Principles of Marketing s2

GRAYSON COUNTY TECHNOLOGY CENTER Marketing Basics Syllabus Instructor: Cynthia Smith Marketing makes it possible for businesses to find customers for their products and services and to sell them at a reasonable price while still making a profit. Marketing helps consumers select the best products and services from all those available in order to satisfy their wants and needs. This course provides the students with a basic foundation for understanding marketing and the huge role it plays in our everyday lives. While principles of marketing A is not a pre-requisite for this course, it is highly recommended.

Text: Marketing Essentials, 3 rd edition. Farese, Kimbrell, and Woloszyk. Glencoe/McGraw-Hill, 2002.

The following is an outline of topics covered: Chapter 10 Interpersonal Skills  AE 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.  AE 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.  AE 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.  AE 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.  AE 3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects.  AE 3.4 Students demonstrate the ability to be resourceful and creative.  AE 4.1 Students effectively use interpersonal skills.  AA 1 Student will utilize effective verbal and non-verbal communication skills  AA 2 Student will participate in conversation, discussion, and group presentations  AA 3 Student will follow directions  AB 1 Student will locate and interpret written information  AB 3 Student will identify relevant details, facts, and specifications  AB 5 Student will demonstrate competence or organizing, writing, and editing using correct vocabulary, spelling, grammar, punctuation  AB 6 Student will demonstrate the ability to write clearly and concisely using industry specific terminology  AF 1 Student will recognize the potential risks associated with Internet use  AF 2 Student will identify and apply Internet security practices  AF 3 Student will practice safe, legal, and responsible use of technology in the workplace  EA 1 Student will demonstrate enthusiasm and confidence about work and learning new tasks  EA 5 Student will take and provide direction in the workplace EE 1 Student will recognize diversity, discrimination, harassment, and equity  EE 2 Student will work well with all customers and co-workers  EE 3 Student will explain the benefits of diversity within the workplace  EE 4 Student will explain the importance of respect for feelings, values, and beliefs of others  EE 7 Student will identify ways tasks can be structured to accommodate the diverse needs of workers  EF 1 Student will recognize the characteristics of a team environment and conventional workplace  EF 2 Student will contribute to the success of the team  EF 3 Student will demonstrate effective team skills and evaluate their importance in the workplace

Potential activities and resources: Assignment sheet and rubric as students will develop and present lessons from this chapter. Sample lesson plans and activities.  Current Event  R#1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  R#2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  W#4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  W#6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.  W#10 Write routinely over extended times frames and shorter time frames for a range of tasks, purposes, and audiences. SPEAKING AND LISTENING CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Weeks 7-12 Chapter 3—The Free Enterprise System Basic freedoms and rights of business ownership Competition Risk Profit Role of government Role of consumer Supply and demand  AE 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.  AE 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.  AE 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.  AE 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.  AE 3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects.  AE 3.4 Students demonstrate the ability to be resourceful and creative.  AE 4.1 Students effectively use interpersonal skills.  AE 4.2 Students use productive team membership skills  AA 1 Student will utilize effective verbal and non-verbal communication skills  AA 2 Student will participate in conversation, discussion, and group presentations  AB 1 Student will locate and interpret written information  AB 3 Student will identify relevant details, facts, and specifications  AB 5 Student will demonstrate competence or organizing, writing, and editing using correct vocabulary, spelling, grammar, punctuation  AB 6 Student will demonstrate the ability to write clearly and concisely using industry specific terminology  AF 1 Student will recognize the potential risks associated with Internet use  AF 2 Student will identify and apply Internet security practices  AF 3 Student will practice safe, legal, and responsible use of technology in the workplace  OA 6 Student will describe the concept of price  OA 8 Student will determine the role of government in business  OA 10 Student will identify factors affecting a business’s profit  OA 11 Student will explain the concept of competition  OA 12 Student will explain measures used to analyze economic conditions Writing Piece  W#4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  W#6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.  W#10 Write routinely over extended times frames and shorter time frames for a range of tasks, purposes, and audiences.

Potential activities and resources: Video: From Poop to Profits Assignment sheet for entrepreneurial lessons students will develop; rubric will accompany assignment sheet

Current Event  R#1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  R#2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  W#4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  W#6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.  W#10 Write routinely over extended times frames and shorter time frames for a range of tasks, purposes, and audiences. SPEAKING AND LISTENING CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Week 12 FINAL Project: Countries assignment sheet and rubric  AE 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes, AE 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations  AE 2.16 Students observe, analyze, and interpret human behaviors, social groups, and institutions to better understand people and the relationships among individuals and among groups  AE 2.29 Students demonstrate skills that promote individual well-being and healthy family relationships  AE 2.37 Students demonstrate skills and work habits that lead to success in future schooling and work  AE 3.0 Students shall develop their abilities to become self-sufficient individuals  AA 1 Student will utilize effective verbal and non-verbal communication skills  AA 2 Student will participate in conversation, discussion, and group presentations  AA 3 Student will follow directions  AB 1 Student will locate and interpret written information  AB 3 Student will identify relevant details, facts, and specifications  AB 5 Student will demonstrate competence or organizing, writing, and editing using correct vocabulary, spelling, grammar, punctuation  AB 6 Student will demonstrate the ability to write clearly and concisely using industry specific terminology  AF 1 Student will recognize the potential risks associated with Internet use  AF 2 Student will identify and apply Internet security practices  AF 3 Student will practice safe, legal, and responsible use of technology in the workplace  EF 2 Student will contribute to the success of the team  EF 3 Student will demonstrate effective team skills and evaluate their importance in the workplace  EC 3 Student will demonstrate polite and respectful behavior toward others  EC 5 Student will demonstrate pride in work SPEAKING AND LISTENING CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Throughout this course, you will be expected to complete various oral and written assignments. Also, you will be given quizzes and tests as well as performance events that will factor in determining your grade. Your grade will be determined by the following weights: Homework = 35%, Quizzes/Tests/Projects = 35%, Writing/Reading Assignments = 20%, Journal = 10%. Final grade will be determined by 90% of your coursework and your final exam/project will count 10%.

Paperwork: All students must fill out an application for enrollment to the technology center. Please make sure all sections are completed. Paperwork will be sent back to you without medical information. All students must also fill out a medical release form and field trip permission form to be able to go on our field trips or travel to DECA events. Please return these forms within 7 calendar days. For each day thereafter, a five point penalty will be assessed to those forms not being turned in. That is the standard procedure if homework is turned in late!

Attendance is extremely important! In the event of an absence, it is the student’s responsibility to seek and turn in their work within a week of their absence. Otherwise, credit for that work may not be granted.

I may be reached at 259-3195 or [email protected]

LET'S HAVE A TERRIFIC TRIMESTER!!!

If we make every attempt to increase our knowledge in order to use it for human good, it will make a difference in us and in our world.

Ms. Smith