opportunity costs involved in
making choices.
ME.O.MKT1.8.7
construct the stages of the business cycle.
Learning Plan & Notes to Instructor:
Give students a chart with three columns—
capitalism, communism, and socialism. Have
students characterize each system on the chart.
Share and discuss. Give each student a different
country. Have students complete online research on
the economic system of their country then give oral
reports.
Contact an economist to discuss economic
indicators; conduct research to determine
unemployment rate, CPI, inflation rate, GDP, and
current interest rates.
Divide class into groups and give each group the
name of a local business. Have students make a
poster illustrating how the company employs the
factors of production. Present and discuss.
Do online research to determine how scarcity affects
the cost of gasoline.
Choose from products such as the VCR, DVD
player, Game Boy, and Walkman. Research how
competition lowered prices and created new and
improved products. View Modern Marvels episodes
and discuss.
List on the board the following: taking a part-time
job; purchasing a new car; going to the prom;
studying for a marketing test, attending the WV
DECA Career Development Conference. Have
students list the opportunity costs involved in each
decision. Discuss. Play the game of Would You
Rather? and discuss money/choices and what to
give up.
Chart and discuss the actions of consumers,
businesses, and the government at each stage of
the business cycle.
10
ME.O.MKT1.8.8
ME.O.MKT1.8.9
ME.O.MKT1.8.10
ME.O.MKT1.8.11
determine how an economic system addresses Make game cards listing characteristics of each
the questions (what is to be produced, how it is economic system. Have students play What Ism Is
It? Have students choose a country and research
to be produced, and for whom).
and give an oral report on how that country makes
economic decisions.
compare elasticity and inelasticity of demand.
Give students a list of products—insulin for a
diabetic, designer jeans, an Apple IPhone, gasoline,
book bag, a cap and gown for graduation, etc. Have
students decide whether each product’s price is
elastic or inelastic and justify their decision. Graph a
demand curve for a product whose price is elastic
and for a product whose price is inelastic. Compare,
contrast, and discuss the resulting graph.
examine the role of government as a
Prepare a chart on regulatory agencies/laws; discuss
supporter, regulator, and provider of services
“Where are your tax dollars going?” Classify and
and competition.
discuss government agencies into supporter,
regulator, provider of services, or competitor.
Research products recalled by the Consumer
Products Safety Commission.
Watch a 30 Days outsourcing episode; check tags
examine the effects of outsourcing and
downsizing on the U.S. economy.
on clothing for country of origin and plot the
countries on a world map; research employment
standards/conditions in other countries; divide class
into two groups to debate the effects of NAFTA on
the U.S. economy; watch and discuss the movie
Enron.
11
ME.O.MKT1.8.12
illustrate the concept of price on a supply and
demand curve.
Use food, prescription drugs, and gasoline as
examples and discuss how changes in price affect
supply and demand. Prepare a supply and demand
schedule and graph a supply and demand curve
plotting equilibrium price. Have students prepare
cupcakes or cookies and sell them to other students
each day for one week lowering prices each day of
the sale. Track sales and record the effects of price
on demand. Go online to play Lemonade Stand.
Discuss what factors affected supply and demand.
Plot supply and demand curves identifying and
defining equilibrium price.
ME.O.MKT1.8.13
recognize market equilibrium price.
Standard Number:
ME.S.MKT1.9
Essential
Questions:
Objectives:
ME.O.MKT1.9.1
Business Ethics and Social Responsibility
Students will discuss business ethics and social responsibility.
How can business ethics and social responsibility help a business and the economy?
What are the benefits to the business and economy if the business is socially responsible?
Students will
Learning Plan & Notes to Instructor:
Watch Erin Brokovich, A Civil Action, Roger and Me
point out the areas in which businesses
or An Inconvenient Truth movies. Discuss
demonstrate social responsibility and ethics.
ethical/unethical behavior by the businesses
involved. Research how “green” marketing creates
goodwill for companies. Chart recalls and calculate
the cost of recalls to businesses, communities,
customers, and government. Research OSHA.
Research business or marketing codes of ethics
then have students write a code of ethics for their
marketing class. Give students a critical incident—
the Enron scandal, Martha Stewart’s case, the
chicken plant fire at Hamlet, North Carolina, the Love
Canal, Times Beach, Missouri, the Tylenol murders,
the Exxon Valdez oil spill, the Ford
Explorer/Goodyear Tire rollover incidents, Karen
Silkwood/Kerr McGee case, etc. Have students
research and give oral reports on what happened
and assess the impact/consequences on
12
consumers, employees, communities, and the
businesses involved.
Trace the history of consumerism. Research key
figures in the consumer movement such as Ralph
Nader, Vance Packard, and Rachel Carlson.
Research how consumerism has affected changes in
packaging, labeling, and product development.
Invite speaker from Consumer Affairs to speak with
class. Write a letter making a consumer complaint;
respond to a letter from a consumer complaining
about a business’s product or service.
Research workplace trends; interview parents to
learn of benefits/trends where they work. Debate the
impact of nationalized healthcare on employees,
companies, government, and communities.
Research and report on best companies for working
mothers/fathers.
Create charts of regulatory agencies recording what
they do and the effect on consumers, workers, and
the environment. Make a “word wall” of various
regulatory agencies and their mission.
ME.O.MKT1.9.2
recognize consumerism.
ME.O.MKT1.9.3
determine current trends to improve the
workplace for employees.
ME.O.MKT1.9.4
research how regulatory agencies protect
consumers, workers, and the environment.
Standard Number:
ME.S.MKT1.10
Essential
Questions:
Objectives:
ME.O.MKT1.10.1
International Marketing
Students will discuss the importance of international trade to nations.
How can nations determine the right products to import and export and how can it help the
economies?
Students will
Learning Plan & Notes to Instructor:
distinguish between imports and exports.
Check country of origin for products in each
student’s possession and plot the countries on a
world map. Contact a local company which exports
and invite speaker to speak with class.
13
ME.O.MKT1.10.2
determine the interdependence of nations
(contrast absolute and comparative
advantages).
Research products that nations import and export;
create posters of nations with absolute/comparative
advantages and the products; research the impact of
low wages /lower environmental and consumer laws
in Mexico to explain why Mexican companies enjoy a
comparative advantage in the production of clothing
over similar U.S. companies.
Chart and discuss the advantages/disadvantages of
international trade on employees, businesses, and
government.
Go online to research the U.S. balance of trade with
Japan, China, Canada, Mexico, and India. Discuss
the impact of a positive/negative balance of trade.
Research embargoes and NAFTA, GATT, EU,
CAFTA, and other trade agreements. Create a list of
products for which tariffs and/or quotas are applied.
Divide the class into groups and give each group a
trade agreement and create a collage. Debate
NAFTA.
Invite a foreign exchange student to speak with the
class about cultural differences in his/her country
compared to the U.S. Research and create
podcasts, PowerPoints, or movies reporting on
cultural, economic, and political differences and their
impact on international trade. Create a do’s and
don’ts list when visiting either a European, Asian,
African, or Arab country.
ME.O.MKT1.10.3
recognize the advantages and disadvantages
of international trade.
ME.O.MKT1.10.4
research the U.S. balance of trade.
ME.O.MKT1.10.5
examine trade barriers and trade agreements.
ME.O.MKT1.10.6
point out how cultural, economic, and political
factors impact businesses engaged in
international trade.
Standard Number:
ME.S.MKT1.11
Essential
Questions:
Distribution
Students will define the fundamentals of distribution.
How do a direct channel of distribution and an indirect channel of distribution affect the cost of the
product?
How can a computerized inventory system save time and money for a business as opposed to a
physical inventory count?
14
Objectives:
ME.O.MKT1.11.1
ME.O.MKT1.11.2
ME.O.MKT1.11.3
ME.O.MKT1.11.4
ME.O.MKT1.11.5
ME.O.MKT1.11.6
Students will
determine distribution activities.
Learning Plan & Notes to Instructor:
Explore and compare online vs. brick and mortar
stores and online factories. Write the words
“storage,” “handling,” “transporting,” and
“distributing” on the blackboard or whiteboard. Have
students list activities involved in each function of
distributing products.
diagram the channels of distribution for
Create flow charts illustrating the path products take
selective products.
from producer to final consumer; watch episodes of
Follow that Food; interview local farmers or
producers to find the channel of distribution the
goods they produce typically take. Invite a guest
speaker to speak with class.
select computerized inventory control systems. Contact a local store manager and arrange for
students to take inventory; create a chart comparing
and contrasting types of inventory control systems.
compute shipping costs using shipping terms.
Explore online FedEx/UPS site; package a product
and have students research the cost of sending the
package in a variety of ways. Chart the differences
between FOB terms in regard to who pays for the
shipping charges and who owns the merchandise
while it is in transit.
outline three levels of distribution intensity.
Prepare a chart listing each level of intensity—
extensive, limited, selective, and integrated—noting
examples of products distributed in each way,
definitions, and advantages and disadvantages of
each method. Visit the local mall and find examples
of products distributed at each intensity level.
select the relative speed and cost of the five
Create a chart listing truck, rail, waterway, pipeline,
main modes of transportation for goods.
and air. Have students research and record
advantages and disadvantages of shipping via each
method, examples of goods shipped via each
method, and vocabulary related to each method (i.e.
“fishyback,” “diversion in transit,” “common carrier,”
etc.).
15
Standard Number:
ME.S.MKT1.12
Essential
Questions:
Objectives:
ME.O.MKT1.12.1
Participating in a Local Student Organization
Students will participate in a local student organization.
How can membership in a student organization benefit your career?
ME.O.MKT1.12.2
discover the benefits and responsibilities of
participation in a local student organization as
an adult.
ME.O.MKT1.12.3
demonstrate leadership skills through
participation in local student organization
activities such as meetings, programs, and
projects.
Learning Skills & Technology Tools
21st Century Skills
Information and
Communication
Skills:
Students will
assess the purposes and goals of a local
student organization.
21C.O.912.1.LS1
Student recognizes information
needed for problem solving,
can efficiently browse, search
and navigate online to access
relevant information, evaluates
information based on credibility,
social, economic, political
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media.
Learning Plan & Notes to Instructor:
Contact alumni members or state officers to speak
with students about DECA; participate in DECA
conferences including Fall Leadership, WV Career
Development, and New York or Florida Academies;
compete in a DECA competitive event; represent
WV at the DECA International Career Development
Conference. Participate in DECA fundraisers, social,
and community service events.
Invite alumni members to speak with the class;
create a feature/benefit chart of becoming an alumni
member of DECA; create a list of program
completers and write each a letter inviting them to
join DECA as an alumni member.
Join DECA; attend meetings; compete in competitive
events; serve as a chapter or state officer; lead a
community service project; participate in fundraisers.
Teaching Strategies
Culminating Activity
Students will conduct
research on Martha
Stewart on why she
spent time in jail.
Evidence of Success
16
21C.O.912.1.TT2
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.TT1
Personal and
Workplace Skills:
21C.O.912.3.LS1
Student routinely applies
keyboarding skills, keyboard
shortcut techniques, and
mouse skills with facility, speed
and accuracy.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student knows how to find
information necessary to solve
advanced problems related to
hardware, software, networks,
and connections (e.g., by
accessing online help, Internet
searches, technical
documentation, system utilities,
and communication with
technical experts).
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict form winwin perspective, and derives
personal satisfaction from
achieving group goals.
Students will work in
groups and create a
commercial about their
school, DECA, or a
community service
project.
Students will complete a
“Computer Person Star
Search.”
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21C.O.912.3.TT2
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
A
C
D
Students will create a
digital media message
promoting a sporting
event.
Teaching Strategies
Culminating Activity
Student understands concepts Students will open
and processes associated with Paradise Cookies—have
successful entrepreneurial
students bring in cookies
performance.
and determine prices.
Student understands
Students will create a
fundamental business concepts timeline for gas prices.
that affect business decision
making.
Show students movie
Student understands concepts, Facing the Giants.
Discuss teamwork and
strategies, and systems
leadership skills and
needed to interact effectively
how they relate to each
with others.
other.
Evidence of Success
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Culminating
Assessment:
Culminating Assessment
1. Take the content standards test and pass at a 75% level; compete in a DECA competitive event;
have each student choose a product or service and prepare and give a sales presentation. At the
same time, have each student assume the role of a sales manager for the business selling their
product. Prepare a sales manual instructing sales representatives how to sell the product. Include
pages on the preapproach, consumer motivation and decision making process, approach,
determining customer needs, product presentation, answering customer questions and objections,
closing the sale, and building customer relationships and followups. Also have each student
prepare a sales aid and a business card. Give presentations and critique. Collect sales manuals.
2. Have students develop an employment portfolio to include a resume, letter of application, followup
letter, letter of recommendation, resignation letter, application, and answers to typical interview
questions. Invite local businesses to participate in a job fair with students using the employment
documents to apply for a job. Provide feedback.
Links and Other
Resources:
3. Technical Skills Performance Assessment
Links and Other Resources
Related Websites:
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
A*S*K Institute
www.ASKInstitute.org
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CareerOneStop
www.careeronestop.org
Career Voyages
http://www.careervoyages.gov/index.cfm
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Marketing Education Association
www.nationalmea.org
Marketing Education Resource Teaching Cite
www.marketingteacher.com
Marketing Education Review
www.marketingeducationreview.com
Marketing Education Teaching Ideas
www.knowthis.com/academic/marketinged.htm
MBA Research and Curriculum Center
www.mark-ed.org
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
National DECA
www.deca.org
National Retail Federation
www.nrf.com
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Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
West Virginia Career and Technical Education
http://careertech.k12.wv.us
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
Workforce West Virginia
https://www.workforcewv.org/
Contacts:
Contacts
Marketing Teachers: See Marketing/DCT Directory
Marketing Coordinator: Betty Sias, [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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