creative promotion

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Business

•

10th Grade

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Hard

Sinan Smady

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Grade 9th – 12th, 1 Credit
Elective Course

High School Marketing Concepts Curriculum

Course Description: This is an introductory marketing class designed for business-minded
students interested in knowing the secrets to business success. This course will provide a basic
understanding of the fundamental marketing process within an emphasis toward competing in a
free enterprise system. Major components consist of marketing principles, product development,
pricing, channel management, and sales promotion. The co-curricular organization, DECA, is an
opportunity for students interested in challenging their newly acquired business skills. This
organization offers many benefits and exciting activities for marketing students, including
competitions, awards, scholarships, job opportunities, and travel.

Scope and Sequence:

Timeframe

Unit

Instructional Topics

5 Weeks

Marketing FoundationsTopic 1: Pillars of Marketing
Topic 2: The Marketing Concept
Topic 3: The Marketing Plan
Topic 4: Communications

3 Weeks

Product Service

Management

Topic 1: Product Planning
Topic 2: Packaging and Labeling
Topic 3: Branding
Topic 4: New Product Development

3 Weeks

Pricing

Topic 1: Pricing Planning
Topic 2: Price Strategies

2 Weeks

Channel Management Topic 1: Channels of Distribution

5 Weeks

Sales and Promotion Topic 1: Promotional Mix
Topic 2: Social Media
Topic 3: Visual Display
Topic 4: Budgets

Board Approved: May 12, 2016

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Subject: Marketing I
Grade: 9-12
Name of Unit: Marketing Foundation
Length of Unit: 5 Weeks
Overview of Unit: This unit is an introduction to marketing. In the unit students will be
introduced to foundational concepts and terminology. Students will learn to identify a target
market, analyze a business situation and create a marketing plan to satisfy consumers’ needs and
wants while making a profit.
Priority Standards for unit:
●Understands the concepts, strategies, and systems used to obtain and convey ideas and
information. (DESE Marketing: A)
○A.1: Competency: Apply verbal skills to obtain and convey information.
○A.2: Competency: Communicate effectively with customers to foster positive
relationships that enhance company image.
●Understands the concepts, strategies, and systems used to obtain and convey ideas and
information. (DESE Marketing: O)
○O.1: Competency: Apply verbal skills to obtain and convey information.
○O.2: Competency: Communicate effectively with customers to foster positive
relationships that enhance company image.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.2: Competency: Acquire foundational knowledge of customer/client/business
behavior to understand what motivates decision-making. (E.2)
Supporting Standards for unit:
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (DESE Marketing: B)
○B.1: Competency: Acquire information to guide business decision-making.
●Solves mathematical problems to obtain information for decision making in marketing.
(DESE Marketing: C)
○C.1: Competency: Apply algebraic skills to make business decisions.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (DESE Marketing: G)
○G.1: Competency: Employ marketing information to develop a marketing plan.
○G.2: Competency: Employ marketing information to plan marketing activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Integrates sociological knowledge of group behavior to understand customer decision-
making. (DESE Marketing: D)
○D.1: Competency: Employ sociological knowledge to facilitate marketing
activities.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.

Unit 1: Marketing Foundations

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●Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. (ISTE 2- Communication and Collaboration)
○Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
○Contribute to project teams to produce original works or solve problems
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources. (ISTE 4 - Critical Thinking, Problem Solving, and decision Making)
○Identify and define authentic problems and significant questions for investigation

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Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels

Webb's DOK

the concepts, strategies, and
systems used to obtain and
convey ideas and

information.

Understand

psychological knowledge to

understand customer

motivation.

Integrate

Apply

Essential Questions:

1.How does the marketing concept influence business?
2.How does marketing benefit consumers?
3.How does a business create a basic marketing plan?

Enduring Understanding/Big Ideas:

1.Students understand that if businesses can provide to the customer a want or need, the
customer is willing to pay for the cost of production plus a little profit.
2.Students understand marketing lowers prices, improves quality, increases education and
creates competition.
3.The students will be able to describe a basic marketing plan using the 4 P’s; Product,
price, promotion, and place.

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Unit Vocabulary:

Academic Cross-Curricular Words

Content/Domain Specific

●Distribution
●Economic
●Marketing Mix
●Selling
●SWOT
●Target Market
●Utilities

●Channel Management
●Form
●Information
●Information management
●Marketing Concept
●Place
●Possession
●Price
●Product
●Promotion
●Time

Resources for Vocabulary Development: Quality Tools

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Topic 1: Pillars of Marketing

Engaging Experience 1
Title: Functions and Foundations Educational Poster
Suggested Length of Time: 20 Minutes
Standards Addressed

Priority:

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Solves mathematical problems to obtain information for decision making in
marketing. (C)
○C.1: Competency: Apply algebraic skills to make business decisions.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer

Detailed Description/Instructions: The students will create an educational poster showing off
one of the seven marketing functions. On completion, the students will explain their thought
process when designing the poster.

Instructions for Marketing Functions Poster Activity:Develop a poster for one of the

marketing functions. (Selling, Promotion, Financing, Distribution, Pricing, Product/Service
Planning, Marketing Information Management). The poster must include the following: name of
the function, Definition of the function, a picture representing the function, and a list a company
and give a specific example for each function.
Bloom’s Levels: Understand, Apply
Webb’s DOK: 2, 3
Rubric: To be created

Board Approved: May 12, 2016

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Topic 2: The Marketing Concept

Engaging Experience 1
Title: Add Value to a Product
Suggested Length of Time: 15 Minutes
Standards Addressed

Priority:

●Understands the concepts, strategies, and systems used to obtain and convey ideas
and information. (O)
○O.1: Competency: Apply verbal skills to obtain and convey information.
○O.2: Competency: Communicate effectively with customers to foster
positive relationships that enhance company image.

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Solves mathematical problems to obtain information for decision making in
marketing. (C)
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others (ISTE 2 - Communication and Collaboration).
○Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.

Detailed Description/Instructions: The student will create a visual representation of a product
and then write a paragraph explaining how they added utility to the product. Upon completion,
they will explain how they added utility to the class.
Bloom’s Levels: Understand, Apply
Webb’s DOK: 2, 3
Rubric: Full credit if they explain a product that adds value.

Board Approved: May 12, 2016

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Topic 3: The Marketing Plan

Engaging Experience 1
Title: SWOT Analysis
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts, strategies, and systems used to obtain and convey ideas
and information. (A)
○A.1: Competency: Apply verbal skills to obtain and convey information.
●Understands the concepts, strategies, and systems used to obtain and convey ideas
and information. (O)
○O.1: Competency: Apply verbal skills to obtain and convey information.

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.1: Competency: Employ marketing information to develop a marketing
plan.
○G.2: Competency: Employ marketing information to plan marketing
activities.
●Integrates sociological knowledge of group behavior to understand customer
decision-making. (D)
●Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources. (ISTE 4 - Critical Thinking, Problem Solving, and
decision Making)
○Identify and define authentic problems and significant questions for
investigation
●Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○Plan strategies to guide inquiry.
○Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
●Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).

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○Advocate and practice safe, legal, and responsible use of information and
technology.
○Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○Demonstrate personal responsibility for lifelong learning.
○Exhibit leadership for digital citizenship.

Detailed Description/Instructions: As a large group, the class will work through a SWOT
analysis of Wal-Mart to model the process. Then, students individually will use computers to
research and develop a SWOT analysis of a public business of their choosing. The SWOT
analysis will include Strengths, Weakness, Opportunities and Threats that influence that
business. Students should find five components of each of the above categories. The teacher will
lead a large group discussion of what students found within their research.
Bloom’s Levels: Understanding, Apply
Webb’s DOK: 3
Rubric: To be created

Engaging Experience 2
Title: The Four Ps
Suggested Length of Time: 2 Days
Standards Addressed

Priority:

●Integrates psychological knowledge to understand customer motivation. (E)
○E.2: Competency: Acquire foundational knowledge of
customer/client/business behavior to understand what motivates decision-
making. (E.2)

Supporting:

●Integrates sociological knowledge of group behavior to understand customer
decision-making. (D)
○D.1: Competency: Employ sociological knowledge to facilitate
marketing activities.
●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Identify trends and forecast possibilities.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed
decisions.

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Detailed Description/Instructions: Your task is to pick out an existing product that is of interest
to you. Look at how it is advertised in all types of media. Research the price of the product and
where it is sold. Identify its target market and the four P’s of the Marketing Mix. Now change
the target market!!!

PRESENTATION:
Using a multimedia format describe how you changed the market for your existing
product and describe the marketing mix strategies you will use. Please use this exact
outline for your answers. Each section should contain full sentences and thoughts.
●Slide #1: TARGET MARKET
○Current Target Market & Customer Profile
○NEW Target Market & Customer Profile
●Slide #2: PRODUCT
○ Current Product Strategies
○NEW Product Strategies
●Slide #3: PRICE
○ Current Price Strategies
○NEW Price Strategies
●Slide #4: PLACE
○ Current Place Strategies
○NEW Place Strategies
●Slide #5: PROMOTION
○Current Promotion Strategies
○NEW Promotion Strategies

Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: To be created

Board Approved: May 12, 2016

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Topic 4: Communications

Engaging Experience 1
Title: Role Playing Fridays
Suggested Length of Time: 10 Minutes Prep, 20 Minutes to Roll Play
Standards Addressed

Priority:

●Understands the concepts, strategies, and systems used to obtain and convey ideas
and information. (A)
○A.1: Competency: Apply verbal skills to obtain and convey information.
○A.2: Competency: Communicate effectively with customers to foster
positive relationships that enhance company image.
●Understands the concepts, strategies, and systems used to obtain and convey ideas
and information. (O)
○O.1: Competency: Apply verbal skills to obtain and convey information.
○O.2: Competency: Communicate effectively with customers to foster
positive relationships that enhance company image.
●Integrates psychological knowledge to understand customer motivation. (E)
○E.2: Competency: Acquire foundational knowledge of
customer/client/business behavior to understand what motivates decision-
making. (E.2)
Supporting:
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Integrates sociological knowledge of group behavior to understand customer
decision-making. (D)
○D.1: Competency: Employ sociological knowledge to facilitate
marketing activities.
●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
○Plan and manage activities to develop a solution or complete a project.
○Use multiple processes and diverse perspectives to explore alternative
solutions.

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●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed
decisions.
○Use multiple processes and diverse perspectives to explore alternative
solutions.

Detailed Description/Instructions: Every Friday, students will be given roll play information
that puts them into a business situation (I.E. Mock Interview). They will be allowed 10 minutes
to process and practice the information, and then they will act out their part with a local expert
(I.E. Teacher as the employer). See Appendix A for additional details.
Bloom’s Levels: Understanding, apply
Webb’s DOK: 2, 3
Rubric: Full credit for participating in the interview process.

Board Approved: May 12, 2016

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Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

NASCAR Marketing Plan – Unit 1

SITUATION: Congratulations!!! You have been hired by NASCAR to create and prepare a
presentation on the feasibility of a NASCAR sponsorship for a new client. You will research
NASCAR and find a new sponsor for the company.

ASSIGNMENT: Your presentation will outline the customer profile of a NASCAR fan. You
will need to complete a SWOT Analysis for NASCAR as well. Use this information to choose
the best possible sponsor for this company.

REPORT: You will create a multimedia presentation describing your research/ideas for your
presentation to class. Follow the outline laid out for you in your slide show. Please bullet
point your ideas using the outline I gave to you.

●NASCAR Background

○Marketing Activities
○Official Sponsorships

●Customer Profile of a NASCAR fan

○Demographic
○Psychographic
○Geographic
○Buying Behavior

●SWOT Analysis

○Strengths
○Weaknesses
○Opportunities
○Threats

●Client Selection

○Rationale for client selected
○Benefits of sponsorship for client
○Types of sponsorships suggested
○Suggestions for coordination of marketing mix strategies (4 P’s) w/ NASCAR

sponsorship

●Bibliography

PRESENTATION: You will present the above information in a 5 – 10 minutes. Visuals are
encouraged.

Rubric: 0–5 = Poor; 6-10 = Fair; 11-15 = Good; 16–20 = Very Good; 21-25 = Excellent

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Section

Points Possible:Your Points:

1. Knowledge of NASCAR
*Operations, Sponsorships & Current Situation
*From paper & presentation

2. SWOT Analysis
*Strengths, Weaknesses, Opportunities & Threats
*From paper & presentation

3. Rationale for client selection & type of promotion
*Why will this combination be successful?
*Was enough research conducted?
*From paper & presentation

4. Marketing Mix decisions for client’s sponsorship
*Describe how the 4 P’s will be used with your
*From paper & presentation

5. Presentation
*Enthusiasm, Voice Quality and Eye Contact
*This grade is based on presentation skills and your
multimedia slides

Total Points Possible

125

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Summary of Engaging Learning Experiences for Topics

Topic

Engaging

Experience Title

Description

Suggested
Length of

Time

Functions and
Foundations

Educational Poster

The students will create an educational poster

showing off one of the seven marketing functions.

On completion, the students will explain their

thought process when designing the poster.
Instructions for Marketing Functions Poster

Activity: Develop a poster for one of the marketing

functions. (Selling, Promotion, Financing,

Distribution, Pricing, Product/Service Planning,
Marketing Information Management). The poster
must include the following: name of the function,
Definition of the function, a picture representing

the function, and a list a company and give a

specific example for each function.

20 Minutes

Add Value to a

Product

The student will create a visual representation of a
product and then write a paragraph explaining how

they added utility to the product. Upon

completion, they will explain how they added

utility to the class.

15 Minutes

3SWOT Analysis

As a large group, the class will work through a

SWOT analysis of Wal-Mart to model the process.
Then, students individually will use computers to
research and develop a SWOT analysis of a public
business of their choosing. The SWOT analysis
will include Strengths, Weakness, Opportunities
and Threats that influence that business. Students
should find five components of each of the above

categories. The teacher will lead a large group
discussion of what students found within their

research.

1 Day

The Four Ps

Your task is to pick out an existing product that is
of interest to you. Look at how it is advertised in
all types of media. Research the price of the
product and where it is sold. Identify its target
market and the four P’s of the Marketing Mix.
Now change the target market!!!

PRESENTATION:

2 Days

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Using a multimedia presentation format describe

how you changed the market for your existing
product and describe the marketing mix strategies
you will use. Please use this exact outline for your
answers. Each section should contain full
sentences and thoughts.

●Slide #1: TARGET MARKET
Current Target Market & Customer Profile
NEW Target Market & Customer Profile
●Slide #2: PRODUCT
Current Product Strategies
NEW Product Strategies
●Slide #3: PRICE
Current Price Strategies
NEW Price Strategies
●Slide #4: PLACE
Current Place Strategies
NEW Place Strategies
●Slide #5: PROMOTION
Current Promotion Strategies
NEW Promotion Strategies

Role Playing

Fridays

Every Friday, students will be given roll play

information that puts them into a business situation

(I.E. Mock Interview). They will be allowed 10
minutes to process and practice the information,
and then they will act out their part with a local

expert (I.E. Teacher as the employer). See

Appendix A for additional details.

10 Minutes

Prep, 20
Minutes to
Roll Play

Board Approved: May 12, 2016

17 | P a g e

Unit 2: Product Service Management

Subject: Marketing I
Grade: 9-12
Name of Unit: Product Service Management
Length of Unit: 3 Weeks
Overview of Unit: In this unit, students will learn all aspects of product develop. There will
also be a focus on managing their branding image throughout a product's life cycle.
Priority Standards for unit:
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.2: Competency: Acquire foundational knowledge of customer/client/business
behavior to understand what motivates decision-making. (E.2)
●Understands the concepts and processes needed to obtain, develop, maintain, and
improve a product or service mix in response to market opportunities. (DESE Marketing:
Q)
○Q.1: Competency: Acquire a foundational knowledge of product/service
management to understand its nature and scope.
○Q.2: Competency: Generate product ideas to contribute to ongoing business
success.
○Q.3: Competency: Apply quality assurances to enhance product/service
offerings.
○Q.4: Competency: Employ product-mix strategies to meet customer
expectations.
○Q.5: Competency: Position products/services to acquire desired business image.
○Q.6: Competency: Position Company to acquire desired business image.
○Q.7: Competency: Employ product-mix strategies to meet customer
expectations.
○Q.8: Competency: Utilize assortment-mix strategies to create maximum mix of
products at minimum cost.
●Understands the concepts and processes needed to obtain, develop, maintain, and
improve a product or service mix in response to market opportunities. (DESE Marketing:
T)
○T.1: Competency: Assess product packaging to improve its function and to
improve its brand recognition.
○T.2: Competency: Position products/services to acquire desired business image.
Supporting Standards for unit:
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (DESE Marketing: B)
○B.1: Competency: Acquire information to guide business decision-making.
●Solves mathematical problems to obtain information for decision making in marketing.
(DESE Marketing: C)
○C.1: Competency: Apply algebraic skills to make business decisions.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (DESE Marketing: G)
○G.1: Competency: Employ marketing information to develop a marketing plan.

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○G.2: Competency: Employ marketing information to plan marketing activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Integrates sociological knowledge of group behavior to understand customer decision-
making. (DESE Marketing: D)
○D.1: Competency: Employ sociological knowledge to facilitate marketing
activities.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.

Board Approved: May 12, 2016

19 | P a g e

Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels

Webb's DOK

psychological knowledge to

understand customer

motivation.

Integrate

Apply

the concepts and processes
needed to obtain, develop,
maintain, and improve a
product or service mix in
response to market

opportunities.

Understand

Understands

Essential Questions:

1.How does product planning affect a business's long term success?
2.How does the Product Life Cycle affect product decisions?
3.Why is branding essential to a product's success?

Enduring Understanding/Big Ideas:

1.Students will learn to coordinate existing products and features in order to continue to
create products and services that will be in demand.
2.Students will learn product strategies to manage stages of the product life cycle.
3.Students will learn all elements of successfully branding a product.

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Unit Vocabulary:

Academic Cross-Curricular Words

Content/Domain Specific

●Branding
●Decline
●Depression
●Labeling
●Licensing
●Logo
●Maturity
●Packaging
●Recession
●Trademark

●Product Depth
●Product Item
●Product Life Cycle
●Product Line
●Product Mix
●Product Positioning
●Product Width

Resources for Vocabulary Development: Quality Tools

Board Approved: May 12, 2016

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Topic 1: Product Planning

Engaging Experience 1
Title: Developing Existing Products
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts and processes needed to obtain, develop, maintain, and
improve a product or service mix in response to market opportunities.
○Q.1: Competency: Acquire a foundational knowledge of product/service
management to understand its nature and scope.
○Q.4: Competency: Employ product-mix strategies to meet customer
expectations.
○Q.5: Competency: Position products/services to acquire desired business
image.
○Q.6: Competency: Position company to acquire desired business image.
○Q.7: Competency: Employ product-mix strategies to meet customer
expectations.

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○Plan strategies to guide inquiry.
○Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
●Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○Advocate and practice safe, legal, and responsible use of information and
technology.
○Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○Demonstrate personal responsibility for lifelong learning.
○Exhibit leadership for digital citizenship.

Detailed Description/Instructions: In this experience students will apply what we are learning
to the real world. Students will use their knowledge of the marketplace to find examples of what
we are studying and apply the terminology. Students will need to find real world examples of
the two items below.

●Line Extensions - 3 real world examples
●Product Modifications - 3 real world examples

Bloom’s Levels: Understand; Webb’s DOK: 2
Rubric: Check for understanding

Board Approved: May 12, 2016

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Engaging Experience 2
Title: Product Positioning
Suggested Length of Time: 45 Minutes
Standards Addressed

Priority:

Supporting:

●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.

Detailed Description/Instructions: This is a short activity to help you understand the concept of
"Positioning". On a separate word document sheet give a real world example of a product/brand
and how they position their products.
Give examples of each the four positioning strategies:

1. Price & Quality
2. Features and Benefits
3. Relation to competition
4. Relation to other products in a line

Bloom’s Levels: Apply
Webb’s DOK: 3
Rubric: Check for understanding

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Topic 2: Packaging & Labeling

Engaging Experience 1
Title: Cause Packaging and Labeling
Suggested Length of Time: 2 Days
Standards Addressed

Priority:

●Understands the concepts and processes needed to obtain, develop, maintain, and
improve a product or service mix in response to market opportunities.
○T.1: Competency: Assess product packaging to improve its function and
to improve its brand recognition.

Supporting:

●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Create original works as a means of personal or group expression.
●Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others (ISTE 2 - Communication and Collaboration).
○Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
○Contribute to project teams to produce original works or solve problems.

Detailed Description/Instructions: Students will create a new “cause” package for the existing
product of your choice. The package will be developed and artwork applied just as if it was
going on the shelves. Students must also create the proper label to go on the package. Students
will present their ideas and package in class.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric:

1.Package Creative Design (10 points)
2.Package Usefulness (10 points)
3.Package Protection of Product (10 points)
4.Effective Branding (10 points)
5.Description of Cause (10 points)
6.Labeling (10 points)
7.Presentation to class (15 points)

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Topic 3: Branding

Engaging Experience 1
Title: What is a Brand?
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts and processes needed to obtain, develop, maintain, and
improve a product or service mix in response to market opportunities.
○T.2: Competency: Position products/services to acquire desired business
image.

Supporting:

●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.

Detailed Description/Instructions: Students will watch the three videos, linked below, and
then answer the discussion questions. Class discussion will follow.

1.https://www.youtube.com/watch?v=sQLlPC_alT8
2.https://www.youtube.com/watch?v=k5016fh7TgQ
3.https://www.youtube.com/watch?v=JKIAOZZritk

Discussion Questions:

1.Why did I have you watch these three videos?
2.Explain, in your own words, the importance of branding to corporations.
3.It's not in the video, but tell me the most valuable brand in the world.
4.List FIVE brand names that are now are used at the generic term for that product

(i.e. - Kleenex)

Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: Check for understanding

Engaging Experience 2
Title: Advertising Icons
Suggested Length of Time: 2 Days
Standards Addressed

Priority:

Supporting:

●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.

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●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Create original works as a means of personal or group expression.
○Use models and simulations to explore complex systems and issues.

Detailed Description/Instructions: In class we have discussed and described many marketing
and advertising icons such as Toucan Sam, Trix the Rabbit, and Snap, Crackle, Pop, Aunt
Jemima, the Pillsbury Dough Boy, and Colonel Sanders.

After this semester, you should have a good grasp of marketing, including what makes an
icon lovable and adoring to consumers, and how that icon can sell the product. Most icons are
funny and have their own specific personality. Now it is your turn to create an advertising
icon(s).

Assignment: You will create an ad icon for the product or service of your choice. You

will need to describe each section in a multimedia presentation format. The steps you will need
to complete this assignment are:

●Describe the product in detail. This should include the product history.
●Describe the target market of the product. Include a complete description including
geographic, demographics, psychographics, and product benefits.
●Describe the characteristics of your icon. This should include the personality of the icon.
How do these characteristics relate to the product and the customer?
●Describe the features of your new icon for your product or service. What does he/she/it
look like?
●Write a brief script or description for how to introduce the new icon to the public using a
television commercial. If you would rather submit a storyboard for this step please feel
free to do so.
Be creative and have fun!
Bloom’s Levels: Apply
Webb’s DOK: 3
Rubric: To be created

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Topic 4: New Product Development

Engaging Experience 1
Title: Idea Generation & Screening of Ideas
Suggested Length of Time: 2 Days
Standards Addressed

Priority:

●Understands the concepts and processes needed to obtain, develop, maintain, and
improve a product or service mix in response to market opportunities.
○Q.1: Competency: Acquire a foundational knowledge of product/service
management to understand its nature and scope.
○Q.2: Competency: Generate product ideas to contribute to ongoing
business success.
○Q.3: Competency: Apply quality assurances to enhance product/service
offerings.

Supporting:

●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.1: Competency: Employ marketing information to develop a marketing
plan.
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Create original works as a means of personal or group expression.
○Use models and simulations to explore complex systems and issues.
○Identify trends and forecast possibilities.

Detailed Description/Instructions: Students need to brainstorm and come up with 10 ideas for
a new product/service or business to start. After developing 10 ideas students need to screen
their own ideas and then get feedback on the ideas from classmates. See Appendix B for student
handout.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: 10 points for each new idea and comment on the idea.

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Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

When developing a new product you must go through the 7 Key Steps in Product
Development. The first two steps are 1) Generate Ideas and 2) Screen Ideas. Students
completed this step in the last engaging experience. Students will need to follow the steps to
begin their final project. Please use a multimedia presentation format to report on you first
steps of developing your new product.

Rubric for Engaging Scenario:

1.Generate Ideas (25 points)
a.Brainstorm! You need to develop 10 ideas. At this point you are just trying to
come up with ideas, no bad ideas! List your top 10 best new product ideas. Be
creative and have fun….remember at this step there are NO bad ideas.
2.Screen Ideas (25 points)
a.Now you need to comment on each new product idea you just developed. Please
bullet point your thoughts on the product. It can be a positive thought or a
negative thought.
3.Invent a new product (50 points)
a.Product description. What is it? What does it do? Why will it be of use to your
potential customers? What are the features/benefits of this product?
i.Product Positioning (How are you going to position your product? Why?
What is this product's target market?)
b.Branding (Develop a brand name & brand mark. Why did you choose the brand
name you did? Does it have special meaning or appeal to your target market?)

TOTAL POINTS = 100

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Summary of Engaging Learning Experiences for Topics

Topic

Engaging

Experience Title

Description

Suggested
Length of

Time

Developing

Existing Products

In this experience students will apply what we are
learning to the real world. Students will use their
knowledge of the marketplace to find examples of
what we are studying and apply the terminology.
Students will need to find real world examples of

the two items below.

●Line Extensions - 3 real world examples

●Product Modifications - 3 real world

examples

1 Day

Product

Positioning

This is a short activity to help you understand the

concept of "Positioning". On a separate word
document sheet give a real world example of a

product/brand and how they position their

products.

Give examples of each the four positioning

strategies:
1. Price & Quality

2. Features and Benefits
3. Relation to competition

4. Relation to other products in a line

45 Minutes

2Cause Packaging

Cause Packaging and Labeling. Students will
create a new “cause” package for the existing
product of your choice. The package will be
developed and artwork applied just as if it was

going on the shelves. Students must also create the

proper label to go on the package. Students will

present their ideas and package in class.

2 Days

3What is a Brand?

Students will need to watch the three videos,
linked, below and then answer the discussion

questions. Class discussion will follow.

1.https://www.youtube.com/watch?v=sQLlPC_alT8
2.https://www.youtube.com/watch?v=k5016fh7Tg

3.https://www.youtube.com/watch?v=JKIAOZZritk

Discussion Questions:

1.Why did I have you watch these three videos?

1 Day

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2.Explain, in your own words, the importance of

branding to corporations.

3.It's not in the video, but tell me the most

valuable brand in the world.

4.List FIVE brand names that are now are used

at the generic term for that product (i.e. -

Kleenex)

3Advertising Icons

In class we have discussed and described many
marketing and advertising icons such as Toucan
Sam, Trix the Rabbit, and Snap, Crackle, Pop, Aunt
Jemima, the Pillsbury Dough Boy, and Colonel
Sanders.

After this semester, you should have a good grasp
of marketing, including what makes an icon
lovable and adoring to consumers, and how that
icon can sell the product. Most icons are funny
and have their own specific personality. Now it is
your turn to create an advertising icon(s).

Assignment:

You will be creating an ad icon for the product or
service of your choice. You will need to describe
each section to me in multimedia format. The
steps you will need to complete this assignment
are:
●Describe the product in detail. This should
include the product history.
●Describe the target market of the product.
Include a complete description including
geographic, demographics, psychographics, and
product benefits.
●Describe the characteristics of your icon. This
should include the personality of the icon. How
do these characteristics relate to the product and
the customer?
●Describe the features of your new icon for your
product or service. What does he/she/it look
like?
●Write a brief script or description for how to
introduce the new icon to the public using a
television commercial. If you would rather
submit a storyboard for this step please feel free
to do so.
Be creative and have fun!

2 Days

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4Idea Generation &
Screening of Ideas

Students need to brainstorm and come up with 10
ideas for a new product/service or business to start.
After developing 10 ideas students need to screen
their own ideas and then get feedback on the ideas

from classmates. See Appendix B for student

handout.

2 Days

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Unit 3: Pricing

Subject: Marketing I
Grade: 9-12
Name of Unit: Pricing
Length of Unit: 3 Weeks
Overview of Unit: In this unit students will learn the basic price planning techniques and
policies. Students will learn how to adjust prices based upon many factors. Students will learn
how pricing correlates with the branding and image of a product or business.
Priority Standards for unit:
●Understands concepts and strategies utilized in determining and adjusting prices to
maximize return and meet customers' perceptions of value. (DESE Marketing: P)
○P.1: Competency: Develop a foundational knowledge of pricing to understand its
role in marketing.
○P.2: Competency: Employ pricing strategies to set prices for marketing
communications services.
○P.3: Competency: Employ pricing strategies to determine optimal prices.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.2: Competency: Acquire foundational knowledge of customer/client/business
behavior to understand what motivates decision-making. (E.2)
Supporting Standards for unit:
●Understands the processes and systems implemented to monitor, plan, and control the
day-to-day activities required for continued business functioning. (DESE Marketing: N)
○N.1: Competency: Prepare registers/terminals for sales operations.
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (DESE Marketing: B)
○B.1: Competency: Acquire information to guide business decision-making.
●Solves mathematical problems to obtain information for decision making in marketing.
(DESE Marketing: C)
○C.1: Competency: Apply algebraic skills to make business decisions.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (DESE Marketing: G)
○G.1: Competency: Employ marketing information to develop a marketing plan.
○G.2: Competency: Employ marketing information to plan marketing activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Integrates sociological knowledge of group behavior to understand customer decision-
making. (DESE Marketing: D)
○D.1: Competency: Employ sociological knowledge to facilitate marketing
activities.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.

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Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels

Webb's DOK

concepts and strategies

utilized in determining and
adjusting prices to
maximize return and meet
customers' perceptions of

value.

Understand

Integrates psychological
knowledge to understand

customer motivation.

Integrate

Apply

Essential Questions:

1.How do companies come up with a set product price?
2.Why do companies use different pricing strategies?
3. How do product life cycles affect product pricing?

Enduring Understanding/Big Ideas:

1.The students will understand that several factors go into a product price like; perceived
value, competition, and cost of production.
2.The students will understand that a company's branding goals and product mix will affect
product price.
3.The student will be able to identify product life cycles and suggest pricing modifications:
(I.E. Introductory pricing, maximum profit pricing and discount pricing)

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Unit Vocabulary:

Academic Cross-Curricular Words

Content/Domain Specific

●Demand
●Margin
●Market Share
●Pricing
●Return on Investment

●Bundle Pricing
●Elasticity
●Law of Diminishing Marginal Utility
●Loss Leader
●Price Discrimination
●Price Fixing

Resources for Vocabulary Development: Quality Tools

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Topic 1: Price Planning

Engaging Experience 1
Title: Price Planning
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands concepts and strategies utilized in determining and adjusting prices
to maximize return and meet customers' perceptions of value.
○P.1: Competency: Develop a foundational knowledge of pricing to
understand its role in marketing.
○P.2: Competency: Employ pricing strategies to set prices for marketing
communications services.
○P.3: Competency: Employ pricing strategies to determine optimal prices.

Supporting:
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Solves mathematical problems to obtain information for decision making in
marketing. (C)
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (G)
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Integrates sociological knowledge of group behavior to understand customer
decision-making. (D
●Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○Process data and report results.

Detailed Description/Instructions: After talking about price planning issues, students will do a
pricing scavenger hunt that reinforces the discussion topics.

Visit www.carmax.com and answer the following questions:

●Based on the search screen on the homepage, on what basis does the price of cars

go up or down? (2 pts.)

●Why are some makes (i.e. brands) of vehicles more expensive than others? (2 pts.)
●What factors might be figured into price that are not displayed on the screen? (2

pts.)

●What role does the brands or make play in the price of vehicles? (2 pts.)

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●What would happen to the perceived value of a Porsche if the price was cut in

half? (2 pts.)

Based on what you learned from the Price Planning PowerPoint, answer the following
questions:

●Why would anyone want to buy something that is more expensive than other,

similar products? (2 pts.)

●Explain, in your own words, the balancing act seller's perform when setting prices

for products. (3 pts.)

●One of the slides in the Price Planning PowerPoint shows the impact on sales of

shoes with increasing prices. Why do you think the number of shoes sold goes
down as the price increases? (2 pts.)

●The mobile phone market is a $4 billion industry. Use the following market share

percentages to determine the amount of sales for each company (1 pt. each):

●A company sells computer desks for $125 each. The cost to make and market the

computer desks is $95 per unit. Calculate the return on investment.

Bloom’s Levels: Understanding, Apply
Webb’s DOK: 2, 3
Rubric: One point for each correct answer.

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Topic 2: Price Strategies

Engaging Experience 1
Title: Pricing Strategies
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands concepts and strategies utilized in determining and adjusting prices
to maximize return and meet customers' perceptions of value.
○P.1: Competency: Develop a foundational knowledge of pricing to
understand its role in marketing.
○P.2: Competency: Employ pricing strategies to set prices for marketing
communications services.
○E.2: Competency: Acquire foundational knowledge of
customer/client/business behavior to understand what motivates decision-
making. (E.2)

Supporting:

●Understands the processes and systems implemented to monitor, plan, and control
the day-to-day activities required for continued business functioning.
○N.1: Competency: Prepare registers/terminals for sales operations.
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making
○G.1: Competency: Employ marketing information to develop a marketing
plan.
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.

Detailed Description/Instructions: As a group, we will go over the life cycle of a products and
talk about the different pricing strategies that a company can use at the different stages. After the
class discussion, give students a Pricing strategies worksheet. They will use the internet to find
product for sale that use the different strategies.
For example: Find an example of each of the following pricing techniques on the Internet. List
the website and the product:

●odd-even pricing (example of both)
●prestige pricing
●multiple-unit pricing
●bundle pricing
●promotional pricing
●everyday low pricing
●price lining

Bloom’s Levels: Understanding, Apply
Webb’s DOK: 2, 3
Rubric: One point for each product correctly identified

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Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

Branson Golf and Spa Resort Project

Your Role:
You work for Missouri Promotions Unlimited (MPU), a company devoted to serving the needs
of its clients who include college, university and professional sports teams, sporting events and
sports arenas and associated industries. You are an intern for this company and have the
opportunity work on a project supervised by your department supervisor.

Situation:
Branson Resort and Golf Course is a new golf resort in Branson, Missouri, and it would like
MPU to help market its facility and determine its pricing structure for some of its key
amenities. The resort features two 72 par, 18-hole championship golf courses with rolling hills.
Additional amenities include a comprehensive practice facility with a driving range and areas
to practice putting, chipping and sand bunker shots. A pro shop is stocked with golf apparel,
equipment and accessories and a gift shop offers apparel, collectibles, resort logo items and
personal sundries. There are three restaurants in the resort: formal, casual and a snack bar. The
hotel has 250 rooms and suites and 12 conference rooms for meetings and gatherings. There
are two swimming pools, ten tennis courts and a health spa offering fitness equipment, classes,
trainers as well as other personal services such as massages and facials.

Assignment:
Your supervisor wants you to determine the rates for hotel accommodations, golf green fees
and health spa services (massages and facials). Separate seasonal rates for each of these should
be established. Design at least three comprehensive golf packages that include breakfast,
greens fees, admission to the spa and any other special features you wish to add. Your task
will be the following:

1.Name your resort
2.Research your competition
3.Describe your overall pricing philosophy
4.Create THREE resort packages for different target markets. Name each package (i.e. –

guy’s getaway, romance, golf lover, spring fling package) and give me details of the
package. You need to keep your competition in mind as well as your target market.

Research:
Research three competitors with whom the client wishes to directly compete.

Rubric for Engaging Scenario:

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BRANSON GOLF RESORT & SPA
●Name of Resort in Branson

____________/15
* You need to come up with a name for your resort.

●Competitors

____________/30
* Who are your competitors? Remember, they do not have to be in Branson. This is a
destination and families, couples or individuals will think about where they want to go as
a getaway.
a.Competitor #1
b.Competitor #2
c.Competitor #3
●Pricing Strategy

____________/10
*Give me an overall philosophy of how you are going to price your packages. Low/High
price? Quality? Discounts? Special Events?

●Package #1

____________/15
Name

Details

Pricing

●Package #2

____________/15
Name
Details
Pricing

●Package #3

____________/15

Name

Details

Pricing
●TOTAL POINTS ___________/100
●COMMENTS:

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Summary of Engaging Learning Experiences for Topics

Topic

Engaging

Experience Title

Description

Suggested
Length of

Time

Price Planning

After talking about price planning issues, I have
them do a pricing scavenger hunt that reinforces

the discussion topics.

Visit www.carmax.com and answer the

following questions:

●Based on the search screen on the homepage,

on what basis does the price of cars go up or

down? (2 pts.)

●Why are some makes (i.e. brands) of vehicles

more expensive than others? (2 pts.)

●What factors might be figured into price that

are not displayed on the screen? (2 pts.)

●What role does the brands or make play in the

price of vehicles? (2 pts.)

●What would happen to the perceived value of a

Porsche if the price was cut in half? (2 pts.)

Based on what you learned from the Price
Planning PowerPoint, answer the following

questions:

●Why would anyone want to buy something that

is more expensive than other, similar products?

(2 pts.)

●Explain, in your own words, the balancing act

seller's perform when setting prices for

products. (3 pts.)

●One of the slides in the Price Planning
PowerPoint shows the impact on sales of shoes
with increasing prices. Why do you think the
number of shoes sold goes down as the price

increases? (2 pts.)

●The mobile phone market is a $4 billion

industry. Use the following market share

percentages to determine the amount of sales

for each company (1 pt. each)

●A company sells computer desks for $125 each.

The cost to make and market the computer
desks is $95 per unit. Calculate the return on

investment.

1 Day

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2Pricing StrategiesAs a group, we will go over the life cycle of a
products and talk about the different pricing

strategies that a company can use at the different
stages. After the class discussion, I give them a
Pricing strategies worksheet. They will use the

internet to find product for sale that use the

different strategies.

For example: Find an example of each of the

following pricing techniques on the Internet. List

the website and the product:

●odd-even pricing (example of both)

●prestige pricing

●multiple-unit pricing

●bundle pricing

●promotional pricing
●everyday low pricing

●price lining

1 Day

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Unit 4: Channel Management

Subject: Marketing I
Grade: 9-12
Name of Unit: Channel Management
Length of Unit: 2 Weeks
Overview of Unit: The students will investigate the different channels of distribution that the
modern companies use to move goods and services. This investigation will include a look at
ecommerce options.
Priority Standards for unit:
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (DESE Marketing: G)
○G.1: Competency: Employ marketing information to develop a marketing plan.
○G.2: Competency: Employ marketing information to plan marketing activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.
●Understands the concepts and processes needed to move, store, locate, and/or transfer
ownership of goods and services.(DESE Marketing: I)
○I.1: Competency: Utilize inventory-control methods to minimize costs and to
meet customer demand.
○I.2: Competency: Assess distribution strategies to improve their effectiveness
and to minimize their costs.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.2: Competency: Acquire foundational knowledge of customer/client/business
behavior to understand what motivates decision-making. (E.2)
Supporting Standards for unit:
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (DESE Marketing: B)
○B.1: Competency: Acquire information to guide business decision-making.
●Solves mathematical problems to obtain information for decision making in marketing.
(DESE Marketing: C)
○C.1: Competency: Apply algebraic skills to make business decisions.
●Integrates sociological knowledge of group behavior to understand customer decision-
making. (DESE Marketing: D)
○D.1: Competency: Employ sociological knowledge to facilitate marketing
activities.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (DESE Marketing: G)
○G.1: Competency: Employ marketing information to develop a marketing plan.
○G.2: Competency: Employ marketing information to plan marketing activities.

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○G.3: Competency: Employ marketing information to determine and meet
customer needs.

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Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels

Webb's DOK

the concepts and strategies
utilized to determine and
target marketing strategies

to a select audience.

Understand

the concepts and processes

needed to move, store,
locate, and/or transfer
ownership of goods and

services.

Understand

psychological knowledge to

understand customer

motivation.

Integrate

Apply

Essential Questions:

1.How do companies determine the best channel of distribution?
2.Why is distribution intensity a consideration in channel management?
3.How can ecommerce affect a distribution?

Enduring Understanding/Big Ideas:

1.There are many channels of distribution to choose from and each has positives and
negatives associated with it and costs that need to be considered.
2.Distribution intensity can determine the ease of access to product and/or services.
3.E-commerce is a process in which products are sold to consumers over the internet.

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Unit Vocabulary:

Academic Cross-Curricular Words

Content/Domain Specific

●Agents
●Manufacturing
●Retail
●Vendor
●Wholesale

●Distribution Intensity
●Drop Shipper
●E-Marketplace

Resources for Vocabulary Development: Quality Tools

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Topic 1: Channels of Distribution

Engaging Experience 1
Title: Distribution Channels
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts and processes needed to move, store, locate, and/or
transfer ownership of goods and services.
○I.1: Competency: Utilize inventory-control methods to minimize costs
and to meet customer demand.
○I.2: Competency: Assess distribution strategies to improve their
effectiveness and to minimize their costs.

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○Plan strategies to guide inquiry.
○Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○Process data and report results.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed
decisions.
●Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○Advocate and practice safe, legal, and responsible use of information and
technology.
○Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○Demonstrate personal responsibility for lifelong learning.

Detailed Description/Instructions: Students will research and determine a product for each of
the consumer distribution channels (A-E) and identify a product that is likely to use that
distribution channel. Explain why you think that the product uses that type of distribution
channel. Describe why it would be best to use that channel. See Appendix C for the worksheet.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: 10 points for each section.

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Engaging Experience 2
Title: T-Shirt Channels of Distribution
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience.
○G.1: Competency: Employ marketing information to develop a marketing
plan.
○G.2: Competency: Employ marketing information to plan marketing
activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making.
○B.1: Competency: Acquire information to guide business decision-
making.
●Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others (ISTE 2 - Communication and Collaboration).
○Interact, collaborate, and publish with peers, experts, or others employing
a variety of digital environments and media.
○Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
○Develop cultural understanding and global awareness by engaging with
learners of other cultures.
○Contribute to project teams to produce original works or solve problems.
●Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○Plan strategies to guide inquiry.
○Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.

Detailed Description/Instructions: The teacher will show a t-shirt and have students define
channels of distribution below:

●Channels of Distribution—the path from the manufacturer to the final user, consumer.
●Brainstorm for five minutes. What are the elements and steps involved in getting a t-shirt

into your hands? (Farmer, cloth manufacturer, production lines, warehouse, trucking,
retail store, etc.) Have a student write these on the board.

1.Distribute cards around the room. Manufacturer, wholesaler, agent, retailer,

customer

2.Ask students with cards to walk to the front of the room one at a time. Discuss

channel member and then briefly describe the channels. Point out we are creating
a path from the manufacturer to the consumer. Name the middle men so they
understand this concept.

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3.Ask students to line themselves up with their cards in channel order. Tell them

we will learn how the products go from manufacturer to consumer or industrial
user in our distribution unit.

Bloom’s Levels: Understand
Webb’s DOK: 3
Rubric: Check for student understanding

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

In this project students will need to do a little bit of research. Explain how the following
products get from the producer or manufacturer to the final user/consumer. The project is
NOT looking for the physical method (boat, train, etc.), we are looking to see who touches it or
takes possession of the product before it gets to the ultimate user. What stops does each
product make along the way? What is the distribution intensity for this product?

●Oranges
●Automobiles
●Books
●Soft Drinks
●Clothing
●Living Room Furniture
●Computers
●Potato Chips
●Movies
●Cell Phones

***Finally, pick your favorite product/brand you purchase. Trace the channels of distribution
it travels through to get to you, the final consumer. Include the distribution intensity of this
product as well. Be specific!!!

Rubric for Engaging Scenario: To be created

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Summary of Engaging Learning Experiences for Topics

Topic

Engaging

Experience Title

Description

Suggested
Length of

Time

Distribution

Channels

Students will research and determine a product for
each of the consumer distribution channels (A-E)

and identify a product that is likely to use that

distribution channel. Explain why you think that
the product uses that type of distribution channel.
Describe why it would be best to use that channel.

See Appendix C for the worksheet.

1 Day

1T-Shirt Channels
of Distribution

The teacher will show a t-shirt and have students

define channels of distribution below:

●Channels of Distribution—the path from

the manufacturer to the final user,

consumer.

●Brainstorm for five minutes. What are the

elements and steps involved in getting a t-

shirt into your hands? (Farmer, cloth

manufacturer, production lines, warehouse,
trucking, retail store, etc.) Have a student

write these on the board.

1.Distribute cards around the room.
Manufacturer, wholesaler, agent, retailer,

customer

2.Ask students with cards to walk to the front of

the room one at a time. Discuss channel

member and then briefly describe the channels.

Point out we are creating a path from the
manufacturer to the consumer. Name the

middle men so they understand this concept.

3.Ask students to line themselves up with their

cards in channel order. Tell them we will learn

how the products go from manufacturer to

consumer or industrial user in our distribution

unit.

1 Day

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Unit 5: Sales and Promotion

Subject: Marketing I
Grade: 9-12
Name of Unit: Sales and Promotion
Length of Unit: 5 Weeks
Overview of Unit: This unit investigates the promotional process and its effects on company
sales. By the end of this unit, the student will be able to manage the different media types to
produce a successful promotional mix.
Priority Standards for unit:
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
○E.2: Competency: Acquire foundational knowledge of customer/client/business
behavior to understand what motivates decision-making. (E.2)
●Understands the concepts and strategies needed to communicate information about
products, services, images, and/or ideas to achieve a desired outcome. (DESE Marketing:
I)
○I.1: Competency: Acquire a foundational knowledge and manage promotional
activities of promotion to understand its nature and scope, allow maximum return
on promotional efforts.
○I.2: Competency: Understand promotional channels used to communicate with
targeted audiences.
○I.3: Competency: Understand the use of an advertisement's components to
communicate with targeted audiences.
○I.4: Competency: Understand the use of public-relations activities to
communicate with targeted audiences.
○I.5: Competency: Understand the use of trade shows/expositions to communicate
with targeted audiences.
○I.6: Competency: Utilize word-of- mouth strategies to build brand and to
promote products.
○I.7: Competency: Understand the use of direct marketing to attract attention and
build brand.
○I.8: Competency: Understand the use of social media in marketing
communications to obtain customer attention and/or to gain customer insight.
○II.9: Competency: Understand types of digital advertising strategies that can be
used to achieve promotional goals.
○I.10: Competency: Evaluate advertising copy strategies that can be used to create
interest in advertising messages.
○I.11: Competency: Understand design principles to be able to communicate
needs to designers.
○I.12: Competency: Assess advertisements to ensure achievement of marketing
communications goals/objectives.
○I.13: Competency: Manage media planning and placement to enhance return on
marketing investment.
○I.14: Competency: Develop and execute an advertising campaign to achieve
marketing-communications objectives.

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○I.16: Competency: Utilize publicity/public-relations activities to create goodwill
with stakeholders.
○I.17: Competency: Employ sales-promotion activities to inform or remind
customers of business/product.
○I.18: Competency: Develop marketing/creative briefs to apprise staff and client
of promotional strategy.
○I.19: Competency: Participate in company's community outreach involvement to
foster a positive company image.

○I.20: Competency: Employ visual merchandising techniques to increase interest
in product offerings.
○I.21: Competency: Implement display techniques to attract customers and
increase sales potential.
○I.22: Competency: Manage promotional activities to maximize return on
promotional efforts.
Supporting Standards for unit:
●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (DESE Marketing: B)
○B.1: Competency: Acquire information to guide business decision-making.
●Solves mathematical problems to obtain information for decision making in marketing.
(DESE Marketing: C)
○C.1: Competency: Apply algebraic skills to make business decisions.
●Integrates sociological knowledge of group behavior to understand customer decision-
making. (DESE Marketing: D)
○D.1: Competency: Employ sociological knowledge to facilitate marketing
activities.
●Integrates psychological knowledge to understand customer motivation. (DESE
Marketing: E)
●E.1: Competency: Apply psychological knowledge to facilitate marketing activities.
●Understands the concepts and strategies utilized to determine and target marketing
strategies to a select audience. (DESE Marketing: G)
○G.1: Competency: Employ marketing information to develop a marketing plan.
○G.2: Competency: Employ marketing information to plan marketing activities.
○G.3: Competency: Employ marketing information to determine and meet
customer needs.

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Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels

Webb's DOK

psychological knowledge to
understand customer
motivation

Integrates

Apply

Understands the concepts
and strategies needed to
communicate information
about products, services,
images, and/or ideas to
achieve a desired outcome.

Understands

Essential Questions:

1.How does a Promotional Mix help guide and determine an overall promotional plan?
2.Why is advertising such an integral part of our daily lives and how do marketers
effectively use advertising to sell product?
3.How does social media play a part in promotion?

Enduring Understanding/Big Ideas:

1.Students will use all 5 parts of the Promotional Mix to create an effective and efficient
promotional plan.
2.Students will learn about all types of advertising techniques and media to best reach the
intended target audience.
3.Students will learn the impact of social media in direct marketing.

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Unit Vocabulary:

Academic Cross-Curricular Words

Content/Domain Specific

●Advertising
●Budget
●Direct Marketing
●Kiosks
●Layouts
●News Release
●Personal Selling
●Public Relations
●Sales Promotion
●Social Media

●Promotional Mix
●Consumer Promotion
●Trade Promotion
●Planogram

Resources for Vocabulary Development: To be created

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Topic 1: Promotional Mix

Engaging Experience 1
Title: Public Relations Event
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

Supporting:

Detailed Description/Instructions: Students will create Public Relations Event for the
company of their choice. To describe the event they will need to write a News/Press Release
about the event. Students will need to use their creativity and marketing ability in order to create
an event that will be covered by the media and create positive goodwill and publicity for the
company.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: Check for understanding

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Engaging Experience 2
Title: Advertising Pitch
Suggested Length of Time: 3 Days
Standards Addressed

Priority:

●Understands the concepts and strategies needed to communicate information
about products, services, images, and/or ideas to achieve a desired outcome.
○I.1: Competency: Acquire a foundational knowledge and manage
promotional activities of promotion to understand its nature and scope,
allow maximum return on promotional efforts.
○I.3: Competency: Understand the use of an advertisement's components
to communicate with targeted audiences.
○I.7: Competency: Understand the use of direct marketing to attract
attention and build brand.
○I.8: Competency: Understand the use of social media in marketing
communications to obtain customer attention and/or to gain customer
insight.
○II.9: Competency: Understand types of digital advertising strategies that
can be used to achieve promotional goals.
○I.10: Competency: Evaluate advertising copy strategies that can be used
to create interest in advertising messages.
○I.12: Competency: Assess advertisements to ensure achievement of
marketing communications goals/objectives.
○I.14: Competency: Develop and execute an advertising campaign to
achieve marketing-communications objectives.
○I.17: Competency: Employ sales-promotion activities to inform or
remind customers of business/product.
○I.19: Competency: Participate in company's community outreach
involvement to foster a positive company image.

Supporting:

●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.

Detailed Description/Instructions: Students will pick a brand name food product that they will
create an advertising campaign. Their job is to present a campaign to the board of directors (the
class) that will amaze and encourage them to hire their advertising agency. Teachers are
encouraged to make this a fun competition as well as simulate the intensity of board of director
meetings.

Students will need to include the following items in your presentation:
1.Campaign Theme
a.This is the basic concept of the campaign
2.Slogan
a.Slogan that will be repeated throughout the campaign
3.Television Advertising Storyboard
a.Description of the television advertisement
4.Radio Advertisement

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a.Script of radio advertisement
5.Print Ad
a.Be creative and use all 5 parts of print ad
6.One other type of advertisement of your choice
a.Choose one other medium and explain ad
7.Social Media
a.How will you use social media to develop a customer base
8.Advertising Icon or Celebrity Endorsement
a.Design an Advertising Icon or hire a celebrity endorser. Explain the
reasoning behind either decision.
9.Five Product Placements
a.Place product in the entertainment industry somewhere. Explain where
and how it will be used.
10.Jingle
a.Design a jingle that will appeal to your target market
11.Food Samples
a.Must have food samples for the class to enjoy during your presentation.

Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric:

1.Campaign Theme (10 points)

2.Slogan (10 points)

3.Television Advertising Storyboard (10 points)

4.Radio Advertisement (10 points)

5.Print Advertisement (10 Points)

6.One other type of advertisement of your choice (10 points)

7.Social Media (10 points)

8.Advertising Icon or Celebrity Endorsement (10 points)

9.Five Product Placements (10 points)

10.Jingle (10 points)

11.Food Samples (10 points)

12.Presentation (15 points)

TOTAL POINTS: 125
Comments:

Engaging Experience 3
Title: Celebrity Endorsement Activity
Suggested Length of Time: 2 Days
Standards Addressed

Priority:

●Understands the concepts and strategies needed to communicate information about
products, services, images, and/or ideas to achieve a desired outcome.
○I.22: Competency: Manage promotional activities to maximize return on
promotional efforts.

Supporting:

●Integrates psychological knowledge to understand customer motivation. (E)

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○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources
(ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for investigation.
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed decisions.
○Use multiple processes and diverse perspectives to explore alternative solutions

Detailed Description/Instructions:

1.You will choose one celebrity who you think would make a good spokesman (for
endorsing a product/service).
2.You will choose one product / service for that celebrity to endorse.
3.You will provide your rationale as to why you chose that celebrity and why you think
he/she will make a good spokesperson (endorsement) for that product/service.
4.Describe the promotional campaign you would use for this endorsement. What forms of
media would you use? Why? Your campaign must include a creative and memorable
“tag line” (Example: Eric Hosmer endorsing Liquid Plummer could say “Liquid Plumber
clears your clogged sink as quickly as one swing of my bat clears the bases.”)
5.Create a magazine print ad that includes your spokesman and product/service. Your ad
might include a picture of your spokesman, a quote from him, etc. You will design these
advertisements yourself. Remember the headline, copy, signature, illustration, and action.
Make sure your ad follows the AIDA principles that you learned.
6.You will need to create a storyboard for a television advertisement for the promotional
campaign with your celebrity.
7.Create an event where your celebrity will attend and promote the product you chose.
Example: Jimmy Johnson will show up at Lowe’s retail stores the week of a race and
promote the store by doing autograph signing and do it yourself sessions.
You will need to present all the above items in class. Have fun and be creative!
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: To be created

Engaging Experience 4
Title: Promo Mix Research
Suggested Length of Time: 45 Minutes
Standards Addressed

Priority:

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)

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○B.1: Competency: Acquire information to guide business decision-
making.
●Students demonstrate a sound understanding of technology concepts, systems,
and operations (ISTE 6 - Technology Operations and Concepts).
○Understand and use technology systems.

Detailed Description/Instructions: Students will pick a business that they are familiar with.
They will need to go through each of the 5 parts of the promotional mix and explain how that
company uses that as part of their promotional plan.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: Check for understanding

Engaging Experience 5
Title: Product Placement
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts and strategies needed to communicate information
about products, services, images, and/or ideas to achieve a desired outcome.
○I.1: Competency: Acquire a foundational knowledge and manage
promotional activities of promotion to understand its nature and scope,
allow maximum return on promotional efforts.
○I.3: Competency: Understand the use of an advertisement's components
to communicate with targeted audiences.
○I.12: Competency: Assess advertisements to ensure achievement of
marketing communications goals/objectives.
○I.13: Competency: Manage media planning and placement to enhance
return on marketing investment.
○I.14: Competency: Develop and execute an advertising campaign to
achieve marketing-communications objectives.
○I.18: Competency: Develop marketing/creative briefs to apprise staff and
client of promotional strategy.
○I.22: Competency: Manage promotional activities to maximize return on
promotional efforts.

Supporting:

●Integrates sociological knowledge of group behavior to understand customer
decision-making.
○D.1: Competency: Employ sociological knowledge to facilitate
marketing activities.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed
decisions.

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Detailed Description/Instructions: Students will act as if they run an advertising agency that
has been hired to help a television network find ways to use product placement in television
shows. It is especially interested in targeting young people, ages 16 – 25.
Complete the following activities:

1.Choose a television network and a television show for which to produce a product

placement plan.

2.Select 5 products that could easily be placed in the show.
3.Give examples of how each product could be placed in the show and describe which

characters would be involved in their use.

4.Use all the information to create a multimedia presentation to be given to the television

network.

Multimedia presentation needs to include:
●6 slide minimum
●Title Slide
○TV Show
○Picture
○Main Characters
○What season the show is currently in.
○What day and time the show airs.
●5 Products
○Picture of the product
○Example of how it will be placed.
○What characters will be involved.
Be creative and have fun with this project!
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: 50 Points, to be created

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Topic 2: Social Media

Engaging Experience 1
Title: Mark Zuckerberg (Facebook) Interview
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

Supporting:

Detailed Description/Instructions: Have students watch the two videos (links below) that are
60 Minutes interviews. It provides insight and a historical look at Facebook and Mark
Zuckerberg. After watching the videos students need to answer the following questions:

●Part 1: https://www.youtube.com/watch?v=C2VAIbEdTv8
●Part 2: https://www.youtube.com/watch?v=7XQpAoj549o
1.Tell me 3 things you learned.
2.Tell me 2 things you already knew.
3.Tell me 1 question you still have.

Bloom’s Levels: Apply
Webb’s DOK: 3
Rubric: Check for understanding

Engaging Experience 2
Title: Social Media in Corporate America
Suggested Length of Time: 2 Days
Standards Addressed

Priority:

Supporting:

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●Students demonstrate a sound understanding of technology concepts, systems,
and operations (ISTE 6 - Technology Operations and Concepts).
○Understand and use technology systems.
○Select and use applications effectively and productively.
●Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○Advocate and practice safe, legal, and responsible use of information and
technology.
○Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○Demonstrate personal responsibility for lifelong learning.
○Exhibit leadership for digital citizenship.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
○Collect and analyze data to identify solutions and/or make informed
decisions.
○Use multiple processes and diverse perspectives to explore alternative
solutions

Detailed Description/Instructions: Your assignment will be to research and investigate how
corporations are using social media in their business and promotional/sales practices. For each
type of media you need to research two companies and their use of this media. What are the
positives and negatives of how they use it? What is unique about their techniques? What is
outdated and ineffective or new fresh and successful? Be ready to present your finding to class
with a multimedia presentation.

●Facebook
●Twitter
●YouTube
●Snapchat or Instagram
●E-mail/Database Marketing
●Blogs:

Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: To be created

Engaging Experience 3
Title: Viral Marketing Activity
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

●Understands the concepts and strategies needed to communicate information
about products, services, images, and/or ideas to achieve a desired outcome.

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○I.1: Competency: Acquire a foundational knowledge and manage
promotional activities of promotion to understand its nature and scope,
allow maximum return on promotional efforts.

Supporting:

●Integrates psychological knowledge to understand customer motivation. (E)
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Create original works as a means of personal or group expression.
●Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○Plan strategies to guide inquiry.
○Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
●Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior (ISTE 5 - Digital Citizenship).
○Advocate and practice safe, legal, and responsible use of information and
technology.
○Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
○Demonstrate personal responsibility for lifelong learning.
○Exhibit leadership for digital citizenship.

Detailed Description/Instructions: Students will need to create a viral marketing campaign for
Park Hill/Park Hill South DECA. Students will need to research viral marketing to understand
what it is and why it is effective. Students will also need to watch the video (links below) to see
firsthand a good viral marketing example. From there they will need to create the viral
marketing activity for their DECA chapter. Flip to Mexico:
https://www.youtube.com/watch?v=N4suXAzKMYE
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: Check for understanding

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Topic 3: Visual Display

Engaging Experience 1
Title: Visual Merchandising & Display
Suggested Length of Time: 3 Days
Standards Addressed

Priority:

Supporting:

●Integrates psychological knowledge to understand customer motivation.
○E.1: Competency: Apply psychological knowledge to facilitate marketing
activities.
●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Create original works as a means of personal or group expression.
○Use models and simulations to explore complex systems and issues.
○Identify trends and forecast possibilities.
●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed
decisions.
○Use multiple processes and diverse perspectives to explore alternative
solutions.
●Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○Apply existing knowledge to generate new ideas, products, or processes.
○Create original works as a means of personal or group expression.
○Use models and simulations to explore complex systems and issues.
○Identify trends and forecast possibilities.

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●Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○Identify and define authentic problems and significant questions for
investigation.
○Plan and manage activities to develop a solution or complete a project.
○Collect and analyze data to identify solutions and/or make informed
decisions.
○Use multiple processes and diverse perspectives to explore alternative
solutions.

Detailed Description/Instructions: Students will choose their favorite retail store and describe
and create a visual display. They will need to follow the steps to create a visual display. See
Appendix D for all the details and rubric. In addition to the handout, students will need to use
graph paper to layout the floor plan of the store.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric:See Appendix D for all the details and rubric

Board Approved: May 12, 2016

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Topic 4: Budgets

Engaging Experience 1
Title: How much for promotional budgets?
Suggested Length of Time: 1 Day
Standards Addressed

Priority:

Supporting:

●Understands tools and strategies used to access, process, maintain, evaluate, and
disseminate information to assist business decision-making. (B)
○B.1: Competency: Acquire information to guide business decision-
making.
●Solves mathematical problems to obtain information for decision making in
marketing. (C)
○C.1: Competency: Apply algebraic skills to make business decisions.

Detailed Description/Instructions: In this activity students will need to do some research and
find answers to the following questions:

1.Research 3 different companies and figure out how they allocate their marketing budget?
2.Pick your favorite primetime TV show and research how much it would cost for a 30

second ad.

Bloom’s Levels: Apply
Webb’s DOK: 3
Rubric: Students will report to class on their finding. Check for understanding.

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Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

DECA Project - roughly a week long, Advertising Campaign

Directions: Your task is to come up with a promotional campaign for product you are given.
Have fun! our job is to develop a Promotional Campaign for one product of the business you
choose. For example, you may choose to work for Coca-Cola and pick Diet Coke for your
promotional campaign.

Your group will be judged on the following:

●Creativity and uniqueness of the promotional campaign
●Feasibility of promotional campaign for your product
●Use of entire promotional mix strategies
●Potential effectiveness of promotional campaign
●Campaign theme tying all part of the promotional mix together to create one clear and

concise campaign that will promote sales and long term growth

Presentation

1.Promotional Campaign Theme or Concept (25 Points)
2.Describe the overall campaign idea you will be using to promote your product. Be sure

to describe who you target market is and the customer profile of your audience.

3.Promotional Mix Item #1: Personal selling (15 points)
4.Promotional Mix Item #2: Advertising (15 points)
5.Promotional Mix Item #3: Direct marketing (15 points)
6.Promotional Mix Item #4: Sales promotion (15 points)
7.Promotional Mix Item #5: Public relations (15 points)

Make sure to explain/demonstrate how you will incorporate these FIVE promotional mix items
in your presentation!

Rubric for Engaging Scenario: To be created

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Summary of Engaging Learning Experiences for Topics

Topic

Engaging

Experience Title

Description

Suggested
Length of

Time

1Public Relations

Event

Students will create Public Relations Event for the

company of their choice. To describe the event

they will need to write a News/Press Release about
the event. Students will need to use their creativity

and marketing ability in order to create an event

that will be covered by the media and create

positive goodwill and publicity for the company.

1 Day

1Advertising Pitch

Students will pick a brand name food product that
they will create an advertising campaign. Their job

is to present a campaign to the board of directors
(the class) that will amaze and encourage them to

hire their advertising agency. Teachers are

encouraged to make this a fun competition as well

as simulate the intensity of board of director

meetings.

3 Days

Celebrity

Endorsement

Activity

1.You will choose one celebrity who you think

would make a good spokesman (for

endorsing a product/service).

2.You will choose one product / service for
that celebrity to endorse.
3.You will provide your rationale as to why
you chose that celebrity and why you think
he/she will make a good spokesperson
(endorsement) for that product/service.
4.Describe the promotional campaign you
would use for this endorsement. What
forms of media would you use? Why? Your
campaign must include a creative and
memorable “tag line” (Example: Eric Hosmer
endorsing Liquid Plummer could say “Liquid
Plumber clears your clogged sink as quickly
as one swing of my bat clears the bases.”)

5.Create a magazine print ad that includes
your spokesman and product/service. Your

ad might include a picture of your

spokesman, a quote from him, etc. You will

2 Days

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design these advertisements yourself.

Remember the headline, copy, signature,
illustration, and action. Make sure your ad
follows the AIDA principles that you learned.

6.You will need to create a storyboard for a
television advertisement for the promotional
campaign with your celebrity.
7.Create an event where your celebrity will
attend and promote the product you chose.
Example: Jimmy Johnson will show up at
Lowe’s retail stores the week of a race and
promote the store by doing autograph
signing and do it yourself sessions.

You will need to present all the above items in

class. Have fun and be creative!

Promo Mix
Research

Students will pick a business that they are familiar
with. They will need to go through each of the 5
parts of the promotional mix and explain how that

company uses that as part of their promotional

plan.

45 Minutes

1Product Placement

Students will act as if they run an advertising
agency that has been hired to help a television
network find ways to use product placement in
television shows. It is especially interested in

targeting young people, ages 16 – 25.

Complete the following activities:
1.Choose a television network and a

television show for which to produce a

product placement plan.

2.Select 5 products that could easily be

placed in the show.

3.Give examples of how each product could

be placed in the show and describe which
characters would be involved in their use.
4.Use all the information to create a
multimedia presentation to be given to the

television network.

The Multimedia presentation needs to
include:
●6 slide minimum
●Title Slide
○TV Show
○Picture

○Main Characters

2 Days

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○What season the show is currently in.

○What day and time the show airs.
●5 Products
○Picture of the product
○Example of how it will be placed.
○What characters will be involved.

Be creative and have fun with this project!

2Mark Zuckerberg

(Facebook)
Interview

Have students watch the two videos (links below)
that are 60 Minutes interviews. It provides insight

and a historical look at Facebook and Mark

Zuckerberg. After watching the videos students

need to answer the following questions:

●Part 1:

https://www.youtube.com/watch?v=C2VAI

bEdTv8

●Part 2:

https://www.youtube.com/watch?v=7XQp

Aoj549o

1.Tell me 3 things you learned.

2.Tell me 2 things you already knew.
3.Tell me 1 question you still have.

1 Day

Social Media in

Corporate America

Your assignment will be to research and

investigate how corporations are using social
media in their business and promotional/sales
practices. For each type of media you need to
research two companies and their use of this
media. What are the positives and negatives of
how they use it? What is unique about their
techniques? What is outdated and ineffective or
new fresh and successful? Be ready to present
your finding to class with a multimedia
presentation.

●Facebook
●Twitter
●YouTube
●Snapchat or Instagram
●E-mail/Database Marketing

●Blogs

2 Days

Viral Marketing

Activity

Students will need to create a viral marketing
campaign for Park Hill/Park Hill South DECA.
Students will need to research viral marketing to

understand what it is and why it is effective.

Students will also need to watch the video (links

1 Day

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below) to see firsthand a good viral marketing

example. From there they will need to create the
viral marketing activity for their DECA chapter.

Flip to Mexico:

https://www.youtube.com/watch?v=N4suX

AzKMYE

Visual

Merchandising &

Display

Students will choose their favorite retail store and

describe and create a visual display. They will

need to follow the steps to create a visual display.
See Appendix D for all the details and rubric. In
addition to the handout, students will need to use
graph paper to layout the floor plan of the store.

3 Days

How much for
promotional

budgets?

In this activity students will need to do some
research and find answers to the following

questions:

1.Research 3 different companies and figure out

how they allocate their marketing budget?

2.Pick your favorite primetime TV show and

research how much it would cost for a 30

second ad.

1 Day

Board Approved: May 12, 2016

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Unit of Study Terminology

Appendices: All Appendices and supporting material can be found in this course’s shell course in the
District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate
level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to
discover and state in their own words by the end of the unit of study. These are answers to the essential
questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students. These
experiences are aligned to priority and supporting standards, thus stating what students should be able to
do. An example of an engaging experience is provided in the description, but a teacher has the autonomy
to substitute one of their own that aligns to the level of rigor stated in the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge,
audience, and a product or performance is specified. Each unit contains an example of an engaging
scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the
learning.

Priority Standards: What every student should know and be able to do. These were chosen because of
their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many,
depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority standards
and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to understanding.
Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple
content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically
within the content.

Symbols:
This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the
rubric provided by the district.

This symbol depicts an experience that integrates professional skills, the development of professional
communication, and/or the use of professional mentorships in authentic classroom learning activities.

Board Approved: May 12, 2016

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Grade 9th – 12th, 1 Credit
Elective Course

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